ALEX Resources

   View Standards     Standard(s): [SC2015] (3) 12 :

12 ) Evaluate engineered solutions to a problem created by environmental changes and any resulting impacts on the types and density of plant and animal populations living in the environment (e.g., replanting of sea oats in coastal areas due to destruction by hurricanes, creating property development restrictions in vacation areas to reduce displacement and loss of native animal populations).*

Students will be exposed to an engineered solution to the current issue of excessive algae growth that is inhibiting the health of Staghorn and Elkhorn coral populations. Students will then use their knowledge, as well as conduct research, that would allow them to aid in the effort to protect this crucial living element to the oceanic environment. Students will collaborate with their group to apply their knowledge and create an Animoto presentation that consists of at least five slides.

This lesson results from the ALEX Resource Gap Project.

   View Standards     Standard(s): [SC2015] (0) 3 :

3 ) Distinguish between living and nonliving things and verify what living things need to survive (e.g., animals needing food, water, and air; plants needing nutrients, water, sunlight, and air).

[SC2015] (0) 6 :

6 ) Identify and plan possible solutions (e.g., reducing, reusing, recycling) to lessen the human impact on the local environment.*

[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] (3) 12 :

12 ) Evaluate engineered solutions to a problem created by environmental changes and any resulting impacts on the types and density of plant and animal populations living in the environment (e.g., replanting of sea oats in coastal areas due to destruction by hurricanes, creating property development restrictions in vacation areas to reduce displacement and loss of native animal populations).*

[SC2015] (5) 16 :

16 ) Collect and organize scientific ideas that individuals and communities can use to protect Earth's natural resources and its environment (e.g., terracing land to prevent soil erosion, utilizing no-till farming to improve soil fertility, regulating emissions from factories and automobiles to reduce air pollution, recycling to reduce overuse of landfill areas).

[DLIT] (3) 24 :

18) Identify a broad range of digital devices, the services they provide, and appropriate uses for them.

Examples: Computers, smartphones, tablets, robots, e-textiles, driving directions apps that access remote map services, digital personal assistants that access remote information services.

Steve Trash teaches kids about science with fun and magic. The show is filmed in Alabama.

Steve shares all sorts of magical ideas about wildlife and the wild critters, why they're important, and what things people need to do to protect them. Then, Steve explores the world of robots. What exactly IS a robot? What do robots do? Can robots think? Watch and find out!

   View Standards     Standard(s): [SC2015] (3) 12 :

12 ) Evaluate engineered solutions to a problem created by environmental changes and any resulting impacts on the types and density of plant and animal populations living in the environment (e.g., replanting of sea oats in coastal areas due to destruction by hurricanes, creating property development restrictions in vacation areas to reduce displacement and loss of native animal populations).*

Read like a detective and solve a BIG problem on the island of Sumatra where man and Asian elephants struggle to live together and get along. The elephants are destroying all the farmland. This self-paced lesson is interesting for all ages (and the BIG solution at the end may surprise you.)

   View Standards     Standard(s): [SC2015] (3) 12 :

12 ) Evaluate engineered solutions to a problem created by environmental changes and any resulting impacts on the types and density of plant and animal populations living in the environment (e.g., replanting of sea oats in coastal areas due to destruction by hurricanes, creating property development restrictions in vacation areas to reduce displacement and loss of native animal populations).*

In this lesson, students are introduced to the 2010 Gulf of Mexico oil spill. Through a hands-on simulation, students explore how birds are affected by oil and how wildlife rescuers help oiled birds.