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) 14 :

14 ) Analyze and interpret data to evaluate adaptations resulting from natural and artificial selection that may cause changes in populations over time (e.g., antibiotic-resistant bacteria, beak types, peppered moths, pest-resistant crops).

[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.

In the urban dictionary, “on fleek” is currently a popular slang term that describes something that is  “flawlessly styled or groomed.”  In this lesson, the students will explore the concept of evolution by using their engineering skills to “build” various bird beaks that are “flawlessly styled,” or “on fleek,” for capturing different types of food.  Finally, the students will use argument-driven inquiry to design an experiment and use claim, evidence, and reasoning to justify which “bird” is best adapted to survive during conditions of limited resources.

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