ALEX Classroom Resources

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.

[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] 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: Flowers StudyJam
URL: https://studyjams.scholastic.com/studyjams/jams/science/plants/flowers.htm
Description:

Flowering plants have many parts that are required for reproduction. These parts, including the stamen, pistil, and ovary, work together to make seeds through the process of fertilization.

The classroom resource provides a video that will describe the process of reproduction in flowering 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: 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) 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).

[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: Animal Adaptations in the Ocean
URL: https://www.nationalgeographic.org/activity/animal-adaptations-ocean/
Description:

Students review what animal adaptations are, identify marine animal adaptations in a photo gallery, and predict how types of adaptations vary with ocean habitats.



   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.

Subject: Science (7)
Title: Adapting Under Pressure
URL: https://www.nationalgeographic.org/activity/adapting-under-pressure/
Description:

Students investigate conditions in the deepest parts of the ocean, make inferences about ocean creatures based on their physical characteristics, and design creatures that could survive in the Mariana Trench.



   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.

Subject: Science (7)
Title: Sexual Selection
URL: https://www.nationalgeographic.org/media/sexual-selection/
Description:

Through videos and sorting exercises, this lesson delves into the fascinating process and products of sexual selection: the process by which traits become more or less common depending on an individual’s ability to mate with more or better partners.



   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.

Subject: Science (7)
Title: Animal Communication
URL: http://sciencenetlinks.com/lessons/animal-communication/
Description:

The focus of this lesson is threefold. First, it will expose students to the fact that all species have a capacity for communication. Second, the lesson will enlighten students to the fact that communication abilities range from very simple to extremely complex, depending upon the species. Third, students will realize that communication is influenced by a species' genetic makeup, its environment, and the numerous ways by which animals and humans respond to and adapt to their surroundings. 



ALEX Classroom Resources: 9

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