Curriculum Conference Series
“Exploring Living and NonLiving Organisms” – A Science
and Social Studies Connection
Date: Thursday, February 27, 2014
Time: 4:30-5:30pm
Location: HCISD Administration Bldg.RM#511
Presenters: Melonie Flores & Audra Rodriguez
HCISD Content Specialists
Come learn about the local history of the South Texas
rangeland. Participants will make their own rangeland and
be exposed to different ecosystems and their natural
resources. Survival skills, food chains, plants, and animals
will be incorporated in the training.
HCISD Curriculum & Instruction Office
956-430-4518
Our expectation today is that what is learned
here—Leaves Here!!
• So- Please feel free to share with your
colleagues.
• Also, this PowerPoint will be located on the
C & I Resources page.
Background Knowledge
• What is a rangeland?
•
Answer: Rangeland is a land that
supports different vegetation
types, including shrublands and
grasslands.
•
Often owners of these lands stock
cattle or other domestic
livestock, and may also have
other sources of income from the
land such as oil and gas
production, and hunting.
•
Rangelands provide native
habitat for incredible number of
wildlife species including whitetailed deer, javelina, mule deer,
and big horn sheep.
Home on the Range
Slowly, over time, many of these lands and
their animals are in danger because of
development by expanding human populations.
• Students must
understand the history
of the rangelands and
ranching and their
importance in
conserving wildlife
populations.
• Students should be
educated on
conservation.
Song
Vaquero
Video
Map
Art Gallery
Vocabulary
Guest
Speaker
K (9) Organisms and environments. The student knows that plants and animals
have basic needs and depend on the living and nonliving things around them for
survival. The student is expected to:
(B) examine evidence that living organisms have basic needs such as food, water,
and shelter for animals and air, water, nutrients, sunlight, and space for plants.
1 (9) Organisms and environments. The student knows that the living
environment is composed of relationships between organisms and the life cycles
that occur. The student is expected to:
(B) analyze and record examples of interdependence found in various
situations such as terrariums and aquariums or pet and caregiver; and
2 (9) Organisms and environments. The student knows that living organisms
have basic needs that must be met for them to survive within their environment.
The student is expected to:
(B) identify factors in the environment, including temperature and
precipitation, that affect growth and behavior such as migration, hibernation,
and dormancy of living things; and
Activity #1:
Small Scale
Rangeland p.33
Concepts:
- Rangeland systems have
living and non-living
parts that interact
- Models help us
understand the world
- Models aren’t exactly
like the real thing
Vocabulary: rangeland, conservation, pioneer, bison, antelope, cowboy,
Native Americans, wildflowers, campfires, deer, cattle, sheep, goats, etc…
Activity #2 Chaparral Habitat (Brush)
Concepts:
•
Animals have basic needs that must be
met in their habitat.
•
Some animals have adaptations such
as camouflage or special body parts
that help them survive.
Directions:
•
p.78 Pass out the Ocelot face and have
students color and cut it out
•
Pre-cut several Rabbits and place them in
an open range around your school. Try to
camouflage them with the grass or brush.
•
Have students pretend that they are the
predator and they are hunting for the
rabbits.
Vocabulary: habitat, chaparral,
predators, prey, camouflage,
ocelot
Activity #3 Wetlands Activity (Frog)
Concept:
Predators are animals that hunt
other animals (prey) for food.
Directions: p.81 Set out the lilly
pads in a large circle on your
school grounds. Divide your class
into groups on the lilly pads and
spread out the green creatures
cards in the middle of the circle.
Have the students use their party
blowers to represent the tongues
of the frog to pick up their food
and bring it back to the lilly pad.
Vocabulary: wetland, insects, predator, prey,
lilly pad, butterfly, ladybug, ant, etc…
Living and Non-Living Resource (mini-unit) Link
Useful Internet websites:
1) http://insected.arizona.edu/ (Isopods, other backyard critters)
2) www.backyardnature.net/ (snails, slugs)
3) www.enchantedlearning.com (crickets)
4) www.nwf.org
5) http://www.tpwd.state.tx.us/learning/ (Resources for planning a
school habitat, exploring Texas Ecoregions, activity packets, wildlife
identification guides, and many more helpful ideas.)
Thank you
HCISD Curriculum Department