3rd Grade
Structures of Life: Lesson 1
INTENDED CURRICULUM
BIG IDEA: (display in class during the lesson)
All living organisms have identifiable structures and characteristics that that
serve different functions in growth, survival, and reproduction.
Investigations 1.1, 1.2 and 1.3 Structures of Life
Idaho Standard(s) addressed:
!
LESSON CONTENT GOALS
GUIDING QUESTIONS
1. Seeds come from plants.
1. Where do seeds come from?
2. Seeds and have different properties
and develop in the plant part called
fruit.
2. Where are seeds found on plants?
3. Seeds are living organisms. Seeds
undergo changes in the presence of
water. A seed conatins the embryo
plant and stores food and water.
3. What do seeds need to grow?
4. When seeds are soaked in water, they
become larger and heavier.
4. What effect does water have on
seeds?
TESLA Scaffolded Guided Inquiry, Grade 3 Structures of Life - Lesson 1
020111
1
IMPLEMENTED CURRICULUM
Teacher’s Notes:
Conduct Lesson 1 and Lesson 2 of the Structures of Life Module at a time
of the year when temperatures are mild or warm. Cold temperatures are not good for growing
plants.
A fruit is the structure that develops from the flower of a plant and contains seeds. Tomatoes,
bean pods, peas, squash and corn ore commonly though of a vegetables, but botanically speaking
they are all fruits because they contain seeds.
Seeds are an essential link in the chain of life not only for plants, but animals that depend on the
plants as a source of food. The seeds of rice, corn and wheat are the “staff of life” for humans.
Three big ideas emerge from this lesson: seeds are diverse and common, seeds can change and
grow when supplied with water, and seeds are alive.
In preparing for Part 1 of this lesson try to select diverse fruits for students to explore such as
mature bean or pea pods (not snow peas) to start with and then you will need four to six
additional fruits such as bell peppers, cherry tomatoes, corn, melons, kiwi, plums and fava
beans. On corn, each kernel is a seed. Stay away from hot peppers! The local grocery store
may donate some fruit or ask the students to bring some. Be prepared! We usually do not taste
in science, but this one is okay for students to taste. Hand washing is recommended.
Provide safety information on the proper use of the plastic knives.
Create a histogram for Part 1 like the one below. One is provided in the appendix at the end of
this lesson that you can use as a transparency.
Part 2 will take one class period to start and then each day for 7 days thereafter,
allow 15 - 20 minutes for students to record their observations in their science
notebooks. Lesson 2 begins 7-9 days after this part.
TESLA Scaffolded Guided Inquiry, Grade 3 Structures of Life - Lesson 1
020111
2
Familiarize yourself with the class sprouter and run water through it before
introducing it to the class. It has three grooved trays with siphons (red caps), a
collecting bowl, and a lid.
The procedure is a follows:
• To prevent mold from contaminating the seeds, thoroughly was the sprouter
with a brush, using hot water and soap. For the final rinse, use a weak bleach
solution.
• Make sure the red caps are on the water-draining tubes. Rotate the trains so
that the drains are not directly above or below one another.
• Stack the trays. Pour ! liter of water into the top tray. The water flows
directly through the sprouter, one tray at a time, and collects in the bottom
bowl. A small amount of water remains in each tray to moisten the seeds.
When all the water has drained (about 10 minutes), empty the bottom bowl. Do
not reuse the water. (Water the seeds with ! liter of fresh weak bleach solution
every day for 1 week.)
• If the water does not flow through, check for an air lock. Tap or twist the red
caps to eliminate any air.
• Select a convenient place for the sprouter away from direct sunlight.
TESLA Scaffolded Guided Inquiry, Grade 3 Structures of Life - Lesson 1
020111
3
Practice setting up a mini-sprouter so you can demonstrate for the class. Each group
will have one of these.
You also need to plan where to store them during the week. They can be stored along
with their identifying placemats.
All of the seeds in both types of sprouters should be watered every school day using a
very weak bleach solution. The bleach will retard mold. You will need 40-50 ml of
household bleach. Mix up the solution for students each day using 5 ml of bleach for
about 2 liters of tap water in the pitcher. Use this water for all of the seeds.
If during the week some seeds start to mold, it is very important that you remove
them before they contaminate the others.
As a demonstration tool, glue four seeds ( one ach of pea, sunflower, corn and bean)
in the ovals and write four student names on a copy of the Sprouting Seed Place Mat.
The class sprouter has three trays. Set aside one seed of each kind for labeling the
trays. You will need 35 bush beans in the top tray, 35 bush beans in the second tray,
and about 35 each of the sunflower, pea and popcorn seeds in the third tray. Put the
seeds for each tray in a plastic cup.
Prepare a container of four kinds of seeds for each group. Use the " liter plastic
containers with lids and place 7 of each kind of seed in each container for a total of 28
seeds per container.
Part 3 will take two sessions of 20-30 minutes. The first part takes place during any
of the six days that students are recording changes in their minisprouters. The
second session takes place the following day.
TESLA Scaffolded Guided Inquiry, Grade 3 Structures of Life - Lesson 1
020111
4
You will need the balance beams from the FOSS Measurement Kit to investigate the
amount of water the dry lima beans will soak up. Make sure that the balance beams
are set to zero by moving the white plastic slider located at the back of the beam. At
zero, the white plastic tab will line up with the raised line on the beam.
Count out 15 1-gram pieces for each group. Stack two cups for each group and store
the 1-gram pieces for each group in the top cup.
Advance Preparation:
Part 1
For each group of four students:
1 plastic knife
2 bean or pea pods
4-6 different fruits
4 LE -2 Comparing Seeds
For the class:
Paper towels
Newspaper
Part 2
For each group of four students:
1 container, ! liter
1 container lid
1 round coffee filter
7 bush bean seeds
7 sunflower seeds
7 peas
7 popcorn kernels
Student Sheet No. 3 - Sprouting Seed Place Ma
For the class:
1 sprouter (3 trays, 1 bowl, 1 lid)
1 brush
1 container, " liter
70 bush bean seeds
35 sunflower seeds
35 peas
35 popcorn kernels
1 pitcher
3 plastic cups
1 set of metric spoons
white glue
water
bleach, about 50 ml
transparent tape
TESLA Scaffolded Guided Inquiry, Grade 3 Structures of Life - Lesson 1
020111
5
Part 3
For each group of four students:
1 minisprouter with seeds
5 lima beans
1 FOSS balance
2 plastic cups
15 1-gram pieces
For the class:
2 pitchers
water
paper towels
Brief Review of the lesson:
DAY 1: Read engaging scenario and review clues.
Explore bean pods
Complete a histogram
Complete a seed comparison chart
Quick-Write
DAY 2: Completes Focus Question
Writes a Prediction
Creates Minisprouter, Class Sprouter and Seed Comparison Chart
DAYS 3-8: Collects Data – Changes in seeds
DAY 5-6: Collects Data - Soaking lima beans in water
DAY 9: Making Meaning Conference
Writes Claims and Evidence
Writes Conclusions
Reflection
TESLA Scaffolded Guided Inquiry, Grade 3 Structures of Life - Lesson 1
020111
6
Part 1 - DAY ONE
ENGAGING SCENARIO: Teacher says:
“Scientists at TESLA study many different types of plants and
animals. They write reports about what they learn about
these plants and animals in science notebooks. These use
these science notebooks to give information to people about
what they have learned about the plants and animals. They
are very busy right now and cannot finish all of their studies
about plants and animals. They need us to help them with
some of their work. They want us to study some plants and
animals. They have sent us some materials and printed
information that may help us. They also need us to keep
accurate records and labeled drawings in our science
notebooks and then send them a report about what we found
out about the plants and animals in a couple of months.”
What is the problem we need to solve?
What do we need to investigate?
Conduct a kit inventory at this point. You may either inventory the whole kit or just inventory the
equipment used in this lesson. Open the kit inventory by stating – “These are the objects that sent to
us by the scientists at TESLA. I have put them in this pillowcase (or large bag). Let’s see if we can
identify them.”
Call on one student at a time to come to the front of the classroom. Ask the student to select one item
from the pillowcase without showing it to the rest of the class. Ask the student the following three
questions:
What color/shape is the object?
Where have you seen this before?
What do you think we will use this for in the unit?
After the student responds to the three questions have each group try to determine the identity of the
object.
Place the object in a zip-lock bag and mount it on the word wall with a word card underneath it.
Repeat this process with all objects. Tell the students that the word/object wall and their science
notebook entries from the kit inventory will always have the correct spelling for each of the objects.
TESLA Scaffolded Guided Inquiry, Grade 3 Structures of Life - Lesson 1
020111
7
It is expected that whenever they use the object or write about it in their science notebooks, that they
will use the correct name and spelling for the object.
Then reread the engaging scenario.
Teacher says,
“What do the scientists at TESLA need us to do?”
To find out some information about plants and animals.
“What else to they need us to do?”
Keep accurate records of what we find out and send them a report in a couple of months.
Word Wall
property-
Word Wall
seed-
Word Wall
bean pod-
Word Wall
fruit-
Hold up a familiar fruit, such as an apple. Ask the students to describe the apple. List their
observations on the board. Then state - what you just described are properties. A property is
something you describe about something - like size, shape, color, texture, smell, and other features.
The first item that the TESLA scientists want us to study for them is this item. It is called a bean pod.
Distribute two bean pods to each group. Let’s examine the bean pods and then we will describe their
properties. Allow the students time to explore the bean pods and then have them describe the
properties. List their responses on their board.
Distribute the plastic knives to each group and challenge them to carefully open the pods and find out
what is inside. Discuss the safe use of the knives before beginning. When students locate the beans
or peas, identify them as seeds. State: You have just opened a fruit and found what is in all fruits seeds. A plant part that contains seeds is called a fruit.
Explain that the pod is the part of the plant that holds the seeds. Scientists call this part a fruit.
Explain that we sometimes call a bean or pea as a vegetable, but scientists call any part of a plant that
has seeds as a fruit.
Have the students describe the properties of the bean seeds. Ask - Are they small or large, round or
flat, rough or smooth, hard or soft?
List their observations on the board. Reinforce that properties can include size, shape, color, texture,
smell, and other features.
Have the students count the seeds in their pod. On the board draw a large histogram like the one in
LE-1 or make that into a transparency to collect data on the numbers of seeds in the pods.
Distribute a copy of LE-1 for students to keep their own record of the class histogram. Ask students to
come up a few at a time to draw a circle above the number they counted. For example, after opening a
bean pod and counting four beans, a student would draw a circle above the four.
TESLA Scaffolded Guided Inquiry, Grade 3 Structures of Life - Lesson 1
020111
8
Have students complete their own class histogram and place it in their science notebooks. The
histogram can be used to interpret information. Ask:
•
•
What was the most common number of seeds found in the pods?
If you opened one more pod, how many seeds would you predict you would find inside?
Distribute copies of LE 1-2 Comparing Seeds to each student. Preview the sheet with the class. Have
students record the following information about the pods they just opened:
Comparing Seeds
Name of Fruit
Number of Seeds
Properties
of Seeds
Draw a Picture
The of Seed
•
•
•
•
Write the name of the fruit
Count and record the number of seeds inside one of the pods
Write down several properties of the seed
Draw a picture of the seed
Word Wall
estimate-
After completion, distribute two plates with several fruits. Working in pairs, the students will open the
fruits, find the seeds and record their observations on LE 1-2. Students should put the seeds on the
plates after they remove them from the fruit. If the fruit contains too many seeds to count, have the
students estimate the number of seeds. Define the term estimate as figuring out about how many not exactly. Show how to cut fruits, such as the apple on the equator to reveal interesting seed
patterns.
Allow the students time to locate the seeds and to record their observations. Circulate and provide
assistance as necessary. Encourage estimation as appropriate. Remind the students to record their
observations on their record charts.
Clean up.
TESLA Scaffolded Guided Inquiry, Grade 3 Structures of Life - Lesson 1
020111
9
Discuss the properties the students observed and recorded on their charts.
Close the lesson with students completing the following quick write in their science notebooks using
words from the word wall or in their own words.
One new thing I learned about seeds today was ___________________ .
Share several to check for understanding. State that tomorrow we will continue to learn more
information about seeds to help the scientists at TESLA.
TESLA Scaffolded Guided Inquiry, Grade 3 Structures of Life - Lesson 1
020111
10
Part 2 -DAYS TWO - EIGHT
Note: After this lesson, students will observe and record in their
science notebooks for the next 7 days. Start Lesson 2 in about 10 days.
FOCUS QUESTION (discuss in groups, display, record in notebooks)
Teacher’s Notes:
Distribute the ! liter container of seeds for each group. State that TESLA scientists have sent these
seeds for us to study and to provide them with information about what we learned.
Ask the students to sort the seeds by kind. Reintroduce the term property. Discuss the differences in
size, shape, color, and texture among the four different kinds of seeds. Tell the students that the
TESLA scientists have shared with you that the seeds are living plants in a resting or dormant stage.
Ask: If we wanted to grow these seeds, what would we need?
Word Wall
dormant-
Listen to student suggestions and then state:
•
The scientists wanted to know what would happen if the seeds were just watered instead of
planting them in soil.
•
What do you think would happen?
•
How can we find out?
When we have a problem to solve we usually say it as a question about what we want to find out. It is
called a Focus Question. Here is the Focus Question for this problem.
What will happen to the seeds if we just water them? (record on board)
Discuss with the class what the question is asking. They are to record it a CLASS FOCUS
QUESTION in their science notebooks.
PREDICTION (record in notebook)
Teacher’s Notes:
Lead the students to generate predictions for their focus question. Teacher says, “Now that you have a
Focus Question, discuss with your group what you might think is the answer to your question. This is
what a prediction looks like TESLA Scaffolded Guided Inquiry, Grade 3 Structures of Life - Lesson 1
020111
11
Prediction sentence starter:
I think that the seeds will ___________ if we just water them because __________
Allow students time to discuss. Walk around the groups to listen to their ideas and assist them in how
to record it in their notebooks. As students finish recording their predictions have them share their
ideas with the class.
Help students see the relationship between the focus question and the prediction.
Guide and assist those groups that are still having difficulty writing a prediction.
Tell the students that we will be testing their ideas, but first they need to record their observations of
the dry seeds. Have the students record the date in their science notebooks and then select one kind of
seed then write about the properties of the seed and draw what the dry seed looks like. Each member
of the group should select a different seed.
Tell the students that they can use the plastic container to try to grow their seeds with just water.
Show the students how to assemble the mini-sprouter using the ! liter container, filter paper and lid.
•
•
Place the filter paper in the container.
Put 6 bean, pea, popcorn, and sunflower seeds on the filter paper for a total of 24 seeds.
TESLA Scaffolded Guided Inquiry, Grade 3 Structures of Life - Lesson 1
020111
12
The remaining seed of each kind will be used on the Sprouting Seed Place Mat. Hold up the place
mat you made as an example.
Distribute the filter paper and allow the students to set up their minisprouters. As soon as they are
ready, visit each group and fill each minisprouter about ! full of weak bleach solution. Let the
seeds soak while each group makes a place mat for the container.
Show the students the sample place mat again and describe how to glue the seeds in the ovals on
the mat. Place a minisprouter on the mat to show how it identifies the group’s sprouter.
Distribute a place mat to each group and have members write their own names on it. Have the
students place four small drops of white glue on the place mat where the dry seeds will be stuck in
the oval opposite each student’s name.
Demonstrate how to drain the minisprouter completely by holding the lid loosely on the top
and pouring all of the water out. There should be no puddles of water left in the container, as this
will cause the seeds to mold. After draining, students should push the edge of the filter paper
down into the container so the lid will fit tightly.
Have the students drain their minisprouters.
TESLA Scaffolded Guided Inquiry, Grade 3 Structures of Life - Lesson 1
020111
13
Tell the students that they will rinse and observe their group’s seeds each day for a week. They
will examine the seeds, make a sketch of their seeds and write their observations in their science
notebooks, identifying any changes they notice. Each student is responsible for their own science
notebook.
Have the students store their minisprouters and place the sprouters on the mats in that location.
Tell the students that you have another device that will help investigate if seeds can be grown with
just water. Bring out the sprouter and describe how it will be used. Bring out the three cups of
seeds that you have previously prepared and the pitcher of bleach water. Explain that you will
only use water from the pitcher to water the seeds. Tell them that you added a bit of bleach to the
water to prevent mold from growing on their seeds.
Word Wall
mold-
Explain that the trays hold seeds. One-half liter of water is poured into the top tray, and it drains
down through the trays to the collecting bowl, watering all of the seeds as it goes.
Remind the students that they will want to remember what the seeds were like before they watered
them. Therefore, it is important to keep one of each of the seed types out of the water. Show them
how to stick a seed on transparent tape, fold the tape over the seed, and stick this seed label to the
outside of the seed tray. Use this method to label all three trays of the sprouter.
Put the bean seeds in the top two trays of the sprouter, and then place the rest of the seeds in the
bottom tray.
Fill the " liter container with the bleach water from the pitcher. When the students are ready to
watch, pour the water gently into the top of the sprouter tray and put the lid on the sprouter. Now
just wait for the water to siphon down to the collecting bowl.
TESLA Scaffolded Guided Inquiry, Grade 3 Structures of Life - Lesson 1
020111
14
One group each day will be responsible for watering the seeds in the class sprouter. Make the
group assignments for the sprouter. The seeds in the sprouter will be used in Lesson 2, along
with the seeds from the minisprouters.
Close the day with a discussion using the following question:
•
What changes do you think you might see in the sprouters after 5 more days?
Note:
For the next six days students will make and record their observations, make sketches of any
changes they observe and any other notes in their science notebooks for the one of the four kinds
of seeds in the sprouters. Use class discussion to make sure that all students get to compare their
observations.
TESLA Scaffolded Guided Inquiry, Grade 3 Structures of Life - Lesson 1
020111
15
Part 3: DAY FIVE-SIX
Note: Part 3 will take two sessions of 20-30 minutes. The first part takes place during any of the
six days that students are recording changes in their minisprouters. The second session takes
place the following day.
After students have had a session or two to observe changes to the seeds in their minisprouters, ask
them to share their observations. List their observations on the board. Someone should suggest that
the seeds are getting larger or that they may be swollen.
Tell the students that an important part of doing science, just like the scientists at TESLA, is asking
questions about the things that they have observed and trying to set up an investigation that will help
them answer those questions.
Ask the following questions or write them on the board:
•
•
What could be causing the seeds to appear swollen?
If the seeds are soaking up water, how can we find out how much water the seeds are
holding?
Encourage students to share their ideas on how they could investigate these questions. Tell them that
the scientists from TESLA have sent us some equipment that may help them find answers to these
questions. Introduce the balance and the dry lima beans. Lead the students to design an investigation
by posing questions such as:
•
•
What are some ways we could measure the seeds?
What should we compare the soaked seeds to?
Share that the TESLA scientists have sent some materials that will help them measure how much
water the seeds absorb. Show the dry lima beans, balances and gram pieces. Review how to use the
balance. State that each group will get 5 lima beans to measure.
Distribute the materials and then visit the groups as they weight the seeds to make sure that the
balances are being used correctly. Each student should get a turn using the balance to weigh the seeds.
After weighing, have each group share their results. If individuals in a group have different results,
ask a few questions to the entire class:
•
•
Does it make a difference where the beans or the gram pieces are placed in the cups?
Does it make a difference if the gram pieces are gently placed or dropped into the cups?
Discuss a standard procedure to follow when weighing the beans. Have the groups weigh the beans
again. Then ask:
•
How are we going to keep track of how much the beans weigh?
TESLA Scaffolded Guided Inquiry, Grade 3 Structures of Life - Lesson 1
020111
16
Introduce a t-chart similar to the one below:
Mass of Dry Seeds
Mass of Soaked Seeds
Have the students copy this chart in their science notebooks. Have the students record the mass of
their dry lima beans and share that tomorrow we will compare this mass to the mass of the beans after
they are soaked overnight. Also have the students make a sketch of their lima bean below the mass on
their t-charts.
Have students add enough water to the cups so that the beans are just covered.
Then stack the bean cups on top of the minisprouter and store them until the next day. Collect the
gram piece cups and store. Close by stating that we will compare the mass of the soaked seeds to the
mass of the dry seeds tomorrow.
Breakpoint
Open the next day by having the students observe, record and sketch any changes to the seeds in the
minisprouters.
Then discuss the changes to their soaked lima beans. Ask the students to estimate how much the
beans have swelled.
•
Do you estimate the beans to be the same size, twice as large, or more than twice as large as
the dry beans?
Drain the lima beans carefully and then wipe the remaining water from the cups. If no sink is
available, drain the water into a pitcher.
TESLA Scaffolded Guided Inquiry, Grade 3 Structures of Life - Lesson 1
020111
17
Weigh the soaked beans with the balance and gram pieces. Again, be sure that everyone in each group
gets a chance to weigh the soaked beans. Then have the students record their results on their t-charts
and sketch a soaked lima bean.
Ask the students how they can find out how much water the beans soaked up. After hearing a few
responses, suggest that they can subtract the mass of the dry beans from the mass of the soaked beans.
Have the students do this and then share the results as a class discussion.
Ask:
•
•
Was anyone surprised by the results?
Why do you think the seeds soaked up so much water?
Ask students to open the soaked beans and examine the structures they find inside. Distribute two
hand lenses to each group to help with the observation. Guide the investigation with the following
procedures:
•
•
•
•
Remove the thin outer coating on the seed.
Open the two halves of the seed.
Using the hand lens, examine the inside surfaces of the seed.
Be ready to share your observations.
Word Wall
seed coat
Word Wall
cotyledons
Word Wall
embryo-
Then, conduct a class discussion to identify the seed parts. Give names to the structures that the
students are observing.
• The thin white shell that comes off of the seed is the seed coat.
• The two halves of the seed are the cotyledons. It is the part of the seed that stores the food for
the young plant.
• Along the narrow end of one side of the cotyledon, students will find the baby plant, the
embryo. Everything will be the same white color, so it will take careful observations to see
the embryo.
Have students draw a labeled sketch in their science notebooks. Close by sharing a few sketches.
Dispose of the seeds after students have recorded their observations.
TESLA Scaffolded Guided Inquiry, Grade 3 Structures of Life - Lesson 1
020111
18
DAY NINE
MAKING MEANING CONFERENCE (Teacher directed)
Begin a class discussion reviewing the data the students collected when they observed the various
stages of development of the seeds.
Then conduct a class discussion using the template below:
1) Reviewing
data.
Remember, this is the conferencing stage. It is preferable that students not take notes during
this activity, but contribute with their results. However, don’t discourage students who wish to
add down information during the discussion. Ask students to use the information that was
recorded from their science notebook entries.
2) Observing
and looking for patterns.
Teacher guides students to share - making claims supported by evidence. To initiate analyzing
the information observed the teacher can say:
•
Where are seeds found?
•
How does water affect seeds?
•
Is a seed alive? How can you tell?
•
What is inside a seed?
Guide students in writing CLAIMS based on the data charts. As they share information, assist
students in making associations with claims based on their evidence. Teacher should make
the claim orally or written on the board and students should provide the evidence.
EXAMPLES
Claims
I claim that…………..
I know that ………….
Evidence
I claim this because………..
I know this because ………..
1. Seeds develop in the fruit of a plant
1.
2. Water can make seeds get larger, heavier and 2.
grow.
3. A seed holds food for the plant embryo.
3.
Teacher decides to list as many claims and evidence needed for students to understand the
process.
TESLA Scaffolded Guided Inquiry, Grade 3 Structures of Life - Lesson 1
020111
19
CLAIMS AND EVIDENCE: (record in notebooks) Teacher says:
“You need to finish the three sentences below. You can use words from the
word wall or your own words to complete the sentences in your science
notebook. You may wish to duplicate this and have the students paste and
complete the sentences.
I claim that seeds come from the _________ of a plant.
I claim this because ____________.
I claim that water can make the seeds _____________.
I claim this because ____________.
I claim that a seed holds food for the plant _________.
I claim this because ____________.
CONCLUSION: (record in notebook)
Students are then asked to revisit their original predictions and write a sentence that
states whether the evidence from their observations supported each or not. They are to
explain why and provide clear explanations regarding how their evidence supported, or
did not support, their predictions regarding seed growth using the sentence stems:
“ The evidence supported/did not support my prediction because … . “
They are also to write a conclusion using the following sentence stem:
“Today I learned… .”
REFLECTION: (record in notebook)
Students will revisit the “Big Idea” and their results. Ask them to respond to
one of the following stems:
“What really surprised me about seeds was … .”
“A new question that I have about seeds is … .”
“I wonder if … .”
Share these in class.
TESLA Scaffolded Guided Inquiry, Grade 3 Structures of Life - Lesson 1
020111
20
FEEDBACK GUIDE
PROFICIENCY
Structures of Life LE 1
S
T
Notebook Components
Focus Question
• Relates to scenario.
• Cannot be answered yes or no
• Investigable
Prediction • One sentence that answers problem
• Uses “because”
Data
• Observations and labeled drawings of seeds
• T-Chart of seed mass - dry/soaked
Claims and Evidence
• Three claims and evidence statements related to guiding
questions
Conclusions
• Prediction revisited and affirmed/revised
• “Today I learned” statement
Reflection
• Responds to one of the stems
TESLA Scaffolded Guided Inquiry, Grade 3 Structures of Life - Lesson 1
020111
21
ENGAGING SCENARIO
“Scientists at TESLA study many different
types of plants and animals. They write
reports about what they learn about these
plants and animals in science notebooks.
These use these science notebooks to give
information to people about what they have
learned about the plants and animals. They
are very busy right now and cannot finish
all of their studies about plants and
animals. They need us to help them with
some of their work. They want us to study
some plants and animals. They have sent
us some materials and printed information
that may help us. They also need us to
keep accurate records and labeled
drawings in our science notebooks and
then send them a report about what we
found out about the plants and animals in a
couple of months.”
What is the problem we need to solve?
What do we need to investigate?
TESLA Scaffolded Guided Inquiry, Grade 3 Structures of Life - Lesson 1
020111
22
Quick-Write
One new thing I learned about seeds today was
_________________________________ .
Focus Question
What will happen to the seeds if we just water them?
Prediction
I think that the seeds will ___________ if we just water
them because _______________________ .
Observations
Today I observed the seeds _____________ .
It reminded me of _________________________ .
TESLA Scaffolded Guided Inquiry, Grade 3 Structures of Life - Lesson 1
020111
23
Claims and Evidence Stems
I claim that seeds come from the _________ of a plant.
I claim this because ____________.
I claim that water can make the seeds _____________.
I claim this because ____________.
I claim that a seed holds food for the plant _________.
I claim this because ____________.
Conclusion Stems
The evidence supported/did not support my
prediction because ___________________ .
Today I learned _____________________ .
TESLA Scaffolded Guided Inquiry, Grade 3 Structures of Life - Lesson 1
020111
24
Reflection Stems
What really surprised me about seeds was
_________ .
A new question that I have about seeds is
______________________________ .
I wonder if __________________ .
TESLA Scaffolded Guided Inquiry, Grade 3 Structures of Life - Lesson 1
020111
25
LE 1-1
TESLA Scaffolded Guided Inquiry, Grade 3 Structures of Life - Lesson 1
020111
26
LE 1-2
Comparing Seeds
Name of Fruit
Number of
Seeds
Properties
of Seeds
Draw a
Picture
of Seeds
TESLA Scaffolded Guided Inquiry, Grade 3 Structures of Life - Lesson 1
020111
27
TESLA Scaffolded Guided Inquiry, Grade 3 Structures of Life - Lesson 1
020111
28