1. Environments
With NGSS

2. Contact Info.
Denise Trenner
Nohl Canyon Elementary

3. 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.

4. 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

5. 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

6. 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?

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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.

18. 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

19. 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.

20. 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.

21. 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.

22. 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.

23. 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.

24. 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

25. 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

26. 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.

27. 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.

28. 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.

29. 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

30. Investigation 4: Continued
Tips:
Plan for a place to grow plants
Plants require about days to grow

31. 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 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

32. 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

33. 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.

34. Web Sites and Apps Engineering Ideas www.sandiegozoo.org
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.

35. Thanks for coming!