Download 6th Science Ecofriendly

Eco Friendly
Two Weeks
Science
Lesson Plan
Grade:
Teacher:
6th Grade Science
6th Grade Science
Lesson Title:
Eco Friendly
STRANDS
Inquiry
Interdependence
Technology & Engineering
Energy
LESSON OVERVIEW
Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
Students will research portions of the local ecosystem to determine the roles organisms fill, look at the interactions among organisms, identify the primary abiotic factors and
summarize the interactions between organisms and abiotic factors. This inquiry into local ecology focuses on insects and detritivores that live in or on the soil. Students will
examine the niches of two insects to understand how that information can be exploited to create protective or corrective actions against pests. Students will also survey the
local environment to identify the types of trash discarded and collecting in areas around the school and create a process, using the EDP, to solve the problem.
Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)
MOTIVATOR
This news clip, Stink Bug Invasion, gives an overview of a pest relatively new to east Tennessee. There is an ad at the beginning of the clip, so it is recommended that teachers
preview the clip prior to showing to classes.
DAY
Objectives
Materials &
Resources
Instructional Procedures
Differentiated
Instruction
Assessment
(I can….)
1
-
-
-
I can describe
a community
of
interacting
species
I can
construct a
food web
I can identify
the
ecological
roles of
organisms
Bell Work and
Classwork:
iPads
Set & Activity:
iPad, Apple TV
Essential Question:
1. What insects and invertebrates exist in the local community?
2. What ecological roles do they fill?
3. What interactions with abiotic and other biotic factors can be
identified?
Bell Work
In iPad journals have students make a list of organisms that include insects,
worms, and spiders that are commonly found in the local environment and for
at least two of these creatures, state where they live and what they eat.
Link to Project
During this unit students will study the interactions of insects and worms in our
local environment.
Set
The webpage Insect Identification can be used to see how many species exist in
east Tennessee. Show the page and point out the great number of species that
live in our back yards.
Direct Instruction
Vocabulary
Population – a group of the same species that lives in the same area
Community – all the species that live in a particular area
Predator – a consumer that eats other consumers
Prey – a consumer that is a food for another consumer
Discussion
Have students share organisms from their lists when called on to do so.
They should only report organisms that have not been shared by
someone else. Keep a running list on the board. Ask: What does this
list represent? (Answer: community, or more correctly, part of our local
community.)
Make sure the list includes worms, cockroaches and stink bugs.
Activity – Part 1
As table groups, have students create a food web containing the
following categories of organisms:
1. Bee
Remediation:
Provide examples.
Provide additional
explanation of
vocabulary.
Allow additional
day for the written
homework.
Enrichment:
- Identify symbiosis
among organisms in the
food web produced
during the in-class
activity.
Formative
Assessment:
Bell Work
Activity
Homework
2.
3.
4.
5.
6.
7.
8.
9.
10.
Mantis
Beetle
Spider
Cockroach
Worm
Stink Bug
Centipede
Ant
Grasshopper
Students should sketch the food web using the generic creatures above
and then fine-tune their webs by drawing from the consolidated list
and looking up specific species. The list can include lady bugs, slugs,
flies, butterflies, hornets, ticks, honey bees, garden spiders, and
crickets. NOTE: after only one or two minutes, students should ask
about including PRODUCERS in the food web. To speed up construction
of food webs, allow generic producers to be inserted where needed. A
dog or other mammal will have to be included if a tick is used in the
food web.
Students should seek to discover specific interactions among
organisms. The food webs should be made on iPads and submitted to
Gaggle when complete. One food web per group should be submitted.
Activity - Part 2
Have table groups organize their lists, based on their food webs, into
herbivores, carnivores and scavengers.
Close
Point out that the community identified in class is part of the larger community
that includes birds (which would eat many of the insects and worms identified)
and human, which consider many of the organisms discussed today to be pests.
Homework
Assign students to choose one organism that humans view as a pest and explain
why humans consider the creature to be a pest. Students should define the
organism’s niche and approach their paragraph by looking at details of the
niche. They should also show where the food web for humans intersects the
food web of a species we consider a pest. Paragraphs should be submitted to
Gaggle for review.
2
-
-
I can identify
the niche,
habitat and
limiting
factor for
earthworms
in east
Tennessee.
I can
contribute to
group work
so that a
research
project can
be
completed in
one class
period.
Bell Work:
iPad
Set:
iPads
Apple TV
Tub of worms
Discussion:
iPad
Essential Questions:
What ecological roles do earthworms fill in the local environment? (What do
earthworms do and how do they survive in east Tennessee?)
Bell Work
In iPad journals have students write in bullet forms information they know
about earthworms, including information they may have discovered yesterday
and state whether or not earthworms are pests. They should defend their
stance on pest/not-a-pest with facts and/or reasoning.
Link to Project
During this unit students will study the interactions of insects and worms in our
local environment.
Set
Worms (1.5 min) provides a very brief video introduction to the interactions of
worms and their environment. It is a YouTube video and precautions should be
taken to insure that only the intended educational content is displayed. In
addition, the video segment ends with a discussion of worm reproduction and
includes video. Teachers have the option to exclude this portion of the video by
ending the clip early.
Display a tub of worms for students to observe.
Direct Instruction
Vocabulary
Niche – the way organisms survive, which includes how they get food
and shelter.
Habitat – where an organism lives
Limiting Factor – the biotic or abiotic factor that keeps the population
of one species from getting larger and larger.
Discussion
(Keep the discussion brief. Students will need time to complete the
activity.)
Ask: What is the primary function of worms in the environment? The
answer was given in the video. Discuss answers until the role of the
earthworm is identified: decomposer. Also tell students that worms
are detritivores.
Activity
Remediation:
Provide assistance
with vocabulary
Provide prompting
during activity
Provide grouping so
that assistance is
available from
peers
Enrichment:
- Have students
compare at least two
species of earthworm
and indicate where
competition between
species occurs.
Formative
Assessment:
Bell Work
Discussion
Activity
Homework
As table groups, have students produce a short report about
earthworms describing the following:
1. Niche
2. Habitat
3. Ecological Role (producer, consumer …)
4. How worms interact with major abiotic factors, such as dirt,
water, sunlight, temperature, and air.
5. Community (what do we typically find with worms, what do
worms eat, what eats worms).
6. Limiting Factor
Post-Activity
Have each table group submit the report to Gaggle for review.
Discuss the following questions:
1. How do worms benefit the environment?
2. How do worms harm the environment?
3. Are worms pests?
4. What is a pest? (Link to previous homework.)
Close
Point out that by answering some basic questions about worms, we have been
able to better understand their role in the community and understand their
importance impacts on the local ecosystem. Worms, as are any creature, are
more than items in a food web.
3
-
I can identify
the niche,
habitat and
limiting
factor for
cockroaches
and
stinkbugs.
Bell Work:
iPads
Set & Discussion:
iPad
Apple TV
Activity:
iPads
Homework
Assign students to write one paragraph on the interactions of earthworms with
black ants. The paragraph should state whether worms and ants prey upon each
other, if they exhibit one or more types of symbiosis and if they compete for the
same food or space. The reports should be submitted to Gaggle.
Essential Question:
What ecological roles do cockroaches and stink bugs fill?
Bell Work
Have students write the definitions for the vocabulary words habitat, niche,
limiting factor, predator, and prey. Do not allow reference to a dictionary or
other resource. Have students submit definitions to Gaggle.
Set
Sugar-Adverse Cockroaches shows cockroaches eating jelly and peanut butter
on plates. This is a graphic depiction of one interaction between humans and
cockroaches.
Remediation:
Provide assistance
with vocabulary.
Provide prompting
during activity.
Provide grouping so
that assistance is
available from
peers.
Enrichment:
- Have students
Formative
Assessment:
Bell Work
Discussion
Activity
Homework
-
I can
contribute to
group work
so that an inclass
assignment
can be
completed
on time.
Direct Instruction
Show the video Stink Bug Invasion again and explain that students will be
completing niche reports for these creatures, as was done with the earthworm
in the previous class. Both organisms are currently problems in east Tennessee.
Activity
Assign table groups to produce short reports about the American cockroach and
the stinkbug by describing the niche and habitat for each species. Have the
students analyze the niche and habitat of each species to determine how we can
control them, keep them out of our homes and keep them from invading farms.
Post-Activity
Have one student from each table submit the reports to Gaggle for review.
Discuss with the class what each group found in the niches of the two species
that allow us to control the insects. Ask: Do pest control services exploit aspects
of the niche of each species?
Close
Ask: Which species is most dependent on the American cockroach? Which is
most dependent on the stinkbug? Which species is the stinkbug most
dependent on? (Do not ask on which species is the cockroach most dependent
– this will be homework.)
Allow a few minutes for discussion of these questions?
4
5
Homework
Have students write and submit to Gaggle the answers to the following
questions: Which species is the cockroach most dependent on? What types of
interactions occur between these two species?
Project Day 1 – See Unit Plan
Eco Friendly
Project Day 2 – See Unit Plan
Eco Friendly
research to find out why
stink bugs or moving
from the northeastern
USA to the south.
6
-
-
I can
recognize
cause and
effect
relationships.
Bell Work:
iPad
I can use the
engineering
design
process to
solve a
problem.
Activity:
iPads
Pencils
Paper
Set:
iPad, Apple TV
Essential Questions:
1. What conclusions can I draw by surveying my environment?
2. Where do plastic bottles found in my environment come from?
Bell Work
Have students make a list of questions they can ask about their environment.
Examples: Has it always been this way? What is there that we can’t see? Can
factors we can’t see hurt us? How does our environment compare to similar
environments nearby (What is normal?)
Link to Project
In this part of the project students will design a recycling program.
Set
Show Water Bottles. The video is stored on YouTube, but plays on the linked
website.
-
I can use data
to
understand a
problem.
Direct Instruction
Ask the class for comments about the video without directing them toward a
conclusion or a line of questioning. Discuss ideas without leading. Accept
comments that agree with the thrust of the video. Accept comments that
disagree with the thrust.
Assignment
Announce the overall goal for today and tomorrow: To count and categorize the
man made debris in the local environment. The survey of the environment will
be made tomorrow. Today, have table groups make a data sheet and create a
process that will allow them to quickly and accurately count trash and categorize
trash that is lying in the field around the school. They must also get an estimate
of the number of plastic bottles disposed of at school every day.
Allow at least thirty minutes for groups to make their plans and create their data
sheets. (Note: the data sheets must contain blank spaces for unknown entries.)
Post-Assignment
Have groups summarize the problem for which they are seek a solution and then
summarize their progress through the engineering design process. Groups
should submit their summaries to Gaggle.
Close
Point out that there are at least two different ways of looking at this problem of
plastic bottles in our environment. The first way is to look at the true source of
the problem – manufacturing. The second is to look at way bottles are disposed
Remediation:
Prompt during the
creation data
sheets.
Assist with
developing the plan
for counting
Allow peer
assistance during
planning
Enrichment:
Have students
explain why bottle
water is so much
more expensive
than tap water by
citing specific costs
in the
manufacturing
process.
Formative
Assessment:
Bell Work
Activity
Homework
of. Either way, the immediate problem we are facing is trash in our
environment. The better develop a solution, we have to what the trash is.
Homework
Have students write a paragraph that shows how the final effect of trash
accumulation in our field can be traced back to one or more primary causes.
They should submit their paragraphs to Gaggle.
7
-
-
I can analyze
data and
draw
conclusions
I can
demonstrate
how to
estimate a
population
Bell Work:
iPad
Set:
iPad
Apple TV
Activity:
Pencils
Data sheets
Clipboards
Essential Question
How can you count trash?
Bell Work
Have students review ways to count biotic populations by writing a brief
summary of at least two methods.
Link to Project
Designing the right solution to the plastic bottle problem requires that an
accurate estimate be made of the number of bottles loose in the environment.
Set
Show Counting in Nature to remind students of sampling and estimation
techniques.
Direct Instruction
Review the technique of sampling with quadrats and explain how the technique
can be modified to count trash in natural collection zones, like hill rises and
creek beds.
Activity
Have the class prepare to leave the room with everything needed for counting
trash and recording numbers (their plans, data sheets, clipboards, and pencils).
Leave the room, survey the area, and return.
Close
Students will not have time to analyze data today. It will be done during the
project day. Ask students for qualitative results: what kinds of things did they
find? Discuss the existing trash and where it probably came from. Are plastic
Remediation:
Prompt during
discussion
Group with peers
capable of assisting
with data collection
Enrichment:
Have students
develop a trash
counting plan that
would include the
entire county.
Formative
Assessment:
Bell Work
Direct
Instruction
Activity
Homework
bottles the real problem or is it something else? Do we need to shift focus away
from plastic to glass or paper?
Homework
Have students sketch maps of where they found trash and submit the maps to
Gaggle for review.
Project Day 3 – See Unit Plan
Eco Friendly
8
9
Project Day 4 – See Unit Plan
Eco Friendly
10
Project Day 5 – See Unit Plan
Eco Friendly
Identify what you want to teach. Reference State, Common Core, ACT
College Readiness Standards and/or State Competencies.
STANDARDS
Embedded Inquiry
Grade Level Expectations:
GLE 0607.Inq.1
Design and conduct open-ended scientific investigations.
GLE 0607.Inq.2
Use appropriate tools and techniques to gather, organize, analyze, and interpret data.
GLE 0607.Inq.3
Synthesize information to determine cause and effect relationships between evidence and explanations.
GLE 0607.Inq.4
Recognize possible sources of bias and error, alternative explanations, and questions for further exploration.
GLE 0607.Inq.5
Communicate scientific understanding using descriptions, explanations, and models.
State Performance Indicators
SPI 0607.Inq.1
Design a simple experimental procedure with an identified control and appropriate variables.
SPI 0607.Inq.2
Select tools and procedures needed to conduct a moderately complex experiment.
SPI 0607.Inq.3
Interpret and translate data in a table, graph, or diagram.
SPI 0607.Inq.4
Draw a conclusion that establishes a cause and effect relationship supported by evidence.
SPI 0607.Inq.5
Identify a faulty interpretation of data that is due to bias or experimental error.
Embedded Technology & Engineering
Grade Level Expectations:
GLE 0607.T/E.1
Explore how technology responds to social, political, and economic needs.
GLE 0607.T/E.2
Know that the engineering design process involves an ongoing series of events that incorporate design constraints, model building, testing,
evaluating, modifying, and retesting.
GLE 0607.T/E.3
Compare the intended benefits with the unintended consequences of a new technology.
State Performance Indicators
SPI 0607.T/E.1
Identify the tools and procedures needed to test the design features of a prototype.
SPI 0607.T/E.2
Evaluate a protocol to determine if the engineering design process was successfully applied.
SPI 0607.T/E.3
Distinguish between the intended benefits and the unintended consequences of a new technology.
Standard 2 - Interdependence
Grade Level Expectations:
GLE 0607.2.1
Examine the roles of consumers, producers, and decomposers in a biological community.
GLE 0607.2.2
Describe how matter and energy are transferred through an ecosystem.
GLE 0607.2.3
Draw conclusions from data about interactions between the biotic and abiotic elements of a particular environment.
GLE 0607.2.4
Analyze the environments and the interdependence among organisms found in the world’s major biomes.
State Performance Indicators
SPI 0607.2.1
Classify organisms as producers, consumers, scavengers, or decomposers according to their role in a food chain or food web.
SPI 0607.2.2
Interpret how materials and energy are transferred through an ecosystem.
SPI 0607.2.3
Identify the biotic and abiotic elements of the major biomes.
SPI 0607.2.4
Identify the environmental conditions and interdependencies among organisms found in the major biomes.
Standard 10 – Energy
Grade Level Expectations:
GLE 0607.10.2
Analyze various types of energy transformations.
State Performance Indicators
SPI 0607.10.3
Recognize that energy can be transformed from one type to another.