Author:
Connecticut Department of Education
Subject:
Life Science, Physical Science, Space Science
Material Type:
Unit of Study
Level:
Upper Primary
Grade:
3
Provider:
CT State Department of Education
Provider Set:
CSDE - Public
Tags:
Language:
English
Media Formats:
Text/HTML

Unit 1 Overview: Organism Traits

Unit 1 Overview: Organism Traits

Overview

Unit Overview/Summary:  

Summary  

The unit organizes performance expectations with a focus on helping students build understanding of traits of organisms. Instruction developed from this unit should always maintain the three-dimensional nature of the standards and recognize that instruction is not limited to the practices and concepts directly linked with any of the unit performance expectations. 

Connections between unit Disciplinary Core Ideas (DCIs)  

NGSS Disciplinary Core Ideas (DCIs ) are fundamental scientific ideas that form the content of an NGSS curriculum.  They cover four domains: physical science, life science, earth, and space science, as well as engineering, technology, and applications of science. NGSS core ideas represent the main domains of factual understanding that students should develop within each discipline.

The idea that being part of a group helps animals obtain food, defend themselves, and cope with changes (LS2.D as in 3-LS2-1) connects to the idea that reproduction is essential to the continued existence of every kind of organism (LS1.B as in 3-LS1-1) through the concept of survival of organisms. Reproduction also connects to the concept of inheritance and that many characteristics of organisms are inherited from their parents (LS3.A as in 3-LS3-1). Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment (LS3.A as in 3-LS3-2).  

All the previous concepts also connect to each other through the concept of patterns: patterns of reproduction and life cycles across organisms, and patterns of characteristics of organisms, both inherited and from interactions with the environment. The concept of patterns also allows students to begin studying the idea that scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next (ESS2.D as in 3-ESS2-1). This idea will be further developed in subsequent unit. 

Unit Science and Engineering Practices (SEPs)

The practices describe behaviors that scientists engage in as they investigate and build models and theories about the natural world and the key set of engineering practices that engineers use as they design and build models and systems.

Instruction leading to this unit of performance expecations (PEs) will help students build toward proficiency in elements of the practices of developing and using models (3-LS1-1), analyzing and interpreting data (3-LS3-1 and 3-ESS2-1), constructing explanations and designing solutions (3-LS3-2), and engaging in argument from evidence (3-LS2-1). Many other practice elements can be used in instruction. 

Unit Crosscutting Concepts (CCCs)

Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. As such, they are a way of linking the different domains of science.

Instruction leading to this unit of performance expecations (PEs) will help students build toward proficiency in elements of the crosscutting concepts of Patterns (3-LS1-1, 3-LS3-1, and 3- ESS2-1) and Cause and Effect (3-LS2-1 and 3-LS3-2). Many other crosscutting concepts elements can be used in instruction. All instruction should be three-dimensional. 

Relevant Standards:

Coding structure of content standards can be found at Nextgenscience  

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-LS2-1. Construct an argument that some animals form groups that help members survive.  

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-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. 

Examples and Explanations:

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.  

Clarification Statement: Changes organisms go through during their life form a pattern. 

Assessment Boundary: Assessment of plant life cycles is limited to those of flowering plants. Assessment does not include details of human reproduction. 

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3-LS2-1. Construct an argument that some animals form groups that help members survive. 

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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.  

Clarification Statement: Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans. 

Assessment Boundary: Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human examples. 

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3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment.  

Clarification Statement: Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted; and a pet dog that is given too much food and little exercise may become overweight. 

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3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.  

Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction. 

Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change. 

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LS1.B as found in 3 -LS1 - 1   Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles.  

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LS2.D as found in 3 -LS2 - 1   Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size 

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LS3.A as found in 3 -LS3 - 1 · Many characteristics of organisms are inherited from their parents. 

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LS3.B as found in 3 -LS3 - 1 · Different organisms vary in how they look and function because they have different inherited information.  

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LS3.A as found in 3 -LS3 - 2 · Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment.  

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LS3.B as found in 3 -LS3 - 2 · The environment also affects the traits that an organism develops.  

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ESS2.D as found in 3 -ESS2 - 1 · Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next 

Example Phenomena:

Phenomena ​- The “why” of the lesson, phenomena provide students with the answer to “why do I need to learn this?” Providing phenomena at the beginning of the lesson motivates students to find an answer to a problem or design a solution to a problem. Along the way, they learn basic science concepts. Students change from learning about​ a topic to figuring out​ how or why something happens. Phenomena are provided by the individual teachers.

  • On average, humans are taller now than they were in the past.  
  • There are “worker bees” in bee colonies 

Phenomena Resources 

  • Qualities of a good anchor phenomenon - a resource from the Research + Practice Collaboratory 

  • www.ngssphenomena.com - a collection of interesting phenomena that could be instructionally productive 

  • Video discussing phenomena in the context of evaluating instructional materials. From Achieve and the Teaching Channel. 

Transfer Goal: Aligned to district portrait or vision of the learner

Asking Questions and Defining Problems    

• Use prior knowledge to describe problems that can be solved. Students could use prior knowledge [about] patterns of the weather across different times and areas to describe problems that can be solved. 3-ESS2-1 

Developing and Using Models  

• Develop and/or use models to describe and/or predict phenomena. Students could develop models to predict [which] animals form groups. 3-LS2-1 

Planning and Carrying Out Investigations  

• Evaluate appropriate methods and/or tools for collecting data. Students could evaluate appropriate methods for collecting data [on] patterns of the weather across different times. 3-ESS2-1 

Analyzing and Interpreting Data  

• Compare and contrast data collected by different groups in order to discuss similarities and differences in their findings. Students could compare and contrast data [on] individuals’ interactions with the environment collected by different groups in order to discuss similarities and differences in their findings. 3-LS3-2 

Using Mathematical and Computational Thinking  

• Describe, measure, estimate, and/or graph quantities such as area, volume, weight, and time to address scientific and engineering questions and problems. Students could describe, estimate, and graph quantities to address scientific questions [about] variations in group sizes. 3-LS2-1 

Constructing Explanations and Designing Solutions  

• Construct an explanation of observed relationships Students could construct an explanation of [the] observed relationships [between] different inherited information [and] variations in how different organisms look and function. 3-LS3-1 

Engaging in Argument from Evidence  

• Respectfully provide and receive critiques from peers about a proposed procedure, explanation, or model by citing relevant evidence and posing specific questions. Students could respectfully provide and receive critiques from peers about a proposed explanation [that] the environment affects the traits that an organism develops. 3-LS3-2  

Obtaining, Evaluating and Communicating Information  

• Combine information in written text with that contained in corresponding tables, diagrams, and/or charts to support the engagement in other scientific and/or engineering practices. Students could combine information in written text [about the] life cycles [of different] plants and animals with that contained in corresponding tables, diagrams, and/or charts to support [claims about the diversity of life cycles]. 3-LS1-1 

Coherence: 

The Next Generation Science Standards (NGSS) allow students the opportunity to experience rich science learning across their K-12 experience. NGSS requires students to use the skills of scientists with the Science and Engineering Practices, while developing their understanding of core science content. Students will participate in Physical Science, Life Science, Earth and Space Science, and Engineering at all grade levels. Spiraling from the macroscopic world around them in the elementary grades, through the microscopic world in the middle grades and eventually the sub-microscopic and abstract science content of the upper grades content is introduced on a broad level and becomes more detailed as students are re-introduced at higher grades.

How does this unit build on and connect to prior knowledge and learning? 

Articulation of DCIs across grade-levels: K.ESS3.A (3-LS4-3)(3-LS4-4); K.ETS1.A (3-LS4-4); 1.LS1.B (3-LS2-1); 2.LS2.A (3-LS4-3),(3-LS4-4); 2.LS4.D (3-LS4-3),(3-LS4-4); 4.ESS1.C (3-LS4-1); 4.ESS3.B (3-LS4-4); 4.ETS1.A (3-LS4-4); MS.LS2.A (3-LS2-1),(3-LS4-1)(3-LS4-3),(3-LS4-4); MS.LS2.C (3-LS4-4); MS.LS4.A (3-LS4-1); MS.LS4.B (3-LS4-3); MS.LS4.C (3-LS4-3),(3-LS4-4); MS.ESS1.C (3-LS4-1),(3-LS4-3),(3-LS4-4); MS.ESS2.B (3-LS4-1); MS.ESS3.C (3-LS4-4) 

How does this unit prepare students for future learning?    

A high-quality, robust science education means students will develop an in-depth understanding of content and will gain knowledge and develop skills—communication, collaboration, inquiry, problem solving, and flexibility— that will serve them throughout their educational and professional lives.  

High-quality, spiraling standards/curriculum allow educators to teach effectively, moving their practice toward how students learn best—in a hands-on, collaborative, and integrated environment rooted in inquiry and discovery. Teaching based on the NGSS calls for more student-centered learning that enables students to think on their own, problem solve, communicate, and collaborate—in addition to learning important scientific concepts. 

Essential Questions:

A question that can be approached in multiple ways. There should be no more than 2-3 essential questions and they should align with your topics. Questions can be repeated throughout a course or over years, with different enduring understandings.

  • Why are organisms different from one another?
  • How are the life cycles of organisms of the same species similar or different?

Enduring Understanding:

The major ideas you want students to internalize and understand deeply. These understandings should be thematic in nature. They are not the end all, be all of the question. They are focused to align to the unit overview. 

  • Students will develop an understanding of the similarities and differences of organisms’ life cycles.

  • Students are able to construct an explanation using evidence for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.

Cross Cutting Concepts (CCC): 

Examples of cross cutting concepts which can be utilized to assist students in achieving these enduring understandings are given below:

Cause and Effect  

• Cause and effect relationships are routinely identified, tested, and used to explain change. Students could describe why scientists identify the cause-and-effect relationships [between the variation] in how different organisms look and function [and their] different inherited information. 3-LS3-1  

Systems and System Models  

• A system is a group of related parts that make up a whole and can carry out functions its individual parts cannot. Students could describe plants and animals’ life cycles as systems of related [stages] that make up a whole and can carry out functions its individual [stages] cannot. 3-LS1-1  

Stability and Change 

• Change is measured in terms of differences over time and may occur at different rates. Students could use patterns of the weather across different times and areas [to describe] that change may occur at different rates. 3-ESS2-1 

What Students Will Know:

Components of the model  

Students develop models (e.g., conceptual, physical, drawing) to describe the phenomenon. In their models, students identify the relevant components of their models including:  

  • Organisms (both plant and animal).  

  • Birth.  

  • Growth. 

  • Reproduction. v. Death.  

Relationships  

In the models, students describe relationships between components, including:  

  • Organisms are born, grow, and die in a pattern known as a life cycle.  

  • Different organisms’ life cycles can look very different. 

  • A causal direction of the cycle (e.g., without birth, there is no growth; without reproduction, there are no births).  

Connections  

How to describe that although organisms can display life cycles that look different, and that they all follow the same pattern.  

How to make predictions related to the phenomenon, based on patterns identified among life cycles (e.g., prediction could include that if there are no births, deaths will continue and eventually there will be no more of that type of organism) 

Supported claims  

How to be supported about a phenomenon. In their claim, students include the idea that some animals form groups and that being a member of that group helps each member survive.  

Identifying scientific evidence  

How to describe the given evidence, data, and/or models necessary to support the claim, including:  

  • Identifying types of animals that form or live in groups of varying sizes.  

  • Multiple examples of animals in groups of various sizes:  

  • Obtaining more food for each individual animal compared to the same type of animal looking for food individually.  
  • Displaying more success in defending themselves than those same animals acting alone.  
  • Making faster or better adjustments to harmful changes in their ecosystem than would those same animals acting alone.  

Evaluating and critiquing evidence  

How to evaluate the evidence to determine its relevance, and whether it supports the claim that being a member of a group has a survival advantage.  

How to describe whether the given evidence is sufficient to support the claim and whether additional evidence is needed.  

Reasoning and synthesis  

How to use reasoning to construct an argument connecting the evidence, data and/or models to the claim. Students describe the following reasoning in their argument:  

  • The causal evidence that being part of a group can have the effect of animals being more successful in obtaining food, defending themselves, and coping with change supports the claim that being a member of a group helps animals survive. 

  • The causal evidence that an animal losing its group status can have the effect of the animal obtaining less food, not being able to defend itself, and not being able to cope with change supports the claim that being a member of a group helps animals survive. 

Organizing data  

How to organize the data (e.g., from students’ previous work, grade-appropriate existing datasets) using graphical displays (e.g., table, chart, graph). The organized data include: 

  • Traits of plant and animal parents. 

  • Traits of plant and animal offspring.  

  • Variations in similar traits in a grouping of similar organisms.  

 Identifying relationships

How to identify and describe patterns in the data, including: 

  • Similarities in the traits of a parent and the traits of an offspring (e.g., tall plants typically have tall offspring). 

  • Similarities in traits among siblings (e.g., siblings often resemble each other). 

  • Differences in traits in a group of similar organisms (e.g., dogs come in many shapes and sizes, a field of corn plants have plants of different heights). iv. Differences in traits of parents and offspring (e.g., offspring do not look exactly like their parents). v. Differences in traits among siblings (e.g., kittens from the same mother may not look exactly like their mother).  

Interpreting data  

How to describe that the pattern of similarities in traits between parents and offspring, and between siblings, provides evidence that traits are inherited. 

How to describe* that the pattern of differences in traits between parents and offspring, and between siblings, provides evidence that inherited traits can vary. 

How to describe that the variation in inherited traits results in a pattern of variation in traits in groups of organisms that are of a similar type 

Articulating the explanation of phenomena  

How to identify the given explanation to be supported, including a statement that relates the phenomenon to a scientific idea, including that many inherited traits can be influenced by the environment.  

Evidence  

How to describe the given evidence that supports the explanation, including: 

  • Environmental factors that vary for organisms of the same type (e.g., amount or food, amount of water, amount of exercise an animal gets, chemicals in the water) that may influence organisms’ traits.  

  • Inherited traits that vary between organisms of the same type (e.g., height or weight of a plant or animal, color or quantity of the flowers).  

  • Observable inherited traits of organisms in varied environmental conditions  

Reasoning  

How to use reasoning to connect the evidence and support an explanation about environmental influences on inherited traits in organisms. In their chain of reasoning, students describe a cause and-effect relationship between a specific causal environmental factor and its effect of a given variation in a trait (e.g., not enough water produces plants that are shorter and have fewer flowers than plants that had more water available) 

Organizing data  

How to use graphical displays (e.g., table, chart, graph) to organize the given data by season using tables, pictographs, and/or bar charts, including:  

  • Weather condition data from the same area across multiple seasons (e.g., average temperature, precipitation, wind direction). 

  • Weather condition data from different areas (e.g., hometown and nonlocal areas, such as a town in another state).  

Identifying relationships  

How to identify and describe patterns of weather conditions across: 

  • Different seasons (e.g., cold and dry in the winter, hot and wet in the summer; more or less wind in a particular season).  

  • Different areas (e.g., certain areas (defined by location, such as a town in the Pacific Northwest), have high precipitation, while a different area (based on location or type, such as a town in the Southwest) have very little precipitation).  

Interpreting data  

How to use patterns of weather conditions in different seasons and different areas to predict:  

  • The typical weather conditions expected during a particular season (e.g., “In our town in the summer it is typically hot, as indicated on a bar graph over time, while in the winter it is typically cold; therefore, the prediction is that next summer it will be hot and next winter it will be cold.”).  

  • The typical weather conditions expected during a particular season in different areas.       

What Students Will Do:

This section of the Model Curriculum is based upon the NGSS Science and Engineering Practices (SEP) Dimension. The emphasis on practice, rather than rote memorization and content delivery is purposeful. Engaging in the practice of science allows the student to see that science and engineering is a creative endeavor, one that is always changing as we learn more about the world around us and ourselves.

  • Identify patterns or evidence in the data that support inferences and/or determine relationships about the effect of group membership on survival of an animal. 

  • Understand and generate simple bar graphs or tables that document patterns, trends, or relationships between group membership and survival. 

  • Sort observations/evidence into those that appear to support or not support an argument. 

  • Based on the provided data, identify or describe a claim regarding the relationship between survival of an animal and being a member of a group. 

  • Identify, summarize, select or organize given data or other information to support or refute a claim regarding the relationship between group membership and survival of an animal. 

  • Using evidence, explain the relationship between group membership and survival. 

  • Organize or summarize data to highlight trends, patterns, or correlations between the traits of offspring and those of their parents and/or siblings. 

  • Generate graphs or tables that document patterns, trends, or correlations in inheritance of traits. 

  • Identify patterns or evidence in the data that support inferences about inheritance of traits from parents to offspring. 

  • Describe or select the relationships, interactions, or processes to be explained. This may entail sorting relevant from irrelevant information or features. 

  • Express or complete a causal chain explaining that traits can be influenced by the environment. This may include indicating directions of causality in an incomplete model such as a flow chart or diagram or completing cause-and-effect chains. 

  • Identify evidence supporting the inference of causation that is expressed in a causal chain. 

  • Use an explanation to predict changes in the trait of an organism given a change in environmental factors. 

  • Describe, identify, and/or select information needed to support an explanation of environmental influence on traits. 

Demonstration of Learning:

Unit Specific Vocabulary and Terminology:

While students “do” science, they must use language (e.g., arguing from evidence). The integration of science and language learning can help ensure that all students, and multilingual students in particular, are supported in meeting rigorous content standards while drawing on and extending their full repertoire of language. 

Consult the resources in the Supporting ELs/MLs section for guidance with integrating content and language development and centering the language practices of students.

Science Vocabulary Expected    

3-LS2-1 Environment, prey, predator, characteristic, habitat, species, herd, inherit, trait, diet, mate, parent  

3-LS3-1 Parent, sibling, characteristic, offspring, parent-offspring similarity, feature, inherit, inherited characteristic, reproduce 

3-LS3-2 Offspring, feature, inherit, diet, survival, flood, drought, habitat, reproduce 

Science Vocabulary NOT Expected  

3-LS2-1 Organism, social, relative, predation, hereditary, harmful, beneficial, variation, probability, adaptation, decrease, increase, behavioral, variation, ecosystem, pecking order, dominance/submissive behavior, hierarchy, migrate, defend. 

3-LS3-1  Transfer, variation, allele, hereditary information, identical, Punnett square, transmission, gene, 

genetic, genetic variation, dominant trait, recessive trait. 

3-LS3-2  Organism, variation, version, harmful, beneficial, increase, decrease, trend 

Aligned Unit Materials, Resources and Technology:

It is critical that curriculum be implemented using high quality instructional materials to ensure all students meet Connecticut’s standards. A non-exhaustive list of high-quality vetted resources aligned to the state model curricula that can, but are not required, to be used for implementation will be coming to provide additional support for districts.

Opportunities for Interdisciplinary Connections:

Connecticut Core State Standards Connections: 

ELA

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3-LS2-1),(3-LS4-1),(3-LS4-3),(3-LS4-4) 

RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-LS4-1),(3-LS4-3),(3LS4-4)  

RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (3-LS2-1),(3-LS4-1),(3-LS4-3),(3-LS4-4)  

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-LS2-1),(3-LS4-1),(3-LS4-3),(3-LS4-4)  

W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (3-LS4-1),(3-LS4-3),(3-LS4-4)  

W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (3-LS4-1) 

SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (3-LS4- 3),(3-LS4-4)  

Mathematics  

MP.2 Reason abstractly and quantitatively. (3-LS4-1),(3-LS4-3),(3-LS4-4)  

MP.4 Model with mathematics. (3-LS2-1),(3-LS4-1),(3-LS4-3),(3-LS4-4)  

MP.5 Use appropriate tools strategically. (3-LS4-1) 3. 

NBT Number and Operations in Base Ten (3-LS2-1) 3. 

MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. (3-LS4-3)  

3.MD.B.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters. (3-LS4-1) 

Opportunities for Application of Learning:

Scientific Knowledge Assumes an Order and Consistency in Natural Systems  

● Students could describe how we know that the environment affects the traits that an organism develops because science assumes consistent patterns in natural systems. 3-LS3-2  

Science is a Human Endeavor  

● Students could describe that science affects everyday life [using examples of ways people apply their understanding that] the environment affects the traits that an organism develops. 3-LS3-2

Defined Learning provides an open access online library of standards-aligned project-based lessons to help students meet the expectations of the Standards. Each project is based on a situation in a relevant career to help students connect classroom content to career pathways. This supplemental resource is available at no cost to teachers and districts. Create an account and log in to access this free resource to support your curriculum.

 

Critical Consciousness for Diversity and Equity:

Culturally relevant Science engages and empowers students. Opportunities for teachers to orchestrate discussions where students share not only connections to prior Science learned but also to their lived experiences must be provided. It is important to dig deep to find ways to link students’ home cultures and the Science classroom. Build authentic relationships with families through two-way, reciprocal conversations that acknowledge families’ cultures as assets for teaching and learning. As you plan to implement this unit, focus on designing experiences that have students at the center. In addition to keeping students engaged, ensure the learning experiences have a context that reflects lived experiences (mirror) or provide opportunities to view and learn about the broader world (window). 

One crucial link to students’ home cultures is through their language. Students’ language repertoires –all the languages and language varieties they use everyday– are a valuable resource to be engaged in the science classroom. This approach is referred to as a translanguaging stance. It is based on a dynamic view of bilingualism that understands individuals as having one linguistic repertoire composed of various named languages (such as English and Spanish) and/or language varieties on which they draw to make meaning.

The following questions are intended to assist in promoting diverse voices and perspectives while avoiding bias and stereotyping: 

  • How will students share their experiences with others while attending to the Science in the unit? 
  • What opportunities are there for students to make connections from their life to the Science? 
  • What do I know or need to learn about my students to create lessons free from bias and stereotypes? 
  • In what ways can the scientific thinking already taking place in the classroom and community be honored? 
  • How is relevant background knowledge developed so that all students can access the Science of the unit? 
  • What opportunities are there for students to use their full language repertoires during mathematical scientific discussions and practice? Where can I create these opportunities?
  • What do I know or need to learn about students’ languages and how they use them? How can I learn this?
 

Multilingual Learners/English Learners (ML/EL):

Like all students, multilingual and EL classified students are developing and deepening content knowledge and extending their full linguistic repertoire. Some students classified as English Learners may be newer to English, others may be more comfortable in English at school, but they all bring an array of resources –including linguistic and standards-aligned knowledge– to the classroom.

Content and language learning are interconnected and acquired through active and meaningful participation. The research-based strategies listed below focus on making content comprehensible (accessible) and creating opportunities for student voice, including verbal and written (equitable participation).

Additional resources for ML/EL

CELP Standards--Linguistic Supports

ML/EL Support Collection for Science  

EL Strategies Desk Cards (Tip Sheets for ALL Classroom Teachers)

This unit presents opportunity to address the following CELP Standards:  

CELP Standard 1: Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing  

CELP Standard 2: Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions  

CELP Standard 3: Speak and write about grade-appropriate complex literary and informational texts and topics  

CELP Standard 4: Construct grade-appropriate oral and written claims and support them with reasoning and evidence  

CELP Standard 6: Analyze and critique the arguments of others orally and in writing  

CELP Standard 7: Adapt language choices to purpose, task, and audience when speaking and writing  

CELP Standard 8: Determine the meaning of words and phrases in oral presentations and literary and informational text  

CELP Standard 9: Create clear and coherent grade-appropriate speech and text  

CELP Standard 10: Make accurate use of standard English to communicate in grade appropriate speech and writing 

The document below provides guidance on these standards that is grade appropriate and broken down by language level descriptors which will assist the teacher in making the content of the unit accessible to all students.

Grade 3 Language Level Descriptors