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Teacher’s Guide

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Contents

Tricks, Traps, and Tools

Literacy Overview . . . . . . . . . . . . . . . . . . . . . . . 2

Science Background . . . . . . . . . . . . . . . . . . . . . . 4

Tricks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Traps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Discuss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Research & Share . . . . . . . . . . . . . . . . . . . . . . . 15

Correlation . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Glossary


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Literacy Overview

CONTENT GOALStudents will read three selections in Tricks, Traps, and Tools. They will learn about some unusual tricks, traps, and tools that help animals and plants survive .

COMPREHENSION GOALRemind students that as thinking-intensive readers they must listen to their inner voice to monitor and repair comprehension as they read . Find opportunities to model and teach active thinking strategies to help students access content . You may want to focus on the following strategies for Tricks, Traps, and Tools.

• Activate and Connect to Background Knowledge: Readers use what they know or have experienced to help them understand new information . However, they must be prepared to reverse any misconceptions in light of new learning or new evidence .

• Infer and Visualize: A writer doesn’t always tell everything .

Readers have to use their background knowledge and pay

attention to the text and picture clues to make inferences and

use visualization to construct meaning .

Reading Selections• Tricks (science article)

• Traps (reference article)

• Tools (science article)


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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS

CC.3.RInfo.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

CC.3.RInfo.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

CC.3.RInfo.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

CC.3.RInfo.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

CC.3.RInfo.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

Writing Standards (page 15)

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ACTIVATE & BUILD BACKGROUNDDraw the graphic organizer shown above . Ask: What kinds of tricks, traps, or tools do you think some animals and plants use to help them survive? Write students’ responses in the graphic organizer .

Model for students by thinking aloud . You might say something similar to the following: I almost stepped on a lizard once when I was hiking with my family. I didn’t see it on the ground in front of me because it was the same color as the ground. The lizard’s color tricked me into not seeing the lizard. I only noticed it when it darted away. I’m going to write camouflage in the chart under “Tricks.”

Explain that animals and plants use tricks, traps, and

tools to survive . You might say: Many animals and plants

look or act in ways that help them survive. They might be a

certain color, have a certain body part, or behave in a certain

way that protects them or helps them get food. Some even use

objects in their environment as tools to help them survive.

Ask students to Turn and Talk about any animals or plants they have heard or read about with body structures

or behaviors that they might consider tricks, traps, or tools .

Students can then Share what they think they know about any tricks, traps, or tools that animals and plants use to survive .

You may want to return to the graphic organizer to add more information after students read each article .

BUILD SCIENCE BACKGROUNDPages 4–6 of this teacher’s guide address how certain science concepts relate to each article in Tricks, Traps, and Tools. This information will provide you with science background knowledge as you plan your teaching for this book .

Help students access background knowledge related to

the science concepts . Support the concepts of camouflage,

predator, and behavior in ways that are familiar to your

students .

• camouflage: Ask if students have ever noticed an animal that blended in with its surroundings because of its color or shape . Invite several students to share their experiences .

• predator: Ask students to imagine a lion chasing a zebra, a cat pouncing on a mouse, and a robin catching a worm . Ask which animal is the predator in each case (lion, cat, robin) . Tell students that some animals eat other animals to survive .

• behavior: Have students help you make a list of things they have observed animals doing, such as keeping still, sneaking up on prey, crouching before pouncing, and chasing . Explain that all of these actions are behaviors .

The NG Ladders on-level eBook for Tricks, Traps, and Tools is available in .pdf format. Project the eBook on your interactive whiteboard, or have students listen to or read it on tablets or other mobile devices.

What kinds of tricks, traps, or tools do you think some animals and

plants use to help them survive?Tricks Traps Tools

camouflage spider web


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Science concepts are a critical part of each selection in Tricks, Traps, and Tools. These science background pages will help you build content knowledge so that you may more effectively have discussions with students as they read each selection in the book .

The following big idea science concepts apply to several selections in the book .

• Camouflage (student book, p . 4) is a body color or shape that helps an animal blend into its surroundings . Some animals, for example, resemble tree bark or leaves, while others are the color of sand, soil, or rocks . Camouflage makes it harder for prey to be seen by predators and for predators to be seen by prey . There is usually a behavior component that adds to the effectiveness of camouflage . The more still an animal is, for example, the less likely the animal will be noticed .

• A predator (student book, p . 2) is an organism that captures, kills, and eats another organism—the prey . Some predators hunt alone (eagles, snakes, leopards), while others hunt in groups (wolves, lions, dolphins) . There are some adaptations of predators and prey; for example, owls and mice . Owls have forward-focused eyes with good depth perception, fringed feathers for quiet flight, and talons for grasping prey . Mice have coloration that helps them blend in and eyes more to the side of the head for a wider field of vision to help them stay alert to their surroundings .

• A behavior (student book, p . 19) is any action that an animal performs . It can be instinctive (crying by newborn infants) or learned (hunting by lions, in which lion cubs learn from adult lions how to stalk, pursue, and capture prey) . Animal behavior is caused by stimuli . The behavior is the response to a particular stimulus or set of stimuli . For example, a moth flies toward a bright light . The light is the stimulus and the behavior is the moth’s response to that stimulus—flying toward the light . The light is an external stimulus . Some stimuli are internal, or occur inside the body . Hunger, for example, is an internal stimulus that causes internal changes, such as hunger pangs, which can lead to response behaviors, such as searching for food and eating .

Pages 5–6 in this teacher’s guide describe how the science concepts above relate to each selection . Additional science background information is given for each selection .

Science Background


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A FRAMEWORK FOR K–12 SCIENCE EDUCATION

Core Idea LS1: From Molecules to Organisms: Structures and Processes LS1.A: Structure and Function How do the structures of organisms enable life’s functions? LS1.D: Information Processing How do organisms detect, process, and use information about the environment?

Core Idea LS3: Heredity: Inheritance and Variation of Traits LS3.A: Inheritance of Traits How are the characteristics of one generation related to the previous generation? LS3.B: Variation of Traits Why do individuals of the same species vary in how they look, function, and behave?

Core Idea LS4: Biological Evolution: Unity and Diversity LS4.B: Natural Selection How does genetic variation among organisms affect survival and reproduction?

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TRICKSStudent Book, pp . 2–9 Teacher’s Guide, pp . 7–8

In this selection, students will learn how some animals use camouflage (student book, p . 4) and mimicry to protect themselves from predators (student book, p . 2) and to survive .

Every prey animal faces a common objective—avoid being eaten by predators . Animals such as the leaf-tailed gecko, the jagged ambush bug, the Malaysian orchid mantis, and the soft coral crab use color or shape as camouflage to blend in with their surroundings and avoid being detected by predators . For some animals, patterns provide camouflage . A tiger’s stripes and a leopard’s spots, for example, help these predators blend into the grasslands and forests in which they live .

Some animals stay safe from predators by using a physical adaptation called mimicry . One type of mimicry involves two species—one that is dangerous to predators and another that looks similar but is harmless . Predators are tricked into avoiding the harmless look-alike species even though it poses no threat . One example of this (student book, p . 7) is the venomous coral snake and its nonvenomous mimic, the scarlet king snake .

Other animals are able to mislead predators because of their special markings . The io moth, for example, has two big black spots on its wings . The spots resemble the eyes of an owl and help keep predators away .

Organisms develop such adaptations through variation and natural selection . Early ancestors of the io moth, for example, typically had no “eyespots .” But variation in offspring resulted in some moths having markings that resembled eyes . These moths were more likely to avoid being eaten, and so were more likely to reproduce, producing more offspring with eye-like markings . Over time, the process repeated, with the offspring that had the most eye-like markings surviving and reproducing more, resulting in the io moth of today .

TRAPSStudent Book, pp . 10–15 Teacher’s Guide, pp . 9–10

In this selection, students will learn how carnivorous plants are able to trap and digest insects .

Green plants are producers—they make their own food by using water, carbon dioxide, and energy from the sun in a process called photosynthesis . Plants also need mineral nutrients, including nitrogen . Generally, nitrogen and other nutrients are dissolved in water in the soil and obtained through the plant’s roots . In some watery environments, such as bogs, marshes, or swamps, these nutrients may be lacking . Some plants in these environments have adaptations that allow them to get nutrients from animals .

Some carnivorous plants have active traps in which part of the plant moves to trap its victim . The sundew plant secretes digestive enzymes from the tips of thick, sticky tentacles located on the leaves, which are actually glands . When an insect gets stuck to a tentacle, the leaf bends toward its center to bring the insect in contact with as many tentacles as possible . The enzymes slowly digest the insect . The bladderwort uses a small underwater sac, or bladder, to trap its prey . A trapdoor opens into the bladder . Inside, any water that seeps in is pumped out, creating a vacuum . When an unknowing animal triggers the sensitive hairs outside the trapdoor, it opens, and the animal is sucked inside, where digestion begins . The Venus flytrap also uses an active trap, consisting of modified leaves that are hinged and have bristles along their edges . On the inside surface are three sensitive hairs . When an insect creeps inside the trap and touches two hairs in succession, the two halves of the leaf close tightly . Digestive enzymes are released, and after about 7–10 days, digestion is complete and the trap reopens .

The pitcher plant uses a passive trap—a deep saclike leaf lined with downward pointing hairs and a pool of digestive juices at the bottom . Insects that fall into the plant cannot get a grip on the slippery walls . As a result, they fall into the pool and are digested .


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TOOLSStudent Book, pp . 16–23 Teacher’s Guide, pp . 11–12

In this selection, students will understand that some animals learn how to use tools in order to survive . Students also will discover that some behaviors (student book, p . 19) are performed by instinct and other behaviors must be learned . To help students relate to these concepts, you might guide a discussion about instinctive and learned behaviors in humans .

One example of tool use is seen in Egyptian vultures . These huge birds use their head and beak to throw rocks at large bird eggs in order to open them . Scientists have shown that although throwing rocks is an instinctive behavior in Egyptian vultures, young vultures must first learn that eggs are a food source .

Beavers use stones, logs, and mud as tools to build dams and lodges in ponds and streams . Some dams are well over 600 meters (2,000 feet) long, and a single lodge can accommodate up to five beavers . Instinct drives a beaver’s need to build dams . Young beavers, separated from adults at infancy, have been observed to construct dams almost identical to adult-built versions .

Capuchin monkeys learn all sorts of uses for tools . These problem-solving primates use stones as hammers and anvils to crack open nuts . In captivity, they have been observed inserting a stick into a tube of food to pull out or push out its contents . They also use sticks to coax prey out of cracks in large rocks .

Another example of a learned behavior is seen in otters using tools to open shellfish . Otters use stones to crush the shells of their prey . Otters are also known to use stones underwater to retrieve shellfish stuck between rocks .


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Summary “Tricks” is a science article that identifies ways an animal’s color or shape protects it from other animals .

BUILD BACKGROUND FOR THE GENRELet students know that they will read a science article . Tell them that “Tricks” is a science article with the following elements:

• It uses facts, details, examples, and evidence to convey information about animals .

• It points out causes and their effects .• It presents facts and information through text as well as photos

and captions .

BUILD VOCABULARY & CONCEPTS• predators • camouflage • mimicry

Remind students that Using Context Clues is a strategy to infer the meaning of an unfamiliar word . They can “read around” the word, or read a few sentences before and after it, to determine meaning from the context . Remind them to look at the photographs, too .

Another strategy to try is Dramatizing Words. Assemble students in groups of four . Direct each theater group to quietly choose a word . Explain that each group will convey the meaning of the word through acting and dialogue . Make it clear that group members cannot say the word . Instead, the group should devise a series of short scenes to communicate the word’s meaning . After each performance, instruct the audience to determine the word the group has chosen . Continue this process for the other words .

Point out other important words in the selection, such as surroundings and strategy . Have groups dramatize the words or use context clues to determine their meaning . Some words lend themselves to dramatizing; others may not . Decide which of these strategies is most appropriate for each word .

TricksScience Article

READING OBJECTIVES• Use information from text and photos to

demonstrate understanding .

• Describe cause/effect and comparison/contrast

connections in the text .

SCIENCE OBJECTIVES• Understand how camouflage and mimicry help

animals and insects survive .

• Recognize that characteristics of animals and

insects, such as shape and color, are inherited traits .

Imagine walking in a rain forest in Queensland, Australia. Dead

brown leaves litter the ground. But look closely. Are they all

really leaves? In nature, what you see is not always what you get!

Among the leaves are several leaf-tailed geckos. They are colored

and shaped like leaves. Even their tails look like leaves. These

geckos are very still, waiting to attack insects. Predators that

would like to eat the geckos cannot see them easily.

GENRE Science Article Read to find out how animals are protected by their appearance.

by Judy Elgin Jensen

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On the ground, the colors of the leaf-tailed geckos are similar.

But soon they will scamper away, climbing up different trees.

There each gecko’s coloring will change to shades of brown or

green. Then they will look different from one another. They are

all the same kind of gecko, though.

Have you found the leaf-tailed geckos yet? If you look closely,

you can find three of them.

How many leaf-tailed geckos can you find? The background has been lightened to make it easier to see one of them.

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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.3.RInfo.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).


A FRAMEWORK FOR K–12 SCIENCE EDUCATIONCore Idea LS1: From Molecules to Organisms: Structures and Processes LS1.A: Structure and Function How do the structures of organisms enable life’s functions?

Core Idea LS3: Heredity: Inheritance and Variation of Traits LS3.A: Inheritance of Traits How are the characteristics of one generation related to the previous generation? LS3.B: Variation of Traits Why do individuals of the same species vary in how they look, function, and behave?


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READThe content goal for Tricks, Traps, and Tools is for students to learn about some unusual tricks, traps, and tools that help animals and plants survive . Explain that “Tricks” describes how the color or shape of an animal protects it from predators . Point out the Read to find out statement at the top of page 2 in the student book: Read to find out how animals are protected by their appearance.

Help students with the comprehension goal of accessing content by activating and connecting to background knowledge . Model by directing students to the photo of the orchid mantis on page 5 . Then say: It took me a long time to find the mantis in this photo. This is a great example of camouflage. It reminds me of the time when I bent down to smell a flower and was surprised when a green praying mantis suddenly moved on a leaf! I can understand how a bird wanting to eat the mantis wouldn’t even see it. I can also understand how the green mantis could creep up on an insect it wanted to eat without being seen.

Before students begin reading, say: As you read, think about animals you have encountered that you couldn’t see until they moved. Think about which photos in the selection remind you of insects or other animals you know.

TURN & TALKRevisit the Read to find out statement . Have students turn and talk about how the animals in the selection are protected by their appearance . (Possible response: The gecko is colored and shaped like a leaf so that predators think it’s a leaf .) To check understanding, have students turn and talk about the Check In question: How does mimicry protect an animal from predators? (Possible response: Mimicry is when one kind of animal looks like another kind of animal that is dangerous . Predators think that the mimic animal is dangerous, so the predators avoid the mimic .)

Use Text and Photos Have partners discuss the photos in the selection and how they aid understanding of the

text and vice versa . For example, for pages 2–4, ask: Would you know what the photos are showing just by looking at them? Why or why not? (Possible response: Probably not . I need the words to know that there are animals in the photos and how to find them .) Then ask: How do the photos on pages 6–7 help you understand mimicry? (Possible response: Each pair of photos shows a dangerous animal and one that looks very much like it .) For the top of page 8, ask: How does the photo of the moth support what the text is saying? (The photo shows that the markings on the moth make it look like the face of an owl .)

Describe Connections Read the second paragraph on page 2 aloud . Model cause/effect relationships: The text tells me how the geckos are colored and shaped like a leaf and stand very still—the cause. Then I read that predators cannot see them easily—the effect. I can infer that the reason the predators cannot see them is that their coloring, shape, and stillness make predators think they are leaves. Have students work in pairs to find other examples of cause/effect relationships for camouflage or mimicry .

Then have partners compare and contrast the three different “tricks” discussed in the article: camouflage, mimicry, and confusing predators . Ask: How are they alike? (Possible response: They involve color and shape . They help the animal survive .) How are they different? (Possible response: Some involve behavior, but others do not .) Point out to students that some of these survival “tricks” are inherited traits passed on from parents to offspring .

WRITE & ASSESSYou may want to have students do a “quick write” to assess understanding . It’s always helpful to have students reflect on both the content of the selection and their thinking process .

• Describe some ways camouflage helps one of the animals you read about.

• What is the most interesting thing you learned from your reading?

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Summary “Traps” is a reference article that tells about the adaptations carnivorous plants have that enable the plants to trap and digest animals .

BUILD BACKGROUND FOR THE GENRELead students to an understanding of the elements of a reference article . Let them know that “Traps” is a reference article with the following elements:

• The content does not have to be read sequentially . Readers can dip in and out of the reference article as needed over time .

• The text is categorized using headings .• Facts and information are presented through photos, captions,

and illustrations .

BUILD VOCABULARY & CONCEPTS• nutrients • carnivorous plants

Remind students that Using Context Clues is a strategy to infer the meaning of an unfamiliar word . They can “read around” the word, or read a few sentences before and after it, to make meaning from the context . Remind them to look at the photographs, too .

Another strategy to try is Using Graphic Organizer Notes. Have students create a graphic organizer with four columns: Word, Inferred Meaning, Clue, and Sentence or Picture. Ask students to write nutrients in the first column . Then have them turn and talk about what they infer the word means and write the inferred meaning in the second column . In the third column, have students write the clue that helped them infer the meaning, and in the final column have them write a sentence or draw a picture that demonstrates their understanding of the word . Have students work with their partner and follow the same steps with the term carnivorous plants.

Point out other important words in the selection, such as swamp, bog, tentacles, and digests . Have students use graphic organizer notes or context clues to determine the meaning of these as well as any words that might be unfamiliar .

READING OBJECTIVES• Use text features to locate information .

• Use information from illustrations and

photographs to demonstrate understanding .

SCIENCE OBJECTIVES• Understand how the structures of carnivorous

plants help them get nutrients .

TRAPSReference Article

A frog hops among the sticky sundew

plants. It never suspects that the plants

are dangerous. Oops! Too close. Now

the frog is stuck to a plant. The sticky

liquid of the sundew will smother the

frog. Then the frog will be turned into

soup for the sundew plant.

Plants use sunlight to make their own

food. Plants also need nutrients, such as

nitrogen, from the soil. In many swamps

and bogs, the soil does not contain

enough nutrients. Carnivorous plants

in these places get nitrogen by trapping

small animals.

GENRE Reference Article Read to find out how some plants get nutrients in an unusual way.

TrapsTrapsby Judy Elgin Jensen

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There are about 150 kinds of

sundew plants. Some are as tiny

as a dime. Others are taller than

you! Some sundew leaves grow in

a circle, and others grow upward

in stalks. Thick hairs, or tentacles,

cover the leaves. Sticky liquid on

each tentacle traps and digests

animals.

TrapsTrapsSundews

This frog is caught in a sticky sundew plant.

The tentacles of a sundew fold down to trap prey.

Sticky liquid

Tentacle

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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.3.RInfo.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

CC.3.RInfo.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

A FRAMEWORK FOR K–12 SCIENCE EDUCATIONCore Idea LS1: From Molecules to Organisms: Structures and Processes LS1.A: Structure and Function How do the structures of organisms enable life’s functions?

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READThe content goal for Tricks, Traps, and Tools is for students to learn about some unusual tricks, traps, and tools that help animals and plants survive . Explain that “Traps” tells how some plants have structures that enable them to trap insects or other animals to get the nutrients they need to survive . Point out the Read to find out statement at the top of page 10 in the student book: Read to find out how some plants get nutrients in an unusual way.

Help students with the comprehension goal of accessing content by inferring and visualizing . Model by reading the first paragraph on page 10 aloud and saying: It’s not very pleasant to imagine, but I can visualize the frog slowly being turned into soup by the sticky liquid of the plant. I can infer that it would probably take a long time for this to happen, not just seconds or minutes.

Before students begin reading, say: As you read, visualize how each of the plants described in the text traps an animal. Infer what happens both before and after the animal gets trapped. This will help you better understand how carnivorous plants get the nutrients they need to survive.

TURN & TALKRevisit the Read to find out statement . Have students turn and talk about the unusual way some plants get nutrients . (Possible response: They trap small animals like insects and digest them .) To check understanding, have students turn and talk about the Check In question: How does the leaf of a pitcher plant trap an ant? (The pitcher plant smells like nectar . When an ant tries to drink the “nectar,” it slides down the slippery sides of the pitcher . Hairs that point downward keep the ant in the pitcher . The ant drowns in the liquid in the pitcher .)

Use Text Features Have partners discuss how the information for each plant in this reference article is presented in the same way . (Each section starts with a heading that names the plant . Then text describes the plant, a diagram shows how the plant traps a small

animal such as an insect, and a photo shows what the plant looks like .) Explain that when you skim, you look at text features such as headings and illustrations to get a general idea of what an article or a section is about . When you scan for information, you look for a word or phrase that names the topic you’re interested in reading more about . Model skimming and scanning the article . Then ask partners to work together to skim and scan the article to find the answer to this question: What parts of a Venus flytrap does an animal have to touch in order to make the plant’s leaves snap shut? (page 13: trigger hairs) You may want to mention to students that two hairs must be touched in succession for the plant’s leaves to snap shut . You could ask students to infer why this might be the case (to avoid false triggers, such as raindrops) .

Use Illustrations and Photos Ask students to turn and talk about the diagrams and photos in the article . Ask: How does the diagram on page 11 help you visualize how the sundew traps an animal? (Possible response: The diagram labels each part of the plant to show how the animal sticks to the sundew and how the leaf folds down on the animal .) Ask: What parts of the Venus flytrap can you see in the diagram on page 13 that you are not able to see in the photo? (the trigger hairs that make the leaves snap shut) Ask one partner to use the photo and diagram on page 12 to explain how a bladderwort traps food . Then have the second partner use the diagram on page 13 to explain how a Venus flytrap traps food .


• Why do carnivorous plants need to trap animals, and how do some of them do it?

• What questions do you still have about carnivorous plants?

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ToolsScience Article

Summary “Tools” is a science article that explains how some animals use rocks or other objects to perform different tasks . Some of these animals are born knowing how to use tools (instinctive behavior); others must learn how to use them (learned behavior) .

BUILD BACKGROUND FOR THE GENREAsk students what they expect to see and read in a science article . Explain that “Tools” is a science article with the following elements:

• Facts, details, examples, and evidence are used to convey information about a science topic .

• The article points out problems and solutions .• The text is organized using headings and has specialized vocabulary .

BUILD VOCABULARY & CONCEPTS• behaviors • instinct

Remind students that Using Context Clues is a strategy to infer the meaning of an unfamiliar word . They can “read around” the word, or read a few sentences before and after it, to make meaning from the context . Remind them to look at the photographs, too .

Another strategy to try is Using Background Knowledge. Ask students to turn and talk about what they think behaviors means . Then have them read the word in context on page 19 . As their ideas emerge, the class can begin to co-construct the meaning of the word through collaborative discussion . Have students work with a partner and follow the same steps for instinct .

Point out other important words in the selection, such as complex, environment, and lodges. Have pairs use background knowledge and context clues to determine the meaning of these as well as any words that might be unfamiliar to students .

READING OBJECTIVES• Use information from text and photos to

demonstrate understanding .

• Describe cause/effect connections in the text .

SCIENCE OBJECTIVES• Recognize how animals use objects in their

environment as tools to perform tasks or to

change their environment .

• Understand the difference between inherited

instincts and learned behaviors .

ToolsWhat kinds of tools do you use? You probably use many.

They may be simple, such as spoons, or complex, such as

computers. Tools are objects used to carry out a task.

Humans use many different tools.

Scientists once thought only humans had enough brainpower

to use tools. But that idea is changing.

For example, the Egyptian vulture likes to eat eggs. If an egg

is small, the vulture picks it up and drops it. When the egg

breaks, the vulture slurps up the insides. Ostrich eggs are too

big for the vulture to pick up. The vulture uses a stone as a

tool. It throws the stone at the egg to break it. Then it eats

its meal.

Read on to learn how some animals use objects to perform

a task or change their environment.

GENRE Science Article Read to find out some ways that animals use tools.

by Julia Osborne

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Tools An Eyptian vulture drops a stone on an egg.

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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.3.RInfo.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).


A FRAMEWORK FOR K–12 SCIENCE EDUCATIONCore Idea LS1: From Molecules to Organisms: Structures and Processes LS1.D: Information Processing How do organisms detect, process, and use information about the environment?

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READThe content goal for Tricks, Traps, and Tools is for students to learn about some unusual tricks, traps, and tools that help animals and plants survive . Explain that “Tools” tells how some animals use tools to help them survive and that these behaviors might be instinctive (known from birth) or learned over time . Point out the Read to find out statement at the top of page 16: Read to find out some ways that animals use tools.

Help students with the comprehension goal of accessing the content by inferring and visualizing . Model by reading the first two paragraphs on page 19 . Say: I can visualize the beaver cutting down trees with its teeth and carrying stick after stick to make a lodge, using mud to hold the sticks together. This helps me infer that making a lodge is a long, hard task for the beaver. The text and my visualizing also help me understand that building a lodge stick by stick is a complex action that is an instinctive behavior of beavers.

Before students begin reading, say: As you read, visualize in your mind what the text says. Sometimes what you visualize can help you understand ideas and infer things the text doesn’t directly state.

TURN & TALKRevisit the Read to find out statement . Have students turn and talk about how animals use tools . (A vulture uses a rock to break eggs to eat; beavers use sticks and mud to make lodges and dams; capuchin monkeys use stones to crack nuts; otters use rocks to open clams .) To check understanding, have students turn and talk about the Check In question: What is the difference between an instinct and a learned behavior? (An instinct is a behavior that an animal can do without learning how . Animals inherit instincts from their parents . A learned behavior is an activity that is taught to a young animal by its parents or that an animal learns on its own . When an animal is born, it does not know how to do a learned behavior .)

Use Text and Photos Have partners discuss the photos in the selection and how they aid understanding of the text . For each photo, have them answer these questions: What part of the text is this photo illustrating? What else can I learn from studying the photo that I couldn’t learn from the text alone? Ask pairs to share their thoughts with the rest of the class .

Describe Connections Talk about causes and effects . Read the third paragraph on page 16 aloud . Then say: Because an ostrich egg is too big for a vulture to pick up, the vulture uses a rock to break it open. The size of the egg is the cause, and the use of the rock as a tool is the effect. In other words, the egg’s size (being too large for the ostrich to pick up) causes the vulture to use the rock as a tool to open the egg. Have partners find other cause/effect relationships in the text and share their findings with the class . Then ask: Why do adult capuchin monkeys have to teach young monkeys how to crack nuts? (because the behavior is not an instinct; it must be learned) Ask partners to classify the behaviors they learned about in this article as instinctive or learned .


• How can using a tool help an animal survive? Choose an example and explain it.

• What did this text make you think about?

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Discuss

In this book, what did you learn about unusual ways

animals and plants have for surviving?

Some animals blend into their surroundings to hide from prey. This is a trick.

Some animals look like more dangerous animals to scare

predators. This is a trick.

Some plants trap animals to digest

them for nitrogen.

Some animals use rocks to crack open eggs or shells for food. Rocks are tools.

CONTENT & COMPREHENSION GOALSFoster a discussion about the selections in Tricks, Traps, and Tools. Ask: In this book, what did you learn about unusual ways animals and plants have for surviving? You might also ask students to classify each response as a trick, trap, or tool . (Possible responses are given . Students may provide more or different information .)

The three selections in Tricks, Traps, and Tools are two science articles and one reference article . Life science concepts (camouflage, predators, and behaviors) thread through the selections . Guide a discussion about these science concepts .

What makes the selections especially interesting, though, is the way the text offers an opportunity to explore these science concepts in a more engaging way . Have students turn and talk about the ways the selections in Tricks, Traps, and Tools address the science concepts . You might ask: How is reading Tricks, Traps, and Tools different from reading a textbook about animals and plants? Also ask them to consider how the writing style helps the science concepts come alive .

READING OBJECTIVES• Ask and answer questions to demonstrate

understanding .

• Compare and contrast information in the three

selections in Tricks, Traps, and Tools.

SCIENCE OBJECTIVES• Describe how some animals’ shapes and colors

protect them from predators .

• Compare and contrast the actions of a

carnivorous plant with the behavior of an insect

that uses camouflage to get prey .

• Describe how an animal learns how to use an

object in its environment as a tool to perform

a task .

Imagine walking in a rain forest in Queensland, Australia. Dead

brown leaves litter the ground. But look closely. Are they all

really leaves? In nature, what you see is not always what you get!

Among the leaves are several leaf-tailed geckos. They are colored

and shaped like leaves. Even their tails look like leaves. These

geckos are very still, waiting to attack insects. Predators that

would like to eat the geckos cannot see them easily.

GENRE Science Article Read to find out how animals are protected by their appearance.

by Judy Elgin Jensen

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A frog hops among the sticky sundew

plants. It never suspects that the plants

are dangerous. Oops! Too close. Now

the frog is stuck to a plant. The sticky

liquid of the sundew will smother the

frog. Then the frog will be turned into

soup for the sundew plant.

Plants use sunlight to make their own

food. Plants also need nutrients, such as

nitrogen, from the soil. In many swamps

and bogs, the soil does not contain

enough nutrients. Carnivorous plants

in these places get nitrogen by trapping

small animals.

GENRE Reference Article Read to find out how some plants get nutrients in an unusual way.

TrapsTrapsby Judy Elgin Jensen

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2/12/13 12:24 PM

ToolsWhat kinds of tools do you use? You probably use many.

They may be simple, such as spoons, or complex, such as

computers. Tools are objects used to carry out a task.

Humans use many different tools.

Scientists once thought only humans had enough brainpower

to use tools. But that idea is changing.

For example, the Egyptian vulture likes to eat eggs. If an egg

is small, the vulture picks it up and drops it. When the egg

breaks, the vulture slurps up the insides. Ostrich eggs are too

big for the vulture to pick up. The vulture uses a stone as a

tool. It throws the stone at the egg to break it. Then it eats

its meal.

Read on to learn how some animals use objects to perform

a task or change their environment.

GENRE Science Article Read to find out some ways that animals use tools.

by Julia Osborne

16

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2/12/13 12:26 PM

COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.3.RInfo.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

CC.3.RInfo.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

A FRAMEWORK FOR K–12 SCIENCE EDUCATIONCore Idea LS1: From Molecules to Organisms: Structures and Processes LS1.A: Structure and Function How do the structures of organisms enable life’s functions? LS1.D: Information Processing How do organisms detect, process, and use information about the environment?

Core Idea LS3: Heredity: Inheritance and Variation of Traits LS3.A: Inheritance of Traits How are the characteristics of one generation related to the previous generation?


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DISCUSSHave students collaboratively answer the questions on page 24 as you move about the room and listen in to support and scaffold student conversations and clarify misconceptions .

1. The three pieces in this book are “Tricks,” “Traps,” and “Tools.” Describe some of the ways these three pieces are connected. (All three pieces describe ways that living things use various tricks, traps, or tools to survive . Some of these are related to the way that organisms look . Others have to do with the way plants and animals capture food or get nutrients .)

2. Think about the animals in “Tricks.” What are some ways that their shapes and colors protect them from predators? (Some animals have camouflage that makes them look like their surroundings so they can hide from predators or capture prey . Others have shapes and colors that mimic dangerous animals and scare away predators .)

3. Compare the actions of the sundew plant in “Traps” with the behavior of the ambush bug in “Tricks.” How are they alike and different? (Both the sundew plant and the ambush bug trap animals that come too close . The sundew uses a sticky liquid to catch animals . The ambush bug uses a poison to kill its prey .)

4. Describe how capuchin monkeys learn to open nuts. (Monkeys learn how to crack nuts by watching older monkeys . They begin by beating rocks together . Then they practice dropping stones on the nuts until they are experts .)

5. What else would you like to know about the plants and animals in this book? How could you find out more? (Answers will vary, but students should describe a variety of references, such as books and magazine articles, reliable Internet sites, and talking with experts .)

Discuss1. The three pieces in this book are “Tricks,” “Traps,” and “Tools.”

Describe some of the ways these three pieces are connected. 2. Think about the animals in “Tricks.” What are some ways that their shapes and colors protect them from predators?3. Compare the actions of the sundew plant in “Traps” with the

behavior of the ambush bug in “Tricks.” How are they alike and different?

4. Describe how capuchin monkeys learn to open nuts.5. What else would you like to know about the plants and animals in this book? How could you find out more?

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Research & Share

In small groups or individually, offer students the chance to explore questions they have or ideas they still wonder about, based on their reading in Tricks, Traps, and Tools. Use question 5 on the Discuss page of the student book as a springboard for student questions and ideas for further research .

EXPLOREEncourage students to express their curiosity in their own way . The questions students have matter . You might have students talk with peers, write about what they wonder, or create drawings based on what they learned from reading the different selections in Tricks, Traps, and Tools. Guide them to immerse themselves in resources related to what they are most interested in learning more about . They might ask questions or make statements about their interests, for example:

• What other animals use camouflage?• Do any carnivorous plants live near me? If so, which ones?• What other animals use tools, and how do they use them?

GATHER INFORMATIONAfter students explore, they should arrive at a question that will drive their research . Students may want to read, listen to, and view information with their question in mind . Guide students to use resources, such as reliable sites on the Internet, science texts and articles, library books, and magazines, that address the question they posed . Collecting information may lead students to revise or narrow their question .

You may want students to follow a specific note taking system to keep track of their thinking and findings as they gather information . In addition to taking notes, ask students to make a list of their sources . You may want to model how to take notes by interacting with text, jotting down your thoughts in the margins or on sticky notes, and demonstrating how to summarize the most important information . Remind students that their question will drive their research and note taking .

OBJECTIVES• Ask questions based on reading Tricks, Traps,

and Tools.

• Research, document, and share information .


Life Science

ToolsTrapsTricks

810L


3/20/13 2:32 PM

COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.3.Write.7 Conduct short research projects that build knowledge about a topic.

CC.3.Write.8 recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

CC.3.Write.10 write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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ANALYZE & SYNTHESIZEGuide students to carefully and thoughtfully review their notes to determine the big ideas related to their question . As students prepare to use the information they’ve gathered to formulate an answer to their question, support them as they analyze and synthesize . Be sure they do the following:

• Revise any misconceptions .• Notice any incongruities in their information .• Evaluate all the various pieces of information .• Pull together the most pertinent information that

addresses their question .

While analyzing and synthesizing their research, students may realize that the more they learn, the more they wonder . To help focus their thinking, students may want to talk with classmates or write in a research notebook . Remind them that just as in real-world scientific research, there may not be a final answer to the question they posed .

SHAREWhen students share their research, they become teachers, consider how their ideas were shaped by the investigation, and pose new questions . Students may express their knowledge by writing, speaking, creating a visual piece, or taking action in the community . The best culminating projects are ones with authentic purposes . For example, a student who is interested in carnivorous plants might want to show a video of a sundew trapping and enclosing its prey or demonstrate the trapping mechanism by building a model .

When students are given the time to gather information about a topic that interests them, they will find unique and individual ways to share what they learned . Some options you can suggest might include the following:

• A picture map that shows where carnivorous plants grow in your state

• eBooks with photos and text to share with other students who want to know more about carnivorous plants

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Correlation

Grade 3 Common Core State Standards for English Language Arts and A Framework for K–12 Science Education correlated to National Geographic Ladders Science

Common Core State Standards for English Language Arts, Grade 3Tricks, Traps, and Tools Teacher’s Guide

Reading Standards for Informational Text

Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as

the basis for the answers.pages 13–14

2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Craft and Structure 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant

to a grade 3 topic or subject area.

5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

pages 9–10

6. Distinguish their own point of view from that of the author of a text.

Integration of Knowledge and Ideas 7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to

demonstrate understanding of the text (e.g., where, when, why, and how key events occur).pages 7–12

8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

pages 7–8, 11–12

9. Compare and contrast the most important points and key details presented in two texts on the same topic.

pages 13–14

Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend informational texts, including history/social studies,

science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

If the entire NG Ladders Science grade 3 program is used throughout the year, students will have had exposure to multiple genres, multiple levels, and appropriate scaffolding.

Writing Standards

Text Types and Purposes 1. write opinion pieces on topics or texts, supporting a point of view with reasons.

2. write informative/explanatory texts to examine a topic and convey ideas and information clearly.

3. write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Production and Distribution of Writing 4. with guidance and support from adults, produce writing in which the development and organization

are appropriate to task and purpose.

5. with guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

6. with guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

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Notes

Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge about a topic. pages 15–16

8. recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

pages 15–16

9. (Begins in grade 4)

Range of Writing 10. write routinely over extended time frames (time for research, reflection, and revision) and shorter

time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

pages 15–16

A Framework for K–12 Science EducationTricks, Traps, and Tools Teacher’s Guide

Core Idea LS1: From Molecules to Organisms: Structures and ProcessesLS1.A: Structure and FunctionHow do the structures of organisms enable life’s functions?

pages 4–10, 13–14

Core Idea LS1: From Molecules to Organisms: Structures and ProcessesLS1.D: Information ProcessingHow do organisms detect, process, and use information about the environment?

pages 4–6, 11–14

Core Idea LS3: Heredity: Inheritance and Variation of TraitsLS3.A: Inheritance of TraitsHow are the characteristics of one generation related to the previous generation?

pages 4–8, 13–14

Core Idea LS3: Heredity: Inheritance and Variation of TraitsLS3.B: Variation of TraitsWhy do individuals of the same species vary in how they look, function, and behave?

pages 4–8

Core Idea LS4: Biological Evolution: Unity and DiversityLS4.B: Natural SelectionHow does genetic variation among organisms affect survival and reproduction?

pages 4–8, 13–14

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Glossary

ACKNOWLEDGMENTSGrateful acknowledgment is given to the authors, artists, photographers, museums, publishers, and agents for permission to reprint copyrighted material. Every effort has been made to secure the appropriate permission. If any omissions have been made or if corrections are required, please contact the Publisher.

Credits1, 2, 3, 4, 15 (bg) ©Gavriel Jecan/Corbis. (l) ©Leroy Simon/Visuals Unlimited/Corbis. (c) ©Chris Mattison/Nature Picture Library. (r) ©Jim Brandenburg/Minden Pictures. 7 (t) ©George Grall/National Geographic Stock. 9 (bg) ©Michel Rauch/Photo Researchers. (tr) ©Jenny Wang/National Geographic Stock. 11 (bg) ©Masahiro Iijima/Nature Production/Minden Pictures. 13 (t) ©George Grall/National Geographic Stock. (bg) ©Michel Rauch/Photo Researchers. (bg) ©Masahiro Iijima/Nature Production/Minden Pictures. 14 (bg) ©Leroy Simon/Visuals Unlimited/Corbis. (l) ©Chris Mattison/Nature Picture Library. (r) ©Jim Brandenburg/Minden Pictures.

Copyright © 2015 National Geographic Learning, Cengage Learning

ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the publisher.

National Geographic and the Yellow Border are registered trademarks of the National Geographic Society.

For permission to use material from this text or product, submit all requests online at cengage.com/permissions

Further permissions questions can be emailed to [email protected]

Visit National Geographic Learning online at NGL.Cengage.com Visit our corporate website at cengage.com

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Science

behavior (noun) any way that an animal interacts with its surroundings

camouflage (noun) a color or shape that allows a living thing to blend in with its surroundings

carnivorous plant (noun) a plant that traps and digests animals to get nutrients

instinct (noun) a behavior that an animal is born with and can do without ever learning how

mimicry (noun) an adaptation in which one kind of living thing looks like another kind

nutrient (noun) a substance that a plant or animal needs to grow

predator (noun) an animal that kills and eats other animals

Content Consultants

Randy L. Bell, Ph.D., Associate Dean and Professor, Oregon State University

Kathy Cabe Trundle, Ph.D., Associate Professor of Early Childhood Science Education, The Ohio State University

Judith S. Lederman, Ph.D., Associate Professor and Director of Teacher Education, Illinois Institute of Technology

ISBN: 978-12853-5965-6

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