ALEX Classroom Resources

   View Standards     Standard(s): [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] (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] (5) 8 :

8 ) Defend the position that plants obtain materials needed for growth primarily from air and water.

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9 ) Construct an illustration to explain how plants use light energy to convert carbon dioxide and water into a storable fuel, carbohydrates, and a waste product, oxygen, during the process of photosynthesis.

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

Join Steve Trash for a deep dive into the world of plants. Learn what goes on inside plants, how they turn sunlight into energy, and why they are SO important. After that, explore how sound moves from one place to another as Steve demonstrates the secrets of sound waves.

   View Standards     Standard(s): [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.

In these Hero Elementary activities, children learn about plant parts. As they observe different plants, they notice how the parts are alike and not alike. They compare plant parts and notice patterns. Children gather and record information about the parts of plants. They describe how the parts work to help plants live and grow.

   View Standards     Standard(s): [SC2015] (2) 7 :

7 ) Obtain information from literature and other media to illustrate that there are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).

[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) 11 :

11 ) Investigate different ways animals receive information through the senses, process that information, and respond to it in different ways (e.g., skunks lifting tails and spraying an odor when threatened, dogs moving ears when reacting to sound, snakes coiling or striking when sensing vibrations).

Players are challenged to complete a series of missions to photograph mountain plants and animals in the Canadian Rockies, in this interactive game from PLUM LANDING™. Through the clues that Plum provides, players learn about mountain ecosystems, the plants and animals living there, and how they are adapted to mountain life. 

   View Standards     Standard(s): [SC2015] (2) 7 :

7 ) Obtain information from literature and other media to illustrate that there are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).

[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) 11 :

11 ) Investigate different ways animals receive information through the senses, process that information, and respond to it in different ways (e.g., skunks lifting tails and spraying an odor when threatened, dogs moving ears when reacting to sound, snakes coiling or striking when sensing vibrations).

Players are challenged to complete a series of missions to photograph rainforest plants and animals in Borneo, in this interactive game from PLUM LANDING™. Through the clues that Plum provides, players learn about rainforest ecosystems, the plants and animals living there, and how they are adapted to rainforest life. 

   View Standards     Standard(s): [SC2015] (2) 7 :

7 ) Obtain information from literature and other media to illustrate that there are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).

[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) 11 :

11 ) Investigate different ways animals receive information through the senses, process that information, and respond to it in different ways (e.g., skunks lifting tails and spraying an odor when threatened, dogs moving ears when reacting to sound, snakes coiling or striking when sensing vibrations).

Players are challenged to complete a series of missions to photograph desert plants and animals in the Australian outback, in this interactive game from PLUM LANDING™. Through the clues that Plum provides, players learn about desert ecosystems, the plants and animals living there, and how they are adapted to desert life.

   View Standards     Standard(s): [SC2015] (2) 7 :

7 ) Obtain information from literature and other media to illustrate that there are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).

[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) 11 :

11 ) Investigate different ways animals receive information through the senses, process that information, and respond to it in different ways (e.g., skunks lifting tails and spraying an odor when threatened, dogs moving ears when reacting to sound, snakes coiling or striking when sensing vibrations).

Players are challenged to complete a series of missions to photograph coastal mangrove plants and animals in Belize, in this interactive game from PLUM LANDING™. Through the clues that Plum provides, players learn about coastal ecosystems, the plants and animals living there, and how they are adapted to coastal life. 

   View Standards     Standard(s): [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.

The shape of a bird's beak says a lot about what the bird eats. Whether long or short, broad or narrow, each type of beak is perfectly matched to a particular type of food. This collection of images shows a wide range of beak types and the kinds of food each might be used to eat.

   View Standards     Standard(s): [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.

Baby animals have been captured and it is up to the Kratts to use their knowledge of animals and power suits to rescue the creatures. Players will figure out which powersuits are needed to get through the maze.

   View Standards     Standard(s): [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) 10 :

10 ) Obtain and communicate information explaining that humans have systems that interact with one another for digestion, respiration, circulation, excretion, movement, control, coordination, and protection from disease.

The ear is specially designed to change sound waves into signals the brain can understand, allowing you to hear. That is not all they do, though. Your ears also help you balance!

This classroom resource provides a video that will describe the structures of the ear and how they work together to allow us to hear. After utilizing this resource, the students can complete the short test to assess their understanding. 

   View Standards     Standard(s): [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.

Investigate a prairie inhabitant—the bee. Students gather information about a bee’s internal and external parts and use this information as evidence to make a claim about how the bee’s internal and external parts work together as a system to ensure survival. The lesson supports diversity, equity, inclusion, and accessibility by focusing on an insect familiar to learners in most environments and providing contextual definitions for vocabulary as well as illustrations and video, helping learners from areas without prairie to engage with and understand the lesson.

This NET Nebraska student lesson uses the photographs, observation notes, and online blog from the Nature Conservancy’s Science Director, Chris Helzer. Helzer's photography is featured in his book, Hidden Prairie: Photographing Life in One Square Meter.

   View Standards     Standard(s): [SC2015] (2) 6 :

6 ) Design and construct models to simulate how animals disperse seeds or pollinate plants (e.g., animals brushing fur against seed pods and seeds falling off in other areas, birds and bees extracting nectar from flowers and transferring pollen from one plant to another).*

[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.

In this lesson, students will examine the various parts of flowers through the use of dissection. At the end of the lesson, students will play a quick game of pollinator tag to help students understand how pollination works.

   View Standards     Standard(s): [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.

Roots do more than just draw water and nutrients into a plant. They also anchor it to the ground. Stems help distribute water and nutrients all over the plant and also support the plant’s leaves and flowers.

This resource presents a short slide show about the function of roots and stems in plants. After utilizing this resource, the students can complete the short test to assess their understanding.

   View Standards     Standard(s): [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] LSC7 (7) 10 :

10 ) Use evidence and scientific reasoning to explain how characteristic animal behaviors (e.g., building nests to protect young from cold, herding to protect young from predators, attracting mates for breeding by producing special sounds and displaying colorful plumage, transferring pollen or seeds to create conditions for seed germination and growth) and specialized plant structures (e.g., flower brightness, nectar, and odor attracting birds that transfer pollen; hard outer shells on seeds providing protection prior to germination) affect the probability of successful reproduction of both animals and plants.

Gymnosperms are the oldest seed-bearing plants. There are four types of gymnosperms: gnetophytes, cycads, conifers, and ginkgos. Learn about gymnosperms’ distinctive appearance and unique life cycle here.

The classroom resource provides a video that will describe the function of seeds in seed-bearing plants. After utilizing this resources, the students can complete the short test to assess their understanding.

   View Standards     Standard(s): [SC2015] (3) 6 :

6 ) Create representations to explain the unique and diverse life cycles of organisms other than humans (e.g., flowering plants, frogs, butterflies), including commonalities such as birth, growth, reproduction, and death.

[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.

Mosses and ferns fall into two types: vascular and non-vascular. Vascular means they have tubes running throughout that can carry water and nutrients. Non-vascular plants, like liverworts, do not have tubes, so they are much smaller.

This resource presents a short slide show about the reproduction of mosses and ferns, which use spores to reproduce. After utilizing this resource, the students can complete the short test to assess their understanding. 

   View Standards     Standard(s): [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] LSC7 (7) 10 :

10 ) Use evidence and scientific reasoning to explain how characteristic animal behaviors (e.g., building nests to protect young from cold, herding to protect young from predators, attracting mates for breeding by producing special sounds and displaying colorful plumage, transferring pollen or seeds to create conditions for seed germination and growth) and specialized plant structures (e.g., flower brightness, nectar, and odor attracting birds that transfer pollen; hard outer shells on seeds providing protection prior to germination) affect the probability of successful reproduction of both animals and plants.

Plants produce seeds in order to reproduce. Gymnosperm seeds develop in cones, and angiosperm seeds develop in fruit. When a seed is fertilized, in the right conditions, it will germinate, starting the life of a new plant!

The classroom resource provides a video that will describe the process of reproduction in plants with seeds. After utilizing this resource, the students can complete the short test to assess their understanding.

   View Standards     Standard(s): [SC2015] (3) 6 :

6 ) Create representations to explain the unique and diverse life cycles of organisms other than humans (e.g., flowering plants, frogs, butterflies), including commonalities such as birth, growth, reproduction, and death.

[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] LSC7 (7) 10 :

10 ) Use evidence and scientific reasoning to explain how characteristic animal behaviors (e.g., building nests to protect young from cold, herding to protect young from predators, attracting mates for breeding by producing special sounds and displaying colorful plumage, transferring pollen or seeds to create conditions for seed germination and growth) and specialized plant structures (e.g., flower brightness, nectar, and odor attracting birds that transfer pollen; hard outer shells on seeds providing protection prior to germination) affect the probability of successful reproduction of both animals and plants.

Angiosperm plants reproduce by producing seeds inside a flower. There are two kinds of angiosperms: monocotyledons and dicotyledons.

The classroom resource provides a video that will describe the process of reproduction of flowering plants. After utilizing this resource, the students can complete the short test to assess their understanding.

   View Standards     Standard(s): [SC2015] (3) 6 :

6 ) Create representations to explain the unique and diverse life cycles of organisms other than humans (e.g., flowering plants, frogs, butterflies), including commonalities such as birth, growth, reproduction, and death.

[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] LSC7 (7) 10 :

10 ) Use evidence and scientific reasoning to explain how characteristic animal behaviors (e.g., building nests to protect young from cold, herding to protect young from predators, attracting mates for breeding by producing special sounds and displaying colorful plumage, transferring pollen or seeds to create conditions for seed germination and growth) and specialized plant structures (e.g., flower brightness, nectar, and odor attracting birds that transfer pollen; hard outer shells on seeds providing protection prior to germination) affect the probability of successful reproduction of both animals and plants.

Plants that reproduce without seeds use several different methods, like budding, plant runners, and spores.

This resource presents a short slide show about the process of reproduction in plants that do not have seeds. After utilizing this resource, the students can complete the short test to assess their understanding. 

   View Standards     Standard(s): [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) 11 :

11 ) Investigate different ways animals receive information through the senses, process that information, and respond to it in different ways (e.g., skunks lifting tails and spraying an odor when threatened, dogs moving ears when reacting to sound, snakes coiling or striking when sensing vibrations).

In this activity, students make a meerkat model while identifying unique body characteristics. Students learn how adaptations are crucial to a meerkat's survival.

   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).

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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.