Environments With NGSS

Contact Info. Denise Trenner Nohl Canyon Elementary dtrenner@orangeusd.org

Name Tag On a table tent, please write the following: Name School Name A flower if you’ve taught the kit before Your favorite place to eat.

Cross Cutting Concepts Patterns Cause and Effect Scale, Proportion, and Quantity Systems and system models Energy and Matter Stability and change From NGSS Appendix G

Scientific and Engineering Practices Asking questions and defining problems Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluating, and communicating information From NGSS Appendix F

Essential Learning Essential Questions The living components of an ecosystem have adaptations that allow them to survive the conditions determined by the nonliving components of that ecosystem. Essential Questions How do the living and nonliving components of and environment affect the organisms that live in that environment?

Investigation 1: Terrestrial Environments Students will: Observe and compare a variety of organisms (different plant types) Identify the living and nonliving components of a terrestrial environment Organize information using a map and a key Observe a terrarium environment over time and record changes Scott Foresman Chapter 4 pgs. 124-133.

Investigation 1: Continued Tips: Plan for a place to store/grow the terrariums Heat is the key factor for germination. Optional activities: Kingdom of Living Things Flower, Ecosystem Flip Book

1.1 setting Up Terrariums Students will plan the set up of a terrarium using a map and key. Students will determine how to best water their terrarium. Students will plant a terrarium. Guiding Question: How does the location of water affect plant growth? Does seed size determine plant size? What makes up an environment? What are environmental factors. Cross Cutting Concepts Energy and Matter Systems and System Models Science and Engineering Practices Ask questions and define problems Developing and using models Obtaining, evaluating, and communicating information

1.2 Recording Changes Observe and record changes including plant growth. Have students draw their own environment labeling living and nonliving components. Cross Cutting Concepts Energy and Matter Systems and System Models Scientific and Engineering Practices Developing and using models Analyzing and interpreting data Constructing explanations Engaging in argument from evidence Obtaining, evaluating, and communicating information

Investigation 2: Isopod and Beetles Students will: Investigate how moisture and light affects isopods and beetles. Determine an organisms environmental preferences. Study pollination, and seed dispersal Discuss the ways animals depend on plants for food and shelter. Scott Foresman Chapter 5 pgs. 146-167

Investigation 2: Continued Tips: Plan for the arrival and disposal of the organisms Bug runs and be made ahead of time Parts 1 & 2 can combined

2.1 Observing Organisms To save time make bug runs ahead of time one per group Introduce and observe the isopods and beetles Discuss environmental factors that could affect the organisms Scientific and Engineering Practices Ask questions and define problems Obtaining, evaluating, and communicating information Cross Cutting Concepts Energy and Matter Systems and System Models

2.2 Organisms and the Nonliving Environment Discuss an experimental design to test the insect moisture preference Set up experiment according to the scientific method Have students record insect position initially, after a short run and after a long run. Collect and record class results Analyze results and write a conclusion Repeat for light preference Science and Engineering Practices Ask questions and define problems Analyzing and interpreting data Constructing explanations Engaging in argument from evidence Obtaining, evaluating, and communicating info. Cross Cutting Concepts Energy and Matter Systems and System Models Stability and Change

2.3 Organisms and the Living Environment Watch What is Pollination? video and discuss. Watch How Seeds Get Here… and There and discuss Read about how organisms depend on each other. Where Plants Come From on Discovery can be used instead Cross Cutting Concepts Energy and Matter Systems and System Models Stability and Change Science and Engineering Practices Ask questions and define problems Constructing explanations Engaging in argument from evidence Obtaining, evaluating, and communicating information

2.4 Designing an Animal Investigation Discuss additional environmental factor that may affect the insects Students design and carry out their own experiments to test another environmental preference Optional activity: Have students design/engineer a bug run where the isopods and beetles will remain separate strictly based on environmental preferences. Science and Engineering Practices Ask questions and define problems Developing and using models Analyzing and interpreting data Constructing explanations Engaging in argument from evidence Obtaining, evaluating, and communicating info. Cross Cutting Concepts Energy and Matter Systems and System Models Stability and Change

Bug Run Separation You need to keep the beetles and isopods separated but you have only one bug run. Use your knowledge of the environmental preferences of the isopods and beetles to keep them separated in one bug run.

Investigation 3: Aquatic Environments Students will: Observe and record changes to an aquatic environment Describe feeding relationships between terrestrial and aquatic environments Describe the role of consumers, producers and decomposers Identify the sun at the primary source of energy in an ecosystem Describe types of competition for food with in an ecosystem Scott Foresman Chapter 3 pgs. 90-109

Investigation 3: Continued Tips: Prepare water for aquatic organisms. You must use treated water. Plan for arrival of aquatic organisms Plan for adoption/disposal of organisms Parts 1 & 2 can be combined Parts 3 & 4 can be combined Optional Activities: Research local food webs both aquatic and terrestrial. Make and eco column.

3.1 Goldfish Aquariums Discuss Aquatic Environments and Aquariums Observe goldfish; record observations Discuss the goldfish environment Cross Cutting Concepts Energy and Matter Systems and System Models Science and Engineering Practices Ask questions and define problems Developing and using models Obtaining, evaluating, and communicating info.

3.2 New Organisms Introduce new organisms Add plants and snails; Observe and record Add crustaceans (Gammarus); Observe and record Discuss observations and freshwater environments Cross Cutting Concepts Energy and Matter Systems and System Models Science and Engineering Practices Ask questions and define problems Developing and using models Analyzing and interpreting data Constructing explanations Engaging in argument from evidence Obtaining, evaluating, and communicating info.

3.3 Food Chains and Food Webs Discuss feeding interactions observed in the aquarium/nature Introduce organism cards Have students find a food chain among the cards Define organism roles (producer, consumer, decomposer) Discuss competition for resources Draw a food web Cross Cutting Concepts Energy and Matter Systems and System Models Stability and Change Science and Engineering Practices Developing and using models Constructing explanations Obtaining, evaluating, and communicating info.

3.4 Kelp Forest Introduce kelp forest environment Discuss microorganisms that play a role in the food web (phytoplankton and zooplankton) Construct a food web using arrows to show the energy transfer in the food web. Cross Cutting Concepts Energy and Matter Systems and System Models Stability and Change Science and Engineering Practices Developing and using models Constructing explanations Obtaining, evaluating, and communicating info.

Investigation 4: Brine Shrimp Hatching Students will: Observe brine shrimp hatching in differing salinities Construct and interpret results of a scientific investigation Determine the range of salt tolerance for brine shrimp Identify the producers, consumers, and decomposers in the Mono Lake ecosystem Learn about beneficial microorganisms

Investigation 4: Continued Tips: Plan for a place to store/grow brine shrimp You must use treated water. Starting on a Friday is helpful as shrimp will hatch over the weekend Brine Shrimp hatching is somewhat temperature dependent Using black construction as a backdrop makes it easier to see the brine shrimp Optional activities: Group presentation for Dr. Bryan

4.1 Setting Up the Experiment Introduce salt lake and salt pond Introduce and discuss the problem Discuss experimental procedure. Set up the experiment. Observe and record results. 3-4 days Cross Cutting Concepts Energy and Matter Systems and System Models Stability and Change Science and Engineering Practices Ask questions and define problems Developing and using models Analyzing and interpreting data Constructing explanations Engaging in argument from evidence Obtaining, evaluating, and communicating info.

4.2 Determining Range of Tolerance Collect and record class results Analyze results Introduce range of tolerance and optimum conditions Make/Write a report to Dr. Bryan Read about Mono Lake and make a food web for Mono Lake Cross Cutting Concepts Energy and Matter Systems and System Models Stability and Change Science and Engineering Practices Analyzing and interpreting data Constructing explanations Engaging in argument from evidence Obtaining, evaluating, and communicating info.

4.3 Determining Viability Question the viability of unhatched eggs Formulate a prediction Design and carry out an experiment to test Read about microorganisms. Cross Cutting Concepts Energy and Matter Systems and System Models Stability and Change Science and Engineering Practices Ask questions and define problems Developing and using models Analyzing and interpreting data Constructing explanations Engaging in argument from evidence Obtaining, evaluating, and communicating info.

Investigation 5: Range of Tolerance Students will: Observe plant growth in differing amounts of water and salinities Construct and interpret results of a scientific investigation Determine the range of salt tolerance and water tolerance for plants Learn about four environmental scientists

Investigation 4: Continued Tips: Plan for a place to grow plants Plants require about 12-14 days to grow

5.1 Water Tolerance and Plants Review terrariums Discuss an experiment to test the water tolerance of plants (use the scientific method) Map seed locations and plant seeds After 12-14 days, uproot plants, observe and record observations. Discuss results and write a conclusion Science and Engineering Practices Ask questions and define problems Developing and using models Analyzing and interpreting data Constructing explanations Engaging in argument from evidence Obtaining, evaluating, and communicating info. Cross Cutting Concepts Energy and Matter Systems and System Models Stability and Change

5.2 Salt Tolerance and Plants Discuss salinity Repeat process from Part 1 testing for differing salinities Science and Engineering Practices Ask questions and define problems Developing and using models Analyzing and interpreting data Constructing explanations Engaging in argument from evidence Obtaining, evaluating, and communicating info. Cross Cutting Concepts Energy and Matter Systems and System Models Stability and Change

5.3 Concluding the Module Students will learn about four environmental scientists Discuss the concept of range of tolerance and how it relates to a variety of ecosystems Cross Cutting Concepts Energy and Matter Systems and System Models Stability and Change Science and Engineering Practices Ask questions and define problems Engaging in argument from evidence Obtaining, evaluating, and communicating info.

Web Sites and Apps Engineering Ideas www.sandiegozoo.org http://kids.nationalgeographic.com www.fossweb Ecosystems HD Nat Geo Engineering Ideas Design an animal adaptation/defense mechanism of an animal. Design a seed that will travel easily. Design a flower that will attract more than one pollinator.

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