Elementary School course

Life Science 101

GRADES 3-5
BEGINNER
WEB IPAD
17 LESSONS

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Answer Key

Module 3: Dispersion of Seeds

Open Sample Project

Module 4: Quiz

1. Which of the following are methods of seed dispersal?

Animals
Gravity
Wind
All of the above

2. True or False: Plants do not rely on animals for anything.

True
False

3. What is seed dispersion?

Moving seeds away from its parent plant
Finding seeds
Studying seeds
Breaking seeds

4. Why do plants need animals?

Animals cannot harm plants and instead protect plants from insects
Animals help with pollination and moving their seeds around
Plants do not need animals

5. True or False: Seeds can get stuck in animals’ fur.

True
False

6. Which of the following is an example of a plant depending on an animal for seed dispersal?

A pea pod bursts open, scattering the peas
A bat sees a fruit fall from a tree near a river
A dog runs through a field of flowers and seeds stick onto its fur

7. Which of the following is an example of a plant depending on wind for seed dispersal?

The wind blows through the air and carries dandelion seeds with it
A bee lands on a flower to get nectar and then leaves
Humans ship several kinds of fruit across the nation

8. True or False: A coconut falling into the water and traveling down stream is an example of a plant depending on water for seed dispersal.

True
False

U.S. Standards

NGSS-Science: 2.LS2.2
CCSS-Math: MP.1
CCSS-ELA: L.RF.3.4.A, SL.3.1 L.RF.4.4.A, SL.4.1 L.RF.5.4.A, SL.5.1
CSTA: 1B-AP-11, 1B-AP-12, 1B-AP-15
CS CA: 3-5.AP.10, 3-5.AP.13, 3-5.AP.14, 3-5.AP.17
ISTE: 1.c, 1.d, 4.d, 5.c, 5.d, 6.b

U.K. Standards

Key stage 1

Pupils should be taught to:

understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions
create and debug simple programs
use logical reasoning to predict the behaviour of simple programs
use technology purposefully to create, organise, store, manipulate and retrieve digital content
use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies

Key stage 2

Pupils should be taught to:

design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
use sequence, selection, and repetition in programs; work with variables and various forms of input and output
use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration
use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Lesson 14: Dispersion of Seeds

Course: | iPad Web

Introduction
Dispersion of Seeds Example
Dispersion of Seeds
Quiz

Description

Once your students have completed at least five lessons of Programming 101 or equivalent coding experience, you can assign these NGSS-aligned projects to complement your teaching on topics in biology, anatomy, and genetics. For example, if you’re teaching a lesson on food chains, you can assign the ecological pyramid project. Your students will choose an ecosystem and use coding and outside research to create a unique interactive ecological pyramid.

With this collection of life science projects, you can easily integrate coding and project-based learning into your curriculum. Each STEM lesson walks students through how to make a project about something they’re learning in school with step-by-step instructions. At each step, it encourages them to make their project unique and interesting, emphasizing that coding is a creative medium much like writing or drawing.

We’re constantly updating our STEM courses with new projects, so if there’s something you’d like us to add, send us a message at support@tynker.com.

1/8

Build a recycling game

What Students Learn

Use programming for science projects
Build a slide show on a topic
Build a quiz game
Make an interactive charts and models
Use animation to illustrate
Narrate using your own voice
Use the physics engine to model
Troubleshoot and debug programs

Technical Requirements

* Online courses require a modern desktop computer, laptop computer, Chromebook, or Netbook with Internet access and a Chrome (29+), Firefox (30+), Safari (7+), or Edge (20+) browser. No downloads required.
* Tablet courses require an iPad (iOS 10+) with Tynker or Tynker Junior app installed and Internet access