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Meadow Mouse Clues at the Children’s Museum
Use a student’s museum field journal and data to explain how meadow mouse traits may help with survival, mate finding, and reproduction.
Grade 3ScienceInteractive · Printable
Aligned to3-LS4-2
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What’s included
- Single worksheet
- Auto-graded online
- 1 NGSS standard
- Printable answer key
- 15 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 explain how differences in traits may help members of one species survive.
- Students use data to connect traits with finding mates and producing young.
- Students distinguish evidence-based conclusions from claims that go beyond the data.
How to use
Read the field journal and graph together first. Have students cite the model results and mouse records when explaining their answers.
Curriculum
NGSS standard covered
Explain how differences in traits can help some members of a species survive, find mates and reproduce.
Preview
OwlSheets.com
Meadow Mouse Clues at the Children’s Museum
Use a field journal to explain how traits may help animals survive and reproduce.
Read the field journal
Read Elena’s journal from the Meadow Life room. Use the graph to answer the questions.
Elena’s Meadow Life Journal
Elena visited the Meadow Life room at a children’s museum for four days. The room showed a meadow habitat where prairie deer mice live. Elena studied differences among mice of the same species. Some mice had pale brown fur and some had dark brown fur. Some males had a wide white cheek patch, while others had a narrow white cheek patch.
On Day 1, Elena placed paper mouse models on light grass and dark soil. She used 12 models of each fur shade in each place. The models stayed out for the same amount of time. She counted the models that had peck marks from birds. The graph shows her results. A peck mark was evidence that a bird noticed a model; it was not a count of a real mouse being eaten.
On Days 2 and 3, Elena watched female mice choose between two males in small observation areas. She kept the time and space the same for each choice. On Day 4, she read the museum keeper's records of whether males from each cheek-patch group were seen with a mate and whether those paired males were later seen with young. These records came from 10 males in each group.
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