B. Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms.
Code | Description |
SC.4.L.16.1: | Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination. |
SC.4.L.16.2: | Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment. |
SC.4.L.16.3: | Recognize that animal behaviors may be shaped by heredity and learning. |
SC.4.L.16.4: | Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and nonflowering seed-bearing plants. |
Access Point Number | Access Point Title |
SC.4.L.16.In.1: | Identify that insects spread pollen to help flowering plants make seeds. |
SC.4.L.16.In.2: | Identify behaviors that animals have naturally (inherit) and behaviors that animals learn. |
SC.4.L.16.In.3: | Identify similarities in the major stages in the life cycles of common Florida plants and animals. |
Access Point Number | Access Point Title |
SC.4.L.16.Su.1: | Recognize that many flowering plants grow from their own seeds. |
SC.4.L.16.Su.2: | Recognize behaviors of common animals. |
SC.4.L.16.Su.2: | Recognize behaviors of common animals. |
SC.4.L.16.Su.3: | Recognize the major stages in life cycles of common plants and animals. |
Access Point Number | Access Point Title |
SC.4.L.16.Pa.1: | Recognize that many plants have flowers and leaves. |
SC.4.L.16.Pa.2: | Recognize similarities between self and parents. |
SC.4.L.16.Pa.3: | Match offspring of animals with parents. |
Name | Description |
Did I Know How to Wink, Or Did My Parents Teach Me? Part 2 - Learned Behaviors: | Explore learned animal behaviors and the differences between hereditary and learned behaviors in this interactive tutorial. This is part 2 of a two-part series. Click to open Part 1, which focuses on hereditary behaviors in animals. |
Did I Know How to Blink, Or Did My Parents Teach Me? – Part 1 Hereditary Behaviors: | Learn how animal behaviors may be shaped by heredity and learning and how to distinguish between the two types of behavior in this interactive tutorial. |
Animal Traits: | Explore animal traits and how they gain them as you complete this interactive tutorial. |
Plant Traits: | Explore how traits of plants are affected by parents and the outside world in this interactive tutorial. |
The Life Cycles of Florida Plants: | Explore the life cycle of different Florida seed plants: the longleaf pine and the orange tree. |
The Life Cycles of Florida Animals: | Explore the life cycles of animals including simple, complete metamorphosis and incomplete metamorphosis in this interactive tutorial. |
A Plant's Life: | Follow the steps of the life cycle of flowering plants in this interactive tutorial. |
Name | Description |
What Is It Like Where You Live?: | This site offers an abundance of information on Earth's biomes (rainforest, tundra, taiga, desert, temperate, and grasslands), as well as marine and freshwater ecosystems. The site features relevant facts, pictures, maps, indigenous plants and animals, additional links, and much more. This resource is a wonderful reference, not a lesson plan. Teachers will need to provide an objective and structure for student interaction with the website. |
Name | Description |
A Whale's Tale: |
This lesson covers:
|
We All Need Trees: | Students are often surprised to learn how many different products we get from trees. Use this activity to help your students learn just how much we depend on trees in our daily lives. |
BUGS...Food Of The Future?: | In this Model-Eliciting Activity (MEA), students will work in groups to develop a procedure to rank which insect would be the best bug to farm for human consumption in the USA. Students will consider factors such as nutritional value, length of insect life cycle, stage of life cycle the insect can be served, notes from chefs, customer tasting notes, level of difficulty to farm, and price. This MEA allows students to apply scientific content, metamorphosis, in a real world application, while developing high-level problem solving skills. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
Glow Kitty, Glow!: | This lesson studies the emerging science of using glow technology (phosphorescence and fluorescence) to improve the well-being of living things. Students will be introduced to the Glow Kitten and other animals that are naturally bioluminescent or have been modified by human impact. Then students will take part in their own investigation and create a glowing carnation while considering ways this technology can be used in their own lives. Along the way, students will research books, articles, and websites and use journal entries to record their learning. Finally, students will create their own advertisement highlighting their glowing carnation and its amazing uses! |
Dissect It!: | After dissecting a flower(s), the students will be able to identify the parts necessary for pollination, or reproduction of flowering plants. They will also make comparisons and find patterns in nature, leading them to the understanding of the processes of sexual reproduction in flowering plants, including pollination and fertilization (seed production). |
Pollinators: | In this Model Eliciting Activity (MEA), students will be gien an engineering problem in which they must work as a team to design a procedure to select the best pollinator for certain situations.
|
Pollination: | Information, pictures, videos, a song, and lesson plans all about pollination. Lesson plans cover making models of flowers and pollinators, hand pollinating real flowers, and classifying flowers by the pollinators they attract. |
Honey Bee Human--an Engineering Design Challenge: | This Engineering Design Challenge is intended to help students apply the concepts of pollination as they design an apparatus that will pollinate a field. It is not intended as an initial introduction to this benchmark. In this Engineering Design Challenge, students will make a 2-dimensional model (a graphic illustration) rather than build a prototype. |
Exploring Plants: | Students will be introduced to the study of plants in this lesson. First they will sprout bean seeds on moistened paper towels, then make drawings and measurements of their growth. They will watch time-lapse videos that illustrate a plant's major growth stages. Another clip covers fruits and asks students to consider how their seeds are spread. They will gather seeds by walking outside with an old sock over one of their shoes, then plant their sock to observe the resulting plants. |
Have I Morphed Yet?: | In this sequence of observations, students will observe the life cycles of butterflies, darkling beetles, preying mantises, and grasshoppers to compare and contrast complete metamorphosis (butterflies and darkling beetles) and incomplete metamorphosis (preying mantis, grasshoppers, termites). |
Caution! School's a Zoo!: | This is a fun science lesson that teaches children about inherited animal behaviors through observation and direct instruction. Students then use their new skills to write a news article explaining what school might be like if teachers or students had different inherited and learned behaviors. This lesson can be integrated into reading and includes an opportunity for writing across the curriculum. |
Everglades Pollination Contest: | In this Model-Eliciting Activity, students act as contest participants to determine the best flower to introduce to the Everglades for pollinators including those that are blind. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
Name | Description |
What's for Dinner? SeaWorld Classroom Activity: | In this activity, the students will gain an understanding of animal interaction and the role of camouflage in the dynamics of an ecosystem. |
Seed Dispersal: | People plant some seeds, but most plants don't rely on people. Plants rely on animals and wind and water to help scatter their seeds. This site has great resources on seed dispersal. |
Bird Beaks: | This lesson focuses on bird beaks, exploring the relationship between a bird's beak and its ability to find food and survive in a given environment. |
Jump or Be Lunch! SeaWorld Classroom Activity: | Students will predict how high they can jump and then compare the height of their jumps to how high a rockhopper penguin can jump out of the water. They will practice mathematical skills for determining averages. |
Specialized Structures and Environments: | This investigation will show students specialization in species as it applies to heredity and adaptation of species to their given environment. |
Name | Description |
Metamorphosis: | This informational text resource is intended to support reading in the content area. This article describes the complete and incomplete metamorphosis stages. |
Biology of Plants: | Younger students can learn about plant biology. Topics include characteristics of living things, germination and growth, the basic parts of plants, photosynthesis, reproduction, and ecological adaptations of plants. The information presented can also be ordered as a video. |
Name | Description |
Plants Parts and Life Cycles: | In this unit, students learn about various plants, their parts, their life cycles, and the importance of bees in plant reproduction. |
Pollination: | The students will identify the plant parts involved in reproduction, identify the animal (bee) structures involved in pollination, and demonstrate how pollen moves from the male stamen to the female stigma. |
Name | Description |
Plants in Motion - Sunflower germination light/dark: | This is a short time-lapse video of sunflower seeds germinating in either light or dark conditions. Different patterns of growth are observable. Includes descriptions of what is being seen. |
Sock Seeds: | This video clip presents a fun experiment: wear an old sock over your shoe and then take a walk through a grassy or weedy field or forest, and finally plant the sock to see what grows from it. This experiment sheds some light on the local plant species and also helps teach the evolutionary strategies plants take advantage of to disperse seeds. A background essay provides some very helpful information about seed dispersal as well and discussion questions help sum it all up. |
Soybean growth rate response to touch: | A time-lapse video showing differential growth rates for touch-treated seedlings and control seedlings. This would be appropriate for lessons about plant growth responses to environmental stress and graphing growth rate. Plants were grown in a vermiculite soilless medium with calcium-enhanced water. No other minerals or nutrients were used. Plants were grown in a dark room with specially-filtered green light. The plants did not grow by cellular reproduction but only by expansion of existing cells in the hypocotyl region below the 'hook'. |
Name | Description |
What's It Like Where You Live?: | The website gives great information on the different biomes and ecosystems of the world. |
Title | Description |
Did I Know How to Wink, Or Did My Parents Teach Me? Part 2 - Learned Behaviors: | Explore learned animal behaviors and the differences between hereditary and learned behaviors in this interactive tutorial. This is part 2 of a two-part series. Click to open Part 1, which focuses on hereditary behaviors in animals. |
Did I Know How to Blink, Or Did My Parents Teach Me? – Part 1 Hereditary Behaviors: | Learn how animal behaviors may be shaped by heredity and learning and how to distinguish between the two types of behavior in this interactive tutorial. |
Animal Traits: | Explore animal traits and how they gain them as you complete this interactive tutorial. |
Plant Traits: | Explore how traits of plants are affected by parents and the outside world in this interactive tutorial. |
The Life Cycles of Florida Plants: | Explore the life cycle of different Florida seed plants: the longleaf pine and the orange tree. |
The Life Cycles of Florida Animals: | Explore the life cycles of animals including simple, complete metamorphosis and incomplete metamorphosis in this interactive tutorial. |
A Plant's Life: | Follow the steps of the life cycle of flowering plants in this interactive tutorial. |
Title | Description |
Sock Seeds: | This video clip presents a fun experiment: wear an old sock over your shoe and then take a walk through a grassy or weedy field or forest, and finally plant the sock to see what grows from it. This experiment sheds some light on the local plant species and also helps teach the evolutionary strategies plants take advantage of to disperse seeds. A background essay provides some very helpful information about seed dispersal as well and discussion questions help sum it all up. |
Title | Description |
What's It Like Where You Live?: | The website gives great information on the different biomes and ecosystems of the world. |