Unit Plan 17 (Grade 3 Science): Habitats & Survival Success

Focus: Construct arguments about which organisms survive well, less well, or not at all in specific habitats, using evidence about resources, traits, and environmental conditions.

Grade Level: 3

Subject Area: Science (Life Science)

Total Unit Duration: 5 sessions (one week), 45–60 minutes per session

I. Introduction

Students investigate why some organisms thrive, some struggle, and some cannot survive in particular habitats. They revisit ideas about traits, environments, and needs and apply them to real and imaginary ecosystems (forest, desert, pond, arctic, grassland). Through data cards, simple graphs, and scenario cards, students construct arguments stating which organisms survive well, less well, or not at all in a given habitat, backing up their claims with evidence about resources and conditions.

Essential Questions

• Why do some organisms survive well in a habitat while others survive less well or not at all?
• How do traits, resources, and environmental conditions work together to affect survival?
• What does it mean to construct an argument with evidence in science?
• How can we use models, tables, and diagrams to explain which organisms fit a habitat best?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify basic needs (food, water, shelter, space) for different organisms in sample habitats.
2. Use data cards, pictures, or tables to determine whether those needs are met in a specific habitat.
3. Construct written and oral arguments about which organisms survive well, less well, or not at all in each habitat, using evidence about traits and resources.
4. Use simple models or diagrams (e.g., habitat maps, T-charts) to show survival success across organisms in different environments.
5. Reflect on how changes to a habitat (loss of resources, new predators, human impacts) might change which organisms can live there.

Standards Alignment — 3rd Grade (NGSS-Aligned)

• 3-LS4-3 — Construct an argument with evidence that in a particular habitat some organisms can survive well, some less well, and some not at all.
  • Example: Use data about food, shelter, and climate in a desert to argue why cacti and lizards do well, while frogs and mosses struggle or cannot survive.

Success Criteria — Student Language

• I can name what organisms need to live (food, water, shelter, space).
• I can look at information about a habitat and decide if an organism will survive well, less well, or not at all.
• I can give reasons from evidence (traits, resources, climate) to support my ideas about survival.
• I can use a diagram, chart, or model to show which organisms fit a habitat best.
• I can explain how changing a habitat might help some organisms and hurt others.