Knowledge-Building Goals While working in this unit, your youngsters will build their knowledge about plants, learning especially the different ways plants adapt to survive and the ways they reproduce and thrive in different habitats. This work is called for in the Next Generation Science Standards ® (NGSS ® ) for Grade 3. In particular, students will learn: z Plants have special adaptations that help them to survive in their unique habitats or environments. z There are many different plant habitats around the world, including boreal and broadleaf forests, tropical rainforests, deserts, and wetlands, among others. Each habitat presents unique challenges and opportunities for the plants that live there. z All plants require nutrients in order to survive. Plants get their nutrients through different methods, although the primary method is photosynthesis. z When an environment changes, organisms are affected. Some plants are able to survive and continue to reproduce, adapt- ing to their new environment. Other plants may die off. z Plants with seeds require their seeds to be dispersed. Different plants have different adaptations that make this dispersal possible. z Habitats tend to be most successful when they are filled with plant and animal biodiversity. z Some plants are native to a habitat, and others may be introduced. Introduced plants (or invasive plants) can take over a habitat quickly. z Coast redwoods are the tallest trees in the world, and they have many unique adaptations that ensure they are well-suited to their habitat. In addition, students will build knowledge about specific plant-related subtopics. We’ve provided suggested text sets and start-here texts on these topics: how plants grow; how plants change across the seasons; farming and gardening; plants and pollinators; plants in extreme environments; how plants communicate; rainforest plants; and ocean and wetland plants. As always, we invite you to substitute other topics that best match your students and your research focuses. In Bend III, students will work in partnerships to study a self-selected topic. As they read multiple texts on a topic, they’ll gain knowledge and vocabulary related to that topic. Students are encouraged to select a topic that fascinates them or, if they wish, select a plant-related topic that they want to explore further.
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Unit 2 • Reading Nonfiction Text Sets: Plants and Their Adaptations
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