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.
Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.
Assessment Boundary: none
This resource is explicitly designed to build towards this performance expectation.
Comments about Including the Performance Expectation
This book provides clear examples of the features of plants and animals that allow them to survive in estuaries. In can be used in conjunction with other books in this series (A Walk in the Deciduous Forest, A Walk in the Rain Forest, A Walk in the Prairie, A Walk in the Tundra, A Walk in the Boreal Forest, A Walk in the Desert, A Journey in the Ocean) to compare and contrast the adaptations of plants and animals in different habitats. What are the common needs and features of plants/animals? Why do they look different in various environments? How are these environments different/alike? How do these adaptations help the organisms survive? What would happen to the organisms if the habitat changed? Different books/biomes could be assigned to different groups of students--each group becoming experts on that biome. In mixed groups, they could then share information about the features of different biomes and the corresponding adaptations that allow plants/animals to survive there. To synthesize the information, the teacher could facilitate a science talk. Focus question: How do the features (physical and behavioral) of organisms allow them to survive in certain environments? What do you think would happen if the environment changes? A class chart can be created comparing the geography, climate, plants, plant adaptations, animals, and animal adaptions of all the habitats. Alternatively, a large map could be used to identify the different habitats. Illustrations or photos of plants and animals that live in different habitats could be attached to the map for comparison purposes. Connections to Social Studies can also be made, connecting to their study of habitats and biomes/geography. Students can identify where the specific biomes are found in the world and discuss how the climate, weather and physical features affect the features and survival of the living things found there. How does the physical environment affect the physical features of the living things?