Grade 3
Science
Unit: 08
Lesson: 02
Suggested Duration: 4 days
Plants: Structures and Functions
Lesson Synopsis:
In this lesson, students will identify and explore the function of plant structures that allow them to survive in various
environments.
TEKS:
3.10
3.10A
The student knows that organisms undergo similar life processes and have structures that help them survive within
their environments. The student is expected to:
Explore how structures and functions of plants and animals allow them to survive in a particular environment.
Scientific Process TEKS:
3.1
3.1A
3.2
3.2C
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:
Demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor
investigations, including observing a schoolyard habitat.
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor
investigations. The student is expected to:
3.2D
Construct maps, graphic organizers, simple tables, charts, and bar graphs using tools and current technology to
organize, examine, and evaluate measured data.
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
3.3A
3.3C
3.4
3.4A
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:
In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical
reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those
scientific explanations, so as to encourage critical thinking by the student.
Represent the natural world using models such as volcanoes or Sun, Earth, and Moon system and identify their
limitations, including size, properties, and materials.
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:
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; and materials to support observation
of habitats of organisms such as terrariums and aquariums.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):
•
Observe a photo or diagram of a new organism. Identify its special structures and functions, and analyze how
each unique structure allows the organism to meet its needs and survive in its environment. Choose an
appropriate graphic organizer to describe how the function of each structure allows the organism to survive in a
particular environment.(3.2C; 3.2F; 3.10A)
1A, 1C
Key Understandings and Guiding Questions:
•
Species have different characteristics that help them survive and reproduce in their environments.
— What are some structures or behaviors that help plants survive in a particular environment?
— In what ways do the plant’s structure(s) enable it to live in a different environment?
Vocabulary of Instruction:
•
structure
©2012, TESCCC
•
function
05/28/13
•
environment
page 1 of 4
Grade 3
Science
Unit: 08 Lesson: 02
•
•
•
•
survive
food
protection
support
• desert
• forest
• tundra
• wetland
• roots
• stem
• leaves/spines
Materials:
Refer to Notes for Teacher section for materials.
Attachments:
•
•
•
•
•
•
Teacher Resource: PowerPoint: Structure and Function in Different Environments
Teacher Resource: Plant Cards (see Advance Preparation)
Handout: Structures That Help Plants Survive (1 per student)
Teacher Resource: Structures That Help Plants Survive KEY
Teacher Resource: Imaginary Plant SAMPLE KEY
Teacher Resource: Performance Indicator Instructions KEY
Advance Preparation:
1. Print the Teacher Resource: Plant Cards on sturdy paper (if possible, in color). Cut out, laminate, and place in a
resealable, plastic bag. You will need one set per group.
2. Prepare attachment(s) as necessary
Background Information:
During this lesson, investigations will focus on how the function of structures on a plant may help the plant survive in a
variety of environments.
Students explore patterns, systems, and cycles within environments by investigating characteristics of organisms, life
cycles, and interactions among all components of the natural environment. Students examine how the environment plays
a key role in survival.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE/EXPLORE/EXPLAIN – Exploring Different Plant
Structures and Environments
1. Prepare the Teacher Resource: PowerPoint: Structure and Function in
Different Environments for projection. Students will observe the slides,
2. The information in the PowerPoint will provide students with the content
needed for this student expectation. As each slide of a plant is shown, read
the information and ask students Guiding Questions, such as:
• What is the structure shown in the picture?
• In what way does the structure help the plant? (Most structures will
help the plant survive by either: protecting, supporting, or
obtaining/making food.)
3. Students are expected to understand how the functions of structures help
plants survive in a particular environment. In this lesson, students will learn
about desert, wetland, tundra, and forest environments.
4. Divide the class into groups of 3–4 students.
©2012, TESCCC
05/28/13
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Days 1 and 2
Materials:
• resealable plastic bags (to hold
cards, see Advance Preparation, 1
per group)
Attachments:
• Teacher Resource: PowerPoint:
Structure and Function in
Different Environments
• Teacher Resource: Plant Cards
(see Advance Preparation)
• Handout: Structures That Help
page 2 of 4
Grade 3
Science
Unit: 08 Lesson: 02
Instructional Procedures
Notes for Teacher
5. Distribute the card sets in resealable, plastic bags (from the Teacher
Resource: Plant Cards) to each group. Instruct students to place all of the
cards face up, so all group members can see them.
•
6. Discuss each slide on the Teacher Resource: PowerPoint: Structure and
Function in Different Environments. Allow a few minutes for students to
find pictures with similar structures or characteristics. The discussion on
this part of the lesson will assist students when they complete the
Handout: Structures That Help Plants Survive.
7. After the conclusion of the PowerPoint, distribute the Handout: Structures
That Help Plants Survive (1 per student).
8. Say/Ask:
• Look at the cards in front of you.
Which pictures illustrate a structure that would provide the plant
protection?
• In which environment might this plant be found?
• As answers are provided, take the time to complete your
Handout: Structures That Help Plants Survive.
Plants Survive (1 per student)
Teacher Resource: Structures That
Help Plants Survive KEY
Instructional Notes:
Students will have two days to view the
PowerPoint and complete the Handout:
Structures That Help Plants Survive.
The PowerPoint is the primary medium
from which students will get their
information for the Performance
Indicator. Encourage students to ask
questions.
Science Notebooks:
Students should affix their handout in
the science notebook.
9. Allow students the opportunity to complete the section on structures for
protection; facilitate the completion as needed.
10. Say/Ask:
• Look at the cards in front of you.
Which pictures illustrate a structure that would provide the plant
support?
• In which environment might this plant be found?
• As answers are provided, take the time to complete your
Handout: Structures That Help Plants Survive.
11. Allow students the opportunity to complete the section on structures for
support; facilitate the completion as needed.
12. Say/Ask:
• Look at the cards in front of you.
Which pictures illustrate a structure that would provide the plant
a way to make or obtain food?
• In which environment might this plant be found?
• As answers are provided, take the time to complete your
Handout: Structures That Help Plants Survive.
13. Allow students the opportunity to complete the section on structures for
making or obtaining food; facilitate the completion as needed.
14. To formatively assess student understanding of the information just
learned,
Ask:
• What are some structures that help plants survive in a particular
environment?
15. Instruct students to place the cards back into the resealable, plastic bag
and return the bags to you.
©2012, TESCCC
05/28/13
page 3 of 4
Grade 3
Science
Unit: 08 Lesson: 02
Instructional Procedures
Notes for Teacher
EXPLAIN/ELABORATE – Structure and Function in Different
Environments
1. Say:
• You will work with a partner to draw or construct a model of an
imaginary plant in its environment or habitat.
• We have learned about four different environments: desert,
tundra, wetland, and forests.
• The plant structures, including the roots, stem, and leaves, will
need to be labeled.
• An explanation about how the structure’s function would help the
plant survive should be included.
2. The Teacher Resource: Imaginary Plant SAMPLE KEY provides an
example.
3. Provide students about half of the class period to complete the model
(physical or conceptual).
4. When students have completed their models, allow time for sharing the
models.
5. After students have communicated information about their model,
Ask:
• In what ways does the plant’s structure(s) enable it to live in a
different environment? (Answers will vary, depending upon the plant
chosen; however, the structure should provide protection, support, or
enable the plant to obtain (make) food.)
Suggested Day 3
Materials:
• paper (plain, 1 sheet per pair or
small group)
Attachments:
• Handout: Structures That Help
Plants Survive (1 per student)
(from previous activity)
• Teacher Resource: Imaginary
Plant SAMPLE KEY
Instructional Notes:
You may wish to have students work in
pairs or small groups. Students could
use the information on their Handout:
Structures That Help Plants Survive
to complete this activity.
EVALUATE – Performance Indicator
Suggested Day 4
Performance Indicator
• Observe a photo or diagram of a new organism. Identify its special
structures and functions, and analyze how each unique structure
allows the organism to meet its needs and survive in its environment.
Choose an appropriate graphic organizer to describe how the function
of each structure allows the organism to survive in a particular
environment.(3.2C; 3.2F; 3.10A)
1A, 1C
Materials:
• paper (plain, for Performance
Indicator, 1 sheet per student)
1. Refer to the Teacher Resource: Performance Indicator Instructions
KEY for information on administering the assessment.
©2012, TESCCC
05/28/13
Attachments:
• Teacher Resource: Performance
Indicator Instructions KEY
page 4 of 4