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Science Regional Prioritized Curriculum Grade 6 Living Environment Standard 4: Key Idea 6: Background: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Plants and animals depend on each other and their physical environment. An environmentally aware citizen should have an understanding of the natural world. All organisms interact with one another and are dependent upon their physical environment. Energy and matter flow from one organism to another. Matter is recycled in ecosystems. Energy enters ecosystems as sunlight, and is eventually lost to the environment, mostly as heat. Guiding Questions: What us the role of the sun in an ecosystem? How do organisms relate to each other in ecosystems? What makes the ecosystem a system? Grade 6 Living Environment, Summer 2000 1 Standard 4: Key Idea 6: Performance Indicator 6.1: Describe the flow of energy and matter through food chains and food webs. Essential Knowledge/Skills (Major Understandings) 6.1a Energy flows through ecosystems in one direction, usually from the Sun, through producers to consumer and then to decomposers. This process maybe visualized with food chains or energy pyramids. Classroom Ideas 6.1b Food webs identify feeding relationships among producers, consumers, and decomposers in an ecosystem. 6.1c Matter is transferred from one organism to another and between organisms and their physical environment. Water, nitrogen, carbon dioxide, and oxygen are example of substances cycled between the living and nonliving environment. Field trip to a local ecosystem (Madison- Oneida BOCES Nature Trails). - Provide guided questions before the trip for each student. - Class discussion about what was observed on the trip. - Focus on the interaction between plants and various organisms. - Illustrations of food chain, web, and pyramid using graphic organizers. - Label with vocabulary. Continue to use the same model to discuss sources of and path of energy and matter in the system. Research and present information on the organisms in the food web they identified and how they function as a system. Assessment Ideas Teacher observations Student responses Journal entries Student demonstrations Lab reports/summaries Teacher-developed and studentdeveloped rubrics for performance tasks and projects Time/Notes Ex. Assess illustrations of food chains, webs, etc. for accuracy and understanding. Ex. Assess food web presentations for depth of information and understanding of the total system. Grade 6 Living Environment, Summer 2000 2 Standard 4: Key Idea 7: Background: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Human decisions and activities have had a profound impact on the physical and living environment. The number of organisms an ecosystem can support depends on the resources available and physical factors; quantity of light, air, and water; range of temperature, and soil composition. To ensure the survival of our planet, people have a responsibility to consider the impact of their actions on the environment. Guiding Questions: How is balance important to a system? Why is interdependence important to a system? Grade 6 Living Environment, Summer 2000 3 Standard 4: Key Idea 7: Performance Indicator 7.1: Describe how living things, including humans, depend upon the living and nonliving environment for their survival. Grade 6 Living Environment, Summer 2000 4 Essential Knowledge/Skills (Major Understandings) 7.1a A population consists of all individuals of a species that occur together at a given place and time. Populations living in one place form a community. The community and the physical factors with which it interacts compose an ecosystem. Classroom Ideas Students research, in teams, 1 of the major biomes. Then they will plan and create a visual display/model for a “walk through” exhibit at a theme park. It must include major plant and animal species, as well as the physical features of the region. Relationships between species must be described and demonstrated in the exhibit. Teacher observations Student responses Journal entries Student demonstrations Relate to overpopulation in animal species and natural limitation. Compare to limitations on humans. Research/find examples of overpopulation of both humans and animals in current events. Create a presentation that demonstrates how overpopulation has changed the region researched. Lab reports/summaries Teacher-developed and studentdeveloped rubrics for performance tasks and projects 7.1b Given adequate resources and no disease or predators, populations (including humans) increase at rapid rates. Lack of resources, habitat destruction, and other factors, such as predation and climate, limit the growth of certain populations in the ecosystem. 7.1c In all environments, organisms interact with one another in many ways. Relationships among organisms may be competitive, harmful, or beneficial. Some species have adapted to be dependent upon each other with the result that neither could survive without the other. 7.1d Some Microorganisms are essential to the survival of other living things. See 6.1a, 6.1b, 7.1a, and 7.1c 7.1e The environment may contain dangerous levels of substances that are harmful to organisms (pollutants). Therefore, the good health of environments and individuals requires monitoring the soil, air, water and taking steps to keep them safe. See 7.1b Assessment Ideas See 7.1a Time/Notes Ex. Evaluate the biome project using a rubric to assess the content and visual display. Ex. Assess presentations for reasonableness of explanations. Grade 6 Living Environment, Summer 2000 5 Standard 4: Key Idea 7: Performance Indicator 7.2: Describe the effects of environmental changes on humans and other populations. Essential Knowledge/Skills (Major Understandings) 7.2a In ecosystems, balance is the result of interactions between the community members and their environment. Classroom Ideas See 7.1b 7.2b The environment may be altered through the activities of organisms. Alterations are sometimes abrupt, and some species may replace other over time, resulting in longterm gradual changes (ecological succession). 7.2c Overpopulation by any species impacts the environment due to the increased use of resources. Human activities can bring about environmental degradation through resource acquisition, urban growth, land-use decisions, and waste disposal etc. See 7.1b 7.2d Since the Industrial Revolution, human activities have resulted in major pollution of air, water, and soil. Pollution has cumulative ecological effects such as acid rain, global warming, or ozone depletion. The survival of living things on our planet depends on the conservation and protection of Earth’s resources. See 7.2b Use newspaper and magazine articles to discuss human impact on the environment (pollution, oil spills, rain forest destruction) Debate positive and negative aspects of human activities in a given area. Students design possible solutions. Assessment Ideas Teacher observations Student responses Journal entries Student demonstrations Lab reports/summaries Teacher-developed and studentdeveloped rubrics for performance tasks and projects Time/Notes Grade 6 Living Environment, Summer 2000 6 Resource Materials Title Source Kids As Global Scientists www.onesky.umich.edu Heath Life Science DC Heath and Co. ISBN#0-669-113662 Prentice Hall ISBN# 0-13-807652-9 Reader’s Digest ISBN# 0-89577-612-x Prentice Hall ISBN# 0-13-423443-x The Center for Applied Research in Education ISBN# 0-87628-304-0 Exploring Earth Science / Lab manual How the Weather Works Ecology - The Earth’s Living Resources Environmental Science Activities Kit (Hands on activities for students) Title Source Grade 6 Living Environment, Summer 2000 7 Grade 6 Living Environment, Summer 2000 8