Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
With help, have students read about their favorite animal and learn about the science related to their selection. As a class, all students share their favorite animal and tell a favorite fact that they learned.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
Your school has decided to adopt an endangered animal to live on your playground. Good idea or bad? Discuss the pros and cons.
Wildlife management specialists count wildlife to determine if the population is growing or diminishing and what to do if a problem arises. Organize a counting activity by setting students on the playground to count specific traits of students during recess (in place of different animals) such as students wearing glasses, talking with gestures, wearing green, etc. Collect the data and create a class graph.
Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Who is faster? Use this lesson from the National Wildlife Federation to have students determine the speed of different wildlife to that of their own. They'll calculate rate of speed and convert it to MPH. Great activity.
Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number. Summarize numerical data sets in relation to their context.
When managing wildlife, consideration must be taken of food requirement and the carrying capacity of the environment. How Many Is Enough: Panther Hunt is a lesson plan where students must calculate the carrying capacity of a finite area as they take on the role of animals attempting to accumulate enough food to stay alive.
Use observations to describe patterns of what plants and animals (including humans) need to survive.
Examples of patterns could include that all animals need food in order to live and grow, and the different kinds of food needed by different types of animals. Animals obtain their food from plants or from other animals.
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Decomposition eventually restores (recycles) some materials back to the soil. Newly introduced species can damage the balance of an ecosystem. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life.
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
Energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Examples of environmental effects could include negative biological impacts of wind turbines, erosion due to deforestation, loss of habitat due to dams or surface mining, and air pollution from burning of fossil fuels.
Use evidence to construct an explanation for how the variations in characteristics among individuals may provide advantages in surviving, finding mates, and reproducing.
Populations of animals are classified by their characteristics. Examples of cause and effect relationships could be that living things with stronger defenses may be less likely to be eaten by predators or that animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.
Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
Populations live in a variety of habitats, and change in those habitats affects the organisms living there. When the environment changes in ways that affect a place's physical characteristics, temperature, or availability of food and water, some animals survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die.
Support, obtain, and combine information about ways individual communities use science ideas to protect the Earth's resources and environment.
Human activities in agriculture, industry, and everyday life have effects on the land, vegetation, streams, ocean, and air. Individuals and communities are doing things to help protect Earth's resources and environments.
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. Growth of organisms and population increases are limited by access to resources. Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
Predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments are shared. Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms.
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level.
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.
Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Biodiversity describes the variety of species found in Earth's ecosystems. The completeness or integrity of an ecosystem's biodiversity is often used as a measure of its health. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem.
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
Human activities can have consequences on the biosphere, sometimes altering natural habitats and causing the extinction of other species. Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).