Learning Progressions Assignment

Biological Evolution: Unity and Diversity

Julian Del Toro, Asari Ephraim,Cynthia Alvarado
8/15/2020
Professor Amanda Lee Bell
Second Grade

2-LS4 Biological Evolution:

Unity and Diversity
 Essential Question: What are the different Phenomena: What type of animals and plants Performance Expectation:
types of habitats? live in your habitat ? 2- LS4-1 Make observations
of plants and animals to
compare the diversity of life
Learning Target Prior Knowledge (Based on Learning Progression)
in different habitats.
Students Will be able to... Students will share about…
ELA Connection:
★ Students will collect data to compare the ★ The previous observations of plants and
different types of plants and animals animals they have seen.
based on their habitat. ★ Which animals and plants live in which
habitats.

Technology Connection:
Video about Different Habitats
Example(s): https://www.generationgenius.com/videolessons/habitats-video-for-
kids/?gclid=Cj0KCQjw7Nj5BRCZARIsABwxDKIzo5KF_HkQX2StpxP
abh57N5CXyaFaWCV3zLanWXeNP8Z41NplA8QaAteTEALw_wcB

Activities:

Students will collect data about different habitats and what types of animals and plants live in theses
habitats. Student will create a habitat diorama of an animal and a plant that lives in a certain habitat.
Math Connection:

Engagement —>
TPT #: 3 Quick Draw: The teacher will read about a habitat and then the students will draw
a picture of the animals and plants in each habitat.
 Activities and
Materials for 2-
LS4-1
Third Grade

3-LS4 Biological Evolution:

Unity and Diversity
 Essential Question: Where are these fossils Phenomena: Does this fossil still exist?
from? Performance Expectation:
3-LS4-1 Analyze and
interpret data from fossils
to provide evidence of the
Learning Target Prior Knowledge (Based on Learning Progression)
organisms and the
environments in which they
Students Will be able to… Students will share about…
lived long ago.
★ Analyze the data and identify the ★ How to identify the different habitats
environments where the fossils come that they learned about previously.(2-
ELA Connection:
from. LS4-1)
★ Where the fossils lived long ago based on
the organisms found in the fossil (2-LS4-
1).

Technology Connection:
https://www.pbslearningmedia.org/res
Example(s): ource/ess05.sci.ess.earthsys.fossilcoll
age/fossils/
Activities: The students will receive a fossil and magnifying glass and dig out a fossil. The students will
analyze the fossil and use a worksheet to answer questions about the fossil.

Engagement —> Math Connection:

TPT #: 11 Categorizing and Sorting: After doing there worksheets the students will The students will
categorize and sort there fossils. The teacher will start by prompting them into two groups plants or measure the size of the
animals. Then together they will further sort their fossils into smaller categories. fossil in centimeters.
Activities and
Materials for
3-LS4-1
 Essential Question: Phenomena: Performance Expectation:
How do different characteristics benefit Why do people have different hair? 3-LS4-2: Use evidence to construct an
animals? explanation for how the variations in
characteristics among individuals of
Learning Target Prior Knowledge (Based on Learning Progression) the same species may provide
advantages in surviving, finding
mates, and reproducing.
Students Will be able to… Students will share about…
● Identify variations in animal ● Inherited human traits
characteristics ● Adaptive human characteristics ELA Connection:
● Argue how animal characteristics are ● Habitats Hair Traits: Color, Texture, and
More by Buffy Silverman
beneficial for survival RI.3.2 Determine the main idea of a text;
recount the key details and explain how
they support the main idea.

Example(s): Technology Connection:

The science of skin color - Angela
Activities: Students will genetic book. Students will identify their traits and if they are adaptive or Koine Flynn:
inherited. Students will then create an alien genetic family. They will create a mother, father, and https://www.youtube.com/watch?ti
offspring with traits that benefit them to live on their alien planet. me_continue=4&v=_r4c2NT4naQ
&feature=emb_logo

Engagement —>
TPT #8: Line ups: Students will divide into two lines and share what characteristics they Math Connection:
have that are similar, different, or unsure of. After 3 minutes students in line one will move so each MP.2 Reason abstractly and
student has a new partner. quantitatively.
Activities and Materials for 3-LS4-2
 Essential Question: Phenomena: Performance Expectation:
How do animal adaptations impact an animal’s Why do animals have different skin color? 3-LS4-3: Construct an argument
ability to survive in its habitat? with evidence that in a particular
habitat some organisms can survive
Learning Target Prior Knowledge (Based on Learning Progression) well, some survive less well, and
some cannot survive at all.
Students Will be able to… Students will share about…
● Explain adaptation ● Plants and animals habitats ELA Connection:
● Argue how an animal's adaptation allows ● Animal traits and characteristics Living Color
it to survive by: Steve Jenkins
W.3.2Write informative/explanatory texts to
● Explain why some animals cannot survive examine a topic and convey ideas and
in an environment information clearly.

Technology Connection:
Example(s): Adapt is a survival evolution game
designed to simulate the constantly
Activities: changing environments life must
Students will explore various types of feeder worms. Students will analyze, measure, and observe worms in navigate to thrive.
various types of dirt. Students will record their findings in a journal and note what type of environment https://store.steampowered.com/ap
would each animal have a highest chance not to get eaten and why. Students will draw the animal in their p/888780/Adapt/
chosen habitat to scale. Students will then go outside and look for insects in their natural habitats and
compare results. Math Connection:
Scientific drawing
Engagement —> 3.MD.B.3
TPT #3: Quick draw: Students will draw an animal with a color adaptation in its natural Draw a scaled picture graph and a
habitat. scaled bar graph to represent a
data set with several categories.]
Activities and Materials for 3-LS4-3
 Essential Question: Phenomena: Performance Expectation:
3-LS4-4: Make a claim about the merit of a solution to a problem
What happens to organisms when their What causes bleaching of coral reefs? caused when the environment changes

environment changes? and the types of plants and animals that live there may change.

ELA Connection:
Learning Target Prior Knowledge (Based on Learning Progression) Our Fragile Coral
Reefs
Ecosystem Dynamics,
Functioning, and
Students Will be able to… Students will share about… Resilience
● Understand that when an environment ● How to identify the different habitats that they By: Sheri Amsel

changes, it affects the species (animals and learned about previously.(2-LS4-1)

● Ask questions, reflect, and collect knowledge
Technology Connection:
plants) living there.
about a situation people want to change to How Does
● Understand what a “population” is and how a Coral
identify a specific issue that can be solved by Bleaching
change in their environment can affect them.
creating a new or enhanced object or tool. (K-2– Occur?
ETS1-1)

How
Example(s): Scientists
Are
Restoring
Activities: The Great
Population Chart- Students will work in groups, using text and video information to chart reef shark Barrier
Reef
population over the past 20 years.
Protecting Coral Reefs - Poster Making
Most coral reef destruction is caused by humans. In this task, create an educational poster that will raise public Math Connection:
awareness of how to protect this vital habitat. Be sure to use the specific facts you've learned from your reading, and 3.MD.B.3-Draw a scaled picture graph and a
videos about coral reefs. You can use the facts and graphics provided below or create your own. scaled bar graph to represent a data set with
several categories
Engagement —> MP.5-Use appropriate tools strategically.
TPT #5: Chalkboard Splash: Students will be prompted to answer Essential question, and write it at MP.6-Attend to precision.
their seats. When they’re ready, they can come up to the board and copy their response for the class to see.
Activities and Materials for 3-LS4-4