Wood turtle on a rock

Turtle Hatchling Life Cycles

Grade 3

This lesson focuses on two main ideas:

The stages of the life cycle of turtles.
Conservation efforts to help increase the number of wood turtles.

Procedure

INTRODUCTION (15 minutes)

Read the introduction to students and review new vocabulary. Students will watch the “Outdoors Maryland - Episode 3501” video. After the video, have a discussion about the essential questions and thinking questions aligned to the topic and video. Discuss the career connections related to turtles and conservation efforts with students.

EXTENSION (15-30 minutes)

Complete extension activities with students, as you see fit.

ASSESSMENT (15 minutes)

Have students apply their newfound knowledge by completing a Summative CER on the lesson using evidence from the video and activities as support.

REFLECTION (10 minutes)

Have students complete a reflection.

Standards

NGSS Performance Expectation

3-LS1-1 From molecules to Organisms: Structures and Processes
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

Science and Engineering Practices
Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.
- Develop models to describe phenomena.
Connections to Nature of Science
Scientific Knowledge is Based on Empirical Evidence
- Science findings are based on recognizing patterns.
Disciplinary Core Ideas
LS1.B: Growth and Development of Organisms
- The continued existence of every kind of organism. Plants and animals have unique and diverse life cycles.
Crosscutting Concepts
Patterns
- Patterns of change can be used to make predictions.

Maryland Environmental Literacy Standard

Standard 2
Human Dependence on Earth Systems and Natural Resources:
Environmentally literate students construct and apply understanding of how Earth’s systems and natural resources support human existence.

Summative CER

Option 1:

Construct an explanation describing what stages of life cycles that all animals, including turtles, have in common. Use evidence and reasoning from the videos and activities to support your explanation.

Option 2:

Student A claims that without growth, turtles cannot go through birth. Student B claims that without reproduction, turtles cannot go through birth. Which of the students' claims is correct? Use evidence and reasoning from the videos and activities to support your choice.

Reflection Questions

What does the life cycle of a turtle have in common with many other organism life cycles?
What are the major differences between the life cycles of turtles and other organisms?

Summative CER Rubric

Scoring Rubric Components	No Response Score Point 0	Not There Yet Score Point 0.5	Beginning To Score Point 0.75	Yes Score Point 1.0
CLAIM	The claim is missing.	The claim is incorrect or irrelevant.	The claim partially takes a position on the topic or issue addressed within the prompt.	The claim takes an appropriate position on the topic or issue addressed within the prompt.
EVIDENCE	There is no type of evidence in the response.	The evidence is irrelevant or does not support the claim.	The evidence partially supports the claim and demonstrates some understanding of the topic or text, using appropriate sources.	The evidence supports the claim and demonstrates a strong understanding of the topic or text, using appropriate sources.
REASONING	There is no use of words, phrases, and/or clauses to create cohesion and to clarify the relationship between the claim and evidence.	The use of words, phrases, and clauses fails to show or explain any relationship between the claim and evidence.	Scientific words, phrases, and clauses used lack cohesion but partially clarify the relationship between the claim and evidence.	Appropriate scientific words, phrases, and clauses are used to create cohesion and to clarify the relationship between the claim and evidence.