2. “Exploring Living and Non-Living Organisms” – A Science and Social Studies Connection Date: Thursday, February 27, 2014 Time: 4:30-5:30pm Location: HCISD Administration Bldg.RM#511 Presenters: Melonie Flores & Audra Rodriguez HCISD Content Specialists Curriculum Conference Series Come learn about the local history of the South Texas rangeland. Participants will make their own rangeland and be exposed to different ecosystems and their natural resources. Survival skills, food chains, plants, and animals will be incorporated in the training. HCISD Curriculum & Instruction Office 956-430-4518

3. Our expectation today is that what is learned here—Leaves Here!! So- Please feel free to share with your colleagues. Also, this PowerPoint will be located on the C & I Resources page.

4. Background Knowledge What is a rangeland? Answer: Rangeland is a land that supports different vegetation types, including shrublands and grasslands. Often owners of these lands stock cattle or other domestic livestock, and may also have other sources of income from the land such as oil and gas production, and hunting. Rangelands provide native habitat for incredible number of wildlife species including white-tailed deer, javelina, mule deer, and big horn sheep. Home on the Range

5. Slowly, over time, many of these lands and their animals are in danger because of development by expanding human populations. Students must understand the history of the rangelands and ranching and their importance in conserving wildlife populations. Students should be educated on conservation. SongArt Gallery Vaquero Video Vocabulary Map Guest Speaker

6. K (9) Organisms and environments. The student knows that plants and animals have basic needs and depend on the living and nonliving things around them for survival. The student is expected to: (B) examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants. 1 (9) Organisms and environments. The student knows that the living environment is composed of relationships between organisms and the life cycles that occur. The student is expected to: (B) analyze and record examples of interdependence found in various situations such as terrariums and aquariums or pet and caregiver; and 2 (9) Organisms and environments. The student knows that living organisms have basic needs that must be met for them to survive within their environment. The student is expected to: (B) identify factors in the environment, including temperature and precipitation, that affect growth and behavior such as migration, hibernation, and dormancy of living things; and

7. Concepts: -Rangeland systems have living and non-living parts that interact -Models help us understand the world -Models aren’t exactly like the real thing Activity #1: Small Scale Rangeland p.33 Vocabulary: rangeland, conservation, pioneer, bison, antelope, cowboy, Native Americans, wildflowers, campfires, deer, cattle, sheep, goats, etc…

9. Activity #2 Chaparral Habitat (Brush) Concepts: Animals have basic needs that must be met in their habitat. Some animals have adaptations such as camouflage or special body parts that help them survive. Vocabulary: habitat, chaparral, predators, prey, camouflage, ocelot Directions: p.78 Pass out the Ocelot face and have students color and cut it out Pre-cut several Rabbits and place them in an open range around your school. Try to camouflage them with the grass or brush. Have students pretend that they are the predator and they are hunting for the rabbits.

10. Activity #3 Wetlands Activity (Frog) Concept: Predators are animals that hunt other animals (prey) for food. Directions: p.81 Set out the lilly pads in a large circle on your school grounds. Divide your class into groups on the lilly pads and spread out the green creatures cards in the middle of the circle. Have the students use their party blowers to represent the tongues of the frog to pick up their food and bring it back to the lilly pad. Vocabulary: wetland, insects, predator, prey, lilly pad, butterfly, ladybug, ant, etc…

11. Living and Non-Living ResourceLiving and Non-Living Resource (mini-unit) Link Useful Internet websites: 1)http://insected.arizona.edu/ (Isopods, other backyard critters)http://insected.arizona.edu/ 2)www.backyardnature.net/ (snails, slugs)www.backyardnature.net/ 3)www.enchantedlearning.com (crickets)www.enchantedlearning.com 4)www.nwf.orgwww.nwf.org 5)http://www.tpwd.state.tx.us/learning/ (Resources for planning a school habitat, exploring Texas Ecoregions, activity packets, wildlife identification guides, and many more helpful ideas.)http://www.tpwd.state.tx.us/learning/

12. Thank you HCISD Curriculum Department