Science Performance
Grade- 4
Topic – Life Science
Title:
Internal and External Structures of Plants and Animals
NGSS Performance Expectation(s) and Learning Target(s):
4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support
survival, growth, behavior, and reproduction.
Lesson Performance Expectations including Standards: (LESSON)

Identify internal and external structures of plants and animals that function to support survival, growth, behavior, and
reproduction.

Explain how internal and external structures of plants and animals that function to support survival, growth, behavior, and
reproduction.

Construct an argument that plants and animals have internal and external structures that function to support survival,
growth, behavior, and reproduction.
Student Science Performance
Plants external –
 Gathering - Using real plants and/or photos, students will work in pairs to label structures and identify functions. Pairs then
share an identified structure and function. Teacher illustrates (or use a graphic) structures as identified while students
illustrate in their interactive science notebooks. As structures are identified, students share their ideas for the function of
each. Teacher clarifies and corrects misconceptions and writes a definition of the function so students can replicate in their
notebook.
 Reasoning – On a diagram, students will label the external structures of a plant and explain the function of each.
http://www.exploringnature.org/graphics/teaching_aids/Plant_structure_labeling.pdf
 Teacher initiated questions –
o Which of these structures help a plant to grow? Survive? Reproduce?
o Are there any structures that have more than one function?
o If so, how are they connected?
Plants internal –
 Gathering - Using real plants (fruits, vegetables, or flowers), allow students to work in pairs to dissect plants to explore
and identify internal structures. Teacher provides students with a listing of internal structures with definitions of the
functions for each. During this exploration, have students look for the structures with specific functions. Teacher monitors
pairs to ensure that they are able to identify the structures properly. Give pairs the opportunity to share about their specific
plant and one of the structures identified.
 Reasoning – Using a share square format, allow students to review the specific plants and structures identified.
 Plants external/internal – Communications - Students will select one external and one internal structure of a plant and
write an explanation arguing how these structures help the plant grow, survive, or reproduce.
 Teacher initiated questions –
o Which of these structures help a plant to grow? Survive? Reproduce?
o Are there any structures that have more than one function?
o What might happen if one of these structures failed?
o How does the function of the internal plant structures relate to the function of the external structure?
o What can you conclude about the external and internal structures of all plants?
Animals external –
 Gathering - Using background knowledge, students share individual structures of a variety of common animals (dogs,
cats, etc.). Provide students with a visual card (with a specific animal (make sure these have a good variety of animals –
not all similar). Student identifies specific external structures that help the animal survive, grow, behave, and reproduce.
http://esl-kids.com/pdf/animals/small-animals4-words.pdf
http://esl-kids.com/pdf/animals/small-animals3-words.pdf
http://esl-kids.com/pdf/animals/small-animals2-words.pdf
http://esl-kids.com/pdf/animals/small-animals1-words.pdf
 Reasoning - Randomly partner students so they can compare and contrast the different structures and discuss the
function. Have students choose a random structure and pair with two other students to create a fictional animal
 Teacher initiated questions –
o Which of these structures help an animal grow? Survive? Behave? Reproduce?
o Are there any structures that have more than one function?
Animals internal –
 Gathering - Using virtual reality (http://www.mhhe.com/biosci/genbio/virtual_labs/BL_16/BL_16.html), students will
investigate the internal structures of a frog (or any variety of animals).
 Reasoning - Students explain functions of specific internal structures (heart, stomach, lung, brain, skin) and how those
structures may look different in different animals but have virtually the same function.
 Animals external and internal – Communications - Students will select one external and one internal structure of an
animal and write an explanation arguing how these structures help the animal grow, survive, behave, or reproduce.
 Teacher initiated questions –
o Which of these structures help an animal grow? Survive? Behave? Reproduce?
o Are there any structures that have more than one function?
o What might happen if one of these structures failed?
o How does the function of the internal animal structures relate to the function of the external structure?
o What can you conclude about the external and internal structures of all animals?
Assessment of Student Learning (Formative and Summative):


Reasonings as listed under science performance could be used as formative assessments.
Communications as listed under science performance could be used as summative assessments.
Critical Vocabulary:
structures, function, internal, external, survival, growth, behavior, reproduction
Science Essentials (Student Performance Expectations From Appendix C, D, E)
Science Practices
Engaging in argument from evidence in 3-5 builds on K-2 experiences and progresses to
Engaging in Argument from
critiquing the scientific explanations or solutions proposed by peers by citing relevant
Evidence
evidence about the natural and designed world(s).
Crosscutting Concepts
System and System Models
A system can be described in terms of its components and their interactions.
Disciplinary Core Ideas
Structure and Function
Plants and animals have both internal and external structures that serve various functions in
growth, survival, behavior, and reproduction.
Word banks, visuals, paraphrase directions, strategic pairing, oral vs. written responses,
Modifications and
Accommodations for students: reader/scribe per IEP
Follow Up
Assignment/Project/Work:
MS..LS1.A, MS.LS1.D
head
heart
legs
antennae
tail
wings
fur
gills
bird
dog
cat
fish
worm
Enrichment Activity
human
monkey
ladybug
octopus
This chart could be used to reflect the similarities of structures of animals and spur
discussion about why some animals have a different structure than others. Could include
plants and plant structures for comparison between animals and plants.
(B. Moulding, 2011) Modified/Adapted for Bullitt County Schools by Terry L. Price (2015)