ALEX Resources

   View Standards     Standard(s): [SC2015] LSC7 (7) 6 :

6 ) Analyze and interpret data to provide evidence regarding how resource availability impacts individual organisms as well as populations of organisms within an ecosystem.

[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).

Humans heavily rely on a wide variety of living and non-living things. This 7^th grade life science education module is designed to provide a unique approach to learning what is actually considered dead or alive, and how we interact differently with living and non-living things.  This lesson plan is designed with the “student in mind”, and our goal is to reach all the various learning styles.  It will meet the students where they are and assist them in understanding a new scientific concept. Alexandria Bufford-Tuskegee University, helped with the experiment write-up and testing. Gerald Griffin-Hope College, and De'Shayla Chappell, Adrinece Beard, Angela Player-Tuskegee University produced the "bacteria vs viruses" powerpoint. 

   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.