Be a Detective:
Life Science
3rd Grade
By Brenda Martin
Table of Contents
Pages
Topic
Approximate Time
Frame
Notes
Page 3-5
Common Core alignment,
directions for use, and blank
optional student worksheet for
investigations
N/A
Pages 6-10
“Mystery of the Disappearing
City” bulletin board title and
clues
*PowerPoint is included in Zip
File*
30 minutes
Print these pages in color and
reserve the clues to share one at a
time after each investigation
Pages 11-17
Investigation One: Life Cycles
30-60 minutes in
one or two sessions
Print pages 12-17 in color for
optimal use
Pages 18-20
Investigation Two: Animal
Groups
30-60 minutes in
one or two sessions
Print multiple copies of page 20 and
cut out for the game
Pages 21-27
Investigation Three: Fun with
Fossils
60-90 minutes can
be divided into four
sessions if desired
This investigation requires some
additional materials not included in
this resource and some advanced
preparation
Pages 28-37
Investigation Four: Survival
Characteristics
30-60 minutes in
one or two sessions
Print multiple copies of pages 29-37
in color for optimal use
Pages 38-47
Investigation Five: Animal
Inspired Technology
120-150 minutes
that can be divided
into five days
Print copies of pages 39-47 in color
for optimal use
Pages 48-57
Investigation Six: Changes in
the Environment
60-90 minutes can
be divided into two
or three days
Print pages 49-54 in color for
optimal use and several copies of
pages 55-57 for student writing
Pages 58-63
Investigation Seven: Healthy
Habits
60+ minutes
There are several options for this
final project including simple
illustrations or more involved and
time-consuming dioramas
Pages 64-69
Final Assessment, Rubrics, and
Checklists
30-60 minutes
There are two assessment checks
included. The first may be given
after investigation four or you can
give both parts at the culmination of
the unit.
Page 71
Enrichment Ideas and Additional
Resources to Support this Unit
N/A
Page 71
Resources used
N/A
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
Next Generation Science Standards
Life Science
Students who demonstrate understanding can:
3-LS1-a.Construct explanations from evidence that life cycles of plants and animals have similar features and
predictable patterns. [Clarification Statement: Changes organisms go through during their life form a pattern and
can be used to predict what might happen next in a different organism. Reproduction is addressed as just one part of
the process of birth, growth, development, reproduction, and death.] [Assessment Boundary: Plant reproduction is
limited to flowering plants. Evidence should be provided.]
3-LS2-a. Use multiple sources to generate and communicate information about the size, stability, and specialization
of groups animals may form, and how different types of groups may help the members survive in their natural
habitats. [Clarification Statement: Systems are groups of animals.] [Assessment Boundary: Knowledge of specific
groups of animals is not required.]
3-LS4-a. Analyze and interpret data from fossils to describe the types of organisms that lived long ago and the
environments in which they lived and compare them with organisms and environments today. [Clarification
Statement: Students can observe fossils, images of fossils, and/or other data.]
3-LS4-b.Construct explanations for how differences in characteristics provide an advantage to some individuals in
the same species in surviving, finding mates, and reproducing. [Clarification Statement: Examples of cause and
effect relationships could be plants with large thorns are less likely to be eaten by predators or peacocks with larger
feather displays are more likely to find a mate.]
3-LS4-c.Communicate information about how some characteristics of organisms have been used to inspire the design
of technology that meets people's changing needs and wants.* [Clarification Statement: Students could identify
technologies across diverse cultures that utilize characteristics of organisms such as sonar, insulated vests,
camouflage fatigues, or Velcro.] [Assessment Boundary: The mechanism of production is not included; the focus is
on utility only.]
3-LS4-d. Analyze and interpret data about changes in the environment of different areas and describe how the
changes may affect the organisms that live in the areas. [Clarification Statement: Environmental changes should
include changes to landforms, distribution of water, temperature, or availability of resources. The system is a
particular area, its components, and how they interact.] [Assessment Boundary: Data may be provided for students.]
3-LS4-e. Use evidence about organisms in their natural habitats to design an artificial habitat in which the
organisms can survive well.* [Clarification Statement: Evidence to include needs and characteristics of the
organisms. The organisms and their habitat make up a system in which the parts depend on each other.]
© Brenda Martin
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Directions to Using The Scientific Method with Inquiry
This is explained at length in my Science Bundle for Inquiry-Based Skills Pack which is a
great way to establish this type of thinking in every science unit.
To begin, set up a bulletin board or small area in your room to post the detective clues. Students will be given a clue
after each investigation to find out what happened to this city. The final clue is give on the day of the final test. Use
the PowerPoint included to introduce the unit and the mystery to students.
Each investigation is divided into six or seven steps to follow the scientific process.
All of the teacher’s directions pages are set up using this format to maintain consistency for students and teachers.
You can choose to use the optional student worksheet on the following page to make a packet for your students or use
it as a model on the document camera for students to take their own notes in their own science notebook.
Title of Experiment and Engaging Scenario: Give students the title and complete the engaging scenario. The purpose
of this portion is to engage students in the topic before it even begins. While students may not be doing a lot of
writing during this portion, they should be doing a lot of thinking!
Question: Give students the question(s) and time to discuss collaboratively. This question is the basis for each
investigation and students should revisit this question when they write their conclusions and discuss observations.
Prediction or Hypothesis: Students should answer this using a basic sentence stem. Some investigations include
specific prompts to encourage students to make a hypothesis while others are more of a game or exploration and do not
require a hypothesis. If an investigation requires a hypothesis students should use a sentence stem like “I think ___
will because _____.” Their reasoning should be defended with a scientific explanation.
Planning or Procedures: Some of these investigations require students to determine their own procedure for
investigations while others are more guided.
Data Collection: At the beginning of the year, help students organize their data by drawing tables and charts together.
Soon, students should be able to determine a way to organize their data. This should also be approved when they are
planning their procedure to ensure students are planning for this step as well.
Conclusion: It is crucial to go through this step together. We want to make sure students are learning scientific
principles accurately regardless if their experiment or observations work.
Follow-up Questions: Ending an experiment with follow-up questions allows students to recognize that scientific
learning never ends!
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Title of Experiment:
Question:
Prediction or Hypothesis:
Planning and Procedures:
Data Collection:
Conclusion:
Follow-up Questions:
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The Mystery of
the Disappearing
City
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Clue #1
This has been called a
natural disaster
Clue #2
It can be as large as 460
square miles
Clue #3
Today, this destruction most
often occurs in farming
regions in Africa
Clue #4
In 1954, this destruction
travelled from Africa to
Britain
Clue #5
People in Ft. Collins spoke of
the ground moving or
crawling
Clue #6
This creature can eat its
weight in plants each day
Clue #7
This creature goes through a
behavioral phase called the
gregarious phase
Clue #8
This creature is a locust
3-LS1-a. Investigation One
Life Cycles
Teacher’s Directions
Engaging Scenario: Picture play! Show students the images on picture play and ask students to find
a common theme. When they discover ‘cycle’ ask them what that means for each image. Tell
them that today’s work is all about life cycles. Ask students what they already know about
life cycles.
Question: Ask students the question to investigate.
How are life cycles of plants and animals similar?
Using the images provided, how can you explain patterns in life cycles?
Materials: Provide the images and allow students time to discuss life cycles. Give them magnifying
glasses to look closely and make them feel like real scientists!
Observations: Encourage students to write down their observations. Can students create their own
way to organize their data?
Conclusion: Review this part together
Almost all organisms go through a common pattern: birth, growth, development,
reproduction, and death. This helps scientists predict the development of any organism.
Follow-up Questions: Encourage students to ask follow-up questions about this experiment and even
provide time to test these! This is true inquiry at its best!
Assessment: Can students explain how life cycles of plants and animals are similar?
Detective Clue: Time to give students clue #1!
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Picture Play!
What do these images
all have in common?
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Life Cycle of an
Apple Tree
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Life Cycle of a
Butterfly
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Life Cycle
of a
Chicken
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Life Cycle
of a Frog
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Life
Cycle
of Corn
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3-LS2-a. Investigation Two
Animal Groups Fan Pick
Teacher’s Directions
Engaging Scenario: Help students make connections. Ask them, “Why do humans usually live with
or near one another?” “How do families work together to survive?”
Question: Ask students the question to investigate.
How and why do animals form groups?
Materials: Provide the cards and let students play “fan pick” to discuss animal groupings. Each
team of four students will need directions and cards. If possible, provide other books for
students to read about this phenomenon.
Observations: Encourage students to write down their observations. Can students create their own
way to organize their data?
Conclusion: Review this part together.
Animals live in groups for several reasons including: making hunting easier, protection,
warmth, make travelling easier, finding a mate, and guarding food and territory.
Follow-up Questions: Encourage students to ask follow-up questions about this experiment and even
provide time to test these! This is true inquiry at its best!
Assessment: Can students generate and communicate information about the size, stability, and
specialization of groups animals may form, and how different types of groups may help the
members survive in their natural habitats.
Detective Clue: Time to give students clue #2!
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Animal Groups Fan Pick
Each team of four receives a set of questions. The
teacher will help students determine student numbers.
1.
Student #1 holds the questions in a fan and says,
“Pick a card, any card.”
2.
Student #2 picks a card, reads the question aloud,
and allows five seconds of think time.
3.
Student #3 answers the question.
4. Student #4 holds the questions in a fan and says,
“Pick a card, any card” to Student #1 and play
continues in a circular fashion.
5.
Students continue playing even when all cards have
been selected. Students must think of a unique way to
answer repeat cards.
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Wolves will hunt in a pack
when hunting a moose, but
when they hunt smaller
animals they often hunt
alone. Why?
Dolphins tend to surround
a school a fish and
alternate moving to the
center to eat the fish.
Why?
2
1
Small fish often travel in
groups with highly
coordinated movements.
Why?
Ants live in a colony where
each has a specific job.
Why?
5
4
Penguins often huddle in
close proximity. Why?
Prairie Dogs live in
colonies and have a
member acting as a look
out. Why?
8
7
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Canadian Geese and other
birds often form a V
formation when they fly.
Why?
3
Elephants graze in herds
and have been known to
encircle their calves if
alarmed. Why?
6
Crocodiles often live in
solitude until it is time for
hunting or caring for
hatchlings. Why?
9
3-LS4-a. Investigation Three
Fun with Fossils
Teacher’s Directions
Advanced preparation: Prepare all of the centers including the fossils using the directions on the following sheet.
Engaging Scenario: Ask kids to name things that are really old. This should be fun…see what they come up with! Tell them
scientists analyze things that are so old that the ‘thing’ they are analyzing is no longer here and they only have an
impression left to study. Ask kids if they know what this is called. (Many students think that fossils can only be bones,
but it actually means the preserved traces of animals, plants, and other organisms from the past).
Question: Ask students the question to investigate.
How and why do scientists analyze and interpret data from fossils?
Materials: *See the list on the following page
Observations: Encourage students to write down their observations as they rotate through the centers. Students should bring their
science notebooks and create their own way to organize their data. This part should take approximately 60-80 minutes.
Conclusion: Review this part together as a whole class or during each rotation if you have enough volunteers.
1.
Center one- Identify a fossil
Ask students, “What did you identify? How do you know?” Ask them to share their response to the question, how do
scientists use fossils as clues to the past?
2.
Center two- Making a fossil
Ask students, “How do you think items are fossilized in nature?” Tell them that Plaster of Paris is a model for how
things are actually fossilized. Fossilization occurs when an organism is buried. Sometimes the empty spaces on an
organism (like the spaces on a shell) are filled with dirt and water to help the organism keep shape. Sometimes the
actual organism completely dissolves or is destroyed leaving just an external mold like the fossil they created today.
3.
Center three- Excavate a Fossil
Ask students, “How do scientists investigate fossils?” Students should be familiar with the word ‘excavate’ and know
that scientists must dig up preserved fossils to help understand animals and plants from long ago.
4.
Center four- Fossil Mix-up
Ask students, “How do scientists analyze fossils?” Students should be able to understand that scientists build on the
research of others to help them analyze fossils. Paleontologists often rely on analyzing the layers of the rocks where
fossils are dug up to get a more accurate theory about the age of a fossil. This study is called Stratigraphy.
5.
Finally, ask students to answer the question from the investigation, How and why do scientists analyze and interpret
data from fossils? Use this as an assessment opportunity.
Follow-up Questions: Encourage students to ask follow-up questions about this experiment and even provide time to test these! This
is true inquiry at its best!
Assessment: Can students analyze fossils and look at ways they might be used to determine an animal’s environment (evident during
center 4) and when students write their final conclusion to the initial question.
Detective Clue: Time to give students clue #3!
© Brenda Martin
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Preparing the Centers
Materials:
--items to fossilize (Needed one for each student plus 5-8 extras. Ideas include: plastic animals, rocks, shells)
--modeling clay (Purchase about 4-5 lbs)
--toothpicks (One box)
--aluminum foil (One roll)
--Plaster of Paris mix (One 4 Lb. box should be enough. Mix with two parts plaster to one part water. Some
will be needed to prepare the fossils for center one and the rest is for the actual rotations)
--Brown paper bags (One for each fossil for center one. I recommend 5-8 fossils)
--One bag of hard chocolate chip cookies (regular Chips Ahoy works great)
--Paper plates (one per student)
--One to three adult volunteers if available
Center One:
1.
Place a solid ‘pancake’ shape of modeling clay onto the
foil for each fossil.
2.
Press the item to be fossilized into the molding clay.
Remove the item so you have an indent of the shape.
A toothpick works nicely to help remove the item if it’s
stuck.
3.
Pour the premixed Plaster of Paris into the clay mold.
Pour enough to cover the mold completely without any
bubbles.
4.
Wait about one hour for the plaster to dry completely.
5.
Remove the aluminum foil and then carefully remove
the clay.
6.
Put each dried fossil into a brown paper bag.
7.
Put the bags, items you’ve fossilized, and direction
sheet into a basket and your center is ready!
Center Three: Make a basket with cookies, paper plates, and
student directions.
Center Four: Print the fossil cards and cut them. Make a
basket with the fossil cards, research materials, and
direction sheet.
Answer Key:
1. Butterfly
2. Bird
3. Bug
4. Carnivore
5. Dinosaur
6. Fish
7. Plant eater
8. Shell
9. Turtle
Center Two: Gather all materials for students to make their own
fossils. This is listed on the student direction cards.
I recommend setting this center up close to a sink with
adult supervision.
Make sure
students bring
their science
notebook to each
center.
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Fun with Fossils
Center One
Identify a Fossil
Materials:
-Fossils inside brown paper bags
-Fossilized items
1. Gently feel the fossil inside the paper bag.
2. Look at the items that were fossilized.
Guess- which item do you think is fossilized inside that
bag? Why? Record your guesses in your science
notebook and share your guesses with your group.
3. Gently, take the fossils out of the bags. Did you guess
correctly?
In your science notebook, answer this question:
How do scientists use fossils as clues to the past?
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
Fun with Fossils
Center Two
Making Fossils
Materials:
--items to fossilize (plastic animals, rocks, shells)
--modeling clay
--toothpicks
--aluminum foil
--Plaster of Paris mix (two parts plaster to one part water)
1. Place a solid ‘pancake’ shape of modeling clay onto the
foil for each fossil.
2. Press the item to be fossilized into the molding clay.
Remove the item so you have an indent of the shape. A
toothpick works nicely to help remove the item if it’s
stuck.
3. Pour the premixed Plaster of Paris into the clay mold.
Pour enough to cover the mold completely without any
bubbles.
4. Wait about one hour for the plaster to dry completely.
5. Remove the aluminum foil and then carefully remove the
clay.
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Fun with Fossils
Center Three
Excavate a Fossil
Materials:
--hard chocolate chip cookies
--toothpicks
--paper plates
1. Place a cookie on a paper plate. For this investigation,
chocolate chips represent the fossils being excavated.
2. Use only the toothpicks provided to try to ‘excavate’ the
chocolate chips.
In your science notebook, answer this question:
How do scientists investigate fossils?
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Fun with Fossils
Center Four
Fossil Mix-Up
Materials:
--Fossil cards
--Magnifying glass
--Encyclopedia (or research database so students can look up images of the actual animals)
1.
2.
3.
4.
Look at the fossil cards.
Using a magnifying glass, analyze them carefully.
Try to determine what item was originally fossilized.
Use a reference to prove your hypotheses.
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1
2
3
4
5
6
7
8
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9
3-LS4-b. Investigation Four
Survival Characteristics
Teacher’s Directions
Engaging Scenario: Show the image of the two flowers or two real flowers (one almost dead and one
blooming). Ask students which is most likely to get pollinated. Why? Give students time to
discuss. Students should recognize that beauty is a characteristic that attracts bees to
flowers and may help the flower to get pollinated.
Question: What characteristics help animals and plants survive?
Materials: Choice cards. Students play “Showdown” to learn and discuss characteristics that help
animals and plants survive.
Observations: Students record observations in their science notebook as they play.
Conclusion: There are many reasons why animals survive including ability to attract a mate for
reproduction, ability to find or hunt food, adaptation to environment, and ability to protect
itself from predators. Can students think of other examples or reasons why animals might
survive?
Follow-up Questions: Encourage students to ask follow-up questions about this experiment and even
provide time to test these! This is true inquiry at its best!
Assessment: Can students identify reasons why some animals might be more likely to survive than
others? This should be evident in their conclusion and data observations.
**This might be a good opportunity to give assessment check #1 to gather summative
assessment data on your students for the first half of this unit.**
Detective Clue: Time to give students clue #4!
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http://teachingdreaminglearning.blogspot.com/
Survival Characteristics
Which flower is most likely to get pollinated? Why?
1
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2
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Survival Characteristics Showdown!
Players: 2-4
Mix up the picture faced down in a pile
The captain flips over one card. And reads the question
aloud to the group. Group members look at the images.
Group members write their response on a blank paper or white
board and send a signal to the captain they are ready. When
everyone is ready, the captain yells, “Showdown” and all
students flip over their answer. All members explain their
answers to check for understanding. If all group members
get the question correct, it’s an opportunity for celebration.
If any member makes a mistake, it’s a great opportunity for
coaching.
Don’t forget to take notes in your science notebook about
characteristics that help with survival!
Captains may use the answer key to check responses if
needed.
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Survival Characteristics Showdown!
Answer Key
A. The peacock with its feathers displayed is more likely to
attract a mate because of its extreme beauty.
B. The thorns in image 2 are likely to deter a predator and
help the plant survive.
C. The image of the pride of lions is more likely to catch
prey because they have better chances hunting together.
D. The lizard in image 1 is more camouflaged into its
surroundings so it’s more likely to avoid being seen by a
predator.
E. The spider in image 2 is more likely to catch prey in its
web.
F. The camel in image 2 is more likely to survive in the
desert heat because it has adapted to an environment
with little or no water.
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Survival Characteristics
Task Card A
Which peacock is most likely to attract a mate? Why?
1
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2
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Survival Characteristics
Task Card B
Which plant is less likely to be eaten by a predator? Why?
1
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2
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Survival Characteristics
Task Card C
Which image below is more likely to catch a large prey?
Why?
1
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2
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Survival Characteristics
Task Card D
Which lizard is more likely to avoid a predator? Why?
1
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Survival Characteristics
Task Card E
Which arachnid will have an easier time catching prey?
Why?
1
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Survival Characteristics
Task Card F
Which mammal is more likely to survive in a desert climate?
Why?
1
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2
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3-LS4-c. Investigation Five
Animal Inspired Technology
Teacher’s Directions
Engaging Scenario: Put on a camouflaged jacket or fur coat…the more animal inspired clothing, the better. Ask
students, “What does your outfit have to do with science?” Get them talking about how humans use ideas from
the animal kingdom all the time.
Question: How have scientists studied the characteristics of animals to create improved technologies for humans?
Procedure: Students can work in teams of two or three to develop an idea to improve human life that is inspired by an
animal. Encourage groups to be creative in their designs. When all groups are finished, have them share their
idea with the class. This would also make a great hallway display! This portion may take up to four 30 minute
sessions before students have time to share on reflect on their conclusions.
Observations: Students record ideas and animal inspired technologies when their classmates share their ideas.
Conclusion: The goal of this exercise is for students to communicate information about how some characteristics of
organisms have been used to inspire the design of technology that meets people's changing needs and wants.
The descriptions below are ways scientists have been inspired by the images included. Share these with
students, but honor their scientific ideas too!
1. Scientists are observing schools of fish as inspiration to design smart cars that will avoid collision.
2. A company called Sharklet, used the idea of shark skin to develop a plastic wrap to deter germs that is used in
hospitals.
3. Highway reflectors were once called cat eyes to mimic the way a cats eyes reflect light.
4. Scientists at Leeds University developed the Ultracane, a walking stick for the blind that vibrates when it
approaches objects like echolocation.
5. Scientist, Frank Fish studied the softball-sized bumps on whales to develop a fan blade which moves more efficiently
through the air for fans, windmills and even the propeller on planes.
6. Astronomers at the University of Bath in England are using the information from a wasp’s tail to design a drill that
can help them drill on Mars.
7. Scientists are studying the reflective vision of lobsters to improve x-ray machines at air airports.
8. Mark Meyers, a professor at the University of California, thinks we can use the technology inspired by a toucan’s bill
to create car panels are that “stronger, lighter, and safer.”
9. Similar to Velcro (which was inspired by the burrs caught in a dog’s fur), scientist are looking at Geckos to create a
robot that can climb anything.
10. The creator the ThinkPad used owl inspired technology to develop a fan to keep the ThinkPad cool that is almost
silent.
Follow-up Questions: Encourage students to ask follow-up questions about ways other animals might have inspired
human technology.
Assessment: Can students identify examples of ways humans have been inspired by animal characteristics?
Detective Clue: Time to give students clue #5!
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
Animal Inspired Technologies
1. Look at the image below.
2. With your partner, discuss ways this animal could inspire
an idea to improve living situations for humans.
3. Design it! On a separate piece of paper, draw your new
technology with labels. Be sure to include ways this new
technology is closely related to the animal kingdom.
Schools of fish travel so closely together with
synchronized movement. How can scientists use this
idea to help humans?
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
Animal Inspired Technologies
1. Look at the image below.
2. With your partner, discuss ways this animal could inspire
an idea to improve living situations for humans.
3. Design it! On a separate piece of paper, draw your new
technology with labels. Be sure to include ways this new
technology is closely related to the animal kingdom.
Shark skin is covered in tiny scales that make it almost
impossible for other marine life to attach to it. How can
scientists use this idea to help humans?
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
Animal Inspired Technologies
1. Look at the image below.
2. With your partner, discuss ways this animal could inspire
an idea to improve living situations for humans.
3. Design it! On a separate piece of paper, draw your new
technology with labels. Be sure to include ways this new
technology is closely related to the animal kingdom.
Cats eyes seem to reflect light. How can scientists use
this idea to help humans?
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
Animal Inspired Technologies
1. Look at the image below.
2. With your partner, discuss ways this animal could inspire
an idea to improve living situations for humans.
3. Design it! On a separate piece of paper, draw your new
technology with labels. Be sure to include ways this new
technology is closely related to the animal kingdom.
Bats use echolocation to find their way around. This
means that sounds bounce off of objects to help them
know how close an object is. How can scientists use
this idea to help humans?
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
Animal Inspired Technologies
1. Look at the image below.
2. With your partner, discuss ways this animal could inspire
an idea to improve living situations for humans.
3. Design it! On a separate piece of paper, draw your new
technology with labels. Be sure to include ways this new
technology is closely related to the animal kingdom.
Humpback whales have large bumps on the edge of their
limbs which help them to travel through water easily.
How can scientists use this idea to help humans?
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
Animal Inspired Technologies
1. Look at the image below.
2. With your partner, discuss ways this animal could inspire
an idea to improve living situations for humans.
3. Design it! On a separate piece of paper, draw your new
technology with labels. Be sure to include ways this new
technology is closely related to the animal kingdom.
Wasps have a tail that can drill through almost anything
without using force. How can scientists use this idea to
help humans?
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
Animal Inspired Technologies
1. Look at the image below.
2. With your partner, discuss ways this animal could inspire
an idea to improve living situations for humans.
3. Design it! On a separate piece of paper, draw your new
technology with labels. Be sure to include ways this new
technology is closely related to the animal kingdom.
Lobsters have almost X-ray vision to see along the ocean
floor. They see reflections that help them focus to a
single point. How can scientists use this idea to help
humans?
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
Animal Inspired Technologies
1. Look at the image below.
2. With your partner, discuss ways this animal could inspire
an idea to improve living situations for humans.
3. Design it! On a separate piece of paper, draw your new
technology with labels. Be sure to include ways this new
technology is closely related to the animal kingdom.
A Gecko uses tiny hairs to cling to almost any surface.
How can scientists use this idea to help humans?
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
Animal Inspired Technologies
1. Look at the image below.
2. With your partner, discuss ways this animal could inspire
an idea to improve living situations for humans.
3. Design it! On a separate piece of paper, draw your new
technology with labels. Be sure to include ways this new
technology is closely related to the animal kingdom.
The feathers on an owl are designed so they can fly
through air without making a sound. How can scientists
use this idea to help humans?
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
3-LS4-d. Investigation Six
Changes in the Environment
Teacher’s Directions
Engaging Scenario: Read to students:
Imagine a beautiful lake with fish swimming galore and birds happily fishing for meals each
day. What would happen if it stopped raining and the lake started to dry up? (DISCUSS)
What would happen if the fish became sick with disease? (DISCUSS) What would happen if
the birds migrated to another place with warmer temperatures? (DISCUSS). These changes in
the environment occur all the time and scientist work hard to study how these changes impact
the organisms living there. Today we will investigate this.
Question: How do changes in the environment affect the organisms living in it?
Procedure: There are multiple options for this activity.
1.
Divide students into groups of three. Give each group a story about changes in the
environment and each student completes one of the writing activities included.
2. Allow each student to choose one story to investigate. Students can choose to complete one
task or all three.
Observations: Encourage students to share their findings and ideas. Students can share verbally or
use a ‘museum walk’ where groups of students walk around observing the writings of others
to make notes. Have students write down reasons the environment can affect the
organisms living in it.
Conclusion: Students should recognize that there are several factors in an environment that can
impact animals including weather, changes in climate, human behavior, and more.
Follow-up Questions: Encourage students to ask follow-up questions about other animals or
ecosystems.
Assessment: Can students identify examples of ways animals have been impacted by the
environment?
Detective Clue: Time to give students clue #6!
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
Changes in an Environment
What is happening to the polar bears? It seems the arctic
is literally melting away due to global warming. These are
the facts:
1. Each year the population of polar bears in the arctic is decreasing.
2. The ice platforms that the polar bears move from to rest as they swim to
catch prey are moving farther and farther apart since the ice is melting.
3. In the past 20 years, the period of time with no ice in Hudson Bay has
increased by 20 days. This led to fewer opportunities for the bears to hunt
since they cannot live entirely in the water.
Write a newspaper article
explaining the changes
occurring in the environment to
the citizens. Include ways the
citizens could help make
changes.
© Brenda Martin
Write a post card from the
perspective of the animal. How
is the animal impacted by these
changes?
Think about an alternative
perspective. Create a brochure
about this environment and how
these changes are positively
impacting this place.
http://teachingdreaminglearning.blogspot.com/
Changes in an Environment
What is happening to the fish? September of 2012,
thousands of dead fish appeared along the shore line of
Lake Erie. These are the facts:
1. Scientists believe it is caused by something called lake inversion.
2. Local residents noticed a foul odor before the fish appeared.
3. Seagulls and other organisms are also impacted by this event.
Write a newspaper article
explaining the changes
occurring in the environment to
the citizens. Include ways the
citizens could help make
changes.
© Brenda Martin
Write a post card from the
perspective of the animal. How
is the animal impacted by these
changes?
Think about an alternative
perspective. Create a brochure
about this environment and how
these changes are positively
impacting this place.
http://teachingdreaminglearning.blogspot.com/
Changes in an Environment
What is happening to the sea turtles? The population of
seas turtles is on the decline. These are the facts:
1. Sea turtles lay their eggs in the sand where they incubate for a period of
time before hatching.
2. Female hatchlings appear at warmer temperatures and male hatchlings
appear in colder temperatures.
3. The world’s largest population of Sea Turtles is along the Great Barrier
Reef where temperatures continue to rise.
Write a newspaper article
explaining the changes
occurring in the environment to
the citizens. Include ways the
citizens could help make
changes.
© Brenda Martin
Write a post card from the
perspective of the animal. How
is the animal impacted by these
changes?
Think about an alternative
perspective. Create a brochure
about this environment and how
these changes are positively
impacting this place.
http://teachingdreaminglearning.blogspot.com/
Changes in an Environment
What is happening to the elephants? In 2009, scientists
in Kenya reported that over 100 elephants have died.
These are the facts:
1. In 2009, Kenya experienced their worst drought in 12 years.
2. Kenya attracts millions of tourists each year, some who come to ‘poach’
elephants for their valuable ivory.
3. A recent survey from Chad showed that the elephant population has
declined from 3,800 to only 600 in just three years.
Write a newspaper article
explaining the changes
occurring in the environment to
the citizens. Include ways the
citizens could help make
changes.
© Brenda Martin
Write a post card from the
perspective of the animal. How
is the animal impacted by these
changes?
Think about an alternative
perspective. Create a brochure
about this environment and how
these changes are positively
impacting this place.
http://teachingdreaminglearning.blogspot.com/
Changes in an Environment
What is happening to the prairie dogs? Since the late
1800s, the population of prairie dogs has decreased by
about 95 percent. These are the facts:
1. Several animals look to prairie dogs as a major food source including
coyotes, eagles, and badgers.
2. Farmers and ranchers frequently poison or shoot prairie dogs because they
pose a threat to their crops and eat grass for their livestock.
3. In August of 2004, the US forest service began mass poisoning of prairie
dogs in South Dakota and Nebraska.
Write a newspaper article
explaining the changes
occurring in the environment to
the citizens. Include ways the
citizens could help make
changes.
© Brenda Martin
Write a post card from the
perspective of the animal. How
is the animal impacted by these
changes?
Think about an alternative
perspective. Create a brochure
about this environment and how
these changes are positively
impacting this place.
http://teachingdreaminglearning.blogspot.com/
Changes in an Environment
What is happening to in Madagascar? Since is an isolated
island, most of its plants and animals do not exist
anywhere else on Earth. These are the facts:
1. Madagascar has lost over half its population of palm trees due to
deforestation.
2. There are seven species of animals from Madagascar on the critically
endangered list and at least 17 more on the endangered list since 2004.
3. Some scientists believe that global warming is negatively impacting the
rainfall in Madagascar which means less rain to feed the palm trees.
Write a newspaper article
explaining the changes
occurring in the environment to
the citizens. Include ways the
citizens could help make
changes.
© Brenda Martin
Write a post card from the
perspective of the animal. How
is the animal impacted by these
changes?
Think about an alternative
perspective. Create a brochure
about this environment and how
these changes are positively
impacting this place.
http://teachingdreaminglearning.blogspot.com/
Extra! Extra!
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Brenda Martin
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http://teachingdreaminglearning.blogspot.com/
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Brenda Martin
http://teachingdreaminglearning.blogspot.com/
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http://teachingdreaminglearning.blogspot.com/
Brenda Martin
3-LS4-e. Investigation Seven
Healthy Habitats
Teacher’s Directions
Engaging Scenario: Play habitat match! (advanced preparation to cut our cards required)
Question: How can you design an artificial habitat for an animal based on its characteristics?
Procedure: There are multiple options for this activity.
1.
Students can draw the habitat and explain why the habitat is a good match for their selected
animal (Option #1)
2. Students can create a diorama of a habitat to create an artificial habitat for their selected
animal. This could be a good culminating project for school or home (Option #2). If you
decide to send this home, you might want to include a limit on the amount students can spend
on items.
Observations: A great way for students to learn about animal habitats throughout the world is
through a museum walk of these habitat designs. Encourage students to make notes of
different animal characteristics and habitats in their science notebook. Can they find
examples of each of the habitats included in the habitat math game?
Conclusion: A major aspect of an animal’s survival is its habitat; specifically its food choices,
shelter options, and climate.
Follow-up Questions: Are there other animals and habitats students want to investigate or research?
Assessment: Can students identify characteristics of a habitat to match the needs of the animal
described?
Detective Clue: Time to give students clue #7!
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
Habitats Match
1. Read the animal descriptions given.
2. Read the habitats given. Use resources to define the
habitats if needed.
3. Think about characteristics of a habitat that are most
optimal for an animal to survive.
Game #1 Memory
Players: two
Directions: Turn all cards face down making columns and rows. Player number one begins by
turning over two cards. If the two cards are a match, player one goes again. If the two cards
don’t match, turn the cards back over and player number two has a turn. The winner is the
player with the most cards.
Game #2 Match Mine
Players: two
Directions: Player one receives all of the animal cards and player two receives all of the habitat
cards. Players need a privacy shield so that they cannot see each other’s cards. Player one lays
all of the cards face up in a straight line and does not move them. Player one gives player two
clues to the cards to try to match the same order of the cards. When all cards are attempted,
players remove the privacy shield and check their work. If they match, both players celebrate!
If not, try again.
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
Habitat Match- Animals
The arctic fox is
camouflaged white to blend
in with its surroundings.
It is a scavenger and can
find food that other
predators leave behind.
A camel has the ability
to drink large amounts of
water so it can live a long
time without drinking any
water at all. This is why
the camel survives so well
in its hot, dry habitat.
2
1
Zebras and bison love the
plentiful food on which to
graze in their relatively
dry habitat. Since they are
herd animals, they have a
better chance of surviving
predators since there are
so few trees to hide from.
Several birds call this
habitat home due to the
large number of insects
and worms that thrive on
the dark, cool, moist
ground or the plentiful
trees.
5
4
Clownfish and other small
fish rely on this habitat to
provide shelter from the
many predators in the
ocean.
Alligators thrive in this
habitat made primarily of
grasses and shallow water.
There are many fish and
birds that rely on this
habitat to eat, so the
alligators are always happy
for these visitors.
8
7
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
Raccoons and other
omnivores love their
habitat and the many
seasons it offers. The
plentiful trees offer lots to
eat and ideal shade in the
summer.
3
Bats use echolocation to
find their way around their
often dark habitats. Most
are insectivores meaning
they eat the plentiful
insects and small creatures
that live in this cool, dark
habitat.
6
A mallard duck along with
many other water loving
creatures call this habitat
home. It offers a variety
of both plant and animal
life as well as a pleasant
climate.
9
Habitat Match- Habitats
Desert
Tundra
Deciduous
Forest
1
2
3
Grassland
Tropical Rain
Forest
4
5
Freshwater
Marsh
Coral Reef
Temperate
Ponds
7
8
9
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
Land Cave
6
Healthy Habitats #1
1. Choose an animal to research. Where does it live? Why
does it live there? (Think about food, shelter, and climate
in your description).
Draw your animal’s habitat below.
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
Healthy Habitats #2
Choose an animal to research. Where does it live? Why
does it live there? (Think about food, shelter, and climate
in your description).
Draw your animal’s habitat below.
Using a shoe box and materials collected from nature,
design an artificial habitat for your animal. Be sure to
include labels about the food, shelter, and climate the
habitat offers and why it is optimal for your selected
animal.
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
Final Test
Teacher’s Directions
Engaging Scenario: Review all of the clues on your animal detective clue board. Since students have been investigating
animals and organisms throughout this entire unit of study, do they think they know what happened to this
mysterious city?
Final Assessment: Give students the final assessment # 2 or the entire assessment if you opted to wait until the end of
the unit. Allow students to use the notes they have taken along their investigations to help them in this
assessment. Each constructed response problem correlates with the investigation number so you can easily
see which standards students mastered and which may require additional teaching. Use the rubrics included
as a guide to score students and the checklist included to make notes of student proficiency scores.
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
Assessment Check #1
Name____________________
1. How are life cycles of plants and animals similar? Explain using drawings and examples.
2. How do different types of animal groupings help with survival? Provide an example.
3. How do scientists use fossils to gather clues about an animal’s environment? What might they
look at and research when gathering clues?
4. What are some characteristics that might mean one animal is more likely to survive than
another? Use examples from the investigations.
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
Assessment Check #1 Rubric
4
Advanced
3
Proficient
2
Partially Proficient
Item One
3-LS1-ae
Student can explain that
all organisms go through
a common pattern: birth,
growth, development,
reproduction, and death
and are able to cite
examples of both plants
and animals.
Student can explain that
all organisms go through
a common pattern: birth,
growth, development,
reproduction, and death.
Student can explain that
all organisms go through
a common pattern but
may not be able to
identify all of the stages.
Student is unable to
explain the common
pattern of plants and
animals.
Item Two
3-LS2-a
Student can communicate
information about the
size, stability, and
specialization of groups
animals may form, and
how different types of
groups may help the
members survive in their
natural habitats with
multiple examples.
Student can communicate
information about the
size, stability, and
specialization of groups
animals may form, and
how different types of
groups may help the
members survive in their
natural habitats.
Student can communicate
information about how
animals may form groups,
and how different types
of groups may help the
members survive in their
natural habitats without
citing specific examples.
Student is unable to
explain how and why
animals form groups for
survival.
Item Three
3-LS4-a.
Student can communicate
that scientists use
several factors including
where the fossil is found,
what the fossil looks like,
the size of the fossil etc.
to gather clues about the
past with examples from
the investigations.
Student can communicate
that scientists use
several factors including
where the fossil is found,
what the fossil looks like,
the size of the fossil etc.
to gather clues about the
past.
Student can communicate
that scientists use
several factors to gather
clues about the past but
may be unable to list
specific factors.
Student is unable to
explain how and why
scientists examine
fossils.
Item Four
3-LS4-b.
Student can communicate
multiple reasons why
animals survive including
ability to attract a mate
for reproduction, ability
to find or hunt food,
adaptation to
environment, and ability
to protect itself from
predators with examples
from the investigations.
Student can communicate
reasons why animals
survive including ability
to attract a mate for
reproduction, ability to
find or hunt food,
adaptation to
environment, and ability
to protect itself from
predators.
Student can communicate
at least one reason why
an animal may be more
likely to survive over
another animal.
Student is unable to
explain characteristics
that may help animals
survive.
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
1
Unsatisfactory
Assessment Check #2
Name____________________
5. How have humans been inspired by animals to create more efficient technologies? Give an
example.
6. How are animals impacted by the changes in their environment? Provide an example.
7. How are animals and their habitats connected? Think back to investigation seven and provide an
example.
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
Assessment Check #2 Rubric
4
Advanced
3
Proficient
2
Partially Proficient
Item Five
3-LS4-c
Student can
communicate
information about how
some characteristics of
organisms have been
used to inspire the
design of technology
that meets people's
changing needs and
wants with an example
and specific details
about how the
technology is similar to
an animal
characteristic.
Student can
communicate
information about how
some characteristics of
organisms have been
used to inspire the
design of technology
that meets people's
changing needs and
wants with an example.
Student can
communicate
information about how
some characteristics of
organisms have been
used to inspire the
design of technology,
but example may be
limited.
Student is unable to
communicate how
technology can be
inspired by animals.
Item Six
3-LS4-d.
Student can
communicate that
factors such as weather,
changes in climate and
human behavior can
have an impact on
animals with an
example of each.
Student can
communicate that
factors such as weather,
changes in climate and
or human behavior can
have an impact on
animals with an
example.
Student can
communicate that can
have an impact on
animals with an
example but may be
unable to identify
specific examples.
Student is unable to
communicate factors
that may affect an
animal.
Item
3-LS4-e. Seven
Student can
communicate that
factors such as food
choices, shelter options,
and climate offered in a
habitat are connected to
the animals living there
with specific examples.
Student can
communicate that
factors such as food
choices, shelter options,
and climate offered in a
habitat are connected to
the animals living
there.
Student can
communicate that
things in a habitat are
connected to the
animals living there but
may be unable to list
specific details.
Student is unable to
communicate how
habitats and animals
are connected.
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
1
Unsatisfactory
Students
Item/
Investigation
One
Item/
Investigation
Two
© Brenda Martin
Item/
Investigation
Three
Item/
Investigation
Four
Item/
Investigation
Five
http://teachingdreaminglearning.blogspot.com/
Item/
Investigation
Six
Item/
Investigation
Seven
Enrichment Ideas and Supporting Resources
1. Take your class to the local zoo and have complete a digital
scavenger hunt taking pictures of animals with specific
characteristics (ie. Animals who live in solitude, animals who
rely on echolocation, animals who are likely to be prey, etc.)
2. Purchase caterpillars or another small insect to have students
observe a life cycle in action through each phase.
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/
Resources, Clipart, Borders, and More!
Images for investigations one, four and six from Microsoft online gallery
Black borders by Miss N at http://www.teacherspayteachers.com/Product/FREE-Pastel-RectangleBordersFrames
Little Scientists clipart by Krista Wallden at
http://www.teacherspayteachers.com/Product/Little-Scientists-Creative-Clips-Digital-Clipart
Fossils clipart by Teacher’s Clipart at http://www.teacherspayteachers.com/Store/Teachers-Clipart
Check out these other great science resources!
© Brenda Martin
http://teachingdreaminglearning.blogspot.com/