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Habitat Changes at the Recycling Center

Use recycling-center observations and a graph to argue why some living things may survive well, less well, or not at all.

Grade 3ScienceInteractive · Printable

Aligned to3-LS4-3

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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, Matching, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

Students use habitat evidence to classify living things as likely to survive well, less well, or not at all.
Students connect a habitat change with its effects on living things.
Students support a survival claim with observations and data.

How to use

Read the recycling-center report together, then have students use the graph and observations as evidence. Invite students to discuss whether a lower count proves that an animal died.

Curriculum

NGSS standard covered

3-LS4-3

Argue that in a habitat some living things survive well, some less well and some cannot survive.

Preview

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Name Date

Habitat Changes at the Recycling Center

Follow a change at a recycling center and use evidence to compare living things’ chances of survival.

Read the habitat report

Read the report about the Green Loop Recycling Center. Use the graph and the observations to answer the questions.

A Change Beside the Sorting Shed

The Green Loop Recycling Center has a strip of soil beside its sorting shed. The strip is not part of the recycling machines. It is a place where leaves, flowers, and small animals can be found. Workers recorded clues about this strip before and after a change.

Before the change, cardboard bales were stacked along the west side of the strip. The bales shaded the soil and blocked some wind. To make a wider loading lane, workers moved the bales to another part of the center. The move left the soil more open to sun and wind. Workers also cleared some old leaves from the lane.

The class compared five mornings before the move with five mornings after the move. Before the move, the soil was damp on 5 mornings and 9 of 10 small squares had leaf cover. After the move, the soil was damp on 2 mornings and 3 of 10 squares had leaf cover. The number of flower patches stayed at 4. No standing water was found during either check.

The students used these notes about three living things. Pill bugs usually need damp places, decaying leaves, and cover. Native bees often gather nectar from flowers and can use sunny places. Tadpoles need water in which to live and grow. The students wanted to decide how the changed strip might suit each living thing.