3 rd Grade Science

Science, Grade 2 B. (3) Scientific processes. The student knows that information, critical thinking, and scientific problem solving are used in making decisions. The student is expected to: – (A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information; – (B) draw inferences based on information related to promotional materials for products and services; – (C) represent the natural world using models and identify their limitations; (8) Science concepts. The student knows that living organisms need food, water, light, air, a way to dispose of waste, and an environment in which to live. The student is expected to: – (A) observe and describe the habitats of organisms within an ecosystem; – (B) observe and identify organisms with similar needs that compete with one another for resources such as oxygen, water, food, or space; – (C) describe environmental changes in which some organisms would thrive, become ill, or perish; and – (D) describe how living organisms modify their physical environment to meet their needs such as beavers building a dam or humans building a home.

How do animals play an important part in an ecosystem?

What are the different types of penguins? What types of habitats do penguins live in? What role do penguins play in their ecosystem? What role do penguins play in their food web? What are the physical characteristics of penguins?

I ndividual students will be completing research on one or more aspects of a certain type of penguin. This research will be contributed to their small groups, and will create a larger presentation (a jigsaw), which will be presented at the end of the unit.

Students will divide into small groups. Each group will research a certain type of penguin. The students’ individual work will make up this research. The group will work together to paint a life- size replica of their type of penguin, and will also create a small shoebox habitat representing what their penguin would live in, and will present their penguin and its habitat to the class at the end of the unit.

Penguin Mail (KWL chart) – we will complete the K section of a KWL chart, then will read an informational book on Penguins. Students will then write letters to the Penguin Post, listing at least one thing they want to learn about Penguins. The following day, we will use these letters to complete the W portion of the KWL chart. After researching and presentations are complete, we will all complete the L portion together.

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