7 ProcedureUse 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 materialsLabel 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 mapWater your seedsRaise hand and wait for teacher to come and cover your terrarium.
8 Data/ Observations Date Observations ( need 14 days of observation for an A)
9 Terrariums 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.
10 Title: Living or Non-living N.U. 1.1Title: Living or Non-livingP (Purpose):1. To identify living and non-living factors in an environment.Q? (Question):How do we know something is living?What are the living and non-living components in our school yard?
12 Terrariums Living Non- Living Model and Have students help identify what is living and non living in their terrarium?
13 Let’s Investigate our School Yard LivingNon- LivingHave students go outside (literacy garden) and identify living and non living.Then have students share out, ask students not to erase incorrect identifications but to circle and move point it to the correct column.
14 How do we distinguish (or tell) one thing from another? 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.
15 Title: Relationships In An Ecosystem N.U. 1.3Title: Relationships In An EcosystemP (Purpose):To demonstrate how organisms, population, community, and ecosystems are connected.Q? (Question):What relationships exist in ecosystems?
16 O: (Observation): School Yard- Bird5Go outside again and have students look for living and non living and count how many of them they see.
17 Checking out our Nature Unleashed Book! What Do you notice?(text features, Content, Text Structure, etc.)
18 Reading: It’s All Connected Read Pg. 2-3 O (Obeservation): Use the graphic organizer on the next slide for you notes
19 ECOSYSTEM! – Everything together Organism- a single living thingPopulation- a group of the same organisms living togetherCommunity- different populations of organisms living togetherNon-living thingsECOSYSTEM! – Everything togetherInteracts WithHave students copy in their notebook. Make a blank graphic organizer for them to fill out see next slide.I did this instead of the overlays- seemed to work fine last year.=
26 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.Bird5XThis could be homework
27 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.
28 Title: Making Connections N.U. 1.5Title: Making ConnectionsPurpose:Organisms, Populations, Communities, and Ecosystems are connectedQ?:How are organisms, populations, communities, and ecosystems connected?
29 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 communityNon-living things place yourself where you think you belong in the communityYou need the playing cards. I laminated mine from last year but will run copies if you need it.
30 Ob.Students draw a quick sketch of the ecosystem we just formed in this game.
31 What did the addition of non- living things provide the living things?
32 What do the living things provide for each other?
34 Title: It’s What’s Inside that Counts NU 2.1Title: It’s What’s Inside that CountsPurpose: To investigate pond, forest, and prairie ecosystemsQuestion: What animals and plants are in the pond, forest, and prairie ecosystems?2 days and will use the completed charts in other upcoming lessons. Only fill out plant/animal/ organism
35 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 following1.Only need to fill out Organism, and identify if it is a plant or animal. Then repeat with the other ecosytems (days)Yellow water lily X
39 LOL (Line of Learning)Name one plant and one animal from each ecosystem: Pond- Forest- Prairie-
40 Title: Water Tolerance Foss #3Title: Water TolerancePurpose: To investigate optimal water conditions for plants.
41 Testable Question-Which environment do the seeds grow best in: Dry, Moist, wet, very wet, swamp.
42 What are the variables?Independent Variable (IV)- Dependent Variable (DV)- Constants (c)-
43 Hypothesis (H): I think this will happen……..because….. Which environment do you think will produce the tallest plants?The plant in which evironment will have the most leaves?
44 Setting up our experiment: Each table will be given one environment to setup for the class to observe.Before we begin planting we need to Map out our plan for our planting.
45 Water Tolerance:I would have each table fill out with me…all plant the seeds in the same area.
46 Procedure1. 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.Demonstrate with the dry environment for the class then let them begin. (this will most likely be the second day.
47 Observation: Which environments had the most plants come up? Which environment had the tallest plant? Height?
48 Conclusion: Which environment do you think was the best? Why? Did you date support/not support your hypothesis?
49 Line of Learning:Controlled experiment: is a set of compared investigations in which one variable is manipulated (changed) by steps while all the other variables are controlled or kept the same.
50 There’s No Place Like Home NU 2.22.3There’s No Place Like HomePurpose: The pond, prairie, and forest ecosystems are similar and different.Question: How are the pond, prairie, and forest ecosystems similar and different?
51 SAME PLANTS...Same Animals Look over our Pond, Prairie, and Forest Big Charts with those at your table groups...Place dots next to the same plantsPlace triangles next to the same animals
53 Characteristics of….. Pond Prairie Forest Have students describe each ecosystem to reviewWhich of these three ecosystems is most like our schoolyard?
54 In Your notebook choose one ecosystem to compare with our school yard ecosystem Pond, Prairie, Forest
55 LOL (Line of Learning)Be able to explain some of the similarities and differences between the pond, prairie, forest, and schoolyard ecosystems.- Each ecosystem meets the basic needs of the animals/ plants so they are able to find or have exactly what they need to survive.
56 N.U 3.2Title: Survival ToolsPurpose: To learn about survival tools. Question: What are some survival tools for plants and animals?
57 Activity- Choose a sheet with either a frog, moth, or snake Color the top picture any way your would likeThen head outside with the class and do the activity.
60 LOL (Line of Learning)Specialized Structure: A part of a plant or animal that helps them survive in their environment
61 Homework: Read pgs. 12-17 and list 6 survival tools for each ecosystem PondPrairieForest1.2,22.214.171.124,
62 Title: Internal and External Cue Purpose: To learn about plants’ and animals’ internal and external cuesQuestion: How do internal and external cues affect organisms behavior?
63 DiscussionHow 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?
64 Activity Your table group is going to be given an animal. It is your mission to keep the “body temperature” of the animal (thermometer) within a comfortable range as indicated on the card.You have 10 mins to try and come up with as many strategies as you can.You must try each strategy for at least 10 mins. and record the information on the chart.
65 Strategy (where and how the animal was placed) Beg. Temp Location(Brief Description)Strategy (where and how the animal was placed)Beg. TempTemp. After 1 minuteDid the Strategy work?Location 1Location 2Location 3Location 4Location 5Location 6
69 LOLInternal cues- Signal from the inside of a plant or animal that causes a change in behavior.ex)hunger– causes animals to stop and eatExternal 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
70 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?
71 Foss IV3Water Tolerance Day 5 Observations - Go back to the Water Tolerance investigation and fill out part one.
72 Title: Specialized Structures NU 3.4Title: Specialized StructuresPurpose:To identify specialized structures that help plants and animals survive.Question:How do specialized structures help plants and animals survive?
73 Specialized Structures Game Directions:1) You will be working in table teams2) Each team will send a member up to dry a card3) If your team can answer correctly your team receives a point4) WE will keep score on the SmartBoard
74 If the card drawn is an organism... 1) Identify the organism as a plant or an animal2) Name one specialized structure for that organism3) Explain how that specialized structure helps thatorganism survive.4) Predict the ecosystem in which that organism wouldmost likely be found- Pond- Forest- Prairie
75 If the card drawn is a specialized structure... 1) Identify the specialized Structure2) Name one organism that would have the specializedStructure.3) Explain how that specialized structure helps that organism survive.4) Predict the ecosystem in which that organism wouldmost likely be found- Pond- Forest- Prairie
76 If the card drawn is a cue card... 1) Identify whether the cue on the card in an internal cue or an external2) Name one organism that would experience/react to the cue3) Describe one possible behavior the organism might have in response to the cue4) Predict the ecosystem in which that organism would most likely be found- Pond- Forest- Prairie
77 LOLSpecialized 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
79 Title: Basic Food Chain 4.1Purpose: To be able to describe and create a basic food chain. Question: What are the elements of a basic food chain?
80 What did you eat today?Which of these items are producers and which are consumers?
81 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.
82 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)?
84 LOLFood 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)
86 Food Chain Yarn Game4.2Purpose: 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
87 YARN GAME You will be given a Food Chains Card. Once you have your card you need to figure out independently these 3 things.What plant or animal are you?Are you a produce or consumerHow do you get your energy? ( make your own using the sun, consume a plant, consume and animal.
88 Consumer stand by the smart board Producers go stand by the whiteboardWho is still sitting in their seat?
89 All Food Chains begin with the Sun none of the producers and consumers can survive without you Start connecting the sun to producers. Each connection is started with a new ball of yarn.
90 What would get its energy directly from a producer?
91 Some consumers get the energy directly from producers. At this point the consumers who eat plants need to connect with the yarn. It must match up to the card. Only consumers who eat other consumers should be left
97 Title: Are There Any “Free” Lunches? N.U. 5.1 & 5.2Need 10 things of yarnTitle: 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?
98 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???
99 Which organisms should be connected directly to the sun? Let’s actually connect by using yarn. The sun is going to be connected toVarious chains….hold on tight
100 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
101 How well did we connect?Lets chart the different kinds of organisms we found in the pond ecosystem.
103 The Forest chainI 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 pileIf you are incorrectly link = decomposition pileARE YOU READY FOR THE CHALLENGE??
106 LOLHerbivores- 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.
110 What would happen if the mouse species no longer existed?
111 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.