Tools - Cengage Learning

Transcription

Life Science
Teacher’s Guide
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Traps
Tools
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Contents
Tricks, Traps, and Tools
Literacy Overview . . . . . . . . . . . . . . . . . . . . . . . 2
Science Background . . . . . . . . . . . . . . . . . . . . . . 4
Tricks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Traps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Discuss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Research & Share . . . . . . . . . . . . . . . . . . . . . . . .15
L if e S cie
Correlation . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
nce
Glossary
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© National Geographic Learning, Cengage Learning, Inc.
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Literacy Overview
Life Scien ce
Reading Selections
•Tricks (science article)
•Traps (reference article)
•Tools (science article)
COMMON CORE STATE STANDARDS FOR
ENGLISH LANGUAGE ARTS
CC.3.RInfo.1 Ask and answer questions to demonstrate
810Lexplicitly to the text as
understanding of a text, referring
the basis for the answers.
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CC.3.RInfo.5 Use text features and search tools (e.g.,
key words, sidebars, hyperlinks) to locate information
relevant to a given topic efficiently.
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CONTENT GOAL
CC.3.RInfo.7 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).
Students will read three selections in Tricks, Traps, and Tools. They
will learn about some unusual tricks, traps, and tools that help
animals and plants survive.
CC.3.RInfo.8 Describe the logical connection between
particular sentences and paragraphs in a text (e.g.,
comparison, cause/effect, first/second/third in a
sequence).
COMPREHENSION GOAL
CC.3.RInfo.9 Compare and contrast the most important
points and key details presented in two texts on the same
topic.
Writing Standards (page 15)
Remind students that as thinking-intensive readers they must
listen to their inner voice to monitor and repair comprehension as
they read. Find opportunities to model and teach active thinking
strategies to help students access content. You may want to focus
on the following strategies for Tricks, Traps, and Tools.
•Activate and Connect to Background Knowledge:
Readers use what they know or have experienced to help them
understand new information. However, they must be prepared
to reverse any misconceptions in light of new learning or new
evidence.
Readers have to use their background knowledge and pay
attention to the text and picture clues to make inferences and
use visualization to construct meaning.
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•Infer and Visualize: A writer doesn’t always tell everything.
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The NG Ladders on-level eBook for Tricks, Traps, and Tools
is available in .pdf format. Project the eBook on your
interactive whiteboard, or have students listen to or read
it on tablets or other mobile devices.
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What kinds of tricks, traps, or tools
do you think some animals and
plants use to help them survive?
Tricks
camouflage
Traps
or behaviors that they might consider tricks, traps,
or tools.
Tools
Students can then Share what they think they know
about any tricks, traps, or tools that animals and plants
use to survive.
spider web
You may want to return to the graphic organizer to add
more information after students read each article.
BUILD SCIENCE BACKGROUND
ACTIVATE & BUILD
BACKGROUND
Pages 4–6 of this teacher’s guide address how certain
science concepts relate to each article in Tricks, Traps,
and Tools. This information will provide you with science
background knowledge as you plan your teaching for this
book.
Draw the graphic organizer shown above. Ask: What kinds
of tricks, traps, or tools do you think some animals and plants
use to help them survive? Write students’ responses in the
graphic organizer.
Help students access background knowledge related to
the science concepts. Support the concepts of camouflage,
Model for students by thinking aloud. You might say
something similar to the following: I almost stepped on a
lizard once when I was hiking with my family. I didn’t see it
on the ground in front of me because it was the same color as
the ground. The lizard’s color tricked me into not seeing the
lizard. I only noticed it when it darted away. I’m going to write
camouflage in the chart under “Tricks.”
predator, and behavior in ways that are familiar to your
•camouflage: Ask if students have ever noticed an
animal that blended in with its surroundings because of
its color or shape. Invite several students to share their
experiences.
•predator: Ask students to imagine a lion chasing a
zebra, a cat pouncing on a mouse, and a robin catching
a worm. Ask which animal is the predator in each case
(lion, cat, robin). Tell students that some animals eat
other animals to survive.
•behavior: Have students help you make a list of things
they have observed animals doing, such as keeping still,
sneaking up on prey, crouching before pouncing, and
chasing. Explain that all of these actions are behaviors.
Explain that animals and plants use tricks, traps, and
tools to survive. You might say: Many animals and plants
look or act in ways that help them survive. They might be a
certain color, have a certain body part, or behave in a certain
way that protects them or helps them get food. Some even use
objects in their environment as tools to help them survive.
Ask students to Turn and Talk about any animals or
plants they have heard or read about with body structures
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students.
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Life Scien ce
Science Background
Science concepts are a critical part of each selection in Tricks,
Traps, and Tools. These science background pages will help you
build content knowledge so that you may more effectively have
discussions with students as they read each selection in the book.
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A FRAMEWORK FOR K–12 SCIENCE EDUCATION
Core Idea LS1: From Molecules to Organisms:
Structures and Processes
LS1.A: Structure and Function How do the structures of organisms enable life’s functions?
LS1.D: Information Processing How do organisms detect, process, and use information
about the environment?
Core Idea LS3: Heredity: Inheritance and Variation of Traits
LS3.A: Inheritance of Traits
How are the characteristics of one generation related to
the previous generation?
LS3.B: Variation of Traits
Why do individuals of the same species vary in how they
look, function, and behave?
Core Idea LS4: Biological Evolution: Unity and Diversity
LS4.B: Natural Selection
How does genetic variation among organisms affect
survival and reproduction?
•Camouflage (student book, p. 4) is a body color or shape that
helps an animal blend into its surroundings. Some animals, for
example, resemble tree bark or leaves, while others are the color
of sand, soil, or rocks. Camouflage makes it harder for prey to
be seen by predators and for predators to be seen by prey. There
is usually a behavior component that adds to the effectiveness
of camouflage. The more still an animal is, for example, the less
likely the animal will be noticed.
•A predator (student book, p. 2) is an organism that captures,
kills, and eats another organism—the prey. Some predators
hunt alone (eagles, snakes, leopards), while others hunt in
groups (wolves, lions, dolphins). There are some adaptations
of predators and prey; for example, owls and mice. Owls have
forward-focused eyes with good depth perception, fringed
feathers for quiet flight, and talons for grasping prey. Mice have
coloration that helps them blend in and eyes more to the side
of the head for a wider field of vision to help them stay alert to
their surroundings.
•A behavior (student book, p. 19) is any action that an animal
performs. It can be instinctive (crying by newborn infants) or
learned (hunting by lions, in which lion cubs learn from adult
lions how to stalk, pursue, and capture prey). Animal behavior
is caused by stimuli. The behavior is the response to a particular
stimulus or set of stimuli. For example, a moth flies toward a
bright light. The light is the stimulus and the behavior is the
moth’s response to that stimulus—flying toward the light. The
light is an external stimulus. Some stimuli are internal, or occur
inside the body. Hunger, for example, is an internal stimulus that
causes internal changes, such as hunger pangs, which can lead to
response behaviors, such as searching for food and eating.
Pages 5–6 in this teacher’s guide describe how the science
concepts above relate to each selection. Additional science
background information is given for each selection.
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The following big idea science concepts apply to several selections
in the book.
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TRICKS
TRAPS
Student Book, pp. 2–9
Teacher’s Guide, pp. 7–8
In this selection, students will learn how some animals
use camouflage (student book, p. 4) and mimicry to
protect themselves from predators (student book, p. 2)
and to survive.
In this selection, students will learn how carnivorous
plants are able to trap and digest insects.
Every prey animal faces a common objective—avoid
being eaten by predators. Animals such as the leaf-tailed
gecko, the jagged ambush bug, the Malaysian orchid
mantis, and the soft coral crab use color or shape as
camouflage to blend in with their surroundings and avoid
being detected by predators. For some animals, patterns
provide camouflage. A tiger’s stripes and a leopard’s
spots, for example, help these predators blend into the
grasslands and forests in which they live.
Some carnivorous plants have active traps in which part
of the plant moves to trap its victim. The sundew plant
secretes digestive enzymes from the tips of thick, sticky
tentacles located on the leaves, which are actually glands.
When an insect gets stuck to a tentacle, the leaf bends
toward its center to bring the insect in contact with as
many tentacles as possible. The enzymes slowly digest
the insect. The bladderwort uses a small underwater
sac, or bladder, to trap its prey. A trapdoor opens into
the bladder. Inside, any water that seeps in is pumped
out, creating a vacuum. When an unknowing animal
triggers the sensitive hairs outside the trapdoor, it opens,
and the animal is sucked inside, where digestion begins.
The Venus flytrap also uses an active trap, consisting of
modified leaves that are hinged and have bristles along
their edges. On the inside surface are three sensitive
hairs. When an insect creeps inside the trap and touches
two hairs in succession, the two halves of the leaf close
tightly. Digestive enzymes are released, and after about
7–10 days, digestion is complete and the trap reopens.
Some animals stay safe from predators by using a
physical adaptation called mimicry. One type of mimicry
involves two species—one that is dangerous to predators
and another that looks similar but is harmless. Predators
are tricked into avoiding the harmless look-alike species
even though it poses no threat. One example of this
(student book, p. 7) is the venomous coral snake and its
nonvenomous mimic, the scarlet king snake.
Other animals are able to mislead predators because of
their special markings. The io moth, for example, has two
big black spots on its wings. The spots resemble the eyes
of an owl and help keep predators away.
Organisms develop such adaptations through variation
and natural selection. Early ancestors of the io moth,
for example, typically had no “eyespots.” But variation
in offspring resulted in some moths having markings
that resembled eyes. These moths were more likely to
avoid being eaten, and so were more likely to reproduce,
producing more offspring with eye-like markings. Over
time, the process repeated, with the offspring that had
the most eye-like markings surviving and reproducing
more, resulting in the io moth of today.
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The pitcher plant uses a passive trap—a deep saclike
leaf lined with downward pointing hairs and a pool of
digestive juices at the bottom. Insects that fall into the
plant cannot get a grip on the slippery walls. As a result,
they fall into the pool and are digested.
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Green plants are producers—they make their own food by
using water, carbon dioxide, and energy from the sun in
a process called photosynthesis. Plants also need mineral
nutrients, including nitrogen. Generally, nitrogen and other
nutrients are dissolved in water in the soil and obtained
through the plant’s roots. In some watery environments,
such as bogs, marshes, or swamps, these nutrients may
be lacking. Some plants in these environments have
adaptations that allow them to get nutrients from animals.
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TOOLS
In this selection, students will understand that some
animals learn how to use tools in order to survive.
Students also will discover that some behaviors
(student book, p. 19) are performed by instinct and
other behaviors must be learned. To help students relate
to these concepts, you might guide a discussion about
instinctive and learned behaviors in humans.
One example of tool use is seen in Egyptian vultures.
These huge birds use their head and beak to throw rocks
at large bird eggs in order to open them. Scientists have
shown that although throwing rocks is an instinctive
behavior in Egyptian vultures, young vultures must first
learn that eggs are a food source.
Beavers use stones, logs, and mud as tools to build dams
and lodges in ponds and streams. Some dams are well
over 600 meters (2,000 feet) long, and a single lodge
can accommodate up to five beavers. Instinct drives a
beaver’s need to build dams. Young beavers, separated
from adults at infancy, have been observed to construct
dams almost identical to adult-built versions.
Another example of a learned behavior is seen in otters
using tools to open shellfish. Otters use stones to crush
the shells of their prey. Otters are also known to use
stones underwater to retrieve shellfish stuck between
rocks.
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Capuchin monkeys learn all sorts of uses for tools. These
problem-solving primates use stones as hammers and
anvils to crack open nuts. In captivity, they have been
observed inserting a stick into a tube of food to pull out
or push out its contents. They also use sticks to coax prey
out of cracks in large rocks.
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GENRE Science Article
Read to find out how animals are protected by their appearance.
Tricks
How many leaf-tailed geckos can
you find? The background has been
lightened to make it easier to see
one of them.
Science Article
by Judy Elgin Jensen
Imagine walking in a rain forest in Queensland, Australia. Dead
On the ground, the colors of the leaf-tailed geckos are similar.
brown leaves litter the ground. But look closely. Are they all
But soon they will scamper away, climbing up different trees.
There each gecko’s coloring will change to shades of brown or
really leaves? In nature, what you see is not always what you get!
green. Then they will look different from one another. They are
Among the leaves are several leaf-tailed geckos. They are colored
all the same kind of gecko, though.
and shaped like leaves. Even their tails look like leaves. These
geckos are very still, waiting to attack insects. Predators that
Have you found the leaf-tailed geckos yet? If you look closely,
would like to eat the geckos cannot see them easily.
you can find three of them.
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Reading OBJECTIVES
•Use information from text and photos to
demonstrate understanding.
•Describe cause/effect and comparison/contrast
connections in the text.
Summary “Tricks” is a science article that identifies ways an animal’s
color or shape protects it from other animals.
SCIENCE OBJECTIVES
•Understand how camouflage and mimicry help
animals and insects survive.
•Recognize that characteristics of animals and
insects, such as shape and color, are inherited traits.
Let students know that they will read a science article. Tell them that
“Tricks” is a science article with the following elements:
sequence).
LS1.A: Structure and Function
How do the structures of organisms enable life’s functions?
Core Idea LS3: Heredity: Inheritance and Variation
of Traits
Why do individuals of the same species vary in how they
look, function, and behave?
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BUILD BACKGROUND FOR THE GENRE
•It uses facts, details, examples, and evidence to convey information
about animals.
•It points out causes and their effects.
•It presents facts and information through text as well as photos
and captions.
BUILD VOCABULARY & Concepts
• predators
• camouflage
• mimicry
Remind students that Using Context Clues is a strategy to infer the
meaning of an unfamiliar word. They can “read around” the word, or
read a few sentences before and after it, to determine meaning from
the context. Remind them to look at the photographs, too.
Another strategy to try is Dramatizing Words. Assemble students
in groups of four. Direct each theater group to quietly choose a word.
Explain that each group will convey the meaning of the word through
acting and dialogue. Make it clear that group members cannot say
the word. Instead, the group should devise a series of short scenes to
communicate the word’s meaning. After each performance, instruct
the audience to determine the word the group has chosen. Continue
this process for the other words.
Point out other important words in the selection, such as surroundings
and strategy. Have groups dramatize the words or use context
clues to determine their meaning. Some words lend themselves to
dramatizing; others may not. Decide which of these strategies is most
appropriate for each word.
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text and vice versa. For example, for pages 2–4, ask:
Would you know what the photos are showing just by looking
at them? Why or why not? (Possible response: Probably
not. I need the words to know that there are animals in
the photos and how to find them.) Then ask: How do the
photos on pages 6–7 help you understand mimicry? (Possible
response: Each pair of photos shows a dangerous animal
and one that looks very much like it.) For the top of page 8,
ask: How does the photo of the moth support what the text is
saying? (The photo shows that the markings on the moth
make it look like the face of an owl.)
The content goal for Tricks, Traps, and Tools is for students
to learn about some unusual tricks, traps, and tools that
help animals and plants survive. Explain that “Tricks”
describes how the color or shape of an animal protects
it from predators. Point out the Read to find out
statement at the top of page 2 in the student book: Read to
find out how animals are protected by their appearance.
Help students with the comprehension goal of accessing
content by activating and connecting to background
knowledge. Model by directing students to the photo of
the orchid mantis on page 5. Then say: It took me a long
time to find the mantis in this photo. This is a great example
of camouflage. It reminds me of the time when I bent down
to smell a flower and was surprised when a green praying
mantis suddenly moved on a leaf! I can understand how a
bird wanting to eat the mantis wouldn’t even see it. I can also
understand how the green mantis could creep up on an insect
it wanted to eat without being seen.
Describe Connections Read the second paragraph on
page 2 aloud. Model cause/effect relationships: The text
tells me how the geckos are colored and shaped like a leaf and
stand very still—the cause. Then I read that predators cannot
see them easily—the effect. I can infer that the reason the
predators cannot see them is that their coloring, shape, and
stillness make predators think they are leaves. Have students
work in pairs to find other examples of cause/effect
relationships for camouflage or mimicry.
Before students begin reading, say: As you read, think
about animals you have encountered that you couldn’t see
until they moved. Think about which photos in the selection
remind you of insects or other animals you know.
Then have partners compare and contrast the three
different “tricks” discussed in the article: camouflage,
mimicry, and confusing predators. Ask: How are they alike?
(Possible response: They involve color and shape. They
help the animal survive.) How are they different? (Possible
response: Some involve behavior, but others do not.)
Point out to students that some of these survival “tricks”
are inherited traits passed on from parents to offspring.
TURN & TALK
Revisit the Read to find out statement. Have students
turn and talk about how the animals in the selection are
protected by their appearance. (Possible response: The
gecko is colored and shaped like a leaf so that predators
think it’s a leaf.) To check understanding, have students
turn and talk about the Check In question: How does
mimicry protect an animal from predators? (Possible
response: Mimicry is when one kind of animal looks like
another kind of animal that is dangerous. Predators think
that the mimic animal is dangerous, so the predators
avoid the mimic.)
You may want to have students do a “quick write” to
assess understanding. It’s always helpful to have students
reflect on both the content of the selection and their
thinking process.
•Describe some ways camouflage helps one of the animals
you read about.
•What is the most interesting thing you learned from
your reading?
Use Text and Photos Have partners discuss the photos
in the selection and how they aid understanding of the
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WRITE & ASSESS
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Traps
GENRE Reference Article
Read to find out how some plants get nutrients in an unusual way.
The tentacles of a sundew fold
down to trap prey.
Sticky liquid
Tentacle
by Judy Elgin Jensen
A frog hops among the sticky sundew
plants. It never suspects that the plants
TRAPS
are dangerous. Oops! Too close. Now
the frog is stuck to a plant. The sticky
liquid of the sundew will smother the
Reference Article
This frog is caught in a sticky
sundew plant.
Sundews
frog. Then the frog will be turned into
soup for the sundew plant.
There are about 150 kinds of
Plants use sunlight to make their own
sundew plants. Some are as tiny
food. Plants also need nutrients, such as
as a dime. Others are taller than
nitrogen, from the soil. In many swamps
you! Some sundew leaves grow in
a circle, and others grow upward
and bogs, the soil does not contain
enough nutrients. Carnivorous plants
in these places get nitrogen by trapping
in stalks. Thick hairs, or tentacles,
cover the leaves. Sticky liquid on
small animals.
each tentacle traps and digests
animals.
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Reading OBJECTIVES
•Use text features to locate information.
•Use information from illustrations and
photographs to demonstrate understanding.
Summary “Traps” is a reference article that tells about the
adaptations carnivorous plants have that enable the plants to trap
and digest animals.
SCIENCE OBJECTIVES
•Understand how the structures of carnivorous
plants help them get nutrients.
CC.3.RInfo.5 Use text features and search tools (e.g.,
key words, sidebars, hyperlinks) to locate information
Lead students to an understanding of the elements of a reference
article. Let them know that “Traps” is a reference article with the
following elements:
•The content does not have to be read sequentially. Readers can dip
in and out of the reference article as needed over time.
•The text is categorized using headings.
•Facts and information are presented through photos, captions,
and illustrations.
• nutrients
• carnivorous plants
read a few sentences before and after it, to make meaning from the
context. Remind them to look at the photographs, too.
Another strategy to try is Using Graphic Organizer Notes. Have
students create a graphic organizer with four columns: Word, Inferred
Meaning, Clue, and Sentence or Picture. Ask students to write nutrients
in the first column. Then have them turn and talk about what they
infer the word means and write the inferred meaning in the second
column. In the third column, have students write the clue that helped
them infer the meaning, and in the final column have them write a
sentence or draw a picture that demonstrates their understanding of
the word. Have students work with their partner and follow the same
steps with the term carnivorous plants.
Point out other important words in the selection, such as swamp, bog,
tentacles, and digests. Have students use graphic organizer notes or
context clues to determine the meaning of these as well as any words
that might be unfamiliar.
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animal such as an insect, and a photo shows what the
plant looks like.) Explain that when you skim, you look
at text features such as headings and illustrations to get
a general idea of what an article or a section is about.
When you scan for information, you look for a word or
phrase that names the topic you’re interested in reading
more about. Model skimming and scanning the article.
Then ask partners to work together to skim and scan the
article to find the answer to this question: What parts of a
Venus flytrap does an animal have to touch in order to make
the plant’s leaves snap shut? (page 13: trigger hairs) You
may want to mention to students that two hairs must be
touched in succession for the plant’s leaves to snap shut.
You could ask students to infer why this might be the
case (to avoid false triggers, such as raindrops).
The content goal for Tricks, Traps, and Tools is for
students to learn about some unusual tricks, traps, and
tools that help animals and plants survive. Explain that
“Traps” tells how some plants have structures that enable
them to trap insects or other animals to get the nutrients
they need to survive. Point out the Read to find out
statement at the top of page 10 in the student book: Read
to find out how some plants get nutrients in an unusual way.
Help students with the comprehension goal of
accessing content by inferring and visualizing. Model by
reading the first paragraph on page 10 aloud and saying:
It’s not very pleasant to imagine, but I can visualize the frog
slowly being turned into soup by the sticky liquid of the plant.
I can infer that it would probably take a long time for this to
happen, not just seconds or minutes.
Use Illustrations and Photos Ask students to turn
and talk about the diagrams and photos in the article.
Ask: How does the diagram on page 11 help you visualize
how the sundew traps an animal? (Possible response: The
diagram labels each part of the plant to show how the
animal sticks to the sundew and how the leaf folds down
on the animal.) Ask: What parts of the Venus flytrap can
you see in the diagram on page 13 that you are not able to see
in the photo? (the trigger hairs that make the leaves snap
shut) Ask one partner to use the photo and diagram on
page 12 to explain how a bladderwort traps food. Then
have the second partner use the diagram on page 13 to
explain how a Venus flytrap traps food.
Before students begin reading, say: As you read, visualize
how each of the plants described in the text traps an animal.
Infer what happens both before and after the animal
gets trapped. This will help you better understand how
carnivorous plants get the nutrients they need to survive.
TURN & TALK
turn and talk about the unusual way some plants get
nutrients. (Possible response: They trap small animals like
insects and digest them.) To check understanding, have
students turn and talk about the Check In question: How
does the leaf of a pitcher plant trap an ant? (The pitcher
plant smells like nectar. When an ant tries to drink the
“nectar,” it slides down the slippery sides of the pitcher.
Hairs that point downward keep the ant in the pitcher.
The ant drowns in the liquid in the pitcher.)
thinking process.
•Why do carnivorous plants need to trap animals, and how
do some of them do it?
•What questions do you still have about carnivorous plants?
Use Text Features Have partners discuss how the
information for each plant in this reference article is
presented in the same way. (Each section starts with
a heading that names the plant. Then text describes
the plant, a diagram shows how the plant traps a small
TRICKS, TRAPS, AND TOOLS | TRAPS
001-017_OTG_59656_G3.indd 10
10
WRITE & ASSESS
12/5/13 4:46 PM
Tools
GENRE Science Article
Read to find out some ways that animals use tools.
Tools
An Eyptian vulture drops a
stone on an egg.
by Julia Osborne
What kinds of tools do you use? You probably use many.
They may be simple, such as spoons, or complex, such as
computers. Tools are objects used to carry out a task.
Science Article
Humans use many different tools.
Scientists once thought only humans had enough brainpower
to use tools. But that idea is changing.
For example, the Egyptian vulture likes to eat eggs. If an egg
is small, the vulture picks it up and drops it. When the egg
breaks, the vulture slurps up the insides. Ostrich eggs are too
big for the vulture to pick up. The vulture uses a stone as a
tool. It throws the stone at the egg to break it. Then it eats
its meal.
Read on to learn how some animals use objects to perform
a task or change their environment.
17
2/12/13 12:26 PM
17_SE58468_3L_AD_S3OL 17
2/12/13 12:27 PM
Reading OBJECTIVES
•Use information from text and photos to
demonstrate understanding.
•Describe cause/effect connections in the text.
SCIENCE OBJECTIVES
•Recognize how animals use objects in their
environment as tools to perform tasks or to
change their environment.
•Understand the difference between inherited
instincts and learned behaviors.
sequence).
LS1.D: Information Processing
How do organisms detect, process, and use information
Summary “Tools” is a science article that explains how some animals
use rocks or other objects to perform different tasks. Some of these
animals are born knowing how to use tools (instinctive behavior);
others must learn how to use them (learned behavior).
Ask students what they expect to see and read in a science article.
Explain that “Tools” is a science article with the following elements:
•Facts, details, examples, and evidence are used to convey
information about a science topic.
•The article points out problems and solutions.
•The text is organized using headings and has specialized vocabulary.
• behaviors
• instinct
read a few sentences before and after it, to make meaning from the
context. Remind them to look at the photographs, too.
Another strategy to try is Using Background Knowledge. Ask
students to turn and talk about what they think behaviors means.
Then have them read the word in context on page 19. As their ideas
emerge, the class can begin to co-construct the meaning of the word
through collaborative discussion. Have students work with a partner
and follow the same steps for instinct.
Point out other important words in the selection, such as complex,
environment, and lodges. Have pairs use background knowledge and
context clues to determine the meaning of these as well as any words
that might be unfamiliar to students.
TRICKS, TRAPS, AND TOOLS | TOOLS
001-017_OTG_59656_G3.indd 11
11
16
16_SE58468_3L_AD_S3OL 16
12/5/13 4:46 PM
READ
Use Text and Photos Have partners discuss the photos
in the selection and how they aid understanding of the
text. For each photo, have them answer these questions:
What part of the text is this photo illustrating? What else can
I learn from studying the photo that I couldn’t learn from the
text alone? Ask pairs to share their thoughts with the rest
of the class.
The content goal for Tricks, Traps, and Tools is for
students to learn about some unusual tricks, traps, and
tools that help animals and plants survive. Explain that
“Tools” tells how some animals use tools to help them
survive and that these behaviors might be instinctive
(known from birth) or learned over time. Point out the
Read to find out statement at the top of page 16: Read
to find out some ways that animals use tools.
Describe Connections Talk about causes and effects.
Read the third paragraph on page 16 aloud. Then say:
Because an ostrich egg is too big for a vulture to pick up, the
vulture uses a rock to break it open. The size of the egg is the
cause, and the use of the rock as a tool is the effect. In other
words, the egg’s size (being too large for the ostrich to pick
up) causes the vulture to use the rock as a tool to open the
egg. Have partners find other cause/effect relationships
in the text and share their findings with the class. Then
ask: Why do adult capuchin monkeys have to teach young
monkeys how to crack nuts? (because the behavior is not
an instinct; it must be learned) Ask partners to classify
the behaviors they learned about in this article as
instinctive or learned.
Help students with the comprehension goal of
accessing the content by inferring and visualizing. Model
by reading the first two paragraphs on page 19. Say: I
can visualize the beaver cutting down trees with its teeth and
carrying stick after stick to make a lodge, using mud to hold
the sticks together. This helps me infer that making a lodge is
a long, hard task for the beaver. The text and my visualizing
also help me understand that building a lodge stick by stick is
a complex action that is an instinctive behavior of beavers.
Before students begin reading, say: As you read, visualize
in your mind what the text says. Sometimes what you
visualize can help you understand ideas and infer things the
text doesn’t directly state.
WRITE & ASSESS
thinking process.
TURN & TALK
turn and talk about how animals use tools. (A vulture
uses a rock to break eggs to eat; beavers use sticks and
mud to make lodges and dams; capuchin monkeys use
stones to crack nuts; otters use rocks to open clams.) To
check understanding, have students turn and talk about
the Check In question: What is the difference between an
instinct and a learned behavior? (An instinct is a behavior
that an animal can do without learning how. Animals
inherit instincts from their parents. A learned behavior is
an activity that is taught to a young animal by its parents
or that an animal learns on its own. When an animal is
born, it does not know how to do a learned behavior.)
001-017_OTG_59656_G3.indd 12
12
TRICKS, TRAPS, AND TOOLS | TOOLS
•How can using a tool help an animal survive? Choose an
example and explain it.
•What did this text make you think about?
12/5/13 4:46 PM
GENRE S
cience
Article
Read to
how anim
find out als are
d
protecte
by their
appearan
ce.
s
s
TrapTool
eference
GENRE R
Article
Read to
how som
find out e plan
ts get
nutrients
Elgin Jens
en
es
dat
ir tail
the leav
cts. Pre
Even the
Among
ck inse
leaves.
ily.
to atta
ped like
m eas
waiting
and sha
see the
y still,
cannot
are ver
geckos
geckos
eat the
like to
would
3/28/13
2
2:54 PM
Article
Read to
some
find out ways that
animals
use tools
.
Discuss
many.
ly use
Osborne
probab
h as
by Julia
x, suc
use? You
comple
ls do you
ons, or
a task.
of too
h as spo
kinds
ry out
What
to car
ple, suc
s used
be sim
object
are
They may
ls
ls.
ower
nt too
ers. Too
brainp
comput
y differe
enough
had
use man
humans
t only
nging.
e though
egg
is cha
ts onc
s. If an
t idea
Scientis
eat egg
But tha
egg
likes to
tools.
en the
vulture
to use
ps it. Wh
ptian
s are too
and dro
the Egy
le,
up
rich egg
it
mp
as a
pick s
des. Ost
For exa
stone
vulture
the insi
uses a
ll, the
ps up
s
ure
sma
slur
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ure
The vult
, the vult
ak it. The
pick up.
to bre
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big for
the sto
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object
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e
how som
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a task
Humans
12:24
PM
2/12/13
12:26
PM
16
2
2OL
L_AD_S
8468_3
10_SE5
cience
2/12/13
10
1OL
L_AD_S
8451_3
ual way.
GENRE S
by Judy
dew
sticky sun
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plants
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are dan
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the frog
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Plants
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02_SE5
in an unus
10
3OL
L_AD_S
8468_3
16_SE5
16
Reading OBJECTIVES
•Ask and answer questions to demonstrate
understanding.
•Compare and contrast information in the three
selections in Tricks, Traps, and Tools.
SCIENCE OBJECTIVES
•Describe how some animals’ shapes and colors
protect them from predators.
•Compare and contrast the actions of a
carnivorous plant with the behavior of an insect
that uses camouflage to get prey.
•Describe how an animal learns how to use an
object in its environment as a tool to perform
a task.
Content & Comprehension Goals
Foster a discussion about the selections in Tricks, Traps, and Tools.
Ask: In this book, what did you learn about unusual ways animals and
plants have for surviving? You might also ask students to classify
each response as a trick, trap, or tool. (Possible responses are given.
Students may provide more or different information.)
Some animals blend into
their surroundings to hide
from prey. This is a trick.
Some animals look like more
dangerous animals to scare
predators. This is a trick.
In this book, what did you
learn about unusual ways
animals and plants have for
surviving?
CC.3.RInfo.1 Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as
CC.3.RInfo.9 Compare and contrast the most important
points and key details presented in two texts on the same
topic.
Core Idea LS3: Heredity: Inheritance and Variation
of Traits
TRICKS, TRAPS, AND TOOLS | DISCUSS
001-017_OTG_59656_G3.indd 13
Some plants trap
animals to digest
them for nitrogen.
Some animals use rocks to
crack open eggs or shells
for food. Rocks are tools.
The three selections in Tricks, Traps, and Tools are two science
articles and one reference article. Life science concepts (camouflage,
predators, and behaviors) thread through the selections. Guide a
discussion about these science concepts.
What makes the selections especially interesting, though, is the way
the text offers an opportunity to explore these science concepts in a
more engaging way. Have students turn and talk about the ways the
selections in Tricks, Traps, and Tools address the science concepts. You
might ask: How is reading Tricks, Traps, and Tools different from reading
a textbook about animals and plants? Also ask them to consider how
the writing style helps the science concepts come alive.
13
How do organisms detect, process, and use information
12/5/13 4:46 PM
DISCUSS
Have students collaboratively answer the questions on
page 24 as you move about the room and listen in to
support and scaffold student conversations and clarify
misconceptions.
Discuss
1. The thr
ee pie
ces in this bo
ok are “Trick
Describe som
s,” “Traps,” and
e of the wa
“Tools.”
ys these thr
ee pieces are
connected.
2. Think abo
ut the anima
ls in “Tricks.”
Wh
shapes and
at are some
colors protec
ways that the
t them from
ir
predators?
3. Compare
the actions
of the sunde
w plant in “Tr
behavior of
aps” with the
the ambush
bug in “Trick
s.” How are
different?
they alike and
1. The three pieces in this book are “Tricks,” “Traps,” and
“Tools.” Describe some of the ways these three pieces are
connected. (All three pieces describe ways that living
things use various tricks, traps, or tools to survive.
Some of these are related to the way that organisms
look. Others have to do with the way plants and
animals capture food or get nutrients.)
4. Describe
how
5. What els
e wo
this book?
capuchin mo
uld you like
How could
you
nkeys learn
to
to know abo
find out mo
open nuts.
ut the plants
re?
and animals
in
24
24_SE68_
3L_AD_DO
L 24
2/12/13 12:27
PM
2. Think about the animals in “Tricks.” What are some
ways that their shapes and colors protect them from
predators? (Some animals have camouflage that
makes them look like their surroundings so they can
hide from predators or capture prey. Others have
shapes and colors that mimic dangerous animals
and scare away predators.)
3. Compare the actions of the sundew plant in “Traps” with
the behavior of the ambush bug in “Tricks.” How are
they alike and different? (Both the sundew plant and
the ambush bug trap animals that come too close.
The sundew uses a sticky liquid to catch animals.
The ambush bug uses a poison to kill its prey.)
5. What else would you like to know about the plants and
animals in this book? How could you find out more?
(Answers will vary, but students should describe a
variety of references, such as books and magazine
articles, reliable Internet sites, and talking with
experts.)
TRICKS, TRAPS, AND TOOLS | DISCUSS
001-017_OTG_59656_G3.indd 14
14
4. Describe how capuchin monkeys learn to open nuts.
(Monkeys learn how to crack nuts by watching older
monkeys. They begin by beating rocks together.
Then they practice dropping stones on the nuts until
they are experts.)
12/5/13 4:46 PM
Life Science
Research & Share
NGL.Cengage.com
888-915-3276
810L
Tricks
Traps
Tools
3/20/13 2:32 PM
OC_SE58451_3L_AD_CVRAL
1-2
OBJECTIVES
•Ask questions based on reading Tricks, Traps,
and Tools.
•Research, document, and share information.
CC.3.Write.7 Conduct short research projects that build
knowledge about a topic.
CC.3.Write.8 Recall information from experiences or
gather information from print and digital sources; take
brief notes on sources and sort evidence into provided
categories.
CC.3.Write.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 discipline-specific tasks, purposes, and
audiences.
In small groups or individually, offer students the chance to explore
questions they have or ideas they still wonder about, based on their
reading in Tricks, Traps, and Tools. Use question 5 on the Discuss page
of the student book as a springboard for student questions and ideas
for further research.
EXPLORE
Encourage students to express their curiosity in their own way. The
questions students have matter. You might have students talk with
peers, write about what they wonder, or create drawings based on
what they learned from reading the different selections in Tricks,
Traps, and Tools. Guide them to immerse themselves in resources
related to what they are most interested in learning more about. They
might ask questions or make statements about their interests, for
example:
•What other animals use camouflage?
•Do any carnivorous plants live near me? If so, which ones?
•What other animals use tools, and how do they use them?
GATHER INFORMATION
You may want students to follow a specific note taking system to
keep track of their thinking and findings as they gather information.
In addition to taking notes, ask students to make a list of their
sources. You may want to model how to take notes by interacting
with text, jotting down your thoughts in the margins or on sticky
notes, and demonstrating how to summarize the most important
information. Remind students that their question will drive their
research and note taking.
TRICKS, TRAPS, AND TOOLS | research & share
001-017_OTG_59656_G3.indd 15
15
After students explore, they should arrive at a question that will
drive their research. Students may want to read, listen to, and view
information with their question in mind. Guide students to use
resources, such as reliable sites on the Internet, science texts and
articles, library books, and magazines, that address the question they
posed. Collecting information may lead students to revise or narrow
their question.
12/5/13 4:46 PM
ANALYZE & SYNTHESIZE
SHARE
Guide students to carefully and thoughtfully review their
notes to determine the big ideas related to their question.
As students prepare to use the information they’ve
gathered to formulate an answer to their question,
support them as they analyze and synthesize. Be sure
they do the following:
When students share their research, they become
teachers, consider how their ideas were shaped by the
investigation, and pose new questions. Students may
express their knowledge by writing, speaking, creating a
visual piece, or taking action in the community. The best
culminating projects are ones with authentic purposes.
For example, a student who is interested in carnivorous
plants might want to show a video of a sundew trapping
and enclosing its prey or demonstrate the trapping
mechanism by building a model.
•Revise any misconceptions.
•Notice any incongruities in their information.
•Evaluate all the various pieces of information.
•Pull together the most pertinent information that
addresses their question.
When students are given the time to gather information
about a topic that interests them, they will find unique
and individual ways to share what they learned. Some
options you can suggest might include the following:
While analyzing and synthesizing their research, students
may realize that the more they learn, the more they
wonder. To help focus their thinking, students may want
to talk with classmates or write in a research notebook.
Remind them that just as in real-world scientific research,
there may not be a final answer to the question they
posed.
001-017_OTG_59656_G3.indd 16
16
TRICKS, TRAPS, AND TOOLS | RESEARCH & SHARE
•A picture map that shows where carnivorous
plants grow in your state
•eBooks with photos and text to share with
other students who want to know more about
carnivorous plants
12/5/13 4:46 PM
Correlation
Grade 3 Common Core State Standards for English Language Arts and
A Framework for K–12 Science Education
correlated to National Geographic Ladders Science
Common Core State Standards for English Language Arts, Grade 3
Teacher’s Guide
Reading Standards for Informational Text
Key Ideas and Details
1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as
Pages 13–14
2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
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.
Craft and Structure
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.
5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information
Pages 9–10
6. Distinguish their own point of view from that of the author of a text.
Integration of Knowledge and Ideas
7. 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).
Pages 7–12
8. Describe the logical connection between particular sentences and paragraphs in a text (e.g.,
comparison, cause/effect, first/second/third in a sequence).
Pages 7–8, 11–12
9. Compare and contrast the most important points and key details presented in two texts on the
same topic.
Pages 13–14
Range of Reading and Level of Text Complexity
10. By the end of the year, read and comprehend informational texts, including history/social studies,
science, and technical texts, at the high end of the grades 2–3 text complexity band independently
and proficiently.
If the entire NG Ladders Science grade 3
program is used throughout the year,
students will have had exposure to
multiple genres, multiple levels, and
appropriate scaffolding.
Writing Standards
Text Types and Purposes
1.Write opinion pieces on topics or texts, supporting a point of view with reasons.
3.Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
Production and Distribution of Writing
4.With guidance and support from adults, produce writing in which the development and organization
are appropriate to task and purpose.
5.With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing.
6.With guidance and support from adults, use technology to produce and publish writing (using
keyboarding skills) as well as to interact and collaborate with others.
TRICKS, TRAPS, AND TOOLS | correlation
001-017_OTG_59656_G3.indd 17
17
(cont. on p. 18)
2.Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
12/5/13 4:46 PM
Research to Build and Present Knowledge
7. Conduct short research projects that build knowledge about a topic.
Pages 15–16
8.Recall information from experiences or gather information from print and digital sources; take brief
notes on sources and sort evidence into provided categories.
Pages 15–16
9. (Begins in grade 4)
Range of Writing
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 discipline-specific tasks, purposes, and
audiences.
Pages 15–16
Core Idea LS1: From Molecules to Organisms: Structures and Processes
Pages 4–10, 13–14
Core Idea LS1: From Molecules to Organisms: Structures and Processes
How do organisms detect, process, and use information about the environment?
Pages 4–6, 11–14
How are the characteristics of one generation related to the previous generation?
Pages 4–8, 13–14
Why do individuals of the same species vary in how they look, function, and behave?
Pages 4–8
How does genetic variation among organisms affect survival and reproduction?
Pages 4–8, 13–14
TRICKS, TRAPS, AND TOOLS | correlation
001-017_OTG_59656_G3.indd 18
18
Teacher’s Guide
A Framework for K–12 Science Education
12/5/13 4:46 PM
Glossary
behavior (noun) any way that an animal interacts with its
surroundings
camouflage (noun) a color or shape that allows a living thing
to blend in with its surroundings
carnivorous plant (noun) a plant that traps and digests
animals to get nutrients
instinct (noun) a behavior that an animal is born with and can
do without ever learning how
mimicry (noun) an adaptation in which one kind of living thing
looks like another kind
nutrient (noun) a substance that a plant or animal needs to grow
predator (noun) an animal that kills and eats other animals
ACKNOWLEDGMENTS
Grateful acknowledgment is given to the authors, artists, photographers, museums,
publishers, and agents for permission to reprint copyrighted material. Every effort
has been made to secure the appropriate permission. If any omissions have been
made or if corrections are required, please contact the Publisher.
Credits
1, 2, 3, 4, 15 (bg) ©Gavriel Jecan/Corbis. (l) ©Leroy Simon/Visuals Unlimited/
Corbis. (c) ©Chris Mattison/Nature Picture Library. (r) ©Jim Brandenburg/
Minden Pictures. 7 (t) ©George Grall/National Geographic Stock. 9 (bg) ©Michel
Rauch/Photo Researchers. (tr) ©Jenny Wang/National Geographic Stock. 11 (bg)
©Masahiro Iijima/Nature Production/Minden Pictures. 13 (t) ©George Grall/
National Geographic Stock. (bg) ©Michel Rauch/Photo Researchers. (bg) ©Masahiro
Iijima/Nature Production/Minden Pictures. 14 (bg) ©Leroy Simon/Visuals
Unlimited/Corbis. (l) ©Chris Mattison/Nature Picture Library. (r) ©Jim Brandenburg/
Minden Pictures.
Copyright © 2015 National Geographic Learning, Cengage Learning
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may
be reproduced, transmitted, stored, or used in any form or by any means graphic,
electronic, or mechanical, including but not limited to photocopying, recording,
scanning, digitizing, taping, web distribution, information networks, or information
storage and retrieval systems, except as permitted under Section 107 or 108 of
the 1976 United States Copyright Act, without the prior written permission of
the publisher.
National Geographic and the Yellow Border are registered trademarks of the
National Geographic Society.
Content Consultants
Randy L. Bell, Ph.D., Associate Dean and Professor,
Oregon State University
Kathy Cabe Trundle, Ph.D., Associate Professor of Early
Childhood Science Education, The Ohio State University
Judith S. Lederman, Ph.D., Associate Professor and
Director of Teacher Education, Illinois Institute of Technology
For permission to use material from this text or product, submit all requests
online at cengage.com/permissions
Further permissions questions can be emailed to [email protected]
Visit National Geographic Learning online at NGL.Cengage.com
Visit our corporate website at cengage.com
ISBN: 978-12853-5965-6
111
Physical Science Cool Caves • Roller Coasters
Explorer T.H. Culhane: Energy Solutions
Hidden Discoveries
Earth Science Mountains, Valleys, and Plains
Big Storm • Eruption! • Destination: Space
Life Science Tropical Rain Forest Adventure
Tricks, Traps, and Tools • Keep Out! Keep Away!
On Assignment with Joel Sartore
001-017_OTG_59656_G3.indd 19
Science
1/30/14 1:59 PM

Tools - Cengage Learning

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