ALEX Resources

   View Standards     Standard(s): [SC2015] ENVS (9-12) 6 :

6 ) Obtain, evaluate, and communicate information to describe how human activity may affect biodiversity and genetic variation of organisms, including threatened and endangered species.

[SC2015] BIOL (9-12) 15 :

15 ) Engage in argument from evidence (e.g., mathematical models such as distribution graphs) to explain how the diversity of organisms is affected by overpopulation of species, variation due to genetic mutations, and competition for limited resources.

[LIT2010] WRI (9-10) 5 :

5 ) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

[LIT2010] WRI (9-10) 4 :

4 ) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

[SC2015] BIOL (9-12) 13 :

13 ) Obtain, evaluate, and communicate information to explain how organisms are classified by physical characteristics, organized into levels of taxonomy, and identified by binomial nomenclature (e.g., taxonomic classification, dichotomous keys).

a. Engage in argument to justify the grouping of viruses in a category separate from living things.

[LIT2010] SCI (9-10) 2 :

2 ) Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

Students research and create a brochure project on an endangered species of their choice integrating aspects of math, science, social studies, art, reading and writing. This project allows the students to make connections across the curriculum. Students present their ideas to a group of peers persuading the group to help save or become interested in helping the endangered species. Students are also encouraged to make connections between the activities of the human population and their effect on the natural world. 

This lesson results from a collaboration between the Alabama State Department of Education and ASTA.

   View Standards     Standard(s): [SC2015] BIOL (9-12) 13 :

13 ) Obtain, evaluate, and communicate information to explain how organisms are classified by physical characteristics, organized into levels of taxonomy, and identified by binomial nomenclature (e.g., taxonomic classification, dichotomous keys).

a. Engage in argument to justify the grouping of viruses in a category separate from living things.

In this hands-on activity, the students will become Linnaeus by dividing into groups to create their own "Six Kingdom" classification system using various types of fasteners.  They will group the fasteners based on similar characteristics and divide them into domains, kingdoms, phyla, classes, orders, families, genera, and species. They will also have to "name" each taxon for their classification system as well as give the scientific name for each "species" of a fastener.  

This lesson results from a collaboration between the Alabama State Department of Education and ASTA.

   View Standards     Standard(s): [SC2015] BIOL (9-12) 13 :

13 ) Obtain, evaluate, and communicate information to explain how organisms are classified by physical characteristics, organized into levels of taxonomy, and identified by binomial nomenclature (e.g., taxonomic classification, dichotomous keys).

a. Engage in argument to justify the grouping of viruses in a category separate from living things.

Students will view a short video on the characteristics of living things and apply that knowledge to various example prompts in a Claim-Evidence-Reasoning format. 

This activity results from the ALEX Resource Development Summit.

   View Standards     Standard(s): [SC2015] BIOL (9-12) 13 :

13 ) Obtain, evaluate, and communicate information to explain how organisms are classified by physical characteristics, organized into levels of taxonomy, and identified by binomial nomenclature (e.g., taxonomic classification, dichotomous keys).

a. Engage in argument to justify the grouping of viruses in a category separate from living things.

Students will analyze viruses based on current knowledge and characteristics of living things. Students will create a Claim-Evidence-Reasoning to argue from evidence. 

This activity follows the "Characteristics of Living Things" Activity. 

This activity resulted from the ALEX Resource Development Summit. 

   View Standards     Standard(s): [SC2015] BIOL (9-12) 13 :

13 ) Obtain, evaluate, and communicate information to explain how organisms are classified by physical characteristics, organized into levels of taxonomy, and identified by binomial nomenclature (e.g., taxonomic classification, dichotomous keys).

a. Engage in argument to justify the grouping of viruses in a category separate from living things.

In this lesson, students explore how scientists classify living organisms, then gather information about five of the main categories of microbes: bacteria, viruses, fungi, protozoa, and algae, and contrast the term microbes with systems of scientific classification to show how it is distinct and that microbes are found across the tree of life.