Life Cycles and Traits
Mystery Science Unit: Circle of Life / Power of Flowers
Embedded Files
ReadyGen / Literacy Connections
ReadyGen / Science / Social Studies Connections by Grade & Unit
Unit 1 The Case of the Gasping Garbage Location, Location, Location (3-LS3-2: Environmental Influence on Traits)
Unit 3 Knots on a Counting Rope (3-LS4-2: Variation, Survival, and Reproduction)
Mystery Science 3rd Grade Student Notebook
Nonfiction Science Literacy Resources
Graphic Organizers / Thinking Maps
Multilingual Learner Language Expectations
3-LS1-1: Plant and Animal Life Cycles
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. (Patterns)
Clarification & Boundary Statements
Clarification Statement: Changes organisms go through during their life form a pattern.
Boundary Statement: Assessment of plant life cycles is limited to those of flowering plants. Assessment does not include details of human reproduction.
3-LS3-1: Inheritance and Variation of Traits
Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. (Patterns)
Clarification & Boundary Statements
Clarification Statement: Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans.
Boundary Statement: Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human examples.
3-LS3-2: Environmental Influence on Traits
Use evidence to support the explanation that traits can be influenced by the environment. (Cause and Effect)
Clarification & Boundary Statements
Clarification Statement: Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted; and, a pet dog that is given too much food and little exercise may become overweight.
Boundary Statement: none
3-LS4-2: Variation, Survival, and Reproduction
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. (Cause and Effect)
Clarification & Boundary Statements
Clarification Statement: Examples of cause and effect relationships could be plants that have larger thorns than
other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than
other animals may be more likely to survive and therefore more likely to leave offspring.
Boundary Statement: none
Anchor Phenomenon / Local Colorado Phenomenon Connections
Circle of Life
The anchor phenomenon for this unit is based around bats that fly around at night, sticking their heads into cactus flowers. The unit is focused specifically on saguaro cacti; however, some of the images were selected due to their quality and clarity, despite the fact that they show flowers from other types of cacti.
Circle of Life - Mystery Science Lesson / Connections to Anchor Phenomenon
Animal Life Cycles / How is your life like an alligator’s life?
Environment Change & Engineering / What’s the best way to get rid of mosquitoes?
Plant Life Cycles / Why are there so many different kinds of flowers?
Power of Flowers
The anchor phenomenon for this unit is a mysterious case of how and why some very stinky seeds from a plant are being collected and buried.
Circle of Life - Mystery Science Lesson / Connections to Anchor Phenomenon
Pollination & Plant Reproduction / Why do plants grow flowers?
Seed Dispersal & Plant Life Cycles / Why do plants give us fruit?
Trait Variation, Inheritance and Artificial Selection / Why are some apples red and some green?
Trait Variation, Inheritance and Artificial Selection / How could you make the biggest fruit in the world?
Local Colorado Phenomena Connections
Here are some local Colorado phenomena you could use to address life cycles and traits in your third-grade science class:
Monarch Butterfly Migration: Colorado is part of the migration path of monarch butterflies, offering a great opportunity to study their life cycle from caterpillar to adult butterfly.
Aspen Tree Life Cycle: Aspens are prevalent in Colorado, and their life cycle, including how they reproduce through root systems, provides a fascinating example of plant traits and reproduction.
Elk and Deer: The life cycles and traits of elk and deer in Colorado can help students understand the reproduction and growth of large mammals.
Beaver Habitat: Beavers in Colorado have unique traits, such as their ability to build dams, which can be linked to discussions about life cycles and environmental adaptation.
Prairie Dogs: These animals have distinct social structures and life cycles that can be studied to understand animal traits and family groups.
These examples provide real-world connections to life cycles and traits, engaging students with local wildlife and plants.
Using SchoolAI, Gemini, ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"
Using SchoolAI
1) Navigate to Assistants
2) Select Curriculum Coach
3) Use the prompt above
Mystery Science Units
3rd Grade Phenomenon Storylines
What is an Anchoring Phenomenon?
Mystery Science 3rd Grade Student Notebook
Stanford 3D Short Performance Assessments (Life Science 3rd Grade)
Circle of Life - In this lesson, students explore animal life cycles by thinking about their birthday buddies—all the animals that were born on the exact same day as they were born—and what happens to those birthday buddies over the course of their lives. In the activity, Birthday Buddies Timeline, students develop a model to compare the life stories of different animals. Using this model, students discover that although the lives of animals can be very different, they all have in common birth, growth, reproduction, and death.
Power of Flowers - In this unit, students discover how plants reproduce by exploring the process of pollination and fruiting. They also investigate how plant traits are inherited from parent plants, and how favorable plant traits can be enhanced by humans via artificial selection.
Hands On, Minds On Connections
The Importance of creating Active Learners
Mystery Packs:
You should have received your Mystery Pack at the start of the school year. This includes all you should need to pair your science instruction with your literacy resources. If you have not received your Mystery Pack or need additional supplies, please contact Gunilla Godebu at the St Vrain Science Center godebu_gunilla@svvsd.org
Additional Hands on Options
Life Cycles - Enhancement Kit for 3rd Grade Mystery Science Circle of Life Unit. Students will explore plant and animal life cycles with full responsibility for pea plants and fruit flies through their life cycles. Students are introduced to the concept of progression through developmental stages. They will learn how some living things grow, change, and reproduce. Students will also read about famous wildlife biologist Jane Goodall and her long-term studies of chimpanzees in Africa.
Colorado Wildlife Kits
Raptors - Feet, wings, skulls and tails of raptors are provided for this unit. Kit includes publications and Project Wild activities.
Animal Signs - Realia shows students how to recognize the animals that have been in the area through tracks, scat and other signs. Kit includes publications and Project Wild activities.
Herptiles - turtle shells and skull, publications, and Project Wild activities complete this kit on herptiles.
Mammal Hides - The hides of 17 mammals and the antlers and horns of 5 mammals provide students the opportunity to learn about mammals. Publications and Project Wild activities complete the kit.
Mammal Skulls - Skulls of twelve mammals are the centerpiece of this kit which also includes publications and Project Wild activities. This kit contains 2 parts.
Birds / Waterfowl - Duck and grouse wings and feathers, publications, and Project Wild activities create this kit on wetlands and migration.
Aging Deer & Elk - Real teeth and jaws show the growth and development of the mule deer and elk. This kit includes realia, selected publications and Project Wild activities.
PebbleGo Lessons / Activities / Videos
Nearpod Lessons / Activities / Videos
Environmental Education Connections
STEM Connections
Virtual Field Trips - National Parks, Space, Famous Landmarks, Museums, Zoos, Aquariums, Historical Sites, Theme Parks & Stadiums
CDE: Grade Level Expectations
Elementary Report Card Indicators and Brochures
Prepared Graduates:
2-5 Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how individual organisms are configured and how these structures function to support life, growth, behavior and reproduction
2-6 Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how living systems interact with the biotic and abiotic environment.
2-7 Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how genetic and environmental factors influence variation of organisms across generations.
2-8 Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how natural selection drives biological evolution accounting for the unity and diversity of organisms.
Grade Level Expectation:
2.1 Organisms have unique and diverse life cycles.
2.2 Being part of a group helps animals obtain food, defend themselves and cope with changes.
2.3 Different organisms vary in how they look and function because they have different inherited information; the environment also affects the traits that an organism develops.
2.4 Some living organisms resemble organisms that once lived on Earth .
2.5 Sometimes differences in characteristics between individuals of the same species provide advantages in survival and reproduction.
Colorado Department of Education - Elementary Science Standards
Assessments / Career Connections
Elementary Report Card Indicators and Brochures
Science Database
Offers elementary students a safe place to find answers to their questions, practice research skills, and explore a broad range of subjects like animals, science and more, all in one place. Gale in Context: Elementary
3 Dimensional Science Assessments
This spreadsheet is a collection of existing assessments from across the country designed to support implementation of NGSS and similar state standards. The openly available tasks represent a wide range of task types and purposes. Some of these assessments are similar to what your students will experience on their 5th grade CMAS Exam. It is a good idea to introduce these types of assessments to students at all grade levels to better prepare them for success demonstrating their science knowledge. Combined 3D Task Inventory
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page. Gale in Context: Scientist and Inventor Biographies
Pebble Go Career Connections
Here are some Colorado-based career connections that could enhance your lessons on Life Cycles and Traits for third graders:
Denver Botanic Gardens: They offer programs and workshops that explore plant life cycles and traits. They might also have staff members who can give virtual talks or tours.
Butterfly Pavilion: Located in Westminster, it focuses on invertebrates and their life cycles. They offer educational programs and could provide insights or virtual interactions.
Cheyenne Mountain Zoo: They offer educational programs about animal life cycles and traits, potentially through virtual tours or guest speakers.
Colorado State University Extension: They have experts in plant and animal sciences who might be willing to share their knowledge with your class.
Denver Museum of Nature & Science: They offer resources and programs related to life sciences that might align with your curriculum.
These organizations might offer virtual field trips, guest speakers, or other resources to help bring real-world connections into your classroom.
Connecting Thinking Maps to Science Instruction
To help students Think Like a Scientists, they need to know how to question and gather evidence in order to refine and revise what they know and understand. The information below provides suggestions for connecting Thinking Maps to our science concepts. The thinking maps listed are general connections and should not be seen as the only maps that could be used. To better understand how to use Thinking Maps in Science, reference pages 188 to 196 in your Thinking Maps Teacher Guide. Each Thinking Map listed below includes the page number where it can be found in your Thinking Maps Teacher Guide
Graphic Organizers (Science Practices & Cross-Cutting Concepts)
Thinking Maps Guide Thinking Maps Guide (Spanish)
Thinking Map Resources (Spanish)
Patterns
Critical Questions: Is there a pattern? What caused the pattern? What predictions can I make? How does this pattern compare to others?
Possible Thinking Maps:
Flow or Bridge Maps for analyzing patterns (Page 54)
Tree Map for classifying (Page 42)
Bridge Map for relationships (Page 66)
Multi-flow Map for causes of patterns and making predictions (Page 60)
Double Bubble Map for comparing / contrasting patterns (Page 36)
Cause and Effect
Critical Questions: What evidence is there for this cause and effect relationship? What are other possible causes? How is this relationship similar to others? How does changing one event affect the results?
Possible Thinking Maps:
Multi-flow Map for cause and effect (Page 60)
Partial Multi-flow Map (Page 60)
Circle Map for Brainstorming (Page 24)
Double Bubble Map for cause and effect (Page 36)
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