What do fox squirrels have in common with longleaf pines?
This 3rd grade science lesson utilizes the fox squirrel native to Daufuskie Island to teach the third grade science standard 3-LS3-2- Use evidence to support the explanation that traits can be influenced by the environment. Informational text and informational text reading strategies are also utilized in this lesson.
Essential Question
Learning Intentions
I am learning that a trait can be genetic or influenced by environment.
I am learning how traits can be influenced by the environment.
Success Criteria
I will know I am successful when…
I can explain using evidence from the video or article how traits can be influenced by the environment.
Grade(s):
- 3
Subject(s):
Recommended Technology:
Resources
Longleaf Pine Habitat- Pee Dee Explorer Video
Daufuskie Island-Carolina Snaps
Other Instructional Materials or Notes:
Resources
Longleaf Pine Habitat- Pee Dee Explorer Video
Daufuskie Island-Carolina Snaps
Lesson Progression
Standards
3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment.
Learning Intentions
I am learning that a trait can be genetic or influenced by environment.
I am learning how traits can be influenced by the environment.
Success Criteria
I will know I am successful when…
I can explain using evidence from the video or article how traits can be influenced by the environment.
Resources
Longleaf Pine Habitat- Pee Dee Explorer Video
Daufuskie Island-Carolina Snaps
https://tourdaufuskie.com/grey-fox-squirrels-on-daufuskie/
1. Introduction:
- Start with a brief discussion on what traits are. Use simple examples like eye color, hair type, or the ability to roll the tongue.
- Introduce the idea that while some traits come from our parents (genetic traits), there are also traits that can be influenced by the environment.
2. Engaging Activity:
- Conduct an interactive activity to illustrate how traits can be influenced by the environment. For example, have a set of identical seeds and plant them in different environments (varying sunlight, water, or soil conditions).
- Observe and discuss how the plants in different environments develop different traits (height, color, etc.).
3. Read-Aloud and Video:
Use the short video: What’s Wild: Fox Squirrel that introduces the concept of environmental influences on traits.
Use the attached article and complete the reading strategies below:
- Previewing: Before reading, have the students preview the text. Look at headings, subheadings, and any images or captions. Discuss what they think the text might be about based on these elements.
- Activating Prior Knowledge: Connect the information in the text to what students already know. Ask them questions related to their own experiences or what they've learned before.
- Making Predictions: Encourage students to make predictions about what they expect to learn from the text. This engages them in thinking about the content before diving into the reading.
- Chunking Text: Break the text into smaller chunks and read one section at a time. Discuss the main ideas after each section to ensure understanding before moving on.
- Asking Questions: Encourage students to ask questions as they read. This helps them stay engaged with the material and promotes critical thinking.
- Visualizing: Have students create mental images of the concepts they are reading about. This can enhance comprehension and make the information more memorable.
- Note-Taking: Teach basic note-taking skills. 3rd graders can draw pictures, use keywords, or write short phrases to summarize key points as they read.
- Summarizing: After reading a section or the entire text, ask students to summarize the main ideas in their own words. This helps reinforce comprehension.
- Discussion: Foster class or small group discussions about the text. This allows students to share their thoughts, clarify doubts, and learn from each other.
- Graphic Organizers: Use simple graphic organizers to help students organize information visually. This can include charts, diagrams, or concept maps.
- Retelling: Have students retell the information in their own words. This reinforces understanding and helps them practice expressing concepts.
- Reflecting: After finishing the text, encourage students to reflect on what they have learned. Ask them how the new information connects to what they knew before.
Optional: Use Longleaf Pine Habitat-Pee Dee Explorer Video and/or Daufuskie Island Carolina Snaps video to show students what Longleaf Pines look like and what Daufuskie Island is like. Both are available on Knowitall.org
8. Data Collection:
- If feasible, conduct a small-scale class project where students collect data on a specific environmental factor and its influence on a chosen trait. This could be a short-term project with regular observations.
9. Recording Findings:
- Have students document their findings in a simple scientific journal or poster. This reinforces the idea of using evidence to support explanations.
10. Conclusion:
- Summarize the lesson by emphasizing that traits can be a result of a combination of both genetics and the environment. Discuss how scientists use evidence to support their explanations.
11. Assessment:
- Use informal assessments like discussions, observations, or student journals to gauge understanding. Encourage students to explain how they know traits can be influenced by the environment.
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