Description
- Overview:
- Studying the Fibonacci Sequence is our entry point for studying Heredity: Inheritance and variation of traits.
- Subject:
- Genetics
- Level:
- Upper Primary
- Grades:
- Grade 3
- Material Type:
- Lesson Plan, Unit of Study
- Author:
- Jill Neider, John Whisler
- Provider:
- Lane County STEM Hub
- Provider Set:
- Content in Context SuperLessons
- Date Added:
- 06/20/2017
- License:
-
Creative Commons Attribution Non-Commercial
- Language:
- English
- Media Format:
- Downloadable docs
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Standards
Learning Domain: Heredity: Inheritance and Variation of Traits
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Heredity: Inheritance and Variation of Traits
Standard: Use evidence to support the explanation that observable traits can be influenced by the environment.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Informational Text
Standard: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Informational Text
Standard: Determine the main idea of a text; recount the key details and explain how they support the main idea.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Informational Text
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing
Standard: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing
Standard: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Informational Text
Standard: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Informational Text
Standard: Determine the main idea of a text; recount the key details and explain how they support the main idea.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Informational Text
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing
Standard: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing
Standard: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1���3 above.)
Degree of Alignment: Not Rated (0 users)
Learning Domain: Number and Operations in Base Ten
Standard: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. (A range of algorithms may be used.)
Degree of Alignment: Not Rated (0 users)
Learning Domain: Mathematical Practices
Standard: Reason abstractly and quantitatively. Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize"Óto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents"Óand the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Mathematical Practices
Standard: Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Degree of Alignment: Not Rated (0 users)
Science Domain: Life Sciences
Topic: Inheritance and Variation of Traits: Life Cycles and Traits
Standard: 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. [Clarification Statement: Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans.] [Assessment Boundary: Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human examples.]
Degree of Alignment: Not Rated (0 users)
Science Domain: Life Sciences
Topic: Inheritance and Variation of Traits: Life Cycles and Traits
Standard: Use evidence to support the explanation that traits can be influenced by the environment. [Clarification Statement: Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted; and, a pet dog that is given too much food and little exercise may become overweight.]
Degree of Alignment: Not Rated (0 users)
Cluster: Use place value understanding and properties of operations to perform multi-digit arithmetic
Standard: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. (A range of algorithms may be used.)
Degree of Alignment: Not Rated (0 users)
Cluster: Mathematical practices
Standard: Reason abstractly and quantitatively. Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Degree of Alignment: Not Rated (0 users)
Cluster: Mathematical practices
Standard: Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Degree of Alignment: Not Rated (0 users)
Cluster: Key Ideas and Details.
Standard: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Degree of Alignment: Not Rated (0 users)
Cluster: Key Ideas and Details.
Standard: Determine the main idea of a text; recount the key details and explain how they support the main idea.
Degree of Alignment: Not Rated (0 users)
Cluster: Key Ideas and Details.
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Cluster: Text Types and Purposes.
Standard: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Degree of Alignment: Not Rated (0 users)
Cluster: Production and Distribution of Writing.
Standard: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Degree of Alignment: Not Rated (0 users)
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This lesson has been peer reviewed by C2SL participant teachers using the EQUiP rubric.
This unit focuses on helping students make the connection between the Fibonacci number pattern and how this pattern can be found in nature. The lessons include multiple resources such as read alouds and videos. Students observe in greater detail how flowers grow and the name of its parts, and learn about fossils during a field trip to a local state park.
Teachers will need to gather materials such as flowers and sea shells prior to teaching the unit. Access to an area rich in wildlife and fossils is helpful. The engineering task will need to be further developed or adjusted as it introduces the concept of biomimicry in a very short period of time.
Thoughts on stronger alignment to NGSS: The teacher will need to differentiate the lessons to meet the needs of different learners. The teacher will also need to work on strengthening the cohesion of the lessons by adjusting the sequence or adding/omitting lessons.