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Student will gain a deeper understanding of how each type of external and internal structure function in order to support survival, growth, behavior and reproduction.

Students will be able to use critical thinking and collaboration with peers through various activities. By constructing an argument, students will gain more evidence and reason to prove their idea of how structures support survival in plants and animals.

Students will gain development of problem solving skills because students will have to use prior knownledge to gain the understanding that roots absorb water and nutrients to grow. Another example of knowledge that students will gain is understanding that animals can use certain organs or body parts to detect predators and prey.

As far as reproduction, students will gain an understanding that animals can reproduce offspring by using internal structures.

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Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

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Students will gain this knowledge through possible hands on activities, observations, collabortive learning, and multiple resources. For example, the teacher can plan activities such as whole group discussions where questions can be asked in order to activate prior knowledge. Another activity could be hands on which would require the students to build models that represent different external sturctures that could help the plants and animals survive based on what they previously learned. Students could watch videos that show different plant and animal behaviors when prey or predators are near. Students could plant seeds and observe growth based on different factors and functions of the external/internal structures. All of these activities can be done in student collabortive groups, where students have to discuss their observations and ideas to help them construct their arguement about the functions of external and internal structures.

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According to the state standard 4-LS1-1, students will make various connections such as math, ELA, biology, and real world information.

A connection to math can be made by incorporating data collection skills when observing plants and animals in different scenarios or measuring plant growth over time.

A connection to ELA can be made when contructing their argument about plants and animals having structures that support survival, growth, behavior, and reproduction. In order to contruct and argument, the students must know how to organize the information observed and articulate it through speaking or writing. This type of writing would be informational or persuasive. This would improve communication skills as well.

Biology would be connected with this standard because students will understand how animals and plants adapt and survive with the support of their internal and external structures.

Last, real life scenarios will help students make connections between their own experiences and what they are learning in the lessons. Everyday examples might include talking about growing a garden at home or having a pet and discussing what it needs to survive. Some students families may own a farm or an aquarium that require students to have some background knowledge in order to maintain the proper environments for their pets.

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Provided article: 3 Dimentional Instruction

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Provided article: 3 Dimentional Instruction

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Website for access to the Louisiana State Standards for K-12 Science 

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Website for access to the Louisiana State Standards for K-12 Science 

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Click here to access a list of K-12 Louisiana Student Standards for Science. Here is where I found specific information on the 4th grade standard provided standard 4-LS1-1.

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Reference page from the NGSS for student performance 

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Reference page from the NGSS for student performance 

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This document shows the alignment between the state standard, the NGSS and the key shifts in science. The importance of the following:

-content knowledge

-investigation, evaluation, and reasoning scientifically

-connecting ideas across disciplines