ALEX Classroom Resource

  

Angiosperms: Seeds in Fruit StudyJam

  Classroom Resource Information  

Title:

Angiosperms: Seeds in Fruit StudyJam

URL:

https://studyjams.scholastic.com/studyjams/jams/science/plants/angiosperms.htm

Content Source:

Other
http://studyjams.scholastic.com/
Type: Audio/Video

Overview:

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.

Content Standard(s):
Science
SC2015 (2015)
Grade: 3
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.


NAEP Framework
NAEP Statement::
L4.5: Plants and animals have life cycles. Both plants and animals begin life and develop into adults, reproduce, and eventually die. The details of this life cycle are different for different organisms.


Unpacked Content
Scientific And Engineering Practices:
Developing and Using Models
Crosscutting Concepts: Patterns
Disciplinary Core Idea: From Molecules to Organisms: Structures and Processes
Evidence Of Student Attainment:
Students:
  • Create representations to explain the unique life cycles of organisms other than humans.
  • Create representations to explain the diverse life cycles of organisms other than humans.
  • Identify relevant components (organisms, birth, growth, reproduction, and death) of their representations.
  • Describe relationships between components in their representations.
Teacher Vocabulary:
  • Create
  • Explain
  • Representations
  • Unique
  • Diverse
  • Commonalities
  • Life cycles
  • Organisms
  • Birth
  • Growth
  • Reproduction
  • Death
Knowledge:
Students know:
  • Organisms are born, grow, reproduce and die in a pattern known as a life cycle.
  • Organisms have unique and diverse life cycles.
  • An organism can be classified as either a plant or an animal.
  • There is a causal direction of the cycle (e.g., without birth, there is no growth; without reproduction, there are no births).
Skills:
Students are able to:
  • Create representations to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
  • Explain the unique and diverse life cycles of organisms other than humans.
  • Explain commonalities of organisms such as birth, growth, reproduction, and death.
Understanding:
Students understand that:
  • Patterns of change can be used to make predictions about the unique life cycles of organisms.
AMSTI Resources:
AMSTI Module:
Heredity and Diversity

Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.3.6- Observe and recognize the major stages (birth, growth, reproduction, and death) in the life cycles of organisms other than humans (e.g., flowering plants, frogs, butterflies).


Science
SC2015 (2015)
Grade: 4
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.


NAEP Framework
NAEP Statement::
L4.4: When the environment changes, some plants and animals survive and reproduce; others die or move to new locations.


Unpacked Content
Scientific And Engineering Practices:
Engage in Argument from Evidence
Crosscutting Concepts: Systems and System Models; Structure and Function
Disciplinary Core Idea: From Molecules to Organisms: Structures and Processes
Evidence Of Student Attainment:
Students:
  • Argue from evidence to support that the internal and external structures of plants function to support survival, growth, behavior, and reproduction.
  • Argue from evidence to support that the internal and external structures of animals function to support survival, growth, behavior, and reproduction.
Teacher Vocabulary:
  • argue
  • articulate
  • evidence
  • internal
  • external
  • structure
  • survival
  • function
  • behavior
  • reproduction
Knowledge:
Students know:
  • Internal and External structures serve specific functions within plants and animals.
  • The functions of internal and external structures can support survival, growth, behavior and/or reproduction in plants and animals.
  • Different structures work together as part of a system to support survival, growth, behavior, and/or reproduction.
Skills:
Students are able to:
  • Articulate an explanation from evidence explaining how the internal and external structures of plants and animals function to support survival, growth, behavior, and reproduction.
  • Determine the strengths and weaknesses of the evidence collected, including whether or not it supports a claim about the role of internal and external structures of plants and animals in supporting survival, growth, behavior, and/or reproduction.
  • Use reasoning to connect the relevant and appropriate evidence to support an argument about the function of the internal and external structures of plants and animals.
Understanding:
Students understand that:
  • Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction.
AMSTI Resources:
AMSTI Module:
Animal Studies

Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.4.9- Identify basic parts of plants and animals.


Science
SC2015 (2015)
Grade: 7
Life Science
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.

Unpacked Content
Scientific And Engineering Practices:
Constructing Explanations and Designing Solutions
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Ecosystems: Interactions, Energy, and Dynamics
Evidence Of Student Attainment:
Students:
  • Make a claim to support a given explanation including the idea that characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
Teacher Vocabulary:
  • Evidence
  • Cause and effect
  • Scientific Reasoning
  • Characteristics
  • Behaviors
  • Specialization
  • Probability
  • Reproduction
  • Validity
  • Reliability
  • Relevance
Knowledge:
Students know:
  • Animals engage in characteristic behaviors that increase the odds of reproduction.
  • Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction.
Skills:
Students are able to:
  • Make a claim to support a given explanation of a phenomenon, including the idea that characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
  • dentify the given evidence that supports the claim (e.g., evidence from data and scientific literature).
  • Evaluate the evidence and identify the strengths and weaknesses of the evidence used to support the claim.
  • Use reasoning to connect the appropriate evidence to the claim, using oral or written arguments.
Understanding:
Students understand that:
  • Many characteristics and behaviors of animals and plants increase the likelihood of successful reproduction.
  • Animal behavior plays a role in the likelihood of successful reproduction in plants.
  • Because successful reproduction has several causes and contributing factors, the cause and effect relationships between any of these characteristics and reproductive likelihood can be accurately reflected only in terms of probability.
AMSTI Resources:
AMSTI Module:
Investigating Biodiversity and Interdependence
Studying the Development and Reproduction of Organisms
Tags: angiosperm, dicotyledons, flower, fruit, gymnosperm, monocotyledons, plant structures, plants, pollen, reproduction, seeds
License Type: Custom Permission Type
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Accessibility
Comments

The test may be completed as a whole group or independently on student devices.

  This resource provided by:  
Author: Hannah Bradley