Third Grade Unit 4: Plant Growth and Adaptations p. 1 Unit Overview -Pacing 4 th

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1 Third Grade Unit 4: Plant Growth and Adaptations p. 1 Unit Overview -Pacing 4 th Unit A Lessons: 1, 2, 3 Unit B Lessons: 1, 3, 4, 5, 6 Unit A Lesson 1: How Living Things are Alike pp A4-A13 Explore Activity pp A4-A5 Cross Curricular Book: Worlds within Our World Technology: Transparency 1 Math Mini Lesson p. A10 Quick Lab: How many cells? p. A11 Technology: Transparency 2 Prior Knowledge-Hold up a living plant and an artificial plant. Ask students which plant is alive and have them explain how they know. (Assesses their knowledge of living and nonliving things) Comparing: We observe how things are alike and different by looking at the pictures on p.a4. Have the students discuss how they can tell whether something is living or nonliving. Explore Activity: What are the features of living things? p. A5 Vocabulary: organism, reproduction, environment, cell, respond Have students list the vocabulary and definitions in a science dictionary. Student will understand living things grow and change, reproduce, respond, and communicate. Quick Lab: How many cells? p. A11 Make a foldable half-book R41

2 Third Grade Unit 4: Plant Growth and Adaptations p Observe/discuss how bees pollinate flowers Observe, describe and record properties of germinating seeds. Inquiry Skill Builder: pp. A12-13 How does a Mealworm respond to its environment? Technology: Internet Research Project on living things p. A13 Grade-Level Science Books p. A1-b Unit A Lesson 2: The Needs of Plants pp A14-23 Explore Activity pp A14-A15 What are the needs of plants? pp A16-19 Quick Lab: Water Moves in a Plant p. A19 Writing: Students write a description of the features of living things: grow and develop, reproduce, respond to the environment, and communicate. Math: Solve a problem: How small do you think a typical plant cell is? Use plant cell instead of animal cell. Art: Create a poster: Make a poster that shows a plant cell. Label all the parts and next to each part, write a description of what the part does. Technology: Internet Research Project: Have the students visit to conduct a research project on living things. They will find all the information needed on this site. Have the students make a chart that lists what living things do make them different from nonliving things. p. A13

3 Third Grade Unit 4: Plant Growth and Adaptations p. 3 How do plants respond to their environment? pp A20. Curriculum Links pp A21 Technology: Internet Research Project on Plants p. A21 Science magazine- Staying Alive pp A22-A23 Unit A Lesson 3 The Cycle of a Plant pp A24-A31 Explore Activity: pp A24-A25 Quick Lab: Light or Shade? p. A27 Technology: Transparencies 3&4 Prior Knowledge: Encourage students to describe their experiences growing plants. Ask them to share their tips for growing healthy plants. (Assesses students knowledge of plant needs) Have the students look at the illustrations on p. A14. Have the students discuss what they know about the plants. Point out the different environments in which the plants live and the different appearances of the plants. Ask, Even though the plants are very different, what do they all need to grow? Explore Activity: What do plants need? p. A15 Vocabulary: mineral, root, stem, leaf, energy, oxygen Have students list the vocabulary and definitions in a science dictionary. Student will understand the needs of plants and its leaves, and how plants respond to their environment.

4 Third Grade Unit 4: Plant Growth and Adaptations p. 4 Curriculum Links: p. A31 Technology: Internet Research Project on the plant s life cycle p. A31 Amazing Stories: Spuds in Space pp A32-A33 Chapter 1 Review pp A34-A35 Unit B Lesson 1: Ecosystems pp. B4-B11 Activity Resources pp Reading in Science resources pp Quick Lab: Water Moves in a plant. p. A19 Make a three-tab book R45 and label Writing: Students write a paragraph that compares and contrasts two plants. Math: Go on a plant hunt. Write down the different kinds of plants you find. Then group them into categories. Make a bar graph and each bar on the graph represents a different category of plant. Literature: Have the students read the Grade-Level book Save Our Park Trees Technology: Internet Research Project: Have the students visit to conduct a research project on plants. They will find all information needed on this site. Science Magazine Staying Alive: Ask students to raise their hand if they have ever taken care of a plant? How often did you water the plant? How well did the plant grow? Have students read and discuss pp. A22-A23

5 Third Grade Unit 4: Plant Growth and Adaptations p. 5 Vocabulary Cards School to Home Activities p. 8 Reading Aid Transparency B1 Visual Aid Transparency 7 Explore Activity Video Sunburst Visual Media Explore Activity p. B5 Inquiry Skill Builder p. B10 Have the students to make a diagram of a plant. Have them label the roots, stem, and leaves. Then ask them to write a sentence about how each part of the plant helps the plant live and grow. Prior Knowledge: Display packets of different kinds of seeds for students to observe. Ask, what do all seeds have in common? How are they different? (Assesses student s knowledge of seeds.) Have the students compare the trees in the picture. How does a plant change as it grows older? Explore Activity: How does a plant s life begin? p. A25 Vocabulary: life cycle, embryo, heredity, flowering plant, conifer Have students add these vocabulary words to their science dictionary. Students will understand how a plant s life begins, how seeds are made, the difference between conifers and flowering plants, and ways that plants reproduce.

6 Third Grade Unit 4: Plant Growth and Adaptations p. 6 Unit B Lesson 3: The Roles for Plants and Animals Activity Resources pp Reading in Science Resources pp Vocabulary Cards Grade-level Science Book, Kit Foxes School to home Activities pp Reading Aid Transparency B3 Explore Activity Video Explore Activity p. B25 Quick Lab: Light or Shade? p. A27 Make a Foldable Shutter R42 Writing: Writing a story by imagining that you are a seed that has just been formed. Write about your journey to find the right conditions for What happens to you along the way? Where do you end up? Share Math: Research some f your favorite vegetables to find out what plant part they come from. Make a 5 column chart to record your information. Mini-Lesson on subtracting whole numbers p. A30 Art: Make a seed collage. Gather seeds of different shapes and sizes to create a design or picture. Technology: Have students visit to conduct a research project on the stages in a plant s life cycle. Students will find all information needed on this site.

7 Third Grade Unit 4: Plant Growth and Adaptations p. 7 COMPETENCY GOAL 1 : The learner will conduct investigations and build an understanding of plant growth Quick Lab p. B32 with Foldables Amazing Stories: Long Live the Rain Forests pp.b34-b35 Chapter 3 Review pp. B36-B37 Unit B Lesson 4: Competition Among Living Things pp. B40-B45 Activity Resources pp Reading in Science Resources pp Vocabulary Cards Grade-Level Science Book: The Wolves Winter School to Home Activities p.12 Ask students to make a diagram that shows the life cycle of a plant. Encourage them to write a caption for each stage of the plant s life. Prior Knowledge: Show students a glass bowl with a small fish in it. Ask, why the fish does not live in the desert? Could the fish live anywhere else except in water? This is to get the students in a discussion about living and nonliving things. Review from previous lessons what the students learned about living and nonliving things. Have the students read the get ready paragraph and describe the surroundings of the caribou. Ask, why do you think the caribou live there? Explore Activity: What can you find in an ecosystem? p. B5 Vocabulary: ecosystem, community, population, habitat

8 Third Grade Unit 4: Plant Growth and Adaptations p. 8 Explore Activity Video Math Mini-Lesson Subtracting Across Zeros p. B42 Science Magazine: Buzzing Bees and Flower Seeds pp. B46-B47 Unit B Lesson 5: Adaptations for Survival pp.b48-b57 Activity Resources pp56-60 Reading in Science Resources pp Vocabulary Cards Have the students add these vocabulary words to their science dictionary. Students will understand what makes up an ecosystem, some of the living and nonliving things in an ecosystem, and what habitats are found in ponds. Writing: Make a list of different insects that live in your neighborhood and tell how insects help or use other living things. Math: Solve a problem p. B11 Social Studies: Make an outline map of your state. Draw major bodies of water and include mountains, rivers, and any other important feature and label. Technology: Have students visit to conduct a research project on ecosystems. They will find all information needed on this site. Science Magazine: You depend on Plants and Animals. Ask, could we live if there were no plants? Why or why not? pp. B12-B13

9 Third Grade Unit 4: Plant Growth and Adaptations p. 9 Reading Aid Transparency B5 Visual Aid Transparency 13 Explore Activity Video Cross Curricular Books: Save the Sea Turtles Math Mini-Lesson: Line Plots p.b50 Reading Mini-Lesson p.b51 Inquiry Skill Builder Design an Animal p.b56 Explore Activity p.b49 Ask students to describe how any two of the animals in a pond ecosystem are related to one another and to water in the pond and to the land at the pond s edge. Prior Knowledge: Ask students to think about what a tree and a rabbit need to survive. What do they need that is the same? What do they need that is different? Have the students look at the picture on p. B24. How might the fish and plants need each other? Explore Activity: How do living things meet their needs? p. B25 Vocabulary: carbon dioxide, oxygen cycles, predator, prey, scavenger, parasite, host

10 Third Grade Unit 4: Plant Growth and Adaptations p. 10 Unit B Lesson 6: Changing Ecosystems B45-B67 Activity Resources pp Reading in Science Resources pp Vocabulary Cards Grade-Level Book Rescue at First Encounter Beach Reading Aid Transparency B6 Visual Aid Transparency 14 Explore Activity Video Sunburst Visual Media Have the students include these vocabulary words in their science dictionary. Students will understand how living things use air, how people are part of the carbon dioxide and oxygen cycles, what the population depends on, why prey needs predators, and how animals help plants reproduce. pp. B26- B33 Writing: Have the students write a list of questions you would ask if you could interview a predator including animal s habitat and nutritional needs. Research the animal to find the answers. With a partner, record the interview. Go to for more information on this project. Math: Make a graph using the information on p. B33 Literature: Read Grade-Level Science Book Kit Foxes to learn how two kit foxes find a den and raise a family. Have the students find out how bees help plants reproduce and draw a diagram of the process.

11 Third Grade Unit 4: Plant Growth and Adaptations p. 11 Prior Knowledge: Tell the students a nearby classroom needs some kind of repair, so all those students would have to move into your classroom. Ask, how would this change our classroom? Have the students look at the picture on p.b40. Ask, how might the baby birds compete? What happens when plants are too crowded? Explore Activity: How much room do plants need? p.b41 Vocabulary: competition and niche Have students include these vocabulary words in their science dictionary. Students will understand how much room organisms need, how rain forests and temperate forests are alike and different, and how competition can be avoided. pp.b40-b45 Quick Lab: Musical Chairs p.b44 Make a Trifold Book

12 Third Grade Unit 4: Plant Growth and Adaptations p. 12 Writing: Have students use observations of an animal for one week and write a report about the animal s niche in the ecosystem. The report should have what it does, what it eats, and how it interacts with other organisms. Math: Solve a problem with information from p.b45 Literature: Read Grade-Level Book Technology: Research Project on Science Magazine: pp.b46-47 Think of a fish and describe how this fish competes with other fish for survival. p.b45 Prior Knowledge: Ask students to look at their hands. Ask, what are some other shapes that hands might have? How would a change in the shape of your hands affect your lives?

13 Third Grade Unit 4: Plant Growth and Adaptations p. 13 Have the students read the Get Ready text. Ask them to describe the kinds of feet that are best for perching and discuss how an eagle s feet enable it to perch and grasp prey. Discuss differences in the birds beaks. Explore Activity: How does the shape of a bird s beak affect what it eats? p.b49 Vocabulary: adaptation, camouflage, mimicry Have the students include these vocabulary words in their science dictionary. Students will understand adaptation, compare and contrast different types of beaks, how color protects living things, and how living things protect themselves. pp.b50-b57 Writing: Describe your favorite animal including its environment Math: Solve a problem p.b57 Art: Create a poster that shows two types of organisms using adaptations in the environment use Inquiry Builder: Design an Animal

14 Third Grade Unit 4: Plant Growth and Adaptations p. 14 Have students write a paragraph about how a particular animal survives because of adaptations to its environment. Use encyclopedia, nature books, or internet for information. Prior Knowledge: Describe this situation: a huge storm floods a community. No people drown, but for a week, the ground is under two feet or more of water. Ask, how might the plants and animals be affected? Students look at the picture on p.b58. Ask, how might the eruption of this volcano have affected animals living in the area? Plants? Explore Activity: What happens when ecosystems change? p.b59 Vocabulary: perish, relocate, endangered, extinct Have students include these words in their science dictionary. Students will understand what happens when ecosystems and habitats change, how do ecosystems come back, and living things dying out. pp.b58- B67

15 Third Grade Unit 4: Plant Growth and Adaptations p.15 Quick Lab: Crowd Control p.b65 Make a Two-Tab Book R41 Writing: Describe an endangered animal they want to save. Write an article about the organism for a newspaper. Math: Make a graph and record observations from looking outside Literature: Grade-Level Science Book: First Encounter Beach and Meet a Scientist: pp.b70-b71 Students make a small poster about an endangered animal. It should include a picture and a brief description of why it s endangered. Present to class

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