Third Grade Science DBQ Inheritance and Variation of Traits - Teacher s Guide

Transcription

1 Third Grade Science DBQ Inheritance and Variation of Traits - Teacher s Guide A science document based question (DBQ) is an authentic assessment where students interact with science related texts. Much like a DBQ in social studies, students analyze documents, gather information, and fill in short scaffolded responses. Then students assimilate and synthesize the information from the documents, and write to an overarching prompt, by using information from the documents as well as integrating background knowledge they may have brought to the topic. In this science version of a DBQ, the documents include text, visual models, diagrams, illustrations, videos, etc., all examples of resources a scientist or engineer might use in research and/or in the field. This DBQ is aligned with the third grade NGSS topic titled Inheritance and Variation of Traits: Life Cycles and Traits (3-LS1-1, 3-LS3-1, 3-LS3-2, 3-LS4-2). It is meant to accompany a unit focusing on these standards. With prompting and support, the students will review the series of documents to analyze plant and animal traits. After working through the documents, students will write to a final prompt. Helpful vocabulary: variation trait environment survive reproduce/reproduction offspring species evidence provide life cycle advantage Writing Task: As a biologist, you will have to understand and explain many concepts about plants and animals. Answer the following question: How can variations of traits provide advantages for plants and/or animals in surviving, finding mates, and reproducing? Use at least four of the vocabulary words in your writing. Use evidence from each document. Use your background knowledge about this topic.

2 Third Grade Science DBQ Inheritance and Variation of Traits - Teacher s Guide A DBQ is a very structured activity, it cannot be independent or used as a worksheet, it must be directed. Most of the time, a DBQ combines prior knowledge and inferences with the documents students are exposed to. When directing students though this DBQ, these are the suggested steps in the process for each document: 1. Review the final writing prompt. Throughout the document, you might want to reference this question as the objective for what students are expected to understand. 2. Have students look at, read, watch, or listen to the document. 3. Have the students discuss their general observations of the document. 4. Talk through the first question, or have groups of students talk through the question. You could also have students jot down their individual ideas prior to having this discussion. 5. Have students write their answers to the question, either independently or together. As the students get comfortable with the process, they should do the writing independently after their discussions. 6. Move on to the next question, discuss, and then write. You will notice that the questions in each document build on one another, leading students to higher levels of thinking and deeper into the content. It is important to do each document and the questions in the order they are listed as part of the scaffolding process. The vocabulary words should be posted, as they come about in the DBQ, in a highly visible area of your classroom and should be referred to often. When completing the final writing, the length and specific details of writing is dependent on purpose, timing, and your expectations. Depending on your students writing ability, you might also choose to scaffold this writing and/or model how to cite from the documents. *Note: When printing this DBQ for students, you will NOT need to include the first page, however students should know the final writing prompt throughout the process so they understand and make connections to the final writing task.

3 Document A 1. What traits help the lizard survive in its environment? Describe at least 2 traits. Lead students to understand that some traits are influenced by the environment and make sure students focus on how the traits help it survive in the desert. Insist that students use the vocabulary word trait. Also be sure to include the vocabulary word environment and survive in the discussion. Sample responses: the lizard s long toes means he doesn t have to stand on the hot sand; it s long tail helps with balance; it s long tongue helps catch food; it s camouflage helps it hide. (3-LS3-2) Possible leading questions if students are struggling: Look at the lizards body, what does it have that is different than other animals? How does this trait help it survive? 2. What traits help the cactus survive in its environment? Describe at least 2 traits. Lead students to understand that some traits are influenced by the environment and make sure students focus on how the traits help it survive in the desert. Sample responses: the cactus has spines to protect it from animals; the cactus has big leaves to store water since it lives in a desert. (3-LS3-2) Possible leading questions if students are struggling: Look at the cactus, what does it have that is different than other plants? How does this trait help it survive? 3. Could the lizard survive in a cold environment? How do you know? Sample response: The lizard could not live in a cold environment because it does not have the traits it needs to stay warm and survive. (3-LS3-2) 4. Could the cactus survive in a cold environment? How do you know? Sample response: The cactus could not survive in a cold environment because it does not have the traits it needs to stay protected from cold weather. (3-LS3-2)

4 Document B Image 1: One of the more infamous creatures to use its features to attract mates, the blue and green peacock uses enormous tail feathers to attract a mate. The exact function of the feathers is unknown. Plumes are famous for their "eye spots", and larger numbers of them often indicate a healthy male. Image 2: All species of deer have antlers which are grown and shed each year. Female deer find larger antlers attractive, and males often use them in competition for mates, kind of like arm wrestling. Image 3: Guppies perform a sort of dance to attract mates, the brightly colored males growing long tails to emphasize the way their bodies twist and turn. The tails can be full fan shaped, triangular like a pennant, or torn and tattered looking. 1. What traits help the peacock find a mate in its environment? Possible response: Peacocks use their tail feathers, students might infer that the tail feathers look different on each peacock, to attract a mate. This is a good time to discuss the variation of traits within the same species and to discuss the vocabulary word variation. (3-LS3-1 and 3-LS4-2) 2. What traits help the deer find a mate in its environment? Possible response: Female deer are attracted to males with larger antlers. Male deer will also use their antlers to fight off other males. (3-LS3-1 and 3-LS4-2)

5 3. What traits help the guppy find a mate in its environment? Possible response: Guppies move and dance to attract a mate. They also have bright colors that are emphasized in the dance to help attract a mate. (3-LS3-1 and 3-LS4-2) 4. What are some advantages that some animals have over others of the same species to find mates in their environment? By comparing the 3 animals in this document, lead students to understand that size, color, and movement are all characteristics that might provide advantages in finding mates in many species. Students may want to share other examples of animals they know that use similar features. Make sure to include the vocabulary word species and advantage in the discussion. (3-LS4-2) Possible leading questions if students are struggling: Think back to the previous questions, what did the peacock, dear, and guppy do to attract mates? What advantage do some peacocks have? (color) What advantage do some deer have? (size) What advantage do some guppies have? (movement) 5. All these animals have specific traits to help them find a mate. Why is finding a mate essential to survival of a species? Students answers should lead to the idea that if an animal doesn t find a mate, it can t reproduce. Reproduction is essential to the survival of a species. Make sure to include the vocabulary word reproduce and offspring in the discussion. (3-LS1-1) Possible leading questions if students are struggling: What does essential mean? How do species continue to survive (without becoming endangered or extinct)? (they must reproduce)

6 Document C 1. Compare the two life cycles. What do they have in common? What differences do they have? In the Box and T Chart below, similarities go in the top box and differences go in the two bottom boxes. Possible answers: (3-LS1-1) Similarities: Baby/young stage Growth Adult Stage They both go in a circle or are a cycle Tree Frog Shows a dead tree Has 6 stages Tadpole stage Has 5 stages 2. What stage is special about the tree s life cycle? Answers will vary as long as students can justify their reasoning. Make sure to include the vocabulary word life cycle in the discussion. (3-LS1-1) Possible leading questions if students are struggling: How is it different from other life cycles? How is it different than the frog s life cycle? 3. What stage in the tree s life cycle shows reproduction of the species? How do you know? Students might state that the acorn stage shows reproduction because it is where the new tree cycle starts, or they might state that when the tree drops the acorn it shows reproduction because that is where the seed is dispersed to start a new life cycle. Make sure to include the vocabulary word reproduction in the discussion. (3-LS1-1) Possible leading questions if students are struggling: Where in the tree s life cycle does the process start over?

7 4. What stage is special about the frog s life cycle? Answers will vary as long as students can justify their reasoning. (3-LS1-1) Possible leading questions if students are struggling: How is it different from other life cycles? How is it different than the frog s life cycle? 5. What stage in the frog s life cycle shows reproduction of the species? How do you know? Students will likely answer that the adult stage to the egg stage is where it shows reproduction because the adults lay eggs to reproduce. (3-LS1-1) Possible leading questions if students are struggling: Where in the frog s life cycle does the process start over? 6. According to the illustration, what is unique and diverse about the butterfly s life cycle compared to other life cycles? Students will likely notice the chrysalis stage which looks very different than the other life cycles growth stages. They might also discuss how the butterfly looks very different than its younger stages. (3-LS1-1) Possible leading questions if students are struggling: What does unique and diverse mean? How is the butterfly s life cycle different than the tree or the frog? 7. Overall, thinking about all three examples, what stages do all of the life cycles have in common (what pattern do you see)? Lead students to see that all life cycles have in common birth, growth, reproduction, and death. (3-LS1-1)

8 Name: Writing Task: As a biologist, you will have to understand and explain many concepts about plants and animals. Answer the following question: How can variations of traits provide advantages for plants and/or animals in surviving, finding mates, and reproducing? Use at least one piece of evidence from each document. Document A discusses survival, Document B focuses on finding a mate, and Document C is about the importance of reproduction. After a piece of evidence from a document, put the document letter in parentheses. For example, Lizards and cacti both have traits for successful survival in the desert (Doc. A). Correctly use at least four of the vocabulary terms from this DBQ in your writing. variation reproduce/reproduction provide trait environment survive offspring species evidence life cycle advantage Students reference all documents in their answer, include an introduction that restates the question, and a conclusion that restates the question. Students use at least 4 vocabulary words in their answer. Students identify that traits vary in different plants and animals and within the same species and that these variations provide advantages in survival, finding mates, and reproducing. Students identify that some traits are influenced by an environment, which is usually related to how a plant or animal is able to survive in that environment. Students identify that different animals do different things to find mates. Students might mention that reproduction is essential to the survival of a species and that this stage is always found in the plant or animal s life cycle.

9 Document A

10 Document B Image 1: One of the more infamous creatures to use its features to attract mates, the blue and green peacock uses enormous tail feathers to attract a mate. The exact function of the feathers is unknown. Plumes are famous for their "eye spots", and larger numbers of them often indicate a healthy male. Image 2: All species of deer have antlers which are grown and shed each year. Female deer find larger antlers attractive, and males often use them in competition for mates, kind of like arm wrestling. Image 3: Guppies perform a sort of dance to attract mates, the brightly colored males growing long tails to emphasize the way their bodies twist and turn. The tails can be full fan shaped, triangular like a pennant, or torn and tattered looking.

11 Document C

12 Document C, continued