Presentation on theme: "Purpose: To observe and compare a variety of organisms by planting seeds of different kinds To identify the factors that make up a terrestrial environment."— Presentation transcript:
Procedure Use your terrarium map and make a plan for how you want to plant your terrarium and how much water you are going to use. Get materials Label the front of your terrarium with a sticky- note that has your groups’ initials on it. Pour 1 liter of soil into your terrarium. Plant your seeds according to your terrarium map Water your seeds Raise hand and wait for teacher to come and cover your terrarium.
Data/ Observations DateObservations ( need 14 days of observation for an A)
Line of Learning (LOL) An environment is everything that surrounds and influences an organism. An environmental factor is one part of an environment. It can be nonliving, such as water, light or temperature or living such as a plant or animal. A terrarium is a mini-garden in an enclosed container. Any living thing, including plants and animals, is an organism. Germinate- is when a seeds sprouts, or starts to grow. How do you determine what is an environment? - An environment is everything that surrounds and influences and organism.
Title: Living or Non-living P (Purpose): ◦ 1. To identify living and non-living factors in an environment. Q? (Question): 1.How do we know something is living? 2.What are the living and non-living components in our school yard? N.U. 1.1
Let’s Investigate our School Yard LivingNon- Living
LOL (LINE OF LEARNING) Date: Living thing – organism that is alive, It needs air, food, water, shelter, and space to survive, and is able to reproduce or create more of itself. Each part of an environment, living or nonliving is recognized as an environmental factor. How do we distinguish (or tell) one thing from another? -Each part of an environment, living or non living, is recognized as an environmental factor.
Title: Relationships In An Ecosystem P (Purpose): To demonstrate how organisms, population, community, and ecosystems are connected. Q? (Question): What relationships exist in ecosystems? N.U. 1.3
Checking out our Nature Unleashed Book! What Do you notice?(text features, Content, Text Structure, etc.)
Reading: It’s All Connected Read Pg. 2-3 O (Obeservation): Use the graphic organizer on the next slide for you notes
OrganismOrganism- a single living thing PopulationPopulation- a group of the same organisms living together Community Community - different populations of organisms living together Non-living things ECOSYSTEM!ECOSYSTEM! – Everything together =
Can you identify the different Groups? Go back to your school yard observations and see if you can classify if its an organism or population. Bird5X
LOL (Line of Learning) What are the 6 basic things a plant needs to survive? What are the 5 basic things an animal needs to survive? Add Organism Chart if you didn’t already do so.
Title: Making Connections Purpose: Organisms, Populations, Communities, and Ecosystems are connected Q?: How are organisms, populations, communities, and ecosystems connected? N.U. 1.5
Let’s organize ourselves. You will be given a playing card. You are to quietly act out your card while clearly displaying your card for the class to see. If you are a living thing go stand by the white board. Non- living by the smartboard. Living things organize yourselves into populations. Now organize yourselves into a community Non-living things place yourself where you think you belong in the community
Ob. Students draw a quick sketch of the ecosystem we just formed in this game.
What did the addition of non- living things provide the living things?
What do the living things provide for each other?
Title: It’s What’s Inside that Counts Purpose: To investigate pond, forest, and prairie ecosystems Question: What animals and plants are in the pond, forest, and prairie ecosystems? NU 2.1
Activity: - You and a partner will use the Pond Poster on pg. 5 to help identify some of the plants and animals that live in the pond ecosystem. On your chart you will need to complete the following 1. Yellow water lily X
Procedure 1. Label the container with the amount of water to be added (IV). 2. Put in 1 level plastic cup of soil without compacting it. 3. Add three seeds of each of the four kinds (12 total). 4. Put the seeds in all containers in exactly the same locations. 5. Add ¼ cup of soil on the seeds. 6. Gently tap the soil using the bottom of the cup. 7. Add the amount of water (IV) evenly to each container, using the 100ml beaker. 8. Put the container in a large zip bag and seal it. 9. Put the bagged container in the FOSS tray.
LOL (Line of Learning) Specialized Structure: A part of a plant or animal that helps them survive in their environment
Homework: Read pgs. 12-17 and list 6 survival tools for each ecosystem PondPrairieForest 1. 2, 3. 4. 5. 6, 1. 2, 3. 4. 5. 6, 1. 2, 3. 4. 5. 6,
Title: Internal and External Cue Purpose: To learn about plants’ and animals’ internal and external cues Question: How do internal and external cues affect organisms behavior?
Discussion How do you suppose it would feel if your body temperature always matched the air temperature in this classroom? What about at recess? How would having your body always math the air temperature in the school yard change the way you spent your recess time?
Activity 1. Your table group is going to be given an animal. 2. It is your mission to keep the “body temperature” of the animal (thermometer) within a comfortable range as indicated on the card. 3. You have 10 mins to try and come up with as many strategies as you can. 4. You must try each strategy for at least 10 mins. and record the information on the chart.
Location (Brief Description) Strategy (where and how the animal was placed) Beg. TempTemp. After 1 minute Did the Strategy work? Location 1 Location 2 Location 3 Location 4 Location 5 Location 6
LOL Internal cues- Signal from the inside of a plant or animal that causes a change in behavior. ex)hunger– causes animals to stop and ea t External cues- something on the outside of a plant or animal serving as a signal or suggestion to change behavior. ex) High heat and lack of rain causes plants to send their roots deeper into the ground to find water
Title: Katy Trail Field Trip Purpose: To investigate the environment at The Katy Trail. Q? 1.What are some living and non living things found at the Katy Trail? 2. What type of ecosystem is the Katy Trail?
Water Tolerance Day 5 Observations - Go back to the Water Tolerance investigation and fill out part one. Foss IV3
Title: Specialized Structures Purpose: To identify specialized structures that help plants and animals survive. Question: How do specialized structures help plants and animals survive? NU 3.4
Specialized Structures Game Directions: 1) You will be working in table teams 2) Each team will send a member up to dry a card 3) If your team can answer correctly your team receives a point 4) WE will keep score on the SmartBoard
If the card drawn is an organism... 1) Identify the organism as a plant or an animal 2) Name one specialized structure for that organism 3) Explain how that specialized structure helps that organism survive. 4) Predict the ecosystem in which that organism would most likely be found - Pond - Forest - Prairie
If the card drawn is a specialized structure... 1) Identify the specialized Structure 2) Name one organism that would have the specialized Structure. 3) Explain how that specialized structure helps that organism survive. 4) Predict the ecosystem in which that organism would most likely be found - Pond - Forest - Prairie
If the card drawn is a cue card... 1) Identify whether the cue on the card in an internal cue or an external 2) Name one organism that would experience/react to the cue 3) Describe one possible behavior the organism might have in response to the cue 4) Predict the ecosystem in which that organism would most likely be found - Pond - Forest - Prairie
LOL Specialized Structures- -help animals find their needs (food, prey, shelter) but they can also protect them. - Plant or animal part that helps and organism survive in its environment. HW- So What Do You Know 3
Title: Basic Food Chain Purpose: To be able to describe and create a basic food chain. Question: What are the elements of a basic food chain? 4.1
What did you eat today? Which of these items are producers and which are consumers?
As a table I want you to make one paper link chain of someone in your groups most recent meal On your paper link put a P above the producers and a C above the consumers.
Looking at Nature Unleashed How could the chain be made shorter or longer? How else could this food chain have been different? How would you describe the forest food chain (pg 21)? How would you describe the prairie food chain (pg. 23)?
LOL Food Chains- transfer energy from organism to another beginning with the energy from the sun to producers. Producers- make their own food (plants) Consumer- eat other organisms to get the energy they need to survive( animals)
Food Chain Yarn Game Purpose: To explain the difference of consumer and producers and their relationship to one another. Q? What is the sequence of the flow of energy in food chains? HW- So What Do You Know 4 4.2
YARN GAME You will be given a Food Chains Card. Once you have your card you need to figure out independently these 3 things. 1.What plant or animal are you? 2.Are you a produce or consumer 3.How do you get your energy? ( make your own using the sun, consume a plant, consume and animal.
Consumer stand by the smart board Producers go stand by the whiteboard Who is still sitting in their seat?
All Food Chains begin with the Sun none of the producers and consumers can survive without you
What would get its energy directly from a producer?
Some consumers get the energy directly from producers.
Title: Are There Any “Free” Lunches? Purpose: To classify population of organisms as producers, consumers, or decomposer by the role they serve in the ecosystem. Q? N.U. 5.1 & 5.2 Need 10 things of yarn
What kind of organism are you??? 1.Raise your hand if you are a consumer. 2. If you are a herbivore go sit in the computer area 3. If you are a carnivore go sit by the smartboard. 4. If you are an omnivore go sit in the reading area. 5. Producers go sit by the backpacks. 5. Who is left? What are you???
Which organisms should be connected directly to the sun? Let’s actually connect by using yarn. The sun is going to be connected to Various chains….hold on tight
What should be connected next? We are going to keep connecting. If you connect incorrectly you will be removed from the chain and sent to decompose with the decomposers
How well did we connect? Lets chart the different kinds of organisms we found in the pond ecosystem.
The Forest chain I will give you each a card again. Now without talking you are all going to have link yourselves to the appropriate part in the a chain. If you talk = decomposition pile If you are incorrectly link = decomposition pile ARE YOU READY FOR THE CHALLENGE??
LOL Herbivores- animals that eat only plants Carnivores- are meat-eaters, they hunt other animals for food. Omnivores- eat both plants and animals Decomposers- an animal that feeds on and breaks down dead plants and animal matter. Scavenger- an animal that lives on dead and decaying organisms.
What would happen if the mouse species no longer existed?
LOL Predator- an animal that lives by hunting other animals Prey- an animal that is hunted by another animal for food. Predators and prey keep the food chain in balance. Without them some species populations would increase while others would decrease.