ALEX Learning Activity

  

Living Things Infographic

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Meghan Denson
System:Hoover City
School:Brock's Gap Intermediate School
  General Activity Information  
Activity ID: 1630
Title:
Living Things Infographic
Digital Tool/Resource:
Google Drawings
Web Address – URL:
Overview:

Students will use Google Drawings to create an infographic describing why an organism is classified as a living thing. 

This learning activity was created as a result of the Girls Engaged in Math and Science University, GEMS-U Project.
  Associated Standards and Objectives  
Content Standard(s):
Science
SC2015 (2015)
Grade: 3
5 ) Obtain and combine information to describe that organisms are classified as living things, rather than nonliving things, based on their ability to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment.

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

NAEP Statement::
L4.5: 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.

NAEP Statement::
L8.7: The number of organisms and populations an ecosystem can support depends on the biotic resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition.

Unpacked Content
Scientific And Engineering Practices:
Obtaining, Evaluating, and Communicating Information
Crosscutting Concepts: Patterns
Disciplinary Core Idea: From Molecules to Organisms: Structures and Processes
Evidence Of Student Attainment:
Students:
  • Obtain information from multiple sources and combine it to describe that organisms are classified as living things rather than nonliving things.
Teacher Vocabulary:
  • Organisms
  • Living things
  • Nonliving things
  • Growth
  • Resources
  • Reproduce
  • Stable conditions
  • Internal conditions
  • External environment
Knowledge:
Students know:
  • Resources obtained and used by living things.
  • Organisms can be classified as living things based on the following: their ability to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment.
  • The life cycles of different organisms can look different, but all follow a pattern.
Skills:
Students are able to:
  • Obtain information from a variety of resources to describe organisms that are classified as living things, rather than nonliving things.
  • Combine information to describe that organisms are classified as living things, rather than nonliving things.
Understanding:
Students understand that:
  • Patterns can be used when determining that organisms are living things.
AMSTI Resources:
AMSTI Module:
Heredity and Diversity
Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.3.5- Classify common objects as living, rather than nonliving, based on their ability to obtain and use resources, grow, reproduce, and adapt to the environment.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce authentic artifacts using digital tools using various forms of media.
  • review and revise authentic artifacts using digital tools.
Teacher Vocabulary:
  • multimedia
  • artifacts
  • Children's Online Privacy Protection Act (COPPA)
Knowledge:
Students know:
  • a variety of digital tools in which they can create or revise authentic artifacts to share their knowledge.
Skills:
Students are able to:
  • design and create authentic artifacts using approved digital tools that meet COPPA guidelines.
  • review an authentic artifact to revise with new or additional information.
Understanding:
Students understand that:
  • everyone can be an author, producer, director, etc.
    • , using digital tools.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
13) Communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains, using digital tools.

Example: Create a digital presentation to persuade school administrators to allow additional time for lunch.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains using digitial tools.
Teacher Vocabulary:
  • key ideas
  • informs
  • persuades
  • entertains
  • communicate
  • digital tools
  • collaborate
  • online environment
  • tutorial
  • artifact
Knowledge:
Students know:
  • that digital tools are available that enable them to inform others.
  • that digital tools are available that enable them to persuade others.
  • that digital tools are available that enable them to entertain others.
  • how to locate directions or tutorials for working in digitial tools.
  • that communication has a specific purpose and audience.
  • that collaboration in digital tools can occur 24/7 in various locations.
Skills:
Students are able to:
  • design communications using various digital tools that informs, persuades, and/or entertains.
  • locate and follow directions or tutorials for working with digital tools.
  • explain the purpose of an artifact they create.
  • collaborate with peers in an online environment.
Understanding:
Students understand that:
  • various digital tools are available to communicate key ideas and details.
  • directions or tutorials can be located online to assist with creation.
  • all communication has a purpose.
English Language Arts
ELA2021 (2021)
Grade: 3
R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
Unpacked Content
Teacher Vocabulary:
R5.
  • Writing process
  • Plan
  • Draft
  • Revise
  • Edit
  • Publish
  • Genres
Knowledge:
R5. Students know:
  • The writing process steps are to plan, draft, revise, edit, and publish.
  • Various genres of writing.
Skills:
R5. Students are able to:
  • Plan writings in various genres.
  • Draft writings in various genres.
  • Revise writings in various genres.
  • Edit writings in various genres.
  • Publish writings in various genres.
Understanding:
R5. Students understand that:
  • The writing process is a set of steps that make writing easier.
  • There are different categories, or genres, of writing that can be used for different purposes.
Learning Objectives:

Students will prove an organism is a living thing through the creation of an infographic. 

Students will develop 21st Century skills as they work with a peer in creating the infographic. 
  Strategies, Preparations and Variations  
Phase:
After/Explain/Elaborate
Activity:

Students will construct an infographic providing evidence that an organism is a living thing based on their ability to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment.

1. The teacher will introduce infographics to students and share examples. 

2. Teacher asks students what they notice about the infographics. Pictures, icons, facts, etc...

3. Students will work with a partner and choose an organism to focus on while creating their living thing infographic. The teacher could provide a list of possible organisms for students.

4. Students will use what they learned about living things to prove the organism is a living thing by including 4-5 facts about the organism and describing why it is considered living.

5. Students will take facts and create an infographic using Google Drawings.  

6. Students will share the infographic with the class. 
Assessment Strategies:

Students will turn in infographics as a summative assessment. The infographics are evaluated based on if students used information from multiple sources to describe that organisms are classified as living things rather than nonliving things.
Advanced Preparation:

Teachers will need to collect a sample of infographics to share with students and be able to share with students why infographics are created. 

Google Drawings is a Google tool for education that allows students to create work using text boxes, images, word art, etc. It is similar to Microsoft Publisher but with more freedom. Students can add text boxes and images anywhere on the paper and create one-of-a-kind drawings. Click on the link for a How-To of using Google Drawings: https://support.google.com/docs/answer/179740?co=GENIE.Platform%3DDesktop&hl=en

Students should understand that infographics are created to inform readers about a certain topic or subject. 

Google Drawing will require a Google/Gmail account. 
Variation Tips (optional):

Students can complete the activity with a partner or with a group. It is recommended that groups include three to four students each. With Google Drawings sharing capabilities, all students can be working and editing the same document at the same time. 
Notes or Recommendations (optional):
 
  Keywords and Search Tags  
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