what is inside what is structure and function?

Grades 3-5

All living things such as humans, animals, and plants

have structures. A structure is a physical thing and

can be internal (on the inside) or external (on the

outside). If we look at a human, internal structures

would be things like blood cells, lungs and the brain.

External structures are things like hair and skin. But

what is the purpose of all these structures?

All structures have a function. A function is a job or

role. If we look at the heart, an internal structure,

what is its function? The function of the heart is to

pump blood throughout the body!

Living things have structures and functions to help

them live and survive in their environments. If we

look around us, we can observe numerous

structures. Studying the relationship between

structures and functions enable us to better

understand the world around us and learn how living

things survive!

WHAT IS STRUCTURE

AND FUNCTION?

WHAT IS INSIDE

QUESTIONS TO ASK

BEFORE AND AFTER

THE VIDEO

VOCABULARY

LESSON PLAN GUIDE

FOR TEACHERS AT

HOME SCHOOL IN-

STRUCTORS

WHAT IS STRUCTURE AND FUNCTION? GRADES 3-5

BEFORE THE VIDEO QUESTIONS

If we’re talking about a living thing, what do you think a structure is? Give an example.

Structures are any physical thing that living things are made of. Humans have many, many structures such

as hair, organs, and teeth. Some cacti have thick, waxy skin and pointy spines, camels have fat storage in

their humps, and whales have flat, horizontal tales (called flukes). All of these are examples of structures.

In your own words, what do you think a function is? Give an example.

Functions are the roles or jobs that every structure has. For example, the function of gills are to enable fish

to “breathe” underwater. Fish require oxygen, like mammals, and gills have the function to absorb oxygen

in the water.

Do structures and functions work together? How?

Absolutely! Structures have functions and functions are determined by

structures! Together, structures and functions complete tasks.

Can a structure have more than one function?

Structures can have multiple functions. If we look at an elephant’s trunk,

what functions does it have? A trunk can help an elephant drink water,

breathe, pick up and grasp objects, communicate with other elephants,

smell, and even more. That is a lot of functions for one structure!

Do structures and functions help living things survive? How? Can

you give an example?

Structures and functions exist so that living things survive in their environments. The reason there are so

many structures and functions is because living things require different needs to live. Bird beaks are a

classic example of structures and functions meeting a need. All birds have beaks, but birds also have

varying diets. A bird that drinks nectar is going to have a different beak than a bird that crushes hard

seeds. Different beaks have evolved so that specific functions can be performed, thus enabling birds to

eat a variety of food and survive in various enviroments.

THE LIVING THINK


AFTER THE VIDEO QUESTIONS

What is a structure? Why do structures have functions?

A structure is any physical thing that makes up a living thing. Structures can vary in appearances and

can be internal and external. All structures have functions and some structures can have multiple

functions. Living things have specific structures and functions that better adapt them to their

environments.

We met two different types of turtles in the video; and eastern box turtle and a common musk

turtle. Can you list some observations you made while watching the video?

Answers vary. Students can describe shell shape or color, skin, behaviors, etc..

Describe one structure that both turtles have that has the same function.

Both turtles have shells that help protect them in their environments. The shells, although different in

color, also help each turtle camouflage.

Describe two turtle structures that have different functions.

After a closer look at both of the turtles, you may have noticed that their shells look a bit different from

one another's. The eastern box turtle has a large, dome-shaped shell (like an igloo!). On the other hand,

the common musk turtle has a flat, streamlined shell. Although both shells help protect the turtles, the

shape of the shells enable each turtle to be better equipped for their environment. The common musk

turtle has a streamlined shell so that she can swim more efficiently. The eastern box turtle has a dome-

shaped shell to help protect her on land.

The turtles’ feet also differed. The eastern box turtle has long claws on her feet to help assist with dig-

ging in the soil. The common musk turtle has webbed feet to help her swim and maneuver in the water.

By observing these structures, can we determine what type of environment these turtles may

live in?

Absolutely. By looking at some of the external structures on the turtles, we were given clues to the

environments that they live in. The eastern box turtle is not well adapted to life in the water like the

common musk turtle— she is more adapted to live and survive on land!

THE LIVING THINK

VOCABULARY

Adaptation– traits and features that living things have that make them more suited to their

environments.

Camouflage– to hide or disguise by blending in with one’s environment. A jaguar is well camouflaged

with its environment which helps it hide and hunt.

External structure– a structure that is on the outside of a living thing.

Environment– the surrounding area that a living thing lives in. An environment can be made up of

living and nonliving things.

Function– a job or role— to operate in a specific way.

Hibernate– the dormant or inactive state of plants and animals during a particular season, typically in

the winter months.

Internal structure– a structure located within or inside the body of a living thing.

Physical– relating to the body, not the mind.

Streamlined– a physical design that involves less resistance with air and water. Being streamlined

enables better movement and speed. A swordfish’s body is streamlined to help them move efficiently

in the water.

Structure– the way something is built, made, or organized. Cells organize to form tissues and tissues

make organs. Organs organize to form organ systems (like the digestive system).

Survive– to live and exist in an environment.


THE LIVING THINK

4-LS1-1 From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

4-LS1-1.

Construct an argument that plants and animals have internal and external structures

that function to support survival, growth, behavior, and reproduction.

LS1.A: Structure and Function

Plants and animals have both internal and external structures that serve various func-

tions in growth, survival, behavior, and reproduction.

[Clarification Statement: Examples of structures could include thorns, stems, roots, col-

ored petals, heart, stomach, lung, brain, and skin.] [Assessment Boundary: Assessment

is limited to macroscopic structures within plant and animal systems.]

WHAT will students learn?

Students will learn that living things are composed of structures and corresponding

functions that enable them to be better equipped to survive in their environments.

Students will explore how structures and functions even differ among similar species and

will understand that by observing them, we can better understand how living things

survive and what environments they are best adapted for.


STRUCTURE AND FUNCTION

LESSON PLAN GUIDE

THE LIVING THINK

BIRD BEAK STRUCTURE AND FUNCTION CHALLENGE

Students will use a series of tools that mimic bird beaks. The students will be challenged to figure out which beak

is best for picking up each food source. Students can work in small groups (4-6 students) and share tools.

DURATION: Two 50 minute class periods.

MATERIALS NEEDED PER GROUP:

Food Sources:

Small bin of dirt with small, artificial fishing worms— this will mimic soil and earthworms.

Paper towel tube with holes cut and small, artificial fishing worm inside— this will mimic a log/ tree trunk with

grubs.

Small bin of water with floating pieces (Styrofoam) and sinking pieces (coins, corn kernels, paperclips, etc..)—

this will mimic water with fish and animals that stay near the surface and near the bottom.

Long jar or vase with a skinny neck filled with water — this will mimic a flower with nectar.

Small bin or tray of beans, hard seeds, or nuts

Small bin of fake foliage and sticks with small rice pieces— this will mimic dense foliage and small insects.

Tools/ Beaks:

1 Pipette or eyedropper

1 Pair plyers

1 Clothesline pin

1 Pair tongs or spoon

1 Long pair of tweezers or chopsticks

1 Short pair of tweezers


LESSON PLAN GUIDE, CONT.

MATERIALS NEEDED PER STUDENT:

Pencil

Bird Beak Structure and Function Observation Chart

Research tools— books, internet


THE LIVING THINK

Get students THINKING:

Watch The Living Think’s What is Structure and Function? video (8-10 minutes)

Answer and/or discuss before and after video questions (5-10 minutes)

Get students DOING with the scientific method:

PRE-EXPERIMENT (5-10 minutes)

Have students observe the tools in front of them before experimenting. Have them hypothesize which bird

beak will be most efficient for each of the food sources.

Students (can be individual, group, or class ) will do some initial research and visually observe bird beaks.

Can students make connections about bird beaks and food sources?

EXPERIMENT (25-35 minutes)

Students will be separated into groups and informed that they there are going to be wildlife biologists who will

be studying bird beak structures and functions!

Students will be using various tools that mimic bird beaks and will experiment to determine which beak is

most efficient for each food source. Students will collect data and record observations in their Bird Beak

Structure and Function Observation Charts.

POST EXPERIMENT: (30+ minutes)

At the end of the experiment, students will analyze their results and draw conclusions. Students will conduct

further research (this can be individual, group, or class research) and list bird species that correspond to

each tool/beak and food source. Answers will and are encouraged to vary!

Example birds: Pipette or eyedropper mimic a hummingbird/ pair plyers mimic a parrot or toucan/ clothesline

pin mimic a spoonbill or duck/ pair tongs or spoon mimic a pelican/ long tweezers or chopsticks mimic a

heron or kingfisher/ short tweezers mimic a robin or finch.

PREPARATION:

1.) Instructors will set-up the food bins/sources and beaks for each group. Small groups of 4-6 students

allow each group member to have access to a beak and experiment.

*If materials are limited, instructors can set up food source stations and have groups travel to stations.

2.) Print off the Bird Beak Structure and Function Observation Chart (provided below) for each student.




THE LIVING THINK




Get students REFLECTING:

By utilizing the scientific method, students follow a set

of procedures that encourages them to conduct

research, collect data, make observations and draw

conclusions. Through this experiment, students use

interactive learning and make comparisons to under-

stand the relationship between animal structures and

functions. Ultimately, students will make connections

about how specific structures and functions better

enable species to survive in certain environments.

Alignment to the Dimensions of NGSS:

Through this lesson and experiment, students are encouraged to make con-

nections about external animal structures and how those structures support

survival in various environments. By observing and utilizing tools, students

better understand how external structures are designed for specific functions

and, thus, survival.

THE LIVING THINK

Ea

rth

wo

rms

in

so

il

Gru

b i

n l

og

Fis

h/

an

ima

ls

on

wa

ter’

s

su

rfa

ce

Fis

h/

an

ima

ls

on

bo

tto

m o

f

wa

ter

Ne

cta

r in

flo

we

r N

uts

/ S

ee

ds

In

se

cts

in

foli

ag

e

To

ol:

1.

2.

3.

4.

5.

6.

Bir

d B

ea

k S

tru

ctu

re a

nd

Fu

nc

tio

n O

bs

erv

ati

on

Ch

art

what is inside what is structure and function?

Documents