ALEX Classroom Resource

  

Can You Dig It?

  Classroom Resource Information  

Title:

Can You Dig It?

URL:

https://aptv.pbslearningmedia.org/resource/plum14.sci.life.canyoudigit/can-you-dig-it/

Content Source:

PBS
Type: Interactive/Game

Overview:

Players take on the role of bilbies, rabbit-sized Australian marsupials, as they race through the landscape looking for food and avoiding predators—and trying not to run into rocks—in this interactive game from PLUM LANDING™. They also learn about the bilby’s life cycle and the plants and animals that share its ecosystem.

Content Standard(s):
Science
SC2015 (2015)
Grade: 3
5 ) Obtain and combine information to describe that organisms are classified as living things, rather than nonliving things, based on their ability to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment.


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

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.

NAEP Statement::
L8.7: The number of organisms and populations an ecosystem can support depends on the biotic resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition.


Unpacked Content
Scientific And Engineering Practices:
Obtaining, Evaluating, and Communicating Information
Crosscutting Concepts: Patterns
Disciplinary Core Idea: From Molecules to Organisms: Structures and Processes
Evidence Of Student Attainment:
Students:
  • Obtain information from multiple sources and combine it to describe that organisms are classified as living things rather than nonliving things.
Teacher Vocabulary:
  • Organisms
  • Living things
  • Nonliving things
  • Growth
  • Resources
  • Reproduce
  • Stable conditions
  • Internal conditions
  • External environment
Knowledge:
Students know:
  • Resources obtained and used by living things.
  • Organisms can be classified as living things based on the following: their ability to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment.
  • The life cycles of different organisms can look different, but all follow a pattern.
Skills:
Students are able to:
  • Obtain information from a variety of resources to describe organisms that are classified as living things, rather than nonliving things.
  • Combine information to describe that organisms are classified as living things, rather than nonliving things.
Understanding:
Students understand that:
  • Patterns can be used when determining that organisms are living things.
AMSTI Resources:
AMSTI Module:
Heredity and Diversity

Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.3.5- Classify common objects as living, rather than nonliving, based on their ability to obtain and use resources, grow, reproduce, and adapt to the environment.


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).


Tags: bilbies, bilby, ecosystem, life cycle, marsupial, survival
License Type: Custom Permission Type
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For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
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  This resource provided by:  
Author: Stephanie Carver