Science
Strand III
Use Scientific Knowledge from the Life Sciences in Real-World Contexts

 

Science/Strand III
Content Standard 5
All students will explain how parts of an ecosystem are related and how they interact; explain how energy is distributed to living things in an ecosystem; investigate and explain how communities of living things change over a period of time; describe how materials cycle through an ecosystem and get reused in the environment; and analyze how humans and the environment interact. (Ecosystems)

 

Science/Strand III/Content Standard 5
Elementary

 

Science/Strand III/Content Standard 5/Elementary
Benchmark 4
Describe positive and negative effects of humans on the environment.

Benchmark Clarification

Humans have the ability to change the environment. Human actions such as development, construction, pollution, maintenance, and preservation affect the environment.

Students will:

  • Analyze the effects of development (community growth/creating parks) on the environment
  • Analyze the effects of construction (roads, malls, parking lots) on the environment
  • Analyze the effects of pollution (garbage, waste water treatment) on the environment
  • Analyze the effects of land management practices on the environment
  • Analyze the effects of land preservation on the environment
  • Analyze the effects of the use of renewable and non-renewable Natural Resources on the environment

Key Concept / Real World Context / Instructional Example / Assessment Example / Resources

 

Science/Strand III/Content Standard 5/Elementary/Benchmark 4
Key Concept
Human effects on the environment:

  • garbage
  • habitat destruction
  • waste water treatment
  • land management
  • renewable and non-renewable resources

 

Science/Strand III/Content Standard 5/Elementary/Benchmark 4
Real World Context

  • household wastes
  • school wastes
  • waste water treatment
  • habitat destruction due to community growth
  • reforestation projects
  • establishing parks or other green spaces
  • recycling

 

Science/Strand III/Content Standard 5/Elementary/Benchmark 4
Instructional Example

Benchmark Question: How do communities of living things change over a period of time?

Focus Question: How do community growth and pollution affect a frog?

Students will review life requirements (SCI.III.5.E.2) of a frog.

Each student will represent a frog.

Students will cut five 2" x 2" squares of each color of construction paper for a total of twenty squares: blue = water, green = food, yellow = air, and brown = space. The cards represent a frog’s life requirements. Every student will mark an “x” on the back of one square.

Students will pile all of the squares in the center of the room and then each student will take 20 cards.

Students will predict which life requirements each color represents.

Frogs live if they have one of every color. Living frogs remain standing and turn over water and space cards. If there is an “x,” they have died because of pollution or habitat destruction.

Students will write paragraphs summarizing the effects of pollution and land development on a frog.

Students will write paragraphs evaluating areas of their community that would be suitable for a nature park (frog habitat).

Students will create models of their nature park.

Constructing: (SCI.I.1.E.1), (SCI.I.1.E.2).

Reflecting: (SCI.II.1.E.1), (SCI.II.1.E.2), (SCI.II.1.E.4).

 

Science/Strand III/Content Standard 5/Elementary/Benchmark 4
Assessment Example

Working alone, students will evaluate areas of their community suitable for a park, select a site, and create a map. In writing, students will justify their area and evaluate environmental influences in a multi-media presentation to the class. The class will vote for the most suitable plan and will present it to the local city council or another appropriate community governmental unit.

(Give students rubric before activity.)

Scoring Rubric

Criteria

Apprentice

Basic

Meets

Exceeds

Completeness of habitat map

Draws map with no key and no title.

Draws map that includes an incomplete key and/or an incomplete title.

Draws map that includes a complete key and a complete title.

Draws map that includes a complete key, a complete title, and an accurate scale.

Justification of area selection

Writes one reason without supporting data.

Writes one reason with supporting data.

Writes two reasons with supporting data.

Write three or more reasons with supporting data.

Explanation of influences

Explains an influence without distinction of positive or negative.

Explains a positive or negative influence.

Explains one positive and one negative influence.

Explains two or more positive and two or more negative influences.

Accuracy of presentation

Presents written and oral reports inaccurately.

Presents written and oral reports with one technology enhancement accurately.

Presents written and oral reports with more than one technology enhancement accurately.

Presents written and oral reports with more than one technology enhancement. Uses color and pictures accurately.

 

Science/Strand III/Content Standard 5/Elementary/Benchmark 4
Resources

Webliography.
http://mtn.merit.edu/mcf/SCI.III.5.E.4.html

Animals in Danger Series. Heineman Library.
Community Resources: DNR personnel and other individuals, books, internet, local maps.
Harlow, Rosie. Nature in Danger
. Kingfisher, 1995.

“Waste Not.” Sing the Science Standards (Songbook/CD).
http://scienceexplosion.indiegroup.com/