Tule Ponds at Tyson Lagoon Field Trip
Reinforces the following
California Science Standards
and Next Generation Science Standards
Third Grade
(Wetland Ecosystem Dynamics)

Wetland Ecosystem Dynamics (Third Grade)  Students investigate the animals and plants that live in different habitats within the wetland. They look for clues to explain dynamic changes that occur in the wetland environment. They tour Tule Ponds with a focus on ways organisms respond to environmental changes. Students create a bookmark with leaves of native plants.

The following are activities students will do
1. Reading of “Through a Frogs Eyes”
2. Tour Tule Ponds wetland with a focus on ways organisms respond to environmental changes
3. Investigate the needs and characteristics of organisms in a dynamic ecosystem
4. Compare the abilities organisms have for adapting to change
5. Make a native plant bookmark

Next Generation Science Standards (NGSS)

Standards arranged by Disciplinary Core Ideas.  Codes in parenthesis represent Performance Standards.  For more detailed information visit   http://www.nextgenscience.org/next-generation-science-standards

LS1.B:  Growth and Development of Organisms
Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles. (3-LS1-1)

LS4.D:  Biodiversity and Humans
Populations live in a variety of habitats, and change in those habitats affects the organisms living there. (3-LS4-4)

LS4.B:  Natural Selection
Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing. (3-LS4-2)

LS4.C:  Adaptation

For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all. (3-LS4-3)

Ca Science Standards

Life Sciences

3. Adaptations in physical structure or behavior may improve an organism's chance for survival. As a basis for understanding this concept:

a. Students know plants and animals have structures that serve different functions in growth, survival, and reproduction.

b. Students know examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands.

c. Students know living things cause changes in the environment in which they live: some of these changes are detrimental to the organism or other organisms, and some are beneficial.

d. Students know when the environment changes, some plants and animals survive and reproduce; others die or move to new locations.

Investigation and Experimentation

5. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

a. Repeat observations to improve accuracy and know that the results of similar scientific investigations seldom turn out exactly the same because of differences in the things being investigated, methods being used, or uncertainty in the observation.

b. Differentiate evidence from opinion and know that scientists do not rely on claims or conclusions unless they are backed by observations that can be confirmed.

e. Collect data in an investigation and analyze those data to develop a logical conclusion.