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Science lesson plan · 3rd grade (Year 4 in England) · 45 minutes

Variation within a group: read the data

Cells, genetics and evolution

CCSS NGSS.3-LS3-1CCSS NGSS.SEP 4England: KS2 Y6 Evolution and inheritanceEngland: KS2 Y3–Y4 Working scientifically

Objective and success criteria

Students will: Variation within a group: read the data.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Inherited and environmental characteristics

Leads to: Evolution: how living things change over many generations

Materials: Microscope images or slides, Cell diagrams, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 5 min

  • Quick retrieval from earlier learning (Inherited and environmental characteristics). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Is this characteristic inherited or environmental: a suntan? (inherited (from parents) / environmental (from life)) → environmental (from life)Prompt: Were you born with it, or did it happen during life?
  2. Why do puppies look like their parents but not exactly the same? (They eat the same food. / They get a mix of characteristics from both parents. / All dogs are identical. / They copy their parents on purpose.) → They get a mix of characteristics from both parents.Prompt: Each parent passes on half of the genes.
  3. Inheritance: which statement is true? (A scar is an environmental characteristic. / The language you speak is inherited. / If a parent loses a finger, its babies are born without that finger. / Children are always exact copies of one parent.) → A scar is an environmental characteristic.Prompt: Which things can be passed on in genes?

Hook · 5 min

  • Show a microscope image of cells and ask what students think they are looking at.
  • Share the objective: Variation within a group: read the data. Read the success criteria together.

I do: model it · 10 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Most pods were a medium length, with fewer very short or very long ones. What shape does the bar chart have?
  • Step 1: Many traits make a hump shape: lots of middle values, few extremes.
  • Step 2: So the answer is: high in the middle, low at both ends
  • Answer: high in the middle, low at both ends
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 10 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Why is variation useful for a group of living things? (If conditions change, some individuals may survive better than others. / It has no use at all. / It stops them from growing. / It makes them all the same.) → If conditions change, some individuals may survive better than others.Prompt: Imagine a cold winter. Would a rabbit with thicker fur have an advantage?

You do: independent practice · 10 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 7 questions are on the student sheet below, with answers in the key.

Exit ticket · 5 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Why did the class measure lots of pea pods, not just two or three? (To make the peas grow. / A big sample shows the real pattern of variation. / Small samples are always exactly right. / Rulers only work with many pods.) → A big sample shows the real pattern of variation.Prompt: Could two pods show what is most common?
  2. Why is variation useful for a group of living things? (It stops them from growing. / If conditions change, some individuals may survive better than others. / It makes them all the same. / It has no use at all.) → If conditions change, some individuals may survive better than others.Prompt: Imagine a cold winter. Would a rabbit with thicker fur have an advantage?

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Inherited and environmental characteristics.
  • Use concrete materials: microscope images or slides.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Evolution: how living things change over many generations.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-3.

Free lesson plan from eurekami.com/lesson-plan-builder

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Variation within a group: read the data

Name

Date

Score/ 7

  1. Question 1

    Pods from the same kind of pea plant were 6 cm to 10 cm long. What does this show?

    • A. They were different kinds of plant.
    • B. Living things of the same kind vary.
    • C. The ruler was broken.
    • D. All pea pods are identical.

  2. Question 2

    How many pea pods were 9 cm or longer?

    Number of pea pods of each length024681036 cm107 cm78 cm59 cm310 cm

    Answer

  3. Question 3

    A class measured the length of pea pods all picked from the same kind of plant. Which length was most common?

    Number of pea pods of each length0246810121426 cm57 cm138 cm69 cm210 cm
    • A. 6 cm
    • B. 7 cm
    • C. 8 cm
    • D. 9 cm
    • E. 10 cm

  4. Question 4

    Most pods were a medium length, with fewer very short or very long ones. What shape does the bar chart have?

    • A. high in the middle, low at both ends
    • B. highest at the right end
    • C. the same height everywhere
    • D. highest at the left end

  5. Question 5

    How many pea pods did the class measure altogether?

    Number of pea pods of each length024681026 cm47 cm98 cm89 cm310 cm

    Answer

  6. Question 6

    Why did the class measure lots of pea pods, not just two or three?

    • A. Small samples are always exactly right.
    • B. Rulers only work with many pods.
    • C. A big sample shows the real pattern of variation.
    • D. To make the peas grow.

  7. Question 7

    Why is variation useful for a group of living things?

    • A. It stops them from growing.
    • B. If conditions change, some individuals may survive better than others.
    • C. It has no use at all.
    • D. It makes them all the same.

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Answer key: Variation within a group: read the data

  1. 1. B. Living things of the same kind vary.

  2. 2. 8

  3. 3. C. 8 cm

  4. 4. A. high in the middle, low at both ends

  5. 5. 26

  6. 6. C. A big sample shows the real pattern of variation.

  7. 7. B. If conditions change, some individuals may survive better than others.