Ecosystem Change
Mystery Science Unit: Animals Through Time
ReadyGen / Literacy Connections
Unit 1 The Case of the Gasping Garbage Location, Location, Location About Earth Sleuth: “A Whale of a Rescue”; “Backyard Safari”
(3-LS4-3: Habitats and Organism Survival)
Unit 2 The Athabascans: Old Ways and New Ways; The Frog Princess: A Tlingit Legend from Alaska (3-LS2-1: Animal Groups)
Mystery Science 3rd Grade Student Notebook
Nonfiction Science Literacy Resources
Graphic Organizers / Thinking Maps
Multilingual Learner Language Expectations
3-LS2-1: Animal Groups
Construct an argument that some animals form groups that help members survive. (Cause and Effect)
Clarification & Boundary Statements
Clarification Statement: none
Boundary Statement: none
3-LS4-1: Fossil Evidence of Past Environments
Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. (Scale, Proportion, and Quantity)
Clarification & Boundary Statements
Clarification Statement: Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.
Boundary Statement: Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and relative ages.
3-LS4-3: Habitats and Organism Survival
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. (Cause and Effect)
Clarification & Boundary Statements
Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.
Boundary Statement: none
Clarification & Boundary Statements
Clarification Statement: Examples of environmental changes could include changes in land characteristics,
water distribution, temperature, food, and other organisms.
Boundary Statement: Assessment is limited to a single environmental change.
Assessment does not include the greenhouse effect or climate change.
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)
Animals Through Time - In this unit, students develop an understanding of how animals and their environments change through time. Fossils provide a window into the animals and habitats of the past. Analyzing the traits of animals provides evidence for how those traits vary, how they are inherited, and how they have changed over time. Students also examine how the environment can affect inherited traits and determine which animals will survive in a particular environment.
Anchor Phenomenon
Animals Through Time
The anchor phenomenon for this unit is a water-filled cave that contains footprints, fossils, and ancient fire pits. How can these things be found deep underwater?
Animals Through Time - Mystery Science Lesson / Connections to Anchor Phenomenon
Habitats, Fossils & Environments Over Time / Where can you find whales in a desert?
Fossil Evidence & Classification / How do we know what dinosaurs looked like?
Fossil Evidence, Trace Fossils & Animal Behavior / Can you outrun a dinosaur?
Trait Variation, Inheritance & Artificial Selection / What kinds of animals might be in the future?
Trait Variation, Natural Selection & Survival / Can selection happen without people?
Animal Groups & Survival / Why do dogs wag their tails?
Traits & Environmental Variation / How long can people survive in outer space?
Using ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am an elementary school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example 1-ESS1-2)"
CDE: Grade Level Expectations
Prepared Graduates:
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
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.
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.
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:
1. Organisms have unique and diverse life cycles.
2. Being part of a group helps animals obtain food, defend themselves and cope with changes.
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.
4. Some living organisms resemble organisms that once lived on Earth .
5. Sometimes differences in characteristics between individuals of the same species provide advantages in survival and reproduction.
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 contact Michael O'Toole at otoole_michael@svvsd.org
Additional Hands on Options: Science to Go
Fossils in the Classroom - Enhancement Kit for 3rd Mystery Science Animals Through Time Unit. This kit consists of 5 investigations. Students will examine several fossil and non-fossil specimens, record observations in their notebooks and identify the type of fossil preservation. The 5 investigations are: "How Fossils Form," "Using Fossils to Date the Rocks," "Fossil Trackways," "Fossil Leaves and Climate Change," and "Fossil Teeth."
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.
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
Teacher Notes / Assessments / Career Connections
Using A.I. to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am an elementary school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example 1-ESS1-2)"
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
Thinking Map Connections
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
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)
Scale, Proportion, Quantity
Critical Questions: How does this system look at a smaller or larger scale? What is new and what is the same? What is new and what is the same? How does this scale relate to you? What happens if we change the quantity involved?
Possible Thinking Maps:
Multi-flow Map for cause and effect (Page 60)
Tree Map for details at different measures (Page 42)
Double-Bubble Map (Page 36)
Brace Map for analyzing parts at different scales or proportions (Page 48)
Bridge Map for relationships (Page 66)
Systems and System Models
Critical Questions: What parts and sub-systems make up this system? What interactions and processes involve this system? How is this system alike or different from others? What are the effects of modifying one part of the system?
Possible Thinking Maps:
Brace Map for taking systems apart (Page 48)
Flow Map for organization of the system (Page 54)
Double-Bubble Map to systems (Page 36)
Multi-flow Map to analyze impact of modifying systems (Page 60)
