LESSON PLAN Link to Video
STRUCTURE AND FUNCTION OF LIVING THINGS
GRADES 3-5
SUMMARY
In this activity students observe a variety of plant and animal structures, and explore how those structures help them
survive. Students also learn how plant and animal structures with useful functions have inspired human engineering.
CORRELATION
4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support
survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns,
stems, roots, colored petals, heart, stomach, lung, brain, and skin.] [Assessment Boundary: Assessment is limited to
macroscopic structures within plant and animal systems.]
DIY also aligns with 1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or
animals use their external parts to help them survive, grow, and meet their needs.*
Science & Engineering Practices Connections to Classroom Activity
Engaging in Argument from Evidence
• Students research animal or plant structures and
present an argument based on evidence as to the
function of a structure.
Disciplinary Core Ideas Connections to Classroom Activity
LS1.A: Structure and Function
Plants and animals have both internal and external
• Students observe and study the structure and
function of several different plant and animal
structures that serve various functions in growth, structures.
survival, behavior, and reproduction.
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Additional DCIs addressed by this lesson:
ETS1.B: Developing Possible Solutions
• Students design and redesign gliders using
inspiration from bird structures (biomimicry) to
Tests are often designed to identify failure points or improve its function.
difficulties, which suggest the elements of the design
that need to be improved. (3-5-ETS1-3)
ETS1.C: Optimizing the Design Solution
Different solutions need to be tested in order to
determine which of them best solves the problem,
given the criteria and the constraints. (3-5-ETS1-3)
Crosscutting Concepts Connections to Classroom Activity
Systems and System Models
• Students recognize parts of a plant or animal’s entire
body as having functions that help it survive in its
environment.
DURATION MATERIALS
Two 45-minute classroom periods • Banana
• Can of soda
• Whiteboard/markers
PRE-ASSESSMENT QUESTIONS • Science notebooks & Pencils
• Athletic tape (optional)
Please see Discussion Questions located under
• Access to internet or library
the video. These can be discussed as a group or DIY Activity
answered individually in student science notebooks.
• Wooden skewers
• Scissors
ENGAGE • Tape
• Straws
• A coin
• Sturdy construction paper
While the class watches, peel a banana, open a
soda can or bottle, and write something on the
board. Ask students, what structure (part of the body) is allowing you to complete all these functions? Student guesses
may include arms, hands, or fingers.
EXPLORE
Tell students that for the next few minutes, you will be taking away the use of their thumbs. (If you have some willing
volunteers, use athletic tape to secure their thumbs to their palms.) The rest of the students can simply tuck their
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thumbs in. Now ask students to take out their science notebooks. Tell them to label a page “Structure and Function”.
Ask various students to complete classroom activities such as watering a plant, filling a bottle with water, type on a
keyboard, etc.
After several minutes without the use of their thumbs, ask students to summarize in their science notebooks what the
function of this structure is (their thumbs).
EXPLAIN
Give students a chance to share their short description of the function of their thumbs (to be able to grasp). Ask students
if they can think of other structures on their bodies, or of other living things that serve a specific function?
WATCH THE GENERATION GENIUS STRUCTURE AND FUNCTION OF
LIVING THINGS VIDEO AS A GROUP
Then facilitate a conversation using the Discussion Questions.
ELABORATE
Either assign students, or allow them to choose, an animal or plant they would like to study. Students can study the
unique structures on their organisms. They should present the organism and its structure, explaining the specific function
of that structure as well as evidence that supports this explanation (students should cite observations that support that
the structure is used for the function as they have explained it). Allow students to organize into groups based on whether
their organism has certain features (wings, spikes, tails, teeth). Try to be creative so student choices overlap into several
groups - features like spikes may bring plants and animals into one group. Interesting choices might include:
• Monkey (tail) • Elk (antlers) • Cactus (spikes) • Pufferfish (spikes)
• Elephant (tusk) • Venus fly trap (mouth) • Octopus (beak) • Parrot (beak)
EVALUATE
Evaluate student presentations from the Elaborate portion of the activity. Students should be assessed based on their
ability to find and present solid evidence to support a reasonable argument.
EXTENSIONS
Using Zoe’s DIY Activity for inspiration, design other inventions or tools using biomimicry (inspiration from nature).
“Next Generation Science Standards” is a registered trademark of Achieve, Inc.
A non-profit dedicated to raising academic standards and graduation requirements.
Lesson plan written by Mountain Goat Instructional Design.
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