Grade 3 Unit 6: Organisms & the Environment Fourth Marking Period Unit Focus Essential Questions Next Generation Standards Disciplinary Core Ideas (DCI) In this unit of study, students develop 1. How do solitary and group animals 3-LS2-1. Construct an argument LS2.C: Ecosystem Dynamics, an understanding of the idea that differ? that some animals form groups that Functioning, and when the environment changes, some help members survive. Resilience organisms survive and reproduce, 2. What are the advantages of group * some move to new locations, some living? 3-LS4-1. Analyze and interpret The crosscutting concepts of cause move into the transformed from fossils to provide evidence of and effect and the interdependence of and some die. The crosscutting 3. What are the disadvantages of the organisms and the environments science, engineering, and technology concepts of and group living? in which they lived long ago. are called out as organizing concepts cause and effect the for these disciplinary core ideas. interdependence of science, are called out 4. How do animal groups differ from 3-LS4-3. Construct an argument with demonstrate grade-appropriate and technology as organizing concepts for these one another? evidence that in a particular habitat proficiency in engaging in argument core ideas. Students some organisms can survive from evidence. Students are also grade-appropriate proficiency well, some survive less well, and to use this practice to in the 5. Why don’t we see alligators in some cannot survive at all. understanding of the core ideas. engaging in argument from arctic? Students are also expected to use this practice to demonstrate 3-LS4-4. Make a claim about the LS2.D: Social Interactions and of the core ideas. Group Behavior of a solution to a problem caused * when the environment changes and the types of plants and animals that LS4.A: Evidence of Common live there may change Ancestry and Diversity * * * LS4.D: Biodiversity and Humans * NGSS and Foundations for the Unit
Grade 3 Unit 6: Organisms & the Environment Fourth Marking Period Unit Focus Essential Questions Next Generation Standards Disciplinary Core Ideas (DCI) In this unit of study, students develop an understanding of the idea that when the environment changes, some organisms survive and reproduce, some move to new locations, some move into the transformed and some die. The crosscutting concepts of cause and effect and the interdependence of science, and technology are called out as organizing concepts for these core ideas. Students grade-appropriate proficiency in engaging in argument from Students are also expected to use this practice to demonstrate of the core ideas. 1. How do solitary and group animals differ? 2. What are the advantages of group living? 3. What are the disadvantages of group living? 4. How do animal groups differ from one another? 5. Why don’t we see alligators in the arctic? 3-LS2-1. Construct an argument that some animals form groups that help members survive. 3-LS4-1. Analyze and interpret from fossils to provide evidence of the organisms and the environments in which they lived long ago. 3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. 3-LS4-4. Make a claim about the of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change LS2.C: Ecosystem Dynamics, Functioning, and Resilience * The crosscutting concepts of cause and effect and the interdependence of science, engineering, and technology are called out as organizing concepts for these disciplinary core ideas. demonstrate grade-appropriate proficiency in engaging in argument from evidence. Students are also to use this practice to understanding of the core ideas. LS2.D: Social Interactions and Group Behavior * LS4.A: Evidence of Common Ancestry and Diversity * * * LS4.D: Biodiversity and Humans * NGSS and Foundations for the Unit
Grade%203%20Unit%206%20Organisms%20and%20the%20Environment.docx