Science SCI.III.5.3 Strand: Using Scientific Knowledge in Life Science - Ecosystems Standard: Grade: 1 All students will investigate and explain how communities of living things change over a period of time Benchmark: Design systems that encourage growing of particular plants or animals. Constructing and Reflecting: SCI.I.1.1 SCI.I.1.2 SCI.I.1.5 SCI.II.1.1 SCI.II.1.2 - Generate reasonable questions about the world based on observation. Develop solutions to problems through reasoning, observation, and investigation. Develop strategies and skills for information gathering and problem solving. In the scientific world, decisions must be based on factual evidence that can be replicated. Show how science concepts can be illustrated through creative expression such as language arts and fine arts. SCI.II.1.3 - Describe ways in which technology is used in everyday life. SCI.II.1.4 - Develop an awareness of and sensitivity to the natural world. SCI.II.1.5 - Develop an awareness of contributions made to science by people of diverse backgrounds and cultures. Context Vocabulary / Key Concepts Needs of life: Ecosystems managed by humans: • • • • • • • • • • • • food habitat, shelter water air light minerals farms ranches gardens lawns potted plants Knowledge and Skills Resources Coloma Resources: An ecosystem is a place where living and non-living things interact. Students will design a controlled ecosystem that provides or supplies the needs of life for specific animals or plants. Newbridge Early Science Program “big books” and teaching guides. -From Peanuts to Peanut Butter -The Vegetable Garden -An Apple a Day -Seeds Get Around Newridge Discovery Links “little” readers with reproducible black line masters: -Grow, Seed, Grow Plants (stamp set and cards) See Inside Puzzle: Parts of a flowering plant. Community Resources: - Sarett Nature Center www.sarett.com - Curious Kids Museum www.curiouskidsmuseum.org Other Resources: “Special Needs” Sing the Science Standards with the Science Explosion Songbook Computer program: Power Point, Hyperstudio Science High Scope K-3 Curriculum Series “An Earthworm Farm” “Ant Homes Under the Ground” LHS Gems “Earthworms” LHS Gems M.E.G.O.S.E. Appendix A Culturally Relevant Materials, p. 139 (scientist biographies) Instruction Assessment Benchmark Question: In what ways are various kinds of living things adapted (suited) to survive in their environments? Optional Assessments: Focus Question: What do plants and animals need to live? Put lima beans in Ziploc bags to test the following conditions: -no water (no wet paper towel) -no light (cover in black, put in closet) -no food (take seed apart – baby plant with bean) -optional: no air (close Ziploc bag) Read and discuss various literature listed under resources. Students can plant and care for beans, sunflowers, or grass in the classroom Let’s experiment to find out. Check bags periodically to see what happens and discuss results. Other activity Have students create individual terrariums using clear, 2-liter soda bottles. http://www.bottlebiology.org/intro/ Bottle biology offers an excellent way to exhibit various aspects of an ecosystem in an inexpensive, fun way. All the instructions for building a variety of ecosystems are on the web site. Students write hypothesis regarding what they think will happen, keep a journal recording what is happening and make a final conclusion. May be done on Scientific Progress Organizer or similar form. (Sample attached) Teacher Notes: Investigate and explain how communities of living things change over a period of time. Students in elementary school generally have experiences growing particular plants and animals. They also have opportunities to see examples of other ecosystems both managed (farms and gardens) and unmanaged.