Science SCI.III.5.5 Grade: 6 Strand III: Using Scientific Knowledge in Life Science Standard 5: Ecosystems - All students will analyze how humans and the environment interact Benchmark 5: Explain how humans use and benefit from plant and animal materials. Constructing and Reflecting: SCI.I.1.1 - Generate scientific questions about the world based on observation. SCI.I.1.5 - Use sources of information in support of scientific investigations. SCI.II.1.1 - Evaluate the strengths and weaknesses of claims, arguments, or data. SCI.II.1.3 - Show how common themes of science, mathematics, and technology apply real-world contexts. SCI.II.1.4 - Describe the advantages and risks of new technologies. SCI.II.1.5 - Develop an awareness of and sensitivity to the natural world. Vocabulary / Key Concepts Context Materials from plants, including: • wood • paper • cotton • linen • starch • rubber • wax • oils Human-made objects that incorporate plant and animal materials, including: • clothing • building materials • machines • medicines Materials from animals, including: • leather • wool • fur • oils • wax Knowledge and Skills Students will consider and explore ways in which plants and animals provide resources for humans, such as food, clothing, medicine, shelter. Resources Coloma Resources Laser Disk: Diversity of Life Other Resources • GrowLab – National Gardening Association – p. 232-237 “Plants R Us” • Bill Nye: Caves, Deserts, Forests, Lakes, Ponds, Ocean Life, Rivers, Streams, Wet Lands. • Science Explosion: Ecosystems • Invasive Species – online educational resources • Michigan Teacher Network Resources • National Wildlife Federation • The Great Plant Escape – Interactive guide to plant science Videoconferences Available For more information, see www.remc11.k12.mi.us/dl or call Janine Lim 471-7725x101 or email [email protected] III.5.MS.5 The Kelp Forest from the Ocean Institute Sheep To Blanket from Conner Prairie Museum The Art and Science of Natural Dyes from The Cleveland Museum of Art But I Want It! from the Tennessee Aquarium (products from endangered animals) 6th Grade Science Curriculum Technology Resources III.5.MS.5 Explain how humans use and benefit from plant and animal materials. Instruction Focus Question: How do people use and benefit from plants and animals? • Students will list plant and animal products commonly found in their homes. • Students will meet in small groups and compile their data. • Small groups will present their findings to the class. • As a class, students will discuss and evaluate which plants and animals are used for food and other products. • Each small group will select one plant or animal to research. • Each group will answer the following questions about their plant or animal: ⇒ How is the raw material changed into a usable product commonly found in the home? ⇒ What are the different ways that the product is used? ⇒ How is it used by different groups of people? ⇒ How does growing this plant or raising this animal impact the land, air, and water? • Each group will create a display including the following: 1. A written report 2. Samples of the products ¾ At least 1 food item ¾ At least 2 other products 3. Groups could include the use of technology, such as PowerPoint presentations or videos, as part of their display. 4. The displays will be presented by the groups at a “Natural Resource Fair” which will be open to the public. Assessment Optional Assessment • Students will read the following scenario: It is the year 2020 and a fabulous new product has hit the market – Food 4 Life. Food 4 Life is an incredible break-through food substitute that you take once a week. It will supply all of your nutritional needs. Just think, no more hassling at the dinner table. Food 4 Life will take us into the new millennium as space colonization becomes a reality. With the problem of food solved, humans will be free to live a healthy, happy, plant-less life. • • Students should debate the claims of Food 4 Life and decide if humans could live in a world without plants. Students will be write a position statement giving five substantial, scientifically accurate reasons for or against the following idea: I want to live in a world without plants. (Give students rubric before activity.) Scoring Rubric Criteria: Accuracy of reasons: Apprentice - Provides one to five reasons that are incomplete or contain inaccuracies. Basic - Provides one to three accurate reasons. Meets - Provides four to five accurate reasons. Exceeds - Provides six or more accurate reasons. Criteria: Correctness of mechanics: Apprentice Shows limited use of proper writing mechanics. Basic - Shows some use of proper writing mechanics. Meets - Uses proper writing mechanics. Exceeds - Uses proper writing mechanics in a highly expressive, creative manner. Teacher Notes: “All organisms, including the human species, are part of and depend on two main interconnected global food webs. One includes microscopic ocean plants, the animals that feed on them, and finally the animals that feed on those animals. The other web includes land plants, the animals that feed on them, and so forth. The cycles continues indefinitely because organisms decompose after death to return food material to the environment.” (BSL) Focus Question: • How do humans benefit from plants and animals?