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Mussel Connections on a Cobble Beach worksheet preview

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Mussel Connections on a Cobble Beach

Compare mussel observations and model-test results to argue how living in a group can help some animals survive.

Grade 3ScienceInteractive · Printable

Aligned to3-LS2-1

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What’s included

  • Single worksheet
  • Auto-graded online
  • 1 NGSS standard
  • Printable answer key
  • 14 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 3
Subject
Science
Question types
Fill in the blank, Multiple choice, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

  • Students connect mussel group structures to protection from moving water.
  • Students compare repeated model-test results and identify limits of the model.
  • Students argue from observations and data that some animal groups help their members survive.

How to use

Read the investigation together and review what each bar counts. Have students compare results independently, then use shore observations and model data in a written argument.

Curriculum

NGSS standard covered

3-LS2-1

Argue that some animals live in groups that help the members survive.

Preview

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Mussel Connections on a Cobble Beach

Use shore observations and a model investigation to build an argument about animal groups.

From the Shore to a Model

Read the class investigation. Use its details to answer the questions.

Investigating Mussel Clumps

At a cobble beach, a third-grade class watches a close-up shore video from a dry viewing path. Mussels are animals with two-part shells. Many live attached to rocks near tide pools. In the video, thin, strong threads stretch from mussel shells to the rock and to neighboring shells. After a wave passes, several mussels remain together in a clump. Waves can wash loose mussels onto dry beach stones, where they may dry out and die.

The class asks whether connections between neighbors could help mussels stay in place. Students test models, not living mussels. Step 1: They place six identical plastic rings on six marked spots on a sloping tray. Each ring represents one mussel. An equal small pad of clay holds each ring to the tray, representing attachment to a rock.

Step 2: In the unlinked setup, the rings have no connections to one another. In the linked setup, short pieces of yarn join neighboring rings. Students keep the ring type, starting spots, clay pads, and tray slope the same. Step 3: They pour one cup of cool water from the same height at the top of the tray. A large tub catches the water and loose rings.

Step 4: Students count the rings left on the sloping tray. They rebuild each setup with fresh, equal clay pads and repeat the comparison for three rounds. They return the beach materials to their bags without touching live mussels. The graph gives sample classroom results for this investigation. It counts rings remaining, not mussels surviving.

1.
How might connections to neighboring mussels help a mussel survive a wave?
  • A. The connections could help it catch food on dry beach stones.
  • B. The connections could help it grow a larger shell during the wave.
  • C. The connections could help hold it where it is less likely to dry out.
  • D. The connections could help it travel farther up the dry beach.
2.
Underline the two video observations that work together as evidence that mussels form connected groups that can remain in place.

Threads stretch between neighboring mussel shells.The class watches from a dry viewing path.A mussel has a shell made of two parts.Several mussels remain in a clump after a wave passes.

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