Embedded Files
Every time you finish a STEM lesson:
Every time you finish a STEM lesson:
Please click on the Reflection link to let me know how you've been staying curious! Reflection Link
Feel free to send a picture of your lesson to my email at susan.anderson@boone.kyschools.us
Keep scrolling down for our lessons!
Keep scrolling down for our lessons!
Unit 6: Structures and Function
Unit 6: Structures and Function
Key Essential Questions:
How do internal and external structures support the survival, growth, behavior and reproduction of plants and animals?
Transfer Goals - Students will be able to use their learning to:
Construct an argument with evidence, data, and or a model [that plants and animals have internal and external structures that function to support a specific purpose.
Describe a system [within a living organism] in terms of components and their interactions.
March 16 - 20
March 16 - 20
Structure and Function of Plants -
Structure and Function of Plants -
"How do internal and external structures support the survival, growth, behavior and reproduction?"
"How do internal and external structures support the survival, growth, behavior and reproduction?"
During our last class we looked at a model of an eye which is a structure and how it functions. Moving forward we will discuss how some animals can see in the dark. Follow the link below for the Mystery Science lesson. You will not have all of the materials that you will need so make sure to watch the ending video that wraps up the lesson.
During our last class we looked at a model of an eye which is a structure and how it functions. Moving forward we will discuss how some animals can see in the dark. Follow the link below for the Mystery Science lesson. You will not have all of the materials that you will need so make sure to watch the ending video that wraps up the lesson.
Lesson 3 "How Can Some Animals see in the Dark?"
Lesson 3 "How Can Some Animals see in the Dark?"
Next Generation Science Standard: 4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Next Generation Science Standard: 4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
March 23 - 27
March 23 - 27
Engineering Design Challenge
Engineering Design Challenge
With last week's lesson, you learned about the function of the eye and how animals can see in the dark. Let's move inside organisms and take a look at animal skeletons. The activity calls for printing the pictures but you can just look at them without printing. You can also try illustrating a few instead. The activity also says that you need pretzels, but you can use anything. String, rubber bands, paper - just use your imagination.
With last week's lesson, you learned about the function of the eye and how animals can see in the dark. Let's move inside organisms and take a look at animal skeletons. The activity calls for printing the pictures but you can just look at them without printing. You can also try illustrating a few instead. The activity also says that you need pretzels, but you can use anything. String, rubber bands, paper - just use your imagination.
Learning about structure helps us understand how bones function together to protect soft tissues and why different creatures move in different ways (walking on two legs or four legs, hopping, etc.). Click on the link below for more information.
Learning about structure helps us understand how bones function together to protect soft tissues and why different creatures move in different ways (walking on two legs or four legs, hopping, etc.). Click on the link below for more information.
Next Generation Science Standard: 4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Next Generation Science Standard: 4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
March 30 - April 3
March 30 - April 3
Take this week to catch up on your lessons and make sure you check out the links to the Mystery Science Mini-Lessons. Mystery Doug is waiting for you! Don't forget to stay curious over spring break!
Take this week to catch up on your lessons and make sure you check out the links to the Mystery Science Mini-Lessons. Mystery Doug is waiting for you! Don't forget to stay curious over spring break!
April 17 - Unified Arts Enrichment Friday
April 17 - Unified Arts Enrichment Friday
April 24 - Unified Arts Enrichment Friday
April 24 - Unified Arts Enrichment Friday
May 1 - Unified Arts Enrichment Friday
May 1 - Unified Arts Enrichment Friday
May 4 - 13
May 4 - 13
Unit 7: How Organisms Process Information
Unit 7: How Organisms Process Information
Key Essential Questions:
● How do internal and external structures support the survival, growth, behavior and reproduction of plants and animals?
Transfer Goals - Students will be able to use their learning to:
● Use a model to test interactions concerning the functioning of a natural system of animals or plants.
● Identify cause and effect relationships [between structures of organisms and their functions.
Internal and External Structures
Internal and External Structures
We've learned a lot about the internal and external structures of organisms (plants, animals and humans) and how they help them grow, reproduce and survive. These structures do not act independently. They work together as systems.
We've learned a lot about the internal and external structures of organisms (plants, animals and humans) and how they help them grow, reproduce and survive. These structures do not act independently. They work together as systems.
Systems, Senses and Survival
Systems, Senses and Survival
Stand up, move back from the computer and jump up and down. What systems did you just use to do that? Did your muscle system begin to get tired? What about your lungs and your respiratory system, are you breathing heavily? Did your brain and your nervous system tell you it was time to stop? Reaction Time Activity
Stand up, move back from the computer and jump up and down. What systems did you just use to do that? Did your muscle system begin to get tired? What about your lungs and your respiratory system, are you breathing heavily? Did your brain and your nervous system tell you it was time to stop? Reaction Time Activity
Next Generation Science Standard: 4-LS1-2. Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
Next Generation Science Standard: 4-LS1-2. Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
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