CKSci G3 U2 LifeCycles TG

SCIENCE
Inherited traits
Life Cycles, Traits,

and Variations
Teacher Guide
Life cycle
Butterfly
Eggs
Chrysalis
Caterpillar
Gregor Mendel
Variation and species

Life Cycles,
Traits, and
Variations
Teacher Guide
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and Variations
Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Building Science Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Using the Student Reader . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Using the Teacher Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Materials and Equipment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Sample Pacing Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Part A Organisms Have Life Cycles . . . . . . . . . . . . . . . . . . 17
Lesson 1 The Beginning of Life for a Plant . . . 19
Lesson 2 Animals Have Life Cycles . . . . . . . . . . . . 26
Lesson 3 Plants Have Life Cycles . . . . . . . . . . . . . . . 33
Lesson 4 Modeling a Life Cycle . . . . . . . . . . . . . . . . 39
Part B Organisms Have Traits . . . . . . . . . . . . . . . . . . . . . . . . 47
Lesson 5 Noticing Different Traits . . . . . . . . . . . . . 49
Lesson 6 Traits of Parents, Offspring,
and Siblings . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Lesson 7 Studying Family Traits. . . . . . . . . . . . . . . . 63
Lesson 8 Traits Vary Within Populations
and Species . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Part C The Environment Affects Traits . . . . . . . . . . . . . 77
Lesson 9 Investigating Plant Growth . . . . . . . . . 78
Lesson 10 Environments and Traits . . . . . . . . . . . 83
Lesson 11 Environments and Traits—
Investigation Results . . . . . . . . . . . . . . . . 90
Part D Advantages of Specific Variations . . . . . . . . . . 95
Lesson 12 Helpful Traits . . . . . . . . . . . . . . . . . . . . . . . . . 96
Lesson 13 Traits, Survival, and
Differing Environments . . . . . . . . . . . 104
Lesson 14 Traits and Advantage . . . . . . . . . . . . . . . 111
Unit Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Teacher Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Activity Pages and Unit Assessment Masters . . . . . . . . . . . . . . 125
Answer Key and Unit Assessment Evaluation Guide . . . . . . . . . 160
Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
A. Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
B. Classroom Safety for Activities and Demonstrations . . . . . 168
C. Strategies for Acquiring Materials . . . . . . . . . . . . . . . . . . . . 170
D. Advance Preparation for Activities and Demonstrations . . 171
E. What to Do When Activities Don’t Give Expected Results . . 172
Life Cycles, Traits, and Variations
Teacher Guide
Core Knowledge Science™ 3
UNIT 2
Introduction
ABOUT THIS UNIT
The Big Idea

This unit focuses on the scientific concepts that organisms grow and change through
predictable cycles and possess varied traits.
This unit first examines the life cycles of various plants and animals. Students investigate how life cycles
of various organisms differ and what they have in common: the pattern of birth, growth, reproduction,
and death.
The focus then shifts to how organisms can be described by their traits and the visible evidence that
traits are inherited. Students learn how the environment can affect traits. For example, the size of a
plant will be tall or short depending on how much water it gets or the amount of sunlight it receives.
Students also learn that some traits can help an individual to survive and reproduce. Other traits can
reduce an individual’s chances to survive and reproduce. For example, in an area marked by steady,
powerful winds, individuals in a bird population that have the trait of big, strong wings may survive and
reproduce in greater numbers than individuals in that population that have small, weak wings.
Note to Teachers and Curriculum Planners

This unit introduces Grade 3 students to real-world examples and fundamental concepts that will
be explored in greater depth in later grades. Students will learn about the observable stages of life,
some of the factors that affect traits, and how traits affect survival. The following are preliminary
considerations for planning and instruction relative to this unit:
• Organisms go through changes during their life, which forms a pattern known as a life cycle. In this
unit, students develop and use models of life cycles to recognize patterns and establish that there
are causal directions to the life cycle of all organisms.
• A trait is a characteristic belonging to something. The similarities and differences in traits shared
between offspring, parents, and siblings form patterns. Students will organize and interpret
data to describe patterns among individuals and families. The unit does not include the genetic
mechanisms of inheritance or the prediction of traits.
• In this unit, students will use evidence to support explanations about cause-and-effect relationships
between an organism’s traits, the environmental conditions that affect its life cycle, and the
connection between variations of a trait and the ability to survive, mate, and reproduce.
INTRODUCTION 1
Note to Core Knowledge Teachers
Thanks to ongoing research in the field, our understanding of how children learn continues to evolve.
In the subject area of science, in particular, students benefit from not just reading about concepts and
ideas, but from hands-on experiences. Following the release of the Next Generation Science Standards
(NGSS), the Core Knowledge Foundation used this opportunity to update and enhance the science
portion of the 2010 Core Knowledge Sequence. The result of this effort is the revised 2019 Core Knowledge
Science Sequence.
While there have been some shifts in the grade levels at which certain topics are recommended, the
fundamental principles of pedagogy inherent to the Core Knowledge approach, such as the importance
of building a sequential, coherent, and cumulative knowledge base, have been retained.
Online Resources To download the 2019 Core Knowledge Science Sequence, use the links found in the
Online Resources Guide.
www.coreknowledge.org/cksci-online-resources
This science unit, aligned to the 2019 Core Knowledge Science Sequence, and informed by NGSS,
embodies Core Knowledge’s vision of best practices in science instruction and knowledge-based
schooling, such as:
• building students’ knowledge of core ideas in life, physical, and earth sciences, as well as
engineering design;
• developing scientific practices that give students firsthand experience in scientific inquiry,
engineering, and technology; and
• connecting scientific learning to concepts across various disciplines, such as mathematics and
literacy.
To see how you can continue to use your current Core Knowledge materials with the 2019 CKSci curriculum,
please see below an example of how this unit compares to the 2010 Core Knowledge Sequence.
Examples of content retained from the Examples of Core Knowledge content in this
2010 Core Knowledge Sequence CKSci unit
Cycles in Nature (Grade 2) Organisms Have Life Cycles
• The life cycle: birth, growth, reproduction, • Different organisms have different life cycles,
death but all life cycles share common stages:
• Reproduction in plants and animals: – Birth, growth, reproduction, death
– For example, from egg to egg, from Organisms Have Traits
frog to frog • Traits: characteristics of living things, including
Introduction to Classification of Animals structures, functions, and behaviors
(Grade 3) • Population: a group of organisms that are
• Different classes of vertebrates and their similar and live in the same area
defining characteristics: • Variation: differences among a trait in a
– Fish, amphibians, reptiles, birds, mammals population
For a complete look at how CKSci relates to the 2010 Sequence, please refer to the full Correlation
Charts available for download using the Online Resources Guide for this unit:
2 LIFE CYCLES, TRAITS, AND VARIATIONS

What are the relevant NGSS Performance Expectations for this unit?*
This unit, Life Cycles, Traits, and Variations, has been informed by the following Grade 3
Performance Expectations for the NGSS topic Inheritance and Variation of Traits: Life
Cycles and Traits. Students who demonstrate understanding can:
3-LS1-1 Develop models to describe that organisms have unique and diverse life
cycles but all have in common birth, growth, reproduction, and death.
3-LS3-1 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.
3-LS3-2 Use evidence to support the explanation that traits can be influenced by
the environment.
3-LS4-2 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.
Online Resources For detailed information about the NGSS references, follow the links in the Online
Resources Guide for this unit. Use the following link to download any of the CKSci
Online Resources Guides:
*NEXT GENERATION SCIENCE STANDARDS (NGSS) is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that
developed the Next Generation Science Standards were involved in the production of this product, and their endorsement is not implied.
Sources:
NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.
National Research Council. 2012. A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Committee on a
Conceptual Framework for New K–12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and
Education. Washington, DC: The National Academies Press.
INTRODUCTION 3
BUILDING SCIENCE KNOWLEDGE
What Students Should Already Know

The concept of progressions, articulated in the National Research Council’s A Framework
for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas, is very
much aligned to the Core Knowledge principle of building new knowledge on prior
knowledge. According to the NRC, students build “progressively more sophisticated
explanations of natural phenomena” over the course of many years of schooling.
“Because learning progressions extend over multiple years, they can prompt educators
to consider how topics are presented at each grade level so that they build on prior
understanding and can support increasingly sophisticated learning.” In schools following
NGSS recommendations, teachers can build on the “prior understandings” captured in
the following summaries of NGSS Disciplinary Core Ideas:
LS1.B: Growth and Development of Organisms
Grades K–2 • Plants and animals have predictable characteristics at different stages of
development. Plants and animals grow and change.
• Adult plants and animals can have young. In many kinds of animals, parents and
the offspring themselves engage in behaviors that help the offspring to survive.
LS3.A: Inheritance of Traits
Grades K–2 • Organisms have characteristics that can be similar or different. Young animals
are very much, but not exactly, like their parents and also resemble other
animals of the same kind. Plants also are very much, but not exactly, like their
parents and resemble other plants of the same kind.
LS3.B: Variation of Traits
Grades K–2 • Individuals of the same kind of plant or animal are recognizable as similar but can
also vary in many ways.
LS4.B: Natural Selection
Grades K–2 • Some kinds of plants and animals that once lived on Earth (e.g., dinosaurs) are no
longer found anywhere, although others now living (e.g., lizards) resemble them in
some ways.

What Students Need to Learn
For this unit, the Core Knowledge Science Sequence specifies the following content
and skills. Specific learning objectives are provided in each lesson throughout the unit.
NGSS References, including Performance Expectations, Disciplinary Core Ideas, and
Crosscutting Concepts, are included at the start of each lesson as appropriate.
A. Organisms Have Life Cycles LESSONS 1–4
• Describe the changes that you expect to see occur in a planted seed.
• Identify and describe each stage of the life cycle of an animal (such as a chicken
or a mouse).
• Identify and describe each stage of the life cycle of an animal that goes through
metamorphosis (such as a butterfly or a frog).
• Identify and describe each stage of the life cycle of a flowering plant.
• Identify and describe each stage of the life cycle of a fern.
• Develop a model to describe how organisms (plants and animals) go through
different life cycles but that all life cycles share a common pattern.
• Describe the stages common to all life cycles.
B. Organisms Have Traits LESSONS 5–8
• Describe an organism’s physical traits.

• Compare and contrast the physical traits of multiple organisms.
• Analyze data to identify patterns in the traits of parents and offspring.
• Analyze data to describe variations among organisms of the same species,
including within families.
• Compare and contrast the physical traits of multiple organisms (review from
Lesson 5), specifically organisms from different species.
• Collect data and organize them in a table to reveal patterns of traits shared by
parents and offspring.
• Create a graphical representation that shows variation of traits among siblings.
• Give examples of variation of traits within a population.
• Describe the relationship between populations and ecosystems.
• Tell that variation of traits can help certain individuals survive and reproduce.
• Define species.
• Create a graphical representation that shows variation of traits among
individuals in a population.
INTRODUCTION 5
C. The Environment Affects Traits LESSON 9–11
• Describe examples that indicate that the environment can affect an

organism’s traits.
• Analyze and interpret evidence that demonstrates how the environment can
affect an individual’s traits.
• Use evidence to explain the cause-and-effect relationship between the amount
of light a plant receives and its growth.
• Use evidence to explain the cause-and-effect relationship between the amount
of food an animal eats and its growth.
• Use evidence to explain the cause-and-effect relationship between the
environment and traits.
D. Advantages of Specific Variations LESSONS 12–14
• Distinguish between traits that are helpful to an organism and traits that are
not helpful.
• Compare advantageous and disadvantageous traits.
• Describe how changes in the environment may allow individuals with certain
traits to survive and reproduce in greater numbers than individuals without
those traits.
• Construct an explanation to show that, within a population, some individuals
have traits that give them a greater advantage than others for survival
and reproduction.
What Teachers Need to Know

Supportive information on the content standards and the science they address is
provided throughout the lessons at points of relevance:
Know the Standards: These sections, found later in this Teacher Guide, explain what to
teach and why, with reference to NGSS and Core Knowledge expectations.
Know the Science: These sections provide supporting, adult-level, background

information or explanations related to specific examples or Disciplinary Core Ideas.

USING THE STUDENT READER
Student Reader The Life Cycles, Traits, and Variations Student Reader has seven chapters and a
student Glossary providing definitions to Core Vocabulary words. Engaging text,
photographs, and diagrams encourage students to draw upon their own experiences
and the world around them to understand scientific concepts. In addition to Core
Vocabulary, the Student Readers include a feature called Word to Know, which
provides background information to help students understand key terms, and may
sometimes include additional informational boxes, such as Think About.
Explore, then read: In the CKSci program, lessons are sequenced to provide active
engagement before reading. First, students explore phenomena through hands-
on investigations or teacher demonstrations, accompanied by active questioning
and analysis; then, students study the informational text provided in the Student
Readers. The icon, shown at left, will signal Core Lesson segments that focus on
Student Reader chapters.
CKSci Student Readers extend, clarify, and confirm what students have learned
in their investigations. The text helps students develop a sense of the language
of science, while images, diagrams, charts, and graphs deepen conceptual
understanding. Use of the CKSci Student Readers supports the Science and
Engineering Practice “Obtaining, Evaluating, and Communicating Information” as
described in A Framework for K–12 Science Education.
Independent reading or group read-aloud: While the text in the Student Readers is
written for independent reading, we encourage group read-alouds and engagement with
the text. The Teacher Guide provides Guided Reading Supports to prompt discussion,
clarify misconceptions, and promote understanding in relation to the Big Questions.
USING THE TEACHER GUIDE

Pacing
The Life Cycles, Traits, and Variations unit is one of four units in the Grade 3 CKSci series. To meet NGSS
Performance Expectations we encourage teachers to complete all units during the school year. To be
sure all NGSS Performance Expectations are met, each Core Lesson should be completed, and each
requires thirty to forty-five minutes of instruction time. The time it takes to complete a lesson depends
on class size and individual circumstances.
Within the Teacher Guide, the Core Lessons are divided into numbered segments, generally five or six,
with approximate times listed per segment. The final segment is always a Check for Understanding,
providing the teacher with an opportunity for formative assessment.
At the end of this Unit Introduction, you will find a Sample Pacing Guide on page 14 and a blank Pacing
Guide on pages 15–16, which you may use to plan how you might pace the lessons, as well as when to
use the various other resources in this unit. We strongly recommend that you preview this entire unit
and create your pacing guide before teaching the first lesson. As a general rule, we recommend that
you spend no more than twenty days teaching the Life Cycles, Traits, and Variations unit so that you have
time to teach the other units in the Grade 3 CKSci series.
INTRODUCTION 7
The Core Lessons
• Lesson time: Each Core Lesson constitutes one classroom session of up to forty-five minutes.
Understanding that teachers may have less instructional time, we show a time range of thirty to
forty-five minutes per lesson. Teachers may choose to conduct all Core Lesson segments, totaling
forty-five minutes; may choose to conduct a subset of the lesson segments; or may choose to spend
less time per segment.
• Lesson order: The lessons are coherently sequenced to build from one lesson to the next, linking
student engagement across lessons and helping students build new learning on prior knowledge.
PART LESSON BIG QUESTION

A. Organisms 1. The Beginning of Life for a Plant How does a planted seed change?
Have Life
Cycles 2. Animals Have Life Cycles How do different types of animals
change throughout their lives?
(3-LS1-1)
3. Plants Have Life Cycles How do different types of plants
change over their lifetimes?
4. Modeling a Life Cycle How can I model the common stages
(three class sessions) of a life cycle?
B. Organisms 5. Noticing Different Traits What are examples of physical traits
Have Traits in plants and animals?
(3-LS3-1) 6. Traits of Parents, Offspring, How are traits similar and different
and Siblings within families?
7. Studying Family Traits How do the traits of an individual
compare to those of its parents and
siblings?
8. Traits Vary Within Populations How do traits vary within groups of
and Species (two class sessions) the same type of organism?
C. The 9. Investigating Plant Growth How does the environment affect
Environment some traits of plants?
Affects Traits 10. Environments and Traits How does the environment affect the
(3-LS3-2) traits of living things?
11. Environments and Traits— How did the environment affect the
Investigation Results traits of the plant in my investigation?
D. Advantages 12. Helpful Traits Which traits are helpful to organisms,
of Specific and which traits are not?
Variations 13. Traits, Survival, and Differing Why are traits important when
(3-LS4-2) Environments environments change?
14. Traits and Advantage How can variation of a trait be an
advantage or disadvantage?

PART LESSON BIG QUESTION
Unit Unit Review What have I learned about life cycles,
Review and traits, and variations?
Assessment Unit Assessment What have I learned about life cycles,
traits, and variations?
Activity Pages and Unit Assessment

Activity Pages Black line reproducible masters for Activity Pages and a Unit Assessment, as well as
an Answer Key, are included in Teacher Resources on pages 125–165. The icon shown
to the left appears throughout the Teacher Guide wherever Activity Pages (AP)
are referenced.
AP 1.1
AP 2.1 Students’ achievement of the NGSS Performance Expectations is marked by their
AP 3.1 completion of tasks throughout the unit. However, a combined Unit Assessment is
AP 4.1 provided as a summative close to the unit.
AP 4.2
AP 4.3 Lesson 1—The Life of a Plant (AP 1.1)
AP 5.1
AP 6.1
Lesson 2—Modeling a Life Cycle (AP 2.1)
AP 7.1 Lesson 3—Modeling Plant Life Cycles (AP 3.1)
AP 8.1
AP 8.2 Lesson 4—Model Checklist (AP 4.1)
AP 9.1
AP 10.1
Lesson 4—Comparing Life Cycles (AP 4.2)
AP 11.1 Lesson 4—Take-Home Modeling Activity (AP 4.3)
AP 12.1
AP 13.1 Lesson 5—Plant and Animal Traits (AP 5.1)
AP 14.1
Lesson 6—Box and T-Chart (AP 6.1)
AP UR.1
AP UR.2 Lesson 7—Cheetah Traits (AP 7.1)
AP UR.3
Lesson 8—Looking at Leaves (AP 8.1)
Lesson 8—Traits in a Population (AP 8.2)
Lesson 9—Environmental Changes (AP 9.1)
Lesson 10—What Is All Around Me? (AP 10.1)
Lesson 11—Evidence of Changes (AP 11.1)
Lesson 12—Helpful Traits Scavenger Hunt (AP 12.1)
Lesson 13—Whales (AP 13.1)
Lesson 14—A Prickly Tale (AP 14.1)
Unit Review—Science Categories (AP UR.1)
Unit Review—Vocabulary Crossword Puzzle (AP UR.2)
Unit Review—Vocabulary Review (AP UR.3)
INTRODUCTION 9
Online Resources for Science
Online Resources For each CKSci unit, the Teacher Guide includes references to online resources
(including external websites and downloadable documents) to enhance classroom
instruction. Look for the icon on the left.
Use this link to download the CKSci Online Resources for this unit:
Teaching Strategies
Start with the Lead with an experience. Begin each lesson with a demonstration, activity, or
familiar. question about a phenomenon to engage students and focus their attention on
the topic. Start with the familiar. Every science topic introduced to students relates
in some way to their known world and everyday experiences. The purpose of
every lesson is to build a bridge between what is familiar to students and broader
knowledge about the way the world works.
Ask the Big At the beginning of each Teacher Guide lesson, you will find a Big Question
Question. and Core Lesson segment devoted to encouraging students to think about this
question as they are introduced to new science content. Use this opportunity
to engage students in conversation, to think about how their own real-world
experiences relate to the topic, or to participate in a demonstration that relates to
the Big Question.
Encourage Approach the lessons with students not as learning about science but as learning
scientific about the world with a scientific mind. Science learning models science practice.
thinking.
Throughout the lessons, encourage students to ask questions about what they
observe, do, and read. Record relevant questions in a prominent place in the
classroom. Guide students back to these questions as opportunities to answer
them emerge from readings, demonstrations, and activities.
Use As a continuous vocabulary-building strategy, have students develop a deck of
continuous vocabulary cards, adding a card for each Core Vocabulary term as it is introduced.
Core Students can add illustrations and examples to the cards as their comprehension
Vocabulary of terms expands. During instruction, emphasize Core Vocabulary terms and
instruction. their meanings in context rather than relying on isolated drill for memorization
of definitions. Students will be given the opportunity to preview Core Vocabulary
words early in the lessons and to engage in Word Work activities toward the end
of the lessons. Encourage students to come up with definitions in their own words
and to use the words in their own sentences.
Core Vocabulary words for each lesson, as well as other key terms teachers are
encouraged to use in discussing topics with students, are provided at the start of
each lesson. You can find Core Vocabulary definitions in the Word Work lesson
segments, as well as in the Glossary on pages 166–167.

Emphasize Lessons employ various ways for students to learn, including watching, listening,
observation reading, doing, discussing, and writing. To meet the NGSS Performance
and Expectations, which are multidimensional standards, students must not only gain
experience. factual knowledge associated with Disciplinary Core Ideas, but also use the content
knowledge they acquire.
Use science Give students opportunities to discover new content knowledge through
practices. investigation and to use their new knowledge both in problem-solving exercises
and as evidence to support reasoning. Students learn what science and
engineering practices are by engaging in those same practices as they learn.
Core Lesson segments are designed to reinforce the idea of science as an active
practice, while helping students meet NGSS Performance Expectations. Each
lesson segment is introduced by a sentence emphasizing active engagement with
an activity.
Make frequent Use a combination of demonstrations and reading materials, rich with examples,
connections. to help students recognize how the science concepts they are learning apply
in their everyday lives. Prompt students to relate lesson content to their own
experiences, to relate the new and unfamiliar to the familiar, and to connect ideas
and examples across disciplines. Refer to the Crosscutting Concepts cited in the
lessons, often included in the NGSS References listed at the start of each lesson.
Monitor Use verbal questioning, student work, the Check for Understanding assessments
student at the end of each lesson, and the Unit Assessment at the end of the unit
progress. (see pages 155–159) to monitor progress during each lesson and to measure
understanding at the conclusion of the unit. Many lessons provide tips to help you
support students who need further explanations or clarifications.
Effective and Safe Classroom Activities

Online Resources Conducting safe classroom demonstrations and activities is essential to successful
elementary science education. The following resources provide Core Knowledge’s
recommendations for developing effective science classroom activities.
These resources, included at the back of the Teacher Guide on pages 168–172,
consist of the following:
• Classroom Safety for Activities and Demonstrations
• Strategies for Acquiring Materials
• Advance Preparation for Activities and Demonstrations
• What to Do When Activities Don’t Give Expected Results
These resources may also be accessed within the CKSci Online Resources Guide for
this unit, available at
INTRODUCTION 11
MATERIALS AND EQUIPMENT
The unit requires a variety of materials to support various ways of learning (including doing, discussing,
listening, watching, reading, and writing). Prepare in advance by collecting the materials and
equipment needed for all the demonstrations and hands-on investigations.
Part A: Organisms Have Life Cycles Lesson 4, continued
Lesson 1 • glue bottles/glue sticks

• bean pods with seeds (or seed packets) • shoeboxes (or small boxes or containers)
• paper cups (1 per student) • colored pencils
• potting soil • crayons
• water • craft pom-poms
• eyedroppers (1 per student) • yarn
• clear tape • felt (assorted colors)
• permanent markers • stapler
• stirring sticks • hole punch or three-hole punch
• 2 clear CD cases • plastic straws
• seed catalog • chenille stick
• specialized lamp that is used for growing • craft clay
indoor plants (optional) • reference books with pictures of animal
• index cards for student vocabulary deck and plant life cycles
(6 per student) • computer/internet access for individual
• internet access and the means to project students to do research
images/video for whole-class viewing
Part B: Organisms Have Traits
Lesson 2
• reference books and other research materials Lesson 5
• internet access and the means to project • large-form images of animals (or animal
images/video for whole-class viewing reference books with pictures)
• index cards for student vocabulary deck • access to at least 2 different plants that
(3 per student) students planted in Lesson 1
Lesson 3 • 2 different types of houseplants or succulents
• reference books and other research materials • index cards for student vocabulary deck
(3 per student)
• index cards for student vocabulary deck
(2 per student) • internet access and the means to project
Lesson 4
Lesson 6
• poster board (assorted colors)
• variety of images depicting sibling animals
• construction paper (assorted colors) (e.g., reference books, magazines)
• markers • colored pencils or markers
• scissors

Lesson 6, continued Lesson 10
• internet access and the means to project • internet access and the means to project
images/video for whole-class viewing images/video for whole-class viewing
• index cards for student vocabulary deck Lesson 11
(5 per student) • Activity Page 9.1
Lesson 7 • poster board
• poster board • markers, assorted colors
• markers, assorted colors • OPTIONAL: printer to print photos
• internet access and the means to project of developing plants
Part D: Advantages of Specific Variations
Lesson 8
Day 1: Lesson 12
• assortment of plant leaves • front board or chart paper (make sure there is
• plastic baggies enough space for drawing)
• marbles in assorted colors • front board markers or chalk or, if an
interactive board is being used, the proper
• index cards for student vocabulary deck drawing tools
(1 per student)
• internet access and the means to project
• internet access and the means to project images/video for whole-class viewing
Day 2: (2 per student)
• Lesson 7 graphical displays (from each pair of Lesson 13
students), for reference only
• index cards (enough for half of the students)
• poster board
• sticky notes (enough for half of the students)
• markers, assorted colors
• water
images/video for whole-class viewing • internet access and the means to project
Part C: The Environment Affects Traits • index cards for student vocabulary deck
(3 per student)
Lesson 9 Lesson 14
• cardboard boxes • writing paper
• measuring cups/measuring tools • assortment of colored pencils
• water
• poster board Unit Review
• timer • poster board
• individual cups of plants • sticky notes (variety of colors)
• cell phone with camera • markers
• OPTIONAL: printer to print photos of • question and answer cards/sheet
developing plants
• timer
INTRODUCTION 13
SAMPLE PACING GUIDE
The sample Pacing Guide suggests use of the unit’s resources across a nineteen-day period. However,
there are many ways that you may choose to individualize the unit for your students, based on their
interests and needs. You may elect to use the blank Pacing Guide on pages 15–16 to reflect alternate
activity choices and alternate pacing for your class. If you plan to create a customized pacing guide
for your class, we strongly recommend that you preview this entire unit and create your pacing guide
before teaching the first lesson.
Online Resources For a yearlong pacing guide, please use the link found in the Online Resources
Guide for this unit. This yearlong view of pacing also includes information about
how this CKSci unit relates to the pacing of other programs, such as CKLA and CKHG
in the Core Knowledge Curriculum Series™.
TG–Teacher Guide; SR–Student Reader; AP–Activity Page
Week 1
Day 1 Day 2 Day 3 Day 4 Day 5
The Beginning of Life for Animals Have Life Cycles Plants Have Life Cycles Modeling a Life Cycle Modeling a Life Cycle
a Plant TG Lesson 2 TG Lesson 3 DAY 1 DAY 2
TG Lesson 1 SR Chapter 1 SR Chapter 2 TG Lesson 4 TG Lesson 4
AP 1.1 AP 2.1 AP 3.1 AP 4.1
Week 2
Modeling a Life Cycle Noticing Different Traits Traits of Parents, Offspring, Studying Family Traits Traits Vary Within
DAY 3 TG Lesson 5 and Siblings TG Lesson 7 Populations and Species
TG Lesson 4 AP 5.1 TG Lesson 6 AP 7.1 DAY 1
AP 4.2, 4.3 SR Chapter 3 TG Lesson 8
AP 6.1 SR Chapter 4
AP 8.1
Week 3
Traits Vary Within Investigating Plant Growth Environments and Traits Environments and Traits— Helpful Traits
Populations and Species TG Lesson 9 TG Lesson 10 Investigation Results TG Lesson 12
DAY 2 AP 9.1 SR Chapter 5 TG Lesson 11 SR Chapter 6
TG Lesson 8 AP 10.1 AP 11.1 AP 12.1
AP 8.2
Week 4
Day 16 Day 17 Day 18 Day 19
Traits, Survival, and Traits and Advantage Science Categories Review Unit Assessment
Differing Environments TG Lesson 14 Game AP Unit Assessment
TG Lesson 13 AP 14.1 TG Unit Review
SR Chapter 7 AP UR.1, UR.2, UR.3
AP 13.1

PACING GUIDE
Nineteen days have been allocated to the Life Cycles, Traits, and Variations unit to complete all Grade
3 science units in the Core Knowledge Curriculum Series™. If you cannot complete the unit in nineteen
consecutive days of science instruction, use the space that follows to plan lesson delivery on an
alternate schedule.
Week 1
Week 2
Week 3
Week 4
INTRODUCTION 15
Week 5
Week 6
Week 7
Week 8

PART A
Organisms Have Life Cycles

OVERVIEW
Lesson Big Question Advance Preparation
1. The Beginning How does a planted seed change? Gather materials for hands-on investigation.
of Life for a Plant (See Materials and Equipment, page 12.)
2. Animals Have How do different types of animals Read Student Reader, Chapter 1.
Life Cycles change throughout their lives?
3. Plants Have How do different types of plants Read Student Reader, Chapter 2.
Life Cycles change over their lifetimes?
4. Modeling a How can I model the common Gather materials for hands-on investigation.
Life Cycle stages of a life cycle? (See Materials and Equipment, page 12.)
(3 days)
Part A: What’s the Story?

All organisms, including plants and animals, go through stages of growth and development known
as life cycles. This series of lessons helps students learn about the similarities and differences between
the life cycles of plants and animals, including the stages that are common to both types of organisms
(birth, growth, reproduction, and death). Please note that the human life cycle is not used as an
example in this series of lessons.
In Lesson 1, students begin by setting the foundation for the remainder of the unit. Students plant
seeds, such as lima beans and radishes, which they observe as the seeds grow and develop across the
remainder of the unit. Like all organisms, plants go through the stages of their life cycle if their needs
are met, and this lesson introduces students to the beginning of a plant’s life cycle—germination.
In Lesson 2, students read and learn about the various stages in the life cycles of different types
of animals. This lesson addresses the similarities and differences between animals that give birth
to live young, lay eggs, or go through different types of metamorphoses in their development.
Students then draw a simple model of an animal’s life cycle in preparation for the hands-on activity
in Lesson 4.
In Lesson 3, students read and learn about the various stages in the life cycles of different types of
plants. This lesson addresses the similarities and differences between flowering plants, which produce
seeds, and ferns, which do not. Students then draw a simple model of a plant’s life cycle in preparation
for the hands-on activity in Lesson 4.
PART A | ORGANISMS HAVE LIFE CYCLES 17

In Lesson 4, students conduct a hands-on activity in which they build three-dimensional models
of plant and animal life cycles. The goals of this lesson are for students to compare their models of
different organisms and to recognize the common stages of all organism life cycles (birth, growth,
reproduction, and death).
So, to repeat, all organisms have life cycles with common stages. Help your students grasp this
concept, and you will prepare them to meet or exceed the NGSS Performance Expectation, 3-PS1-1. In
doing so, you will also lay the groundwork for meeting the NGSS expectations addressed in the rest of
this unit.

LESSON 1
The Beginning of Life for a Plant

Big Question: How does a planted seed change?
AT A GLANCE
Learning Objective NGSS References
✓ Describe the changes that you expect to see Disciplinary Core Idea LS1.B: Growth and
occur in a planted seed. Development of Organisms
Lesson Activities Crosscutting Concept: Patterns

Science and Engineering Practices: Developing
• teacher demonstration
and Using Models
• hands-on activity
Developing and Using Models is important to this
• ongoing student observation lesson because a life cycle can be best illustrated
• discussion through the use of models for students to visualize.
Models can help students identify patterns within
life cycles, to reinforce understanding that stages
repeat in the life cycle.
For detailed information about the NGSS References,
follow the links in the Online Resources Guide for
this unit:
Core Vocabulary
Core Vocabulary words are shown in green below. During instruction, expose students repeatedly to
these terms, which are not intended for use in isolated drill or memorization.
Language of Instruction: The Language of Instruction consists of additional terms, not considered a
part of Core Vocabulary, that you should use when talking about and explaining any concepts in this
lesson. The intent is for you to model the use of these words without the expectation that students
will use or explain the words themselves. A Glossary on pages 166–167 lists definitions for both Core
Vocabulary and Language of Instruction terms and the page numbers where the Core Vocabulary words
are introduced in the Student Reader.
flowering plant life cycle pattern seed
germination organism plant stages
growth
LESSON 1 | THE BEGINNING OF LIFE FOR A PLANT 19

Core Vocabulary Deck: As a continuous vocabulary instruction strategy, have students develop a deck
of vocabulary cards that will be used in various activities across this unit as a part of Word Work. The deck
will include the Core Vocabulary terms designated in green on the previous page.
Instructional Resources Materials and Equipment

Activity Page Activity Page Collect or prepare the following items:
The Life of a Plant (AP 1.1)
• bean pods with seeds (or seed packets)
Make sufficient copies for your • paper cups (1 per student)
AP 1.1 students prior to conducting • potting soil
the lesson.
• water
• eyedroppers (1 per student)
• clear tape
• permanent markers
• stirring sticks
• 2 clear CD cases
• seed catalog
• specialized lamp that is used for growing
indoor plants (optional)
(6 per student)
Preparation and Rationale
Prepare for this unit well in advance by planting and growing your own bean plant for approximately
40 days. You will then have the mature plant, and with good timing, you will have flowers and pods from
which you can then collect the seeds that will be given to students to plant themselves. This preparation
may help students visualize the plant life cycle and the connection between offspring and parent plants.
ALERT—Sprout half a dozen extra plants to replace any student plants that die during this activity.
If you cannot plant and grow your own bean plant, purchase packets of seeds instead. A seed catalog is a
good place to start for recommended seeds that grow relatively quickly and well in a classroom setting,
but some specific recommendations for this hands-on activity are Wisconsin Fast Plants® and lima beans.
You will need to set aside space next to the classroom window. If your classroom does not have a
window, prepare a safe area for the plants outside. If growing them outside is not an option, see if you
can get a specialized lamp that is used for growing indoor plants.

Note to Teachers
This lesson sets the foundation for the phenomena that students will learn about and observe later in
the unit.
• In this lesson, students plant seeds into cups and provide ongoing care to ensure the plants’ growth
and development. Students continually care for the plants and observe their growth over days and
weeks to support 3-LS1-1, ultimately describing patterns observed across the life cycles of multiple
kinds of plants.
• As students plant their seeds into cups, you will plant seeds into clear CD cases. The purpose of this
is to be able to show students at a later time what happens underneath the soil when the plant
grows (as students will not be able to see what happens beneath the soil when planting their seeds
into cups). After students are shown the cross section of the plant’s roots beneath the soil, the CD
cases can be discarded.
• In later lessons, students continue to study the plants to understand that they look similar to their
parents and siblings, supporting 3-LS3-1.
• Finally, students get to see what happens when the environment changes, such as when some
plants receive more sunlight and other plants receive less sunlight, supporting 3-LS3-2.
THE CORE LESSON 45 MIN
1. Focus student attention on the Big Question. 10 MIN
How does a planted seed change? Tell students there are many, many types of seeds
and beans and that each kind can grow into a plant. Different seeds grow different plants.
Explain that in today’s class session they will plant seeds. They will then monitor
and care for these seeds over the coming weeks to watch them grow into plants.
Students will work individually to plant a seed into a paper cup.
Tell students that as they plant seeds into cups, you will plant seeds into clear CD
cases. Explain that planting the seeds into a clear CD case will eventually allow the
students to see what is happening beneath the soil as the plant grows its roots.
2. Preview the investigation 5 MIN

Activity Page Distribute and review The Life of a Plant (AP 1.1). Let students know that this is a
student-led investigation to plant seeds into paper cups. Review the observation
section and table with students, but let them know that they will not complete the
observation section of AP 1.1 for several days. Keep a calendar to remind students to
AP 1.1
observe the plants and record their observations over the course of several lessons.
Refer to the Teacher Resource: Observation Schedule at the end of this lesson for a
reference of how and when to guide students through these observations. After each
observation, discuss what students are seeing in terms of life cycle changes.
Should any of the plants die throughout this process, call student attention to the
process of death in the life cycle.

Let students know that there are no correct answers for the observations of the
plants and that students can include as many observations as they want. Give
examples of the types of observations students might make, such as the following:
• size
• color
• structure (e.g., number of leaves)
Preview Core Vocabulary Terms
Before students get started, write the following terms on the board or chart paper.
As students work through the activity, call out these core terms so that students
begin to become familiar with them. These terms will be more formally taught in
later lessons.
flowering plant life cycle plant

germination organism seed
3. Facilitate the investigation. 15 MIN
Give students time to collect the materials they want to use for their investigations.
Have students write their names on the planting cups before they start filling the
cups with soil. Although this is a student-led investigation, you should provide
guidance and support to ensure successful plant growth.
ALERT—Successful plant growth is crucial to the ability to observe and study
these plants in later lessons of the unit. In this unit, students will refer back to
these plants to observe their growth, make comparisons about plant traits, and
understand how changes in the environment affect plant growth and survival.
As students get started, circulate throughout the room, and provide support if
necessary.
SUPPORT—If you see students struggle with how to plant their seeds, offer
some guidance, including the following:
• Only fill the cup halfway with soil before planting the seed.
• Place the seed in the center of the cup (as opposed to near the edges).
• Cover the seed with more soil.
• Use the eyedropper to drip water on the soil.
Guide students on the proper way to handle plant seeds: gently without applying
too much pressure, which will crack or squash the seed. Remind students to not
overwater their seeds. They should add enough water to fully saturate the dirt,
but not so much that it will create an overspill of water.

While students work on their activity, plant your own seeds in a couple of CD cases.
(The purpose of using more than one CD case is to provide a backup in case one set
of seeds does not grow.) Follow these steps:
• Open the CD case. (Remove any paper from inside the case.)
• Place a handful of potting soil in a paper cup.
• Use the eyedropper to drop water in the cup. Add enough water to saturate the
soil and get it sticky.
• Use the stirring stick to mix the water and soil together.
• Fill the CD case halfway with the soil. Keep the half that is closest to the case’s
hinge empty (no soil). The plant needs this space to grow.
• Plant the seed into the soil.
• Water the seed with an eyedropper.
• Close the case. Stand it upright so that the hinge is at the top.
• Use tape to close any gaps in the CD case. Keep the gap in the hinge open.
NOTE—Plant the bean in the middle of the soil with the concave side facing down,
away from the hinge of the CD case. The bean should look like a frown instead of a
smile when planted correctly. (If you are using tiny seeds, such as radish seeds, plant
them at the top edge of the potting soil in the CD case.)
As you and students work on the activity, explain to them the purpose of planting
seeds in a paper cup and in a clear CD case. The paper cup will give the seed
more room to grow bigger, but the clear CD case allows students to see what is
happening beneath the soil. Explain that once the plants start to grow, students
will be able to see the roots in the soil within the CD case. Roots will also form in the
paper cup, but students will not be able to see them.
Collect students’ cups, or have students set their cups near a classroom window.
Alternatively, put the cups in a safe area outside or underneath a specialized lamp
used for growing indoor plants.
Tell students that every three or four days, they will check on and water their plants
and observe how their plants are growing. Go over how to care for the plants on
page 2 of Activity Page 1.1.
SUPPORT—Students will check on their plants every three or four days. Each
time they check on their plants, they should only add ten to twenty drops of
water from the eyedropper. As students check on their plants, remind them to
not disturb the soil or try to search for their seeds in the cups.
As the ongoing investigation continues, show students the seeds that you planted
in the clear CD cases, and allow them to observe what is happening beneath the
soil. Since you all planted the same kinds of seeds, you can tell students that their
seeds look the same way underneath the soil in the cups.
4. Teach Core Vocabulary. 5 MIN
Prepare Core Vocabulary Cards
Direct student attention to the Core Vocabulary words (displayed on the board or
chart paper earlier in the lesson). Have students write each term in the upper left
corner of an index card and underline it (one term per card):
flowering plant life cycle plant

Word Work
• plant: Point out that plant can be a noun or a verb. Explain that plant is a broad
term and that there are many different kinds of plants. Ask volunteers to use
plant in a sentence, first as a noun and then as a verb. Write two sentences on the
board or chart paper (one using plant as a noun, the other as a verb): The plant
is near the window and I will plant the bean sprouts now. Have students copy the
sentences on their card and underline the word plant. Ask volunteers to explain
how they know which use of the word plant is a noun and which is a verb.
Introduce students to the rest of the words, and have them prepare their cards.
Have students safely store their deck of Core Vocabulary cards in alphabetical order.
They will add definitions to the rest of these cards in later lessons.
5. Summarize and discuss. 5 MIN
Review with students how they planted their seeds into cups, including what
materials they used. Draw attention to similarities, such as how much soil students
used or where they planted the seed within the cup. Hold a discussion about what
they think will happen to their plants over time.

If time permits, show students a time-lapse video of a plant growing to give them
an idea of what will happen with their plants.
Online Resources Use this link to download the CKSci Online Resources Guide for this unit, where a
specific link to this resource may be found:
6. Check for understanding. 5 MIN

Activity Page Formative Assessment Opportunity
See the Activity Page Answer Key (AP 1.1) for sample student responses.
• Only collect the completed The Life of a Plant (AP 1.1) after students complete
Answer Key
their observation tables at the end, which will be days after this lesson takes
place, as the plants require ongoing observation.
• Scan the student responses, checking for understanding of the investigation
itself, as well as the types of things to observe in the plants as they grow
and change.
Teacher Resource: Observation Schedule

Write the dates in the date column below for when you plan to have students make the following
observations:
Plant Growth Phase Date

When plants have sprouted, approximately three
days after planting, have students revisit their seeds
to observe changes. Instruct students to record
what they observe, and then discuss. Explain that
in flowering plants, the stage where the tiny plant
sprouts from the seed is called germination. This is
similar to the life cycle step called birth for animals.
Have students observe the plants when they have
leaves but no flowers. Explain that this is part of
the life cycle known as growth. Instruct students
to record what they observe, and then discuss.
Have students observe the plants when they have
leaves and flowers. Explain that this part of the
life cycle is known as maturity. Instruct students to
record what they observe, and then discuss.
Have students observe when the flowers are in
full bloom and going to seed. Explain that this
is an example of reproduction. This is similar to
the life cycle step of reproduction for animals.
Instruct students to record what they observe,
and then discuss.

LESSON 2
Animals Have Life Cycles

Big Question: How do different types of animals change throughout their lives?
AT A GLANCE
Learning Objectives NGSS References
✓ Identify and describe each stage of the life Disciplinary Core Idea LS1.B: Growth and
cycle of a chicken and a mouse. Development of Organisms
✓ Identify and describe each stage of the life Crosscutting Concept: Patterns
cycle of a butterfly and a frog.
Lesson Activities and Using Models
Developing and Using Models is important
• reading
to this lesson because life cycles are often
• discussion and writing represented by models, specifically to help people
understand and describe phenomena that occur
over the course of time. In this lesson, students
observe animal life cycle models and then develop
their own simple drawing of an assigned animal
life cycle based on what they have learned.
this unit:

Core Vocabulary
adolescence death organism reproduction
animal life cycle pattern stages
birth metamorphosis
of vocabulary cards that will be used in various activities across this unit as a part of Word Work. The deck
will include the Core Vocabulary terms designated in green above.

Student Reader Student Reader, Chapter 1 Collect or prepare the following items:
“Animals Have Life Cycles”
• reference books and other research materials
Activity Page • internet access and the means to project
Ch. 1 Modeling a Life Cycle (AP 2.1) images/video for whole-class viewing
Activity Page
Make sufficient copies for your • index cards for student vocabulary deck
students prior to conducting (3 per student)
the lesson.
AP 2.1
Note to Teachers
Set some time aside for students to observe their planted seeds from Lesson 1. Refer to your Teacher
Resource: Observation Schedule at the end of Lesson 1 for the timing of student observation periods.
LESSON 2 | ANIMALS HAVE LIFE CYCLES 27


Online Resources How do different types of animals change throughout their lives? Open
the lesson with a video that shows a mosquito life cycle model. (See the Online
Resources for a link to a suggested video.) (See Know the Standards for support.)
SUPPORT—Tell students that as they watch, they should tell when birth,
growth, reproduction, and death occur.
Ask what students can observe in the video:
» What changes do mosquitos go through during their lifetimes?
» How do you know?
» What do you think are some of the stages in the mosquito’s life cycle?
Have students keep the video in mind as they go through the remainder of the
lesson. They will be asked to compare what they have learned in the video to what
they will learn from their Student Reader.
2. Read and discuss: “Animals Have Life Cycles.” 20 MIN
Preview Core Vocabulary
Direct students to take out their existing Core Vocabulary cards from the previous
lesson for these terms:
organism life cycle
Have students prepare three additional cards for the following words:
adolescence metamorphosis reproduction
Instruct students to add definitions to all the cards as they read the chapter. Have
students safely store their deck of Core Vocabulary cards in alphabetical order. They
will continue to refer to the deck throughout the unit.
Know the Standards

How are models used when teaching about life cycles? Scientific models can take many forms,
including illustrations, computer models, and even time-lapse videos of real-world phenomena that
take too long to observe directly. Videos and flow charts are common types of models used to describe
cycles and patterns of life and growth. Connect what students observe in the video to what they are
about to read in the Student Reader, such as thinking about time scales as noted in the models.

Student Reader Read together, or have students read independently, “Animals Have Life Cycles,”
Chapter 1 in the Student Reader. The selection introduces the idea that all animals,
regardless of type, go through common stages (birth, growth, reproduction, death)
and that some stages are very similar when comparing different animals while other
Ch. 1
stages vary.
Guided Reading Supports
When reading aloud together as a class, always prompt students to follow along.
Pause for discussion. Include suggested questions and prompts:
Page 1 After students have read the page, write the following words on the board or chart
paper: death, birth, reproduce, grow. Then have students put the terms into the order
in which they happen for a single polar bear that does not have any young. (See
Know the Science 1.) Ask students if they think other animals’ life cycles happen in
the same order. Have volunteers explain their answers.
Pages 2–3 Emphasize to students that without birth, there is no growth; without reproduction,
there is no birth. All of these parts of the life cycle depend on each other to keep life
moving forward.
Prompt students to think about how the life cycle of a mouse compares to the life
cycle of a mosquito. Ask: How is the life cycle of the mouse similar to the life cycle of
the mosquito you saw in the video at the beginning of the lesson? How are the two
life cycles different?
SUPPORT—If needed and there’s time, allow students to rewatch the video
about the life cycle of the mosquito. Ask students to note particular features and
characteristics of a developing mosquito, and record student ideas on the board
or chart paper. Using the visual model of a mouse life cycle as a guide, draw a
collaborative model of a mosquito’s life cycle as a class to help students compare
the two organisms.
CHALLENGE—Have students find reference material (e.g., online videos) about
other organisms that have similar life cycles to the mouse. Use this opportunity
to emphasize the diversity of life and preview the species that students will be
assigned to work on in later lessons. For instance, there are aquatic animals, such
as whales, that give birth like mice.
Know the Science

1. What is the correct order for a bear’s life cycle? There is a clear order for a single polar bear, but
not for multiple generations. There is a difference between the cycle model, which includes multiple
generations of an organism, and comparing that scale to a linear model, such as that which includes a
single bear. For a species or multiple generations of an organism, there is no linear order in which the life
cycle occurs, as death is not the “end” of the cycle. Since there are future generations, life continues, and
death does not stop the life cycle. To think that death is the end of the cycle mixes up the scale of the
model in question. Therefore, when asking students to put the stages of the cycle in correct order, this
linear model should only apply to an individual organism that does not reproduce or have any young.

Page 4 Reread the first paragraph aloud, emphasizing the term young. Discuss with students
that young can be used as an adjective (the young girl played outside) or as a noun (the
female mouse protects her young). In this second example, young refers to the mouse’s
babies. A hen protects her young as well, helping the chicks survive and grow.
SUPPORT—Discuss with students whether they have ever seen an animal born
from an egg. After students read this page, ask the following:
» Where do the eggs come from?
» What animals, other than birds, are born from hard-shelled eggs? (most
reptiles, including crocodiles, turtles, and most snakes)
ALERT—Be sure to avoid the misconception that all reptiles lay hard-shelled
eggs, as this is an overgeneralization. Some reptiles—such as some species
of snakes, skinks, and chameleons—give birth to live young. These are the
exceptions, not the rule, however.
CHALLENGE—Have students find reference material (e.g., online videos) about
other interesting organisms that have similar life cycles to that of the chicken,
such as the largest egg-laying snakes.
Page 5 Point out to students that a mosquito is also an insect. Ask students how the video
model of its life cycle compares to that of the butterfly.
SUPPORT—Have students name other insects (ants, bees, grasshoppers, etc.), and
ask whether their life cycles would be similar to or different from the butterfly’s
and the mosquito’s. For instance, many ants and bees also lay eggs that hatch as
pupae and undergo metamorphosis. Many grasshoppers undergo incomplete
metamorphosis, as the hatchlings/nymphs look very similar to the adults.
Page 6 Write the following terms on the board or chart paper: live birth, laying eggs,
metamorphosis. Ask students to provide examples of animals not listed in this
lesson. Then ask them which life cycle each animal would likely have based on its
similarities to and differences from the animals discussed in the Student Reader.
SUPPORT—Make sure students understand the meaning of the term hind, as in
hind legs. Discuss other animals that have hind legs, such as horses, cows, and dogs.
Word Work
Have volunteers share the definitions they recorded, as directed, on their Core
Vocabulary cards during the reading and discussion of the chapter. Encourage
students to adjust their notes as they learn clarifying details about each term.
Students’ definitions do not have to be verbatim definitions provided in the Student
Reader. Have students add an example to each term’s card.
• organism: (n. any living thing) (Possible examples: trees, birds, mushrooms)
• life cycle: (n. the set of stages of an organism’s life) (Birth and death are two
examples of these stages.)
• adolescence: (n. a stage of the life cycle when a young animal is developing
into an adult) Point out that adolescence is a life cycle stage and that an
individual organism that is in this stage is called an adolescent. (Example: In
humans, teenagers are adolescents.)
• reproduction: (n. the process of making new organisms) Explain that organisms
that have reproduced are called parents. (Example: A bird with eggs in its nest is in
the process of reproduction.)
• metamorphosis: (n. a change of form during the life cycle of some animals) For
students, insects and amphibians will be the most familiar animals that undergo
metamorphosis. Have students add an example of two forms of the same
animal. (Sample answer: caterpillar, butterfly)
4. Lead a discussion. 10 MIN

Activity Page Introduce Modeling a Life Cycle (AP 2.1). Explain to students that they will complete
the Activity Page based on what they have learned so far in the lesson. Allow them
to choose any animal they wish that has not been used in the lesson. Encourage
students to compare their animal to one of those covered in Student Reader
AP 2.1
Chapter 1 “Animals Have Life Cycles.” From that comparison, invite them to draw
their animal’s life cycle. Explain that this activity will help them prepare to build a
more complex life cycle model in Lesson 4.
SUPPORT—Some students may struggle to identify the type of animal they will
choose. If so, offer a brief list of possibilities from the following categories: insects,
mammals, birds, reptiles, fish, amphibians. Specific examples are grasshoppers,
spiders, ants, cows, horses, cats, dogs, hawks, hummingbirds, falcons, lizards,
snakes, sharks, and newts. You may allow students time to use reference books or
the internet to identify their animal and its life cycle before beginning their models.
If needed, help students by writing words related to the different cycles on the
board or chart paper, but do not place them in the correct order. These can include
birth, death, growth, reproduction, adolescence, metamorphosis, and so on. Explain to
students that they may draw from these as they work on the life cycle models.
Lead a discussion about the examples students drew on their Activity Page.
Ask volunteers to share their animal life cycle models. Draw attention to similar
examples that different students have identified. In every case, have students
describe stages that appear in all animals’ life cycles regardless of type.
(See Know the Science 2 for support with analysis.)
Know the Science

2. What life cycle stages are common to all animals? Birth, growth, reproduction, death. All types
of animals are born in one way or another. This means that they are the product of reproduction, or the
process by which organisms have offspring. They start out small and grow larger and more mature over
time. Once they reach maturity, they, too, can reproduce. At the end of an animal’s life, it dies. The life
cycle continues if the animal has reproduced and given birth to any young.

• Use additional guiding questions to help students link details in this discussion
back to the Activity Page and the reading selection.
» Were any of your life cycle models like the models we read about in the
Student Reader? Which one(s)?
» Were any of the life cycle models different from what we read about in the
Student Reader? Which example is the most different from the organisms
that we read about?

See the Activity Page Answer Key (AP 2.1) for correct answers and sample student
responses.
Answer Key
• Collect the completed Modeling a Life Cycle (AP 2.1). Scan the models that
students made. If models contain gaps in the animal life cycle, engage in further
discussion, emphasizing the stages that are missing.
• Address any common misconceptions, such as that the life cycle stops at death.
This is only true if the animal does not reproduce. However, the life cycle for a
species continues.

LESSON 3
Plants Have Life Cycles

Big Question: How do different types of plants change over their lifetimes?
AT A GLANCE
✓ Identify and describe each stage of the life Disciplinary Core Idea LS1.B: Growth and
cycle of a flowering plant. Development of Organisms
✓ Identify and describe each stage of the life Crosscutting Concept: Patterns
cycle of a fern.
Lesson Activities and Using Models
Developing and Using Models is important
• reading
to this lesson because plant life cycles are often
• discussion and writing represented by models. Models can help visualize
• vocabulary instruction the causal direction of the life cycle of plants.
In this lesson, students observe plant life cycle
models and then draw a simple one based on
what they have learned.
this unit:
Core Vocabulary
Vocabulary and Language of Instruction terms and the page numbers where the Core Vocabulary
words are introduced in the Student Reader.
death growth pollination spore

flowering plant life cycle reproduction stages
LESSON 3 | PLANTS HAVE LIFE CYCLES 33

of vocabulary cards that will be used in various activities across this unit as a part of Word Work. The
deck will include the Core Vocabulary terms designated in green on the previous page.

“Plants Have Life Cycles”
• reference books and other research materials
Activity Page • index cards for student vocabulary deck
Ch. 2 Modeling Plant Life Cycles (2 per student)
Activity Page (AP 3.1)
Make sufficient copies for your
students prior to conducting
AP 3.1
the lesson.
Note to Teachers
How do different types of plants change over their lifetimes? Ask students
what kind of plants they have observed at home, at school, or in other places.
Have them describe these plants, telling what color they are, how big they are, and
what kind of leaves they might have. Prompt students to think about the kinds of
seeds, flowers, or other structures that are component pieces of the plants as well.
Then ask the following:
» Do the plants you have observed look different at different times of year?
» In the time that you have seen them, have they changed?
» How have they changed?
Have students think back to the previous lesson, where they learned about animal
life cycles. Prompt them to think about similarities between how plants and animals
change during their lives. Ask the following:
» Do plants have life cycles?
» Are plants born, do they grow and reproduce, and do they die?
» Do you think that plant life cycles are like animal life cycles? Why?

SUPPORT—Allow volunteers to share with a partner their experiences with
growing plants and caring for pets. Ask students to turn and talk to someone
sitting near them to discuss what plants and animals need in order to survive
and grow. Students can also draw upon their experience of planting seeds in
Lesson 1 to recall what it is like to grow and care for plants.
2. Read and discuss: “Plants Have Life Cycles.” 20 MIN

Student Reader Read together, or have students read independently, “Plants Have Life Cycles,”
Chapter 2 in the Student Reader. The selection reinforces the ideas that all plants,
regardless of type, go through stages from germination (which is similar in some
ways to birth), to growth, to reproduction, and to death and that some stages are
Ch. 2
the same for all plants while other stages vary.
Before students read, write these terms on the board or chart paper. Encourage
students to look for these new terms as they read.
flowering plant pollination spore

germination seed
Page 7 Ask students if they have ever eaten a strawberry or other kind of fruit. Have them
name other fruits. Point out that, like strawberries, all fruits come from flowering
plants. Ask the following:
» Do all fruits have seeds associated with them?
» What do you think the purpose of the fruit is?
» How do you think the fruit can help a plant continue its life cycle?
Understand that students likely will not know the answers to these questions. Tell
them that they will learn more about fruits and other aspects and parts of plants as
the lesson continues.
Pages 8–9 Point out to students that in some flowering plants, seeds are protected by fruits.
Ask students to identify fruits they have eaten that contain seeds. (Examples include
apples, cherries, grapes, oranges, plums, watermelons, and pears.) Ask the following:
» How does the fruit help protect the seed? (The fruit keeps the seed moist.)
SUPPORT—If needed and there’s time, allow students to use their research
materials to look up fruits and their purpose.
Reinforce prior knowledge of plant needs, such as water and sunlight. Discuss the
fact that without germination, there can be no growth. Growth is a life cycle stage

that is common between plants and animals. Help students describe their thinking
about the concepts of birth and germination. Ask students to explain how these
processes are similar or different. (See Know the Science 1 to help with analysis
and support.)
CHALLENGE—Ask students to find a reference to the oddest-looking fruits
that they can find. Have students share what they find out about the plants that
grow these fruits, including where the plants can be found, what the seeds look
like, and so on.
Pages 10–11 Now that students have read about the life cycles of both flowering plants and ferns,
prompt them to compare the two. Ask the following:
» How are the life cycles of flowering plants and ferns similar?
» How are the life cycles of flowering plants and ferns different?
Page 12 Write the following terms on the board or chart paper: seed, fruit, flower, spore. Have
students identify whether each word goes with a flowering plant or a fern.
SUPPORT—If students struggle to categorize the plant-related words, allow
them to look back over their Student Reader.
3. Encourage discussion. 10 MIN

Activity Page Distribute and review Modeling Plant Life Cycles (AP 3.1). Explain to students that
they will complete the Activity Page based on what they have learned so far in
the lesson. Allow them to choose any plant they wish if it has not been used in
the lesson. Encourage students to compare their plant to one of those covered
AP 3.1
in Student Reader Chapter 2 “Plants Have Life Cycles.” From that comparison, invite
them to draw their plant’s life cycle. Explain that this activity will help them prepare
to build a more complex life cycle model in Lesson 4.
SUPPORT—Some students may struggle to identify the type of plant they
chose (flowering plant or fern). If so, allow them time to use reference books or
the internet to identify it and its life cycle before beginning their drawings.
If needed, help students by writing words related to the different cycles on the
board or chart paper, but do not place them in the correct order. These can include
germination, death, growth, pollination, seeds, reproduction, and so on. Explain to
students that they may draw from these as they work on the life cycle models.
Know the Science

1. Is germination the same as birth? No. Germination is a process by which a plant grows from a seed.
When a seedling begins to sprout from a seed that has been planted, this is an example of germination.
Although some may oversimplify this process and consider it the “birth” of a plant, this is not the same
as the birth process in the animal life cycle. Students should be able to draw parallels between the two
processes but should also know that they are not one and the same.

Lead a discussion about the examples students recorded on their Activity Page. Ask
volunteers to share their plant life cycle models. Draw attention to similar examples
that different students have identified. In every case, have students describe stages
that appear in all plants’ life cycles regardless of type. (See Know the Science 2 for
support with analysis.)
• Use additional guiding questions to help students link details in this discussion
back to the Activity Page and the reading selection.
» Were any of the life cycle models similar to or different from the models we
read about in the Student Reader?
Direct student attention to the Core Vocabulary words (displayed on the board
or chart paper earlier in the lesson). Students have already prepared cards for
the following terms.
flowering plant seed germination
Have students prepare new Core Vocabulary cards for these terms and add definitions
in their own words to all of the cards based on what they read in the chapter.
pollination spore
Word Work
Revisit the following terms, which were introduced in previous lessons.

• flowering plant: (n. a plant that produces flowers during its life cycle) First, have
students write the definition in their own words. Then have students draw an
example of a flowering plant on their card.
• seed: (n. the part of a plant that protects material that sprouts into a new plant)
Point out that seed can be both a noun and a verb. Ask volunteers to use seed
in a sentence, first as a noun and then as a verb. (Noun: The seed grew into a new
plant. Verb: The farmer waited for the right conditions to seed her field.)
Know the Science

2. What life cycles are common to all plants? Germination (birth), growth, reproduction, death.
All types of plants “begin” when parent plants reproduce. The seed or the spore germinates and develops
into a new plant. The plant grows and is eventually mature enough to reproduce as well. At the end of its
life, it dies. Remind students that although the individual will die, the species of organism will continue if
they reproduce.

• germination: (n. the beginning of the growth process when a plant sprout
comes out of a seed) When a plant germinates, it develops from a seed or spore
and grows. Ask students to write on their card which stage in an animal’s life
cycle is closest to germination. (birth)
Address the two new Core Vocabulary terms.
• pollination: (n. the transfer of pollen that causes flowering plants to reproduce)
Have students complete the sentence frame: Pollination happens when pollen
transfers from (one flower) to (another flower).
• spore: (n. a tiny structure on some nonflowering plants that can grow into a
new plant) Tell students that spores are very tiny. They look like dusty material
similar to pollen. But spores do not need to transfer from one plant to another to
make a new plant. Have students record how spores are different from pollen.

responses.
Answer Key
• Collect the completed Modeling Plant Life Cycles (AP 3.1). Scan the models that
students made. If models contain gaps in the plant life cycle, engage in further
discussion, emphasizing the stages that are missing.
• Address any common misconceptions, such as that the life cycle stops at death.
This is only true if the plant has not reproduced. However, the life cycle continues
for the species as a whole.

LESSON 4
Modeling a Life Cycle

Big Question: How can I model the common stages of a life cycle?
AT A GLANCE
✓ Develop a model to describe how an organism Disciplinary Core Idea LS1.B: Growth and
goes through its life cycle. Development of Organisms
✓ Compare models of multiple life cycles to Crosscutting Concept: Patterns
determine common patterns.
✓ Describe the stages common to all life cycles. and Using Models
Lesson Activities (3 days) Developing and Using Models is important to
this lesson because models can help describe
• teacher demonstration and explain phenomena. In this three-day lesson,
• hands-on activity students will develop individual models of plant and
animal organisms and discuss comparisons based
• student observation
on patterns of the life cycle across all organisms.
• discussion
this unit:
Core Vocabulary
Language of Instruction: Language of Instruction consists of additional terms, not considered a part
of Core Vocabulary, that you should use when talking about and explaining any concepts in this lesson.
The intent is for you to model the use of these words without the expectation that students will use or
explain the words themselves. No new Core Vocabulary terms are introduced during this lesson.
birth growth pattern

death life cycle stages
LESSON 4 | MODELING A LIFE CYCLE 39

Activity Pages Activity Pages Collect or prepare the following items:
Model Checklist (AP 4.1)
• poster board (assorted colors)
Comparing Life Cycles (AP 4.2) • construction paper (assorted colors)
AP 4.1
Take-Home Modeling Activity • markers
AP 4.2
AP 4.3
(AP 4.3) • scissors
Make sufficient copies for your • glue bottles/glue sticks
students prior to conducting • shoeboxes (or small boxes or containers)
the lesson. • colored pencils
• crayons
• craft pom-poms
• yarn
• felt (assorted colors)
• stapler
• hole punch or three-hole punch
• plastic straws
• chenille stick
• craft clay
• reference books with pictures of animal and
plant life cycles
• computer/internet access for individual
students to do research
Prepare in Advance
Prepare for this lesson in advance by making sample life cycle models to show students for inspiration.
Show students examples of models that incorporate materials such as the following:
• four-sided box • diorama
• flip-book • pinwheel
If you do not have computers or internet access in the classroom, make sure to provide reference books
(with pictures), magazines, and so on so that students can learn about the life cycles of particular plants
and animals. See the Teacher Resource: Plants and Animals at the end of this lesson for possible animal
and plant ideas that could be assigned to, or selected by students.
Prepare for Day 3 of this lesson by setting out all the plant and animal life cycle models, before class
starts, for students to complete a gallery walk and compare their model with others.
Note to Teachers

THE CORE LESSON THREE DAYS, 45 MIN EACH
1. Day 1: Focus student attention on the Big Question. 10 MIN

Activity Page How can I model the common stages of a life cycle? Explain to students that, in
order to apply their learning about life cycles so far, they will make two life cycle
models: one for an animal and one for a plant.
AP 4.1 Distribute and review Model Checklist (AP 4.1). Tell students that they will work
individually to make their models and that they can choose to make one of the
following types of models:
• four-sided box
• flip-book
• diorama
• pinwheel
SUPPORT—Show students your sample models so they can see examples of
what each type of model should look like. Tell students that they will not be
graded on their artistic ability, but rather on how well they understand the
common life cycle stages.
Review Activity Page 4.1 with students so they are clear on the requirements for
their models. Tell them that they should refer to this Activity Page when making
their checklists to make sure they include all the important parts.
Reassure students that there will be enough time to build these models. On the first
day, they will work on the plant life cycle models. On the second day, they will work
on the animal life cycle models. And on the third day, they will do a gallery walk to
look at other students’ models and identify the common life cycle stages.
2. Encourage student questions. 5 MIN
Lead a discussion about the model examples you show to students. Students may
have questions about how to make certain parts of a model, such as how to put the
pinwheel together. Answer questions, and assure them that you will go around the
room to answer more questions as they get started. If time allows, record student
questions on the board or chart paper for all to consider as they work.
3. Support student modeling. 25 MIN
Tell students that they can pick the type of plant—such as a buttercup or an
orange tree—to use for their life cycle or refer them to the choices on the Teacher
Resource: Plants and Animals at the end of this lesson. Remind students that their
life cycles must depict the following stages: birth, growth, reproduction, and death.

Online Resources Give students time to collect the materials they want to use for their models. Refer
them to the reference materials and, if available, computers for internet research.
Give students a list of suggested kid-friendly websites to use for researching plant
life cycles.
Use this link to download the CKSci Online Resources Guide for this unit, where a
Circulate throughout the room, providing support when necessary. Ask prompting
questions, such as the following (See Know the Science 1 and 2):
» Do all organisms have the same life cycle? Prompt students to reveal their
thinking through examples and specific comparisons.
» Do all organisms have the same major stages? Again, probe for examples,
and note quality use of scientific language to describe similarities.
SUPPORT—If students need help constructing their models, ask them
questions to get them to think creatively about a solution. Refer back to the
examples shared at the beginning of class, and help students identify sources
of images and text that may help them add detail to their own models. If
time allows, have students individually reread portions of the Student Reader
Chapters 1 and 2 to ignite their thinking.
Have students write their names and identify the plant somewhere on their models.
Tell students that in the next class session, they can continue working on these
models and start on their animal life cycle models.
Formative Assessment Opportunity

Scan the plant models as students are working. Choose one or two questions to
present to the class for a brief closing discussion. What are some similarities between
flowering plants? What are some similarities between nonflowering plants? Use the
discussion as an opportunity to reinforce main ideas and to correct misconceptions.
Remind students that Day 2’s classroom session will be about modeling animal
life cycles.
Know the Science

1. Do all organisms have the same life cycle? No. Different organisms have life cycles that look
different at different stages and have variations. For example, some plants flower, and some do not.
The life cycle of a flowering plant looks slightly different from that of a nonflowering plant.
2. Do all life cycles have the same major stages? Yes, with exceptions. All multicellular organisms
have a life cycle that follows the same patterns and has the same common stages: birth (germination),
growth, reproduction, and death. Unicellular organisms, such as bacteria, often reproduce by fission
and thus do not have these four stages of a life cycle.

How can I model the common stages of a life cycle? Remind students that in the
last class they worked on life cycle models for plants. Tell students that today they
will make life cycle models for animals.
Tell students that they do not have to make the same kind of model for their animals
as they did for their plants. For example, if a student made a diorama for the plant
life cycle model, it is okay for that student to choose a flip-book for the animal life
cycle model.
Before students begin working on their new models, have them share any questions
they may have. These questions can be about the previous model they made or
the model they are about to make. Engage in a short class discussion, encouraging
other students to answer questions they know the answers to, such as these:
» What is a difference between the life cycles of flowering and nonflowering
plants? (Nonflowering plants reproduce with spores, and flowering plants
reproduce with seeds.)
» Do all animals have the same life cycle? (no)
3. Support student modeling. 30 MIN
Let students know that, if necessary, they can use the first few minutes of class to
finish up their plant life cycle models.
Tell students that they can pick a type of animal that interests them to use for their
animal life cycle model. Remind students that their animal life cycle models must
depict the following stages: birth, growth, reproduction, and death. Students
should also include an exit ramp on their life cycle for the stage of death.
Give students time to collect the materials they want to use for their models. Refer
them to the reference materials or computers for internet research.
• Give students a list of suggested websites to use for researching animal life
cycles online.
SUPPORT—Circulate throughout the room, providing support as necessary.
If students need help constructing their models, ask them questions to get
them to think creatively about a solution. Refer back to the examples shared
previously, and help students identify sources of images and text that may help
them add detail to their own models. If time allows, have students individually
reread portions of Student Reader Chapters 1 and 2 to ignite their thinking.

Before the final ten minutes of class, tell students that they must finish up their
animal life cycle models in this class period because they will not have time to work
on them in the next class session.
Have students write their names and the type of animal somewhere on their models.
Formative Assessment Opportunity

Scan the models that students have been working on.
• Choose one or two questions to present to the class for a brief closing
discussion. Use the discussion as an opportunity to reinforce main ideas and
correct misconceptions.
How can I model the common stages of a life cycle? Remind students that in the
last two class periods they made models of plant and animal life cycles. Tell students
that today they will perform a gallery walk to review everyone’s models and make
connections between specific plants and animals.
Activity Page Distribute and review Comparing Life Cycles (AP 4.2). Prompt students to take their
time to study the different models.
Review the Activity Page example that has been done for them. Model for students
AP 4.2 how to complete the table based on what they learn from their classmates’ models.
Let students know that they are not expected to review all of the models in the
gallery. However, they should review a good balance of both plant and animal
models and try to review different kinds of each (e.g., studying examples of different
groups: a reptile, bird, and mammal; a conifer, fern, and flowering plant).
2. Support student observations. 30 MIN
As students perform the gallery walk to record their observations of other models,
circulate throughout the room to ensure that students
• understand how to complete the table,
• find the information they need on the model,
• do not judge other students’ work based on artistic ability, and
• refer back to the rubric for creating the models to help them focus on the point
or objective of the model.

As students perform the gallery walk, they will be applying their knowledge of the
Disciplinary Core Idea LS1.B Growth and Development of Organisms to Crosscutting
Concept Patterns as they develop and practice their ability to recognize patterns
among similar organisms.
After the gallery walk, bring the whole class back together, and lead a discussion
about the things that students recorded. Encourage students to discuss the patterns
that they identified within the life cycles of specific organisms. Guide them into a
conversation of causal direction in which the focus of the discussion is on the fact
that organisms will not grow without being born and they cannot be born without
reproduction. Additionally, reproduction cannot take place unless organisms grow and
mature as adults. As a result, the life cycle process fully depends on the previous stage
in the cycle in order for the next stage to be carried out and for the cycle to continue.
Ask students if, overall, they were able to identify common life cycle stages in
Activity Page various models or whether all of them are very different. Invite volunteers to share
examples of two or more life cycles with common stages.
Distribute and review Take-Home Modeling Activity (AP 4.3). Explain to students
AP 4.3 that they should show these letters to their family members or guardians.

• As students perform the gallery walk, circulate throughout the room, and scan
Answer Key
the models that students made. Check for understanding of the order in which
the life cycle processes occur, as well as proper depiction of how the life cycle
“ends.” Additionally, check to make sure that students followed the guidelines
for each type of model they made.
• Scan the tables that students have been working on. Check for understanding
of how each part of the life cycle is modeled. Make sure students are accurately
identifying the parts of the life cycle based on how they are depicted by the
student models in the classroom.
discussion. Use the discussion as an opportunity to reinforce main ideas. Elicit
from students that regardless of the type of organism, an organism will not
grow without being born and that without reproduction, no births will occur.
• Address any student misconceptions that may have been depicted in the models.
For instance, the life cycle for an individual organism only ends if that individual
does not reproduce or have any young. However, even if the life cycle ends for
that individual, it still continues for the rest of the organisms in that species.

Teacher Resource: Plants and Animals
Use the possible animals and plants in the tables to assign to students, or have them select from these
examples. (Note: You are not limited to this selection.)
If possible, try to identify animals and plants found in your local area to provide real-world connections
for students.
Animals
Mammals Insects Reptiles Amphibians Birds

• Deer • Grasshopper • Chameleon • American • Parrot
bullfrog
• Gorilla • Ladybug • Crocodile • Tomato frog • Pigeon
• Coyote • Fly • Gecko • Salamander • Dove
• Lion • Termite • Iguana • Caecilian • Hummingbird
• Zebra • Cricket • Dragon lizard • Alligator newt • Swallow
• Pig • Praying mantis • Rattlesnake • Mudpuppy • Owl
• Bat • Aphid • King cobra • Three-toed • Penguin
amphiuma
• Buffalo • Wasp • Turtle • Finch
• Elephant • Dragonfly • Tortoise • Crane
Plants
Flowering Plants Nonflowering Plants

• Orchid • Fern
• Rose • Moss
• Cactus
• Sunflower
• Blueberry
• Buttercup
• Orange tree

PART B
Organisms Have Traits

OVERVIEW
5. Noticing Different What are examples of Gather materials for a teacher demo.
Traits physical traits in plants and (See Materials and Equipment, page 12.)
animals?
6. Traits of Parents, How are traits similar and Read Student Reader, Chapter 3.
Offspring, and different within families?
Siblings
7. Studying Family How do the traits of an Gather materials for hands-on
Traits individual compare to those investigation. (See Materials and Equipment,
of its parents and siblings? page 13.)
8. Traits Vary Within How do traits vary within Read Student Reader, Chapter 4.
Populations and groups of the same type of
Species organism? Gather materials for hands-on investigation.
(2 days) (See Materials and Equipment, page 13.)
Part B: What’s the Story?

Students learned in Part A “Organisms Have Life Cycles” (Lessons 1–4) that plants and animals change
throughout their lives. All living organisms go through a life cycle, many changing forms as they
continue to grow, and some stages are common to all life cycles. Students also planted bean seeds that
they will continue to monitor throughout the lessons in this Part B.
In Part B “Organisms Have Traits” (Lessons 5–8), students take a closer look at the physical traits that
characterize specific types of plants and animals, considering how traits can vary among families and
populations.
In Lesson 5, we start by observing and discussing examples of physical traits. Students practice
identifying traits and describing them in a scientific manner. They also learn to recognize what is and
is not a trait. The goal is for students to understand that members of a family share many traits, even
if they do not all look the same.
In Lesson 6, students read and learn about examples of traits shared by parents, offspring, and siblings.
This lesson reinforces the basics of what students explored through open discussion in Lesson 5,
addressing the variation among traits within families based on the phenomenon of inheritance.
In Lesson 7, students conduct research on family traits and will make a graphical representation on
trait variations among siblings to present to the class. They learn that parents and siblings within a
family share many traits but that there are also many differences among those traits within the family.
PART B | ORGANISMS HAVE TRAITS 47

In Lesson 8, students extend what they know about traits across two more days of instruction to
explore variations within populations. During Day 1, students develop a working definition of a
population. Populations are groups of the same type of organism within a defined area. The content
in this lesson progresses from individuals to families and then to populations of a single species. In
Day 2, which concludes Part B, students make a graphical representation that shows variation among
individuals within a population. The goal of this lesson is for students to understand that traits can vary
within groups of the same type of organism.
So, to repeat, all organisms have traits, and specific traits vary among families and populations.
Help your students grasp this concept, and you support them to meet or exceed the Performance
Expectation, 3-LS3-1. You will also lay the groundwork for meeting the NGSS expectations addressed in
Parts C and D of this unit.

LESSON 5
Noticing Different Traits

Big Question: What are examples of physical traits in plants and animals?
AT A GLANCE
✓ Give examples of an organism’s traits. Disciplinary Core Idea LS3.A: Inheritance of Traits
✓ Compare and contrast the physical traits of Disciplinary Core Idea LS3.B: Variation of Traits
multiple organisms.
Crosscutting Concept: Patterns
Lesson Activities Science and Engineering Practices: Analyzing
• teacher demonstration and Interpreting Data
• student observation Patterns are important to this lesson because
• writing, discussion patterns can be seen in the similar and different
traits that organisms inherit from their parents. In
this lesson, students are introduced to the idea
of physical traits and summarize patterns after
gathering observational data.
For detailed information about the NGSS
References, follow the links in the Online Resources
Guide for this unit:
Core Vocabulary
individual physical trait siblings
LESSON 5 | NOTICING DIFFERENT TRAITS 49

of vocabulary cards, that will be used in various activities across this unit as a part of Word Work. The
deck will include the Core Vocabulary term designated in green on the previous page.

Plant and Animal Traits (AP 5.1)
• large-form images of animals (or animal
Make sufficient copies for your reference books with pictures)
AP 5.1 students prior to conducting • access to at least 2 different plants (can include
the lesson. one students planted in Lesson 1)
• 2 different types of houseplants or succulents
(3 per student)
If you cannot bring in an assortment of
houseplants, plan for students to go outside to
observe live plants around the school grounds.
If you do not have a classroom computer or
access to large-form images of animals, consider
taking students to the library or the computer
lab to research animal reference books or online
resources. (See the Online Resources for a link to
suggested images of animals/families of animals.)
What are examples of physical traits in plants and animals? Tell students
that the physical features of a plant and animal are known as traits. Give students
examples of traits, such as the following (see Know the Science 1):
• Oak trees produce acorns. • Whales have blowholes.
• Orchids produce very • Giraffes have long necks.
unique-looking flowers.
Know the Science

1. What is the scope of this lesson? To identify and describe physical traits! In this lesson, it is important
to avoid going too far regarding any “because” statements. For instance, we want to direct student
attention to describing the traits in detail, rather than stating that giraffes have long necks for any particular
reason. Form and function will be explored in greater depth in Part D of this unit, as well as in Grade 4.

SUPPORT—Ask students to turn and talk to a neighbor to identify other plant
and animal traits to generate more examples to share with the class.
Activity Page Distribute and review Plant and Animal Traits (AP 5.1). Share that students will study
four plants and three animals. Two of the plants will be those that they planted in
Lesson 1 (e.g., lima bean plants). The others will be plants brought in by the teacher
or plants that students go outside to observe.
AP 5.1
The goal of this activity is for students to look at and focus on physical
characteristics of an organism only. For instance, students do not have to tell
whether or not an animal moves slowly or eats a lot of food.
SUPPORT—If necessary, use question prompts to focus students on the
physical, rather than behavioral, traits of animals and plants. Ask, “Is this a
behavior?” or, “Does this describe how the animal acts or how the animal looks?”
There is no limit to how many physical traits students can list in the activity. There
are also no right or wrong answers. The goal is to just record as many traits as they
can observe.
Be sure to prompt students to review Activity Page 5.1, where they will answer
questions to summarize their observations.
Preview Core Vocabulary Term
Before students get started, write the following on the board or chart paper:
physical trait a characteristic of what the organism looks like
Near or beneath this idea, write examples of organisms and their traits that students
themselves have identified, such as “fish gills” and “dogs four legs,” and so on.
2. Support student observations. 20 MIN
Show students where to find the various organisms that they will observe, including
pictures or reference materials to observe various animals.
Students will observe a total of seven organisms: four plants and three animals. Two
out of the four plants will be any of the plants that students planted in Lesson 1.
Allow students to observe the organisms in any order they like, or you can assign
students to look at plants first or animals first.
As students study the organisms, ask guiding questions, such as these:
» What can you tell about the organism’s size?
» What is the organism’s color?
» Does the organism have a certain shape?
» Does the organism have fur, scales, or something else covering its body?
» Does the organism have legs or no legs? How many?

Give students time to make and record their observations on Activity Page 5.1.
Circulate throughout the room, monitoring progress, and support students as they
work to answer the questions.
SUPPORT—Provide assistance as necessary by asking students to compare
traits they notice about different kinds of plants and different types of animals.
Provide examples of traits about organisms that are different than the example
students have selected, such as, “A shark has many sharp teeth. How might you
describe the teeth of your animal?” or, “This plant has broad green leaves. How
would you describe the leaves on your plant?”
Transition back to whole-class discussion by prompting the class to think about
a good working definition of the term trait, in their own words. To provide more
opportunities for students to share their thinking with others, ask partners to turn
and talk in order to develop this working definition.
Draw student attention back to the idea drawn/displayed at the beginning of the lesson:
physical trait a characteristic of what the organism looks like
Lead a discussion about the traits students recorded, using the examples of
organisms that they selected. Invite volunteers to share some of the traits they
listed. Ask students to identify similarities and differences between the two kinds of
plants. For example:
• Similarities: both plants are green; both plants have leaves.
• Differences: one plant is bigger; one plant has more leaves.
Have students discuss whether those seedling plants share similarities or have
differences with the two outdoor plants or houseplants.
Then, ask students to talk about the similarities and differences among the three
animals. For example:
• Similarities: they all have eyes; they all have fur.
• Differences: one animal has legs; one animal has fins.
SUPPORT—If necessary, emphasize to students that individual organisms
have traits that are, in some ways, the same as or different than those of
other individuals.
Explain to students that some of the seeds they planted in Lesson 1 came from
the same parent plant. This makes all of those plants siblings. The plants are
not identical, but they are very similar because they are part of a family. Note
for students that they will dive deeper to investigate the similarities/differences
between parents, children (offspring), and siblings during Lesson 6.

4. Demonstrate examples and guide discussion. 5 MIN
Choose one or both of the following examples to stimulate further discussion.

Analyze with students 1) the physical traits that can be seen in each example, 2)
where these traits may come from, and 3) why some traits are similar or different.
(See Know the Science 2 for support with this analysis and discussion.)
• If there are any classroom pets in your school, provide students with the
opportunity to make observations. Ask students to identify traits they can
observe in the animal. For example:
» What color is the animal?
» What structures do you see?
» Is the animal’s body covering soft or hard? Does it have scales or feathers
or hair?
Online Resources • Show a video of an animal being observed for its traits. (See the Online Resources
for a link to a suggested video.) Ask what kinds of traits students can observe.
» Where do those traits come from?
» Does this animal have parents? Do those parents have some of these traits, too?
• Encourage students to link details in this analysis discussion back to the
observation activity they did at the beginning of the lesson.
» Are there more examples of physical traits that you would add to your chart?
» How are your examples of physical traits similar to the ones you saw from the
classroom pet or the video?
Know the Science

2. Where do inherited traits come from? Parents. All organisms—whether they are plants or
animals—inherit traits from their parents. It is possible that some offspring will look almost exactly like
their parents while other offspring may look a bit less like their parents. This is because the inheritance
process allows for variation between parents and offspring. You can also see and compare variation
between siblings. Some siblings look alike, while others may look less similar. Students will learn more
about the inheritance of traits in a later lesson, but for now they should understand that plant and
animal organisms get their traits from their parents.

Direct student attention to the Core Vocabulary term that was displayed on the
board or chart paper earlier in the lesson. Add the other two terms. Have students
write the terms in the upper left corner of index cards and underline them.
individual physical trait siblings
Word Work
• individual: (n. a single living organism) Explain that, in these lessons that
explore details about living things, any one living thing is an individual. Have
students write a definition on the card in their own words.
• siblings: (n. organisms that come from the same parents) Tell students the
definition of siblings, and ask them to suggest examples. (brothers, sisters, puppies
from the same litter)
• physical trait: (n. a feature of a living thing’s body) Point out that traits can
refer to physical and behavioral characteristics but that the focus of this unit
is on the physical traits of plants and animals. Physical traits include things
such as structures and body features. Ask volunteers to use trait in a sentence.
Encourage sentences that use trait in relation to plants or animals (not humans).
Have students copy the sentences on their card and underline the word trait.
Have students safely store their deck of Core Vocabulary cards in alphabetical order.
They will add to their deck in later lessons.

responses.
Answer Key
• Collect the completed Plant and Animal Traits (AP 5.1). Scan the charts that
students filled out to check for understanding, noting and/or providing
feedback on student responses that are not physical traits.
discussion. Use the discussion as an opportunity to reinforce main ideas
and correct misconceptions.

LESSON 6
Traits of Parents, Offspring, and

Siblings
Big Question: How are traits similar and different within families?
AT A GLANCE
✓ Analyze data to identify patterns in the traits of Disciplinary Core Ideas LS3.A: Inheritance of Traits
parents and offspring.
Disciplinary Core Ideas LS3.B: Variation of Traits
✓ Analyze data to describe variations among
organisms of the same species, including Crosscutting Concept: Patterns
within families. Science and Engineering Practices: Analyzing
✓ Compare and contrast the physical traits of and Interpreting Data
multiple organisms (review from Lesson 5),
Analyzing and Interpreting Data is important
specifically organisms from different species.
to this lesson because traits and heredity among
Lesson Activities organisms can be better understood when they
are described and represented systematically. In
• student observation this lesson, students use data-recording tools such
as the box and T-chart to organize similarities and
• reading, discussion
differences among living things.
• data analysis
this unit:
LESSON 6 | TRAITS OF PARENTS, OFFSPRING, AND SIBLINGS 55

Core Vocabulary
identical multiples siblings

individual offspring species
inherit physical trait vary/variation
deck will include the Core Vocabulary terms designated in green above.

“Traits of Parents, Offspring,
• variety of images depicting sibling animals
and Siblings”
(e.g., reference books, magazines)
Ch. 3 Activity Page • colored pencils or markers
Activity Page Box and T-Chart (AP 6.1) • internet access and the means to project
Make sufficient copies for your images/video for whole-class viewing
students prior to conducting • index cards for student vocabulary deck
the lesson. (5 per student)
AP 6.1
To prepare for this lesson, identify 3–4 images
of siblings, such as a litter of kittens, that can be
displayed to encourage whole-class and partner
discussions.


Online Resources How are traits similar and different within families? To build on what students
learned in Lesson 5, open this lesson with a brief video that shows a litter of
puppies in which there are clear variations in how the puppies look. (See the Online
Resources for a link to a suggested video.) You can remind students that physical
characteristics (features) are called traits. Use the video to elicit students’ prior
knowledge and to pique their interest about the topics in the Student Reader. Then,
use the following questions to encourage discussion:
» What physical features, or traits, do the puppies have in common?
(size, number of legs and ears, body shape, fur)
» How are their traits different? (different colors of fur, different patterns in their
fur, different heights)
» Do the puppies have more traits that are the same or different from one
another? Explain your thinking. (They have more traits that are the same, such
as the number of legs they have and the shape of their ears.)
Explain that there are two types of traits: those that describe the parts of organisms
and those that describe the behavior of organisms. Point out that fur colors and
patterns are physical traits and that ways the puppies act with people are behavioral
traits. Have students keep the video in mind as they go through the remainder of
the lesson. After reading Chapter 3 in the Student Reader, they will be asked to
remember and organize what they observed in the video.
2. Read and discuss: “Traits of Parents, Offspring, and Siblings.” 20 MIN

Student Reader Read together, or have students read independently, “Traits of Parents, Offspring,
and Siblings,” Chapter 2 in the Student Reader. The selection guides students to
consider that organisms often have certain physical traits in common. Another
important takeaway from this chapter is that many of an organism’s traits are
Ch. 3
inherited (passed to the individual) from its parents.
Before students read, write these terms on the board or chart paper. Encourage
students to pay special attention to these terms as they read.
Each time they encounter a term in the text, have them find the meaning in the
vocabulary box and then try to use the term in an original sentence. When students
encounter variation and vary, ask them to read the words aloud to identify the
common root in both.
identical inherit physical trait species

individual offspring siblings vary/variation

Pages 13–14 After students have read the pages, ask them to look carefully at the photo of the
chickens. Ask the following:
» How do the feather patterns of the individual chickens differ? (Some have
all white feathers; some have a mix of gray, brown, and white feathers; one has
feathers that are mostly black.)
» What traits are the same for all of the chickens? (red combs, yellow legs, gray
beaks, similar sizes)
Page 15 Prompt students to compare and contrast the parent with its offspring.
Ask the following:
» Which individual is the parent? (the tall bird) Which is the offspring?
(the smaller bird)
» How are their physical traits different? (the colors of their legs and feathers,
their sizes, the lengths of their necks, the colors of their beaks)
» Which physical traits did the baby inherit from its parent? (Answers may
include body shape, feathers, long legs, and long necks.)
CHALLENGE—If time permits, see if students can identify where, on the page, the
term young is being used as a noun and where it is being used as an adjective.
SUPPORT—When discussing the concept of inheritance with students,
encourage them to look for recognizable patterns of similarities and differences
among the parents and offspring. Patterns can be used to help identify the types
of traits that are inherited or passed down. (See Know the Standards 1.)
Pages 16–17 Ask students if they are familiar with green peas. Review the page with students,
and have them identify the types of physical traits that Mendel studied in pea plants
(height, color, size, etc.).
Know the Standards

1. How is the concept of heredity (Disciplinary Core Idea LS3) developed from one grade band
to the next? NGSS learning progressions for the topic of heredity begin in Grade 1. Primary students
observe that young plants and animals look like, but not exactly like, their parents. In Grade 3, students
explore the phenomenon of traits being passed from parents to their offspring. It is not until middle
school that the mechanisms for inheritance and variation of traits (i.e., chromosomes, genes, and
mutations) are introduced. High school instruction focuses on the nature and behavior of the DNA
molecule. At this stage in upper elementary grades, students are not expected to predict how or which
traits will be passed on through generations but instead recognize patterns within given examples.

Then have students look carefully at the photos of the four o’clock plants.
Ask the following:
• What traits could the offspring likely inherit from the parents? (colors and shapes)
SUPPORT—Reinforce the idea that offspring have both similarities to and
differences from their parents. Allow students to watch the video about the Denali
sled dog puppies again and compare the mother (on the leash) to the pups.
Page 18 Show students additional images of sibling animals with reference books or magazine
pictures. Have students identify the similarities and differences in physical traits
among the offspring. Encourage students to think about what the parents of the
siblings may have looked like in order for the offspring to appear the way they do.
Page 19 TEACHER NOTE: Use and encourage sensitivity if working in a classroom with
twin siblings.
Ask: Have you ever known siblings that are identical twins? Tell us about the
similarities and differences in the twins’ physical traits. (Look for evidence that
students understand that identical twins share nearly all the same physical traits. If
students describe fraternal twins, ask them to explain why they are not identical.)
Explain that even identical twins can have some minor differences.
CHALLENGE—Ask students to find examples of animals that give birth to
the greatest number of offspring at once, including mammals, birds, insects,
and reptiles.
Page 20 The concept of species can be challenging for young students. Point out that there
are species of plants, seaweeds, and mushrooms as well as animals. Also explain that
the name of a kind of living thing can often identify what species it is. For example,
African elephants and Asian elephants are different species, even though they are both
elephants. The traits that differ between these two species include their height, the
shape of their ears, and the number of toenails on each foot.
A species is defined by two biological elements. Species share many physical traits.
Species must also be able to reproduce and give birth to offspring that are capable
of reproducing themselves.
CHALLENGE—Challenge students to think of other examples of pairs of similar
species. Make a list on the front board or chart paper of the examples that
students come up with. Have students describe how the two species vary to the
class. (Possible examples: bald eagle/golden eagle [white feathers on the head], red
squirrel/gray squirrel [fur color], white oak tree/red oak tree [shape of leaves, color
of wood])
SUPPORT—Remind students of their observations of different animals (species)
during Lesson 5. The four examples of plants were different species. The three
different animals were different species, too.

3. Teach Core Vocabulary 5 MIN
Direct student attention to the Core Vocabulary words written on the board or chart
paper earlier in the lesson.
identical inherit physical trait species

individual offspring siblings vary/variation
Students prepared Core Vocabulary cards for individual, siblings, and physical trait in
the previous lesson. Invite students to add to or adjust their notes on these terms
based on new learning from the reading. Then, have students prepare a new card
for each of the remaining terms.
Word Work
• offspring: (n. a young organism produced by parents) Clarify that the noun
offspring can be both singular and plural. Have students write a sentence that
includes both the words parent and offspring. (Sample: I am the offspring
of my parents.)
• inherit: (v. to receive from parents) Have students list two or three examples
of traits that offspring inherit from parents. (Sample answers: number of legs, fur
color, leaf shape)
• identical: (adj. exactly the same) Ask students what must occur for two
individuals to have identical traits, and have them write the answer on their Core
Vocabulary card. (The two individuals must be twin siblings who inherited the same
traits from their parents.)
• species: (n. a group of similar individuals that can reproduce together) Use
the example of dogs and cats to help students understand species. Dogs of
different breeds can have very different traits, especially size. But dogs can
interbreed, so they are considered the same species. However, dogs and cats
cannot interbreed. They are both four-legged, furry, carnivorous animals, but
they cannot produce offspring together. They are different species.
• vary: (v. to change or differ); variation: (n. a difference between things or in one
thing over time) Have students complete each of the following sentences with
an example.
(Sample answer: Fur color) is a variation between puppies from the
same parents.
(Sample answer: Size) is a trait that can vary between dogs or across one
dog’s life cycle.

4. Facilitate student analysis. 10 MIN
Activity Page Distribute and review Box and T-Chart (AP 6.1). Tell students that they will rewatch
the video from Step 1 and, as a class, will fill out the Activity Page while you draw
your own box and T-chart on the front board or chart paper to work through the
concepts with students. Draw or display a large box and T-chart that the whole class
AP 6.1
can see. (See Know the Standards 2 for support.)
Allow students to watch the video from Step 1 again. Pause the video at 4:02 so
students can study the puppies. Ask students to pay particular attention to the
black puppy and label one side of the box and T-chart “Black puppy,” labeling the
other side “Siblings.” Ask volunteers to identify as many physical traits of the black
puppy as possible, and capture their ideas on a separate section of the board or
chart paper while students record it on their Activity Pages. Then, ask students to
think about the similar traits that the siblings had compared to the black puppy.
Add these traits to the box for similarities. Then, prompt students to consider the
differences between the siblings when compared to the black puppy. As students
identify differences, write them in the correct column of the T-chart, noting and
organizing traits of the siblings and unique traits of the black puppy while students
capture this information on their Activity Pages.
SUPPORT—If needed, prompt students to carefully compare the sibling
puppies’ heights, fur colors, markings, and so on.
• Ask: Where did the puppies get their traits? (They inherited them from
their parents.)
• The video shows the mother dog but not the father. Ask: Based on how the
offspring look, can you predict how their father looked? (Answers will vary, but
students should recognize that parents and offspring have similar traits.)
Know the Standards

2. Why are we making a T-chart? Data organization and analysis! T-charts are a simple and
effective way for students to compare and contrast observations in science. Scientists who focus on
heredity use many graphical or visual tools for organizing and categorizing information. They then
study and analyze these graphical representations of their data in order to look for similarities and
differences among families, populations, and species. Graphical and visual tools can help scientists spot
patterns more easily as they try to make sense of natural phenomena.

responses.
Answer Key
• Collect the Box and T-Chart (AP 6.1). Review student responses for completeness
and proper understanding of the similarities and differences in the physical traits
of the puppies. Make sure students used complete sentences to summarize their
thinking in a statement or two at the bottom of the chart.

LESSON 7
Studying Family Traits

Big Question: How do the traits of an individual compare to those of its parents and siblings?
AT A GLANCE
✓ Collect data and organize them in a table to Disciplinary Core Idea LS3.A: Inheritance of Traits
reveal patterns of traits shared by parents and
offspring. Disciplinary Core Idea LS3.B: Variation of Traits
✓ Create a graphical representation that shows Crosscutting Concept: Patterns

variation of traits among siblings. Science and Engineering Practices: Analyzing
and Interpreting Data
Lesson Activities
Patterns and Analyzing and Interpreting Data
• student investigation are important to the topic of traits and heredity
• discussion and writing because patterns can be better identified, studied,
and classified when they are represented graphically
and logically. In this lesson, students focus on the
traits shared by parents and offspring.
this unit:
Core Vocabulary
lesson. The intent is for you to model the use of these words without the expectation that students will
use or explain the words themselves. No new Core Vocabulary Terms are introduced during this lesson.
identical offspring species

individual physical trait vary/variation
inherit siblings
LESSON 7 | STUDYING FAMILY TRAITS 63

Cheetah Traits (AP 7.1)
• poster board
Make sufficient copies for your • markers, assorted colors
AP 7.1 students prior to conducting
the lesson.
Read the instructional steps on
the Activity Page in advance
to prepare to facilitate the
student investigation.

Online Resources How do the traits of an individual compare to those of its parents and siblings?
To build on what students learned in Lesson 6, open this lesson by showing
students an image of a parent cat with its kittens. (See the Online Resources for a
link to a suggested image.) Review terminology and concepts related to traits and
inheritance by using the following questions to prompt discussion:
• What traits did the parent pass down to its offspring? (two pointy ears; two eyes;
four paws; fur color, stripes)
• What is different between the parent and the offspring? (eye color)
• What traits do the sibling kittens have in common? (fur color, dark stripes)
• What traits are different among the siblings? (different stripe patterns)
Ask students how they know that the kittens inherited some of the traits from
their parent. (Parents pass their traits down to offspring. There are physical similarities
between the parent and the offspring.) Then ask students to consider why certain
siblings look different from others (variation of traits). Reiterate that not all
siblings inherit the exact same traits but that their traits are inherited from their
shared parent(s).
Prompt students to pose their own questions about traits and inheritance. Have
students turn to a neighbor and discuss other ways that variations of traits exist in
the animal kingdom. Ask pairs of students to address the following question: “Do
zebra siblings have similar patterns of stripes?” Then encourage students to think
about nonhuman examples; other examples may include bunnies, lions, and giraffes.

3. Preview the investigation. 5 MIN
Activity Page Distribute an image of a single cheetah to promote student thinking and
engagement. (See the Online Resources for a link to a suggested image.)
Distribute and review Cheetah Traits (AP 7.1). Tell students that they will investigate
AP 7.1 and analyze physical traits among animal siblings, specifically cheetah siblings. (See
Online Resources
Know the Science for support with analysis.) Students will investigate this concept
by doing the following:
• reading a scenario
• organizing data
• answering questions
• interpreting the data to make a graphical representation
• displaying the graphical representation to the class
For specific background information about cheetahs, follow the links in the Online
Resources Guide for this unit:
Divide students into pairs. Ensure all pairs of students have poster board and
markers of assorted colors.
As students work on their Activity Pages, circulate throughout the room to ensure
that students are correctly completing the data table. The data table will help
students organize the information so that they can easily see patterns. These
patterns will be displayed in their graphical representations.
Know the Science

What are students learning through this investigation? That data can serve as evidence and that
there are patterns in trait variations! Patterns can be used in science to help classify and sort natural
phenomena. There is variation among siblings because offspring do not inherit identical traits from
their parents. Patterns can be identified based on traits that are similar and those that are different by
looking at a variety of factors. Some of the factors that scientists consider when studying physical traits
include—but are not limited to—gender, behavior, height, weight, and coloration. Scientists study
patterns in these traits to help reveal why certain types of physical traits exist among siblings and why
others do not. By organizing trait data into tables, patterns can be more easily identified and used to
make scientific conclusions.

SUPPORT—If needed, help students by modeling where certain data belongs
within the data table. Point out the rows and columns in the table. Make sure
students understand how the data is to be identified in the scenario and how
it is related to the table. Prompt students to mark up and take notes on their
Activity Pages to help them organize the information. For example, you may use
the following prompts to help:
• Circle all the data that provide information about fur color.
• Underline all the data that refer to the number of spots.
• Highlight all the data that mention size.
Give students time to complete their data tables based on the field journal. After
approximately ten minutes, prompt students to start working on their graphical
representations. Remind students that for their graphical representations, they can
choose either a pie chart or a bar graph.
SUPPORT—Organizing data into graphical representations is a skill that can be
tricky for some students. If needed, show students examples of a pie chart and a
bar graph by drawing them on the front board or chart paper. If students require
further help with graphical representations and how to use or display the data,
work with the pairs to provide more specific assistance.
Ensure students understand how they are to use the data from the table for their
graphical representations. Guide students to focus on graphical representations and
data that show variation of traits among siblings. Make sure students interpret data
accurately, graph the data on their poster board, and identify patterns. For example,
students may choose to focus on patterns related to male vs. female cubs or on the
patterns related to each of the litters (or both).
Use Science Practice
Putting data together is a key practice in science. Scientists need to figure out the
most effective ways to put their data together to communicate their information/
results and use the information to analyze/interpret data.

5. Discuss and present. 5 MIN
Once pairs of students have had time to complete their data tables and make their
graphical representations, bring the class back together for a whole-class discussion
to summarize what students discovered. Students should be able to express
patterns and support them with evidence from the data. Encourage student pairs to
showcase their poster board graphs to the rest of the class.
Ask if any patterns can be found in the data. (yes)
» What pattern did you find in this family of cheetahs? (Example: Male cubs had
more spots than female cubs. Each litter had more male cubs than female cubs.)
» What could you tell about the siblings’ traits? (Some have similar traits, such as
relative size, while others have different traits, such as different numbers of spots.)
» Did the siblings have the same traits as their parents? (Some do, and others
do not, to varying degrees. For example, in Litter 1, the males had the same
number of spots as the father [2,200], but in Litter 2, the males all had fewer
spots [2,000].)
Encourage Science Practice
Using student responses as examples, elicit from students that patterns can be
found among the traits and the variations in siblings. Ask volunteers to summarize
this point in their own words, and capture a whole-class summary statement on
the board or chart paper. Specifically, note the data used to support their final
summary/explanation of this phenomenon. The summary statement may be similar
to the following:
A cheetah cub has similar, but not always the exact same, traits as their parents.
For example, offspring may or may not have the same number of spots as their
parents. Cubs also look a lot alike, but not exactly the same as their siblings.
Brother and sister cubs may be the same relative size but have different
fur colors.
Another example of a summary statement:
Families of cheetahs have similar traits, such as number of legs, eyes, ears,
and spots. But there may be variations between family members, such as the
number of spots, color of fur, and size of different siblings.
Ask if students have any questions about the scenario, and support students who
have any misunderstandings.
TEACHER NOTE—Make sure students put their names on the poster board
displays, and save these somewhere safe. You will use them again for reference
in Lesson 8.

responses.
Answer Key
• Collect the completed Cheetah Traits (AP 7.1). Scan the completed data tables,
and check for accuracy and organization.
• Check the graphical representations that student pairs made on the poster boards.
Data in the graphs should reflect data from the table and scenario. If the graphs
contain inaccuracies or missing labels, engage in further discussion, emphasizing
the connections between the data and the patterns of traits and variations.

LESSON 8
Traits Vary Within Populations

and Species
Big Question: How do traits vary within groups of the same type of organism?
AT A GLANCE
✓ Give examples of variation of traits within a Disciplinary Core Idea LS3.A: Inheritance of Traits
population.
Disciplinary Core Idea LS3.B: Variation of Traits
✓ Describe the relationship between
populations and ecosystems. Crosscutting Concept: Patterns
✓ Tell that variation of traits can help certain Science and Engineering Practices: Analyzing
individuals survive and reproduce. and Interpreting Data
✓ Define species. Patterns are important to the topic of traits and
heredity because patterns allow people to identify
✓ Create a graphical representation that shows variations among organisms. Students begin this
variation of traits among individuals in a two-day lesson by observing variations within a
population. group of leaves from the same species. Then they
read about traits among populations and species.
Lesson Activities (2 days) On Day 2, students focus on trait variation within
• student observation a population, using graphical representations
to organize and present data to arrive at logical
• reading, discussion, writing conclusions about variation of traits.
• vocabulary instruction
• student investigation follow the links in the Online Resources Guide for
this unit:
LESSON 8 | TRAITS VARY WITHIN POPULATIONS AND SPECIES 69

Core Vocabulary
ecosystem population

Traits Vary Within Populations Day 1:
and Species
• assortment of plant leaves
Ch. 4 Activity Pages • plastic baggies
Activity Pages Looking at Leaves (AP 8.1) • marbles in assorted colors
Activity Page 8.2 • internet access and the means to project
Traits in a Population (AP 8.2) images/video for whole-class viewing
AP 8.1
Make sufficient copies • index cards for student vocabulary deck
AP 8.2
for your students prior to (1 per student)
conducting the lesson. Read Day 2:
the instructional steps on
• Lesson 7 graphical displays (from each pair
of students), for reference only
student investigation. • poster board
Advance Preparation
Prior to this lesson, collect plant/tree leaves from one population of one species. The
goal is for students to be able to see that within a population, there are different
leaves that clearly belong to different families based on similar traits. Sort the leaves
into plastic baggies, each with leaves that belong to the same type of plant within a
population, one baggie per pair of students.
SAFETY NOTE: Use caution when collecting leaves outside, and ensure that the
leaves are not poisonous.
THE CORE LESSON TWO DAYS, 45 MIN EACH

Activity Page How do traits vary within groups of the same type of organism? Remind
students that they already learned how traits can vary within families. Distribute and
review Looking at Leaves (AP 8.1). Tell students that they will make observations of the
plant leaves that they see. They will use their Activity Page to record similarities and
AP 8.1
differences and to answer questions.
Place students into pairs, and distribute the plastic baggies of assorted plant leaves.
Explain to students that these leaves were collected outside.
Circulate throughout the room as students make their observations of the leaves.
Encourage them to study the leaves up close, including measuring them. As students
work on the questions at the bottom of the Activity Page, ask the following:
• How do traits vary among these leaves from the same population? (size, shape,
or color of the leaves)
Lead a discussion about the examples of similar and different traits that students
recorded. Prompt students to think about the things that make the leaves look
similar and the things that make the leaves look different. In other words, among
leaves from the same species from the same population, ask students to share their
responses to the questions at the end of the Activity Page to ensure understanding.
3. Read and discuss: “Traits Vary Within Populations and Species.” 25 MIN
Student Reader Read together, or have students read independently, “Traits Vary Within Populations
and Species,” Chapter 4 in the Student Reader. The selection reinforces the idea
of variation of traits among populations and species and how those traits vary. It
introduces the meaning of the term ecosystem and differentiates populations and
Ch. 4
species. The reading also presents several examples of traits that vary within a
population and discusses that certain traits can be beneficial to individual organisms.
Before students read, write population on the board or chart paper. Have students
write the term in the upper left corner of an index card and underline it. Encourage
students to pay special attention to the word as they read.

Page 21 Discuss with students the meaning of the term population. Have a volunteer read the
definition out loud from the vocabulary box on the page. Tell students that they may
already be familiar with the term population from hearing it in day-to-day language.
Have students come up with some examples of variations of penguin traits.
Encourage students to think of traits that might be helpful to individual penguins
(larger beaks for catching bigger fish).
Page 22 Pause with students after reading the sentence about ecosystems. Focus on the
term ecosystem before moving on to the rest of the reading on the page. Make sure
students have a clear understanding of what an ecosystem is. Ask students to name
examples of living and nonliving things that make up the ecosystem where you
live. (living things: plants, insects; nonliving things: air, water)
SUPPORT—Ecosystem is not a Core Vocabulary word. The emphasis is on
populations. However, it is important for students to understand that several
populations can share the same space. When they do, they interact and
affect each other.
Page 23 After students have read the page, ask them to look carefully at the photo of the
katydids. Ask the following:
» Which trait is helping one katydid survive better than the other? (body color)
» What do you think will happen to the pink katydid? (It will not survive as long
as the green katydid.) Why do you think that is? (Because it cannot blend in
with its environment and hide, it may be eaten quickly.)
» What would happen if a new bird came into the meadow that could not
see the color pink and yet loved to eat katydids? (The bird might start eating
the green katydids.)
Page 24 Ask students to come up with more examples of individual traits that can help
animals. Use prompts if necessary, such as the following:
» What would happen if a giraffe has a longer neck than another giraffe?
(Giraffes with longer necks will be more appealing to other giraffes, which may
better help them to find a mate.)
» What would happen if a zebra is born with more muscular legs and can
therefore run faster than other zebras? (Zebras that can run faster because they
have more muscular legs can outrun predators and stay safer than other zebras.)
Page 25 Ask students what they notice about the different traits of the saguaros. Students
should identify that one is taller than the others. After reading the page, have
students tell whether these saguaros are the same species. (yes) Then have them tell
whether the saguaros are in the same population. (yes). Ask students whether a tall
or a short saguaro would be able to get more water. (tall) Ask if height is a trait that
differs in saguaros. (yes) Elicit from students that this means taller saguaros are more
likely to get more water to survive than saguaros that do not grow as tall.

Page 26 Have students turn to their neighbor and discuss the following question prompts:
» Are these frogs part of the same species? (yes)
» Are the frogs all the same size? (no)
» Are they all the same color? (no)
» Do they all have the same color pattern? (no)
Reiterate for students that patterns in trait variations help identify and sort species.
Analyze with students 1) similar traits, 2) different traits, and 3) patterns that they
observe within a large population or species. (See Know the Science 1 and 2 for
support with the analysis.)
• Sort colored marbles into families within a population on a table. Each family
should be made up primarily of one color but with a couple of random color
variations. Ask students to tell what they can observe in this demonstration.
» How can you tell which marbles belong to which family? (Most of the
marbles in a family are the same color.)
» Are there variations among the families in this population of marbles? (yes)
» What do all the marbles in this population have in common? (shape, size)
Online Resources • Show a video of a large herd of wild horses running. Ask what trait variations
students can observe.
» Are these horses all part of the same population? (yes)
» Can you notice any trait variations in the horses? (yes)
» What traits are different? (color, spots, size)
» What traits are similar? (shape, type of horse, physical features)
Know the Science

1. What are we doing with the marbles? Looking for patterns! Patterns in traits can be identified
by looking for similarities and differences. Those similarities and differences can tell scientists about
organisms and their traits.
2. Why are students watching a video about wild horses? To show how variations in traits exist
among populations! These horses make up a population. In this video, students get to see how a trait
within a population of horses can be similar and how it can vary. Color is the most obvious trait that
students likely will recognize when watching wild horses.

• Prompt students to link details in this analysis discussion back to the leaf activity
and the reading selection.
» What are some of the ways that individual plants or animals vary within a
population? (They can vary in size, color, or shape.)
» Did you identify any variations or similarities among individuals of the same
population in the leaf activity? (Accept all correct answers.)

Online Resources How do traits vary within groups of the same type of organism? To build on
what students learned in Lesson 8, open this lesson by showing students an image
of seashells. (See the Online Resources for a link to a suggested image.) Remind
students that variation within individuals of a population is being shown. Discuss
with students concepts of variation of traits among individuals of a population by
using the following questions to prompt discussion:
» What traits within this population are similar? (size, shape, texture)
» What traits within this population are different? (color, shape, patterns)
Prepare Core Vocabulary Card
Before students begin their investigations, write population on the board or chart paper.
Have students write the term in the upper left corner of an index card and underline it.
Word Work
• population: (n. a group of a single type of organism living in the same place at the
same time) Prompt students to think about ways that trait variations exist among
populations. For example, sunflowers can grow in fields and have different parents,
making a sunflower field a large population of sunflowers. Within this population,
sunflowers can vary in traits such as height and number of flowers per stem. Have
students write a short sentence that includes the word population.
3. Preview the investigation. 5 MIN

Activity Page Distribute and review Traits in a Population (AP 8.2). Remind students that in Lesson
7, they focused on the physical traits of cheetahs within a family (parents and
siblings). Tell students that today they will continue their investigation of cheetahs as
it relates to a population. (See Know the Science 3.)
AP 8.2
Know the Science

3. What are students learning in this investigation? That variations in traits exist among individuals
of a population! Understanding variation of a trait within a population can help scientists sort and study
information about those traits that benefit or harm organisms within a population in an ecosystem.
Students will investigate this concept by doing the following:
• reading a scenario
• organizing data
• answering questions
• using data to make a graphical representation
• displaying the graphical representation to the class
Tell students they will get to use their Lesson 7 graphical displays as a reminder
of the data they collected on the cheetahs within a family.
Divide students into the same pairs they had for Lesson 7. (If any students are
missing a partner from Lesson 7, group students with other pairs.) Ensure that all
pairs of students have the following materials:
• poster board
• assorted colored markers
• Lesson 7 graphical display boards (for reference only)
Pass out the Lesson 7 graphical display boards to the correct groups. Explain to
students that they will not have to add or change anything on their Lesson 7 boards,
but that they can use them for reference for how to make a graphical representation.
As students work on their Activity Pages, circulate throughout the room to ensure
that they are correctly completing the data table. The data table will help students
organize the information from the scenario so that they can easily see patterns that
they wish to display in their graphical representations. If students incorrectly fill out
the data table, their data in the graphical representation will not be accurate.
SUPPORT—If needed, help students by showing them where certain data
belongs within the data table. Point out the table’s rows and columns, and make
sure students understand how the data is to be identified in the scenario and
then plugged into the table. Prompt students to mark up their Activity Pages to
help them organize the information. You can use the following prompts:
• Circle all the data in the scenario that talks about fur color.
• Underline all the data in the scenario that talks about number of spots.
• Highlight all the data in the scenario that talks about size.
Give students time to complete the data tables based on the scenarios. When
ten minutes have passed, prompt students to start working on their graphical
representations. Remind students that for their graphical representations, they
can choose either a pie chart or a bar graph.
Ensure students understand how they are to use the data from the table for their
graphical representations. Guide students to focus on graphical representations
and data that show variation of traits among the population of cheetahs.
Tell students that all four families of cheetahs should be represented.

5. Encourage discussion. 5 MIN
Once students have had time to complete their data tables and make their
graphical representations, bring the class back together for a whole-class
discussion to summarize what students discovered. Students should be able
to explain their observations and support them with evidence from the data.
Encourage student pairs to showcase their poster board graphical representations
to the rest of the class.
Ask if any patterns could be found in the data. (yes)
» What did the population of cheetahs have in common? (Families 1 and 4
had cheetahs with more light tan fur.)
» How did the population of cheetahs differ? (size, coloring, spots)
» Why is there variation among populations? (Variations begin within families,
and when many families make up a population, there are many different traits.)
Elicit from students that populations have variations in traits.
Ask if students have any questions about the scenario, and address any
misunderstandings.

See the Activity Page Answer Key (AP 8.1 and 8.2) for correct answers and sample
student responses.
Answer Key
• Collect the completed Looking at Leaves (AP 8.2). Scan the T-charts that
students completed, and check for correct understanding. Then check the
answers that students provided, and check for correct understanding of families
and patterns among traits.
and correct misconceptions, such as distinguishing between families and
populations and between populations and species.
• Collect the completed Traits in a Population (AP 8.2). Scan the data tables
that students completed and check for accurate numbers. Then check
the graphical representations that students made, and make sure the
numbers correlate. Data in the graphs should reflect data from the table and
scenario. If the graphs contain missing labels, engage in further discussion,
emphasizing the parts that are missing and why they are important to
graphical representations.

PART C
The Environment Affects Traits

OVERVIEW
9. Investigating Plant Growth How does the environment Gather materials for hands-on
affect some traits of plants? investigation. (See Materials and
Equipment, page 13.)
10. Environments and Traits How does the environment affect Read Student Reader, Chapter 5.
the traits of living things?
11. Environments and Traits— How did the environment affect Gather materials for hands-on
Investigation Results the traits of the plant in my investigation. (See Materials and
investigation? Equipment, page 13.)
Part C: What’s the Story?

Students learned in Part B “Organisms Have Traits” (Lessons 5–8) that plants and animals have traits.
They learned that these traits are inherited from parents and that the physical traits within a family and
population can vary.
In Part C “The Environment Affects Traits” (Lessons 9–11), students take a closer look at the ways in
which the environment affects the physical traits of plants and animals.
In Lesson 9, we start by revisiting the bean plants that were planted in Lesson 1. So far, the plants
have been maintained in a controlled environment. Now, students will get to see what happens to
their plants when some of those environmental controls change and vary. Students will implement
changes to the amount of light and water that the plants receive and monitor the plants to observe
any changes that suggest the environment can affect the traits of the plants.
In Lesson 10, students read and learn about the environment and its effect on traits. This lesson
provides a general explanation of the relationship between traits and the environment through the
use of specific examples. There is a cause-and-effect relationship between the environment and its
various changes and the physical traits of organisms.
In Lesson 11, which concludes Part C, students get to conduct a hands-on investigation in which they
will observe and record the results of their bean plant investigation. Students will use evidence to
explain the cause-and-effect relationship between the environment and the physical traits of plants,
and they will create a poster that highlights changes in physical traits.
So, to repeat, the environment affects certain physical traits of organisms, and changes in the
environment can negatively or positively influence how an organism grows. Help your students
grasp this concept, and you will lay the groundwork for meeting the NGSS expectations addressed in
the rest of this unit.
PART C | THE ENVIRONMENT AFFECTS TRAITS 77

LESSON 9
Investigating Plant Growth

Big Question: How does the environment affect some traits of plants?
AT A GLANCE
✓ Describe examples that indicate that Disciplinary Core Idea LS3.A: Inheritance of Traits
the environment can affect some of an
organism’s traits.
✓ Analyze and interpret evidence that Crosscutting Concept: Cause and Effect
demonstrates how the environment can Science and Engineering Practices: Constructing
affect an individual’s traits. Explanations and Designing Solutions
✓ Use evidence to explain the cause-and-effect Cause and Effect is important to this lesson
relationship between the amount of light a because cause-and-effect relationships are used to
plant receives and its growth. explain changes when an organism lives and grows.
In this lesson, students will make changes to the
Lesson Activities environment of their growing plants to find out (in
Lesson 11) whether there is a relationship between
• student investigation
those changes and the ability of the plants to grow.
this unit:
Core Vocabulary
change individual trait
environment life cycle variation

Environmental Changes (AP 9.1)
• cardboard boxes
Make sufficient copies • measuring cups/measuring tools
AP 9.1 for your students prior to
• water
conducting the lesson. Read
the instructional steps on • poster board
the Activity Page in advance • timer
to prepare to facilitate the • individual cups of plants
• cell phone with camera
• OPTIONAL: printer to print photos of
developing plants
(1 per student)
Advance Preparation
In this lesson, some of the students in the classroom will completely deprive
plants of light and water while others partially deprive plants of light and water.
This will cause some of their plants to become weak and possibly die. For the
remainder of the unit, those students whose plants have died will have to examine
other students’ plants to observe their growth and to continue the long-term
investigation that began in Lesson 1. It may help to assign students to “share” a
plant following this lesson.
Additionally, you may choose to use cell phone cameras in the classroom so that
students can take pictures of their plants each time they observe them. This would
serve as a way to visually record the changes to the plants that are deprived of water
and light. Students could then use these pictures in the poster displays that they make
in Lesson 11. If this option is available to students, remind them to record the dates
the pictures were taken so that they can tell how the changes took place over time.
How does the environment affect some traits of plants? Ask students what
kinds of things plants need to grow (food, light, water, gases in the atmosphere). Tell
students that these are things found in the natural environment. If we change any of
these, such as the amount of food or light a plant gets every day, it could affect how
well the plant grows and survives. It could also affect the plant’s traits.
LESSON 9 | INVESTIGATING PLANT GROWTH 79
Introduce the lesson to students by telling them that they will make environmental
changes to some of the plants in the classroom to see what happens. Then they will
look for evidence that these environmental changes either do or do not have an
effect on plants and their traits.
Preview Core Vocabulary
Display the word environment on the board or chart paper. Have students write each
term in the upper left corner of an index card and underline it. Instruct students to listen
for the term during the investigation and discussion and to try to determine what it
means through context. Students will do Word Work for the term in the next lesson.

Activity Page Have students find their plants, and tell them to form groups of six. Distribute and
review Environmental Changes (AP 9.1), emphasizing the following points:
• Two students in the group will completely deprive their plants of light and water.
AP 9.1 • Two students in the group will deny their plants light most of each day, and they
will give them only a fraction of the water the other plants receive.
• Two students in the group will continue to give their plants the same amount of
light and water as before.
• Each student will fill out his or her own observation chart.
Encourage students to use the materials available to them to come up with

creative ways to control the changed environment. For example, students can
put cardboard boxes over the plants so that the plants no longer receive light.
Or students can simply move their plants to a dark area of the classroom. Make
sure there are dark areas of the classroom, such as a cupboard, for students to
keep their plants in if they are part of the group that has to deprive their plants
of some amount of light.
Circulate throughout the room as groups work together to decide on the types
of changes to make to their environment and ways to monitor the variables. Ask
prompting questions (see Know the Science for support), such as these:
Know the Science

What will happen to the plants? One of three things will happen! The plants that continue to receive
enough light and water will continue to grow and develop. The plants that receive less light and water
may continue to grow, or they become wilted and brown. However, the plants that are completely
deprived of light and water will show signs that they are not thriving, such as not growing as tall, having
weakened stems, falling over, and probably dying. Each organism interacts in a specific way with the
environment, and when environments change, so do the traits of those organisms. In this lesson,
students should focus on comparing traits to see cause-and-effect relationships.

• What do you think will happen to the plants that do not get any or enough
light? (They will not grow as well and may die.)
• What do you think will happen to the plants that do not get any or enough
water? (They will shrivel and likely die.)
• Which plants do you think will be stronger? Weaker? (The plants that get the
same amount of light and water as before will be stronger; those that get less will be
weaker; those that don’t get any will die.)
• What do you think will happen to specific plant traits? For example, what will
happen to the leaves, stems, and possibly even the roots? (The traits of the plants
that get the same amount of light and water as before will be strong and green;
the traits of the plants that get less will be weaker and less green, possibly even turn
brown; the traits of the plants that get no light or water at all will be weakest and will
turn brown and die.)
As students answer the questions on the first page of the Activity Pages, provide
guidance by telling them the following:
• The amount of light can be recorded in seconds, minutes, or hours.
• The amount of water must be a measurable unit, such as a teaspoon, a tablespoon,
or a cup. Students can use their measuring cups or measuring tools to ensure that
the plants get the same amount of water each time.
Put the plants in Group A back in the light (or wherever they had been before).
Lead a discussion about the different ways that groups chose to change their
plants’ environment. Invite volunteers to share their ideas for monitoring the
amount of light and water the plants get. Draw attention to examples with
similarities, such as measuring and recording how much water the plant receives
each week and measuring and recording how many minutes or hours of light it
receives during that same time.
5. Provide ongoing monitoring. 5 MIN
For students to track the growth of their plants, they will need to spend a few
minutes every two or three days tending to their plants. This includes doing
the following:
• watering the plants
• exposing the plants to light
• recording how the plants are doing
Be sure to schedule time during the class period to allow students to monitor
their plants.
Refer to the Observation Schedule for Teacher Use on the following page to help
organize or plan the dates for student monitoring.
LESSON 9 | INVESTIGATING PLANT GROWTH 81

responses.
Answer Key
• Scan the completed Activity Pages. Ensure that they are completed, and check
for understanding.
and correct misconceptions. These questions may include the following:
How did the traits in your plants change? What caused the traits to change?
Observation Schedule for Teacher Use
Write the dates on the lines for when you plan to have students observe their plants,
water their plants, and give their plants exposure to light. It is best to spread these
dates out so that students make their observations every few days. This activity
should be spread out over a couple of weeks.
Observation Day 1
Observation Day 2
Observation Day 3
Observation Day 4
Observation Day 5

LESSON 10
Environments and Traits

Big Question: How does the environment affect the traits of living things?
AT A GLANCE
✓ Describe examples that indicate that the Disciplinary Core Idea LS3.A: Inheritance
environment can affect an organism’s of Traits
physical and behavioral traits.
✓ Use evidence to explain the cause-and-effect
relationship between the amount of food an Crosscutting Concept: Cause and Effect
animal eats and its growth. Science and Engineering Practices:
Constructing Explanations and Designing Solutions
Lesson Activities
Cause and Effect is important to the topic of the
• student observation environment’s influence on traits because it can be
• reading, discussion, writing used to explain why certain physical or behavioral
• vocabulary instruction trait changes occur. Students begin this lesson by
observing examples of things they find in their
environment and discussing what would happen
if things in the environment changed. Then they
read about the ways in which the environment can
affect the traits of animals and plants.
References, follow the links in the Online
LESSON 10 | ENVIRONMENTS AND TRAITS 83

Core Vocabulary
environment trait

”Environments and Traits”
Activity Page images/video for whole-class viewing
Ch. 5 What Is All Around Me?
Activity Page (AP 10.1)
Make sufficient copies
for your students prior to
AP 10.1
the instructional steps on

Activity Page How does the environment affect the traits of living things? Remind students that as
part of Lesson 9, they made changes to certain factors (water, light) in the environment
of their bean plants to track what kinds of changes come as a result.
AP 10.1 Distribute and review What Is All Around Me? (AP 10.1). Tell students that they will
make observations of their environment—what is all around them. Then they will
use their observations to think about what would happen to physical or behavioral
traits if one of the things in the environment changed. Tell students there are no
right or wrong answers to the Activity Page. They should record what they notice
about their surroundings.
As students work on their Activity Pages, remind them that they are not limited
to writing down only what is in the classroom. Tell them that they should think
about their environment at home, in their neighborhood, outside, etc. As students
work on the questions on the second page of the Activity Page, tell them that their
environmental changes do not have to be realistic. Use the following prompts:
• An example of a change to the environment could be getting rid of all the water
at the lake. What would happen if all of the water in the lake disappeared? (It
would affect all the fish and animals that live there.)
• Another example of a change to the environment could be cutting down the trees
at school to make more room for playground equipment. What would happen if
the trees were cut down at school? (Students would no longer have shade outside.)
• Changing amounts of rain or sunlight can also be an example. What would
happen if an area got too much sunlight and not enough rain or got too much
rain and not enough sunlight? (How well plants grow may change, resulting in
some plants turning brown or dying.)
The goal of this exercise is for students to understand that there is a cause-and-effect
relationship between the environment and the physical and behavioral traits of the
organisms that live there.
Lead a discussion about the examples of things found in the environment that
students recorded. Draw attention to similarities. Ask students to share their responses
to the questions at the end of the Activity Page, and ensure understanding of cause-
and-effect relationships with regard to traits. Use prompting questions based on
student examples to further stimulate discussion or enhance awareness. For example, if
students wrote that the environment changed as a result of a flood, ask them how the
flood would affect the specific things that live there, such as trees, people, and animals.
3. Read and discuss: “Environments and Traits.” 15 MIN

Student Reader Read together, or have students read independently, “Environments and Traits,”
Chapter 5 in the Student Reader. The selection reinforces the idea that environments
have an affect on the organisms that live in them. The Student Reader introduces
the meaning of the term environment and makes comparisons so that students can
Ch. 5
see how one kind of environment influences an organism one way while another
kind of environment influences it differently. The reading presents several examples
of physical and behavioral traits to help make the cause-and-effect relationship
between environmental factors and traits clearer.
Before students read, write environment on the board or chart paper. Encourage
students to pay special attention to this term as they read.

Page 27 Discuss with students the meaning of the term environment. Have a volunteer read
aloud the definition from the vocabulary box on the page. Tell students that they may
already be familiar with the term environment from hearing it in day-to-day language.
SUPPORT—If necessary, have students name examples of nonliving things in an
environment. Draw connections between the examples that students recorded
in their Activity Pages and the examples that students name now.
When students read the paragraph that says that some environments contain more
shrimp than others, take a moment to explain why this is so. Tell students that
flamingos living in the wild, which feed on shrimp, are often brighter in color than
the flamingos living at a zoo. This is because zoo flamingos are fed food pellets
instead of actual shrimp. The pellets do not contain the same nutrients that the
wild flamingos get from the shrimp they eat. Therefore, the zoo flamingos are often
lighter in color.
Make sure students understand that there are some inherited traits of an animal
that do not change based on the food they eat. For example, most animals
have eyes. Changing their diet would not cause their eyes to go away, though
it may affect how well they see. Use the following question prompt to ensure
understanding:
• What are some physical traits that do not change based on a flamingo’s
environment? (long legs, beak shape)
Pages 28–29 Be sensitive in the classroom when talking about issues involving weight.
After reading the spread, ask students if any of them have animals they or their
families take care of. If so, ask the following questions:
» How often does your animal get exercise?
» How many meals a day does your animal eat?
» Do you ever feed your animal people food as a treat?
Draw attention to the fact that the two environments being discussed are very
different. The cat’s environment is indoors, and the urban monkeys’ environment
is outdoors. However, both environments have caused the animals to become
overweight. The similarity here is not about indoor environments or outdoor
environments; it is more about the factors within those environments themselves.
SUPPORT—If necessary, explain to students that monkeys naturally live
outdoors. But wild monkeys that live in the jungle have different diets from the
monkeys that have moved into cities. The city monkeys eat people food, and the
jungle monkeys eat wild foods. This is the main difference. One environment—
the city—is designed for people. The other environment—the jungle—is where
monkeys are used to living. The city environment offers monkeys things that
they are not used to, and this causes changes to the monkeys’ physical traits.

Pages 30–31 Pause after the first paragraph on the page. Review the concept of learned behaviors
with students. Have students name some examples of learned behaviors of
animals. Be sure they know the term behavioral traits. Students may confuse learned
behaviors with inherited behaviors, but this is okay as long as you explain that
sometimes animals inherit certain behaviors that they later learn how to carry out.
As you read these pages, pause to make a list on the board or chart paper of the
behavioral traits that the meerkats and prairie dogs learn from monitoring their
environments. Make sure students understand that certain characteristics result
from the animals’ interactions with their environments, such as the meerkat learning
how to stand guard for others by watching other meerkats carrying out this task.
Page 32 Students should be familiar with the concept of limiting the amount of resources—
such as water and light—a plant gets and seeing how the plant responds. By now,
students may have already observed changes in their plants that do not receive as
much water or light as the other plants. However, the concept of too much water
may be new for some students.
SUPPORT—Students may have a difficult time understanding how something
that is necessary for life (water) can be harmful to plants. If plants need water to
live and grow, why is it that too much water is bad for them? Explain to students
that too much water can kill plants by preventing oxygen from getting to the
roots. Plants have parts in place that allow them to use certain amounts of water
and no more. When plants take in too much water, their roots can become
damaged and drown out the rest of the plant.
NOTE—If further explanation is needed on this concept, see the link on the
following page for a video that you can watch in class.
Choose one or more of the following examples to stimulate further discussion.

Analyze with students 1) the physical traits of the organism and 2) how those traits
change based on the environment. (See Know the Science 1 and 2 for support
with the analysis.)
Know the Science

1. Why are students watching a video about a flooded field? To show that too much water can be
harmful to plants! Water is a resource that helps sustain life. But too much water can be detrimental to
plants. When heavy rains or floods occur, plants can be destroyed or even die from too much water. This
video and the discussion centered on it help students understand what can happen to plants because
of floods. The goal is for students to understand and see that too much water is an environmental factor
that may not be good for plants.
2. Why are students watching a video about city monkeys? To show how these monkeys are eating
people food in their urban environments! Monkeys have moved into cities and adapted to eating people
food. Monkeys like to eat as much as they can, and they even store food for later. The video shows monkeys
breaking into people’s homes to gain access to food. With this level of consumption, monkeys can become
unhealthy and overweight. Their risk of becoming overweight is a product of their new environment.

Online Resources • Show a video of farmland that has been flooded. (See the Online Resources for a
link to a suggested video.) Ask what traits students can observe in the plants.
» Do you think these plants will survive the flood? (yes, if the waters recede
quickly; no, if the waters do not recede quickly)
» What kinds of changes to the plants’ physical traits might the flood cause?
(The leaves might fall off; the stems might bend over.)
» If these things happen, what will be the cause? (Too much water will have
drowned the plants.)
• Show a video of urban monkeys rummaging for human food. (See the Online
Resources for a link to a suggested video.) Ask what traits and behaviors
students can observe.
» What are the monkeys doing? (stealing people food and eating it)
» What are the monkeys eating? (bananas, peanuts)
» What do you think will happen to the monkeys after eating too much people
food? (They will become overweight.)
• Prompt students to link details in this discussion back to the reading selection.
» What are some of the ways that plants or animals are influenced by their
environment? (Environments can cause animals to become overweight. Diet may
change the color of an animal’s fur or feathers.)
» What happens when environments change? (The living things in the
environment, such as plants and animals, can undergo trait changes, too.)
Word Work
Have students complete the Core Vocabulary card for the word environment that
they began as a preview in the previous lesson.
environment: (n. a surrounding area that contains living and nonliving things)
Challenge students to write a short sentence that defines environment and also uses
the word traits. (Sample answer: An animal’s environment is the place that surrounds it,
and it can affect some of the animal’s traits.)

responses. Collect the completed Activity Pages. Scan the tables that students
Answer Key completed, and check for understanding, even though there are no right or
wrong answers.
Choose one or two questions based on what you see in the Activity Pages
to present to the class for a brief closing discussion. Use the discussion as an
opportunity to reinforce main ideas and to correct misconceptions, such as
distinguishing physical traits and behavioral traits.

LESSON 11
Environments and Traits—

Investigation Results
Big Question: How did the environment affect the traits of the plant in my investigation?
AT A GLANCE
✓ Describe observations that indicate that the Disciplinary Core Idea LS3.A: Inheritance
environment can affect an organism’s traits. of Traits
✓ Use evidence to explain the cause-and-effect Disciplinary Core Idea LS3.B: Variation of Traits
relationship between the environment and traits.
Crosscutting Concept: Cause and Effect
Lesson Activities Science and Engineering Practices: Constructing
• student observation Explanations and Designing Solutions
• data analysis Cause and Effect is important to the topic
of trait variation because identifying causes
• discussion and writing
clarifies that certain changes in the environment
bring about effects to the organisms that live
there. These changes may include altered
physical or behavioral traits.
This lesson serves as a continuation or extension
of Lesson 9. Students will study the data they
collected from Lesson 9 and look for evidence
to explain the cause-and-effect relationship
between the environment and their bean
plants. They will make a poster that represents
this relationship.

Core Vocabulary
use or explain the words themselves. No new Core Vocabulary terms are introduced during this lesson.
change life cycle trait
environment physical trait variation
individual

Evidence of Changes (AP 11.1)
• Activity Page 9.1
Make sufficient copies • poster board
AP 11.1 for your students prior to
the instructional steps on • OPTIONAL: printer to print photos of
the Activity Page in advance developing plants
Advance Preparation
Students will refer to the Environmental Changes (AP 9.1) data table as they work on
this lesson. Have these pages available and ready to distribute. Students will not
need to refer to the actual plants in this lesson, as they have already collected data
on the plants’ changes as part of the ongoing monitoring
for Lesson 9.
How did the environment affect the traits of the plant in my investigation?
Remind students that in Lesson 9, they made changes to the amount of water
and light that their plants received and kept track of their observations in a data
table. They had opportunities over several days to track and record their plants’
progress, including watering the plants and giving them light. Review with
students the fact that water and light are examples of variables that can change
in a natural environment.
LESSON 11 | ENVIRONMENTS AND TRAITS—INVESTIGATION RESULTS 91

Ask students some prompting questions about their process:
• What parts of the plants did you observe when you studied them in Groups A
and B? (leaves, stems, color)
• What are these physical features of each plant examples of? (physical traits)
Tell students that today they will study the data they collected and put together
posters to present the changes in their plants. Get students to think about the
connection between environmental changes and changes to plants’ physical traits
in preparation for their presentation.
Lead a discussion about the effects of the environment on traits. Prompt students
to think about whether some environmental changes affect organisms more
than others. Use examples to help students make a connection between their
investigations and real-world scenarios. Ask: Do you think having more rain in an
environment would affect the organisms that live there? What if an environment
became hotter or colder? (Yes, those kinds of changes could affect the organisms. Too
much rain may drown plants or animals. An environment that becomes hotter or colder
may make it harder for plants or animals to live there.)
3. Preview the analysis. 5 MIN

Activity Pages Have students form the same groups that they were in for Lesson 9. Distribute Evidence
of Changes (AP 11.1) along with Environmental Changes (AP 9.1). Remind students that
they already used and filled out the data tables from Activity Page 9.1. Now they will
use their tables for reference in this lesson to analyze the data that was collected.
AP 9.1
AP 11.1 Review Activity Page 11.1 with students. Tell students that they will analyze the data
from their Lesson 9 data tables and answer questions to come up with a conclusion
about the cause-and-effect relationship between the environment and the plants’
traits. (See Know the Standard.) Students will complete this investigation by doing
the following:
• comparing Group A, Group B, and Group C data
• looking for evidence
Know the Standard

How will students identify a cause-and-effect relationship? The Crosscutting Concept of Cause and
Effect for 3-LS3-2 specifies that students at this level should recognize that cause-and-effect relationships
can be identified and used to explain changes. Students should be able to study the data and look for
patterns or similarities that point to the fact that changes to the environment (cause) lead to changes in
the organisms (effect). Students do not need to formulate ideas or an understanding about why certain
changes in the environment occur, such as why some environments lack light or water. Rather, they only
need to understand how these factors influence the physical traits of organisms in the environment.

• writing explanations
• forming conclusions
• making a poster for display
Explain that students will be guided to create a poster that shows the way the
environment affected the physical traits of the plants. Tell students that the
Activity Pages will be completed individually but that the poster presentation will
be done as a group.
Show students the materials they can use for their poster displays. Give each group
time to collect their materials.
TEACHER NOTE—If you allowed students to use a cell phone camera in
Lesson 9, tell them that they can use their pictures to serve as a “before and
after” visual of the plants. Students can use glue or tape to stick the printed
pictures to their poster boards.
4. Facilitate the analysis. 20 MIN
Circulate throughout the room to provide assistance as students work on their

individual analyses and group posters. Remind students to work on their group
posters after they have completed the analyses and formed a conclusion about
their findings. This is important because the poster board displays must reflect the
evidence collected in the data analysis.
SUPPORT—If students are unclear about how to find evidence, refer them to
the data in the Lesson 9 Activity Pages. Tell students that data can be used as
evidence, especially if they can identify patterns. Help students identify patterns
between the Group A plants, the Group B plants, and the Group C plants.
Students should be able to see that the Group A plants maintained their traits
while the Group B and Group C plants experienced negative changes to their
traits due to changes in the environment (light and water resources).
Make sure students are designing posters that illustrate differences between the
plants in Groups A, B, and C and the changes they experienced.
Invite each group of students to briefly present their posters. Students should do
the following:
• Describe what they did to change the environment for Group B. (We gave them
less light and water.)
• Explain what happened to the plants in Group B. (They did not grow; they lost
their color; they started to topple to the side.)
• Explain what happened to the plants in Group C. (They died.)
• Explain what happened to the plants in Group A. (They continued to grow.)
LESSON 11 | ENVIRONMENTS AND TRAITS—INVESTIGATION RESULTS 93

• Talk about what evidence they have that environments cause changes to plants.
Evidence should be based on the amounts of light and water that students gave
their plants over the days or weeks. (Group A plants did not have any changes to
the amount of water and light they received, and they continued to grow. Group
B plants looked worse after not having as much water and light. Group C plants
wilted and died. Therefore, plants that do not receive as much water and light do not
survive as well.)
Each group should have two to three minutes to present. Draw attention to
similarities (such as whether all the plants in Group B look wilted or dry) so that
students can see patterns and make connections.

responses.
Answer Key
• Scan the completed Evidence of Changes (AP 11.1). Ensure that the sheet is
completed, and check for understanding. Students should show that there is a
cause-and-effect relationship between the environment and traits.
• Review the poster displays, and look for correct understanding of how the
environment influences organisms’ traits.

PART D
Advantages of Specific Variations

OVERVIEW
12. Helpful Traits Which traits are helpful to Read Student Reader, Chapter 6.
organisms, and which traits are
not?
13. Traits, Survival, and Differing Why are traits important when Read Student Reader, Chapter 7.
Environments environments change?
14. Traits and Advantage How can variation of a trait be an Gather materials for hands-
advantage or disadvantage? on activity. (See Materials and
Equipment, page 13.)
Part D: What’s the Story?

Students learned in Part C “The Environment Affects Traits” (Lessons 9–11) that the environment has the
ability to impact an organism’s physical traits for better or for worse. Through hands-on investigations and
observations, they learned that things such as the availability of water and light affect how plants grow or
survive in their environment.
In Part D “Advantages of Specific Variations” (Lessons 12–14), students study how certain traits are helpful
or harmful to organisms and how such traits can matter when environments change.
In Lesson 12, we start by having students read and learn about how different kinds of traits can help or
harm organisms depending on their surroundings. Students will also complete a short observation of
living things around the school to identify traits and propose how they are helpful to the organism.
In Lesson 13, students read and learn about the relationship between the environment and traits. As
environments change, organisms with particular traits may be able to survive and reproduce in greater
numbers than other organisms that do not possess the same traits. Over time, some organisms may
survive the changes in their environments, but many others may not survive.
In Lesson 14, which concludes Part D, students conduct a hands-on activity in which they construct an
explanation that shows how some individuals within a population have traits that give them a greater
advantage for survival and reproduction over other organisms within the same population. Students will
read a story and then answer prompts, providing illustrations as part of their answer. In doing so, they
make a connection between traits and advantages/disadvantages within populations.
So, to repeat, certain physical traits can help organisms survive and reproduce in their
environments, whereas other traits may be harmful to organisms or less likely to help them
survive and reproduce. Help your students grasp this concept, and you will have met the standards
for the Performance Expectation.
PART D | ADVANTAGES OF SPECIFIC VARIATIONS 95
LESSON 12
Helpful Traits
Big Question: Which traits are helpful to organisms, and which traits are not?
AT A GLANCE
✓ Distinguish between traits that are helpful to Disciplinary Core Idea LS4.B: Natural Selection
an organism and traits that are not helpful.
✓ Compare advantageous and
disadvantageous traits. Science and Engineering Practices: Constructing
Explanations and Designing Solutions
Lesson Activities Cause and Effect is important to the topic of helpful
and harmful traits because it can be used to explain
• student observation why certain changes occur through natural selection.
• reading, discussion, writing Students begin this lesson by observing living things
• vocabulary instruction around the school to identify traits. They then think
about how those traits might be helpful to the
living organisms. Next, they read about the ways in
which certain traits can help be helpful or harmful to
organisms and how these determine how they will
survive in their environment.

Core Vocabulary
advantage individual survive
change population trait
disadvantage reproduce variation

“Helpful Traits”
• front board or chart paper (make sure there is
Activity Page enough space for drawing)
Ch. 6 Helpful Traits Scavenger Hunt • front board markers or chalk or, if an interactive
Activity Page (AP 12.1) board is being used, the proper drawing tools
Make sufficient copies for your • internet access and the means to project
students prior to conducting images/video for whole-class viewing
the lesson. • index cards for student vocabulary deck
AP 12.1
(2 per student)

Activity Page Which traits are helpful to organisms, and which traits are not? Distribute and
review the directions for Helpful Traits Scavenger Hunt (AP 12.1). Tell students that
they will go outside and observe living things such as plants, birds, and insects. They
will focus on the traits of those living things and then try to tell how those traits
AP 12.1
help the organism survive. Remind students that they have been studying physical
traits throughout all the lessons in this unit and that now they will be identifying the
traits that help (or do not help) organisms. As students conduct this activity, prompt
them to ask themselves, “How can this trait help the organism?”
LESSON 12 | HELPFUL TRAITS 97

Review the sample provided on the Activity Page. Tell students that organisms have
many different traits and that students should try to focus on identifying traits that
could help the organism survive in some way.
SUPPORT—Help students understand that as they observe the organisms, they
will notice many different physical traits. Not all traits are helpful to animals, but
most are. Most individuals are fit to live in their environment. If necessary, give
students examples of a trait on an animal or plant they see outside that could be
helpful to that organism. You can also use the example on the Activity Page and
elaborate on why large wings are helpful to birds.
In answering the question “Why do you think living things have helpful traits?”
prompt students to think about the word trait. Explain that traits not only allow
people to identify organisms, but also help tell scientists how an organism survives.
Continuously stress the terms survival and reproduction—the benefits of
advantageous traits.
While students are outside, give them time to complete the table on the Activity
Page. When you return to the classroom, give them a few more minutes to answer
the questions at the end.
Lead a discussion about the examples of traits that students observed. Discuss how
those traits are helpful to the plants or animals described. Draw student attention
to similarities that have been identified. Ask students to share their responses to
the questions at the end of the Activity Page, and ensure that they understand how
each trait is helpful or harmful to organisms. Use prompting questions to further
stimulate discussion or enhance awareness. For example, ask the following:
» Could the trait that is harmful to this organism be helpful to another of the
same species?
» How do you think the trait fits the environment in which the organism lives?
3. Read and discuss: “Helpful Traits.” 15 MIN

Student Reader Read together, or have students read independently, “Helpful Traits,” Chapter 6 in
the Student Reader. The selection reinforces the idea that whether a trait serves as
an advantage or a disadvantage depends on how it aligns with the environment in
which the organism lives. The reader presents several examples of ways in which
Ch. 6
traits serve as an advantage or disadvantage.
Before students read, write the following terms on the board or chart paper.
Encourage students to pay special attention to these terms as they read.
advantage survive

Page 33 Draw student attention to the picture of the foxes. Ask which fox they think will
have a better chance of catching prey and surviving the snowy winter. (the white
fox) Then have students tell why they chose this fox. (It blends in with the snow and is
harder for other animals to see.)
SUPPORT—Make sure students are focused on the correct physical trait of the
foxes in the pictures. The focus of this page is related to the trait of color rather
than other traits that students might notice, such as ear size or length of legs.
Make sure students understand that traits are helpful in certain environments. For
instance, the fox’s white fur is helpful in a snowy environment. Ask, “Would the
white fox be able to blend in well to a brown desert environment without snow?”
(no) Then ask students to tell you whether the brown fox would be able to survive
better in a brown desert environment. (yes) Reiterate that each color of a fox’s fur
can be a helpful trait in certain environments and a harmful trait in others.
Page 34 After reading, emphasize to students that the large beak of the large ground
finch is a physical trait that helps the bird survive in its environment. Without
these beaks, the birds might not be able to eat the hard seeds common in the
environment and survive.
SUPPORT—If necessary, draw the three types of beaks mentioned in the page on
the front board or chart paper so that students can compare them side by side.
Draw the large ground finch’s beak first. Then draw the smaller pointed beak of
the warbler finch and the long beak of the woodpecker finch. (Use the images
below for reference.) Discuss with students how the birds use their beaks and why
their beaks are well suited to their environments and the things that they eat.
Warbler Finch Woodpecker Finch

Page 35 Introduce students to the term disadvantage. As a class, define this term using what
students already know about the meaning of advantage. Explain that when a trait is
harmful, the organism is at a disadvantage.
As you read the paragraph about the prairie dogs, have students explain why long legs
on a prairie dog are both helpful and harmful. (Long legs can help them run faster but
also stop them from fitting in their burrows.) See if students can come up with other
examples of physical traits on animals that are helpful for one reason but harmful for
another reason. You can use the following examples to help prompt students:
• large size of elephants (helpful for protecting themselves against other animals; not
helpful for hiding from predators or blending into the environment)
• small size of mice (helpful for hiding, but because they are so light in weight, allows
them to be easily picked up by birds)
Page 36 After students read this page, discuss the importance of reproduction as a means to
survival for a species. Tell students that if a species cannot reproduce, it will eventually
die off. Explain that there are many examples of animals’ special traits that attract
mates, such as the peacock’s colorful feathers and large deer antlers. Both are traits
that males use to attract females of the same species.
Page 37 After students read this page, ask them why the spines of the cactus are a trait
that gives the plant protection. (Animals will stay away from the cactus so that they
do not get pricked.) Have students consider why a cactus with fewer spines would
not survive as well in the desert. (because more animals would be able to eat them
for water)
CHALLENGE—Challenge students to use reasoning to explain why most cacti
in a population have very dense spines. Prompt them to think back to the
concept of inheritance that they learned about earlier in the unit and how traits
that help organisms survive are most likely the ones that are passed down from
parents to offspring.
See whether students can think of other helpful traits that plants have to protect
themselves. One example is being poisonous. Being poisonous is a trait that helps
protect a plant from being picked or eaten by other organisms.
Page 38 Be sure students know that albinism is not always harmful. In many situations it can
be neutral or even advantageous. Be sensitive to albinism with regard to people.
Have students tell why an albino alligator would have a hard time finding food.
(It would easily be seen by its prey and would not be able to sneak up on potential
meals.) Ask students whether being an albino alligator is an advantage or a
disadvantage. (It’s a disadvantage.) Prompt students to think about what traits
would help this alligator survive better in its environment. (If the alligator were green
or greenish-brown, it would better fit into its environment, where it could more easily
hunt for and catch prey.)
See whether students can name other harmful traits that organisms have that can
serve as a disadvantage to them.


Analyze with students 1) the physical traits of the organism, 2) whether the trait
helps or harms the organism, and 3) how the environment determines whether the
trait is an advantage or disadvantage (see Know the Science 1 and 2 for support
with the analysis).
Activity 1: Use the front board or chart paper for this activity. As a class, have
students help draw a new type of animal with specific traits that will help it survive
in its environment. Select an environment for the animal, such as a desert or a rain
forest. Ask students to help you design this new animal by focusing on specific traits
that will help it survive in this environment. Use the following prompts:
» How many legs should the animal have? How will the number of legs help
the animal survive?
» Think about what the animal eats in this environment. Based on what it
eats, what kind of teeth should the animal have?
» Does the animal need to be able to hide in its environment? Should it have
stripes or spots or be able to change colors?
» How large should the ears of the animal be? Does it need to be able to hear
danger coming from far away?
Know the Science

1. Why are we drawing a new animal? To show the relationship between the environment and
traits! Traits can serve as an advantage or disadvantage to living things. Certain traits can be helpful to
organisms in one environment but harmful to those same organisms in another environment. Traits are
advantageous when they can help an organism survive, find mates, and reproduce in its environment.
Normally, these types of traits are passed on through inheritance while the traits that are not
advantageous eventually phase out. However, as environments change, traits can, too, over time. This is
known as adaptation, and it is an important part of natural selection. By having students make up a new
animal, they can see how many helpful traits depend on the conditions of the animal’s environment,
including what the animal eats, who its predators are, and what the weather is like.
2. Why are students watching a video about polar bears? To learn about their helpful traits for
living in cold, isolated environments! Polar bears are unique animals with physical traits that are
specifically adapted to their environment. The video shows students that many of the polar bears’
physical traits help them survive. For example, the polar bear has paws that are flatter than other bears’,
which helps the polar bear swim better. If polar bears’ paws were more rounded and smaller, polar bears
might not be able to swim as well and thus would not survive as well in their environment.

CHALLENGE—For an extra challenge, have students add some traits that
would be helpful in one environment but harmful in another. You can explain
that the imaginary animal lives in two environments; some of the animals live
in a desert while others live in a rain forest. You could still draw one animal but
include traits on the animal that would serve as an advantage or disadvantage
depending on the animal’s environment. (Think back to the images of the foxes
in the Student Reader.) Then have students tell in which environment the animal
would survive the best.
There are no wrong answers for students in this activity, but be sure to gauge student
understanding of how certain traits are helpful to animals in certain environments.
Activity 2: Use a T-chart to compare advantageous and disadvantageous traits.
Draw a T-chart on the front board or chart paper, and discuss specific plant or
animal traits, such as color or size. Have students tell whether the trait is helpful or
harmful to the specific organism. Use the following prompts:
» Can this trait help the organism survive? If so, how?
» Can this trait harm the organism? If so, how?
Show a video of polar bears. (See the Online Resources for a link to a suggested video.)
Ask what traits and behaviors students can observe.
» Are the polar bear’s skin and fur helpful or harmful traits? (helpful)
» How are the polar bear’s skin and fur helpful? (The skin is dark and can help
the sun keep the polar bear warm. The fur is transparent to let the sun shine
onto the skin.)
» Which physical traits help the polar bear be an excellent swimmer? (large
paws that act as paddles, shape of face and snout, layers of fat)
» How is being an excellent swimmer a helpful trait for a polar bear?
(Swimming helps polar bears find food so they can eat and stay alive.)
» How is being large in size an advantage to the polar bear? (It can hunt other
large animals, such as walruses, for food.)
Online Resources Use this link to download the CKSci Online Resources Guide for this unit, where a
Prompt students to link details in this analysis discussion back to the reading selection.
» Are all plant and animal traits helpful? (no)
» What is an example of a harmful trait? (A plant that has soft stems and leaves
may be more likely to be eaten than plants with thorns.)

Direct student attention to the Core Vocabulary words (displayed on the board or
chart paper earlier in the lesson). Have them write each term in the upper left corner
of an index card and underline it (one term per card).
advantage survive
Word Work
• advantage: (n. a factor that helps an organism) Point out that advantage is a
noun because it is something (a condition or circumstance) that puts one in a
better position. It is also the opposite of disadvantage. This means that the two
terms are antonyms. Have students tell what disadvantage means based on your
discussion. The term disadvantage has the term advantage in it but uses the
prefix dis-. Discuss with students what happens when the prefix dis- is added to
the front of a word.
Ask volunteers to use both terms in a sentence. Encourage sentences that use
the terms in relation to traits. Write two sentences on the board or chart paper
(one using advantage and one using disadvantage). (An advantage is something
that helps an organism. A disadvantage is something that harms an organism.)
Have students copy the sentences on their cards and underline the words
advantage and disadvantage.
• survive: (v. to stay alive) Challenge students to write a sentence that defines the
word survive and also includes the word trait(s). (Sample answer: Survive means to
keep living, and animals have traits that help them survive.)
Have students safely store their deck of Core Vocabulary cards in alphabetical
order. They will add to the deck in later lessons.

responses.
Answer Key
• Collect the completed Helpful Traits Scavenger Hunt (AP 12.1). Scan the tables
that students completed, and check for understanding, ensuring that students
are listing traits that are helpful (not harmful) to the animal and that their
explanations support the traits.
• Choose one or two questions to present to the class for a brief closing discussion.
Use the discussion as an opportunity to reinforce main ideas and correct
misconceptions, such as distinguishing between traits that are advantageous
and those that are disadvantageous for an organism.
LESSON 13
Traits, Survival, and Differing

Environments
Big Question: Why are traits important when environments change?
AT A GLANCE
✓ Describe how changes in the environment Disciplinary Core Idea LS4.B: Natural Selection
may allow individuals with certain traits to
survive and reproduce in greater numbers
than individuals without those traits. Science and Engineering Practices: Constructing
Explanations and Designing Solutions
Lesson Activities
Cause and Effect is important to the topic of
• reading, discussion, writing helpful and harmful traits because cause-and-
effect relationships can be used to explain
why changes in the environment cause certain
individuals with certain traits to survive more
often than others.
this unit:
Core Vocabulary
camouflage rare trait
change seasonal
extinct survive

“Traits, Survival, and Differing
• index cards (enough for half of the students)
Environments”
• sticky notes (enough for half of the students)
Ch. 7 Activity Page • water
Activity Page Whales (AP 13.1)
Make sufficient copies for your images/video for whole-class viewing
students prior to conducting • index cards for student vocabulary deck
AP 13.1
the lesson. (3 per student)

Activity Page Why are traits important when environments change? Remind students that
in Lesson 12, they learned that organisms’ traits can be helpful or harmful and that
the determination of whether a trait is helpful or harmful usually depends on the
environment in which the organism lives.
AP 13.1
Distribute and review Whales (AP 13.1). Tell students that they will be prompted to
read a scenario about whales and answer questions that follow.
As students work on answering the questions, prompt them to think about how
traits are helpful in certain environments. For example, a whale with more blubber
has a better chance of surviving icy cold ocean water. But other whales that are
smaller and lighter and have larger fins can swim faster and thereby have a better
chance of surviving in warm shark-infested waters. Make sure students understand
that these are examples of how changes in the environment may allow certain
individuals with certain traits to survive better than individuals without those traits.
SUPPORT—If necessary, have students write down or underline the traits
of each whale. Explain that both organisms are whales—perhaps different
species of whales, but they have different traits. Students must be able to see
the different traits and how those traits are helpful or harmful to the whale to
answer the questions correctly.
As students conduct this activity, prompt them to ask themselves, “How do changes in
the environment affect how organisms survive?” In answering this question, tell students
to think about what they know so far about traits and inheritance. Remind them that
traits are inherited, or passed down, from parents to offspring. Traits that are helpful to
organisms will allow more organisms with these traits to survive. Thus, those traits will
be passed down in greater numbers than traits that are harmful. This is how living things
that fit well into certain environments survive to pass on their traits to their offspring.
LESSON 13 | TRAITS, SURVIVAL, AND DIFFERING ENVIRONMENTS 105

Lead a discussion about the types of traits students read about with the whales.
Discuss which traits were helpful in the icy cold waters and which traits were helpful
in the shark-infested warmer waters. Have students share their answers about which
whale would survive better in which environment, and draw attention to similar
answers. Ask students to share their responses to the questions at the end of the
Activity Page. Ensure understanding of traits as being helpful or harmful depending
on the environment.
3. Read and discuss: “Traits, Survival, and Differing Environments.” 15 MIN

Student Reader Read together, or have students read independently, “Traits, Survival, and Differing
Environments,” Chapter 7 in the Student Reader. The selection reinforces the idea
that environments can differ and change. When an environment changes, either
gradually or suddenly, an organism might struggle to survive and reproduce.
Ch. 7
Sometimes organisms have to adapt to survive. Other times, they might leave the
environment and relocate to a neighboring location with better living conditions.
Before students read, write these terms on the board or chart paper. Have students
write each term in the upper left corner of an index card and underline it. Instruct
students to add definitions to their cards for these terms as they read.
camouflage extinct rare
Page 39 Discuss with students the meaning of the term change. Tell students that they are
already familiar with the term change from hearing it in day-to-day language. Have
students name some changes that can occur in an environment. Examples may
include the weather getting hotter or colder, an area getting more or less rain, and
trees in a forest being cut down.
SUPPORT—If necessary, explain that environmental changes can be big or
small, fast or slow. Sometimes changes are massive and sudden. An example of
this is a forest fire that burns thousands of acres of trees. A forest fire suddenly
changes an environment. Other times, changes occur gradually over time. These
changes take longer to notice, and organisms have more time to adapt to them.
SUPPORT—Make sure students are clear on the connection between the long
necks of giraffes and how that same trait can either help or harm the giraffe,
depending on the environment. Use the following question prompts to ensure
understanding:

» Which trait helps the giraffes survive in the grasslands? (long necks)
» Which trait would make it hard for giraffes to survive in a thick, tropical
forest? (long necks)
» How can the same trait be helpful and harmful at the same time? (The trait
helps giraffes in one environment but harms them in another.)
Pages 40–41 As students read about camouflage, address any misconceptions that camouflage
is the same thing as being able to change colors. Color-changing traits allow some
animals to become camouflaged, but animals can camouflage without changing
colors just by using their natural colors against a similarly colored background.
Use this opportunity to make sure students understand what coal is when they read
about it. Refer students to the picture of soot on the page. Point out the soot in the
picture so they can easily see what it is and how it covers things around it. Check for
understanding by using the following prompts:
» How did the environment change for the peppered moths?
(Soot covered the trees.)
» Why did this affect the moths’ ability to survive? (It changed which moths
could blend in with the trees.)
» Why did the white moths suddenly not survive as well as the black
moths? (They could not blend in as well as the black moths against the
soot-covered trees.)
CHALLENGE—If time permits, challenge students to come up with other
examples of animals that use camouflage as a helpful trait to survive. Examples
can include animals that change color, such as octopuses and chameleons, and
animals that do not change color, such as owls, snakes, and grasshoppers.
Page 42 After reading the page, ask students if they know what might have caused woolly
mammoths to go extinct. Discuss with them that at the end of a long period known
as the Ice Age, the environment began to change. Earth grew warmer, and huge
glaciers melted. Because this happened quickly over time, most woolly mammoths
could not adapt and died off.
Page 43 Pause after reading the first paragraph, and emphasize the concept of a species
being extinct. It means that there are no surviving individuals within that species
that can reproduce, so the life cycle ends at the death stage.
After reading the rest of the page, ask: “Why didn’t the dodo birds survive on the
island?” (The conditions of the island changed when humans settled there and ate the
bird eggs; the birds did not have traits that allowed them to survive in the newly changed
environment.)
SUPPORT—If students are confused by the idea of extinction, ask them about
specific dinosaurs. Most students will have heard about, read about, or seen
TV programs or movies about dinosaurs. Ask them if they have ever seen a live
Tyrannosaurus rex, Triceratops, or Velociraptor. (no) Explain that they have never
seen one living anywhere because all that’s left of most dinosaurs are fossils.
All the dinosaurs other than birds died off millions of years ago and today are
considered extinct.
CHALLENGE—If time permits, challenge students to think of another scenario
in which an animal could become extinct if its environment changed. You can
do this as a whole-class discussion or have students work with a partner to come
up with scenarios and share their samples.
Page 44 After reading the page, ask students: “If the ice sheets are melting, what could
explain that?” (Earth’s climate is getting warmer.) Point out that a warming climate
is an example of environmental change. Have students explain why the polar bear
cannot move to a new area. (The polar bear spends most of its time on ice sheets, and
the ice sheets are not shifting to a new location.)
CHALLENGE—Have students tell what kinds of traits allow the polar bear
to survive and how those same traits might be a disadvantage in a changing
environment. This could be a whole-class discussion, or you could have students
draw pictures of what the polar bear’s adaptations would look like. If necessary,
use prompts to encourage creative thinking:
» What adaptation helps the polar bear swim farther to find seals?
» What adaptation helps the polar bear survive warmer weather?
Be sure students understand that polar bears cannot change their physical traits to
meet their needs in a new environment. Physical traits are determined by what they
inherit from their parents. It takes many generations for organisms to develop new
traits to survive in changing environments. If environments change too drastically,
the organisms may not change fast enough and will likely die off. Some may even
go extinct, as happened with the woolly mammoths.

Analyze with students 1) changes in the environment, 2) how environmental
changes affect organisms, and 3) how an organism’s traits can help it survive
changes in an environment. (See Know the Science 1 and 2 on the next page for
support with the analysis.)
• Make elephant ears out of index cards and sticky notes.
• Give half the class index cards.
• Give the other half sticky notes.
• Explain that elephants have large ears not just for hearing but also to help keep
them cool. Tell students that as elephants flap their ears, they can cool down
their bodies, especially after taking a bath in a lake or some mud. Blood vessels in
the ears carry heat. By fanning their ears in the breeze, elephants can lose some
of that heat and cool down. However, not all elephants have the same size ears.
Some ears are bigger, and some are smaller.
• Explain that the index cards represent larger elephant ears. The sticky notes
represent smaller elephant ears.
• Next, go around the room, and place a drop of water on the back of each
student’s nondominant hand.

• Tell students to fan off the drop of water using their “elephant ear.”
• Use the following prompts:
» Which ears took longer to fan off the drop of water? (smaller ears/sticky notes)
» Which ears do you think are better for helping the elephant survive in hot
environments? (larger ears)
» Does having larger ears help if the environment changes and becomes
hotter? (yes)
» Does having larger ears help if the environment gets very cold? (no)
Online Resources • Show a video of snowshoe hares. (See the Online Resources for a link to a
suggested video.) Ask what traits students can observe as the environment
changes for the hares.
» Is the color-changing fur a helpful or harmful trait for the hare? (helpful)
» Which hare, brown or white, do you think would be able to better survive in
areas that are very snowy? (white) Why? (It helps them camouflage themselves
in the environment.)
» If the environment is not snowy, how can this color-changing trait be
helpful to the hare? (The hare does not have to turn white; it stays brown
because its fur color is a genetically inherited trait.)
Know the Science

1. Why are we making elephant ears? To show how certain traits can help some animals survive
in certain environments better than others! Certain traits can be helpful to organisms in a specific
environment, but when that environment changes, those traits can either help organisms survive or
make it more difficult for them. In this activity, students get to see that having larger ears is a trait that
can help some elephants survive. Not all elephants have the same ear size. Some have smaller ears than
others. Those with smaller ears may have a harder time cooling off in warm temperatures than elephants
with large ears. The reason is that elephants’ ears contain many blood vessels. These vessels carry heat.
When the ears are fanned in the breeze, they lose heat. Therefore, larger ears become a superior trait
that can help with the survival of elephants if an environment becomes warmer.
2. Why are students watching a video about snowshoe hares? To learn about how traits change
with changing environments! Some individuals have traits that can help them survive and reproduce in
changing environments. Other organisms might not have those traits. The snowshoe hare is an example
of an organism that has a color-changing trait that can be helpful when the environment itself changes.
Better camouflage coloration gives the hare a better chance of survival because predators will not be
able to spot it as easily against the backdrop of the environment. As a result, these hares may be more
likely to survive than other kinds of hares that do not have the trait of color change.

• Prompt students to link details in this analysis discussion back to the
reading selection.
» Why do some organisms survive better when environments change?
(Organisms survive better when they have traits that enable them to survive
changed conditions of the environment.)
» What did you read about in the reading selection that is similar to these
activities? (The peppered moths are similar to the snowshoe hares because they
both have traits to help them blend into the environment.)
Word Work
Guide students to consider the definitions they added to their Core Vocabulary
cards as they read and make adjustments based on the follow-up discussion. Have
students write or draw an example for each term.
• camouflage (n. a color or pattern that helps an organism blend in with its
surroundings) For examples that students offer of camouflage, prompt them to
describe both the trait of the organism and the corresponding details about the
environment into which the organism blends.
• rare (adj. not found in large numbers) Help students consider organisms that
may be rare, endangered, or threatened in your region.
• extinct (adj. having no remaining living members) Students will likely mention
dinosaurs as commonly known to be extinct. Remind them that every living
species on Earth today has extinct relatives—closely related species that no
longer survive.

responses. Collect the completed Whales (AP 13.1). Scan the answers that students
Answer Key wrote, checking for understanding of how the traits can be helpful when changes
occur in the environment.
Choose one or two questions to present to the class for a brief closing discussion.
Use the discussion as an opportunity to reinforce main ideas and correct
misconceptions, such as explaining the cause-and-effect relationship between the

LESSON 14
Traits and Advantage

Big Question: How can variation of a trait be an advantage or disadvantage?
AT A GLANCE
✓ Construct an explanation to show that, within Disciplinary Core Idea LS4.B: Natural Selection
a population, some individuals have traits that
give them a greater advantage than others for
survival and reproduction. Science and Engineering Practices:
Constructing Explanations and Designing
Lesson Activities Solutions
Constructing Explanations and Designing
• discussion and writing
Solutions is important to the topic of traits that
• vocabulary instruction offer organisms advantages. By learning how to
construct explanations, students can understand
the importance of gathering and using evidence
(through observations and patterns) to describe
phenomena. In this lesson, students develop a
learning artifact to demonstrate that they can
meet the Performance Expectation based on what
they have learned throughout the unit.
this unit:
Core Vocabulary
use or explain the words themselves. No new Core Vocabulary terms are introduced during this lesson.
advantage individual survive

change population trait
disadvantage reproduce variation
LESSON 14 | TRAITS AND ADVANTAGE 111

A Prickly Tale (AP 14.1)
• writing paper
Make sufficient copies for your • assortment of colored pencils
AP 14.1 students prior to conducting
the lesson.

Activity Page How can variation of a trait be an advantage or disadvantage? Distribute and
review A Prickly Tale (AP 14.1). Tell students that they will read a short story and
use the information in the story to write a report. The report should explain the
phenomenon being described in the story and be supported with two or three
AP 14.1
illustrations that students must draw. The story is about the variation of traits in
blackberry bushes that lead to an advantage for one individual and a disadvantage
(or less of an advantage) for the other individual. (See Know the Standards 1.)
Review the different sections of the Activity Page with students. Show them that
the first part of the Activity Page is the story. The next part has the guidelines for
writing the report. Review the guidelines with students, and encourage them to
read the guidelines again carefully on their own when they are ready to write the
report. Emphasize that they will have to refer back to the story to find what they
need to write their reports. Make sure students understand what they are writing
about for each paragraph.
If students show concern about having to draw illustrations, emphasize that they
will not be scored based on artistic ability but on being able to show understanding
of how variations in traits can be helpful or harmful to individual organisms,
depending on the environment.
Know the Standards

1. What is the purpose of having students read the story? In this lesson, students understand that
variations in traits among individuals of the same population may provide advantages when it comes
to reproducing, finding mates, and surviving. These helpful traits are most often passed on through
inheritance from parents to offspring to help offspring have better chances of survival. Students do not
need to discuss or understand the role of genetics in trait variation, so their report and illustrations will
be limited to focusing on how the variation in thorn length is helpful or harmful to the blackberry bush.

2. Facilitate the activity. 25 MIN
Provide each student with the following materials:

• writing paper
• assorted colored pencils
Remind students that they will be working independently on this activity.
As students work on their reports and illustrations, circulate throughout the room to
ensure that they are following the guidelines of the Activity Page:
• writing on separate paper
• writing in complete sentences
• writing complete paragraphs
• using two or three illustrations to support the text
Help guide the writing of the report by using the following prompts:
• What trait variation is described in the story? (the length of the blackberry thorns)
• What is the evidence that Daniel collects? (There are more and more blackberry
bushes with longer thorns and fewer blackberry bushes with short thorns.)
• Why do you think there are more blackberry bushes with longer thorns?
(The bushes with longer thorns survive better than the bushes with shorter thorns.
Since this trait helps them survive, it is passed down so that more plants have
longer thorns.)
SUPPORT—If necessary, help students identify the evidence in the story.
Prompt them to underline or circle the text in the story that shows an
observation or a pattern. Explain that these can be used as evidence they can
discuss in their reports. (See Know the Standards 2.)
Remind students that they have been studying helpful and harmful traits in the past
couple of lessons. They have also been studying variations of traits within families
and populations.
SUPPORT—If necessary, review with students how if a trait helps an individual
reproduce, find a mate, or survive, then the trait is considered an advantage.
If a trait harms an individual and does not help the chances of reproduction or
survival, then the trait is considered a disadvantage.
Know the Standards

2. What role does evidence play in this activity? There are many types of evidence that can be used
in science. These range from data and measurements to observations and patterns. For this lesson,
students are only required to gather evidence based on observations and patterns that they recognize
in the story. Evidence can include a given trait of a species, patterns of variation of that trait among
individuals in a population or species, and the potential benefits of the given variation of the trait. In
this case, the trait is the length of the blackberry bush thorns.

Make sure students understand the purpose of the illustrations. Explain that the
illustrations must show the variation of traits being described to help tell how they
matter in this story. Tell students that they can include the illustrations anywhere
in the report that makes the most sense. Encourage students to have fun with the
illustrations and to use their colored pencils.
Encourage students to use vocabulary terms in their reports, including trait,
variation, vary, advantage, disadvantage, individual, population, reproduce, and
survive. If necessary, write terms on the board or chart paper that you want
students to use in their reports.
Give students time to complete their reports.
Once students have had time to complete their reports, bring the class back together
for a whole-class discussion to summarize what students wrote and drew. Invite
volunteers to share their reports with the class. Students should be able to use
reasoning to connect the evidence from the story to support their explanation for why
the length of the thorns becomes advantageous or disadvantageous to the individual
blackberry bushes.
Elicit from students that there can be a cause-and-effect relationship between a specific
variation of a trait and its effect on an individual organism’s ability to survive and
reproduce.
Ask if students have any questions about the activity, and address any
misunderstandings.

• Students do not write on the Activity Page, so you do not have to collect them.
Answer Key
• Collect the completed reports that students wrote on separate pieces of paper.
Scan the reports to ensure that students wrote in complete sentences, have
three complete paragraphs, and included two or three supportive illustrations
(students are not scored on artistic ability).
• In paragraph 1, check for understanding of the phenomenon (variation of traits)
and the inclusion of evidence to support the observations being made in the story.
• In paragraph 2, look to see whether students gathered evidence to support the
explanation for the phenomenon.
• In paragraph 3, students should use a chain of reasoning that includes the fact
that certain variations in traits (length of thorns) make it harder or easier for the
blackberry bushes to survive and reproduce, that these traits give the individual

an advantage over other individuals within the species or population, and that
there can be a cause-and-effect relationship between the length of the thorns
and the plant’s ability to survive and reproduce due to protecting itself from
being picked or eaten.
• Check to see whether students used some Core Vocabulary words in their report.
and correct misconceptions, such as distinguishing between traits that give
organisms advantages and those that give organisms disadvantages.

UNIT REVIEW
Science Categories Review Game

Big Question: What have I learned about life cycles, traits, and variations?
AT A GLANCE
✓ Fluently discuss life cycles, traits, and variations. 3-LS1-1 Develop models to describe that
organisms have unique and diverse life cycles but
Lesson Activities all have in common birth, growth, reproduction,
and death.
• discussion
• vocabulary game 3-LS3-1 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.
3-LS3-2 Use evidence to support the explanation
that traits can be influenced by the environment.
3-LS4-2 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.
this unit:
The Big Idea

Living things go through cycles of growth and change from their initial development through death.
Throughout their lives, organisms exhibit traits that may be similar within families, populations, and
species but vary for individuals. Many traits are biologically inherited, but some traits are influenced
by an organism’s environment. Variations of traits can result in advantages or disadvantages
for the survival of individuals, in turn affecting the likelihood that traits get passed on through
successful reproduction.

Core Vocabulary
Language of Instruction: During the review, remind students of their prior exposure to the
following terms.
adolescence identical physical trait seed

advantage individual plant siblings
camouflage inherit pollination species
environment life cycle population spore
extinct metamorphosis rare survive
flowering plant offspring reproduction vary/variation
germination organism
Core Vocabulary Deck: Students should refer to their full set of Core Vocabulary cards during the
review activity.

Activity Pages Activity Pages Collect or prepare the following items:
Science Categories (AP UR.1)
• poster board
Vocabulary Crossword Puzzle • sticky notes (variety of colors)
AP UR.1 (AP UR.2) • markers
AP UR.2
AP UR.3
Vocabulary Review (AP UR.3) • question and answer cards/sheet
Make sufficient copies for your • timer
students prior to conducting
the lesson.
Advance Preparation
Create the game board on poster board. Draw a giant table with the following
column categories for which students will answer questions:
• Plant Life Cycles
• Animal Life Cycles
• Traits and Variations
• Environments and Traits
• Helpful or Harmful Traits
Place five sticky notes under each category. It works best if you can use different
color sticky notes for each category, but this is not mandatory. Use your marker to
write the number of points on each sticky note. For example:
UNIT REVIEW | SCIENCE CATEGORIES REVIEW GAME 117

Life Cycles, Traits, and Variations Game Board
Plant Life Animal Traits and Environment Helpful or

Cycles Life Cycles Variations and Traits Harmful Traits
100 100 100 100 100
200 200 200 200 200
300 300 300 300 300
400 400 400 400 400
500 500 500 500 500
Write your questions and answers for the game. Assign each question to a specific
category and number of points. As the points get higher, the questions become
more difficult. Use the following examples as a guide:
• An example of a low-level question is What does it mean to reproduce?
• An example of a higher-level question is Describe the life cycle of a nonflowering
plant.
Keep your questions and answers on cards or on a sheet, and have them ready
to read when you play the game with the class. Students will not get to see the
questions in advance. Questions should be a variety of vocabulary-based and
concepts-based questions from information covered in the unit.

Sample Review Game Questions
Plant Life Cycles
100 points—True or False: All plants make flowers as part of their life cycle. (false)
200 points—A young plant is protected by a until conditions are right
for it to grow. (seed)
300 points—Describe germination. (when a seed starts to grow)
400 points—What three things does a plant need to germinate? (light, water, and heat)
500 points—What are the stages in a plant life cycle? (germination, growth,
reproduction, death)
Animal Life Cycles
100 points—What is the series of stages in an organism’s life called? (a life cycle)
200 points—What is the name of a series of steps that frogs and butterflies go
through to change form? (metamorphosis)
300 points—What stage occurs between being young and an adult? (adolescence)
400 points—How is a chicken egg like a plant seed? (Both the eggshell and seed
protect the young organism until it is ready to grow.)
500 points—How does the life cycle of a frog differ from the life cycle of a chicken
or mouse? (A young frog [tadpole] develops legs after it is born and loses a tail. The
other two animals have all their body parts when they are born.)
Traits and Variations
100 points—What is the term used to describe a young organism from a parent?
(offspring)
200 points—What is an example of something a young oak tree inherits from its
parent tree? (Possible answers: brown bark, roots that grow down, green leaves)
300 points—True or False: Traits are only physical features of an organism. (False,
traits can also be behavioral.)
400 points—What did Gregor Mendel notice when he studied a lot of pea plants?
(Sample answer: He noticed that the plants had different traits and had patterns of
inheritance that could be documented.)
500 points—How would you describe how two sibling ducks could have two
different patterns of feather color? (Each sibling inherits some different traits from
its parents.)

Environment and Traits
100 points—True or False: The living things in an ecosystem interact with the
nonliving things. (true)
200 points—What term describes a group of a single type of organism living in the
same place at the same time? (population)
300 points—How does a cactus survive in a desert with little water? (The cactus
stores water inside for when there is little water in the desert.)
400 points—What is the difference between an ecosystem and an environment?
(An ecosystem is all the living and nonliving things in the same place. An environment is
only the area where something lives.)
500 points—How is it an advantage for the fur on some foxes to change to white
when winter comes? (because with white fur they can blend in with the snow to hunt
for food and to hide from animals that would eat them)
Helpful or Harmful Traits
100 points—What term describes something that helps to make an organism better
or more likely to succeed? (advantage)
200 points—Are the spines on a cactus in a desert a helpful or harmful trait? Explain.
(They are a helpful trait. The spines help protect the cactus from animals seeking water
and food.)
300 points—What is the ultimate reason organisms have helpful traits? (to survive)
400 points—What term describes a color or pattern that helps an organism survive
in its environment? (camouflage)
500 points—What might happen to an organism if its environment changes? (The
animal could become extinct if it cannot respond quickly enough to the changes in the
environment. The animal could change enough to survive, and over generations it could
become fit to live in the new habitat.)

What have I learned about life cycles, traits, and variations?

Review with students what they learned throughout this unit:
• life cycle of animals
• life cycle of flowering and nonflowering plants
• plant and animal traits
• inheritance of traits
• trait variation within families
• trait variation within populations
• environmental impacts on traits
• helpful and harmful traits
2. Prepare to review. 5 MIN

Activity Page Tell students that you will play a game as a class using the Core Vocabulary cards
they made throughout the unit. Have students take out their Core Vocabulary
decks. Place students in small groups, and explain that each group will perform as
a team. Distribute and review Science Categories (AP UR.1).
AP UR.1
3. Review together. 30 MIN
Assign each team a number, and write the team numbers on the front board or
chart paper. This is where you will keep score of the game points.
Review the game rules with students while they follow along on their Activity Pages.
Decide which team will go first.
To play, the team will select the category and the number of points for the question
they wish to answer. Read the corresponding question, and use your timer (or
phone) to give the class thirty seconds to answer. Call on the team that raises a
hand first, and give the team a chance to answer the question. If the team gets the
answer wrong, give the class one more chance to answer it correctly. If neither team
answers correctly, nobody gets the point, and the second team gets to choose the
next question.
As teams pick the questions, remove the sticky notes from the poster board so that
teams can no longer pick the same questions.
Assign points to the appropriate teams by marking the front board or chart paper.
The team with the most points at the end of the game wins.

SUPPORT—Make sure students understand that the team that picks the
question category and number does not get to answer the question first. All
questions are asked for all teams, and it is a race among the teams to raise their
hands first to answer each question.
4. Provide additional take-home support. 5 MIN
Activity Pages After the game, distribute and review Vocabulary Crossword Puzzle (AP UR.2) and
Vocabulary Review (AP UR.3). Tell students that they will take these Activity Pages
home to complete independently. Students may use their Core Vocabulary cards to
help them solve the puzzle’s clues and fill in the blanks.
AP UR.2
AP UR.3 For Vocabulary Crossword Puzzle (AP UR.2), review with students how to complete
the crossword puzzle by drawing their attention to the word bank, the clues, and
the puzzle itself. Make sure students understand how to fill in a crossword puzzle
according to the numbers of the clues and using only the words from the
word bank.
SUPPORT—If necessary, tell students that they can help keep track of the words
they use by crossing them out in the word bank after they use them. This can
help keep students on track and organized as they select the correct terms.
For Vocabulary Review (AP UR.3), explain to students that they are being asked to fill
in the blank with the correct word from the word bank at the top of the page. Only
words from the word bank can be used to fill in the blanks.
SUPPORT—If necessary, tell students that they can help keep track of the words
they use by crossing them out in the word bank after they use them. This can
help keep students on track and organized as they select the correct terms.

TEACHER RESOURCES

and Variations
Activity Pages
• The Life of a Plant (AP 1.1) 125–126
• Modeling a Life Cycle (AP 2.1) 127
• Modeling Plant Life Cycles (AP 3.1) 128
• Model Checklist (AP 4.1) 129
• Comparing Life Cycles (AP 4.2) 130
• Take-Home Modeling Activity (AP 4.3) 131–132
• Plant and Animal Traits (AP 5.1) 133
• Box and T-Chart (AP 6.1) 134
• Cheetah Traits (AP 7.1) 135–138
• Looking at Leaves (AP 8.1) 139
• Traits in a Population (AP 8.2) 140–141
• Environmental Changes (AP 9.1) 142–143
• What Is All Around Me? (AP 10.1) 144–145
• Evidence of Changes (AP 11.1) 146–147
• Helpful Traits Scavenger Hunt (AP 12.1) 148
• Whales (AP 13.1) 149
• A Prickly Tale (AP 14.1) 150
• Unit Review: Science Categories (UR.1) 151
• Vocabulary Crossword Puzzle (UR.2) 152–153
• Vocabulary Review (UR.3) 154
Unit Assessment: What Have I Learned About Life Cycles, Traits,

and Variation? 155–159
Activity Pages Answer Key: Life Cycles, Traits, and Variations 160–162
Unit Assessment: Teacher Evaluation Guide 163–165

TEACHER RESOURCES 123
Appendix A: Glossary 166–167
Appendix B: Classroom Safety for Activities and Demonstrations 168–169
Appendix C: Strategies for Acquiring Materials 170
Appendix D: Advance Preparation for Activities and Demonstrations 171
Appendix E: What to Do When Activities Don’t Give Expected Results 172
124 TEACHER RESOURCES

Name Date
Activity Page 1.1 (Page 1 of 2) Use with Lesson 1.
The Life of a Plant

Plants grow from seeds! In this activity, you will plant seeds in cups and watch them grow into plants
over time.
What materials will you use to plant your seeds?
Describe how you will plant your seeds.
Plant your seeds into the cups using the materials you listed above.
What steps did you use to plant your seeds?
What do you think will happen to the plants as they grow?

How to Care for Your Plant

How often will you check on your plant?
How much water will you give your plant each time you check on it?
Why is it important to not disturb the soil or try to find your seed in the cup?
Observation Chart
Use these prompts to record what you see:

• Did the soil change?
• Do you see anything sprouting through the soil?
• What color is the sprout?
• How big is the sprout?
• Are there any leaves?
• Do you see any flowers?
Date What do you see?

Name Date
Activity Page 2.1 Use with Lesson 2.
Modeling a Life Cycle

All animals go through similar life cycles. You may choose any animal you wish if it hasn’t been used
in class already. Be sure your drawing has the following labels: birth, growth, reproduction, death.
Write the name of your animal here:
Draw your animal’s life cycle from birth to death in the box below. Label each part.

Name Date
Modeling Plant Life Cycles

All plants go through similar life cycles. You may choose any plant you wish if it hasn’t been used in
class already. Be sure your drawing has the following labels: germination, growth, reproduction, death.
Write the name of your plant here:
Draw a plant’s life cycle from germination to death in the box below. Label each part.

Name Date
Model Checklist
Build your model. Choose from one of the following types below:
• four-sided box
• flip-book
• diorama
• pinwheel
Use the information below as you build your models.
• Four-sided box
• Draw one part of the life cycle on each side of the box.
• Use arrows in your drawings to show how the box should be turned in the order of the life
cycle stages, from birth to death.
• Use labels to show important parts of the life cycle.
• Only include one plant or animal.
• Flip-book
• Use a separate piece of paper for each stage of the life cycle.
• Draw life cycles in order from birth to death.
• Use labels to show important parts of the life cycle.
• When you put the pages together, put the Death page on the bottom. Put the
Reproduction page on top of the Death page. Put the Growth page on top of the
Reproduction page. Put the Birth page on the very top.
• Fasten the pages together in this order to make a book.
• Diorama
• Show the progression of the life cycle from birth to death.
• Put the birth stage on the left side of the diorama, leading to death on the right side of the
diorama.
• Pinwheel
• Draw one part of the life cycle on each part of the pinwheel.
• Place the parts of the life cycle in order from birth to death.
• Place the parts of the life cycle so they move clockwise on the pinwheel.

Name Date
Comparing Life Cycles

All plants and animals have a life cycle! In this activity, you will compare the stages in the life cycles.
Fill out the table below as you look at other models in the classroom. As you work on the table,
keep these questions in mind:
• How are the life cycle stages similar to the other ones I studied?
• How are these life cycle stages different from the other ones I studied?
Organism Model How did the How did the How did the How did the
student model student model student model student model
birth? growth? reproduction? death?
Bird A craft pom-pom There was a drawing An arrow pointed There was an exit
was used as an egg. of a baby chick and from the adult ramp at the death
an adult chicken. chicken to a stage that led out
new egg. of the circle.

Name Date
Take-Home Modeling Activity

Dear Family Members,
Over the last few days, your child has been building models that show plant and animal life cycles.
He or she reviewed the order of the life cycle stages, including birth, growth, reproduction, and death,
and developed a three-dimensional model that shows these stages in the correct order in which they
occur. He or she has learned that there are similarities and patterns among the life cycles of plants, as
well as similarities and patterns among the life cycles of animals. There are even parallels between the
life cycles of plants and animals. He or she has also learned that reproduction is an important factor in
ensuring that the life cycle of a plant or animal species continues even after individual organisms die.
(The life cycle of humans is not discussed or covered in these lessons.)
Below are some suggestions for activities that you may do at home to reinforce what your child is
learning about plant and animal life cycles.
1. Media Search
Your child has focused on a specific plant organism and a specific animal organism. He or she made
a three-dimensional model of the life cycle for that plant and animal. You may wish to reinforce your
child’s knowledge of the organism’s life cycle by working with him or her to find kid-friendly media
sources that provide information about specific parts of that organism’s life cycle. Media sources could
include online websites, images, or videos, as well as magazines or journals. You may wish to encourage
your child to take notes on the specific parts of the plant and/or animal’s life cycle in order for him or
her to enhance understanding about the three-dimensional model made in class.
2. Words to Use
Below are several of the words that your child has been learning about and using. Try to use these
words as they come up in everyday speech with your child.
• Organism—any living thing, such as an animal or a plant
• Life cycle—a series of changes, often grouped into stages, in an organism’s life
• Birth—when animals are born
• Adolescence—a stage of the life cycle when a young animal is growing and developing into an adult
• Reproduction—the process of making a new living thing
• Flowering plant—any plant that makes a flower
• Seed—the small part of a plant that grows into a new plant under the right conditions
• Pollination—the transfer of pollen to make a seed
• Germination—when a seed starts to grow
• Metamorphosis—a series of steps that some animals go through to become adults

3. Vocabulary in a Flash!
Your child has been learning a variety of new vocabulary terms that describe the life cycle of plants and
animals. You may wish to reinforce your child’s knowledge of the terms by putting together flash cards
that ask your child to define a particular part of the life cycle. Alternatively, you may wish to use the
flash cards such that your child identifies the part of the life cycle based on a definition that you read
from the card.
4. Real-Life Examples
Your child has been studying the life cycles of plants and animals. Plants and animals can be found
in most environments, including homes and neighborhoods. You may wish to reinforce your child’s
comprehension of the stages of the life cycles by having him or her tell you about the life cycle of a
favorite animal, a plant that is in your house or in your yard, or an animal and/or plant that you come
across in your neighborhood. Encourage your child to practice using the correct vocabulary terms
when describing the life cycle stages of each plant or animal you come across.

Name Date
Plant and Animal Traits

All plants and animals have traits!
Write down what you notice about plants and animals.
Type of Animal or Plant Traits
Complete the chart below based on the traits you observed. Use the sentence starters in the
second column to help you write your responses.
What traits do the plants have in common? All four plants have . . .
How are the traits of the plants different? Some of the plants have . . . but other plants
have . . .
What traits do the animals have in common? All of the animals have . . .
How are the traits of the animals different? Some of the animals have . . . but other animals
have . . .

Name Date
Box and T-Chart

As you watch the video, fill in the T-chart to analyze your traits. Pay attention to similarities and
differences. Then write a summary of your observations in the bottom box.
Summary:

Name Date
Cheetah Traits
Read the scenario below.
A scientist has been studying a pair of male and female cheetahs at a research zoo. Over several years,
these parents had three litters of offspring, or groups of cubs. In her first litter, the mom had 6 cubs.
In her second litter, she had 7 cubs. In her third litter, she had 5 cubs. That’s a total of 18 young, or
offspring.
The scientist wanted to study the cubs more closely to answer a question:
How do the traits of one cub compare to those of its parents and siblings?
She collected the following information:
Mother Cheetah Father Cheetah
Fur color—light tan Fur color—tan

Number of spots—1,500 Number of spots—2,200
Litter 1 Number of Cubs Fur Color Number of Spots
Males 5 Light tan 2,200
Females 1 Gray 1,550
Litter 2
Females 3 Light tan 2,000
Litter 3
Females 2 Tan 1,550
Size Observations
The cubs in Litter 1 were the largest out of all the litters.
The cubs in Litter 2 were the smallest out of all the litters.
The cubs in Litter 3 were average size.

Mother Cheetah + Father Cheetah

(light tan) (tan)
(1,500 spots) (2,200 spots)
Litter 1 Litter 2 Litter 3

Light tan and gray Light tan Light tan and tan
1,550 or 2,200 spots 2,000 spots 1,550 and 2,000 spots
Summary of traits shared by all members of the family:

All of the cheetah cubs in the three litters, including the mother and father cheetahs, have four legs,
two eyes, and two ears. They all share the same color eyes (yellow-brown) and have short rounded
ears. All of the cheetahs in the family also have white fur on the underside of their stomachs.
Complete the tables based on the data collected by this scientist.
Parent Cheetahs Fur Color Number of Spots
Mother
Father

Cubs Light Tan Fur Tan Fur Gray Fur
Litter 1—males
Litter 1—female
Litter 2—males
Litter 2—females
Litter 3—males
Litter 3—females
Cubs 2,200 Spots 2,000 Spots 1,550 Spots
Litter 1—males
Litter 1—female
Litter 2—males
Litter 2—females
Litter 3—males
Litter 3—females
Cub Size Number of Cubs Litter Number
Large
Average
Small
Look for patterns in the data. Specifically, compare and contrast the traits of the parents and siblings.
Do you see any similarities and/or variations between the offspring and the parents? What about
similarities and/or variations between the brothers and sisters?

Answer the following questions.
What is a pattern that you see from the data?
What kind of graph will you use to show variation in a family? Circle one.
pie chart bar graph
What data will you use from the table in your graphical representation?
Now it’s time to put your data together!

Make a pie chart or a bar graph on your poster board to show similarities and variations of traits
among the cub siblings.
• Apply the data from the table.
• Use different colored markers to emphasize different data.
• Label your graph and your data.
SUPPORT—Indicate what each piece of data represents in your graph by making a legend. A legend
shows the color that corresponds to each set of data. Make a legend by drawing a box in the corner
of your graph. Identify the color that will be used for each data set. Then write a description of the
data, such as “Fur color” or “Number of spots.”
Before drawing on your poster board, you can use the drawing box below to make a rough draft of
your graphical representation.

Name Date
Looking at Leaves
All living things have traits. From colors to shapes to sizes, you can always spot some traits on plants,
animals, and people, too.
All of these leaves come from different individuals of the same species and from the
same population.
Study the leaves. Record the traits that you find in the chart below.
Looking at Leaves How does this trait vary?
(Answers will vary but may include color, size, (Answers will vary but may include color, size,
shape, texture.) shape, texture.)
Answer the question that follows.
Can you notice any patterns in the leaves? If so, what are they?

Name Date
Traits in a Population
Read the scenario below.
Breaking news! The zoo has rescued four families of cheetahs from bad conditions in their homeland.
All of the cheetahs are from the same population in a grassland ecosystem in the African country
of Botswana.
The scientist who studies cheetahs noticed that not all of the cheetahs look the same. Some of them
look very different. Below are her findings:
• Family 1 has twenty cheetahs. Seventeen of these cheetahs are light tan and have many spots.
Three of these cheetahs have dark tan fur and many spots. These cheetahs are of average size.
• Family 2 has sixteen cheetahs. All of these cheetahs are gray and have many spots. They are smaller
than the rest of the families.
• Family 3 has seventeen cheetahs. All of these cheetahs are dark tan and have few spots. They are
the largest-sized cheetahs out of all of the families.
• Family 4 has nineteen cheetahs. Sixteen of these cheetahs are light tan and have very few spots.
Three of these cheetahs are gray and have very few spots. The cheetahs are average size.
Complete the data table below about this population of cheetahs.
Question Number of Cheetahs
How many cheetahs are light tan?
How many cheetahs are gray?
How many cheetahs are dark tan?
How many cheetahs are average size?
How many cheetahs are small?
How many cheetahs are large?
How many cheetahs have many spots?
How many cheetahs have few spots?
How many cheetahs have very few spots?

Answer the questions that follow.
What kind of graphical representation will you use to show your data?
What data will you include in your graphical representation?
How does this data show variations of traits among individuals in a population?
Now it’s time to make your graphical representation!

Make a pie chart or a bar graph on your poster board to show variation of traits among the
population of cheetahs.
• Use the data from the table.
• Be sure to represent all four families in your graph.
• Use different colored markers to show different data.
• Label your data.
You can use the drawing box below to make a rough draft of your graphical representation before
drawing it on the poster board.

Name Date
Environmental Changes
Your plants have been getting light and water so far. But what happens when the environment
changes? Find out by completing the activity steps below.
STEP 1: Select two plants that will continue to get the same amount of light and water that they have
been getting so far. These plants will be Group A.
STEP 2: Select two plants that will get less light and water. These plants will be Group B.
STEP 3: Select two plants that will receive no water or light whatsoever. These plants will be Group C.
STEP 4: Observe the traits that you can see for the plants in Group A, Group B, and Group C. Record
your observations below.
Group Starting Traits
Group A
Group B
Group C
Answer the following questions to explain your plan for changing the environment for the
plants in Group B.
How will you change the environment of the plants in Group B?
How much light will the plants in Group B get each week?
How much water will the plants in Group B get each week?
How will you keep the plants in Group C from getting light and water?

You will expose your plants to light and water every few days. In the table below, record the
following things:
• the date that the plant got light and water
• how much light the plant got
• how much water the plant got
• how the plant looks (traits)
Group Date Amount of Amount of Traits

Light Water
Group A
Group B
Group C
Group A
Group B
Group C
Group A
Group B
Group C
Group A
Group B
Group C
Group A
Group B
Group C

Name Date
What Is All Around Me?

There are many things that make up your environment. How many can you name?
Think about your school, home, and neighborhood environment. Write down the things that
make up your environment. List as many things as you can. List both living and nonliving parts
of your environment.
The first example has been done for you.
What is part of your environment?
Air

1. Name one way the living things could change in your environment.
2. Name one way the nonliving things could change in your environment.
3. What would happen if that change occurred? What kind of effect would it have on the
environment?
4. How might such a change affect the way you are physically? How might such a change affect
your behavior?

Name Date
Evidence of Changes
Study the Lesson 9 table where you recorded the light, water, and traits for your plants.
What happened to the plants in Group A?
What happened to the plants in Group B?
What happened to the plants in Group C?
Why do the plants in Group B and Group C look different from the plants in Group A?
Do changes in the environment cause changes to plant growth? Use evidence to support your explanation.
Write a paragraph that summarizes the cause-and-effect relationship between the environment and the
traits of the plants in Groups B and C.

Make a poster to display your findings.

• Work with your group.
• Show what the Group B plants looked like before the changes to their environment.
• Show what the Group B plants looked like after the changes to their environment.
• Show what the Group C plants looked like before the changes to their environment.
• Show what the Group C plants looked like after the changes to their environment.
• Compare the Group A, Group B, and Group C plants.
• Describe the final cause-and-effect relationship between environment and traits.

Name Date
Helpful Traits Scavenger Hunt

All living things have physical traits. Which of those traits help the organisms survive?
Complete the table below:
• Write down three organisms that you see outside.
• Write down a trait that each organism has.
• Explain how the trait is helpful to the organism.
The first example has been done for you.
Organism Trait How it helps
Bird large wings Large wings help the bird soar

longer distances.
1. Why do you think it is important for living things to have helpful traits?
2. Do you think organisms have traits that are harmful? Give an example.

Name Date
Whales
Organisms, such as whales, have traits that help them survive in certain environments better than
other organisms.
Read the scenario below. Then answer the questions.
These two types of whales like to swim together.

• Whale A is larger and heavier. It also has more blubber. The blubber helps keep the whale warm.
• Whale B is smaller and lighter. It has less blubber but larger fins. This lets the whale swim faster.
If the whales spend most of their time in icy cold ocean water, which whale will most likely survive
the best?
Which trait helps that whale survive better than the other whale?
Imagine the ocean water changes and becomes very warm. Now, the warm water attracts sharks!
Sharks like to eat whales. Whales need to swim fast to get away from sharks.
Which whale will most likely survive the best in this new environment?
Which trait helps that whale survive better than the other whale?

Name Date
A Prickly Tale
Read the story below.
Daniel is a boy who lives on a farm. For several years, he had fun playing in the fields and picking
blackberries from the bushes on the property. At first there weren’t too many deer on the farm. As
time went by, Daniel noticed lots more deer had moved into the area.
As a few years went by, Daniel also noticed that it got harder to pick the blackberries because of the
sharp thorns that would prick his fingers when he picked them. Daniel did not remember this many
bushes having long thorns. He thought that the thorns used to be a lot shorter.
Daniel started to pay more attention to the blackberry bushes. He noticed that some bushes had short
thorns and other bushes had long thorns. He also noticed that the deer preferred to eat the blackberry
leaves from the bushes with the short thorns. The deer never touched the leaves on the bushes with
the long thorns. When the bushes had few leaves, they did not survive very well because they could
not photosynthesize.
As more seasons passed, Daniel noticed that more and more bushes with longer thorns were growing
and producing blackberry fruits and seeds and that there were fewer and fewer bushes with short
thorns.
Now it’s time to write your report. Follow these guidelines below:
1. Take out a separate sheet of paper.

2. In paragraph 1, write about what is happening to the blackberry bushes in the story.
3. In paragraph 2, tell what evidence Daniel has for explaining what is happening to the blackberry
bushes.
4. In paragraph 3, use the evidence to explain why this is happening to the blackberry bushes.
5. Include two or three drawings in your report.
• The drawings must show the variation in the traits of the blackberry bushes.
• The drawings must support how this variation matters in the story.
• You can add the drawings to any paragraph.

Name Date
Activity Page UR.1 Use with Unit Review.
Science Categories
Game Rules
In this game, you will work with your team to answer the most questions and score the most points.
• The teacher reads each question out loud to the class.
• Teams must raise their hands if they know the answer.
• Teammates can discuss the answers with each other before raising their hands.
• Do not shout out the correct answer. Wait to be called on by the teacher.
• The teacher will call on the team that raises its hands first.
• Teams get thirty seconds to answer the question.
• If a team gets the answer correct, that team gets to pick the next question.
• If a team gets the answer wrong, another team can try to answer the question and win the point.
• Teams can use their Core Vocabulary cards to search for the answers.
You can use the scorecard below to keep track of your team’s points.
My Team’s Points

Name Date
Activity Page UR.2 (Page 1 of 2) Use with Unit Review.
Vocabulary Crossword Puzzle

Review the cards in your Core Vocabulary deck before you begin.
Use all the words in the word bank to complete the crossword puzzle.
organism life cycle* birth adolescence reproduction flowering plant*

pollination germination metamorphosis inherit offspring population
seed siblings trait variation environment survive
advantage disadvantage
*No spaces between words are included in the puzzle.
Across Down
3. a change or difference in something, such 1. the transfer of pollen to make a seed

as a trait
2. the number of living things that live together in
4. any living thing, such as an animal or a the same area
plant
5. when a seed starts to grow
6. to receive a trait from a parent
7. the surroundings where an animal or plant lives
8. a distinguishing physical feature
9. something that puts a plant or animal in a
11. to continue to live bad position
12. two or more offspring from the same 10. an organism’s young
parents
13. when animals are born
14. any plant that makes a flower
15. something that puts a plant or animal in a good
17. the small part of a plant that grows into a
position
new plant under the right conditions
16. a series of changes, often grouped into stages,
18. the process of making a new living thing
in an organism’s life
19. a stage of the life cycle when a young
animal is growing and developing into
an adult
20. a series of steps that some animals go
through to become adults

Activity Page UR.2 (Page 2 of 2) Use with Unit Review.
Vocabulary Crossword Puzzle, continued
1
4 5
6 7 8 9
10
11 12
13
14 15
16
17
18
19
20

Name Date
Activity Page UR.3 Use with Unit Review.
Vocabulary Review
Complete each sentence with the correct Core Vocabulary term or phrase. Not every word in the
word bank will be used. Review the cards in your Core Vocabulary deck before you begin.
environment life cycle reproduction nonflowering flowering

pollination metamorphosis offspring seed spore inherits
survive die traits advantage disadvantage siblings family
population species cousins germination
1. Birth, growth, reproduction, and death are part of a plant or animal’s .
2. When an animal makes a new living animal, this is known as .
3. A fern is an example of a plant.
4. is the transfer of pollen to make a seed.
5. Butterflies and frogs are examples of organisms that go through a process called .
6. An organism’s young is called its .
7. The is the small part of a plant that grows into a new plant under the right conditions.
8. A baby goat its traits from its parents.
9. Animals need to reproduce in order to .
10. If you see an orange growing on a tree, you are looking at a plant.
11. Siblings can have similar as one another.
12. A trait that is helpful to an organism gives that organism a(n) .
13. Two or more offspring from the same parents are called .
14. A(n) refers to parents, offspring, and siblings. A(n) refers to the
living things that live together in the same area.
15. When seeds start to grow, this process is known as .

UNIT ASSESSMENT (PAGE 1 OF 5)
Name Date
Unit Assessment: What Have I Learned About

Life Cycles, Traits, and Variations?
Answer the items below to show what you have learned.
1. This plant started out as a seed. What changes has it gone through up to this point? Predict other
changes that it will go through after this point.

2. Describe each type of organism’s life cycle by writing the correct words from the word bank under
that organism in the table. You may use some words more than once.
adolescence flower pollination

adulthood fruit pupa
birth germination reproduction
death growth spores
egg larvae
Mouse Butterfly Flowering Plant Fern
3. Which of the following stages are common to all organisms’ life cycles? Circle all the correct answers.
a) pollination
b) germination
c) birth
d) growth
e) flower/fruit
f) death
g) spores
h) reproduction
i) larvae
j) pupa
k) adulthood
4. Complete the sentence.
A characteristic that is passed down from parent to offspring is called a(n) _______________________ .
Be sure to use the Core Vocabulary that you have learned in this unit in your answer.

5. Look at the picture closely. These kittens are part of one litter. They all have the same mother.
What are some of the traits you see in the picture? Describe each trait. Organize your data in the
table below.
Cat 1 Cat 2 Cat 3
6. Why do the offspring look different from each other?
7. Give four examples of traits that can vary within a population.

8. Which of the following are examples of the environment affecting an organism’s physical traits?
Circle all the correct answers.
a) A flamingo’s diet makes its feathers bright pink.
b) A house cat sleeps more than it would if it lived outside.
c) Cold air causes people to put on heavier clothes.
d) A drought results in foxes moving to new habitats.
e) Heavier rains cause plants to get much bigger.
9. The two plants described in the table below are the same kind of plant. Using evidence from the
table, explain what will happen to each plant.
Plant 1 Plant 2
Receives direct sunlight during the day Receives little to no sunlight during the day
Receives water once a day Receives water once a month
Receives air at all times Receives air for only half the day each day
10. Considering the example of the plants in the table above, make a similar argument for animals.
How might the amount of food an animal gets affect its growth?

11. Read the following paragraph. Then underline every cause and circle every effect between the
Animals have traits that help them survive in specific environments. For example, in a snowy
landscape, a white rabbit can be hidden from predators. Animals that live in tall grasses may have
long legs to be able to see over the grasses. This might help them look for prey or escape from
predators.
12. Complete the sentence.

Traits that are helpful to an organism are a(n) ________ . Traits that are harmful to an organism
are a(n) ________ .
Be sure to use the Core Vocabulary that you have learned in this unit in your answer.
13. Which of the following are most likely helpful traits in the environment it lives in? Circle all the
correct answers.
a) large horns on a deer that lives in a thick, wooded area
b) dark brown or black fur on a hare in a snowy environment
c) white fur on a fox, coyote, or wolf in a snowy environment
d) long legs on a predator that hunts in tall grass
e) a predator with a poor sense of sight or smell
f) long arms on an animal that lives in the tops of trees
14. Which animal is better able to survive the change in the environment brought by the drought?
Use evidence from the paragraph below in your answer.
Organism A can store a great deal of water for later use. Organism B can travel fast to hunt down
the prey that it eats. A drought, or a period without rain, strikes the environment in which the two
organisms live. Ponds and lakes dry up. Rivers become dry beds.

Activity Pages Answer Key: Life Cycles, Traits, and Variations
AP 1.1 The Life of a Plant AP 6.1 Box and T-Chart
(Pages 125–126) (Page 134)
• Accept all plausible materials and methods for Students should use one side of the T-chart to identify
planting seeds. traits of the black puppy and the other side of the
• Review and accept all reasonable student steps for T-chart to identify traits of the siblings. Students
planting seeds. Accept all reasonable predictions should then consider the similarities and differences
for what will happen to the plants as they grow. based on their observations and write a summary in
the box at the bottom of the page.
• Accept all reasonable student responses for the
care of their plant. AP 7.1 Cheetah Traits
• Student observations on the chart should (Pages 135–138)
show constant changes to the plant from one
observation date to the next once the seed • Students should find that light tan fur is the
germinates in the soil. predominant color of the cheetah cubs, with very
few having tan or gray fur. Students should also
AP 2.1 Modeling a Life Cycle find that 2,000 spots is the most common number
(Page 127) of spots regardless of the litter. They should also
find that cub size can be different from litter to
Students should identify the life cycle of an animal and litter but that each litter is about the same number
have a life cycle with birth, growth, reproduction, and of cubs (an average of six in this scenario).
death clearly labeled. • Verify that student pie charts or bar graphs match
AP 3.1 Modeling Plant Life Cycles the data students were given and that each data
set is correctly labeled.
(Page 128)
AP 8.1 Looking at Leaves
Students should identify the life cycle of a plant
and have a life cycle with germination, growth, (Page 139)
reproduction, and death clearly labeled. • Accept all student observations and all reasonable
AP 4.2 Comparing Life Cycles explanations of how the traits vary based on what
students write in their T-chart.
(Page 130)
• Accept all defensible patterns students have
Students should complete their tables with the name noted. In cases where students note a pattern
of an organism in each row with a brief description of not supported by their observations, ask them
how each phase of the life cycle was modeled. to support their recognition of a pattern with
evidence.
AP 5.1 Plant and Animal Traits
(Page 133)
• Students should have the name of a plant or
animal in each row with physical and behavioral
traits noted. Accept any traits they note, but be
alert for misconceptions about traits.
• Students should note the similarities and
differences between the plants and between the
animals they observed.

AP 8.2 Traits in a Population AP 11.1, continued
(Pages 140–141) • Students should have observations on what effect
the changes had on the plants in each group.
• Students should generate the following data
from the scenario: • Students should suggest reasons why the plants
in the groups appeared to be different, including
How many cheetahs are light tan? 33
individual traits as well as the effect the changes
How many cheetahs are gray? 19 had on the plant.
How many cheetahs are dark tan? 20 • Students should summarize how changes in the
How many cheetahs are average size? 39 environment affect plant growth, using evidence
How many cheetahs are small? 16 from the activity to support their argument.
How many cheetahs are large? 17 • Students should be able to draw a clear cause-and-
effect relationship between the changes in the
How many cheetahs have many spots? 36 plants’ environment and the results of their activity.
How many cheetahs have few spots? 17 • Student posters should show the plants before and
How many cheetahs have very few spots? 19 after the changes as well as a comparison of the
plants in each group. Finally student posters should
• Accept all plausible student graphical summarize their cause-and-effect relationships
representations and data inclusion. Students between the environment and traits generally.
should explain how the data shows variation
among individuals in a population. AP 12.1 Helpful Traits Scavenger Hunt
AP 9.1 Environmental Changes (Page 148)
(Pages 142–143) • Students should note organisms, the trait, and an
explanation of how the trait helps the organism.
• Student observations of the starting traits of the
plants should accurately reflect what they are seeing. • Accept all plausible student explanations of why it
is important for living things to have helpful traits.
• Students should note how the environment of the Students should note that organisms can have
plant will be changed for Group B, the amount of harmful traits, such as spines on a cactus or spider
light and water the plants will receive, and how venom, which do not harm the organism but can
students will manipulate those needs. harm organisms that prey on the organism.
• Student charts should indicate the date, amount
of light and water, and traits of the plants over five AP 13.1 Whales
observation days. (Page 149)
AP 10.1 What Is All Around Me? • Students should note that the whale with more
(Pages 144–145) blubber will likely survive the colder water better.
• Students should note the smaller, lighter whale
Accept all student responses for both living and with larger fins should be able to adapt and
nonliving parts of the environment. survive in warmer water with sharks because it can
• Students should identify one living and one nonliving move faster in that water when sharks are present.
thing that could change in the environment.
• Students should note the effect the change would
AP 14.1 A Prickly Tale
have on the environment as well as how the change (Page 150)
in their environment would affect the student.
Student reports should note what is happening to the
AP 11.1 Evidence of Changes blackberry bushes, the evidence that Daniel has for
explaining what is happening, and the evidence from
(Pages 146–147)
the story that explains what is happening over time.
Students should have their Lesson 9 table to reference
the changes for this activity.
TEACHER RESOURCES | ANSWER KEY 161

AP UR.2 Vocabulary Crossword Puzzle AP UR.3 Vocabulary Review
(Pages 152–153) (Page 154)
ACROSS: DOWN: 1. life cycle; 2. reproduction; 3. nonflowering;

4. pollination; 5. metamorphosis; 6. offspring;
3. variation 1. pollination 7. seed; 8. inherits; 9. survive; 10. flowering; 11. traits;
12. advantage; 13. siblings; 14. family, population;
4. organism 2. population 15. germination
6. inherit 5. germination
8. trait 7. environment
11. survive 9. disadvantage
12. siblings 10. offspring
14. flowering plant 13. birth
17. seed 15. advantage
18. reproduction 16. life cycle
19. adolescence
20. metamorphosis

Unit Assessment: Teacher Evaluation Guide
Teacher Directions: The Unit Assessment is designed as a fifty-point test. Through this assessment,
students demonstrate their overall learning of the unit’s Learning Objectives. CKSci Unit Assessments
typically range from ten to fifteen questions in the upper elementary grades, which can be answered in
a single classroom session.
Items with simpler answers that assess knowledge but not the deeper understandings of the content,
such as multiple choice or short answers, are weighted differently and are worth fewer points.
Assessment items that require more complex thinking and a deeper understanding of the content, such
as writing explanations or identifying multiple relationships, are worth more points. Items that require
synthesis of content and other student knowledge are weighted with more points as well. Some test
items encourage students to use their Core Vocabulary decks as a reference source for terminology and
concepts related to the test item.
Expected Answers and Model Responses

1. Sample answer: Before this point, the seed sprouted into a plant. It developed a stem, branches,
and leaves. After this point, as the plant grows, its stem will get bigger and wider. There will be
more branches with leaves. If it is a flowering plant, it will develop a flower and may produce fruit.
(5 points)
2.
Mouse Butterfly Flowering Plant Fern
birth, adolescence egg, larvae, pollination, spores, growth,
(growth), adulthood, pupa, adulthood germination, reproduction, death
reproduction, death (reproduction), death growth, flower, fruit
(reproduction), death
(5 points)
3. c, d, f, h, k (5 points)
4. trait (1 point)
5. Students will identify such traits as eye color, fur color, size of ears, size of paws, and so
on. They should describe each to the best of their ability. (5 points)
6. Sample response should indicate that the kittens all look different from each other
because they inherited different things from their mother and father. (2 points)
7. Students may list hair color, eye color, height, weight, length of arms or legs, fur
color, etc. (4 points)
8. a, e (2 points)

9.
Above Average Student response shows an understanding that Plant 1 receives the
sunlight, water, and air it needs to live and, as a result, will grow larger
and stronger over time. It shows an understanding that Plant 2 receives
little of the sunlight, water, and air it needs to live. Student understands
that the plant will not grow and likely will turn brown, wilt, and die.
Average Student correctly identifies what each plant is or is not getting to aid in
survival but does not include the correct outcomes.
Adequate Student correctly identifies what one of the plants is or is not getting to
aid in survival but does not include the correct outcomes.
Inadequate Student does not understand which plant is receiving what it needs and
which is not, nor does he or she include the correct outcomes.
(5 points)
10.
Above Average Student response shows an understanding that if an animal gets enough
food, it will continue to grow. If the animal does not get enough food,
it might stop growing and eventually die. If the animal gets too much
food, it might grow too large and suffer as a result.
Average Student response indicates two of the following: If an animal gets
enough food, it will continue to grow. If the animal does not get enough
food, it might stop growing and eventually die. If the animal gets too
much food, it might grow too large and suffer as a result.
Adequate Student response indicates one of the following: If an animal gets
enough food, it will continue to grow. If the animal does not get enough
food, it might stop growing and eventually die. If the animal gets too
much food, it might grow too large and suffer as a result.
Inadequate Student response shows little to no understanding of the question.
(4 points)
11. causes: a snowy landscape; tall grasses; effects: help a white rabbit hide from predators; grow
taller over time to see prey and escape predators (3 points)
12. advantage, disadvantage (2 points)
13. c, d, f (3 points)

14.
Above Average Student response shows an understanding that Organism A is better
able to survive the change in the environment. The change to the
environment has been caused by a drought, which means that there is
less water. Organism A can store a great deal of water to help it survive
until the drought is over.
Average Student response shows an understanding that Organism A is better able
to survive the change in the environment and that the change has been
caused by a drought. The student does not explain what Organism A
does that helps it survive the drought.
Adequate Student response shows an understanding that Organism A is better
able to survive the change in the environment but goes no further in
answering the question.
Inadequate Student response shows little to no understanding of the question.
(4 points)

APPENDIX A
Glossary
Green words and phrases are Core Vocabulary for the unit, and Student Reader page numbers are
listed in parentheses. Bold-faced words and phrases are additional vocabulary terms related to the
unit that you should model for students during instruction and that are often used within the Student
Reader, and these latter terms do not have specific page numbers listed. Vocabulary words are not
intended for use in isolated drill or memorization.
A G
adolescence, n. a stage of the life cycle when a young germination, n. the beginning of the growth process when
animal is developing into an adult (2) a plant sprout comes out of a seed (9)
advantage, n. a factor that helps an organism (33) growth, n. the process of a living organism maturing or
becoming larger
animal, n. a living organism that eats and responds to senses
I
B
identical, adj. exactly the same (19)
birth, n. the first stage of an animal’s life cycle
individual, n. a single living organism (14)
C inherit, v. to receive from parents (15)
camouflage, n. a color or pattern that helps an organism
blend in with its surroundings (40) L
change, v. to make an object, a living thing, or an life cycle, n. a series of stages in an organism’s life (1)
environment different from what it was previously
characteristic, n. a particular action or physical appearance
M
of an organism metamorphosis, n. a change of form during the life cycle of
some animals (5)
D multiples, n. the birth of more than one offspring at the
death, n. the final stage of an animal’s life cycle same time
disadvantage, n. a trait that makes an organism less likely to O

survive or succeed
offspring, n. a young organism produced by parents (15)
E organism, n. any living thing (1)
ecosystem, n. all the living and nonliving things that
interact in the same place P
environment, n. a surrounding area that contains living and parent, n. the adult members of a group of animals that
nonliving things (27) produce offspring
extinct, adj. having no remaining living members (43) pattern, n. the predictable stages of growth or any
predictable repetition
F physical trait, n. a feature of a living thing’s body (14)

family, n. a group of animals that have the same ancestry plant, n. a living thing which often grows in soil and has
and share similar traits structures such as roots, leaves, and stems
flowering plant, n. a plant that produces flowers during its pollination, n. the transfer of pollen that causes flowering
life cycle (7) plants to reproduce (9)
population, n. a group of a single type of organism living
in the same place at the same time (21)

species, n. a group of similar individuals that can reproduce
R together (20)
rare, adj. not found in large numbers (41)
spore, n. a tiny structure on some nonflowering plants that
reproduction, n. the process of making new organisms (3) can grow into a new plant (11)
stages, n. the steps involved in a plant’s or animal’s growth
S
survive, v. to stay alive (33)
seasonal, adj. the particular parts of a year that are related
to temperature and weather conditions (summer, winter,
fall, spring) V
seed, n. the part of a plant that protects the material that variation, n. a difference between things or in one thing
sprouts into a new plant (9) over time (20)
siblings, n. organisms that come from the same vary, v. to change or differ (20)
parents (18)

APPENDIX B
Classroom Safety for Activities and Demonstrations

In the Core Knowledge Science program (CKSci), activities and demonstrations are a vital part of the
curriculum and provide students with active engagement related to the lesson content. The activities
and demonstrations in this unit have been selected and designed to engage students in a safe manner.
The activities and demonstrations make use of materials and equipment that are typically deemed
classroom safe and readily-available.
Safety should be a priority when engaged in science activities. With that in mind, observe the following
safety procedures when the class is engaged in activities and demonstrations:
• Report and treat any injuries immediately.
• Check equipment prior to usage and make sure everything is clean and ready for use.
• Clean up spills or broken equipment immediately using the appropriate tools.
• Monitor student behavior to ensure they are following proper classroom and activity procedures.
• Do not touch your eyes, ears, face, or mouth while engage with an activity or demonstration.
• Review each step of the lesson to determine if there are any safety measures or materials necessary
in advance.
• Wear personal protective equipment (e.g., safety goggles, aprons, etc.) as appropriate.
• Check for allergies to latex and other materials that students may have and take appropriate
measures.
• Secure loose clothing, hair, or jewelry.
• Establish storage and disposal procedures for chemicals as per their Safety Data Sheet (SDS),
including household substances, such as vinegar and baking soda.
Copy and distribute the Student Safety Form, found on the next page, for students to read and agree
to prior to the start of the first unit, so students are aware of the expectations when engaged in science
activities.
Online Resources For additional support for safety in the science classroom, follow the links in the
Online Resources Guide for this unit:

Student Safety Contract
When doing science activities, I will do the following:
• Report spills, breakages, or injuries to the • Keep my hands dry when using tools and
teacher right away. devices that use electricity.
• Listen to the teacher for special instructions • Be careful to use safety equipment like gloves
and safety directions. If I have questions I will or tongs when handling materials that may be
ask the teacher. hot.
• Avoid eating or drinking anything during the • Know when a hot plate is on or off and let it
activity unless told to by my teacher. cool before touching it.
• Review the steps of the activity before I begin. • Roll or push up long sleeves, keep my hair tied
If I have questions I will ask the teacher. back, and secure any jewelry I am wearing.
• Wear safety goggles when working with • Return unused materials to the teacher.
liquids or things that can fly into my eyes. • Clean up my area after the activity and wash
• Be careful around electric appliances and my hands.
unplug them by pulling on the plug when it • Treat all living things and the environment
is time to unplug an electric appliance. with respect.
I have read and agree to the safety rules in this contract.
/ / /
Student signature and date
Print name
Dear Parent or Guardian,

During science class, we want to create and maintain a safe classroom. With this in mind we are making
sure students are aware of the expectations for their behavior while engaged in science activities. We
are asking you to review the safety rules with your daughter or son and sign this contract. If you have
any questions, please feel free to contact me.
/ / /
Parent or guardian signature and date

APPENDIX C
Strategies for Acquiring Materials

The materials used in the Core Knowledge Science program (CKSci) are readily available and can be
acquired through both retail and online stores. Some of the materials will be reusable and are meant
to be used repeatedly. This includes equipment such as scales, beakers, and safety goggles, but also
items such as plastic cups that can be safely used again. Often these materials are durable, can be
cleaned and will last more than one activity or even one school year. Other materials are classified as
consumable and are not able to be used more than once, such as glue, baking soda, and aluminum foil.
Online Resources The Material Supply List for this unit’s activities can be found online. Follow the links
in the Online Resources Guide for this unit:
Ways to Engage with Your Community
The total cost of materials can add up for an entire unit, even when the materials required for activities
and demonstrations have been selected to be individually affordable. And the time needed to acquire
the materials adds up too. Reaching out to your community to help support STEM education is a great
way to engage parents, guardians, and others with the teaching of science as well as reducing the cost
and time of collecting the materials. With that in mind, the materials list can be distributed or used as a
reference for the materials teachers will need to acquire to teach the unit.
Consider some of the following as methods for acquiring the science materials:
• School Supply Drive—If your school has a supply drive at any point in the year, consider distributing
materials list as wish lists for the science department.
• Open Houses—Have materials lists available during open houses. Consider having teams of
volunteers perform an activity to show attendees how the materials will be used throughout the
year.
• Parent Teacher Organizations—Reach out to the local PTO for assistance with acquiring materials.
• Science Fair Drive—Consider adding a table to your Science Fair as part of a Science Materials Drive
for future units.
• College or University Service Project—Ask service organizations affiliated with your local higher
education institutions to sponsor your program by providing materials.
• Local Businesses—Some businesses have discounts for teachers to purchase school supplies. Others
may want to advertise as sponsors for your school/programs. Usually you will be asked for verifiable
proof that you are a teacher and/or for examples of how their sponsorship will benefit students.
Remember: if your school is public it will be tax exempt, so make sure to have a Tax Identification
Number (TIN) when purchasing materials. If your school is private, you may need proof of 501(c)(3)
status to gain tax exemption. Check with your school for any required documentation.

APPENDIX D
Advance Preparation for Activities and Demonstrations

Being properly prepared for classroom activities and demonstrations is the first step to having
successful and enriching activities and demonstrations. Advanced preparation is critical to effectively
support student learning and understanding of the content in a lesson.
Before doing demonstrations and activities with the class:
• Familiarize yourself with the activity by performing the activity yourself or with a team and identify
any issues or talking points that could be brought up.
• Gather the necessary materials for class usage. Consider if students will gather their materials at
stations or if you will pre-assemble the materials to be distributed to the students and/or groups.
• Identify safety issues that could occur during an activity or demonstration and plan and prepare
how to address them.
• Review the Teacher’s Guide before teaching and identify opportunities for instructional support
during activities and demonstrations. Consider other Support and/or Challenge opportunities that
may arise as you work to keep students engaged with the content.
• Prepare a plan for post-activity collection and disposal of materials/equipment.
While engaged in the activity or demonstration:
• Address any emergencies immediately.
• Check that students are observing proper science safety practices as well as wearing any necessary
safety gear, such as goggles, aprons, or gloves.
• When possible, circulate among the students and provide support for the activity. Return to the
Teacher Guide as students work, to utilize any Support and Challenge opportunities that will make
the learning experience most meaningful for your students.
After the activity or demonstration:
• Use your plan for students to set aside or dispose of their materials as necessary.
• Have students wash their hands after any activity in which they could come in contact with any
potentially harmful substances.
When engaging students in activities and demonstrations, model good science practices, such as
wearing proper safety equipment, never eating during an investigation, etc. Good science practices
at a young age will lead to students observing good science practices themselves and being better
prepared as they move into upper-level science classes.

APPENDIX E
What to Do When Activities Don’t Give Expected Results

Science activities and experiments do not always go according to plan. Microwave ovens, super glue,
and X-rays are just some of the discoveries made when people were practicing science and something
did NOT go according to plan. In your classroom, however, you should be prepared for what to do when
activities don’t give the expected results or when an activity didn’t work.
When going over an activity with an unexpected result, consider these points in discussion with
your students:
• Was there an error in following the steps in order? You or the student may have skipped a step.
To help control for this, have students review the steps to an investigation in advance and make a
check mark next to each step as they complete it.
• Did students design their own investigation? Perhaps their steps are out of sequence or they missed
a step when performing the activity. Review and provide feedback on the students’ investigation
plan to ensure the work is done in proper sequence and that it supports the lesson’s big question.
• When measurements were taken, were they done correctly? It is possible a number was written
down incorrectly, a measurement was made in error such as a wrong unit of measure or quantity,
or the starting or ending point of a measurement was not accurate.
• Did the equipment or materials contribute to the situation? For example, chemicals that have lost
their potency or a scale that is not measuring accurately can contribute to the success or failure of
an activity.
One of the greatest gifts a student can learn when engaged in science is to develop a curiosity for why
something happened. Students may find it challenging or frustrating to work through a problem during
an activity, but guiding them through the problem and figuring out the why something happened will
help them to develop a better sense of how to do science.

CK Sci™
Core Knowledge SCIENCE™
Series Editor-in-Chief
E.D. Hirsch Jr.
Editorial Directors
Daniel H. Franck and Richard B. Talbot
Subject Matter Expert
Joyce Latimer, PhD
Professor
Department of Horticulture
Virginia Tech
Blacksburg, VA
Illustrations and Photo Credits
Age fotostock / Alamy Stock Photo: Cover C
Elena Elisseeva / Alamy Stock Photo: Cover A
Ferrero-Labat / Pantheon / SuperStock: 136
Moodboard / SuperStock: Cover D
NaturePL / SuperStock: i, iii
Westend61 / SuperStock: 157
Within this publication, the Core Knowledge Foundation has provided hyperlinks to independently owned and operated sites whose content we have determined to be of
possible interest to you. At the time of publication, all links were valid and operational, and the content accessed by the links provided additional information that supported
the Core Knowledge curricular content and/or lessons. Please note that we do not monitor the links or the content of such sites on an ongoing basis and both may be constantly
changing. We have no control over the links, the content, or the policies, information-gathering or otherwise, of such linked sites.
By accessing these third-party sites and the content provided therein, you acknowledge and agree that the Core Knowledge Foundation makes no claims, promises, or
guarantees about the accuracy, completeness, or adequacy of the content of such third-party websites and expressly disclaims liability for errors and omissions in either the
links themselves or the contents of such sites. If you experience any difficulties when attempting to access one of the linked resources found within these materials, please
contact the Core Knowledge Foundation:
www.coreknowledge.org/contact-us/
Core Knowledge Foundation
801 E. High St.
Charlottesville, VA 22902
Core Knowledge Curriculum Series™
E.D. Hirsch Jr.
CK Sci™
Core Knowledge Science 3
What is the Core Knowledge Sequence?

The Core Knowledge Sequence is a detailed guide to specific
content and skills to be taught in Grades K–8 in language arts,
history, geography, mathematics, science, and the fine arts. In the
domains of science, including earth and space, physical, and the
life sciences, the Core Knowledge Sequence outlines topics that
build systematically grade by grade to support student learning
progressions coherently and comprehensively over time.
SCIENCE
For which grade levels is this book intended?
Inherited traits

and Variations
In general, the content and presentation are appropriate for
readers in the middle-elementary grades. For teachers and schools
Teacher Guide
Life cycle
following the Core Knowledge Sequence, this book is intended for

Butterfly
Eggs
Chrysalis
Variation and species

Caterpillar
Gregor Mendel
Grade 3 and is part of a series of Core Knowledge SCIENCE units
of study.
For a complete listing of resources in the

Core Knowledge SCIENCE series,
visit www.coreknowledge.org.
CK Sci™
A comprehensive program in science, integrating
topics from Earth and Space, Life, and Physical Sciences with
concepts specified in the Core Knowledge Sequence
(content and skill guidelines for Grades K–8).

units at this level include:
Investigating Forces
Habitats and Change
Weather and Climate
www.coreknowledge.org
ISBN: 978-1-68380-503-8
Core Knowledge Curriculum Series™

E.D. Hirsch Jr.

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SCIENCE

Life Cycles, Traits,

Variation and species

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The Big Idea

Note to Teachers and Curriculum Planners

2 LIFE CYCLES, TRAITS, AND VARIATIONS

What Students Should Already Know

LS1.B: Growth and Development of Organisms

LS3.A: Inheritance of Traits

LS3.B: Variation of Traits

LS4.B: Natural Selection

4 LIFE CYCLES, TRAITS, AND VARIATIONS

A. Organisms Have Life Cycles LESSONS 1–4

B. Organisms Have Traits LESSONS 5–8

• Describe an organism’s physical traits.

• Describe examples that indicate that the environment can affect an

D. Advantages of Specific Variations LESSONS 12–14

What Teachers Need to Know

Know the Science: These sections provide supporting, adult-level, background

6 LIFE CYCLES, TRAITS, AND VARIATIONS

USING THE TEACHER GUIDE

PART LESSON BIG QUESTION

8 LIFE CYCLES, TRAITS, AND VARIATIONS

Activity Pages and Unit Assessment

10 LIFE CYCLES, TRAITS, AND VARIATIONS

Effective and Safe Classroom Activities

Part A: Organisms Have Life Cycles Lesson 4, continued

Lesson 1 • glue bottles/glue sticks

12 LIFE CYCLES, TRAITS, AND VARIATIONS

14 LIFE CYCLES, TRAITS, AND VARIATIONS

16 LIFE CYCLES, TRAITS, AND VARIATIONS

Organisms Have Life Cycles

Part A: What’s the Story?

PART A | ORGANISMS HAVE LIFE CYCLES 17

18 LIFE CYCLES, TRAITS, AND VARIATIONS

The Beginning of Life for a Plant

Lesson Activities Crosscutting Concept: Patterns

LESSON 1 | THE BEGINNING OF LIFE FOR A PLANT 19

Instructional Resources Materials and Equipment

Preparation and Rationale

20 LIFE CYCLES, TRAITS, AND VARIATIONS

THE CORE LESSON 45 MIN

1. Focus student attention on the Big Question. 10 MIN

2. Preview the investigation 5 MIN

LESSON 1 | THE BEGINNING OF LIFE FOR A PLANT 21

Preview Core Vocabulary Terms

flowering plant life cycle plant

3. Facilitate the investigation. 15 MIN

22 LIFE CYCLES, TRAITS, AND VARIATIONS

4. Teach Core Vocabulary. 5 MIN

Prepare Core Vocabulary Cards

flowering plant life cycle plant

5. Summarize and discuss. 5 MIN