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LIFE SCIENCE 3.LS.1.2.A-C
3.LS.1.1.B Traits can be acquired rather than inherited.
- Plants and animals have physical features that are associated with the environments where they live.
- Individuals of the same kind differ in their traits.
- Sometimes the differences give individuals an advantage in surviving and reproducing
- I can observe the structures and behaviors of a variety of organisms to explain their functions.
- I can analyze the traits and behaviors of organisms (barn owls, penguins, pangolins, and spider plants) and identify ways the traits help them survive in their environments.
- I can identify the physical features of additional plants and animals that are associated with the environment in which they live (coloration, location of eyes, type of feet, etc.) and explain why these traits are an adaptation for survival.
- I can observe organisms of the same kind living together in a group and examine how differences in size, color, and weight can increase, reduce, or have no effect on the ability of the organisms to survive and reproduce.
- I can observe differences among organisms of the same kind living in different locations and hypothesize about environmental factors that created these differences.
- I can explain that many living things have (or had) adaptations that allowed them to survive in their own environments until humans changed the environment or exploited the traits.
- I can research an organism that I am interested in to write about its structures, behaviors, threats, and conservation efforts.
- Plants and animals have life cycles that are part of their adaptations for survival in their natural environments.
- I can compare and discuss the life cycle of my group’s organism with the organisms presented by other groups.
- I can use the ABCDL’s of Science Drawing to illustrate and sequence the life cycles of a variety of organisms.
- I can describe and discuss ways that life cycles can be interrupted during various stages.
- I can explain what conditions may be needed for reproduction of different organisms (temperature, availability of food/water, season, etc.).
- I can read with a group to study the life cycle of an organism and record our ideas in a GO to share with the class.
- I can compare the physical characteristics of offspring to their
- parents, noting their similarities and differences.
- I can explain that an inherited trait is a physical characteristic
- that is passed down from parent to offspring at birth.
- I can explain that an inherited behavior is passed down from
- parent to offspring and is called an instinct since it is not
- learned.
- I can give examples of inherited traits and instincts.
- I can explain that a living thing gets part of its genetic material
- from its mother and part from its father.
- I can use the words dominant and recessive to describe some
- of my traits and to explain why someone can have a trait that
- neither of their parents has.
- I can observe and compare some of the dominant and
- recessive traits found in my classmates.
- I can develop a data table to show the results of the observed
- traits within my class.
- I can explore recessive and dominant traits by using dice and
- odd/even numbers to create a baby monster and his/her
- parents.
- I can give a presentation that identifies which traits were
- inherited from mom, which from dad, and which from both.
3.LS.1.1.B Traits can be acquired rather than inherited.
- I can use books, technology, and the world around me to observe organisms doing activities they have learned from their parents.
- I can describe an organism’s activities that are in response to the environment.
- I can define the term acquired trait and describe how it is different from an inherited trait using a Venn diagram.
- I can explain why acquired traits cannot be inherited by one’s offspring.
- I can identify at least five traits that I have acquired or developed since birth and add them to a class chart.
- I can observe some of the acquired traits my classmates, family members, and pets have developed and explain how I know the observed traits are not inherited.
- I can explain using examples how some acquired traits help an organism survive while others don’t.
- I can type an essay that compares acquired traits and inherited traits that includes examples of each.
- I can apply my knowledge of traits to the next unit in order to understand how individuals of the same kind can differ in their traits and sometimes the differences give individuals an advantage in surviving and reproducing.
- Earth’s nonliving resources have specific properties.
- Earth’s resources can be used for energy. Some of Earth’s resources are limited.
- I can diagram the steps of the rock cycle and describe the processes that form igneous, metamorphic, and sedimentary rocks.
- I can find a rock and classify it by type based on characteristics such as hardness, texture, color or patterns and share my results with the class.
- I can explain how air and water play an important role in forming rocks and soil.
- I can identify rock, soil, air and water as examples of non-living parts of an ecosystem and explain why they are important to life.
- I can define the term natural resources, list examples, and explain how they support life.
- I can complete a foldable that identifies and compares renewable, nonrenewable, and flow resources that are used for energy.
- I can classify resources by their properties into one of the following groups: renewable, flow, or non-renewable.
- I can describe heat, electrical energy, light, sound and magnetic energy as renewable or nonrenewable energies.
- I can investigate the positives and negatives of the renewable, nonrenewable, and flow resources used for energy.
- I can research ways to conserve resources and use the ABCDL’s of science drawing to create a visual to share my findings.
- All objects and substances in the natural world are composed of matter.
- Matter exists in different states, each of which has different properties.
- Heat, electrical energy, light, sound and magnetic energy are forms of energy.
- I can define matter as anything that takes up space and has mass.
- I can explain to others that everything on Earth is composed of matter.
- I can draw and label the three states of matter and identify the unique properties of each.
- I can use my two fists to demonstrate how the atoms in each state differ.
- I can describe how states of matter change when exposed to heating and cooling.
- I can compare this to the water cycle and explain how changes in states of matter can affect the weather.
- I can define Energy as the ability to move or cause change and research different forms of Energy.
- I can create a presentation to show what I know.