Science SCI.III.5.5 Grade: 6

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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?
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