ALEX Resources

   View Standards     Standard(s): [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.

[MA2019] (3) 19 :

19. Estimate and measure liquid volumes and masses of objects using liters (l), grams (g), and kilograms (kg).

a. Use the four operations to solve one-step word problems involving masses or volumes given in the same metric units.

[MA2019] (0) 17 :

17. Directly compare two objects with a measurable attribute in common to see which object has "more of" or "less of" the attribute and describe the difference.

Example: Directly compare the heights of two children and describe one child as "taller" or "shorter."

[MA2019] (0) 15 :

15. Classify objects into given categories of 10 or fewer; count the number of objects in each category and sort the categories by count.

a. Categorize data on Venn diagrams, pictographs, and "yes-no" charts using real objects, symbolic representations, or pictorial representations.

[MA2019] (1) 18 :

18. Determine the length of an object using non-standard units with no gaps or overlaps, expressing the length of the object with a whole number.

[MA2019] (1) 16 :

16. Organize, represent, and interpret data with up to three categories.

a. Ask and answer questions about the total number of data points in organized data.

b. Summarize data on Venn diagrams, pictographs, and "yes-no" charts using real objects, symbolic representations, or pictorial representations.

c. Determine "how many" in each category using up to three categories of data.

d. Determine "how many more" or "how many less" are in one category than in another using data organized into two or three categories.

[MA2019] (2) 17 :

17. Measure the length of an object by selecting and using standard units of measurement shown on rulers, yardsticks, meter sticks, or measuring tapes.

[MA2019] (2) 20 :

20. Measure to determine how much longer one object is than another, expressing the length difference of the two objects using standard units of length.

[MA2019] (2) 15 :

15. Measure lengths of several objects to the nearest whole unit.

a. Create a line plot where the horizontal scale is marked off in whole-number units to show the lengths of several measured objects.

[MA2019] (2) 16 :

16. Create a picture graph and bar graph to represent data with up to four categories.

a. Using information presented in a bar graph, solve simple "put-together," "take-apart," and "compare" problems.

b. Using Venn diagrams, pictographs, and "yes-no" charts, analyze data to predict an outcome.

In this lesson, students will understand that in order to grow healthy plants, soil, water, light, and air must be provided. Students will use math skills such as measurement and science process skills such as observation, comparing, and recording data.

   View Standards     Standard(s): [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.

During this lesson, students will observe and record the various effects of different durations of light on plants. Students will additionally be able to understand the common misconception that constant light on plants will result in constant growth of the plant.

This lesson was created as part of the 2016 NASA STEM Standards of Practice Project, a collaboration between the Alabama State Department of Education and NASA Marshall Space Flight Center.

   View Standards     Standard(s): [SC2015] (0) 1 :

1 ) Investigate the resulting motion of objects when forces of different strengths and directions act upon them (e.g., object being pushed, object being pulled, two objects colliding).

[SC2015] (1) 3 :

3 ) Investigate materials to determine which types allow light to pass through (e.g., transparent materials such as clear plastic wrap), allow only partial light to pass through (e.g., translucent materials such as wax paper), block light (e.g., opaque materials such as construction paper), or reflect light (e.g., shiny materials such as aluminum foil).

[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] (3) 2 :

2 ) Investigate, measure, and communicate in a graphical format how an observed pattern of motion (e.g., a child swinging in a swing, a ball rolling back and forth in a bowl, two children teetering on a see-saw, a model vehicle rolling down a ramp of varying heights, a pendulum swinging) can be used to predict the future motion of an object.

[SC2015] (4) 2 :

2 ) Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.

a. Provide evidence that heat can be produced in many ways (e.g., rubbing hands together, burning leaves) and can move from one object to another by conduction.

b. Demonstrate that different objects can absorb, reflect, and/or conduct energy.

c. Demonstrate that electric circuits require a complete loop through which an electric current can pass.

[SC2015] (5) 2 :

2 ) Investigate matter to provide mathematical evidence, including graphs, to show that regardless of the type of reaction (e.g., new substance forming due to dissolving or mixing) or change (e.g., phase change) that occurs when heating, cooling, or mixing substances, the total weight of the matter is conserved.

[SC2015] ES6 (6) 8 :

8 ) Plan and carry out investigations that demonstrate the chemical and physical processes that form rocks and cycle Earth's materials (e.g., processes of crystallization, heating and cooling, weathering, deformation, and sedimentation).

A scientific theory is a proposed description, explanation, or model of something occurring in nature. These theories have to be testable so that scientists can use the scientific method to see if they work.

The classroom resource provides a video that will introduce students to the scientific method, developing hypotheses, and collecting evidence. There is a karaoke song that students can learn to help them remember the steps in the scientific method. Students can use the information presented in this video to follow the scientific method as they plan their own investigations. There is also a short test that can be used to assess students' understanding. 

   View Standards     Standard(s): [SC2015] (0) 1 :

1 ) Investigate the resulting motion of objects when forces of different strengths and directions act upon them (e.g., object being pushed, object being pulled, two objects colliding).

[SC2015] (1) 3 :

3 ) Investigate materials to determine which types allow light to pass through (e.g., transparent materials such as clear plastic wrap), allow only partial light to pass through (e.g., translucent materials such as wax paper), block light (e.g., opaque materials such as construction paper), or reflect light (e.g., shiny materials such as aluminum foil).

[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] (3) 2 :

2 ) Investigate, measure, and communicate in a graphical format how an observed pattern of motion (e.g., a child swinging in a swing, a ball rolling back and forth in a bowl, two children teetering on a see-saw, a model vehicle rolling down a ramp of varying heights, a pendulum swinging) can be used to predict the future motion of an object.

[SC2015] (4) 2 :

2 ) Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.

a. Provide evidence that heat can be produced in many ways (e.g., rubbing hands together, burning leaves) and can move from one object to another by conduction.

b. Demonstrate that different objects can absorb, reflect, and/or conduct energy.

c. Demonstrate that electric circuits require a complete loop through which an electric current can pass.

[SC2015] (5) 2 :

2 ) Investigate matter to provide mathematical evidence, including graphs, to show that regardless of the type of reaction (e.g., new substance forming due to dissolving or mixing) or change (e.g., phase change) that occurs when heating, cooling, or mixing substances, the total weight of the matter is conserved.

[SC2015] ES6 (6) 8 :

8 ) Plan and carry out investigations that demonstrate the chemical and physical processes that form rocks and cycle Earth's materials (e.g., processes of crystallization, heating and cooling, weathering, deformation, and sedimentation).

When scientists conduct experiments, they collect data through observation and measurement. There are many different ways to measure data, but they all help ensure that scientists can collect accurate information.

The classroom resource provides a karaoke song that will describe how scientists collect data as they experiment. Students can use the information presented in this audio resource as they plan their own investigations. There is also a short test that can be used to assess students' understanding. 

   View Standards     Standard(s): [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) 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).

Soil is a layer of rock and decayed plant and animal matter that is layered above bedrock. It also contains water, air, and bacteria. In fact, the soil is packed with everything plants need to grow.

The classroom resource provides a slide show that will describe how soil is formed and its importance to living things on Earth. There is also a short test that can be used to assess students' understanding. Students can use the information presented in this resource to plan their own investigations using soil.

   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).

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

   View Standards     Standard(s): [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.

[ELA2021] (2) 30 :

30. Read and comprehend literary and informational texts.

a. State and confirm predictions about a text.

b. Use background knowledge to make connections to new text.

c. Draw conclusions based on the text.

The teacher will present an informational text from the website, ReadWorks. The students and teacher can interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can be used to introduce students to the growth needs of plants, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson. This learning activity will provide important background information before students plan and carry out their own investigation of growing plants. 

   View Standards     Standard(s): [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.

[ELA2021] (2) 4 :

4. Orally answer who, what, when, where, why, and how questions about a text or conversation, using complete sentences to provide key ideas and details.

The teacher will present an informational text from the website, ReadWorks. The students and teacher can interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can be used to introduce students to the growth needs of plants, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson. This learning activity will provide important background information before students plan and carry out their own investigation of growing plants. This resource also provides an eBook of the article with corresponding illustrations. 

   View Standards     Standard(s): [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.

[DLIT] (1) 9 :

3) Construct elements of a simple computer program in collaboration with others.

Examples: Block programming, basic robotics, unplugged programming.

[DLIT] (2) 9 :

3) Construct elements of a simple computer program using basic commands.

Examples: Digital block-based programming, basic robotics.

[DLIT] (3) 13 :

7) Test and debug a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

Examples: Sequencing cards for unplugged activities, online coding practice.

Tally Ho! Inspired by NATURE CAT, in this activity children will explore cause and effect relationships and what plants need to grow and thrive. Children will be challenged to create projects in PBS KIDS ScratchJr where they make their own plants and trees grow.

Children will learn how to use the PBS KIDS ScratchJr programming blocks to make animated stories and interactive projects. They will explore coding and computational thinking practices as they utilize technology as a tool for creativity, expression and learning with the PBS KIDS ScratchJr app.