ALEX | Alabama Learning Exchange

Flowers StudyJam

Classroom Resource Information

Title:

Flowers StudyJam

URL:

https://studyjams.scholastic.com/studyjams/jams/science/plants/flowers.htm

Content Source:

Other
http://studyjams.scholastic.com/

Type:

Audio/Video

Overview:

Flowering plants have many parts that are required for reproduction. These parts, including the stamen, pistil, and ovary, work together to make seeds through the process of fertilization.

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

Content Standard(s):

Science
SC2015 (2015)
Grade: 3

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.

NAEP Framework

NAEP Statement::
L4.5: Plants and animals have life cycles. Both plants and animals begin life and develop into adults, reproduce, and eventually die. The details of this life cycle are different for different organisms.

Unpacked Content

Scientific And Engineering Practices:

Developing and Using Models

Crosscutting Concepts: Patterns

Disciplinary Core Idea: From Molecules to Organisms: Structures and Processes

Evidence Of Student Attainment:

Students:

Create representations to explain the unique life cycles of organisms other than humans.
Create representations to explain the diverse life cycles of organisms other than humans.
Identify relevant components (organisms, birth, growth, reproduction, and death) of their representations.
Describe relationships between components in their representations.

Teacher Vocabulary:

Create
Explain
Representations
Unique
Diverse
Commonalities
Life cycles
Organisms
Birth
Growth
Reproduction
Death

Knowledge:

Students know:

Organisms are born, grow, reproduce and die in a pattern known as a life cycle.
Organisms have unique and diverse life cycles.
An organism can be classified as either a plant or an animal.
There is a causal direction of the cycle (e.g., without birth, there is no growth; without reproduction, there are no births).

Skills:

Students are able to:

Create representations to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
Explain the unique and diverse life cycles of organisms other than humans.
Explain commonalities of organisms such as birth, growth, reproduction, and death.

Understanding:

Students understand that:

Patterns of change can be used to make predictions about the unique life cycles of organisms.

AMSTI Resources:

AMSTI Module:
Heredity and Diversity

Alabama Alternate Achievement Standards

AAS Standard:
SCI.AAS.3.6- Observe and recognize the major stages (birth, growth, reproduction, and death) in the life cycles of organisms other than humans (e.g., flowering plants, frogs, butterflies).

Science
SC2015 (2015)
Grade: 7
Life Science

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.

Unpacked Content

Scientific And Engineering Practices:

Constructing Explanations and Designing Solutions

Crosscutting Concepts: Cause and Effect

Disciplinary Core Idea: Ecosystems: Interactions, Energy, and Dynamics

Evidence Of Student Attainment:

Students:

Make a claim to support a given explanation including the idea that characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.

Teacher Vocabulary:

Evidence
Cause and effect
Scientific Reasoning
Characteristics
Behaviors
Specialization
Probability
Reproduction
Validity
Reliability
Relevance

Knowledge:

Students know:

Animals engage in characteristic behaviors that increase the odds of reproduction.
Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction.

Skills:

Students are able to:

Make a claim to support a given explanation of a phenomenon, including the idea that characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
dentify the given evidence that supports the claim (e.g., evidence from data and scientific literature).
Evaluate the evidence and identify the strengths and weaknesses of the evidence used to support the claim.
Use reasoning to connect the appropriate evidence to the claim, using oral or written arguments.

Understanding:

Students understand that:

Many characteristics and behaviors of animals and plants increase the likelihood of successful reproduction.
Animal behavior plays a role in the likelihood of successful reproduction in plants.
Because successful reproduction has several causes and contributing factors, the cause and effect relationships between any of these characteristics and reproductive likelihood can be accurately reflected only in terms of probability.

AMSTI Resources:

AMSTI Module:
Investigating Biodiversity and Interdependence
Studying the Development and Reproduction of Organisms

Tags:

fertilization, flowers, life cycle, ovary, petal, pistil, plant reproduction, pollinate, seeds, stamen

License Type:

Custom Permission Type
See Terms: http://www.scholastic.com/terms.htm
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

Accessibility

Comments

The test may be completed as a whole group or independently on student devices.

This resource provided by:

Author:

Hannah Bradley

ALEX Classroom Resource

Flowers StudyJam