Grade 3
Science
Unit: 07
Lesson: 01
Suggested Duration: 10 days
Investigating Inherited Traits and Learned Behaviors
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:
3.10
3.10B
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 that some characteristics of organisms are inherited, such as the number of limbs on an animal or flower
color, and recognize some behaviors are learned in response to living in a certain environment, such as animals
using tools to get food.
Scientific Process TEKS:
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
3.2D
3.2F
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
3.4A
©2012, TESCCC
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.
Communicate valid conclusions supported by data in writing, by
drawing pictures, and through verbal discussion.
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.
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page 1 of 12
Grade 3
Science
Unit: 07 Lesson: 01
GETTING READY FOR INSTRUCTION
Performance Indicator(s):
•
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. (3.2F; 3.10B)
1C, 1E
•
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
Key Understandings and Guiding Questions:
•
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:
• inherited
• behavior
• response
• physical characteristic/trait
• learned behavior
•
•
• offspring
• organism
• siblings
seeds
germinate
Materials:
Refer to Notes for Teacher section for materials.
Attachments:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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
Optional Teacher Resource: Birds Tool Use Called Amazing
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)
©2012, TESCCC
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•
•
•
•
fruit
flower
stem
leaf
Grade 3
Science
Unit: 07 Lesson: 01
•
Teacher Resource: Performance Indicator 02 Instructions KEY
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 taste-testing 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.
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
©2012, TESCCC
05/22/13
page 3 of 12
Grade 3
Science
Unit: 07 Lesson: 01
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
Notes for Teacher
ENGAGE – Alike but Different
NOTE: 1 Day = 50 minutes
Suggested Day 1
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:
• 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
Materials:
• 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.
stand up or sit down based on the following physical characteristics.
Say:
• Stand up if you have blue eyes; otherwise, sit down.
Physical characteristics: Draw on
students’ prior knowledge developed in
the Properties of Matter unit.
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.
Explain that the word trait is another
word for characteristics. The word trait
is often used when describing features
of living organisms such as animals
and plants.
•
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:
©2012, TESCCC
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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.
Grade 3
Science
Unit: 07 Lesson: 01
Instructional Procedures
Notes for Teacher
(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.
EXPLORE – I’m Unique
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.
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.
Hair color, eye color, right or lefthandedness, 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.
Suggested Day 2
Attachments:
• Handout: I’m Unique (1 per student
or 1 for projection)
• Teacher Resource: PowerPoint:
Inherited Traits (slides 2 and 3)
Instructional Notes:
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.
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.
Post the nameless self-portraits, and see if the students can identify
their classmates based on physical traits.
Misconceptions:
• Students may think that daughters
inherit most of their characteristics
from their mothers and that sons
©2012, TESCCC
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Grade 3
Science
Unit: 07 Lesson: 01
Instructional Procedures
Notes for Teacher
•
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.
Instructional Notes:
Add the following words and definitions
to the word wall:
inherited: passed down from parent to
offspring
siblings: brothers or sisters
Science 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
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 non-inherited 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.
©2012, TESCCC
page 6 of 12
Create a chart “Number of Limbs”, and as students view
05/22/13
Suggested Day 3
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.
Grade 3
Science
Unit: 07 Lesson: 01
Instructional Procedures
Notes for Teacher
slides, they can chart where the various organisms belong. This
emphasizes the specificity on 3.10B.
0
2
Number of Limbs
4
Other
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.
Check for Understanding:
The creation of the chart is one way
teachers have the opportunity to
formatively assess the students’
understanding.
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, emphasize that the offspring inherit
traits from both.
In addition, the teacher could facilitate a
discussion using the information in the
“summarize” paragraph.
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.
Misconception:
• Students may think that all behavior
must be learned.
ENGAGE – The Crow and the Pitcher
1. Share Aesop’s Fable: The Crow and the Pitcher (see Advance
Suggested Day 4
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.)
©2012, TESCCC
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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
Grade 3
Science
Unit: 07 Lesson: 01
Instructional Procedures
• Do you think the crow’s method of obtaining water is an inherited
Notes for Teacher
trait or a learned behavior? Answers will vary.
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.).
Science 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
1. Divide the class into small groups of 3–4 students. Assign each group an
Suggested Days 5 and 6
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.
Materials:
• passages (about how animals use
tools, see Advance Preparation, per
class)
Attachments:
• Optional Handout: Group Research
Example: Inherited Traits
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.
EVALUATE – Performance Indicator - Learned Behaviors
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
1. Refer to the Teacher Resource: Performance Indicator 01
Instructions KEY for information on administering the assessment.
©2012, TESCCC
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Misconceptions:
• Students may think all behavior
must be learned.
• Students may think that learned
behaviors are inherited.
Suggested Day 6 (continued)
Attachments:
• Teacher Resource: Performance
Indicator 01 Instructions KEY
Check for Understanding:
The student presentations provide the
teacher an opportunity to formatively
assess student understanding.
Grade 3
Science
Unit: 07 Lesson: 01
Instructional Procedures
ENGAGE/EXPLORE – Inherited Traits Plants
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 a 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:
Plant Part
Trait
Inherited or
Not
Claim
Evidence
Suggested Day 7
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.
Flower
Leaf
Stem
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.
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
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Notes for Teacher
05/22/13
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:
• arranging a field trip to a nature
center, botanical garden, nursery, or
greenhouse
OR
• assembling plants at the school site
OR
• examining plants in a nearby
neighborhood or park
Grade 3
Science
Unit: 07 Lesson: 01
Instructional Procedures
Notes for Teacher
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.
EXPLORE/EXPLAIN – Tomatoes
1. Ask:
•
Suggested Day 8
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 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.
SAMPLE Chart
Cherry Tomato
Roma Tomato
Beef Steak Tomato
Color
Size
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)
• 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
Shape
Texture
Mass/Weight
Flavor (optional)
4. Distribute paper towels, paper plates, and plastic knives. Assist students in
5.
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 Tchart.
Ask:
• What kind of seeds produces tomatoes? (Tomato seeds produce
tomato plants.)
• What part of the plant is the tomato? (The tomato is the fruit of a
©2012, TESCCC
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Safety Notes:
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
Grade 3
Science
Unit: 07 Lesson: 01
Instructional Procedures
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•
•
•
Notes for Teacher
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.
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.
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
1. Review basic needs of plants. (Students have studied basic needs in
Science Notebooks:
Students record traits of their tomato.
Suggested Day 9
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 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
©2012, TESCCC
page 11 of 12
05/22/13
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
Attachments:
• Handout: Tomato Life Cycle (1
per student or 1 for projection)
• Teacher Resource: Tomato Life
Cycle KEY
Grade 3
Science
Unit: 07 Lesson: 01
Notes for Teacher
Instructional Procedures
information. The “correct” answer should not be revealed to students at
this time.
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.
Science Notebooks:
Students predict a tomato life cycle by
drawing or sequencing pictures.
EVALUATE – Performance Indicator
Performance Indicator
• 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. (3.2F; 3.10B)
1C, 1E
1. Refer to the Handout: Inherited Traits PI and Teacher Resource:
Performance Indicator 02 Instructions KEY for information on
administering the assessment.
©2012, TESCCC
page 12 of 12
05/22/13
Suggested Day 10
Attachments:
• Handout: Inherited Traits PI (1 per
student or 1 for projection)
• Teacher Resource: Performance
Indicator 02 Instructions KEY