science curriculum guide grade 3€¦ · science education must help students to understand and...

MARLBORO TOWNSHIP PUBLIC SCHOOLS

DEPARTMENT OF CURRICULUM AND INSTRUCTION

SCIENCE

CURRICULUM GUIDE

GRADE 3

Copyright © 2017 Marlboro Township Board of Education

ACKNOWLEDGMENTS

Dr. Eric Hibbs, Superintendent of Schools Mr. Michael Ballone, Director of Curriculum & Instruction

BOARD OF EDUCATION

Debbie Mattos, President Stephen Shifrinson, Vice President

Robert Daniel Dara Enny

Randy Heller Joanne Liu-Rudel

Craig Marshall Robyn Wolfe

Ellen Xu

CURRICULUM WRITING COMMITTEE

Loreen Labuza, Chairperson Robyn Gugliuzza Daniel LaGuardia

Samantha Pagliaro Robyn Stafflinger Courtney Strehle Jennifer Yeung

Lisa Isganitis, Secretary

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PHILOSOPHY AND GOALS

Science is a critical component of the school curriculum. At a personal level, competence in science gives individuals confidence to respond intelligently to objects and events of nature, and to control some aspects of their personal environment and destiny. At a societal level overall competence, or literacy, in science for all citizens is necessary to assure stewardship of our planet and the human condition. Effective education in science, at both personal and societal levels, is a necessary goal of education in the United States. Because science and technology so strongly interact with society and affect everyone’s life, it is necessary for students to understand science as a dynamic social phenomenon. Science education must help students to understand and shape the ways in which science will affect the future quality of life. The major goal for which we teach science is to develop scientifically literate persons who together become a scientifically literate society. The scientific literate person:

● uses science knowledge, problem-solving skills, and informed attitudes in making responsible everyday decisions; ● understands how society influences science and technology as well as how science and technology influence

society; ● understands that society limits science and technology through the allocation of resources; ● recognizes the potential as well as the limitations of science and technology in advancing human welfare; ● has a broad understanding of the conceptual schemes of science knowledge and is able to apply them; ● has an intellectual interest in science and technology; ● understands that new science knowledge results from an inquiry process that uses existing knowledge; ● distinguishes between science knowledge and personal opinion or belief; ● recognizes the origin of science, and understands that scientific knowledge is tentative and subject to change; ● understands the values of technology as well as the problems that can result from its uncontrolled use; ● uses knowledge and experience to evaluate the worthiness of research and technological development; ● has a richer and more exciting view of the world as the result of science education.

Scientific literacy is needed for both the future scientists who will directly contribute to science nationally and internationally, and the citizens who will indirectly shape the future course of science. A strong sustained effort in science education is necessary to assure individual, national, and international welfare.

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THE SPECIAL EDUCATION PROGRAM USES THE FOLLOWING

CURRICULUM WITH APPROPRIATE MODIFICATION BEING MADE

TO ADDRESS THE NEEDS OF THE INDIVIDUAL STUDENTS.

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Science Grade 3 Curriculum Guide 2017 Units 1 - 4

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Subject: Science Grade: 3 Unit Number: 1 Pacing: 4.5 Weeks

Unit: Environments and Living Things

Overview:In this unit, students will discover how living things survive in the place where they live. Students will also find out what happens when the place where they live changes. This unit is structured to teach how organisms and their environments interact using evidence from organisms and environments in the present and from fossils from the past.

ELA Lexile Levels: 520 - 820

Life Science

Standard # NGSS SLO # Student Learning Objectives Depth of Knowledge TCI Lesson(s)

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

1 To explain how living in groups helps some animals survive and living alone is better for others. 2

Lesson 2 - How Does Living in a Group Help Some Animals Survive?2

To model how living in a school of fish can protect a fish from predators and explain the importance of living in groups for an animal's survival.

3

3-LS4-1Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.

3 To explain how scientists use fossils to learn about organisms that lived on Earth long ago. 2

Lesson 5 - How Do People Learn About Extinct Organisms?

4 To categorize fossils as trace fossils, whole body fossils, and mold and cast fossils. 4

5 To analyze fossils and predict what environments were like long ago. 4

Lesson 6 - What Do Fossils Show About Environments of Long Ago?

3-LS4-3

Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

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To describe four different environments (hot desert, coral reef, temperate forest, and tropical rainforest) and match organisms to the environments they would best survive in.

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Lesson 1 - Where Do Organisms Live?

7 To analyze how changes to the environment affect the species that live there.

4 Lesson 3 - How Do Environments Change?

8 To explain how organisms have adaptations that help them survive in their environments. 2

Lesson 4 - What Happens to Organisms in Changing Environments?

3-LS4-4

Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

9 To explain how engineers and scientists can work together to build artificial coral reef environments. 3 Lesson 1 - Where Do Organisms

Live?

10 To describe how natural events or human activities can change environments. 2 Lesson 3 - How Do Environments

Change?

11 To predict how organisms will adapt to a changing environment. 3


Engineering Design


3-5-ETS1-1Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

12 To define the criteria and constraints for the design of a wildlife crossing. 3


3-5-ETS1-2Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

13To critique multiple designs of wildlife crossings and rank the designs according to how well each is likely to meet the criteria and constraints.

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NGSS Crosscutting Concepts Science and Engineering Practices

3-LS2-1 Cause and Effect: Cause and effect relationships are routinely identified and used to explain change.

Engaging in Argument from Evidence: Construct an argument with evidence, data, and/or a model.


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3-LS4-1

Scale, Proportion, and Quantity: Observable phenomena exist from very short to very long time periods. Analyzing and Interpreting Data: Analyze and interpret data to make sense of

phenomena using logical reasoning.Scientific Knowledge Assumes an Order and Consistency in Natural Systems: Science assumes consistent patterns in natural systems.

3-LS4-3 Cause and Effect: Cause and effect relationships are routinely identified and used to explain change. Engaging in Argument from Evidence: Construct an argument with evidence.

3-LS4-4

Systems and System Models: A system can be described in terms of its components and their interactions. Engaging in Argument from Evidence: Make a claim about the merit of a solution to a

problem by citing relevant evidence about how it meets the criteria and constraints of the problem.

Interdependence of Engineering, Technology, and Science on Society and the Natural World: Knowledge of relevant scientific concepts and research findings is important in engineering.

3-5-ETS1-1Influence of Science, Engineering, and Technology on Society and the Natural World: People’s needs and wants change over time, as do their demands for new and improved technologies.

Asking Questions and Defining Problems: Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost.

3-5-ETS1-2Influence of Science, Engineering, and Technology on Society and the Natural World: Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands.

Constructing Explanations and Designing Solutions: Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem.

Common Core State Standards ConnectionsStandard # ELA/Literacy Standard # Mathematics

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. MP.2 Reason abstractly and quantitatively.

RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. MP.4 Model with mathematics.

RI.3.3Describe 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.

MP.5 Use appropriate tools strategically.

RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 3.NBT Number and Operations in Base Ten.

RI.5.7Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

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.

RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. 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.

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. 3-5.OA Operations and Algebraic Thinking.

W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.3.8Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

W.5.8

Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.


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SL.3.4Report 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.

Big Ideas: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.

2. Some kinds of plants and animals that once lived on Earth are no longer found anywhere.

3. Fossils provide evidence about the types of organisms that lived long ago and also about the nature of their environments.

4. For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all.

5. When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die. 6. Populations live in a variety of habitats, and change in those habitats affects the organisms living there.

Key Vocabulary:

Bacteria Environment Organism Rainforest Prey Social Animal

Natural Resource Species Adaptation Behavior Reproduce Endangered

Extinct Fossil Infer Wetlands

Essential Questions:

1. Where do organisms live?

2. How does living in a group help some animals survive?

3. How do environments change?

4. What happens to organisms in changing environments?

5. How do people learn about extinct organisms?

6. What do fossils show about environments of long ago?

Assessments (Formative, summative, benchmark, alternative): Common Lab: Fossil Dig (Lesson 5) Engineering Design Challenge: Wildlife Crossing Design Contest (Lesson 4)

Common Assessment: Teachers will create customized assessments using the TCI Question Bank. At least one of these assessments should be used as a required application in each marking period.

Suggested Resources:

Next Generation Science Standards: Grade 3 Science Standards

Text Resources:

Coral Reefs by Jason Chin. (New York, NY: Flash Point, 2011)

National Geographic Wild Animal Atlas: Earth’s Astonishing Animals and Where They Live by National Geographic. (Washington, D.C.: National Geographic Children’s Books, 2010)

Rain Forests by Richard Vogt. (New York, NY: Simon & Schuster Books for Young Readers, 2009)

Yuck!: A Big Book of Little Horrors by Robert Snedden. (New York, NY: Simon & Schuster Children’s Publishing, 1996)

The Emperor's Egg by Martin Jenkins. Illustrations by Jane Chapman. (Somerville, MA: Candlewick Press, 2002)

Face to Face with Wolves by Jim Brandenburg. (Washington, D.C.:, National Geographic Children's Books, 2010)

Honeybees by Deborah Heligman. Illustrations by Carla Golembe. (Washington, D.C.: National Geographic Children’s Books)

Earthquakes, Eruptions, and Other Events That Change Earth’s Surface by Natalie Hyde. (New York, NY: Crabtree Publishing Company, 2015)

Fire in the Forest: A Cycle of Growth and Renewal by Laurence Pringle. Illustrations by Bob Marstall. (New York, NY: Atheneum, 1995)

How Do Wind and Water Change Earth? by Natalie Hyde. (New York, NY: Crabtree Publishing Company, 2015)

Volcanoes by Franklyn M. Branley. Illustrations by Megan Lloyd. (New York, NY: Collins, 2008)

The Case of the Vanishing Golden Frogs: A Scientific Mystery by Sandra Markle. (Brookfield, CT: Millbrook Press, 2011)

A Place for Fish by Melissa Stewart. Illustrations by Higgins Bond. (Atlanta, GA: Peachtree Publishers, 2011)

Wangari’s Trees of Peace: A True Story From Africa by Jeanette Winter. (Boston, MA: HMH Books for Young Readers, 2008)

Boy We Were Wrong About the Dinosaurs by Kathleen Kudlinski. (New York, NY: Puffin Books, 2012)


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Text Resources:

Dinosaur Discovery: Everything You Need to Be a Paleontologist by Chris McGowan. Illustrations by Erica Lyn Schmidt. (New York, NY: Simon & Schuster, 2011)

Endangered and Extinct Birds by Jennifer Boothroyd. (Minneapolis, MN: Twenty-First Century Books, 2014)

National Geographic Kids: The Ultimate Dinopedia by Don Lessem. Illustrations by Franco Tempesta. (Washington, D.C.: National Geographic Children’s Books, 2010)

Ancient Earth Journal: The Early Cretaceous: Notes, Drawings, and Observations from Prehistory by Juan Carlos Alonso and Gregory S. Paul. (Lake Forest, CA: Walter Foster Jr, 2015)

Dinosaur Hunters by Kate McMullan. Illustrations by John R. Jones. (New York, NY: Random House Books for Young Readers, 2005)

Fossil by Claire Ewart. (New York, NY: Walker Childrens, 2014)

Fossils Tell of Long Ago by Aliki. (New York, NY: HarperCollins, 1990)

Online Resources:

Animal Habitats Habitat Adventure Swamp Animals

Tuna Tornado Swarming Up a Storm Help the Lorax

Environmental Change Climate Kids Climate Change

Top Ten Dino and Fossil Discoveries Fossil Fabricator Fossils

What Are Fossils and How Do They Form? Wooly Mammoths Extinctions

Laboratory Activities: Gone Fishing (Lesson 2) Fossil Dig (Lesson 5)

Differentiation (Includes Special Education/504/Students at Risk of Failure)

Special Education ELL RTI HonorsModify the investigation procedure Provide scripts for videos Tiered interventions following RTI framework Create a journal

Support group work (create heterogeneous groups) Simplify the investigation RTI accomodation bank

Identify news articles related to environmental change and create a model or drawing describing the before, after, and future characteristics of this environment

Provide video scripts Reduce the amount of writing NJDOE Resources Research a local example of dramatic environmental change

Assign act-it-out topics Support the act-it-outs

Support the process of defining criteria and constraints Allow cue cards

Model the investigation Preteach the types of fossils

Postpone discussing environments Strengthen the connection between fossils and environments

Alignment to 21st Century Skills and Technology

21st Century Interdisciplinary Themes 21st Century Skills

Global Awareness Creativity and Innovation Flexibility and Adaptability

Health Literacy Critical Thinking and Problem Solving Initiative and Self-Direction

Environmental Literacy Communication and Collaboration Social and Cross-Cultural Skills

Information Literacy Productivity and AccountabilityICT (Information, Communications and Technology) Literacy

Leadership and Responsibility

Technology Infusion:

1. Utilize TCI's Bring Science Alive! Exploring Science Practices to enhance student learning, increase formative assessment, and develop 21st century skills.

2. Integrate Google Apps for Education to increase opportunities for critical thinking, communication, collaboration, and creativity.

3. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.


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4. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Evidence of Student Learning:

Interactive Student Notebooks Investigations Interactive Tutorials Processing Assignments

Tests/Quizzes Design Challenges Application Assignments Teacher/Student Conferences

Subject: Science Grade: 3 Unit Number: 2 Pacing: 3.5 weeks

Unit: Forces and Motion

Overview:In this unit, students will learn how pushes and pulls change how objects move. This unit is structured to first define forces, then teach how forces are used to make predictions,and finally explore noncontact forces.


Physical Science


3-PS2-1Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

1 To describe the position and motion of objects. 2Lesson 1 - What Do Forces Do?

2 To identify the forces acting on the object and how they change the object's motion. 2

3 To classify forces as balanced or unbalanced. 2Lesson 2 - What Happens When Forces Are Balanced or Unbalanced?4

To predict how an object will move depending on whether the forces acting on it are balanced or unbalanced.

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3-PS2-2Make observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion.

5 To observe, explain, and predict patterns of motion. 3 Lesson 3 - How Can You Predict

Patterns of Motion?

3-PS2-3Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

6 To describe magnetic forces, magnets, and technologies that use magnetic forces. 2 Lesson 4 - What Can Magnetic

Forces Do?

7 To describe electric forces and explain how they behave. 2

Lesson 5 - What Can Electric Forces Do?

8 To build an electroscope and use it to investigate static electricity. 4

3-PS2-4 Define a simple design problem that can be solved by applying scientific ideas about magnets. 9 To describe magnetic forces and design a solution

for a door that must be kept open. 3 Lesson 4 - What Can Magnetic Forces Do?

Engineering Design



10 To define the criteria and constraints for the design of a solution for a door that must be kept open. 3

Lesson 4 - What Can Magnetic Forces Do?


11 To design and create a latch for a door that must be kept open. 4


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3-5-ETS1-3

Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

12To build a magnetic latch, test the design, observe the results, and think of ways to improve the design.

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Lesson 4 - What Can Magnetic Forces Do?


3-PS2-1 Cause and Effect: Cause and effect relationships are routinely identified.

Planning and Carrying Out Investigations: Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered.

Scientific Investigations Use a Variety of Methods: Science investigations use a variety of methods, tools, and techniques.

3-PS2-2 Patterns: Patterns of change can be used to make predictions.

Planning and Carrying Out Investigations: Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.

Science Knowledge is Based on Empirical Evidence: Science findings are based on recognizing patterns.

3-PS2-3 Cause and Effect: Cause and effect relationships are routinely identified, tested, and used to explain change.

Asking Questions and Defining Problems: Ask questions that can be investigated based on patterns such as cause and effect relationships.

3-PS2-4Interdependence of Science, Engineering, and Technology: Scientific discoveries about the natural world can often lead to new and improved technologies, which are developed through the engineering design process.

Asking Questions and Defining Problems: Define a simple problem that can be solved through the development of a new or improved object or tool.





3-5-ETS1-3Planning and Carrying Out Investigations: Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered.



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.

MP.4 Model with mathematics.

RI.3.8Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).


RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 3.MD.A.2

Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (L). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with measurement scale) to represent the problem.


3-5.OA Operations and Algebraic Thinking.

RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

W.3.7 Conduct short research projects that build knowledge about a topic.


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W.5.8

Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.


SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Big Ideas:1. Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object's speed or direction of motion.

2. Objects in contact exert forces on each other.

3. The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it.4. Electric, and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other.

Key Vocabulary:

Force Motion Position Balanced Forces Gravity Unbalanced Forces

Predict Electromagnet Magnetic Force Permanent Magnet Electric Force Static Electricity


1. What do forces do?

2. What happens when forces are balanced or unbalanced?

3. How can you predict patterns of motion?

4. What can magnetic forces do?

5. What can electric forces do?

Assessments (Formative, summative, benchmark, alternative): Common Lab: Patterns of Motion (Lesson 3) Engineering Design Challenge: Design a Magnetic Latch (Lesson 4)




Text Resources:

A Crash Course in Forces and Motion with Max Axiom, Super Scientist by Emily Sohn and Charles Barnett III. Illustrations by Steve Erwin. (Mankato, MN: Capstone Press, 2007)

DO-4U the Robot Experiences Forces and Motion by Mark Weakland. Illustrations by Mike Moran. (Minneapolis, MN: Picture Window Books, 2012)

Forces Make Things Move by Kimberly Brubaker Bradley. Illustrations by Paul Meisel. (New York, NY: HarperCollins, 2005)

Thud!: Wile E. Coyote Experiments with Forces and Motion by Mark Weakland. Illustrations by Christian Cornia. (Mankato, MN: Capstone Press, 2014)

Balanced and Unbalanced Forces by Jenna Winterberg. (Huntington Beach, CA: Teacher Created Materials, 2015)

Forces and Motion: A Question and Answer Book by Catherine A. Welch. (Mankato, MN: Capstone Press, 2007)

Eyewitness: Force & Motion by Peter Lafferty. (New York, NY: DK Children, 1999)

The Thrills and Chills of Amusement Parks by Jordan D. Brown. Illustrations by Mark Borgions. (New York, NY: Simon Spotlight, 2015)

Twists and Turns: Forces in Motion by Nathan Lepora. (New York, NY: Gareth Stevens Publishing, 2008)


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Text Resources:

Amazing Magnetism by Rebecca Carmi. Illustrations by John Speirs. (New York, NY: Scholastic Paperbacks, 2002)

Magnets: Pulling Together, Pushing Apart by Natalie M. Rosinsky. Illustrations by Sheree Boyd. (Minneapolis, MN: Picture Window Books, 2002)

What Makes a Magnet? by Franklyn M. Branley. Illustrations by True Kelley. (New York, NY: HarperCollins, 1996)

Charged Up: The Story of Electricity by Jacqui Bailey. Illustrations by Matthew Lilly. (Minneapolis, MN: Picture Window Books, 2004)

Electrical Wizard: How Nikola Tesla Lit Up the World by Elizabeth Rusch. Illustrations by Oliver Dominguez. (Somerville, MA: Candlewick Press, 2013)

Frank Einstein and the Electro-Finger: Book Two by John Scieszka. Illustrations by Brian Biggs. (New York, NY: Harry N. Abrams, 2015)

Lightning by Seymour Simon. (New York, NY: HarperCollins, 2006)

Online Resources:

The Motion Song All About Force: Push and Pull Balanced Forces

Unbalanced Forces Balanced and Unbalanced Forces Forces in Action

Playground Patterns Magnets and Springs Magnets

Balloons and Static Electricity Electricity and Magnetism

Laboratory Activities: Balanced and Unbalanced Forces (Lesson 2) Patterns of Motion (Lesson 3) Investigating Static Electricity (Lesson 5)


Special Education ELL RTI EnrichmentProvide cloze notes to support student answers in the interactive student notebook

Teach motion and position before showing the videos Tiered interventions following RTI framework Have students identify everyday forces

Spread out the lesson to get students comfortable with forces Provide context before students read RTI accomodation bank Extend the investigations

Modify the investigation procedure Set the context for Alex's results NJDOE Resources Have students confirm predictions

Reduce group size Focus on the Crosscutting Concept: Cause and Effect Build and test a new design

Adapt the setup of the stations Support the investigation Investigate additional questions

Build electromagnets before class Reflect on reproducibility

Support the processing assignment






Information Literacy Productivity and AccountabilityICT (Information, Communications and Technology) Literacy Leadership and Responsibility









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Subject: Science Grade: 3 Unit Number: 3 Pacing: 6 weeks

Unit: Weather and Climate

Overview:In this unit, students will learn about different types of weather and how scientists study them. This unit is structured to introduce weather, teach the ways scientists gather weather data, describe how that data are used, and illuminate the challenges posed by extreme weather.


Earth Science


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

1 To identify how weather can change and identify the three different parts of weather. 2 Lesson 1: What Makes Weather?

2

To explain how the sun heats Earth’s surface differently all around the world and how scientists use weather stations to measure temperature and study temperature patterns.

2,3 Lesson 2: How is Temperature Measured?

3To analyze how the sun heats Earth’s surface unevenly, which causes wind, and understand how scientists measure wind to help predict weather.

2,3 Lesson 3: How is Wind Measured?

4

To identify how scientists measure types of precipitation and analyze the data for patterns. Students will build rain gauges to measure rainfall for five days.

2,3 Lesson 4: How are Rain and Snow Measured?

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To identify different ways scientists record weather data and how they use data to predict weather and analyze rainfall data to make predictions about weather.

2,3 Lesson 5: How is Weather Predicted?

3-ESS2-2 Obtain and combine information to describe climates in different regions of the world. 6

To identify how weather data is used to create climate data and identify different types of climate around the world.

2,3 Lesson 6: How Are Weather and Climate Related?

3-ESS3-1Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

7 To identify different types of extreme weather and explain how they can affect everyday life. 2 Lesson 7: How Does Extreme

Weather Affect People?

8To analyze designs that help reduce weather hazards and identify how engineers create these designs.

2,3Lesson 8: How Can People Reduce Extreme Weather Damage?

Engineering Design



9 To define the criteria and constraints for the design of a weather station. 3 Lesson 5: How is Weather

Predicted?


10To design and create a weather station that can record data every day including temperature, wind speed and rain data.

4 Lesson 5: How is Weather Predicted?


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3-5-ETS1-3

Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

11To build a weather station, test the design, observe the results, and think of ways to improve the design.

4 Lesson 5: How is Weather Predicted?


3-ESS2-1 Patterns: Patterns of change can be used to make predictions. Analyze and Interpreting Data: Represent data in tables and various graphical displays (bar graphs and pictographs) to reveal patterns that indicate relationships.

3-ESS2-2 Patterns: Patterns of change can be used to make predictions. Obtaining, Evaluating, and Communicating Information: Obtain and combine information from books and other reliable media to explain phenomena.

3-ESS3-1

Cause and Effect: Cause and effect relationships are routinely identified, tested, and used to explain change.

Engaging in Argument from Evidence: Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem.

Influence of Engineering, Technology, and Science on Society and the Natural World: Engineers improve existing technologies or develop new ones to increase their benefits (e.g., better artificial limbs), decrease known risks (e.g., seatbelts in cars), and meet societal demands (e.g., cell phones).

Science is a Human Endeavor: Science affects everyday life.





3-5-ETS1-3Planning and Carrying Out Investigations: Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered.



RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. MP.4 Model with mathematics.

RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. MP.5 Use appropriate tools strategically.


3.MD.A.2

Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (L). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with measurement scale) to represent the problem.

RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. 3.MD.B.3


W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. 3-5.OA Operations and Algebraic Thinking.

W.3.7 Conduct short research projects that build knowledge about a topic.




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W.5.8

Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished wor, and provide a list of sources.


Big Ideas: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.

2. Climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over years.

3. A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts.

Key Vocabulary:

atmosphere humidity temperature water vapor weather thermometer

weather station anemometer wind vane drought evaporation precipitation

radar rain gauge air mass data front meteorologist

climate desert equator blizzard dust storm hurricane

thunderstorm tornado wildfire lightning rod


1. What makes weather?

2. How is temperature measured?

3. How is wind measured?

4. How are rain and snow measured?

5. How is weather predicted?

6. How are weather and climate related?

7. How does extreme weather affect people?

8. How can people reduce extreme weather?

Assessments (Formative, summative, benchmark, alternative): Common Lab: Measure Temperature (Lesson 2) Engineering Design Challenge: Create Weather Station (Lesson 5)




Text Resources:Basher Basics: Weather: Whipping up a Storm! by Simon Basher and Dan Green. (New York, NY: Kingfisher, 2012)

How The Weather Works: A Hands-On Guide to Our Changing Climate by Christiane Dorion. Illustrations by Beverley Young. (Somerville, MA: Templar Books, 2011)

National Geographic Kids Everything Weather: Facts, Photos, and Fun That Will Blow You Away by Kathy Furgang. (Washington, D.C.: National Geographic Children's Books, 2012)

Weather by Seymour Simon. (New York, NY: HarperCollins, 2006)

Weather Words and What They Mean by Gail Gibbons. (New York, NY: Holiday House, 1992)

Temperature by Alan Rodgers and Angella Streluk. (Chicago, IL: Heinemann Library, 2007)

Temperature: Heating Up and Cooling Down by Darlene R. Stille. Illustrations by Sheree Boyd. (Minneapolis, MN: Picture Window Books, 2004)

What Is Temperature? by Robin Johnson. (New York, NY: Crabtree Publishing Company, 2012)

Close to the Wind: The Beaufort Scale by Peter Malone. (New York, NY: Putnam Juvenile, 2007)

Feel the Wind by Arthur Dorros. (New York, NY: HarperCollins, 2000)

Wind and Air Pressure by Alan Rodgers and Angella Streluk. (Chicago, IL: Heinemann Library, 2007)


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How Are Rain, Snow, and Hail Alike? by Ellen Lawrence. (New York, NY: Bearport Publishing, 2012)

Precipitation by Alan Rodgers and Angella Streluk. (Chicago, IL: Heinemann Library, 2007)

Snowflake Bentley by Jacqueline Briggs Martin. Illustrations by Mary Azarian. (Boston, MA: HMH Books for Young Readers, 2009)

The Story of Snow: The Science of Winter’s Wonder by Mark Cassino, with Jon Nelson, Ph.D. Illustrations by Nora Aoyagi. (San Francisco, CA: Chronicle Books, 2009)

The Kids’ Book of Weather Forecasting by Mark Breen and Kathleen Friestad. Illustrations by Michael Kline. (Nashville, TN: Williamson Books, 2008)

Freddy the Frogcaster by Janice Dean. (Washington, D.C.: Regnery Kids, 2013)

Forecasting the Weather by Alan Rodgers and Angella Streluk. (Chicago, IL: Heinemann Library, 2007)

Boy, Were We Wrong About Weather! by Kathleen V. Kudlinski. Illustrations by Serra Sebastia. (New York, NY: Dial Books for Young Readers, 2015)

Climates by Theresa Alberti. (Mankato, MN: Capstone Press, 2006)

Climate by Torrey Maloof. (Huntington Beach, CA: Teacher Created Materials, 2015)

What Is Climate? by Ellen Lawrence. (New York, NY: Bearport Publishing Company, 2012)

Studying Weather and Climates by Conrad J. Storad. (North Mankato, MN: Rourke Publishing, 2011)

The Big Rivers: The Missouri, the Mississippi, and the Ohio by Bruce Hiscock. (New York, NY: Atheneum Books for Young Readers, 1997)

Erased by a Tornado! by Jessica Rudolph. (New York, NY: Bearport Publishing Company, 2010)

Hurricanes: Earth's Mightiest Storms by Patricia Lauber. (New York, NY: Scholastic, 1996)

Tornadoes by Seymour Simon. (New York, NY: HarperCollins, 2001)

You Wouldn't Want to Live Without Extreme Weather! by Roger Canavan. Illustrations by Mark Bergin. (New York, NY: Franklin Watts, 2015)

I Survived True Stories: Five Epic Disasters by Lauren Tarshis. (Scholastic, 2014)

Ready, Set, ...Wait! What Animals Do Before a Hurricane by Patti R. Zelch. Illustrations by Connie MacLennan. (Mt. Pleasant, SC: Sylvan Dell Publishing, 2010)

Tornadoes: Be Aware and Prepare by Martha E. H. Rustad. (Mankato, MN: Capstone Press, 2014)

Laboratory Activities: Measure Temperature (Lesson 2) Build Anemometers (Lesson 3) Create rain gauge (Lesson 4)


Special Education ELL RTI EnrichmentProvide Scripts for the Movie Scenes Provide a Word Bank to Support Weather

Observations and Scripts Tiered interventions following RTI framework Extend the investigations

Assign Easier Topics Make a Home-School Connection RTI accomodation bank Have students confirm predictions

Use the Optional Handouts with Temperature Data Get Students Comfortable with the Term Anemometer NJDOE Resources Build and test a new design

Review Bar Graphs Support the Reading Notes Investigate additional questions

Provide Pre Built Anemometers Support the Class Presentations

Spend Time Modeling How to Use the Anemometers Provide Sentence Starters

Emphasize the Crosscutting Concept Further

Model the Process of Gathering Data and Creating ReportsSupport Research During the Processing AssignmentBreak Up the Reading

Use Fewer Videos During the Investigation

Use Only One of the Two Engineering Decisions









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Subject: Science Grade: 3 Unit Number: 4 Pacing: 4 weeks

Unit: Life Cycles and Traits

Overview:In this unit, students will discover why plants and animals can be similar to and different from their parents. This unit is structured to introduce traits, highlight the consequences of a variation of traits, andcompare the traits of organisms with different life cycles.


Life Science


3-LS1-1Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

1To observe real butterflies and create and compare a model of their life cycle to life cycles of other plants and animals.

3 & 4Lesson 7: What Are the Life Cycles of Animals Without Backbones?

2 To summarize and create a story about the life cycle of a specific animal. 3 & 4

Lesson 6: What Are the Life Cycles of Animals with Backbones?

3 To use their bodies to model the birth, growth, reproduction, and death of a sunflower. 1 Lesson 5: What Are the Life

Cycles of Plants?

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.

4To observe traits to sort organisms by species. Then they look for inherited traits in order to match parents with their offspring.

2 Lesson 1: Why Do Offspring Look Similar to Their Parents?

5To interpret flowcharts showing how plant and animal traits are influenced by both their inheritance and their environment.

2Lesson 3: How Are Traits Affected by Both Inheritance and the Environment?

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

6

To analyze a series of photographs showing plants and animals in their environments. They use visual clues to explain how the organisms’ traits have been changed by the environment.

4 Lesson 2: How Does the Environment Affect Traits?

7To interpret flowcharts showing how plant and animal traits are influenced by both their inheritance and their environment.

2Lesson 3: How Are Traits Affected by Both Inheritance and the Environment?

3-LS4-2

Use evidence to construct an explanation for how the variation in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.

8To investigate and construct an explanation for why some moths have a better chance of surviving than others.

3Lesson 4: Why Do Some Members of a Species Survive and Not Others?


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3-LS1-1 Patterns: Patterns of change can be used to make predictions.Developing and Using Models: Develop models to describe phenomena.

Scientific Knowledge is Based on Empirical Evidence: Science findings are based on recognizing patterns.

3-LS3-1 Patterns: Similarities and differences in patterns can be used to sort and classify natural phenomena.

Analyzing and Interpreting Data: Analyze and interpret data to make sense of phenomena using logical reasoning.


Constructing Explanations and Designing Solutions: Use evidence (e.g., observations, patterns) to support an explanation.


Constructing Explanations and Designing Solutions: Use evidence (e.g., observations, patterns) to construct an explanation.



RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. MP.4 Model with mathematics.

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.


RI.3.7Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

3.MD.B.3


W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 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.

SL.3.4Report 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.NF Numbers and Operations -- Fractions

SL.3.5

Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

3.NBT Numbers and Operations in Base Ten

Big Ideas:

1. Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles.

2. Many characteristics of organisms are inherited from their parents.

3. Different organisms vary in how they look and function because they have different inherited information.

4. Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment.

5. The environment also affects the traits that an organism develops.

6. Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing.

Key Vocabulary:

inherited trait environment genes camouflage flower

offspring learned behavior (adaptation) exoskeleton mate fruit

species invertebrate reproduce life cycle

trait larva survive life span

metamorphosis nymph seed


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vertebrate


1: Why Do Offspring Look Similar to Their Parents?

2: How Does the Environment Affect Traits?

3: How Are Traits Affected by Both Inheritance and the Environment?

4: Why Do Some Members of a Species Survive and Not Others?

5: What Are the Life Cycles of Plants?

6: What Are the Life Cycles of Animals with Backbones?

7: What Are the Life Cycles of Animals Without Backbones?

Assessments (Formative, summative, benchmark, alternative): Common Lab: Lesson 4: Hunting for Moths

Engineering Design Challenge: No Design ChallengesLesson 7: Butterfly Habitat and Larvae




Text Resources:

All in the Family by Dona Rice. (Huntington Beach, CA: Teacher Created Materials, 2014)

Island: A Story of the Galápagos by Jason Chin. (New York, NY: Roaring Brook Press, 2012)

The Pumpkin Book by Gail Gibbons. (New York, NY: Holiday House, 2000)

Do You Know the Difference? Andrea and Michael Bischhoff-Miersch. Illustrations by Christine Faltermayr. (New York, NY: North-South Books, 1997)

Traits for Survival by Dona Rice. (Huntington Beach, CA: Teacher Created Materials, 2015)

Pumpkin Circle: The Story of a Garden by George Levenson. Illustrations by Shmuel Thaler. (Berkeley, CA: Tricycle Press, 2002)

Hair Traits by Buffy Silverman. (Minneapolis, MN: Lerner Publications, 2012)

How Do Plants Defend Themselves? by Ruth Owen. (New York, NY: PowerKids Press, 2015)

The Sunflower Family by Cherie Winner. Illustrations by Sherry Shahan. (Minneapolis, MN: Carolrhoda Books, 1996)

Inheritance and Reproduction by Jen Green. (Chicago, IL: Heinemann Library, 2014)

A Journey Into Adaptation with Max Axiom, Super Scientist by Agnieszka Biskup and Barbara Schulz. Illustrations by Cynthia Martin. (Mankato, MN: Capstone Press, 2007)

Tree of Life: The World of the African Baobab by Barbara Bash. (San Francisco, CA: Sierra Club Books for Children, 2002)

Arctic Fox: Very Cool! by Stephen Person. (New York, NY: Bearport Publishing, 2009)

What Color Is Camouflage? by Carolyn B. Otto. Illustrations by Megan Lloyd. (New York, NY: HarperCollins, 1996)

The Life Cycle of Amphibians by Darlene R. Stiles. (Chicago, IL: Heinemann Library, 2011)

Extreme Animals: The Toughest Creatures on Earth by Nicola Davies. Illustrations by Neal Layton. (Candlewick, 2009)

What Do You Do When Something Wants to Eat You? by Steve Jenkins (Boston, MA: HMH Books for Young Readers, 2001)

Life Cycles: Desert by Sean Callery. (New York, NY: Kingfisher, 2013)

Wild Flamingos by Bruce McMillan. (Boston, MA: Houghton Mifflin, 1997)

Where in the Wild?: Camouflaged Creatures Concealed...and Revealed by David M. Schwartz and Yael Schy. (Berkeley, CA: Tricycle Press, 2007)

A Platypus, Probably by Sneed B. Collard III. Illustrations by Andrew Plant. (Watertown, MA: Charlesbridge Publishing, 2005)

Inheritance of Traits: Why Is My Dog Bigger Than Your Dog? by Jen Green. (Chicago, IL: Heinemann Library, 2014)

Investigating Plant Life Cycles by L. J. Amstutz. (Minneapolis, MN: Lerner Publications, 2015)

Salmon Stream by Carol Reed-Jones. Illustrations by Michael Maydak. (Nevada City, CA: Dawn Publications, 2001)

A Butterfly Is Patient by Dianna Hutts Aston. Illustrations by Sylvia Long. (San Francisco, CA: Chronicle Books, 2011)

A Dragonfly’s Life by Ellen Lawrence. (New York, NY: Bearport Publishing, 2012)

Turtle Bay by Saviour Pirotta. Illustrations by Nilesh Mistry. (London, United Kingdom: Frances Lincoln, 1998)

Mosquito Bite by Alexandra Siy. Illustrations by Dennis Kunkel and Alan Siy. (Watertown, MA: Charlesbridge Publishing, 2006)


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Online Resources:

Adult and Baby Animals Plant Life Cycle (video)

Names of Farm Animals and Their Babies The Plant Life Cycle

Acquired Traits Biology 4 Kids: Vertebrates

Inherited and Adapted Characteristics of Animals E-Learning for Kids: Life Cycles of Animals

Adaptations of the Polar Bear Nat Geo: Tadpoles

Adaptations of the Armadillo Chrysalis and Monarh Butterfly Time-lapse

Peppered Moths StudyJams: Invertebrates

Butterfly Life Cycle (video)


Special Education ELL RTI EnrichmentHelp Students Connect Their Answers to the Visual Data After the Lesson, Introduce Claims and Evidence Tiered interventions following RTI framework Research: How do offspring differ from their

parents? Have students choose an animal.

Model the Investigation Process Refocus on Cause and Effect RTI accomodation bank

Drawing: Ask students: What traits do you have? Allow students to discuss their traits. Then, have students draw a picture of themselves. On the back of the picture, students create a T-chart. On the left, students will list five traits they have. On the right, students will list five learned behaviors or traits that have been affected by their environment.

Use Groups of 3 Instead of Pairs Give Meaning to the Term Environment NJDOE Resources

Write a story: Students select one learned behavior from the T-chart. Using this learned behavior, students write a short story about how this trait has developed and been changed by their environment. Have students share with a classmate when they are finished.

Precut the Puzzle Pieces Model How a Flowchart Works Before Starting the Investigation

Animal Drawing: Students first draw an animal of their choosing. Then, students create a T-chart with two columns labeled as “Traits Inherited” and “Traits Learned.” Underneath these titles students can list characteristics about their animals that fit.

Break Up the Reading and the Investigation Connect the Simulation to the Student Text Flowchart: Have students create a flowchart about themselves.

Physically Model Step 2: Learning the Rules Preteach Life Span and Life CycleFurther Connections: Students research a trait that helps a plant or animal survive and share it with other classmates

Support Step 5: Sharing Data Support the Processing AssignmentMake a Conjecture: Tell students that cacti have developed a waxy outer layer that keeps in water as well as spikes covering their surface.

Minimize the Focus on Plant Reproduction Support Note Taking During the Student Presentations

Life of a Strawberry Bush: Students make a poster of the life of a strawberry bush.

Inform Students Before Class About the Nature of the Experiential Exercise

Walk Through the Text Features in the Print or Online Book

Graphing: Students will find the life spans of four different plants and graph them on a piece of paper.

Carefully Assign Groups and Life Cycles

Venn Diagram: Have students create a three-way Venn diagram with the following three categories: "Mammals," "Birds, Reptiles, and Fish," and "Amphibians."

Keep Students Focused on Comparing Life Cycles Make a bar graph: Ask Students: How much do the larvae grow? Do they all grow at the same rate?


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Support the Reading NotesKeep daily diaries: How Does a Caterpillar Change? Students can keep daily journals, describing in words and pictures the larvae’s changes.

Annotate the Handout: Comparing Life Cycles

















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