environmental issues and environmental engineering web viewcomplete “the earth: land and...

Grade Five

Environmental Issues &Environmental Engineering

STUDENT BOOK

NAME:TEACHER:

Harford County Public Schools102 South Hickory AvenueBel Air, Maryland 21014

July, 2010

Science Env’l Issues & Env’l Engineering, Grade 5

Environmental Issues & Environmental EngineeringActivity Title List

Activity 1: What Issues Impact Our Environment?

Activity 2: How Do Engineers Use Basic Resources to Design Technologies?

Activity 3: Renewable or Not?

Activity 4: How does Growth Affect Our Resources?

Activity 5: Why is Conservation Important?

Activity 6: What are Sources of Water Pollution?

Activity 7: Who are Environmental Engineers?

Activity 8: What Materials will Create the Best Water Filters?

Activity 9: How can the Engineering Design Process be Used to Design a Water Filter?

Activity 10: What’s a Wetland Worth?

Activity 11: What Unique Creature Inhabits an Estuary?

Activity 12: How do Organisms get Energy from a Food Chain?

Activity 13: How do Predator/Prey Interactions Affect an Ecosystem?

Activity 14: How do Organisms Change Our Ecosystems?

Activity 15: How do Organisms Help Maintain Our Ecosystems?

Activity 16: How can we Debate Environmental Issues from The Lorax?

EIEE Student - 2


Activity 1: What Issues Impact Our Environment?

Enduring Understanding (Science): By maintaining the delicate equilibrium of Eco-systems, we can preserve our natural resources.

Enduring Understanding (Engineering): Environmental engineers try to find solutions to problems with air, water, soil, and the natural environment.

Guiding Questions: 1. Why are energy sources needed for all organisms to grow and survive?2. How do human activities cause negative and changes in the environment?3. How do decisions regarding the use of natural resources have benefits, drawbacks,

unexpected consequences and tradeoffs?4. What is environmental engineering?5. What is the engineering design process?

Key Concept(s): Technology, Cause and Effect, Interdependence

Materials: Power Point - Environmental Scenes Book - Just a Dream by Chris Van Allsburg

ScienceSaurus Reference Handbook – pages 318-319 (Natural Resources and the Environment); pages 1-71 (Doing Science)

Warm-Up: 1. Listen as your teacher reads Just a Dream aloud. Think about your environment and

ways that it is impacted, both positively and negatively.

2. Discuss the story with your classmates.

Let’s Find Out: 1. Watch and listen as your teacher presents the Environmental Scenes PowerPoint.

2. Discuss with your classmates the types of environmental issues addressed in theEnvironmental Scenes PowerPoint.

EIEE Student - 3


What Have We Learned? 1. What are some issues (negative impact) that affect the environment in Maryland?

Cite specific examples from the Environmental Scenes PowerPoint._____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

____________________________________________________________________

2. Think about how the characters in Just a Dream changed their habits in order to help protect the environment (positive impact). What can you do at your house to help protect the environment? _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

____________________________________________________________________

Extensions:1. Use what you learned about Maryland’s environment and information from Just a

Dream to draw a picture of Walter dreaming about a healthy Maryland environment.

2. Have students create advertisements to encourage fellow students to help protect Maryland’s environment. Hang the advertisements around your school.

EIEE Student - 4


Activity 2: How Do Engineers Use Basic Resources to Design Technologies?





Key Concept(s): Equilibrium, Systems, Natural Resources

Materials: Product web, Pencil Webbed Diagram School Supplies

ScienceSaurus Reference Handbook – pages 356-357 (Scientists/Engineers); 360-363 (Technology); pages 130-131 and pages 332-333 (Basic Resources)

Warm-Up: How would you describe a technology? List some examples:

Now, examine a wooden pencil carefully. Is the pencil an example of a technology? YES OR NO

Who designs technologies? ________________________________ - someone who uses his or her knowledge of science, math and creativity to design objects or process problems.

With your group, discuss how a pencil is created and the materials a pencil is made from. What natural resources does it comes from? _____________________________________

EIEE Student - 5


Look at the Pencil Webbed Diagram. Highlight the end of each branch which ends in sun, soil, or water. Highlight soil in brown, sun in yellow, and water in blue. These are the three basic resources.

Let’s Find Out:1. Take out a school supply, other than a pencil. This school supply is an example of a technology that has been designed by an engineer. Think about how this technology is made and where it comes from. Consider how the technology solves a problem for you.

2. Complete the Technology Around Us activity in the Student Booklet.

3. In the space provided, draw a webbed diagram of your technology. Be sure to trace it back to the three basic resources- sun, soil and water.

4. In your webbed diagram, highlight the basic resources of soil, water, and the sun.

What Have We Learned?1. Technologies, including food items, can be traced to what three basic resources?

Explain why these are called basic resources.

2. What is an engineer?

3. What is technology? List examples of technologies.

EIEE Student - 6

PENCIL

metalrubber

woodgraphite

rock

soilsoil

sun

water

plants

petroleum

water

soil

sun soil

animals

water

soil

sun


Pencil Webbed Diagram

EIEE Student - 7


EIEE Student - 8


Draw a webbed diagram of your technology.

EIEE Student - 9


EIEE Student - 10


Activity 3: Renewable – or Not?




unexpected consequences and tradeoffs?4. What is environmental engineering?5. What is the engineering design process? Key Concept(s): Equilibrium, Systems, Natural Resources.

Materials: Renewable-or Not? Card Post-it-notes – one pack per group

ScienceSaurus Reference Handbook – pages 320-331 (Natural Resources)

Warm-Up: 1. Mark each statement with a T for true or F for false. If you do not know the answer,

make a prediction.

T or F?

______ 1. Natural resources such as air, water and sunlight come from nature.

______ 2. Renewable resources are resources whose supplies never stop.

______ 3. Humans only use renewable resources.

______ 4. Natural resources such as trees are nonrenewable resources.

______ 5. Nonrenewable resources are replaced only when made in factories.

______ 6. Earth’s natural resources will be used up in 25 years or less.

EIEE Student - 11


2. Read the definitions your teacher has placed on the overhead. In your own words, write the definition, and create a quick picture of what the word means to you.

Term Simple Definition Illustration

Natural Resources

Renewable resources

Nonrenewable resources

Let’s Find Out: Part 1 ~1. When your teacher directs you to do so, silently circulate through the classroom,

looking at objects there and outside the window. Record ten items for further investigation in the spaces below. Be creative when choosing items.

EIEE Student - 12


2. With a partner, discuss the proper placement of an item in the category of renewable or nonrenewable resources. You should record both your terms and any new ones your partner has written down. Consider what the item is made from, and where the parts come from. Think about the main material it is made from.

Renewable Nonrenewable

3. On each post-it note, write your best example of renewable and nonrenewable resources, two of each type. Follow your teacher’s direction to place them on the appropriate poster, and then discuss the class listings.

Part 2 ~1. The teacher will give your group a scenario card to examine and discuss, following

the procedure described below.

2. Assign roles of reader, timekeeper, resource person and reporter. Write their name in the blank.a. _________________Reader- reads the scenario to the group

b. _________________Time keeper- keeps the group discussion going, and tracks the time left so the group is finished on time

c. _________________Resource person- Signals the teacher that something needs to be explained to the group such as a word or idea found in the scenario.

d. _________________Reporter- Summarizes the group’s discussion and informs the class of what was discovered

3. Discuss the facts found on the scenario cards and summarize what it means to the planet and the idea of renewable resources.

EIEE Student - 13


4. Agree on the summary statement the reporter will tell the class. Record it below. Be sure to include what factors affect different natural resources.

5. As each group reports out, record factors that can impact a resource’s ability to renew supplies.

a. Fresh water’s renewal is threatened by:

b. Trees’ renewal is threatened by:

c. Oxygen and clean air renewal is threatened by:

d. Land and soil renewal is threatened by:

e. Habitat renewal is threatened by:

f. Fish renewal is threatened by:

EIEE Student - 14


What Have We Learned? 1. Explain the difference between renewable and nonrenewable resources.

2. Explain how the uses of a tree can help the environment.

3. Explain how the uses of a tree can hurt the environment.

Extensions: 1. “Think globally, act locally.” First, think about what that means. After what you have

learned in this experience, what can you do today to help save natural resources?

2. List the top five natural resources you depend upon the most.

EIEE Student - 15


Activity 4: How Does Growth Affect Our Resources?





Materials: PowerPoint - Harford Glen Aerial Photos

Warm-Up: 1. Working with your group, brainstorm what happens to an area when its population

increases dramatically. Record your ideas, and share with the class.

2. What needs to happen as a result?

Let’s Find Out: 1. View the PowerPoint, Harford Glen Aerial Photos.

2. With your group, examine each map closely. Do you notice any differences between the map from 20 years ago, and the map from today?

EIEE Student - 16


3. Choose one area to examine closely. Record any positive or negative impacts you observe in regards to your chosen area of land. Be specific.

What Have We Learned? 1. What changes did you observe on the maps? [GQ3]

2. What has happened to our waterways, forests, and wetlands as a result of increased population? [GQ3]

3. Think about the relationships among plants, animals, and their environment found in any ecosystem. What types of plants and animals might have been found in these waterway 20 years ago? What may have happened to these plants and animals as a result of overpopulation? [GQ3]

4. What benefits do increased population and building have on our county? How does this same concept harm our county? [GQ3]

Extension: Write a persuasive letter to a pretend builder who is planning on building on or near a wetland area. The letter should incorporate reasons why the builder should reconsider building in this area, and include persuasive language.

EIEE Student - 17


Activity 5: Why is Conservation Important?





Key Concept(s): Equilibrium, Systems, Natural Resources.

Materials: Green colored pencils Blue colored pencils

ScienceSaurus Reference Handbook – pages 187-193 (Earth’s Water); pages 344-349 (Conserving Resources)

Warm-Up: Watch as your teacher demonstrates the different types of water we have on Earth.

The 100 mL of water in the graduated cylinder represents all the water in the world.

The 3 mL of water in the 250 mL beaker represents all the fresh-water in the world. The remaining 97 mL of water in the graduated cylinder represents all the saltwater in the world.

The 20 drops of freshwater in chemplate depression 1 represents all the unfrozen freshwater. The water remaining in the beaker represents ice. This is found in the Arctic, Antarctic, and glaciers.

The ten drops of the water in chemplate depression 2 represents the usable freshwater in the world. Most freshwater is too deep in the ground to use or is in the atmosphere in the form of water vapor or liquid droplets in clouds.

The remaining four drops of water in depression 3 represent the unpolluted pure freshwater available to use in the world.

Let’s Find Out:Complete “The Earth: Land and Water” worksheet.

EIEE Student - 18


The Earth(Land and Water)

Key: Land Water Unusable land Unusable water(green) (blue) (green) (blue)

1. There are 100 blocks, representing all the land and water in the world.

2. Color 25 blocks green. This represents the land on the earth. Remember that there are seven major land masses.

3. Color the 75 remaining blocks blue. This represents all the water on the earth.

4. What percentage of the world is land? __________

5. What percentage of the world is water? __________

6. Much of the land is desert, ice, or mountainous. Place an X in 15 of the 25 land boxes to show this land is unusable. What fraction of the land is unusable? Simplify this fraction.

__________ = __________

7. What fraction of the land is usable? Simplify this fraction. _________ = _________EIEE Student - 19


8. If 10 out of 25 blocks are usable land, 40 out of 100 blocks would be usable, or 40% of our land is usable.

9. Place an X in 74 out of the 75 blue shaded blocks. This represents the unusable water. The remaining one blue block represents all the usable water on earth. This supply of usable water is rapidly becoming unusable because of pollution.

Because of increasing population, we are also beginning to X out more land because of land overuse, forest depletion, and pollution. Nutrients are being depleted from farms from overuse because of the demand for food. Forests are being torn down to put up new buildings and to use trees for wood supplies.

Remember, the world population is growing at a very fast rate. Everyone needs water and land, so there will be less for everyone to use. Conservation of water and land is becoming a necessary practice that we should all follow.

What Have We Learned?

1. How do each of us add to the reduction of usable water and land?

2. Where is most of the water in the world? [GQ2]

3. Where is most of the freshwater in the world? [GQ2]

4. Why do we use polluted freshwater? [GQ2]

EIEE Student - 20


5. Why is there less and less pure freshwater to use? [GQ3]

6. Why is much of the land not usable? [GQ2]

7. Explain how human activities may have a negative consequence on the natural environment. [GQ3]

8. Explain why it is important to conserve the available land and water resources on the earth. [GQ2]

Extensions:Contact the Harford County Soil Conservation District office in Bel Air on Churchville Road. You could arrange guest speakers and obtain pamphlets and other resources.

Contact the county water and sewage department. Research the type of pollution that is occurring in the county. Research the different ways the bay is being polluted by Harford County and what can be done to reduce this pollution. Research ways to conserve water.

EIEE Student - 21


Activity 6: What are Sources of Water Pollution?“Saving Salila’s Turtle”





Key Concept(s): Natural Resources, Models, Cause and Effect

Materials: Storybook - Saving Salila’s Turtle Water Cycle Model

ScienceSaurus Reference Handbook – pages 188-189 (Water Cycle); pages 342-343 (Water Pollution)

EIEE Student - 22


EiE Worksheet 1-2

EIEE Student - 23


EiE Worksheet 1-5

EIEE Student - 24


EIEE Student - 25


Activity 7: Who are Environmental Engineers?





Key Concept(s): Change, Technology

Materials: Mural panels Dry erase markers or overhead pens

ScienceSaurus Reference Handbook – page 359 (Technology and Scientists)

EIEE Student - 26


EIEE Student - 27


Activity 8: What Materials will Create the Best Water Filters?





Key Concept(s): Investigation, Models

Materials: Tea Tape – clear and masking Potting soil Permanent marker Cornstarch Chart paper Paper towels Measuring spoons (Tbls & tsp) Plastic bottles, clear, 2 liter Funnel Rubber stoppers with hole Plastic bottles/cap, clear, ½ liter Aquarium gravel Plastic cups, clear, 16 oz. Art sand Pan/Basin, clear Water Screen Measuring cup, liquid Coffee filters Clock/Timer Optional – Cotton Balls & Cheesecloth

ScienceSaurus Reference Handbook – pages 2-14 (Scientific Method)

EIEE Student - 28


EiE Worksheet 3-1

EIEE Student - 29


EiE Worksheet 3-3

EIEE Student - 30


EiE Worksheet 3-5

EIEE Student - 31


EiE Worksheet 3-6

EIEE Student - 32


EIEE Student - 33


Activity 9: How can the Engineering Design Process be Used to Design a Water Filter?





Key Concept(s): Technology, Investigation, Models

Materials: Tea Tape – clear and masking Potting soil Measuring spoons (Tbls & tsp) Cornstarch Funnel Paper towels Plastic bottles/cap, clear, ½ liter Plastic bottles/cap, clear, 2 liter Plastic cups, clear, 16 oz. Rubber stoppers with hole Pan/Basin, clear Aquarium gravel Screen Art sand Coffee filters Water Cotton Balls Measuring cup, liquid Cheesecloth Clock/Timer Filter holders (Activity 8)

ScienceSaurus Reference Handbook – page 358 (Designing Technology)

EIEE Student - 34


EiE Worksheet 4-1

EIEE Student - 35


EiE Worksheet 4-3

EIEE Student - 36


EiE Worksheet 4-5

EIEE Student - 37


EiE Worksheet 4-6 (pg. 1)

EIEE Student - 38


EiE Worksheet 4-6 (pg. 2)

EIEE Student - 39


EiE Worksheet 4-8

EIEE Student - 40


EiE Worksheet 4-10

EIEE Student - 41


Activity 10: What’s a Wetland Worth?





Materials: Value of Wetlands Article Graphic organizer- Functions of a Wetland Wetland Metaphor Cards

Warm-Up: 1. What do you think a wetland is? This definition may be changed later as you learn

more. A wetland is:

2. Before your teacher demonstrates the sponge activity, record your prediction here. How many milliliters of water do you think the sponge will hold before dripping? Estimate: ___________________ mL.

3. Now that you’ve seen the demonstration, how many milliliters did the sponge hold? Actual: ___________________ mL. If your prediction was different from the actual amount, why do you think you under-estimated, or over-estimated?

EIEE Student - 42


Let’s Find Out: Part 1 ~1. Follow your teacher’s instruction as you count off in numbers 1-7 to form expert

groups. Each group of 1’s, 2’s etc. will read about, and become experts in one of seven wetland functions; Fish and Wildlife Habitat, Aquatic Productivity, Water Quality Improvement, Flood Damage Protection, Erosion Control, Natural Products, Recreation and Aesthetics. Read the section of the article assigned to your group.

2. Determine the important points to teach fellow classmates. Record the facts about just your function on your Functions of a Wetland organizer below.

3. Follow your teacher’s instructions to form new groups. Share information one at a time within new groups, while filling in the rest of the graphic organizer.

EIEE Student - 43


Functions of a WetlandType of Function Meaning Symbol or drawing

Fish and Wildlife Habitat

Aquatic Productivity

Water Quality Improvement

Flood Damage Protection

Erosion Control

Natural Products

Recreation and Aesthetics

EIEE Student - 44


Part 2 ~1. Follow your teacher’s instructions to form cooperative groups. Each group needs an

envelope of Wetland Metaphors.

2. With your team, discuss each of the metaphors, using the pictures within the envelope. Take one picture out at a time, discuss it, and agree on its message.

What Have We Learned? 1. Write your personal metaphors below. [GQ3]

a. A wetland is like a sponge because

b. A wetland is like a hotel bed because

c. A wetland is like an egg beater because

d. A wetland is like a cradle because

e. A wetland is like a strainer because

f. A wetland is like a filter because

g. A wetland is like an antacid because

EIEE Student - 45


h. A wetland is like a healthy garden because

i. A wetland is like a zoo because

j. A wetland is like soap because

2. Record your final definition of a wetland below. [GQ3]

3. Who is affected by the health of wetlands? [GQ2]

4. What can we do locally, as individuals or groups, to help wetlands stay healthy? [GQ2]

Extensions: After folding a rectangular piece of paper into sixths, create a cartoon strip that clearly and simply illustrates, with labels, each of the functions of a wetland. Your favorite function of the seven can be illustrated on the entire back of the page with the other 6 on the front. Labels and captions should be included.

After selecting your favorite wetland function, write a paragraph or poem informing others of this valuable asset.

EIEE Student - 46


EIEE Student - 47


Activity 11: What Unique Creature Inhabits an Estuary?






Materials: Chadwick and His Chesapeake Bay Friends by Priscilla Cummins Chesapeake Bay Map Pictures of crab at different stages Information on Maryland Blue Crab 9 Paper cups 1 Paper clip Salt

Warm-Up: 1. Listen as your teacher reads aloud the story Meet Chadwick and his Chesapeake Bay

Friends, by Priscilla Cummings. Pay particular attention to the aquatic animals mentioned in the story.

2. As a class, create a list of animals (land or aquatic) found in the Chesapeake Bay and surrounding areas (i.e. rivers, streams, Atlantic Ocean). Try to brainstorm as many animals as possible.

Let’s Find Out: 1. Listen to your teacher discuss the definition of salinity. Record your own definition.

Salinity:

2. Observe the salinity demonstration of the Chesapeake Bay. Assist your teacher as needed.

3. Compare the water in each of the cups, including the remaining freshwater cup, evaluating color, texture, taste, etc.

EIEE Student - 48


4. What are some similarities and differences among the five cups?

5. As a class, discuss where in the Chesapeake Bay you might find these different salinity levels.

6. What does each of the cups represent?

7. Locate your map of the Chesapeake Bay. Using crayons or colored pencils, decorate the map depicting salinity levels. You should use hues (ranges) of the same color to represent the differences in salinity. It is recommended that the freshwater areas be a lighter hue, while the saltwater areas be a darker hue.

Part 2 ~Warm-Up: 1. Review your definition of salinity from yesterday.

2. As a class, discuss the parts of the Chesapeake Bay which are fresh, which parts are salty, and what part is a combination.

Let’s Find Out: 1. Working with a partner, read the information about the Maryland Blue crab. Use your

note-taking skills by highlighting, or writing down important information about the animal.

2. Discuss with your partner what makes the Maryland Blue Crab unique from other Bay animals.

3. Cut out the four pictures of the Blue Crab, and color each.

4. Glue the four stages of the Blue Crab to your map of the Bay from yesterday, attaching them to their appropriate area of water according to life stage.

5. Respond to the following What Have We Learned questions.

What Have We Learned?

EIEE Student - 49


1. What is the name of the area of water that is a combination of both freshwater and saltwater?

2. Why is the Maryland Blue Crab unique?

3. Why are blue crabs able to survive in all types of water, but other aquatic animals are not?

4. Could a freshwater bass survive in the Chesapeake Bay? Why or why not?

Extensions: Students can research other aquatic animals located in the Chesapeake Bay, and compare them to the Maryland Blue crab. Students should pay particular attention to habitat, life cycle, and diet.

http://www.dnr.state.md.us/baygame/images/crab_life_cycle_NEW.gif

EIEE Student - 50

http://www.dnr.state.md.us/baygame/images/crab_life_cycle_NEW.gif


Maryland Blue Crab

Blue crabs start their life as tiny zoea, floating in the ocean waters of the Atlantic. Since they are too small and weak to swim, they feed off of the microscopic plants and animals found in the water. After several weeks, the zoea turns into its second stage, known as the megolopa. Even at this stage they are too small to swim, and are therefore carried by the ocean currents into the Chesapeake Bay. Here they feed mostly on zooplankton- tiny microscopic animals. This stage lasts a brief period of time, and after about one week the megalopa becomes a juvenile crab. Juvenile crabs are tiny crabs that can swim or walk on the muddy bay bottom. The juvenile crabs continue to migrate into the Bay along the shallow areas and use the underwater sea grasses as a refuge. By hiding in these beds of underwater grasses they can escape from large crabs and other predators. Once they are mature, female crabs drift back towards the mouth of the Bay, where they can develop their eggs. The male crabs, however, do not migrate back towards the mouth of the Chesapeake Bay. Instead, during the winter months they hibernate in the muddy waters of the rivers and inlets branching from the Bay. When the Bay starts to fill with spring runoff and the waters begin to warm, the crabs start to become active again and move to the shallow rivers, creeks, and tidal wetlands.

A unique trait of the blue crab is its ability to survive in many different types of water. There are two basic types of water: fresh water and salt water. Where these two types of water meet is known as an estuary. Many aquatic animals are not able to survive in waters where the level of salt is too high; on the other hand, many aquatic animals can not live in areas where the salt level is too low. It is almost impossible for aquatic animals with such specific needs to survive in estuaries. Blue crabs, however, have the amazing ability to survive in all types of water without problems. They have special gills that allow them to absorb just the right amount of salt into their bodies. Estuaries are extremely productive--they have a high level of nutrients, and plants and animals that do live there are plentiful. So blue crabs are able to take advantage of this highly productive habitat because of their ability to move between nearly fresh and full-strength salt water environments.

EIEE Student - 51


http://www.omgyachtcharters.com/destinations/chesa/map.jpg

EIEE Student - 52


EIEE Student - 53


Activity 12: How do Organisms Get Energy from a Food Chain?






Materials: Large container of Fruit Counters Three – 3x5 index cards per student Ziploc sandwich baggies Ten 9- inch strips of construction paper, various colors Pictures of producers, consumers, and decomposers Scissors Glue, staplers, or tape

ScienceSaurus Reference Handbook – pages 133-138 (Ecosystems/Food Chains)

Part 1 ~Warm-Up: Participate in the demonstration of the passing of energy.

Let’s Find Out: 1. Read and discuss the article titled, “Energy and the Food Chain”.

2. Write the word “Producer” on one index card. Write a brief definition, and draw a picture. Do the same with the other two cards for the words “Consumer” and “Decomposer”.

3. Look at the page of organisms. With your group, cut out the organisms and put them into groups of Producers, Consumers. *Challenge- Put the consumers into groups of Carnivores, Herbivores, and Omnivores. What about decomposers?*

4. Compare your results with another group by doing a gallery walk. Discuss any differences.

EIEE Student - 54


5. Place your organisms in baggies for use tomorrow.

Part 2 ~:Let’s Find Out: 1. Make four loops with strips of paper by gluing the ends together. Do not put them

together into a chain yet.

2. Each person in the group takes one picture of a producer. Glue the picture onto one loop.

3. Each person in the group takes one picture of a consumer that is an herbivore, or an animal that eats plants. Glue the picture onto the second loop.

4. Each person takes a picture of another consumer that is a carnivore, and would eat the animal on the second loop. For example, you could have a snake eating a frog, but you wouldn’t have a frog eating a deer. You may need to trade consumers in your group to make all of the food chains work. Glue this animal on the third loop.

5. Each person takes one more consumer or a decomposer. Glue this last organism on the fourth loop.

6. Arrange your choices in order from producer to final consumer. Share each food chain in the group, and have the teacher check it for accuracy.

7. Complete your food chain by putting two extra loops between each organism. (see diagram)

What Have We Learned? Complete numbers 1 – 6 using information from the article, “Energy and the Food Chain” and the example below.

Example of a food chain:Sun grass grasshopper frog snake hawk

EIEE Student - 55


1. In the example, which is the producer? [GQ1]

2. Which organisms are consumers? [GQ1]

3. What is the herbivore? The carnivores? [GQ1]

4. What is the main source of energy for life on Earth? [GQ1]

5. Why do all living things need energy? [GQ1]

6. Imagine that all the frogs in this food chain die out due to pollution. Predict how this would this affect the other organisms in the food chain. [GQ2]

Complete numbers 7 – 10 using the food chain you made in class. [GQ1]

7. Which organism is the producer? [GQ1]

8. Which organisms are herbivores? [GQ1]

9. Which organisms are carnivores? [GQ1]

10. Does your food chain have a decomposer? If so, what is it? [GQ1]

Extensions: Think about the hamburger that you had for dinner. Create a food chain that ends with a human as the final consumer. Can you make a food chain that has five links in it? Six? Most food chains will not go past six links, because the amount of energy being passed on is too small.

EIEE Student - 56


Energy and the Food Chain

One of the main goals of life in an ecosystem is finding energy. All living things need energy to grow, survive, and reproduce, or make more of themselves. The main source of energy for life on Earth comes from the sun. Plants use light energy from the sun to make food. Organisms that use the sun’s energy for making their own food are called producers. Algae, grass, trees, and vegetables are all producers.

Animals including humans, which get energy by eating other organisms, are called consumers. There are four different kinds of consumers in an ecosystem:

Herbivores

Plant eaters

Carnivores

Meat eaters

Omnivores

Eats Plants & Meats

Decomposers

Feeds on waste and on dead, decaying plants and animals.

Decomposers are organisms that use waste materials and dead organisms for food. They decay or break down materials and put the nutrients back into the environment. Bacteria and fungi (like mushrooms) are the most important decomposers.

This passing of energy in the form of food from one living thing to another creates a food chain. Food chains always start with a producer. That producer is eaten by a consumer, which may then be eaten by another consumer. A food chain can be shown as a diagram, where the arrows show what is being eaten and how energy is being passed to each organism. For example:

grass rabbit fox

Food chains rarely contain more that six organisms. The cycle of organisms eating and being eaten is one way that they interact with each other.

EIEE Student - 57


Organisms

aquatic plant alligator bacteria big cat

caterpillar clover dandelion earthworm

frog grass Great Blue Heron hawk

king snake leaves mosquito mouse

mushroom rabbit raccoon tadpoles

EIEE Student - 58


Activity 13: How Do Predator/Prey Interactions Affect an Ecosystem?






Materials: Camouflage Photos Laminated Predator/Prey cards Compost Pile sign Tape

ScienceSaurus Reference Handbook – pages 133-138 (Ecosystems/Food Chains)

Warm-Up: 1. Listen as your teacher discusses the word “competition.” Write a definition in your

own words.

2. Write a brief definition of a predator and give an example.

3. Write a brief definition of a prey and give an example.

EIEE Student - 59


4. Observe the two pictures of camouflaged animals. Describe what you see.

5. Why do you think these animals are camouflaged?

6. Which one (predator or prey) would be in competition with other animals?

7. Which one (predator or prey) would need camouflage?

Let’s Find Out: 1. Distribute one predator card to each student. Tape the predator card to your chest so

classmates can see which animal you are. Read the card to determine what prey this you can eat as this predator.

2. Predators cannot talk to other predators; they must be stealthy, although they can make predator noises.

3. Predators have five minutes to stalk and locate their prey. This is the first hunt.

4. When a predator finds a prey that it can eat, the predator must kill the prey (by picking it up), take it back to its refuge (outside – wherever their notebook is, inside - desk), and take time to eat it (by recording the location of the prey on the data sheet). Predators may not run to their refuge, as they may drop their prey. Other predators cannot kill a prey animal that is already dead (by taking it from another predator’s refuge).

EIEE Student - 60


5. After the five minutes, the predators must return to their refuges and complete the “What I Ate” data summary. Discus the locations of where you found prey. Was it near your refuge? Far away? Why do you think the location of prey is important to a predator?

6. Examine the “Predator’s Survival Guide” and compare it to your “What I Ate” data summary. Determine which students found enough prey to survive.

7. Think/Pair/Share reasons why some animals may not find enough prey in a real ecosystem.

8. Any animals who did not meet their energy requirements must go to the compost pile and be the observers for the next part.

9. The remaining predators will again have five minutes to stalk and locate prey,

repeating steps 4 – 5 above. This is the second hunt.

EIEE Student - 61


Data Sheet1. I am a predator (circle one):

Hawk Alligator King snake Praying Mantis Big cat Bullfrog

2. The prey I eat are (see your predator card if you forget):

Snakes Frogs Mice Fish Insects Rabbits

First HuntType of Prey Location in Room

1st prey

2nd prey

3rd prey

4th prey

5th prey

6th prey

7th prey

8th prey

9th prey

Second HuntType of Prey Location in Room

1st prey

2nd prey

3rd prey

4th prey

5th prey

6th prey

7th prey

8th prey

9th prey

EIEE Student - 62


3. What I ate (my data summary):Possible Prey Species Total of each prey eaten

(hunt one)Total of each prey eaten

(hunt two)

Snakes

Frogs

Mice

Fish

Insects

Rabbits

4. Create a bar graph for Hunt One. Remember to include titles, labels, and even increments.

What Have We Learned? 1. Did you find enough prey to survive in the first hunt? Why or why not? [GQ1] If

yes, did you find enough prey to survive in the second hunt?

2. What is a compost pile? EIEE Student - 63


3. Why were the animals who did not survive the first hunt sent to the compost pile? [GQ1]

4. Why do you think it was more difficult to find prey during the second hunt? [GQ1, 2]

5. Did camouflage make it easier or harder to spot prey? Why?

Extensions: Students can create a double bar graph to compare Hunt One to Hunt Two.In the Midwest, wolves are a predator that has been reintroduced after having been hunted to extinction. Ecologists (scientist who study ecosystems) say that reintroducing this predator was very important for the equilibrium of the ecosystem since they eat rodents and small animals that have become too numerous. Many ranchers were against this reintroduction, saying that wolves steal their sheep and cattle. Choose one side that you agree with. Write a paragraph to explain your opinion. Be sure to support your paragraph with information about the importance of equilibrium in an ecosystem, and both the wolf’s and sheep/cattle’s place in a food chain. [GQ1, 2]

EIEE Student - 64


Activity 14: How Do Organisms Change Our Ecosystems?






Materials: PowerPoint - Chesapeake Bay’s Dead Zone

Warm-Up: 1. “Imagine what life would be like, if for months at a time the air we breathe contained

little or no oxygen.” Working with your group, discuss what might happen if this situation occurred.

Let’s Find Out:1. Look at the first slide of the PowerPoint The Chesapeake Bay’s Dead Zone.

Brainstorm as a class what the term dead zone may mean.

2. Listen as your teacher presents the Dead Zone PowerPoint and discuss what the term low dissolved oxygen levels means.

EIEE Student - 65


What Have We Learned? 1. What is the dead zone? [GQ1, 2]

2. What causes low dissolved oxygen levels? [GQ1, 2]

3. How do low dissolved oxygen levels affect the Chesapeake Bay? [GQ1, 2]

4. What can you and others do to help prevent the dead zone in the Chesapeake Bay?

EIEE Student - 66


Activity 15: How Do Organisms Help Maintain Our Ecosystems?





Materials: Student page on Earthworms Student page on Migration Chalk or tape for migration simulation

ScienceSaurus Reference Handbook – pages 94 (Migration)

Warm-Up: Listen as your teacher explains how to play the migration simulation.

Let’s Find Out:

1. Working in groups, develop a definition of migration. a. Migration is…

b. How did this game represent migration?

2. Why did some birds die as the wetlands in each state were being destroyed? EIEE Student - 67


3. Today you will read about several organisms that have a positive impact on the success of ecosystems. Working in groups or individually, read the information on migrating birds and earthworms.

What Have We Learned? 1. After today’s simulation, we know that migrating birds depend on wetlands for

survival. How do the wetlands depend on these same birds to help them sustain and grow? [GQ3]

2. How do earthworms help improve the conditions of ecosystems? [GQ3]

3. Working with your group, can you think of how any other organisms, including humans, that have a positive impact on our ecosystems? [GQ3]

EIEE Student - 68


MIGRATION

Animals do many different, amazing things to get through the winter. Some of them migrate. This means they travel to other places where the weather is warmer or they can find food.

Many birds migrate in the fall. Because the trip can be dangerous, some travel in large flocks. For example, geese fly in noisy, V-shaped groups. Other kinds of birds fly alone.

How do they know when it is time to leave for the winter? Scientists are still studying this. Many see migration as part of a yearly cycle of changes a bird goes through. The cycle is controlled by changes in the amount of daylight and the weather.

Birds can fly very long distances. For example, the Arctic tern nests close to the North Pole in the summer. In autumn, it flies south all the way to Antarctica. Each spring it returns north again.

Most birds migrate shorter distances. But how do they find their way to the same place each year? Birds seem to navigate like sailors once did, using the sun, moon and stars for direction. They also seem to have a compass in their brain for using the Earth's magnetic field.

Coastal wetlands are an important factor to insure the success of bird migration. Ponds, lakes and marshes provide food and shelter for traveling birds. Without the wetlands birds would not have the energy to make the trek from areas as far south as Panama in the case of the Belted Kingfisher.

Birds carry many things with them during their migratory travel southward. Migrating birds can carry seeds in their feathers, their digestive systems and the mud on their feet and thus contribute to seed dispersal. And birds can carry seeds thousands of miles before leaving them behind. Depositing these seeds promotes the growth of new plants native to wetland areas. These plants provide food for birds, as well as other organisms who call the wetlands their home.

http://www.sciencemadesimple.com/animals.html#ANIMALS

EIEE Student - 69

http://www.sciencemadesimple.com/animals.html#ANIMALS


EARTHWORMS

I'll bet you think that the earthworm is only good for fish bait. Well, think again. The earthworm is one of nature's top "soil scientists." The earthworm is responsible for a lot of the things that help make our soil good enough to grow healthy plants and provide us food.

Worms help to increase the amount of air and water that gets into the soil. They break down organic matter, like leaves and grass into things that plants can use. When they eat, they leave behind castings that are a very valuable type of fertilizer.

Earthworms are like free farm help. They help to "turn" the soil—bringing down organic matter from the top and mixing it with the soil below. Another interesting job that the worm has is that of making fertilizer. If there are 500,000 worms living in an acre of soil, they could make 50 tons of castings. That's like lining up 100,000 one pound coffee cans filled with castings. These same 500,000 worms burrowing into an acre of soil can create a drainage system equal to 2,000 feet of 6-inch pipe. Pretty amazing for just a little old worm, don't you think?

Having worms around in your garden is a real good sign that you have a healthy soil.

http://www.urbanext.uiuc.edu/worms/

EIEE Student - 70

http://www.urbanext.uiuc.edu/worms/


Activity 16: How can we Debate Environmental Issues from The Lorax?

Enduring Understanding: By maintaining the delicate equilibrium of Eco-systems, we can preserve our natural resources.

Guiding Questions:1. Why are energy sources needed for all organisms to grow and survive?2. How do human activities cause negative and positive changes in the environment?3. How do decisions regarding the use of natural resources have benefits, drawbacks,

unexpected consequences and tradeoffs?

Key Concept(s): Models, Investigation, Cause and Effect, Technology

Materials: The Lorax Point of View Organizer Note-Taking Organizer Decision Making Organizer

Part 1:Warm-Up: 1. Listen as your teacher reads The Lorax.

2. What is the problem in The Lorax?

________________________________________________________________________

________________________________________________________________________

_____________________________________________________________________

3. What is the issue in The Lorax?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

4. Who are the players involved in this problem and issue?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

5. Listen as your teacher explains the players and their point of view.

EIEE Student - 71


Let’s Find Out:1. Listen as your teacher assigns the 13 roles. If you are not assigned a speaking role,

you will represent the public and will be responsible for all the information presented. You will guide your group in making the final decision. You may also help others in your class prepare for their roles in the debate.

2. Prepare for your debate, using the Point of View Organizer.

Part 2:Preparation: Rearrange the room to support the Public Debate format. Post the list of speakers. Have all of the characters for Thneed production on one side, and the characters against Thneed production on the other.

Warm-Up:Allow students a few minutes to review their roles prior to the public debate.

Let’s Find Out:Act out the debate as your characters. Have each side take turns presenting their arguments. In between each speaker, record any pros and cons on your Note-taking Organizer. Allow time at the end for any closing statements from characters. Students can complete the Note-taking Organizer after all of the speakers have finished, and must do so before meeting in small groups.

What Have We Learned?1. Working in groups and using your notes, complete the decision making organizer.

2. Write a paragraph describing the best solution to the problem. Be sure to explain your reasons for your decision. Reponses should answer the following question: “To what extent should Thneed production continue?”

EIEE Student - 72


3. How does the issues in The Lorax relate to our world? Give an example that relates to our unit.

EIEE Student - 73


Point of View Organizer

Your character’s name: _________________________________________

Circle one:

Your character is for or against the Thneed production.

List 3 reasons why your character feels this way.

1. __________________________________________________________________

__________________________________________________________________

2. __________________________________________________________________

__________________________________________________________________

3. __________________________________________________________________

__________________________________________________________________

Think about and plan for how you will defend your character’s point of view.

EIEE Student - 74


Note-Taking Organizer

Speaker’s NamePosition on

Building Project (For or against)

Important Statements/Opinions

Decision Making OrganizerEIEE Student - 75


Issue

To what extent should Thneed production continue?

Goal(s)

Pros (+) and Cons (-)+-+-+-+

EIEE Student - 76

Alternatives


-+-

Decision(s)

Reason(s) for Decision

EIEE Student - 77

environmental issues and environmental engineering web viewcomplete “the earth: land and...

Documents