Student Log | Level 3 Module 2 | PhD Science Texas 2024 | 8.21.23

Survival and Change

Level 3 Module 2: Survival and Change

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ISBN 979-8-88588-543-0

Survival and Change

Name: LEVEL 3 MODULE 2

Module Question Log

Record the Essential Question and the Phenomenon Questions.

Name:

LESSON 1 ACTIVITY GUIDE

Draw a Butterfly ’s Environment

Butterfly Drawing

Draw a butterfly.

Where a Butterfly Lives Drawing

What does a butterfly need to survive? Imagine things you might see where a butterfly lives. Draw a picture. Include as many details as you can.

Organisms and Environments

What is the difference between an organism and an environment?

Additional Questions

What do you still want to know about butterflies? Write questions you have.

Name: LESSON 2 ACTIVITY GUIDE

Explore Organisms from the Past Notice and Wonder

Record what you notice and wonder.

I

Record the order of events from the class timeline.

Name:

LESSON 3 ACTIVITY GUIDE A

Compare Butterfly Fossil and Clay Fossil Models

Look at the butterfly fossil in the photograph and at your clay fossil model. What differences do you notice?

What can you measure to compare the butterfly fossil with the clay fossil model? Make a list.

Part of Butterfly Fossil Clay Fossil Model Record your other observations.

Fossil Clay Fossil Model

Did the same butterfly form the butterfly fossil and the clay fossil model? Make a claim.

Evidence

List the evidence that supports your claim.

Reasoning

Explain how this evidence supports your claim.

Name: LESSON 3 ACTIVITY GUIDE B

Compare Clay Fossil Models

Record your measurements.

Record your other observations.

Original Clay Fossil Model New Clay Fossil Model

Which plastic butterfly was used to create the original clay fossil model? Use evidence to support your answer.

Additional Questions

Record any questions you still have about fossils.

4 ACTIVITY GUIDE

Name: LESSON 5 ACTIVITY GUIDE

Observe the Present-Day Environment

Use words and pictures to describe the area around the school. Include both living and nonliving things.

Name:

LESSON 6 ACTIVITY GUIDE B

Record Daily Weather Conditions

Write the location where you collected the data. On each day you collect the data, record the date and weather conditions in the table.

Location:

Dates for data collection:

Air temperature

Amount of precipitation

Cloud cover

Wind speed

Name: LESSON 8 ACTIVITY GUIDE A

Record Observations

Analyze the daily weather conditions in Houston, Texas. In the table, record your answers to the question.

Weather Condition Did the weather condition change or stay the same?

Air temperature

Amount of precipitation

Wind direction

Analyze the daily weather conditions in Atlanta, Georgia. In the table, record your answers to the question.

Weather Condition

Air temperature

Did the weather condition change or stay the same?

Amount of precipitation

Wind direction

Name:

LESSON 8 ACTIVITY GUIDE B

Create a Bar Graph

Follow these steps to create a bar graph to show the air temperature for your assigned city.

1. On the three blank lines, write a title to describe the graph data.

2. Draw and color a bar for each day’s temperature.

Name:

Compare Weather in Houston and Atlanta

Respond to the following questions.

How are the weather conditions in Houston similar to the weather conditions in Atlanta?

How are the weather conditions in Houston different from the weather conditions in Atlanta?

Name: LESSON 9 ACTIVITY GUIDE A

Observe Florissant Fossils

What kind of organism formed the fossil?

Fossil

Why do you think that?

FossilDrawingObservations

What kind of organism formed the fossil?

Why do you hink that?

Name:

LESSON 9 ACTIVITY GUIDE B

Interpret Fossil Evidence

Fossil Evidence

Fossil

Kind of Organism That Formed the Fossil

What does the fossil tell us about the past environment of the Florissant area?

What

Claim: Make a claim about the past environment of the Florissant area.

Name:

LESSON 9 ACTIVITY GUIDE C

Draw a Model of the Past Environment of the Florissant Area

When the butterfly that formed the fossil was alive, what was the Florissant area like? Draw a model of the environment.

Explain your model.

Name: LESSON 10 ACTIVITY GUIDE A

Analyze Present-Day Florissant Organisms

Present-Day Organisms List

What kinds of organisms do you think live in the Florissant area today? Make a list.

Present-Day Organisms List

Present-Day Animals

1. Share the animals on your present-day organisms list with your group.

2. Look at the photographs your teacher gave you of present-day animals that live in the Florissant area.

3. Highlight or circle the names of animals on your list that you also see in the photographs.

4. Which animals in the photographs are not on your list? Add their names.

5. Which animals on your list are not shown in the photographs? Draw a line through their names.

6. Discuss these questions with your group.

▪ What animals live in the Florissant area today?

▪ What do these animals tell us about the environment?

▪ What do you wonder about these animals?

Present-Day Plants

1. Share the plants on your present-day organisms list with your group.

2. Look at the photographs your teacher gave you of present-day plants that live in the Florissant area.

3. Highlight or circle the names of plants on your present-day organisms list that you also see in the photographs.

4. Which plants in the photographs are not on your list? Add their names.

5. Which plants on your list are not shown in the photographs? Draw a line through their names.

6. Discuss these questions with your group.

▪ What plants live in the Florissant area today?

▪ What do these plants tell us about the environment?

▪ What do you wonder about these plants?

B

Draw a Model of the Present-Day Environment of the Florissant Area

Draw a model of the environment of the Florissant area today.

Name:

Compare the Past Environment with the Present-Day Environment

Compare the past organisms of the Florissant area with today’s organisms. What do you now understand about the environment of the Florissant area?

Name:

LESSON 12 ACTIVITY GUIDE

Analyze Needs of Organisms for Survival

Needs of Organisms

Artificial Habitat Model

Think about what caterpillars need to grow and survive. Draw a model of your design of an artificial habitat for caterpillars.

Explain your model.

A Habitat as a System Change in Habitat Effect on System

Name:

LESSON 13 ACTIVITY GUIDE A

Model a Food Chain

1. Use words or drawings to model the food chain. Draw arrows to show how the energy flows from organism to organism through the food chain.

2. Think about the food chain your classmates shared. How did energy flow through the food chain? Write a description.

Name:

Predict Effects of Change to a Food Chain

Read each scenario. Then predict what would happen to the food chain. Explain your reasoning.

Change in the Environment Effect on the Food Chain

Very dry conditions can make plants not survive. What would happen if plants were taken out of the food chain?

Disease can make mice not survive. What would happen if mice were taken out of the food chain?

Changing weather conditions can make animals leave their environment. What would happen if coyotes or rattlesnakes were taken out of the food chain?

Name:

LESSON 14 ACTIVITY GUIDE A

Observe Plants and Caterpillars

Record what you notice and wonder about the plants.

I Notice

I Wonder

Name:

LESSON 14 ACTIVITY GUIDE B

Observe Organism Characteristics

Caterpillar Characteristics

Choose one characteristic on the list. How does the characteristic help the caterpillar survive?

Butterfly Characteristics

How do these characteristics help a butterfly survive?

Name: LESSON 15 ACTIVITY GUIDE A

Observe Characteristics and Survival

Characteristic

How does the characteristic help the animal survive?

Name:

LESSON 15 ACTIVITY GUIDE B

Define Suitability

Frayer Model

Definition Characteristics

Examples Non-examples

Why do plants and animals live where they do? Use an example in your explanation.

Name: LESSON 16 ACTIVITY GUIDE A

Ask Questions About Ocean Organisms

Imagine you are a scientist investigating an organism that lives deep in the ocean. An ocean exploration guide will help you. What questions will you ask the guide? Work with a partner to write your questions.

Name:

LESSON 16 ACTIVITY GUIDE B

Evaluate Organism Survival

Draw your organism. Label your organism’s characteristics.

How well do you think your organism could survive in the environment in the last photograph? Why do you think that?

Name:

LESSON 17 ACTIVITY GUIDE

Explore Animal Groups

As you read, take notes about your animal or animals. Later in the lesson, you will share this information with the class.

Animal or Animals:

Why do these animals live in groups?

How big are the groups? Where do these animals live?

Identify similarities and differences among the animal groups.

Similarities

Differences

Why do some animals live in groups? Make a claim.

Claim: Evidence

List the evidence that supports your claim.

Reasoning

Explain how this evidence supports your claim.

Name:

LESSON 18 ACTIVITY GUIDE

Record How Animal Groups Cope with Change

Animal Group Change in System

How did the group cope with the change?

Name:

LESSON 19 ACTIVITY GUIDE

Observe Monarch Movement

Monarch Sighting Maps

Look at January through July. What patterns do you notice?

Look at August through December. What patterns do you notice?

Monarch Migration Map

Spring

Fall

Name:

LESSON 20 ACTIVITY GUIDE A

Illustrate a Butterfly Life Cycle

1. Draw a model of the four stages of a butterfly’s life.

2. Draw arrows to show the order of the life cycle stages.

3. Label each life cycle stage with one of the following words: adult, chrysalis, egg, or caterpillar.

Name: LESSON 20 ACTIVITY GUIDE B

Compare Life Cycles

Choose two organisms to compare.

Organism 1:

Organism 2:

How are the life cycles similar?

How are the life cycles different?

Name:

LESSON 21 ACTIVITY GUIDE

Explore Butterfly Life Cycle Stations

In the winter, what life cycle stage is each butterfly in? Write and draw your answer.

Station 1: Coral Hairstreak

Life Cycle Stage

How do you think this butterfly survives the winter?

Station 2: Baltimore Checkerspot

Life Cycle Stage

How do you think this butterfly survives the winter?

Station 3: Black Swallowtail

Life Cycle Stage

How do you think this butterfly survives the winter?

Station 4: Mourning Cloak

Life Cycle Stage

How do you think this butterfly survives the winter?

Name:

LESSON 22 ACTIVITY GUIDE

Categorize Animals Based on Seasonal Change

How did you decide which animals to put in each category?

Choose one animal from the Stay category. Explain how the animal survives seasonal changes. Is the animal suited to the forest environment during winter? How do you think the animal’s growth would be affected by staying?

Choose one animal from the Migrate category. Explain how the animal survives seasonal changes. Is the animal suited to the forest environment during winter? How do you think the animal’s growth would be affected by migrating?

Choose one animal that enters a deep sleep during the winter. How do you think winter weather conditions affect the animal’s activity?

Think about how some animals eat and drink less and are less active in the winter. How might cold temperatures, lack of water from rain, and being less active affect an animal’s growth?

Name:

LESSON 23 ACTIVITY GUIDE

Observe Plants and Seasonal Change

Record observations about the plants.

Plant 1 (light)

Plant 2 (dark)

In what ways are Plant 1 and Plant 2 similar?

In what ways are Plant 1 and Plant 2 different?

We moved a plant from light to dark to light again. In what ways is this similar to seasonal changes in a plant’s environment?

How would a pika’s growth be affected by cold temperatures and a lack of precipitation?

Name:

LESSON 24 ACTIVITY GUIDE

Create a Model of Long-Term Changes in an Environment

Brainstorm

List some ways you think the forest environment can change.

Environment Illustration

Model a Change in an Environment

Identify a possible change in each organism’s habitat. Describe how the change would affect the organism.

Bird

Deer

Butterfly

Fish

Snake

Grass

Trees

Organism Response to Change in Environment

Put organisms into groups based on the way they respond to changes in the environment.

Name: LESSON 25 ACTIVITY GUIDE

Evaluate Solutions to Changes in an Environment

What solutions do you think will help cardinals survive the change in their environment? Write your solutions. Record notes about the company’s solutions.

Choose the best solution. Why do you think the company should choose this solution? Use evidence to explain your reasons.

Name:

Name:

LESSON 26 ACTIVITY GUIDE B

Engineering Challenge

Ask: Define the problem. Identify the criteria and constraints.

Threat

Effect on Monarch Needs

Problem:

Criteria Constraints

With your group, brainstorm and record three or four possible solutions.

What will your solution provide for the monarchs?

Where will you need to put your solution to meet the monarchs’ needs?

What time of year will the monarchs use your solution?

When you chose your solution, which characteristics of monarchs did you use?

Plan: Gather materials you need to create your diagram. Record a detailed design of your solution.

Draw the parts of your solution. Show how they work together to help the monarchs.

What materials would you need to build your solution?

Share: Receive feedback.

Write a letter. Draw a final diagram.

Dear Community Leader,

The number of monarch butterflies is going down because

Our solution to this problem is

Our solution will help the butterflies by

Our solution will help monarchs survive because of the monarchs’ characteristics. For example,

People should use our solution because

Our Design Diagram

Sincerely,

We can describe the materials we plan to use in our solution. We can explain why we chose them.

We can explain how our solution will help monarchs survive changes in their environment.

We can explain how monarchs’ characteristics help them survive in our solution.

We can explain how our solution relates to the monarchs’ food chain.

We each have a role in the presentation.

Presentation Notes

Improve: Redesign.

Work with your group to plan improvements for your solution using peer feedback.

What would you change about your solution? How do you think your changes will affect your solution’s ability to meet the criteria and constraints of the engineering problem?

What does not work in your solution? What improvements could you make?

Name: LESSON 29 ACTIVITY GUIDE A

Ask Questions

During presentations, ask questions about the group’s design process and solution. Choose one of the questions here or ask one of your own.

▪ What materials did you use in your solution? Why did you choose those materials?

▪ How does your solution help monarchs survive changes in their environment?

▪ In your solution, how do the monarchs’ characteristics help the monarchs survive?

▪ How does your solution relate to the monarchs’ food chain?

Write your own question.

Name:

Reflect on the Share Stage

Use this checklist to think about your knowledge.

I can explain the materials we used in our solution. I can explain why we chose them.

I can explain how our solution helps monarchs survive changes in their environment.

I can explain how monarchs’ characteristics help them survive in our solution.

I can explain how our solution relates to the monarchs’ food chain.

Use this checklist to think about your participation.

I contributed to my group’s presentation.

I listened actively to other groups’ presentations.

I asked other groups questions about their design.

Teacher comments

Name: LESSON 30 ACTIVITY GUIDE A

Create a Relationship Map

Cut out the key terms about how organisms survive in their environments.

Butterfly Characteristic Cope

Dormant Environment Extinct

Fossil Habitat Hibernation

Migration

Organism

Suitable System

Wind vane

Paleontologist

Wind direction

Map

Create a relationship map. Place the terms on the page. Draw arrows or other symbols to connect them. Write words that show the relationships between the terms. Glue the terms to the page.

Name:

LESSON 30 ACTIVITY GUIDE B

Explain Butterfly Survival

Essential Question: How do butterflies survive over time in a changing environment?

Name:

Collaborative Conversation Strategies

Choose one or two strategies with sample sentence frames that you want to use in the Socratic Seminar. Circle them or cut them out.

Make a connection between ideas. That idea reminds me of .

Explain your thinking.

I think that because .

Add to what someone else says.

I agree with , and I also think that .

I like that idea because .

Offer an example to support your own or someone else’s idea.

An example of that is .

Give a different viewpoint.

I politely disagree with because . That’s a good point, but I think .

Ask a question about someone else’s idea.

I have a question about .

Are you saying ?

Return to a question or idea.

Let’s go back to what was saying about . Let’s go back to the question (or idea) that .

Explain why an idea is important.

That idea is important because .

Encourage someone to tell more about their ideas.

That is an interesting idea.

Can you tell me more about ?

Summarize the conversation.

I think the big idea is .

Do we agree that ?

Credits

Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material. If any owner of copyrighted material is not acknowledged herein, please contact Great Minds for proper acknowledgment in all future editions and reprints of this logbook.

Survival and Change

Page 84, Aluna1/Shutterstock.com

All other images are the property of Great Minds.

Bibliography Acknowledgments

Great Minds® Staff

The following writers, editors, reviewers, and support staff contributed to the development of this curriculum:

Amanda Abbood, Nashrah Ahmed, Maria Albina, Ana Alvarez, Lindsay Arensbak, Lynne Askin-Roush, Marissa Axtell, Brian Aycock, Keith Bannister, Nina Barcelli, Trevor Barnes, John Barnett, Greg Bartus, Michele Baskin, Koi Beard, Tocarra Bell, Brianna Bemel, Kerry Benson, Sanobar Bhaidani, David Blair, Ranell Blue, Jennifer Bolton, Sandy Brooks, Bridget Brown, Taylor Brown, Dan Brubaker, Carolyn Buck, Sharon Buckby, Lisa Buckley, Kristan Buckman, Becky Bundy, Sarah Bushnell, Eric Canan, Adam Cardais, Crystal Cizmar, Emily Cizmas, Rolanda Clark, Elizabeth Clarkin-Breslin, Christina Cooper, Kim Cotter, Karen Covington, Gary Crespo, Madeline Cronk, Lisa Crowe, Allison Davidson, Kristin Davis, Brandon Dawson, Megan Dean, Katherine DeLong, Julie Dent, Jill Diniz, Erin Doble, Delsena Draper, Amy Dupre, Jami Duty, Jessica Dyer, Lily Eisermann, Alison Engel, Sandy Engelman, Tamara Estrada, Lindsay Farinella, De Edra Farley, Ubaldo Feliciano-Hernández, Molly Fife, Lisa Fiorilli, Soudea Forbes, Mark Foster, Richard Fox, Peter Fraser, Reba Frederics, Liz Gabbard, Diana Ghazzawi, Lisa Giddens-White, Patricia Gilbert, Ellen Goldstein, Laurie Gonsoulin, Pamela Goodner, Kristen Gray, Lorraine Griffith, Dennis Hamel, Heather Harkins, Cassie Hart, Kristen Hayes, Sarah Henchey, Marcela Hernández, Abbi Hoerst, Jessica Holman, Missy Holzer, Matthew Hoover, Robert Hunter, Jennifer Hurd, Rachel Hylton, Robert Ingram Jr., Mamie Jennings, Reagan Johnson, Yuria Joo, Marsha Kaplan, Frankie Katz, Ashley Kelley, Robert Kelly, Lisa King, Suzanne Klein, Betsy Kolodziej, Sarah Kopec, Jenny Kostka, Drew Krepp, Rachel Lachiusa, Brittany Langlitz, Mike Latzke, Lori Leclair, Catherine Lee, Jennifer Leonberger, Jessica Levine, Caren Limbrick, Latoya Lindsay, Sarah Lomanno, Katherine Longo, Scott Loper, Susan Lyons, Kristi Madden, David Malone, Carolyn Mammen, Katrina Mangold, Stacie McClintock, Miranda McDaniel, Megan McKinley-Hicks, Cindy Medici, Ivonne Mercado, Sandra Mercado, Kevin Mesiar, Patty Messersmith, Brian Methe, Patricia Mickelberry, Marisa Miller, Sara Montgomery, Melissa Morgan, Mackenzie Most, Lynne Munson, Mary-Lise Nazaire, Corinne Newbegin, Darin Newton, Bekka Nolan, Tara O’Hare, Gillia Olson, Max Oosterbaan, Tamara Otto, Catherine Paladino, Meagan Palamara, Christine Palmtag, Mallory Park, Marya Parr, Joshua Paschdag, Emily Paulson, Emily Peterson, Margaret Petty, Nina Phelps, Jeffrey Plank, Judy Plazyk, Amelia Poppe, Lizette Porras, Jeanine Porzio, Jennifer Raspiller, Dan Ray, Brianna Reilly, Jocelyn Rice, Leandra Rizzo, Sally Robichaux, Cortni Robinson, Jeff Robinson, Todd Rogers, Karen Rollhauser, Allyson Romero, Angel Rosado Vega, Carol Rose, Angela Rothermel, Kim Rudolph, Megan Russo, Isabel Saraiva, Vicki Saxton, Michelle Schaut, Lauren Scheck, Gina Schenck, Stephanie Schoembs, Amy Schoon, Jesse Semeyn, Rudolph Shaffer, Khushali Shah, Nawshin Sharif,

Lawrence Shea, Aaron Shields, Cindy Shimmel, Maria Shingleton, Melissa Shofner, Erika Silva, Kerwyn Simpson, Laura Sirak-Schaeffer, Amy Snyder, Victoria Soileau, Rachel Stack, Isaac Stauffer, Leigh Sterten, Marianne Strayton, Mary Sudul, Lisa Sweeney, Elizabeth Szablya, Annie Wentz Tete, Heidi Theisen, Brian Thompson, Lauren Trahan, Olga Tuman, Kimberly Tyler, Jennifer VanDragt, Tracy Vigliotti, Freddy Wang, Lara Webb, Dave White, Charmaine Whitman, Erica Wilkins, Tiffany Williams, Erin Wilson, Mark Wise, Glenda Wisenburn-Burke, Armetta Wright, Howard Yaffe, Nazanene Yaqubie, Christina Young, Amy Zaffuto, Cat Zarate, and Suzanne Zimbler.

Colleagues and Contributors

We are grateful for the many educators, writers, and subject-matter experts who made this program possible.

Tricia Boese, Thomas Brasdefer, Andrew Chen, Arthur Eisenkraft, Pat Flanagan, Rachel Gritzer, Fran Hess, Kim Marcus, Fred Myers, Jim O’Malley, Neela Roy, Ed Six, and Larry Stowe

How do so many different plants and animals survive around the world and throughout time? Study fossils to find clues. Discover that some animals, including butterflies, have survived in different settings for millions of years. Environments change, from seasonal patterns to longer-term shifts. How do plants and animals respond? Why do some survive while others die or move away? Use your knowledge to explain why organisms live where they do. Along the way, ask yourself, How does my new knowledge help me understand the world?

LEVEL 3 MODULES

1

EARTH CHANGES with Spotlight Lessons on Changes in Mater

2 SURVIVAL AND CHANGE

3 FORCES AND MOTION with Spotlight Lessons on the Solar System

ON THE COVER

The Rhinoceros, 1515

Albrecht Dürer, German, 1471–1528

Woodcut

National Gallery of Art, Washington, DC, USA

Courtesy National Gallery of Art, Washington, DC

ISBN 979-8-88588-543-0

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