ALEX Resources

Narrow Results:
Lesson Plans (3) A detailed description of the instruction for teaching one or more concepts or skills. Learning Activities (7) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill. Classroom Resources (21)


ALEX Lesson Plans  
   View Standards     Standard(s): [SC2015] (3) 11 :
11 ) Construct an argument from evidence to explain the likelihood of an organism's ability to survive when compared to the resources in a certain habitat (e.g., freshwater organisms survive well, less well, or not at all in saltwater; desert organisms survive well, less well, or not at all in woodlands).

a. Construct explanations that forming groups helps some organisms survive.

b. Create models that illustrate how organisms and their habitats make up a system in which the parts depend on each other.

c. Categorize resources in various habitats as basic materials (e.g., sunlight, air, freshwater, soil), produced materials (e.g., food, fuel, shelter), or as nonmaterial (e.g., safety, instinct, nature-learned behaviors).

[SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

[ELA2015] (3) 10 :
10 ) Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RI.3.1]

[ELA2015] (3) 14 :
14 ) Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. [RI.3.5]

[ELA2015] (3) 22 :
22 ) Write opinion pieces on topics or texts, supporting a point of view with reasons. [W.3.1]

a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. [W.3.1a]

b. Provide reasons that support the opinion. [W.3.1b]

c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. [W.3.1c]

d. Provide a concluding statement or section. [W.3.1d]

[ELA2015] (4) 22 :
22 ) Write opinion pieces on topics or texts, supporting a point of view with reasons and information. [W.4.1]

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose. [W.4.1a]

b. Provide reasons that are supported by facts and details. [W.4.1b]

c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). [W.4.1c]

d. Provide a concluding statement or section related to the opinion presented. [W.4.1d]

[ELA2015] (5) 22 :
22 ) Write opinion pieces on topics or texts, supporting a point of view with reasons and information. [W.5.1]

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. [W.5.1a]

b. Provide logically ordered reasons that are supported by facts and details. [W.5.1b]

c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). [W.5.1c]

d. Provide a concluding statement or section related to the opinion presented. [W.5.1d]

Subject: English Language Arts (3 - 5), or Science (3 - 4)
Title: Animal Adaptions for Grades 3-5
Description:

HyperSlides are digital lessons/units that help students learn the material in a way that is engaging and inquiry-based. Students will work together to complete a HyperSlides unit centering around animal adaptations for standards in grades 3-5. Students will work creatively and collaboratively with a variety of Course of Study standards that engage students through using Google Slides and a Hyperlinks to assist in the understanding of animal adaptations. This project will take several class periods to complete. After an introduction to the Hyperslides, students are encouraged to work at their own pace, but Hyperslides can be assigned on a daily basis.

This Lesson Plan was created in partnership with the Birmingham Zoo.




   View Standards     Standard(s): [SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

Subject: Science (4)
Title: What Do You Do With a Tail Like This?
Description:

In this lesson, students will explore animal adaptations for a variety of animals.  Students will select one adaptation and create a wanted poster describing the specific adaptation for that animal and how it functions to help the animal survive, grow, behave, or reproduce.  

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




   View Standards     Standard(s): [SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

Subject: Science (4)
Title: Camouflage, Countershading, & Adaptations
Description:

The students will investigate camouflage and countershading as an example of penguin adaptation. Then students engage in an experiment to demonstrate the effectiveness of blubber as an insulator against the cold temperatures penguins typically experience. Students will learn about a variety of external penguin structures and explore the insulating value of an internal structure, blubber.

This lesson was adapted from the NSTA at this link.

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




ALEX Learning Activities  
   View Standards     Standard(s): [SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

Subject: Science (4)
Title: Crab Shell STEM Challenge
Description:

In this learning activity, students will watch a video of crabs exchanging shells.  Then they will be challenged to design and construct a shell for their own Hermit Crab using specific criteria and constraints given by the teacher. Finally, they will complete an exit slip explaining what factors make their shell desirable for a hermit crab.  

This activity is a result of the ALEX Resource Development Summit.




   View Standards     Standard(s): [SC2015] (3) 10 :
10 ) Investigate how variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing (e.g., plants having larger thorns being less likely to be eaten by predators, animals having better camouflage coloration being more likely to survive and bear offspring).

[SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

Subject: Science (3 - 4)
Title: Animal Adaptations With the Jackalope
Description:

Students listen to a book about a jackrabbit that wishes for horns so that he can be fierce. After listening to the read aloud, the students discuss animal adaptations for survival, including physical characteristics, habitat, and diet.

This activity results from the ALEX Resource Development Summit.




   View Standards     Standard(s): [ARTS] VISA (4) 2 :
2) Collaboratively design and create artwork that has meaning and purpose.

Examples: Create a logo for a school or activity.

[SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

Subject: Arts Education (4), Science (4)
Title: Bioluminescent Sealife
Description:

Students will demonstrate their knowledge of animals with bioluminescent characteristics by collaboratively creating a sea animal out of glow in the dark slime. Students will then display their sea animal for the class and explain why their animal uses bioluminescence to survive.  

This activity was created as a result of the Arts COS Resource Development Summit.




   View Standards     Standard(s): [ARTS] VISA (4) 2 :
2) Collaboratively design and create artwork that has meaning and purpose.

Examples: Create a logo for a school or activity.

[SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

Subject: Arts Education (4), Science (4)
Title: A Hotel for Bees
Description:

In this activity, students will watch a video to introduce them to the Red Mason Bee.  During the video, they will gather evidence about the lifestyle, life cycle, growth, and reproduction of the Red Mason Bee. Students will then create a bee hotel to encourage Red Mason Bees to pollinate in their area.

This activity was created as a result of the Arts COS Resource Development Summit.




   View Standards     Standard(s): [SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

[ARTS] VISA (4) 2 :
2) Collaboratively design and create artwork that has meaning and purpose.

Examples: Create a logo for a school or activity.

Subject: Science (4), Arts Education (4)
Title: Creative Camouflage
Description:

This activity should be completed after teaching a lesson on animal adaptations and camouflage. Students will choose an animal and create an artwork by using a series of patterned dots to "camouflage" or blend their animal into the landscape. After completing their artwork, students will examine their artwork and demonstrate their scientific knowledge by answering reflection questions in their science journal. 

This activity was created as a result of the Arts COS Resource Development Summit.




   View Standards     Standard(s): [SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

[DLIT] (4) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (4) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (4) 18 :
12) Use basic features of digital tools to communicate key ideas and details in a way that informs and/or persuades.

[DLIT] (4) 19 :
13) Synthesize complex information from multiple sources in different ways to make it more useful and/or relevant.

[DLIT] (4) 21 :
15) Conduct complex keyword searches to produce valid, appropriate results and evaluate results for accuracy, relevance, and appropriateness.

Examples: Search techniques, check for credibility and validity.

Subject: Science (4), Digital Literacy and Computer Science (4)
Title: Plants 101
Description:

A Voicethread is a media tool that allows users to create a media board. The application allows users to add images, text, recordings, and videos. The Voicethreads can also be shared for other users of Voicethread to view and add comments. Students will use Voicethread to design a media board. Students will add pictures of plant structures such as: root, stem, leaves, and flowers. Students will then add pictures of each plant structure along with a description of the structures function. The Voicethread will be used as an assessment of the students understanding of the plants structures functions.




   View Standards     Standard(s): [SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

[SC2015] (5) 9 :
9 ) Construct an illustration to explain how plants use light energy to convert carbon dioxide and water into a storable fuel, carbohydrates, and a waste product, oxygen, during the process of photosynthesis.

[DLIT] (4) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (4) 18 :
12) Use basic features of digital tools to communicate key ideas and details in a way that informs and/or persuades.

[DLIT] (5) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (5) 22 :
16) Use advanced features of digital tools and media-rich resources to communicate key ideas and details in a way that informs, persuades, and/or entertains.

[DLIT] (5) 23 :
17) Publish organized information in different ways to make it more useful or relevant.

Examples: Infographic, student created website.

Subject: Science (4 - 5), Digital Literacy and Computer Science (4 - 5)
Title: Exploring Parts of Plants with Evernote
Description: Evernote is an online storage system allowing users to create, search, and present on one workspace. Description provided by evernote.com.


ALEX Learning Activities: 7

Go To Top of page
ALEX Classroom Resources  
   View Standards     Standard(s): [SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

Subject: Science (4)
Title: Parts of Plants | Hero Elementary™
URL: https://aptv.pbslearningmedia.org/resource/parts-of-plants-media-gallery/hero-elementary/
Description:

In these Hero Elementary activities, children learn about plant parts. As they observe different plants, they notice how the parts are alike and not alike. They compare plant parts and notice patterns. Children gather and record information about the parts of plants. They describe how the parts work to help plants live and grow.



   View Standards     Standard(s): [SC2015] (2) 7 :
7 ) Obtain information from literature and other media to illustrate that there are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).

[SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

[SC2015] (4) 11 :
11 ) Investigate different ways animals receive information through the senses, process that information, and respond to it in different ways (e.g., skunks lifting tails and spraying an odor when threatened, dogs moving ears when reacting to sound, snakes coiling or striking when sensing vibrations).

Subject: Science (2 - 4)
Title: Rocky Mountain Roundup: A Photo Scavenger Hunt
URL: https://aptv.pbslearningmedia.org/resource/plum14_int_rockyroundup/rocky-mountain-roundup-a-photo-scavenger-hunt/
Description:

Players are challenged to complete a series of missions to photograph mountain plants and animals in the Canadian Rockies, in this interactive game from PLUM LANDING™. Through the clues that Plum provides, players learn about mountain ecosystems, the plants and animals living there, and how they are adapted to mountain life. 



   View Standards     Standard(s): [SC2015] (2) 7 :
7 ) Obtain information from literature and other media to illustrate that there are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).

[SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

[SC2015] (4) 11 :
11 ) Investigate different ways animals receive information through the senses, process that information, and respond to it in different ways (e.g., skunks lifting tails and spraying an odor when threatened, dogs moving ears when reacting to sound, snakes coiling or striking when sensing vibrations).

Subject: Science (2 - 4)
Title: Jungle Rangers: A Photo Scavenger Hunt
URL: https://aptv.pbslearningmedia.org/resource/plum14.sci.life.junglerangers/jungle-rangers-a-photo-scavenger-hunt/
Description:

Players are challenged to complete a series of missions to photograph rainforest plants and animals in Borneo, in this interactive game from PLUM LANDING™. Through the clues that Plum provides, players learn about rainforest ecosystems, the plants and animals living there, and how they are adapted to rainforest life. 



   View Standards     Standard(s): [SC2015] (2) 7 :
7 ) Obtain information from literature and other media to illustrate that there are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).

[SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

[SC2015] (4) 11 :
11 ) Investigate different ways animals receive information through the senses, process that information, and respond to it in different ways (e.g., skunks lifting tails and spraying an odor when threatened, dogs moving ears when reacting to sound, snakes coiling or striking when sensing vibrations).

Subject: Science (2 - 4)
Title: Explore the Outback: A Photo Scavenger Hunt
URL: https://aptv.pbslearningmedia.org/resource/plum14.sci.life.exploreoutback/explore-the-outback-a-photo-scavenger-hunt/
Description:

Players are challenged to complete a series of missions to photograph desert plants and animals in the Australian outback, in this interactive game from PLUM LANDING™. Through the clues that Plum provides, players learn about desert ecosystems, the plants and animals living there, and how they are adapted to desert life.



   View Standards     Standard(s): [SC2015] (2) 7 :
7 ) Obtain information from literature and other media to illustrate that there are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).

[SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

[SC2015] (4) 11 :
11 ) Investigate different ways animals receive information through the senses, process that information, and respond to it in different ways (e.g., skunks lifting tails and spraying an odor when threatened, dogs moving ears when reacting to sound, snakes coiling or striking when sensing vibrations).

Subject: Science (2 - 4)
Title: Water Safari: A Photo Scavenger Hunt
URL: https://aptv.pbslearningmedia.org/resource/plum14_int_watersafari/water-safari-a-photo-scavenger-hunt/
Description:

Players are challenged to complete a series of missions to photograph coastal mangrove plants and animals in Belize, in this interactive game from PLUM LANDING™. Through the clues that Plum provides, players learn about coastal ecosystems, the plants and animals living there, and how they are adapted to coastal life. 



   View Standards     Standard(s): [SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

Subject: Science (4)
Title: Bird Food
URL: https://aptv.pbslearningmedia.org/resource/tdc02.sci.life.colt.birdfood/bird-food/
Description:

The shape of a bird's beak says a lot about what the bird eats. Whether long or short, broad or narrow, each type of beak is perfectly matched to a particular type of food. This collection of images shows a wide range of beak types and the kinds of food each might be used to eat.



   View Standards     Standard(s): [SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

Subject: Science (4)
Title: Baby Animal Rescue: Wild Kratts
URL: https://aptv.pbslearningmedia.org/resource/48f861a6-99aa-4d68-a50f-93a386e15b32/baby-animal-rescue-wild-kratts-game/
Description:

Baby animals have been captured and it is up to the Kratts to use their knowledge of animals and power suits to rescue the creatures. Players will figure out which powersuits are needed to get through the maze.



   View Standards     Standard(s): [SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

[SC2015] (4) 10 :
10 ) Obtain and communicate information explaining that humans have systems that interact with one another for digestion, respiration, circulation, excretion, movement, control, coordination, and protection from disease.

Subject: Science (4)
Title: The Senses: Hearing StudyJam
URL: https://studyjams.scholastic.com/studyjams/jams/science/human-body/hearing.htm
Description:

The ear is specially designed to change sound waves into signals the brain can understand, allowing you to hear. That is not all they do, though. Your ears also help you balance!

This classroom resource provides a video that will describe the structures of the ear and how they work together to allow us to hear. After utilizing this resource, the students can complete the short test to assess their understanding. 



   View Standards     Standard(s): [SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

Subject: Science (4)
Title: Prairie Portrait Interactive Science Lesson
URL: https://aptv.pbslearningmedia.org/resource/net-sci-il-prairieportrait/prairie-portrait-interactive-science-lesson/
Description:

Investigate a prairie inhabitant—the bee. Students gather information about a bee’s internal and external parts and use this information as evidence to make a claim about how the bee’s internal and external parts work together as a system to ensure survival. The lesson supports diversity, equity, inclusion, and accessibility by focusing on an insect familiar to learners in most environments and providing contextual definitions for vocabulary as well as illustrations and video, helping learners from areas without prairie to engage with and understand the lesson.

This NET Nebraska student lesson uses the photographs, observation notes, and online blog from the Nature Conservancy’s Science Director, Chris Helzer. Helzer's photography is featured in his book, Hidden Prairie: Photographing Life in One Square Meter.



   View Standards     Standard(s): [SC2015] (2) 6 :
6 ) Design and construct models to simulate how animals disperse seeds or pollinate plants (e.g., animals brushing fur against seed pods and seeds falling off in other areas, birds and bees extracting nectar from flowers and transferring pollen from one plant to another).*

[SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

Subject: Science (2 - 4)
Title: Flower Power
URL: https://www.knowitall.org/lessons/flower-power
Description:

In this lesson, students will examine the various parts of flowers through the use of dissection. At the end of the lesson, students will play a quick game of pollinator tag to help students understand how pollination works.



   View Standards     Standard(s): [SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

Subject: Science (4)
Title: Roots & Stems StudyJam
URL: https://studyjams.scholastic.com/studyjams/jams/science/plants/roots-stems.htm
Description:

Roots do more than just draw water and nutrients into a plant. They also anchor it to the ground. Stems help distribute water and nutrients all over the plant and also support the plant’s leaves and flowers.

This resource presents a short slide show about the function of roots and stems in plants. After utilizing this resource, the students can complete the short test to assess their understanding.



   View Standards     Standard(s): [SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

[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.

Subject: Science (4 - 7)
Title: Gymnosperms: Seeds in Cones StudyJam
URL: https://studyjams.scholastic.com/studyjams/jams/science/plants/gymnosperms.htm
Description:

Gymnosperms are the oldest seed-bearing plants. There are four types of gymnosperms: gnetophytes, cycads, conifers, and ginkgos. Learn about gymnosperms’ distinctive appearance and unique life cycle here.

The classroom resource provides a video that will describe the function of seeds in seed-bearing plants. After utilizing this resources, the students can complete the short test to assess their understanding.



   View Standards     Standard(s): [SC2015] (3) 6 :
6 ) Create representations to explain the unique and diverse life cycles of organisms other than humans (e.g., flowering plants, frogs, butterflies), including commonalities such as birth, growth, reproduction, and death.

[SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

Subject: Science (3 - 4)
Title: Mosses & Ferns StudyJam
URL: https://studyjams.scholastic.com/studyjams/jams/science/plants/mosses-and-ferns.htm
Description:

Mosses and ferns fall into two types: vascular and non-vascular. Vascular means they have tubes running throughout that can carry water and nutrients. Non-vascular plants, like liverworts, do not have tubes, so they are much smaller.

This resource presents a short slide show about the reproduction of mosses and ferns, which use spores to reproduce. After utilizing this resource, the students can complete the short test to assess their understanding. 



   View Standards     Standard(s): [SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

[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.

Subject: Science (4 - 7)
Title: Plants With Seeds StudyJam
URL: https://studyjams.scholastic.com/studyjams/jams/science/plants/plant-with-seeds.htm
Description:

Plants produce seeds in order to reproduce. Gymnosperm seeds develop in cones, and angiosperm seeds develop in fruit. When a seed is fertilized, in the right conditions, it will germinate, starting the life of a new plant!

The classroom resource provides a video that will describe the process of reproduction in plants with seeds. After utilizing this resource, the students can complete the short test to assess their understanding.



   View Standards     Standard(s): [SC2015] (3) 6 :
6 ) Create representations to explain the unique and diverse life cycles of organisms other than humans (e.g., flowering plants, frogs, butterflies), including commonalities such as birth, growth, reproduction, and death.

[SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

[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.

Subject: Science (3 - 7)
Title: Angiosperms: Seeds in Fruit StudyJam
URL: https://studyjams.scholastic.com/studyjams/jams/science/plants/angiosperms.htm
Description:

Angiosperm plants reproduce by producing seeds inside a flower. There are two kinds of angiosperms: monocotyledons and dicotyledons.

The classroom resource provides a video that will describe the process of reproduction of flowering plants. After utilizing this resource, the students can complete the short test to assess their understanding.



   View Standards     Standard(s): [SC2015] (3) 6 :
6 ) Create representations to explain the unique and diverse life cycles of organisms other than humans (e.g., flowering plants, frogs, butterflies), including commonalities such as birth, growth, reproduction, and death.

[SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

[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.

Subject: Science (3 - 7)
Title: Plants Without Seeds StudyJam
URL: https://studyjams.scholastic.com/studyjams/jams/science/plants/plants-without-seeds.htm
Description:

Plants that reproduce without seeds use several different methods, like budding, plant runners, and spores.

This resource presents a short slide show about the process of reproduction in plants that do not have seeds. After utilizing this resource, the students can complete the short test to assess their understanding. 



   View Standards     Standard(s): [SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

[SC2015] (4) 11 :
11 ) Investigate different ways animals receive information through the senses, process that information, and respond to it in different ways (e.g., skunks lifting tails and spraying an odor when threatened, dogs moving ears when reacting to sound, snakes coiling or striking when sensing vibrations).

Subject: Science (4)
Title: Build a Meerkat
URL: https://www.nationalgeographic.org/activity/build-meerkat/
Description:

In this activity, students make a meerkat model while identifying unique body characteristics. Students learn how adaptations are crucial to a meerkat's survival.



   View Standards     Standard(s): [SC2015] (0) 4 :
4 ) Gather evidence to support how plants and animals provide for their needs by altering their environment (e.g., tree roots breaking a sidewalk to provide space, red fox burrowing to create a den to raise young, humans growing gardens for food and building roads for transportation).

[SC2015] (2) 5 :
5 ) Plan and carry out an investigation, using one variable at a time (e.g., water, light, soil, air), to determine the growth needs of plants.

[SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

[SC2015] (4) 13 :
13 ) Plan and carry out investigations to examine properties of soils and soil types (e.g., color, texture, capacity to retain water, ability to support growth of plants).

[SC2015] LSC7 (7) 11 :
11 ) Analyze and interpret data to predict how environmental conditions (e.g., weather, availability of nutrients, location) and genetic factors (e.g., selective breeding of cattle or crops) influence the growth of organisms (e.g., drought decreasing plant growth, adequate supply of nutrients for maintaining normal plant growth, identical plant seeds growing at different rates in different weather conditions, fish growing larger in large ponds than in small ponds).

Subject: Science (K - 7)
Title: Schoolyard Garden Guides
URL: https://www.nationalgeographic.org/media/schoolyard-garden-guides/
Description:

This resource provides guides and examples to help start your own school garden.



   View Standards     Standard(s): [SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

Subject: Science (4)
Title: Insect Models
URL: http://sciencenetlinks.com/lessons/insect-models/
Description:

The purpose of this lesson is to make models of insects and to use the Internet for insect exploration. Before completing this lesson, students should have many opportunities to directly observe actual insects. During the process of making the models, you can help students think critically about the differences and likenesses between actual insects and models. While making the models, you can help students think about the functions of the various insect parts they are making and to question how these various parts work together.



   View Standards     Standard(s): [SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

Subject: Science (4)
Title: What Parts Are There to a Plant?
URL: http://sciencenetlinks.com/lessons/what-parts-are-there-to-a-plant/
Description:

In this lesson, students will identify and sort plant parts through hands-on activities and group discussions and then work with magnifying lenses and tape measures to document their observations on a student sheet. Students will first have opportunities to examine the plants in open-ended ways, and then begin to formulate questions about what they are touching, smelling, and seeing. This lesson is traditionally used in a K-2 classroom, but can easily be adapted to meet this 4th-grade standard.



   View Standards     Standard(s): [SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

Subject: Science (4)
Title: How a Blue Crab Changes as It Grows
URL: http://sciencenetlinks.com/lessons/blue-crab-changes-as-it-grows/
Description:

Students will look at photographs and read information on blue crabs to understand the changes that a blue crab goes through during molting, and why it is important for scientists to understand these changes.



ALEX Classroom Resources: 21

Go To Top of page