ALEX Classroom Resource

  

Water Safari: A Photo Scavenger Hunt

  Classroom Resource Information  

Title:

 Water Safari: A Photo Scavenger Hunt

URL:

 https://aptv.pbslearningmedia.org/resource/plum14_int_watersafari/water-safari-a-photo-scavenger-hunt/

Content Source:

 PBS
Type: Interactive/Game

Overview:

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. 

Content Standard(s):
Science
SC2015 (2015)
Grade: 2
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).

NAEP Framework
NAEP Statement::
L4.1: Organisms need food, water, and air; a way to dispose of waste; and an environment in which they can live.*

NAEP Statement::
L4.2: Organisms have basic needs. Animals require air, water, and a source of energy and building material for growth and repair. Plants also require light.

NAEP Statement::
L4.3: Organisms interact and are interdependent in various ways, including providing food and shelter to one another. Organisms can survive only in environments in which their needs are met. Some interactions are beneficial; others are detrimental to the organism and other organisms.

NAEP Statement::
L4.4: When the environment changes, some plants and animals survive and reproduce; others die or move to new locations.

NAEP Statement::
L4.7: Different kinds of organisms have characteristics that enable them to survive in different environments. Individuals of the same kind differ in their characteristics, and sometimes the differences give individuals an advantage in surviving and reproducing.

Unpacked Content
Scientific And Engineering Practices:
Obtaining, Evaluating, and Communicating Information
Crosscutting Concepts: Patterns
Disciplinary Core Idea: Ecosystems: Interactions, Energy, and Dynamics
Evidence Of Student Attainment:
Students:
  • Illustrate the diversity of living things in different habitats, including both land and water.
Teacher Vocabulary:
  • Literature
  • Media
  • Diversity
  • Habitats
  • Woodland
  • Tundra
  • Desert
  • Rainforest
  • Ocean
  • River
Knowledge:
Students know:
  • Plants and animals are diverse within different habitats.
Skills:
Students are able to:
  • Obtain information from literature and other media.
  • Illustrate the different kinds of living things and the different habitats in which they can be found.
Understanding:
Students understand that:
  • There are many different kinds of living things in any area, and they exist in different places on land and in water.
AMSTI Resources:
Be sure students are aware of credible media resources when obtaining information.
AMSTI Module:
Plants and Bugs
Plant Growth and Development, STC
The Best of Bugs: Designing Hand Pollinators, EiE
Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.2.7- Participate in activities that show many different living things in different environments.
Science
SC2015 (2015)
Grade: 4
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.

NAEP Framework
NAEP Statement::
L4.4: When the environment changes, some plants and animals survive and reproduce; others die or move to new locations.

Unpacked Content
Scientific And Engineering Practices:
Engage in Argument from Evidence
Crosscutting Concepts: Systems and System Models; Structure and Function
Disciplinary Core Idea: From Molecules to Organisms: Structures and Processes
Evidence Of Student Attainment:
Students:
  • Argue from evidence to support that the internal and external structures of plants function to support survival, growth, behavior, and reproduction.
  • Argue from evidence to support that the internal and external structures of animals function to support survival, growth, behavior, and reproduction.
Teacher Vocabulary:
  • argue
  • articulate
  • evidence
  • internal
  • external
  • structure
  • survival
  • function
  • behavior
  • reproduction
Knowledge:
Students know:
  • Internal and External structures serve specific functions within plants and animals.
  • The functions of internal and external structures can support survival, growth, behavior and/or reproduction in plants and animals.
  • Different structures work together as part of a system to support survival, growth, behavior, and/or reproduction.
Skills:
Students are able to:
  • Articulate an explanation from evidence explaining how the internal and external structures of plants and animals function to support survival, growth, behavior, and reproduction.
  • Determine the strengths and weaknesses of the evidence collected, including whether or not it supports a claim about the role of internal and external structures of plants and animals in supporting survival, growth, behavior, and/or reproduction.
  • Use reasoning to connect the relevant and appropriate evidence to support an argument about the function of the internal and external structures of plants and animals.
Understanding:
Students understand that:
  • Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction.
AMSTI Resources:
AMSTI Module:
Animal Studies
Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.4.9- Identify basic parts of plants and animals.
Science
SC2015 (2015)
Grade: 4
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).

NAEP Framework
NAEP Statement::
L4.4: When the environment changes, some plants and animals survive and reproduce; others die or move to new locations.

Unpacked Content
Scientific And Engineering Practices:
Planning and Carrying out Investigations
Crosscutting Concepts: Systems and System Models
Disciplinary Core Idea: From Molecules to Organisms: Structures and Processes
Evidence Of Student Attainment:
Students:
  • Investigate different ways animals receive information through the senses.
  • Investigate different ways animals process the information they receive and how they respond to it.
Teacher Vocabulary:
  • investigate
  • evidence
  • transmit
  • perception
  • receptors
  • senses
  • sensory information
  • process
  • memories
Knowledge:
Students know:
  • Different types of sense receptors detect specific types of information within the environment.
  • Sense receptors send information about the surroundings to the brain.
  • Information that is transmitted to the brain by sense receptors can be processed immediately as perceptions of the environment and/or stored as memories.
  • Immediate perceptions or memories processed by the brain influences an animal's actions or responses to features in the environment.
Skills:
Students are able to:
  • Identify different ways animals receive, process, and respond to information.
  • Identify evidence of different ways animals receive, process, and respond to information to be investigated.
  • Plan ways to Investigate different ways animals receive, process, and respond to information.
  • Collect and communicate data of different ways animals receive, process, and respond to information.
Understanding:
Students understand that:
  • Sensory input, the brain, and behavioral output are all parts of a system that allows animals to engage in appropriate behaviors.
AMSTI Resources:
AMSTI Module:
Animal Studies
Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.4.11- Identify the sense organs and the information they receive (eyes/sight, tongue/taste, ears/hearing, skin/touch, nose/smell).
Tags: adapt, adaptations, animals, Belize, coastal, ecosystems, mangrove, plants, senses
License Type: Custom Permission Type
See Terms: https://www.pbs.org/about/about-pbs/terms-of-use/
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
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Author: Stephanie Carver
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