PBLOverview

Title:

Adaptations

Teacher:
Content
Focus:

John Green
Grade Level: 3rd
How have plant and animal
Other subject areas to be included:
parts, and behaviors help living
things survive, grow and
reproduce?
After learning about adaptations made by plants and animals over time,
students will select one type of organism to research online and create a
Google Slide presentation to share wit the class.

Project
Idea:
Summary of the
issue, challenge,
investigation,
scenario, or
problem

Essential
Question:
Content and
Skills
Standards to be
addressed:
(CCCSS, NGSS,
Calif.)

Est. Start Date:

Duration: 4
weeks

Students examine how animals have adapted to different environments and

ecosystems over time. Students also explore how living things change over
time.
How do animals change to
survive in their environment?

Driving
Questi
on

Why do animals change their

physical characteristics over
time?

NGSS
3-LS4-1. Analyze and interpret data from fossils to provide evidence of the
organisms and the environments in which they lived long ago.
3-LS4-2. Use evidence to construct an explanation for how the variations in
characteristics among individuals of the same species may provide advantages in
surviving, finding mates, and reproducing.
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.
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.*
CCCSS
RI 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly
to the text as the basis for the answers.
RI 3.2 Determine the main idea of a text; recount the key details and explain how they
support the main idea.
RI 3.4 Determine the meaning of general academic and domain- specific words and
phrases in a text relevant to a grade 3 topic or subject area.
RI 3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate
information relevant to a given topic efficiently.
RI 3.5 Use 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).
W 3.2 Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
a.
Introduce a topic and group related information together; include illustrations when
useful to aiding comprehension.
b.
Develop the topic with facts, definitions, and details.
c.Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas
within categories of information).
Provide a concluding statement or section.
With guidance and support from adults, produce writing in which the development and
organization are appropriate to task and purpose.

W 3.4 With guidance and support from adults, produce writing in which the development
and organization are appropriate to task and purpose.
W 3.7 Conduct short research projects that build knowledge about a topic.
W 3.10 Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
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.
Speak in complete sentences when appropriate to task and situation in order to provide
requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific
expectations.)
SL 3.6 Speak in complete sentences when appropriate to task and situation in order to
provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for
specific expectations.)
3MG1.1
Choose the appropriate tools and units (metric and U.S.) and estimate and
measure the length, liquid volume, and weight/mass of given objects.

21st Century
Skills and
MPS to be
explicitly taught
and assessed
(T+A) or that
will be
encouraged (E)
by Project work
but not taught or
assessed:

MP.2 Reason
abstractly and
quantitatively
MP.6 Attend to
precision
NGSS Science
Practice: Analyzing
and interpreting
data
NGSS Science
practice:
Obtaining,
evaluation, and
communicating
information

T+
A
X

E
Communicating

T+
A
X

Collaborating

Analytical thinking

Problem solving

Finding and evaluating

information

Group:

Culminating
Products
and
Performanc
es
Individual:

Create a Google Slide presentation

about how one type of animal has
adapted to a changing
environment to survive or has
failed to adapt and become
extinct.
Students will:
keep science journals
throughout this unit of
study, chronicling how
organisms adapt over time
or become extinct.
Research one organism that
either can be shown to
adapt to a changing
environment over time, or
became extinct.

Presentation Audience
Class
X
School 3rd grade peers
and 3rd grade teachers,
principal

Community Parents
Experts

Web

Other:

Write an expository
narrative that describes
how the animal tat was the
subject of their research
either adapted to survive, or
became extinct.

Project Overview
Entry event
to launch
inquiry, engage
students:

Outline or
Conceptual
Flow
Include
assessment
points:

YouTube video on animal adaptations: Play YouTube video:

https://www.youtube.com/
watch?v=z4xFDjy3uT8 (animal adaptations to their environment)
This video presents and overview of how different animals have, over time,
adapted to different and changing environments and thrived, faced
extinction, or became extinct.

3-LS4-1. Analyze and interpret data from fossils to provide evidence of the
organisms and the environments in which they lived long ago. Students learn about
fossils from prehistoric times and how many ultimately became extinct, or in other cases,
such as prehistoric birds adapted themselves to a changing environment and survived.
Assessment: Be able to present examples of animals that became extinct, and animals that
adapted to survive.

RI 3.2 Determine the main idea of a text; recount the key details and
explain how they support the main idea. As students progress through the
textbook, they are able to correctly identify the key elements of the
information presented.
RI 3.4 Determine the meaning of general academic and domain- specific
words and phrases in a text relevant to a grade 3 topic or subject area.
RI 3.5 Use text features and search tools (e.g., key words, sidebars,
hyperlinks) to locate information relevant to a given topic efficiently.
RI 3.5 Use 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).
RI 3.1 Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers. Assessments:
Students are able to correctly respond to formative oral assessments.
W 3.2 Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.
a.
Introduce a topic and group related information together; include
illustrations when useful to aiding comprehension.
b.
Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to
connect ideas within categories of information).
Provide a concluding statement or section.
With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.
W 3.4 With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.
Assessment: Students are able to write expository texts detailing what
they have learned and are able to articulate the above referenced reading
standards.
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.
Speak in complete sentences when appropriate to task and situation in
order to provide requested detail or clarification. (See grade 3 Language
standards 1 and 3 for specific expectations.)
SL 3.6 Speak in complete sentences when appropriate to task and situation
in order to provide requested detail or clarification. (See grade 3 Language
standards 1 and 3 for specific expectations.)
3MG1.1
Choose the appropriate tools and units (metric and U.S.) and
estimate and measure the length, liquid volume, and weight/mass of given
objects. Assessment: Students will research create Google Slide
presentations with partner. These presentations will be shared with
classmates, parents, and school staff.

Assessment
s

Formative
Assessments
(During Project)

Quizzes/Tests

XObservation of group work

Journaling/Learning Log

Preliminary Plans/Outlines

Rough Drafts

Online Tests/Exams
Summative
Assessments
(End of Project)

Resources
Needed

Written Product(s), with

rubric

Other Products

Multimedia Presentation,
with rubric

Peer Evaluation

Multiple Choice/Short
Answer Test

Self-Evaluation

Essay Test

Other

Classroom, projector, speakers

On-site people,
facilities

Google chrome books, computer lab

Equipment

Binder paper, graph paper, colored pencils, crayons

Materials
Community resources

Reflection
Methods

(Individual, Group,
and/or Whole
Class)

Journal/Learning Log

Focus Group

Whole-class Discussion

Fishbowl Discussion

Survey

Other

Project Teaching and Learning Guide

Knowledge and Skills Needed by Students

(to successfully complete culminating projects and to do well on summative assessments)

Student needs to be able to:

Student needs to be able to:

Present data in tables, paragraphs, journals. Students

will be able to present to their classmates, and
summarize their understanding of the information
presented and learned.

Use technology (chrome books, or the computer

laboratory) to access information.

Student needs to be able to:

Student needs to be able to:

Students need to be able to understand how plant and

animals have changed over time to adapt to a changing
environment.

Understand how organisms can and do change over

time to adapt to a changing environment.

Student needs to be able to:

Explain how organisms can change and adapt over time.

Student needs to be able to:

Clearly write (in paragraph form) a narrative about heir exploratory
and science exploration.

Questions to be Provided by the Project Teacher

(to successfully complete culminating products and to do well on summative assessments)
Teacher asks questions to recall facts, make observations, or
demonstrate understanding:
Over time, how do organisms change to adapt to their environment?
Why do they change?
If they do not change, what might happen to them?
If the organisms are successful in adapting to their changing
environment, what might that mean?
What would you think should stay the same?
What would you think should change?
Can you list some factors that changed?
Can you list some factors that have not changed?
Why or why not should they change or stay the same?
Explain your answers
Teacher asks questions to apply or relate:
How do your predictions compare to what you saw?
Look at your data (observations) and do you notice any patterns?
If you could predict what the best adaptation to a changing
environment would be, what would it be?
Why do you think that what you predicted was, or was not what you
expected?

Teacher asks questions to summarize, analyze, organize, or

evaluate:
What did you see that changed?
Why do you think that they changed?
Should the organism have changed or not?
Why, or why not?
If you could make a perfect environment for the organism, what
would it be?
What would you change from todays environment?

Teacher asks questions to predict, design, or create:

Why do you think it is important to have organisms to adapt to their
changing environment?
Is it important for organisms to adapt?
What happens if organisms do not adapt to a changing environment?
Over time, do other organisms change?
Why do they change?
How does this, or does this not help organisms survive?

Teacher Reflection:
How did the unit flow? What worked well? What needs to be changed for next time? What did the students learn? What evidence do
you have to support students learning?
This unit flowed reasonably well. The biggest challenge was to keep the students focused over the duration of the unit, and to have the students
be able to discuss what the real challenges to adaptation over time might be. As third graders, they had a somewhat short focus, and seemingly
simple idea of what changes organisms might have to adapt to a changing environment.
The students tried their best to stay focused, and I did my best to keep them on task and on track. One of the biggest challenges was to try to
keep the students on task, and continually focused over the course of the unit.
What worked well? The hook, to get the students focused and excited to get the learning going. The students were very engaged and wanted to
find out what was going to happen next. This was very exciting!

What did the students learn? The students learned that, over time, organisms have changed to adapt to changes I their environment to be best
able to survive, grow and reproduce. The students, over the course of the unit were able to understand that when organisms adapt to changes
to their environment, they are able to thrive.
The evidence that I found for student learning after this of of study was in the form of observing the students on a daily basis (formative
assessments) to ensure that each portion of the lesson was being understood and that at the end of the lesson, the summative assessment
reflected student learning of the totality of the information presented.