ALEX Classroom Resource

  

Sisters & Brothers: Sibling Relationships in the Animal World

  Classroom Resource Information  

Title:

Sisters & Brothers: Sibling Relationships in the Animal World

URL:

http://sciencenetlinks.com/lessons/sisters-brothers-sibling-relationships-in-the-animal-world/

Content Source:

Science NetLinks
Type: Lesson/Unit Plan

Overview:

This lesson uses the book >Sisters & Brothers: Sibling Relationships in the Animal World by Steve Jenkins and Robin Page to explore the sibling relationships of different animals. In the book, the authors describe the sibling relationships of 19 animals and how they are alike and unlike other sibling relationships. While the book teaches children about the variety of relationships in the animal kingdom, it also includes other facts about animals, such as what they eat, their size, and their habitats in the world. The purpose of this lesson is to help students understand the great variety of organisms found in the animal world and their interdependence.

Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 3
10 ) Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RI.3.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.10- Answer who, what, and where questions to demonstrate understanding of an informational text.


English Language Arts
ELA2015 (2015)
Grade: 3
19 ) By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the Grades 2-3 text complexity band independently and proficiently. [RI.3.10]

Science
SC2015 (2015)
Grade: 3
5 ) Obtain and combine information to describe that organisms are classified as living things, rather than nonliving things, based on their ability to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment.

Insight Unpacked Content
Scientific And Engineering Practices:
Obtaining, Evaluating, and Communicating Information
Crosscutting Concepts: Patterns
Disciplinary Core Idea: From Molecules to Organisms: Structures and Processes
Evidence Of Student Attainment:
Students:
  • Obtain information from multiple sources and combine it to describe that organisms are classified as living things rather than nonliving things.
Teacher Vocabulary:
  • Organisms
  • Living things
  • Nonliving things
  • Growth
  • Resources
  • Reproduce
  • Stable conditions
  • Internal conditions
  • External environment
Knowledge:
Students know:
  • Resources obtained and used by living things.
  • Organisms can be classified as living things based on the following: their ability to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment.
  • The life cycles of different organisms can look different, but all follow a pattern.
Skills:
Students are able to:
  • Obtain information from a variety of resources to describe organisms that are classified as living things, rather than nonliving things.
  • Combine information to describe that organisms are classified as living things, rather than nonliving things.
Understanding:
Students understand that:
  • Patterns can be used when determining that organisms are living things.
AMSTI Resources:
AMSTI Module:
Heredity and Diversity

NAEP Framework
NAEP Statement::
L4.4: When the environment changes, some plants and animals survive and reproduce; others die or move to new locations.

NAEP Statement::
L4.5: Plants and animals have life cycles. Both plants and animals begin life and develop into adults, reproduce, and eventually die. The details of this life cycle are different for different organisms.

NAEP Statement::
L8.7: The number of organisms and populations an ecosystem can support depends on the biotic resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition.



Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.3.5- Classify common objects as living, rather than nonliving, based on their ability to obtain and use resources, grow, reproduce, and adapt to the environment.


Science
SC2015 (2015)
Grade: 3
11 ) Construct an argument from evidence to explain the likelihood of an organism's ability to survive when compared to the resources in a certain habitat (e.g., freshwater organisms survive well, less well, or not at all in saltwater; desert organisms survive well, less well, or not at all in woodlands).

a. Construct explanations that forming groups helps some organisms survive.

b. Create models that illustrate how organisms and their habitats make up a system in which the parts depend on each other.

c. Categorize resources in various habitats as basic materials (e.g., sunlight, air, freshwater, soil), produced materials (e.g., food, fuel, shelter), or as nonmaterial (e.g., safety, instinct, nature-learned behaviors).

Insight Unpacked Content
Scientific And Engineering Practices:
Engaging in Argument from Evidence; Constructing Explanations and Designing Solutions; Developing and Using Models; Using Mathematics and Computational Thinking
Crosscutting Concepts: Cause and Effect; Systems and System Models; Structure and Function
Disciplinary Core Idea: Unity and Diversity
Evidence Of Student Attainment:
Students:
  • Make a claim to be supported with evidence that in a particular habitat, some organisms can survive well, some can survive less well, and some cannot survive at all.
  • Describe the given evidence necessary to support the claim that in a particular habitat, some organisms can survive well, some can survive less well, and some cannot survive at all.
  • Evaluate the evidence to determine whether it is relevant to and supports the claim that in a particular habitat, some organisms can survive well, some can survive less well, and some cannot survive at all.
  • Use reasoning to construct an argument, connecting the relevant and appropriate evidence to the claim, including describing that any particular environment meets different organisms' needs to different degrees due to the characteristics of that environment and the needs of the organisms (including the cause-and-effect relationship).
  • Describe the evidence necessary to support the explanation that forming groups helps some organisms survive.
  • Create models to describe and illustrate how organisms and their habitats make up a system in which the parts depend on each other.
  • Categorize resources in various habitats based on evidence from constructed arguments, explanations, and models.
Teacher Vocabulary:
  • Construct
  • Argument
  • Evidence
  • Likelihood
  • Organism
  • Survive
  • Resources
  • Habitat
  • Explanations
  • Groups
  • Populations
  • Communities
  • Niche
  • Illustrate
  • Models
  • System
  • Depend (on each other)
  • Categorize
  • Basic needs (examples: sunlight, air, fresh water, & soil)
  • Produced materials (examples: food, fuel, shelter)
  • Nonmaterial (examples: safety, instinct, nature-learned behaviors)
Knowledge:
Students know:
  • Some kinds of organisms survive well, some survive less well, and some cannot survive at all in a certain habitat.
  • If an environment fully meets the needs of an organism, that organism can survive well within that environment.
  • If an environment partially meets the needs of an organism, that organism can survive less well (lower survival rate, increased sickliness, shorter lifespan) than organisms whose needs are met within that environment.
  • If an environment does not meet the needs of that organism, that organism cannot survive within that environment.
  • Characteristics of a given environment (Examples: soft earth, trees, and shrubs, seasonal flowering plants).
  • Characteristics of a given organism (plants with long, sharp, leaves; rabbit coloration) .
  • Needs of a given organism (shelter from predators, food, water).
  • Characteristics of organisms that might affect survival.
  • How and what features of the habitat meet or do not meet the needs of each of the organisms.
  • Being a part of a group helps animals obtain food, defend themselves, and cope with changes.
  • Members of groups may serve different functions and different groups may vary dramatically in size.
  • Habitats and organisms make up a system in which the parts depend upon each other.
  • Resources and can categorize them as basic materials, produced materials or nonmaterials as resources in various habitats.
Skills:
Students are able to:
  • Make a claim supported by evidence about an organism's likelihood of survival in a given habitat.
  • Use reasoning to construct an argument.
  • Evaluate and connect relevant and appropriate evidence to support a claim.
  • Construct explanations that forming groups helps some organisms survive.
  • Articulate a statement describing evidence necessary to support the explanation that forming groups helps some organisms survive.
  • Create a model that illustrates how organisms and habitats make up a system in which the parts depend on each other.
  • Describe relationships between components of the model.
  • Categorize resources in various habitats as basic materials, produced material, or nonmaterial.
  • Organize data from the categorization to reveal patterns that suggest relationships.
Understanding:
Students understand that:
  • Cause and effect relationships are routinely identified and used to explain change.
  • Evidence suggests a causal relationship within the system between the characteristics of a habitat and the survival of organisms within it.
  • The cause and effect relationship between being part of a group and being more successful in obtaining food, defending themselves, and coping with change.
  • That the relationship between organisms and their habitats is a system of related parts that make up a whole in which the individual parts depend on each other.
  • Resources in various habitats have different structures that are related to their function.
AMSTI Resources:
AMSTI Module:
Heredity and Diversity

NAEP Framework
NAEP Statement::
L4.1: Organisms need food, water, and air; a way to dispose of waste; and an environment in which they can live.*

NAEP Statement::
L4.2: Organisms have basic needs. Animals require air, water, and a source of energy and building material for growth and repair. Plants also require light.

NAEP Statement::
L4.3: Organisms interact and are interdependent in various ways, including providing food and shelter to one another. Organisms can survive only in environments in which their needs are met. Some interactions are beneficial; others are detrimental to the organism and other organisms.

NAEP Statement::
L8.7: The number of organisms and populations an ecosystem can support depends on the biotic resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition.



Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.3.11- Match common plants and animals with their best environment for growth and survival.


Tags: animals, interdependence, needs, Robin Page, Sisters Brothers Sibling Relationships in the Animal World, Steve Jenkins, survival
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  This resource provided by:  
Author: Stephanie Carver