Environmental Science Activities Manual: 3-5
||Habitats/Ecosystems/Biomes G3.00 || Unifying Concepts of Science
|| Scale and Model 2.4 b
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
OUTLINE OF CONTENT:
3.02 list some animals found within the local community and describe their habitat
I. Important plants and animals in our community
II. Food Chains/Food Webs
III. Effect of Humans on Environment
TN COMPONENT OF SCIENCE: Unifying Concepts of Science
To enable students to acquire scientific knowledge by applying
concepts, theories, principles and laws from life/environmental,
physical and earth/space science.
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.
Pamphlets or other materials from local and state agencies
Today we are going to learn about some of the important plants and animals in our area and their habitats.
(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.)
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.
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