1. Environmental Education

2. Activity 1

3. WALT: see what parts of the earth are available for humans and other animals to live on. Activity 1

4. If the earth were an apple….

5. What does this piece of “skin” need to be used for? Earth’s crust

6. What is the effect of population growth and lifestyles and how long may it be before we use up all the space?

7. Activity 2

8. WALT: see that the words is full of living things that make their homes in different places. There are things that can help these places and things that can harm them.

9. Biodiversity Bio means life Diversity means “a range of different things” Biodiversity is a variety of life Biodiversity, sum of all the different species of animals, plants, fungi, and microbes living on Earth and the variety of habitats in which they...

10. Habitat The natural home of an animal or a plant.

11. Protect : Care for / look after / keep it from being destroyed / safeguard Damage: Destroy / harm / injure

12. Game: Habitat matching game

13. Discussion What effect does different actions and attitudes have on living things and biodiversity

14. Investigate Investigate the biodiversity in a specific habitat. Use a digital camera and take a photo of all the living creatures you can find in the given area.

15. Activity 3

16. WALT identify how all living things are connected, and that affecting one thing can affect all SC: we will know we have learnt this when we can complete a diagram of a food chain and explain each step.

17. Think - pair – share: Ecosystem Interdependence Food chains

18. Ecosystem A community in which plants, animals and microbes live and interact with one another. A system is a set of things that work together, like parts that make up a bike or a car.

19. Interdependence: The relationship between all living things that makes the actions of each one affect all others either directly or indirectly.

20. Food chain: A pattern of movement of food energy in a group of living things. Each member of the chain eats a lower member and it is then itself eaten by another member higher up in the chain.

21. What do you think of when you hear the word arctic? Do you think there is much pollution there? The waters of the Arctic actually contain a danger you can’t see. There are many different types of pollutants in the water, which have an impact on all the living things in that ecosystem.

22. What do you think when you hear the word Arctic? Do you think there is much pollution here? The waters in the Arctic contains a danger we cannot see, there are many different types of toxic pollutants in the water, which have an impact on all living things in that ecosystem.

23. Today we are looking at an arctic food chain and the things that are connected within that chain, we will learn how pollution can harm the food chain.

24. Listening skills: (Student use food sequencing map as T reads ) Listen to the short description for each stage in the food chain. As I describe a stage, make a pencil sketch in the box to show what you think that stage might look like. Also write some key words next to each box that describe the stage.

25. Review: 1. How was the ecosystem affected by human actions? 2. How are all the animals in the ecosystem connected? 3. Why do all the animals in an ecosystem need each other? 4. How would you feel if you were living off food caught from the ocean?

26. Activity 4

27. WALT Set up an science investigation SC: We will know we have learnt this when we can say what makes a test fair and can identify the parts of a science investigations.

28. Fair testing: (1) (Think-pair –share and record) How might we define a fair test? Ball experiment: This is to see which ball will bounce higher. Case study: Which of these experiments would be a fair test? Why?

29. Fair test: (1) A fair test is one in which you only change one thing (variable) in the experiment. The fair test lets the researcher be sure that what has been changed in the experiment (the independent variable) is actually the thing that was effecting what you measured (the controlled or dependent variable)

30. The scientific method (2) We will perform a fair test using the scientific method. Our experiment will contain each step in this method The scientific investigation method looks as follows.

31. The scientific method (2) Diagram of scientific method

32. We are investigating.. (2) what is the optimum (most effective) amount of vinegar mixed with bicarbonate of soda for inflating a balloon. When mixed the two chemicals bicarbonate of soda and vinegar will cause a chemical reaction. Carbon dioxide is one result of that reaction. Once the carbon dioxide fills up the bottle, the only place it can go is into the balloon, which it fills up as more carbon dioxide is created. Look at what happens when I add bicarbonate of soda to vinegar.

33. What might our question be? Does the amount of vinegar mixed with bicarbonate of soda inflate a balloon more quickly?

34. Write your own hypothesis (prediction) More vinegar will inflate the balloon faster or the amount of vinegar will not have a an effect on the time of inflation.

35. Is it OK if our hypothesis differ?

36. What could be the controlled variables? Amount of bicarbonate of soda Size of the bottle Size of the balloons The independent variable is the is the amount of vinegar

37. Observations: Use all your senses to make observations

38. Data are measurements of something: In this experiment we are going to get our data by timing the inflation of the balloon

39. Water and soil pollution We are learning to conduct research using the internet, the library and other resources, to find out about water and soil pollution.