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Next Generation Science 3rd Grade Inheritance & Variation of Traits Unit

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NGSS3-5-ETS1-2
NGSS3-LS3-1
NGSS3-LS3-2
NGSS3-LS4-2
NGSS3-5-ETS1-1
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This unit is designed to do 2 things: 1) Meet Next Generation Science Standards for 3rd Grade: Inheritance and Variation of Traits, AND
2) Make your life EASIER!
Included is everything (well, almost everything) you need for this unit. The teaching of science requires some materials, but I have chosen simple, everyday tools you most likely already have in your classroom.
There are 19 lessons in this unit (including writing and recording an informative piece), covering major standards under Next Generation Science StandardsInheritance and Variation of Traits, PLUS the cross- cutting concepts AND connections to ELA and Math Common Core! A very exciting portion of lessons are dedicated to creating Designer Dogs--your students will LOVE this!

Unit Overview
Building Background Knowledge: Recognizing Patterns in Plant/Animal Life Cycles

Lesson 1—Reproduction of Plants
I can explain how reproduction is essential to the continued existence of every kind of organism, including plants.
Lesson 2—Reproduction of Animals
I can explain how reproduction is essential to the continued existence of every kind of organism, including animals.
Lesson 3—Life Cycles of Plants
I can explain how plants have unique and diverse life cycles.
I can demonstrate how science findings are based on recognizing patterns.
Lesson 4—Life Cycles of Animals
I can explain how animals have unique and diverse life cycles.
I can demonstrate how science findings are based on recognizing patterns.
Lesson 5—Inherited Traits
I can explain how many characteristics of organisms are inherited from their parents.
I can analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
I can show how different organisms vary in how they look and function because they have different inherited information.
Lesson 6—Influence of Environment
I can show how the environment also affects the traits that an organism develops.
I can use evidence to support the explanation that traits can be influenced by the environment.
I can explain how other characteristics result from individuals’ interactions with the environment, which can range from diet to learning.
I can show how cause and effect relationships are routinely identified and used to explain change.

Lesson 7—Advantageous Characteristics
I can demonstrate that sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing.
I can use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.

Lesson 8—Developing a Model
I can develop models to describe phenomena.
I can develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
Applying New Knowledge of Heredity & Environment

Lesson 9—Research

I can explain how many characteristics involve both inheritance and environment.
I can use evidence (e.g., observations, patterns) to construct and support an explanation.
Lesson 10—Writing
I can write informative/explanatory texts to examine a topic and convey ideas and information clearly.
I can report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
Lesson 11—Recording
I can create engaging audio recordings of stories that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
Influence of Science and Change Over Time
Lesson 12—Using Information from Text and Illustrations
I can show how the influence of science, engineering, and technology on society and the natural world change over time, as do their demands for new and improved technologies.
I can demonstrate how engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands.
I can ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
I can determine the main idea of a text; recount the key details and explain how they support the main idea.
I can describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
I can use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Engineering Improved Solutions

Lesson 13—Defining & Researching a Problem
I can define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost.
I can research a problem before beginning to design a solution.
Lesson 14—Comparing Possible Solutions & Identifying Constraints
I can explain how success of a designed solution is determined by considering the desired features of a solution (criteria).
I can generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
I can explain why possible solutions to a problem are limited by available materials and resources (constraints).
Lesson 15—Proposing & Sharing Solutions
I can define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
I can communicate with peers about proposed solutions and share ideas to lead to an improved design. (3-5- ETS1-2)
Lesson 16—Planning Investigations/Tests
I can plan fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
I can plan an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered.
I can design tests to identify failure points or difficulties, in order to determine the elements of the design that need to be improved.
Lesson 17—Conducting Investigations/Tests & Collecting Measurement Data
I can carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
I can conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered.
I can demonstrate that testing a solution involves investigating how well it performs under a range of likely conditions.
I can understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
I can explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

Lesson 18—Analyzing Measurement Data/Identifying and Utilizing Patterns
I can model with mathematics.
I can analyze and interpret data to make sense of phenomena using logical reasoning.
I can demonstrate how similarities and differences in patterns can be used to sort and classify natural phenomena. I can show how patterns of change can be used to make predictions.
I can reason abstractly and quantitatively.
I can draw a scaled picture graph and a scaled bar graph to represent a data set with several categories.
I can solve one-step and two-step problems using information presented in scaled bar graphs.
Lesson 19—Determining the Best Solution/Improving Solutions
I can test different solutions in order to determine which of them best solves the problem, given the criteria and the constraints.

Also included is a unit vocabulary test!

to see state-specific standards (only available in the US).
NGSS3-5-ETS1-2
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
NGSS3-LS3-1
Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans. Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human examples.
NGSS3-LS3-2
Use evidence to support the explanation that traits can be influenced by the environment. Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted; and, a pet dog that is given too much food and little exercise may become overweight.
NGSS3-LS4-2
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.
NGSS3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Total Pages
150 pages
Answer Key
Included
Teaching Duration
1 month
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