Subject
Objective
Description/What to do in the classroom
Things to consider/science behind it
Number of TryScience.org features used
Titles of TryScience.org features
Materials Used
Results of student feedback and teacher assessment of activity
Attachments
Subject
Ecosystems
Objective
1.
Students will describe characteristics of four ecosystems (rainforest, ocean, forest, desert).
2.
Students will identify plants and animals that inhabit each ecosystem.
3.
Students will describe features and behaviors exhibited by plants and animals that aid in their survival in the environment.
4.
Students will understand the interdependence of plants, animals and their environment.
5.
Students will explore means of protecting the environment.
Science Standards: (List as applicable)
National Science Content Standard C
As a result of activities in grades K-4, all students should develop understanding of:
·
The characteristics of organisms
·
Life cycles of organisms
·
Organisms and environments
Illinois State Learning Standards
STATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems.
A. Early Elementary ? Know and apply the concepts, principles and processes of scientific inquiry.
11.A.1a Describe an observed event.
11.A.1b Develop questions on scientific topics.
11.A.1c Collect data for investigations using measuring instruments and technologies.
11.A.1f Compare observations of individual and
group results
STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.
A. Early Elementary ? Know and apply concepts that explain how living things function, adapt and change.
12.A.1a Identify and describe the component parts of living things (e.g., birds have feathers; people have bones, blood, hair, skin) and their major functions.
B. Early Elementary - Know and apply concepts that describe how living things interact with each other and with their environment.
12.B.1a Describe and compare characteristics of living things in relationship to their environments.
12.B.1b Describe how living things depend on
one another for survival.
STATE GOAL 13: Understand the relationships among science, technology and society in historical and contemporary contexts.
A. Early Elementary - Know and apply the accepted practices of science.
13.A.1c Explain how knowledge can be gained by careful observation.
Description/What to do in the classroom
In this unit, students will assume the role of traveling scientists as we investigate the wonders of the living world.
Students will be able to define four ecosystems and explain the interdependence of the plants and animals that inhabit them.
Students will also explore possible means of protecting these environments and the importance of positive human intervention.
The four ecosystems we will explore include:
·
Rainforest
·
Ocean
·
Forest
·
Desert
1. Define each ecosystem and its characteristics.
2. Locate examples of each on a world map.
3. Brainstorm plants and animals that may live in each ecosystem.
4. Divide class into four groups - one for each ecosystem. Distribute "passports." Complete the K (what we know) and W (what we want to learn) sections
of a K-W-L-H for each group. What do we already know about the ecosystem? What would we like to learn?
Discuss how we might find information to help learn more (non-fiction trade books at appropriate reading levels and related educational websites).
5.
Each group researches their ecosystem, focusing on the special characteristics of each and describing the relationship between the plants and animals living within the ecosystem. Discuss means of survival.
How do these plants and animals adapt to their habitat? What special features do they exhibit?
6.
Groups complete their ecosystem projects, which consist of the following components:
a.
Let?s Pack for Our Trip to the ______.
·
Students draw items they would pack in the Ecosystem Suitcase (see attachment). Students will discuss what they would pack and why, then
write a paragraph to accompany their "suitcase."
b.
Greetings from_____________!
·
Students create a postcard depicting a scene from their ecosystem, then write brief letter describing their travels to the ecosystem.
c.
Wanted/Reward Poster ?
·
Help! This plant or animal has been mistakenly removed from their habitat! Students create a poster depicting a plant or animal and describing how it survives in its
habitat.
7.
After completing the L (what we learned) and H (how we can learn more) sections of the K-W-L-H, students present their findings and projects to the class.
After each ecosystem group has presented their project, the class discusses an important topic related to the ecosystem and students participate in a TryScience Experiment:
Rainforest
Discussion Topic: Rainforests are being destroyed at an alarming rate. It is important for us to learn more about the rainforest in order to find means of protecting this precious natural commodity.
How can scientists observe the rainforest in a way that will not harm the plants and animals that live there? What obstacles occur when designing and building observation stations?
TryScience Experiment: Build a Treetop Walkway
Ocean
Discussion Topic: Human activities in and around the ocean can bring possible harm to the plants and animals that call the ocean home.
What are the effects of human activity on ocean life? What measures can we take to prevent harm to our oceans and their inhabitants?
Examples may include the effects of scuba diving near coral reefs, the depletion of marine life populations due to fishing industry regulations and the effects of oil slicks on ocean inhabitants.
TryScience Experiment: Oil Slick
Forest
Discussion Topic: Since many animals find food and shelter in a forest, it?s important for us to ensure that the forest plants have what they need to stay strong and healthy.
Plants are dependent on sunlight, air, water and soil to grow. What happens to plants if one of these elements is removed or altered in some way?
What can we do to protect our forests?
TryScience Experiment: Salt, Soil and Seeds
Desert
Discussion Topic: Through our studies, we?ve learned that the plants and animals in each of the four ecosystems have found ways to help them survive.
For example, we?ve learned that the desert is a very hot, dry place and that the plants that live in the desert retain water and have very long roots.
The animals of the desert find shade and get water from certain foods. What would happen, for example, if the squirrels in the desert didn?t have their tails to use for shade? How do we, as humans, adapt to our environment?
What?s different about the things we have chosen to pack for our trip to each ecosystem? What would happen if you forgot to pack something important?
TryScience Experiment: Save Your Skin
8.
Create a classroom display that is divided into four sections, one for each ecosystem. Display the completed K-W-L-H activities, the suitcases, postcards and posters.
9.
(Optional) Field trip to a zoo, such as the Brookfield Zoo in Chicago, IL, to complete our Animal Scavenger Hunt (see attachment). Students will search the zoo, guided by clues to locate and identify animals from each of the four ecosystems.
10.
(Optional) Field trip to a botanical garden, such as the Chicago Botanical Gardens in Chicago, IL, to complete our Plant Scavenger Hunt (see attachment).
Students will search the gardens and greenhouses, guided by clues to locate and identify plants from each of the four ecosystems.
Diverse Learner Adaptations
ESL Students
·
Use of graphic organizers and charts to help organize information and see connections between the facts.
By using the K-W-L-H chart,
ESL students can easily connect any prior knowledge on the subject
to the newly acquired knowledge.
>
·
Use of non-fiction books with ample pictures will help ESL students to gather information.
Allowing them to draw pictures in place of writing words can be beneficial, as well.
· Incorporating the use of a
Science Word Wall may prove helpful. Reviewing vocabulary terms on a
regular basis will help develop familiarity with the words.
Students with Reading Difficulties
·
Use of reading materials at a variety of reading levels is crucial.
Students should have access to books at their independent reading level as they read for information.
Clarifying the purpose of reading & having a collection of picture books will also help.
·
Incorporating the use of a science word wall may prove helpful. Reviewing vocabulary terms on a regular basis will help develop familiarity with the words.
·
Pairing students with more able readers to "Buddy Read" will help students to gather information.
·
Having books on tape will allow students to benefit from books that are not at their independent reading level.
Students Who Excel in the Area of Science
·
Students who need enrichment can conduct further research on their ecosystem and build & present a diorama depicting a scene from the environment.
·
Additional research can focus on comparing certain aspects, such as shelters, in each of the ecosystems. Use of Venn Diagrams can be
used to encourage higher-level thinking.
·
Encourage at-home activities that require students to investigate their own environment to look for features and behaviors that aid the survival of local plants and animals.
Things to consider/science behind it
In order to successfully complete the objectives of this unit, the students need to research a given ecosystem to develop an understanding of its characteristics and those of its inhabitants (plants & animals).
An underlying goal of the unit is for students to develop an appreciation for our environment and to realize the importance of positive human intervention. Students will be directed to research the plants and animals
that inhabit four ecosystems (rainforest, ocean, forest and desert) and the special adaptations they employ in order to survive in the environment.
Students will work in groups, using non-fiction trade books and related educational websites in order to gather information.
Students will use the TryScience.org website as a supplement to the hands-on TryScience experiments (i.e. use the online version of Build a Treetop Walkway
in conjunction with building their own).
Curriculum topics
The TryScience Travel Challenge unit engages students in an inquiry to
develop an understanding for concepts in the area of life science.
Students investigate the interdependence of plants and animals and the characteristics of the ecosystems and their inhabitants.
Integration of TryScience.org features:
The TryScience Travel Challenge incorporates 6 features of the TryScience.org website:
Build a Treetop Walkway:
A perfect follow-up activity to our discussion on the importance of
learning more to protect our rainforests, the Build a Treetop
Walkway experiment allows students to see the challenges incurred
while designing and building an observation station for scientific
observation in our world?s rainforests.
Oil Slick:
Following our class discussion on the effects of human behavior/activity in
the ocean, students will conduct this hands-on experiment in order
to demonstrate effective means of preventing harm to and saving our
marine life.
Salt, Soil, Seeds:
After a discussion on the importance of forests, students will participate
in the Salt, Soil, Seeds experiment in order to observe the effects
of alterations in soil ? ultimately realizing that it?s important
for us to ensure that (forest) plants have what they need to stay
strong and healthy.
Save Your Skin:
Through
class discussion, students will review how plants and animals living
in each ecosystem rely on certain features and behaviors to help
them survive. The
desert is a very hot, dry place and plant and animal dwellers would
struggle to survive in the absence of these features and
behaviors. Students
will conduct the Save Your Skin experiment to demonstrate how we, as
humans, would be affected without the use of sunscreen while exposed
to a very hot, dry environment such as that of the desert. The students will then
relate the outcome of the experiment to how animals in the desert
would be affected without their protective measures.
Zoo
& Botanical Garden Field Trips (Optional)
Students
will visit the zoo and the gardens/greenhouse to see first-hand the
plants and animals that inhabit the four ecosystems we have
studied. Students will
work in small groups to locate, identify and observe plants and
animals from the rainforest, ocean, forest and
desert.
Number of TryScience.org features used
6-10
Titles of TryScience.org features
TryScience Experiments:
Build a Treetop Walkway:
Students
design and build a model of a rainforest canopy walkway for use in
scientific observation.
Oil Slick:
Students
conduct an experiment to create an oil slick with vegetable oil and
water, and then explore the most effective means of cleaning the oil
slick in order to prevent harm to marine life.
Salt,
Soil, Seeds:
Students
conduct an experiment demonstrating the effects of salinity in soil.
Save
Your Skin:
Students
conduct an experiment to demonstrate the harmful effects of the sun
and the importance of using protective measures in certain
environments (such as sunscreen, in hot, dry
environment).
TryScience Field Trips (Optional):
Zoo:
Students
visit the zoo in order to locate, identify & observe animals
from each of the four ecosystems we?ve
studied.
Botanical
Garden:
Students
visit the gardens and greenhouses in order to locate, identify &
observe plants from each of the four ecosystems we've
studied.
Materials Used
·
Computer with Internet access
·
TryScience.org website & the basic supplies described in the above-mentioned experiments
·
Trade books on rainforests, forests, oceans and
deserts.
·
(Optional) Videos for further
enrichment
Results of student feedback and teacher assessment of activity
Student Feedback:
> At
the conclusion of the unit, the first grade students were asked to
write a sentence about their favorite part of the TryScience Travel
Challenge. A few of their responses follow:
"My favorite part was the apples and sunscreen. I learned
when we go outside to put sunscreen on you." Age 6
"My
favorite part was the oil spill. It was fun and I learned how
to clean up the oil spill." Age 6
"My
favorite part was the oil spill. We used a special cloth to
soak up the oil." Age
6
"My
favorite part was the treetop walkway. I learned it was hard to
build a bridge in the trees!" Age 6
Teacher
Assessment:
The
TryScience Travel Challenge unit was so much fun to teach! My students were excited
from the moment I handed them their passports and explained the
project. Each
TryScience experiment was engaging and educational - helping my
first graders to extend what they had learned about each
ecosystem. We worked in
small groups to complete the experiments and held many whole class
discussions to facilitate their research. The experiments were easily
adapted for the first grade level.
The
website resources served as a perfect companion to the trade
books. The students
were enthusiastic about working on the computers. They especially enjoyed the
"Try It Online" versions of the experiments we had completed in
class.
The
"Ecosystem Suitcase" project allowed the students to apply what they
had learned about their ecosystem in order to figure out what items
would be best to pack. I limited the number of items to three in order to ensure
they would identify the most important items for a trip to their
particular ecosystem.
The
"Greetings from _______ Postcard" activity required some
pre-teaching in the area of writing. The students each wrote a
first draft of their letters, making sure to include important bits
of information. We then
rewrote the letters on the postcards and completed the illustrations
before gluing the postcard pieces together. The students enjoyed
pretending they were actually visiting their ecosystem!
The
"Wanted Poster" project allowed students to describe a plant or
animal that inhabits their ecosystem. The students were amazed at
how some plants and animals adapt to their surroundings! The students took pride in
their choices and enjoyed sharing with their classmates.
An
overall recommendation for others who try the above-mentioned
projects would be to copy the templates onto cardstock or heavy
construction paper. I
used construction paper and was pleased with the results.
In
summary, I loved teaching the TryScience Travel Challenge unit. It can be adapted at various
grade levels, and it incorporates multiple disciplines. My students were empowered
by the use of technology and the interactive, hands-on
activities. The
TryScience website provided invaluable information in an organized,
educational format. The TryScience Travel Challenge proved to be an exciting unit
for me and for my first graders, alike!
