Environmental Science Activities Manual: 3-5

Environmental Science Habitats/Ecosystems/Biomes G3.00
Unifying Concepts of Science Scale and Model 2.4 b

As connector 5H1.00 in the Science Activities Manual: K-8
this classroom connector was selected for inclusion in

Digital Library For Earth System Education

Sponsored by the National Science Foundation



CURRICULAR CORRELATIONS

GRADE: ESAM: 3-5

CONTENT STANDARD: Environmental Science

CONTENT TOPIC: Habitats/Ecosystems/Biomes

CONCEPT: Each local community has important plants and animals.

CONTENT OBJECTIVE: G3.00 To understand important plants and animals within the local community

INSTRUCTIONAL OBJECTIVES: The learner will:

    3.01 list some important plants within the local community or general area and describe their habitat
    3.02 list some animals found within the local community and describe their habitat
OUTLINE OF CONTENT:
    I. Important plants and animals in our community
      A. Plants
        1. Agricultural
        2. Wildlife
      B. Animals
        1. Farm
        2. Wildlife
    II. Food Chains/Food Webs
    III. Effect of Humans on Environment
      A. Beneficial
      B. Detrimental

TN COMPONENT OF SCIENCE: Unifying Concepts of Science

TN GOAL:

    To enable students to acquire scientific knowledge by applying concepts, theories, principles and laws from life/environmental, physical and earth/space science.
TN THEME:
    INTERACTIONS - At all levels of living and non-living systems, matter and energy act and react to determine the nature of our environment.
TN STANDARD(S): The learner will understand that:
    2.4b Interactions of matter and energy shape our world.

    BENCHMARK: Living things contribute energy to and take energy away from non-living surroundings causing changes in both.

CLASSROOM CONNECTORS

TIME REQUIRED:

    One instructional period
MATERIALS:
    Pamphlets or other materials from local and state agencies
SET:
    Today we are going to learn about some of the important plants and animals in our area and their habitats.
INSTRUCTION:
    (It will be necessary to contact some local agencies to acquire a list of plants and animals in your area. Some agencies to contact are: Agricultural Extension Agent; Division of Forestry; Regional Wildlife Office, 1-800-372-925, and ACS Conservation Office.)

    (Content of instruction will vary as different areas contain different plants and animals. Aids to instruction may include speakers on the subject, collections made by students, pamphlets, filmstrips, and wildlife specialists, or other local sources. Field trips may also be beneficial.)

    Give students a list of animals found in the community. Have the students research the diet of each animal. Discuss food chains and food webs. Discuss the effect of humans on certain parts of the food chain. (Ex. polluted waters, garbage dumps, and oil spills and their effects vs. recycling, litter control, and wise use of resources and their effect.)

CLOSURE:
    Today, we have discussed plants and animals that are important to our community. On your paper list two plants and two animals that you feel are the most important to our community.

    Now, with your partner, construct a food web on your posterboard which includes the plants and animals found in our community.

This is the time this file has been accessed since 04/15/2004.

The University of Tennessee at Martin is not responsible for the information or views expressed here.

Environmental Science Activities Manual: 3-5 Home Page

Last Modified