Environmental Science Activities Manual: 3-5
||Plants F8.00 || Process of Science
||Questioning 1.2 abc
GRADE: ESAM: 3-5
CONTENT STANDARD: Life Science
CONTENT TOPIC: Plants
CONCEPT: Plants have complex structures with specialized functions.
CONTENT OBJECTIVE: F8.00 To understand the oxygen-carbon dioxide cycle
INSTRUCTIONAL OBJECTIVES: The learner will:
8.01 explain the importance of the oxygen-carbon dioxide cycle.
OUTLINE OF CONTENT:
8.02 draw and label a diagram of the oxygen-carbon dioxide cycle.
I. Teacher explanation of oxygen-carbon dioxide cycle
II. The role animals play in the oxygen-carbon dioxide cycle
III. The role plants play in the oxygen-carbon dioxide cycle
TN COMPONENT OF SCIENCE: Process Of Science
To enable students to demonstrate the process of science
by posing questions and investigating phenomena through language,
methods and instruments of science
1.2 QUESTIONING - The development of an inquisitive
mind and the effective use of questioning techniques furthers
the acquisition of information.
TN STANDARD(S): The learner will understand that:
1.2a Initial information and prior knowledge are used to ask questions.
BENCHMARK: Questions developed to study scientific concepts are
based upon previous knowledge and experiences.
1.2b Questions may be structured so that they can be investigated
BENCHMARK: The formulation of questions which address a specific
concern or problem more readily lend themselves to scientific
1.2c Not all questions can be answered.
BENCHMARK: Within the questioning process, every investigation
will not yield concrete results.
Aquarium with plants and fish, filmstrips or films
on oxygen-carbon dioxide cycle, pictures with plants and animals
together, and a diagram of oxygen-carbon dioxide
(Instruct students to breathe in deeply and slowly exhale.
The teacher will tell the students they are participating in the oxygen-carbon
dioxide cycle. Today, we are going to learn about this cycle.
We will learn how important it is not only to our life, but how
important it is to other living things.)
(The teacher needs to show a diagram of the oxygen-carbon
dioxide cycle during instruction.) When you breathe out, you exhale
carbon dioxide. So do other animals. Green plants need carbon
dioxide to make food. Carbon dioxide is taken into green leafs to help make food. The plants give off oxygen as a waste product, just like animals give off carbon dioxide when they exhale. Plants provide animals with the oxygen animals need and animals provide plants with the carbon dioxide that plants need. Therefore, plants and animals need each other. Ask the questions what would happen if we did not exhale carbon-dioxide, how else could the plants get it? Let them think, then discuss. Animals also release carbon dioxide.
Observe an aquarium with both fish and plants in it. The fish are using their gills to take oxygen from the air in the water. From time to time you may see bubbles of air rising. These are bubbles full of oxygen which is given off by the green plants. The fish are taking in oxygen and the plants are replenishing the oxygen in the water. You take in oxygen from the air. At the same time, however, green plants are putting oxygen back into the air as they are producing their food. Could an aquarium be as efficient if there were no plants or filter system?
Draw and label your own diagram of a oxygen-carbon dioxide cycle. Explain how the plants and animals depend on each other for oxygen and carbon dioxide. Answer the following question in your journal, Could plants survive forever on Earth if there were no animals or humans? We can try to imagine what the results would be but this question may never yield a concrete answer.
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