Science: 1.02 Identify and analyze the functions of organisms within the population of the ecosystem: 1.03 Explain why an ecosystem can support a

Transcription

1 Science: 1.02 Identify and analyze the functions of organisms within the population of the ecosystem: 1.03 Explain why an ecosystem can support a variety of organisms Determine the interaction of organisms within an ecosystem Identify and analyze forces that cause change in landforms over time including. Water and Ice. Wind. Gravity Discuss and determine how the following are affected by predictable patterns Compile and use weather data to establish a climate record and reveal any trends Explain how energy is needed to make machines move Build and use a model to solve a mechanical design problem.

2 Connections Science # Determine the interaction of organisms within an ecosystem. Wolves and Dogs Fact or Fiction Essential Question: What is the relation between a dog and a wolf? The web site provided above is an interactive link to a 10 question Wolves and Dogs fact or fiction quiz (provided below). The quiz provides questions about common myths and misconceptions about wolves and dogs. After each question is answered the correct answer along with a factual statement is provided. The web site also provides additional links to learn about wolf behavior. After the quiz students can write a short essay explaining what they learned about wolves. Wolves and Dogs: Fact and Fiction Think you know where dogs came from? How much they have in common with their ancestors? Or what they're really trying to tell you when they bark? Take this quiz and find out. 1. Dogs are descended mostly from wolves, jackals, and coyotes. True *False 2. The dog was the first animal to be domesticated by humans. *True False 3. The dog was first domesticated in the early 1500s. True *False 4. There are about 40 species in the dog family, Canidae. *True False 5. About 80 breeds of domesticated dogs exist today. True *False

3 6. An adult dog and wolf of the same weight will have different-sized heads. *True False 7. Dogs and wolves bark for some of the same reasons. *True False 8. Dogs and wolves rely equally on visual communication. True *False 9. Wolf hybrids must be licensed and vaccinated for rabies. *True False 10. You can't teach an old dog new tricks. True *False * Indicates correct answer

4 Science # Explain why an ecosystem can support a variety of organisms Determine the interaction of organisms within an ecosystem Wolf Definitions and Word Search Essential Question: What are characteristics of a wolf? I D S A W T O T H T H O K P R E D T O R O M E G A R E E T A W I L D E R N S S C L N R H M I W N P K I A A M O T O O I I N N L A T O L P Y N G C P T O R F A I G O E H I K Y P C P E A C A N I N E K O A R E L G P U P R E O Wolf Sawtooth WERC Piyip Motomo Motoki Pack Howling Alpha Dominance Wilderness Canine Predator Tracking Pups Mating Beta Omega Den Territory Students define the vocabulary listed above in their own words via dictionary. Next, the students complete the word search. After completing the word search students write a short essay about what they have learned about wolves from the definitions.

5 Science # Identify and analyze forces that cause change in landforms over time including. Water and Ice. Wind. Gravity Discuss and determine how the following are affected by predictable patterns of weather: Temperature. Wind direction and speed. Precipitation. Cloud cover. Air pressure Compile and use weather data to establish a climate record and reveal any trends Build and use a model to solve a mechanical design problem. Devise a test for the model. Evaluate the results of test. Making a House and Testing the Elements Essential Question: How does weather affect houses? In groups of three students draw out of a hat either straw, sticks or brick. After their selection students will then construct a house either out of straw, sticks, or bricks. For straw they will use actual straw, for sticks they will use Popsicle sticks, and for bricks they will use small stones to build their house. After the houses are built, they will be placed outside for a month or the length of the unit. Before placing the houses outside students will predict which house and/or houses will weather the fastest, which house will not change, and which house they think will change the most. Students will also complete a daily weather table. The weather table will help the students determine if any weather trends were present that determined which weathering occurred. (i.e.: If it was rainy more than sunny, did more weathering occur then if it would have been sunnier?) Every Monday and Thursday students will go outside and observe their houses. They will keep a running record of changes in the houses as they observe. After the houses have been outside for a month or the length of the unit, students will write a short essay concluding changes in their house. Students will use the weather table, their running record, and pictures in their conclusion essay. The teacher may chose to take photographs of the houses before putting them outside, and weekly as a reference for their conclusion.

6 Science # Compile and use weather data to establish a climate record and reveal any trends Weather Table Essential Question: What are weather trends? Construct a daily weather table to record the weather for a month or the length of the unit to display in the classroom. The weather table should include the following listed across the top: Morning Temp, Afternoon Temp, Sunny, Cloudy, Rainy, Snowy, and Windy. On the left side of the table list the days of the month starting with the first day beginning at the top. Students will also construct their own individual weather table and record daily. Students will use this weather table in their conclusion write up for the house experiment. They will note if any weather trends were present.

7 Morning Temp Afternoon Temp. Sunny Cloudy Rainy Snowy Windy

8 Science # Build and use a model to solve a mechanical design problem. Devise a test for the model. Evaluate the results of test. Making Your Own Brick Becoming a Master Brick Maker Essential Question: How are bricks made? *Each student makes their own brick. The ingredient proportions will vary due to climate. Teacher should make several bricks before coming to class to develop an accurate ingredient instruction. Be sure to allow your bricks to dry over several days. 1. Use a box, such as a shoebox, to make your mold. 2. Try mixing different combinations of dirt, soil, sand, grass, weeds, straw, clay, flour, cereal, etc., with a little water. You may NOT use any cement, plaster, or tile grout. 3. Tightly pack the mixture into the box. If you make the mixture too wet, it will take too long to dry. If you make it too dry, the brick will crumble when you remove it from the box. 4. Allow the mixture to dry in a warm place for several days. Remove the dried brick from the box. If you find that the brick is still damp, it may be placed in the oven on a low temperature. Make sure you set it on a rack and turn it over periodically so that both sides dry.

9 Science # Determine the interaction of organisms within an ecosystem. Domesticated Pigs vs. Wild Pigs Essential Question: What are similarities and differences of a domesticated pig and a wild pig? Read a factual article on domesticated and wild pigs then develop a Venn-diagram comparing and contrasting the two. The links below provide articles on domesticated and wild pigs. Article is titled Pigs. Article is titled Boar.

10 Science # Identify and analyze the functions of organisms within the population of the ecosystem: Producers. Consumers. Decomposers Determine the interaction of organisms within an ecosystem. Wolves Fact or Fiction Essential Question: What are some fact and fictional statements about wolves? Make a two column chart labeled Wolves- fact of Fiction. In the first column write Fact and list facts about wolves the students already know. In the second column write fictional statements students know about wolves. Find nature magazines (National Geographic Kids and National Parks are two suggestions) or internet articles and give to the students to read. As the students read allow them to come to the chart and list new facts and or correct any mistaken facts. After all the students have read their given article and a list of facts are present, have the students compile wolf facts into their own eight page book. Students will list the fact and then illustrate it. Wolf Facts to get started: Wolves try to avoid people. Wolves usually eat large-hoofed animals such as caribou, deer, elk, and moose. A wolf can go without food for two weeks or longer The wolf is classified as an endangered species in every U.S state except Alaska and Minnesota. It is a threatened species in Minnesota.

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