Science Grade 03 Unit 07 Exemplar Lesson 01: Investigating Inherited Traits and Learned Behaviors

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1 Unit: 07 Lesson: 01 Suggested Duration: 10 days Grade 03 Unit 07 Exemplar Lesson 01: Investigating Inherited Traits and Learned Behaviors This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis In this lesson, students will observe, identify, and collect data related to several personal inherited traits. Students will apply their knowledge of inherited traits to animals and plants and to animal and plant offspring. In addition, students will recognize that some animals exhibit learned behaviors, which help animals meet their basic needs. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at Scientific Process TEKS 3.10 Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to: 3.10B Explore that some characteristics of organisms are inherited such as the number of limbs on an animal or flower color and recognize that some behaviors are learned in response to living in a certain environment such as animals using tools to get food. 3.1 Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following school and home safety procedures and environmentally appropriate practices. The student is expected to: 3.1A Demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including observing a schoolyard habitat. 3.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to: 3.2C Construct maps, graphic organizers, simple tables, charts, and bar graphs using tools and current technology to organize, examine, and evaluate measured data. 3.2D Analyze and interpret patterns in data to construct reasonable explanations based on evidence from investigations. 3.2F Communicate valid conclusions supported by data in writing, by drawing pictures, and through verbal discussion. 3.3 Scientific investigation and reasoning. The student knows that information, critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. The student is expected to: 3.3D Connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists. 3.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to: 3.4A Collect, record, and analyze information using tools, including microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, compasses, magnets, collecting nets, notebooks, sound recorders, and Sun, Earth, and Moon system models timing devices, including clocks and stopwatches materials to support observation of habitats of organisms such as terrariums and aquariums. GETTING READY FOR INSTRUCTION Performance Indicators Grade 03 Unit 07 PI 01 Design an imaginary organism that is the offspring from two different parents. Identify and label the traits inherited from each parent.use a tri-fold chart to organize the information. Standard(s): 3.2F, 3.10B ELPS ELPS.c.1C, ELPS.c.1E Last Updated 05/22/13 page 1 of 26

2 Grade 03 Unit 07 PI 02 Illustrate and describe in writing how an organism meets its basic needs by relying on a behavior learned in response to living in a certain environment. Share findings orally with the class. Standard(s): 3.2F, 3.10B ELPS ELPS.c.4D, ELPS.c.5B Key Understandings Some characteristics between parents and offspring are inherited. What are inherited physical traits? What are some inherited physical and behavioral traits of animals? What are some inherited physical traits of plants? Learned behaviors are acquired by an organism s interaction with its environment and/or its parent. In what ways do learned behaviors help organisms meet their basic needs? Vocabulary of Instruction Unit: 07 Lesson: 01 Suggested Duration: 10 days inherited behavior response physical characteristic/trait learned behavior offspring organism siblings seeds germinate fruit flower stem leaf Materials Aesop s Fable: The Crow and the Pitcher (see Advance Preparation, 1 copy per teacher) balances (1 per group) book (about seeds, per teacher) chart paper (for 3-column T-chart, see Advance Preparation, 1 sheet per class) colored pencils or crayons (1 pack per student) glue or twist-up glue sticks gram cubes (1 per group) hand lenses (1 per group) knife (plastic, 1 per group) markers (1 per class) metric ruler (1 per pair of students) paper paper (chart) paper (construction, large [12 x18 ], 1 sheet per group) paper towels (per group) passages (about how animals use tools, see Advance Preparation, per class) plates (paper, 3 per class) Optional seedling pots (recycled newspaper, toilet paper rolls, yogurt cups, etc.) soil and compost (if available from Unit 05) spring scales (1 per group) sticky notes (1 per student per graph) tape (masking, 1 roll per teacher) tomato seed packets (3 varieties) tomatoes (3 different varieties, such as Roma, cherry, or beefsteak,1 tomato per group) toothpicks (for holding tomato samples, 3 per student tester) Optional video clip (of a real crow solving the problem with tools, 1 per teacher) Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Teacher Resource: Preparing for Classroom Organisms Handout: I m Unique (1 per student or 1 for projection) Teacher Resource: PowerPoint: Inherited Traits Handout: Alike but Different (1 per student or 1 for projection) Teacher Resource: Alike but Different KEY Last Updated 05/22/13 page 2 of 26

3 Optional Teacher Resource: Birds Tool Use Called Amazing Unit: 07 Lesson: 01 Suggested Duration: 10 days Optional Handout: Group Research Example: Inherited Traits Teacher Resource: Performance Indicator 01 Instructions KEY Handout: Inherited Traits: Plants Teacher Resource: PowerPoint: Scavenger Hunt Inherited Traits: Plants Optional Handout: Three Tomato Varieties Optional Handout: Tomato Life Cycle (1 per student or 1 for projection) Teacher Resource: Tomato Life Cycle KEY Handout: Inherited Traits PI (1 per student or 1 for projection) Teacher Resource: Performance Indicator 02 Instructions KEY Resources None Identified Advance Preparation 1. Important: Start advance preparation for the classroom organisms now. Upcoming lessons will include creating and maintaining habitats for living organisms: ladybug larvae and tadpoles/frogs. You will need to prepare the habitat(s) and arrange to buy or order the living organisms at this time. Please refer to Teacher Resource: Preparing for Classroom Organisms for advance preparation. 2. Prepare multiple graphs to chart student variations for inherited traits, such as eye color, hair color, left/right-handedness, and hand span. You can use masking tape to make axes and sentence strips for the titles and labels. Students can use sticky notes to quickly build the bars of each graph, based on their own physical traits. You may prefer to build these graphs using digital technology. 3. Select and preview a short video clip of a crow using a tool to solve a problem. 4. Obtain a copy of the Aesop s Fable: The Crow and the Pitcher from your library or media center. 5. If you do not have a copy available, you can download a copy of the fable from the Internet. 6. For the EXPLORE/EXPLAIN Learned Behaviors section, gather passages from websites, books, or articles related to how various animals use tools to meet their basic needs. 7. Print the Handout: Inherited Traits: Plants in color on sturdy paper, such as cardstock. Laminate for greater durability. (1 set per group of 4 students) 8. Purchase three different varieties of fresh tomatoes. Once again, try to select tomatoes that exhibit distinct differences in size, shape, color, and texture (e.g., slicer, Roma, cherry, yellow grape). Each group of students will need only one type of tomato. If volunteer students will be tastetesting each variety, you might want to arrange with the cafeteria ahead of time to prepare small bite sized pieces of each variety. Be sure to provide labeled plates or trays for the bite size pieces so that students can match the flavors and textures with the correct tomato. Use toothpicks for serving. 9. Create a 3 column T chart for the EXPLORE/ EXPLAIN Tomatoes section. 10. Collect materials for planting tomato seeds: tomato seed packets, soil, and compost (from Unit 05 if available) and black and white print newspaper, toilet paper rolls, or yogurt cups, etc. to reuse as seedling pots. 11. Obtain a book about seeds. 12. Handout: Inherited Traits PI. Print color copies, or you can project a color copy and have students color a black and white copy to match. Students could also use color pictures of plants and animals from magazines to create their imaginary organisms. 13. Gather or download information about animals using tools to meet their basic needs, including crow and pitcher. 14. Prepare attachment(s) as necessary Background Information This lesson bundles student expectations that address inherited traits and learned behaviors. During this lesson, students begin the study of heredity by exploring how physical characteristics or traits are passed from parent to offspring, such as the number of limbs on an animal or flower color. Students will also begin to distinguish between inherited traits and learned behaviors. While it is not expected that young students understand the science of genetics, children can begin to acquire a basic understanding that physical characteristics and inborn behaviors are a result of one s parentage and that differences among us (and among other living organisms) are natural. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Alike but Different 1. Call on a student volunteer to stand in front of the class to demonstrate the standard model for a human being (or third grader). Ask: Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 Materials: Last Updated 05/22/13 page 3 of 26

4 If a visitor from outer space landed on Earth and was interested in learning more about human beings, what characteristics would the visitor likely identify as belonging to all human beings? Allow students the opportunity to share their thinking. Human beings have two arms, two legs, a head, hair, nose, two eyes, two ears, a mouth, two feet with five toes, two hands with fingers and thumb, etc. Would the visitor be able to use those same characteristics to identify the baby or offspring of humans? Yes, human babies have the same human characteristics. 2. Explain that human beings, regardless of age, are all pretty much alike as far as their physical features or characteristics. Humans come with these standard characteristics or traits. Ask: Would it be easy for that visitor to tell the difference between a human being and cat? Why? (Yes, cats have different physical characteristics or traits than human beings.) If we human beings are all pretty much alike, how do we identify one human being from another? Accept all answers, but students should point out that there are differences in the way we look. What are some ways we differ from one another physically? Accept all answers. An example might be that we all have two eyes, but they may be different in color, shape, size, etc. 3. Suggest that the class examine some of these differences. Have students stand up or sit down based on the following physical characteristics. Say: Stand up if you have blue eyes; otherwise, sit down. Stand up if you have dark hair; otherwise, sit down. Continue with characteristics such as left-handed/right-handed, dimples/no dimples, straight hair/curly hair, etc. Ask: What are some things that make you unique and set you apart from every other student in this room? Answers will vary. 4. With students assistance, construct several sticky note bar graphs to communicate the differences or variations in several of the previous standard human characteristics observed and measured. 5. Process the information on the graphs by asking questions such as: (Responses will vary based on selected graphs and the results.) 1. What do you notice about the class graph for eye color? 2. How many more dark-headed than red-headed students are in the class? 3. Which hand do most humans in this class use? Do you think most humans are right-handed? Why or why not? 4. Can we arrange our hand spans in order from smallest to largest? How does hand span compare to height? 6. Summarize: As human beings, we are born with a set of instructions that make us human. We have hair, two eyes with eyelids and lashes, hands with fingers and thumbs, etc., but, as we can see from the data, there are slight variations or differences among us. paper (chart, 2 3 sheets per class) markers (1 per class) tape (masking, 1 roll per teacher) sticky notes (1 per student per graph) metric ruler (1 per pair of students) Attachments: Teacher Resource: Preparing for Classroom Organisms Instructional Notes: Important: Start advance preparation for classroom organisms now. Make and add the new vocabulary words to a class word wall or chart throughout this lesson. Students can add the words to their science notebooks as they are posted on the chart. Allow students to draw pictures to illustrate each word so that it has meaning for them. Offspring: Offspring are the children or babies of animals or plants. Physical characteristics: Draw on students prior knowledge developed in the Properties of Matter unit. Explain that the word traits is another word for characteristics. The word traits is often used when describing features of living organisms such as animals and plants. Be sensitive to characteristics that might embarrass students. Use a sufficient number of characteristics to allow students to sort themselves and call attention to differences, but not so many that the game becomes tedious. Hair color, eye color, right or left-handedness, and hand span would give a variety of graphs to make and compare. With the students assistance, set up several graphs labeling them with the appropriate titles and axes, or use technology link in the Resources section to build and print bar graphs. Students can measure hand span by spreading their fingers across a cm ruler and calculating the distance from the end of their pinky to the end of their thumb to the nearest cm. You may want them to work with a partner to trace their outstretched hand before measuring. Use the smallest and largest distances to create a quick line plot with X s or sticky notes. Unit: 07 Lesson: 01 Suggested Duration: 10 days EXPLORE I m Unique Suggested Day 2 1. Refer to the previous activities, and ask questions such as: Where do you think you got your blue eyes? Dark hair? Left-handedness? Answers will vary. Have any of you ever been told something such as: You have your mother s smile; you are tall and skinny like your dad; or your baby picture looks just like your grandfather s, etc.? Allow several students to share characteristics they have in common with their family. Attachments: Handout: I m Unique (1 per student or 1 for projection) Teacher Resource: PowerPoint: Inherited Traits (slides 2 and 3) Instructional Notes: Last Updated 05/22/13 page 4 of 26

5 2. Show slides 2 and 3 of the Teacher Resource: PowerPoint: Inherited Traits. Instruct students to identify several characteristics (traits) that the family members share. Ask: What are inherited physical traits? These are the traits, such as eye color, hair color, skin tone, height, hair texture, nose shape, and freckles that we inherit from our parents. 3. Distribute drawing paper and the Handout: I m Unique. Instruct students to draw and color a detailed self-portrait. Tell students NOT to put their name on the self-portrait. Students can then complete the questions on the handout. Post the nameless self-portraits, and see if the students can identify their classmates based on physical traits. Unit: 07 Lesson: 01 Suggested Duration: 10 days Inherited traits only come from blood relationships. And, although a child may have a trait similar to an uncle, aunt, cousin, etc., he/she did not inherit that trait from that relative. Inherited traits come from the parents, grandparents, great-grandparents and so forth. Add the following words and definitions to the word wall: inherited: passed down from parent to offspring siblings: brothers or sisters Check For Understanding: Students complete Handout: I m Unique. Be sensitive to those students who may not reside with or have connections to their biological parents. Misconceptions: Students may think that daughters inherit most of their characteristics from their mothers and sons inherit most of their characteristics from their fathers. Students may think they inherit traits from aunts, uncles, cousins, and siblings because of a resemblance between students and their relatives. Notebooks: Students can add the handout and the words offspring, physical characteristics or traits, inherited, and siblings to the science notebook glossary. EXPLAIN Inherited Traits Suggested Day 3 1. Explain that parents pass along characteristics or traits to their children or offspring. Traits that have been passed from parent to offspring are called inherited traits. Elaborate on the word, inherit, by saying: Inherited means passed along or passed down, and inherited traits are characteristics that one is born with. 2. Explain to students that our parents pass along a collection of physical traits to us that not only make us human, but also often make us look similar to our parents. You may have some traits like your mother, some like your father, and some like both. Because we are a combination of many traits from both of our parents, variations (or differences) occur. That is why we do not look exactly like either parent or other siblings (brothers and sisters). Other traits, like our hairstyle, pierced ears, makeup, etc., may make us look similar but are not passed down from our parents. These noninherited traits are a result of choice we are not born with them. 3. Ask: Do you think that other living organisms, animals and plants, inherit physical traits from their parents? Accept all answers. Allow students to briefly elaborate on any pets, plants, crops, etc. that they have raised or observed. 4. Create a chart Number of Limbs, and as students view slides, they can chart where the various organisms belong. This emphasizes the specificity on 3.10B. Attachments: Teacher Resource: PowerPoint: Inherited Traits (from previous activity) Handout: Alike but Different (1 per student or 1 for projection) Teacher Resource: Alike but Different KEY Instructional Notes: Use as many or as few slides as needed to allow students to observe and describe inherited physical traits. Students will be asked later about behavioral traits of the various species. As students view the slides, lead them to observe traits that are unique to each animal and its offspring as well as any observable variations. Include such traits as number of limbs, color/markings, noses, eyes, ears, beaks, feet, tails, fins, and any other traits unique to that animal. The emphasis in the student expectation 3.10B is: the number of limbs on an animal or flower color. Add the following words and definitions to the word wall: behavior - the way an organism acts or something that an organism does. response - the way an organism behaves due to something in its environment. 5. Using the rest of the slides (4 24) from the Teacher Resource: PowerPoint: Inherited Traits, allow students to observe and identify various traits that offspring have inherited from the parents. Although many of the slides include only one parent, Check For Understanding: The creation of the chart is one way teachers have the opportunity to formatively assess the students understanding. Last Updated 05/22/13 page 5 of 26

6 emphasize that the offspring inherit traits from both. 6. Distribute Handout: Alike but Different. Tell students that the outer space visitors from the planet Genetica pass along a combination of traits from parents to offspring too. Students are to complete the handout by identifying and drawing each trait that the offspring inherited from each or both of its parents. Summarize: Offspring of some organisms (living things) look similar to their parents. Inherited traits often make it easy to see what the offspring will be when it grows up. Offspring also inherit behavioral traits from their parents. In addition, the teacher could facilitate a discussion using the information in the summarize paragraph. Misconception: Unit: 07 Lesson: 01 Suggested Duration: 10 days Students may think that all behavior must be learned. ENGAGE The Crow and the Pitcher Suggested Day 4 1. Share Aesop s Fable: The Crow and the Pitcher (see Advance Preparation). Stop reading right before the crow solves its problem. 2. Ask students to quickly draw the situation in their science notebooks and then use words to describe the problem and a possible solution. 3. Conclude the story and share a video clip or picture (Optional Teacher Resource: Birds Tool Use Called Amazing) of a real crow using rocks to raise the water level of a pitcher or tube. 4. Ask: How did this behavior help the crow meet its needs? (It helped the crow obtain water.) Do you think the crow s method of obtaining water is an inherited trait or a learned behavior? Answers will vary. Materials: Aesop s Fable: The Crow and the Pitcher (see Advance Preparation, 1 copy per teacher) video clip (of a real crow solving the problem with tools, 1 per teacher) paper (chart, 1 sheet per class) markers (1 per class) Attachments: Optional Teacher Resource: Birds Tool Use Called Amazing 5. Use a T chart to list and distinguish between the crow s inherited traits (wings, beak, feathers, two legs, etc.) and learned behavior(s). Then, complete the chart with additional examples of inherited and learned behaviors. Draw on student-related examples first, and relate how behaviors are often learned in response to the environment or through interaction with one s parents (e.g., learning a language, raising your hand for permission to speak, whispering in a library, table manners, swimming, riding a bike, etc.). Notebooks: Students illustrate the crow s problem and describe a possible solution. 6. Say: Over the next two days, you will be investigating other animals that rely on learned behaviors to meet their basic needs. EXPLORE/EXPLAIN Learned Behaviors Suggested Days 5 and 6 1. Divide the class into small groups of 3 4 students. Assign each group an animal. 2. The Optional Handout: Group Research Example: Inherited Traits provides a guide for the expectations of this activity. Show students the information on the two pages. Describe how the information differentiates between learned behaviors and inherited traits. 3. Provide each group with information via a passage or paragraph from a website, book, or article that explains how their animal uses learned behavior, such as using tools, to meet one of its basic needs. 4. Student groups will create a visual to present to the class. Note: This student project is the Performance Indicator listed in the Evaluate section below. Materials: passages (about how animals use tools, see Advance Preparation, per class) Attachments: Optional Handout: Group Research Example: Inherited Traits Misconceptions: Students may think all behavior must be learned. Students may think that learned behaviors are inherited. EVALUATE Performance Indicator Learned Behaviors Grade 03 Unit 07 PI 02 Illustrate and describe in writing how an organism meets its basic needs by relying on a behavior learned in response to living in a certain environment. Share findings orally with the class. Standard(s): 3.2F, 3.10B ELPS ELPS.c.4D, ELPS.c.5B Suggested Day 6 (continued) Attachments: Teacher Resource: Performance Indicator 01 Instructions KEY Last Updated 05/22/13 page 6 of 26

7 Unit: 07 Lesson: 01 Suggested Duration: 10 days 1. Refer to the Teacher Resource: Performance Indicator 01 Instructions KEY for information on administering the assessment. Check For Understanding: The student presentations provide the teacher an opportunity to formatively assess student understanding. ENGAGE/EXPLORE Inherited Traits Plants Suggested Day 7 1. Divide the class into groups of four students. Distribute the Handout: Inherited Traits-Plants (see Advance preparation, 1 per group) and a large sheet of construction paper to each group. 2. Instruct students to create chart or table on the construction paper to record the different inherited traits of plants. (The teacher may want to model how to create a chart or table. Alternatively, the choice of graphic organizer could be left up to each group.) 3. Ask: What are some inherited physical traits of plants? Some traits may include color of flower, color of leaves, shape, size and number of leaves, type of stem, appearance and length of root, and type of seed. What are some physical characteristics/traits that we can list to describe each of these plants? Answers will vary, depending on the plants/flowers used. 4. Student groups should observe the cards and make note of the characteristics that might be inherited from the parent plant. Students should be able to explain the reasons for their claims. A sample table is shown below: Materials: paper (construction, large [12 x18 ], 1 sheet per group) Attachments: Handout: Inherited Traits-Plants Teacher Resource: PowerPoint: Scavenger Hunt Inherited Traits: Plants Instructional Notes: An option for this activity is to allow each group to observe a variety of real plants. Florists and grocery stores that carry flowers will often donate plants or flowers that are past their prime. If you can gather enough of the plants/flowers for each small group of students to manually examine, observe, and describe, the learning will be more meaningful and engaging. As students create the chart or table in the science notebook, remind them to include such differences as flower color and shape of leaves. 5. When student groups have completed their chart or table, Ask: What are some inherited differences between the plants? Answers will vary based on the plants that are chosen. Do you think these flowering plants will pass on these traits to their offspring? Answers may vary, but students should indicate that these plants will produce more of the same kind of plant with similar characteristics/traits. How do most plants produce offspring? They develop seeds that germinate and grow into seedlings. As you are describing the flowering plants and discussing the slides on the PowerPoint, emphasize the observation of the flower color and shape of leaves. Specificity for TEKS 3.10B on the VAD: flower color shape of leaves If possible, observe and discuss inherited traits of plants by: OR arranging a field trip to a nature center, botanical garden, nursery, or greenhouse 6. Reflect back on students prior experience with a scavenger hunt. Explain that they will be participating in a scavenger hunt to match a parent plant with the correct baby plant or offspring. They will need to be attentive to the traits or physical characteristics of the plants in order to match them correctly. 7. Show the Teacher Resource: PowerPoint: Scavenger Hunt Inherited Traits: Plants. Explain the task to the students. Stop the presentation at each baby plant slide in order to discuss and list the observable traits before proceeding to the adult plant selection slide. Ensure that you point out the color and leaf shape. 8. Explain to students there are many scientists who work with plants. Botanists are scientists who study and classify plants based on physical traits, such as leaf shape and structure, flower shape, size, color, stems, roots, etc. Students have begun to experience the job of a botanist. OR assembling plants at the school site examining plants in a nearby neighborhood or park EXPLORE/EXPLAIN Tomatoes Suggested Day 8 1. Ask: What are some inherited physical traits of plants? Answers will vary, depending on student background knowledge. 2. Explain that there are plant scientists, known as plant geneticists, who have learned to pick and choose certain traits to actually create and grow new and different types of plants that people like and want to grow. In the next activity, students will have a Materials: chart paper (for 3-column T-chart, see Advance Preparation, 1 sheet per class) tomatoes (3 different varieties, such as Roma, cherry, or beefsteak,1 tomato per group) hand lenses (1 per group) Last Updated 05/22/13 page 7 of 26

8 chance to examine several varieties of tomatoes and determine which traits they prefer. 3. Distribute to each group of students hand lenses, rulers, a balance and gram cubes or spring scale, and one of the three different varieties of tomatoes. Write the names of each variety on a 3 column class T chart. Ask students to take 8 10 minutes as a group to describe their variety of tomato in their science notebooks. Encourage them to pay close attention to traits such as color, size, shape, texture, mass, or weight. Unit: 07 Lesson: 01 Suggested Duration: 10 days metric rulers (1 per group) balances (1 per group) gram cubes (1 per group) spring scales (1 per group) knife (plastic, 1 per group) paper towels (per group) plates (paper, 3 per class) Optional toothpicks (for holding tomato samples, 3 per student tester) Optional Attachments: Optional Handout: Three Tomato Varieties Safety Note: 4. Distribute paper towels, paper plates, and plastic knives. Assist students in cutting their tomatoes in half. Instruct students to observe and record additional traits related to seeds, thickness of skin, color, and texture of the inside flesh, juiciness, and aroma. Add these observations to the class T-chart. 5. Ask: What kind of seeds produce tomatoes? (Tomato seeds produce tomato plants.) What part of the plant is the tomato? (The tomato is the fruit of a flowering plant or tomato plant.) Where are fruits, like tomatoes, produced or formed in plants? (They are formed in the flower; the flower is the reproductive part of the plant.) What can we find inside the fruit? (We can find seeds; the fruit provides the covering for the seeds.) What are some other fruits? Answers will vary, and students may name only the produce that we typically label as fruit. What are some physical traits of plants? Answers will vary. 6. Optional: Choose students to taste prepared samples of each variety. Ask: What words would you use to describe the taste of each variety of tomato? How would you describe the texture? Answers will vary. Add their descriptions to the class T-chart. Be cautious when using or allowing students to use anything that is sharp. Remind students that they are never to taste anything unless given permission by the teacher. Be sure to follow health and safety regulations. Make arrangements ahead of time with the cafeteria to slice some extra tomatoes into bite-sized pieces, skewer with toothpicks, and place on appropriately labeled plates or trays. Instructional Notes: As students compile traits for their tomato in their notebooks, transfer their data to the class T-chart for comparison. In the event that you are unable to supply three varieties of fresh tomatoes, provide each group with pictures and descriptions of three varieties (on seed packets, Internet, etc.), or use the Optional Handout: Three Tomato Varieties. Notebooks: Students record traits of their tomato. 7. Refer to the data compiled on the class T-chart. Ask: Are physical differences important? What difference does it make that there are different varieties of tomatoes, apples, corn, etc.? Answers will vary, but may focus on personal preference. Why might scientists want to create plants with new or different traits? Answers may vary. If not mentioned, share some of the following: to improve taste, texture, size, convenience (seedless, etc.) growing season, storing capability, nutritional value, resistance to disease, parasites, viruses, drought, cold, and to meet other consumer preferences. ELABORATE Life Cycles Plants Suggested Day 9 1. Review basic needs of plants. (Students have studied basic needs in Kindergarten and Grades 1 and 2.) 2. Use compost, if available (Unit 05), and soil to plant tomato seeds in recycled seedling pots. See links in the Resources section for recycling ideas. Note: Use seeds from purchased seed packets; seeds from fresh tomatoes will not grow well. 3. Share a children s book about seeds. This reinforces the concept of the life cycle of a seed. 4. Distribute the Handout: Tomato Life Cycle. 5. Instruct students to predict the sequence in the life cycle of a tomato plant by Materials: soil and compost (if available from Unit 05) seedling pots (recycled newspaper, toilet paper rolls, yogurt cups, etc.) tomato seed packets (3 varieties) book (about seeds, per teacher) paper glue or twist-up glue sticks Last Updated 05/22/13 page 8 of 26

9 arranging premade pictures or drawing the sequence. Students should glue their prediction onto paper and place it in their science notebook. The predictions can be referenced later as plants germinate and grow. 6. The Teacher Resource: Tomato Life Cycle KEY is provided for teacher information. The correct answer should not be revealed to students at this time. Attachments: Unit: 07 Lesson: 01 Suggested Duration: 10 days Handout: Tomato Life Cycle (1 per student or 1 for projection) Teacher Resource: Tomato Life Cycle KEY Check For Understanding: The sequencing activity provides a formative assessment of prior learning. Safety Note: Wash hands after handling soil. Instructional Notes: Make sure that students understand that the seeds in the packets came from the fruit of that variety and will produce more of the same. Share the growing instructions. Later in the year, seedlings will need to be transplanted or sent home. Notebooks: Students predict a tomato life cycle by drawing or sequencing pictures. EVALUATE Performance Indicator Suggested Day 10 Grade 03 Unit 07 PI 01 Design an imaginary organism that is the offspring from two different parents. Identify and label the traits inherited from each parent.use a tri-fold chart to organize the information. Standard(s): 3.2F, 3.10B ELPS ELPS.c.1C, ELPS.c.1E 1. Refer to the Handout: Inherited Traits PI and Teacher Resource: Performance Indicator 02 Instructions KEY for information on administering the assessment. Attachments: Handout: Performance Indicator: Inherited Traits (1 per student or 1 for projection) Teacher Resource: Performance Indicator 02 Instructions KEY Last Updated 05/22/13 page 9 of 26

10 Preparing for Classroom Organisms Ladybugs (Ladybird Beetles) In the next lesson, students will begin to observe and identify inherited physical and behavioral traits of ladybug larvae. Future activities will address the ladybug life cycle. The following information should help you with advance planning for these lessons. ORDER LADYBUG LARVAE, HABITAT, and FOOD NOW! You will need to obtain ladybug larvae, food, and a habitat/terrarium. It might be helpful to conduct an internet search using the terms Live Ladybug Larvae kits.. Place the live organisms in their terrarium immediately upon arrival. This will give them a few days to adjust to the new environment. Delete or cover up all references to ladybugs on the terrarium, instructions, etc. The upcoming lesson is designed to engage students in the unfolding metamorphosis of this insect. You may want to order additional larvae and food to facilitate student observation and insect survival. You may also want to secure additional adult ladybugs for student observation once the larvae have completed metamorphosis. Your local nursery or greenhouse may carry live adult ladybugs, or you can purchase them from a science vendor. If there is plenty of pesticide-free foliage in your area, your students may be able to capture larvae and/or adult ladybugs with bug catchers or collecting nets. A ladybug s primary diet consists of aphids, which may be found on roses, vegetable plants, sorghum, or other farm crops. You may also be able to find and secure clusters of ladybug eggs on the underside of leaves. Since both the larva and adult organisms consume up to 50 aphids a day, it is very difficult to raise them in an artificial environment without a massive supply of aphids or an artificial food source. The life cycle of the ladybug consists of four stages: egg, larva, pupa, and adult. Ladybugs lay their eggs in spring or early summer on leaves or stems near a food source such as aphids or other soft-bodied garden pests. In a few days, tiny black larvae hatch from the eggs. Although most students are familiar with the adult ladybug, they will likely not recognize the larva stage. These larvae do not look anything like the parent; they look like small six-legged alligators. They are generally black or grey with orange markings. During this stage of development, they will grow and shed their skin four times before entering the pupa stage. When the adult ladybugs emerge from the pupal shells, they are light in color and without dots. Within a few hours, the young beetles transform into the recognizable and distinctive insect we all recognize. Ladybugs need food, air, moisture, shelter, and warmth. Your habitat or terrarium should have a cap or lid with small holes for ventilation. Both larvae and adults can readily escape an opened container. The habitat should not be put on heaters or in direct sunlight. However, cold or cool temperatures will delay the life cycle changes. A comfortable but warm temperature (18 29 C/65 85 F) is best. Ladybug larvae will drown in standing water, so moisture should be provided via a damp towel, damp foliage, or small, felt sponge. Larvae will need a steady supply of aphids or the artificial food obtained from a commercial vendor. Adult ladybugs can exist on pre-soaked raisins (cut in half) for a short period of time before being released. During the larva and adult stages, the organisms can be placed in clear cups with lids for closer observation. Provide a climbing pole by placing a wooden skewer/chopstick/pencil/twig through a hole in the cup lid. These climbing poles can also be used to capture each larva from the terrarium and transfer it to a cup. There will be sufficient air available in the cup or box for observation until the organisms are placed back in their terrarium. For further information on ladybugs or ladybird beetles, see Cornell University site: , TESCCC 05/22/13 page 1 of 2

11 Tadpoles and Frogs Future activities will focus on the life cycle of a frog. The materials list for this habitat will not be listed in the CSCOPE Materials or Resource sections, but instead are listed below. Materials: tadpoles (4 or more) large, shoebox-size, clear, plastic containers (2) stones for each container (2 or 3) sprigs of elodea or other aquatic plant (4 5 sprigs) tapioca pudding (5 6 teaspoons per student) small containers to hold tapioca (1 per student) small plastic spoons (1 per student) approximately 2 gallons of un-chlorinated water Procedure: To prepare a tadpole habitat, fill each shoebox-size, clear, plastic container with about three inches of chlorine-free water. Place several large stones inside each container. The stones should extend above the water so that the developing frogs can climb on them to be out of the water. Add aquatic plants, such as elodea, which can be purchased from an aquarium supplier or pet store. Add a few tadpoles. Tadpoles will nibble on the plants, but you should add fish food every other day or so as an additional food source for the tadpoles. Don t overfeed, as this will dirty the water. Keep the water at a constant level, and change it if it gets murky. As in an aquarium, the water should be kept at about room temperature. Frogs structures and functions and their life cycle and habitat can be studied without the presence of the living organism, but you will need to provide the necessary print or media materials. NOTE: You may be able to find tadpoles locally. Pet shops, bait shops, nature centers, or even nearby ponds may be able to supply you with tadpoles for investigation. Should you decide to release these organisms at the end of the year, be sure that they are returned to their original environment. Introduction of non-native species into a local environment can cause great harm. Consider collaborating with Grade 1 classes to address their TEKS (1.10) [organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to: (1.10D) Observe and record life cycles of animals such as a chicken, frog, or fish] by setting up one tadpole/frog habitat for the school. 2012, TESCCC 05/22/13 page 2 of 2

12 I m Unique You can inherit physical characteristics or traits from your parents and grandparents that may make you look similar to them. Think about your physical features (eyes, ears, nose, hair, skin, body shape and size, etc.), and answer the following questions. Be sure to list traits you were born with, not ways you have chosen to change your physical appearance. Use the back of your paper if you need more space. 1. What are some physical traits that you can inherit from your parents and/or grandparents?. 2. Describe one of your physical traits that is the same as another student in the class.. 3. What is one physical trait you have that is different from another student in the class?. 2012, TESCCC 05/22/13 page 1 of 1

13 Alike but Different Look at the imaginary parents and offspring pictured below, ask yourself: Does the offspring look exactly like its parents? What physical traits were inherited from the father? What physical traits were inherited from the mother? Are there physical traits inherited from both? Examine the similarities and differences between offspring and parents. Complete the chart to indicate the traits that the offspring shares with each parent. One has been done for you. parents father mother offspring Inherited Traits father Inherited Traits mother Inherited Traits both nose 2012, TESCCC 11/02/12 page 1 of 1

14 Alike but Different KEY Look at the imaginary parents and offspring pictured below, and ask yourself: Does the offspring look exactly like its parents? What physical traits were inherited from the father? What physical traits were inherited from the mother? Are there physical traits inherited from both? Examine the similarities and differences between offspring and parents. Complete the chart to indicate the traits that the offspring shares with each parent. One has been done for you. parents father mother offspring Inherited Traits father Inherited Traits mother Inherited Traits both face hair nose mouth eyes body shape legs neck ears 2012, TESCCC 11/02/12 page 1 of 1

15 Bird's Tool Use Called 'Amazing' an article by Charles Q. Choi August 6, 2009 Live Photo by Chris Bird Just like in Aesop's fable, scientists now find that crows might indeed learn to drop stones in pitchers to raise the height of water inside in this case to bring a tasty, floating worm within reach. This suggests the fanciful millennia-old tale might actually have been based on fact. In Aesop's fable, "the crow and the pitcher," a thirsty crow dropped stones in a pitcher to raise the water level and quench its thirst. Past experiments have shown that crows and their relatives altogether known as corvids are indeed "remarkably intelligent and in many ways rival the great apes in their physical intelligence and ability to solve problems," said researcher Christopher Bird at the University of Cambridge in England. In recent years, scientists revealed that orangutans were able to use water as a tool, much as in the crow and pitcher fable, spitting water into a tube to bring a peanut within their grasp. Researcher Nathan Emery, a comparative psychologist at Queen Mary University of London, noted those experiments were a challenge to see if crows were capable of the same feat. 2012, TESCCC 05/22/13 page 1 of 2

16 Bird and Emery tested four adult rooks intelligent birds belonging to the corvid family with a clear, plastic tube 6 inches high (15 cm) filled partly with water and large and small stones. These rooks had previously shown experience using and manufacturing tools, such as making hooks out of wire to pull in a bucket containing food or employing sticks and stones to release a trap door to deposit a meal. All four rooks lived up to the fable. Rooks named Cook and Fry were successful on their first attempt, and Connelly and Monroe took two tries. "The behavior of the rooks reported in the paper is amazing," said biologist Natacha Mendes at Institute of Cognitive Neurology and Dementia Research in Magdeburg, Germany, who did not participate in this study. (Mendes and her colleagues performed the experiments where orangutans mimicked the crow and pitcher fable.) The birds proved highly accurate, placing in only the precise number of stones needed to raise the water level to a reachable height. Instead of trying to get the worm after each stone was dropped, they apparently estimated the number required from the outset and waited until the time was right. The rooks selected larger stones over smaller ones for maximum effect. "We've now found, in many cases, that the crows perform as well as or even outperform the apes in these sort of tasks," Emery told Live. In the future, the researchers would like to vary aspects of the experiments for instance, using birds that have no prior tool-use or tool-making experience, using liquids that don't act like water, or using materials that do or do not float. Could babies do it? Also, they will not only test other species of corvids, such as Eurasian jays, but humans as well. "It's not clear to me that even humans could do this without any knowledge of the properties of water or stones," Emery said. "We will, therefore, be giving the task to young infants." Calling the rooks "feather apes," Mendes wondered what would happen if the researchers used large, light stones and small, heavier stones instead. "Would rooks be able to appreciate other physical properties of tools e.g., weight other than size?" Despite the impressive abilities the rooks demonstrated here, they are not thought to use tools in the wild at all. "Wild tool use appears to be dependent on motivation," Bird said. "Rooks do not use tools in the wild because they do not need to, not because they can't. They have access to other food that can be acquired without using tools." As Bird noted, that fits nicely with Aesop's maxim: "Necessity is the mother of invention." Bird and Emery detailed their findings online August 6 in the journal Current Biology. 2012, TESCCC 05/22/13 page 2 of 2

17 Group Research: Inherited Traits SAMPLE KEY Assigned Animal Species: North American Raccoon Name of Offspring: kit What are some of the raccoon s inherited traits? Grayish coat with a dense under fur A mask on its face Can grow up to 38 inches and weigh as much as 23 pounds Omnivore Dexterous front paws that are very sensitive Bushy tail Non-retractable claws Usually solitary (live alone) What are some of the raccoon s learned responses to the environment? Making homes in attics instead of trees Opening up garbage cans to obtain food Opening up gates to get in peoples yards If people leave food out for several days, the raccoon will learn to come to the house and look for food. The mother will teach the kits how to survive in an urban environment 2012, TESCCC 05/22/13 page 1 of 2

18 Black mask around eyes Rounded ears Gray to brown fur Picture courtesy of WA Dept. of Fish and Wildlife Pointed snout (nose) Flexible, nonwebbed feet with sharp claws Bushy, ringed tail 2012, TESCCC 05/22/13 page 2 of 2

19 Performance Indicator 01 Instructions KEY Grade 03 Performance Indicator Illustrate and describe in writing how an organism meets its basic needs by relying on a behavior learned in response to living in a certain environment. Share findings orally with the class. (3.2F; 3.10B) 4D; 5B Instructions: 1. Provide the opportunity for student groups to present the information. During each group s presentation, Ask: How do the learned behaviors help the organisms meet their basic needs? Answers will vary, depending on the animal. 2. Students should be encouraged to record the information on a T-chart or other appropriate graphic organizer. See the example below. Animal raccoon Learned Behaviors Builds home in an attic Turns over trash can to find food animal 2 Behaviors would be written here. 2012, TESCCC 05/22/13 page 1 of 1