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Lesson Plans (1) A detailed description of the instruction for teaching one or more concepts or skills.

ALEX Lesson Plans  
   View Standards     Standard(s): [SC2015] LSC7 (7) 10 :
10 ) Use evidence and scientific reasoning to explain how characteristic animal behaviors (e.g., building nests to protect young from cold, herding to protect young from predators, attracting mates for breeding by producing special sounds and displaying colorful plumage, transferring pollen or seeds to create conditions for seed germination and growth) and specialized plant structures (e.g., flower brightness, nectar, and odor attracting birds that transfer pollen; hard outer shells on seeds providing protection prior to germination) affect the probability of successful reproduction of both animals and plants.

[LIT2010] SCI (6-8) 4 :
4 ) Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to Grades 6-8 texts and topics.

[LIT2010] WRI (6-8) 1 :
1 ) Write arguments focused on discipline-specific content.

a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style.

e. Provide a concluding statement or section that follows from and supports the argument presented.

Subject: Literacy Standards (6-12) (6 - 8), or Science (7)
Title: Dressed for Success: How Do Specialized Plant Structures Increase the Probability of Successful Reproduction?

At the beginning of the lesson, students will view an engaging video of time-lapse photographs of flowers blooming, and students will create a T-chart listing the similarities and differences among the appearances of each flower. To formatively assess students' current knowledge of specialized plant structures, the students will sort key vocabulary words related to plants' structures into categories. Then, students will read an informational article on flowering plants and re-sort the key vocabulary words into the correct categories to demonstrate their knowledge of plants' specialized reproductive structures. Next, students will complete a lab activity in which they will carefully dissect a flower and observe the various specialized structures, collect specimens to view under the microscope and create and label scientific sketches of the flower's specialized structures. Lastly, students will design a unique flower that will have a high probability of reproductive success and provide a written response in a claim-evidence-reasoning format.

This lesson results from a collaboration between the Alabama State Department of Education and ASTA.