Transcript Unit 6- Interdependence and Pollution

District Focused
Professional Learning in
Mathematics and Science
3rd Nine Weeks 2009
Grade 3
Content Overview
“We do not inherit the earth from our ancestors, we borrow it from
our children.” ~Native American Proverb
Atlanta Public Schools Mathematics and Science Department
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Agenda
• Session Goals and Ground Rules
• Overview of :
 Unit 5: Habitats of Georgia
 Unit 6: Interdependence and Pollution
• Model lesson : Unit 6- Interdependence and Pollution
• Provide opportunities to share ideas and best instructional
practices in science instruction
• Embed interactive technology, differentiation, and questioning
strategies
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Session Goals
• Provide a content overview of the Georgia
Performance Standards (GPS) Quarter 3 Grade 3:
• Unit 5: Habitats of Georgia
• Unit 6: Interdependence
–Pollution/Conservation
• Discuss the rigor of knowledge and skills
expected in each GPS unit
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Session: Ground Rules
• Respect the value of each individual’s
contribution
• No sidebars
• Share the air
• Honor time limits
• Participate and take ownership
• No cell phones or checking e-mail
• Parking Lot
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APS Resources Locations
• Math & Science Resources
• SRT-4 Resources
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CRCT 2009: Grade 3 Science
70%
69%
67%
65%
Earth Science
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65%
Physical Science
Life Science
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CRCT 2009: Grade 3 Science
Students in Each Performance Level
60
48%
Percent
50
42%
40
30
20
33%
32%
25%
APS
Georgia
20%
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Needs Improvement
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Meets2Criteria
Exceeds
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What To Look For
• Provide examples of how the 5 categories were
addressed in the lesson. Categories:
 Managing the Learning Environment
 Learner Engagement
 Differentiated Instruction
 Questioning Strategies
 Technology Integration
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There’s More to Teaching
Science
• Read the article on your table.
• As a table group, locate some of the APS 26
Instructional practices outlined in the poem.
• Discuss how you can work to make sure that
these items are implemented in your labs and
other science activities.
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What do you know
about habitats?
• Think about the different habitats that you can
find in Georgia.
• On your own or with friends, make a list of five
different habitats in Georgia.
• Now pick one of those five habitats from your
list and describe five more habitats contained
within that single habitat. (Hint: Think about the
habitats of small organisms like reptiles and
insects.)
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Habitats
• Coastal
• Piedmont
• Ocean – underground mtn, fish of deep sea,
snail, sea anenome
• Mountains – cave, gorge, stream, foothills, lake,
soil valleys
• Marsh/Swamp –
• Forest/Woodlands- trees, dirt, caves, plants
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Unit 5: Habitats of Georgia
Standard S3L1
Participants will investigate the habitats of different
organisms and the dependence of organisms on their
habitat.
Elements:
a. Differentiate between habitats of Georgia (mountains,
marsh/swamp, coast, Piedmont, Atlantic Ocean) and the
organisms that live there.
b. Identify features of green plants that allow them to live and
thrive in different regions of Georgia.
c. Identify features of animals that allow them to live and
thrive in different regions of Georgia.
d. Explain what will happen to an organism if the habitat is
changed.
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Unit 5: Habitats of Georgia
Enduring Understandings
1. For any particular environment, some kinds of plants
and animals survive well, some survive less well, and
some cannot survive at all.
2. A habitat provides the optimum conditions for the
organism to survive.
3. Different organisms live in different areas in Georgia
(mountains, marsh/swamps, coast, Piedmont, Atlantic
Ocean).
4. Organisms include all living things such as plants,
animals, fungi, and microorganisms.
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Unit 5: Habitats of Georgia
Enduring Understandings
5. Plants have features that allow them to live and thrive in
different regions of Georgia.
6. Animals have certain features that allow/help them to
live and thrive in different regions.
7. Changes in a habitat force the organisms living there to
die, change/adapt, or move.
8. Organisms interact with one another in many ways
including providing food to create a habitat.
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Unit 5: Habitats of Georgia
Essential Questions
1.What is a habitat?
2. How are regions in Georgia different?
3. How do the characteristics of the habitat determine the
organisms that live there?
4. How are Georgia habitats different from other habitats?
5. How do the features of a plant help it survive in a
certain region of Georgia?
6. How do an animal’s features and/or characteristics
allow it to live and thrive in its habitat?
7. How do changes in a habitat affect the organisms living
there?
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Unit 5: Habitats of Georgia
Essential Questions
Habitats:
How does a piedmont/swamp/ocean differ from other
habitats?
What characteristics are found in a
piedmont/swamp/ocean?
How do these characteristics interrelate to form a
piedmont/swamp/ocean?
What plants and animals would be found in a
piedmont/swamp/ocean habitat?
How can a piedmont/swamp/ocean habitat be affected by
natural causes and by man?
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Unit 5: Habitats of Georgia
Essential Questions
Georgia Habitats:
What characteristics make piedmont/swamp/southern
Atlantic Ocean unique in Georgia habitats?
Why do certain plants and animals survive and grow in
Georgia's piedmont/swamp/Atlantic Oceans?
How can Georgia’s piedmont/swamp/ocean habitat be
affected by natural causes and by man?
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Unit 5: Habitats of Georgia
Misconceptions
Misconceptions
Proper Conceptions
All plants and animals can live in
any part of the state.
For any particular environment, some kinds of
plants and animals survive well, some survive
less well, and some cannot survive at all.
Changes in an organism’s habit are sometimes
beneficial to it and sometimes harmful.
Animals and plants can adapt to
changes in a habitat.
???
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Unit 5: Habitats of Georgia
Vocabulary
• Habitat
• Coast (coastal plains)
• Georgia
• Piedmont
• Organism
• Atlantic Ocean
• Mountain
• Ridge and Valley
• Marsh/swamp
• Appalachian Plateau
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Unit 5: Habitats of Georgia
Tasks
S3L1.
• Identify green plants, fungi (mushrooms), and animals
present on the school grounds and around your home.
Make a list of the aspects of their habitat that are
necessary for the organisms to survive. Remember to
include organisms that live in fresh water or salt water
environments if you live near lakes, rivers, or the ocean.
• Research green plants, fungi (mushrooms) and animals
that live in other regions of Georgia. Using informational
resources including maps, match animals and plants
with their homes (areas in Georgia where they live:
mountains, marsh/swamp, coast, Piedmont, Atlantic
Ocean).
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Unit 5: Habitats of Georgia
Tasks
• Contact other third graders in Georgia and share your lists of
green plants, fungi (mushrooms) and animals and their
habitats that live in your area with them. Ask them to share
their lists with you. Compare and contrast the lists to
determine similarities and differences.
• Write an illustrated story telling what you found out about
the organisms in your area, such as where they live, what
they consume, and what external features the animals or
plants have that enable them to live where they do. Use what
you know about other areas in Georgia to conclude if the
organisms could live in those other habitats.
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Unit 5: Habitats of Georgia
Tasks
• Identify external features of animals that allow them to live
and thrive in different regions (cold, warm, wet, dry, etc.).
Explain why certain animals need to live in a certain region
due to their life cycles. External features may include but are
not limited to
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Body covering
Size and relative scale of body parts
Movement
Food gathering
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Unit 5: Habitats of Georgia
Tasks
• Choose an organism that lives in a place other than Georgia.
Do a report about that organism, its needs, its habitat, and
why, based on its needs and features, it lives somewhere
other than Georgia. For example, penguins do not live in
Georgia except in zoos or animal parks. You would find out
why penguins are not native to Georgia, what it needs to live,
and its habitat.
• Visit a zoo or botanical garden and find out what
accommodations in food, environmental conditions, and
habitat the caretakers had to make to keep exotic organisms
alive in Georgia.
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Unit 5: Habitats of Georgia
Tasks
• Identify external features of green plants and fungi
(mushrooms) that enable them to live and thrive in different
regions of Georgia (mountains, swamps/marshes, coasts,
fresh water, Atlantic Ocean, and Piedmont).
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

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Seeds, cones, flowers
Leaf structure (leaf shape, thickness, etc.)
Size
Shape
• Compile information into a research display of different
plants and animals and their external features that help them
thrive in different kinds of places. Use maps to show
locations.
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Unit 5: Habitats of Georgia
Tasks
• Choose an organism that has unusual features. Do a report
about that organism, its needs, and why, based on its needs
and features, it lives in a specific habitat.
• Produce a display (diorama, multimedia presentation,
brochure, etc.) about external features of organisms. For
example, you could compile a brochure about beaks or feet of
different birds. You could do a presentation about different
leaves or fungi.
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Unit 5: Habitats of Georgia
Essential Labs
• Saving Water
 pp. 70-72 (Use with Pages 230-231)
• Keeping Warm
 pp. 73-75 (Use with Pages 244-245)
• Observe An Environment
 pp. 76-77 (Use with Pages 264-265)
• Plant And Animal Homes
 pp. 79-81 (Use with Pages 276-277)
• Changing The Environment
 pp.82-84 (Use with Pages 292-293)
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Unit 5: Habitats of Georgia
Culminating Tasks: Zoo (Part 1)
Goal: To help develop a zoo that will have a sample of the
plants and animals from all the habitat regions of Georgia.
Role: You are a biologist sent to find out what kinds of
plants and animals live in each of the five habitat regions
and what adaptations they have to live in those regions.
Audience: General Public
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Unit 5: Habitats of Georgia
Culminating Tasks: Zoo (Part 2)
Scenario: Build a zoo that will house samples of both plants
and animals from the different regions of Georgia. Find out
about the plants and animals that live in those regions and
the features that they have that allow them to thrive there.
Make a list of what you will need to include in your zoo to
insure their survival.
Product: A drawing of the zoo showing what conditions
your area would have to have in order for the plants and
animals from that region to survive there. A report on the
plants and animals from your region.
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Unit 5: Habitats of Georgia
Culminating Tasks: Exhibit
Goal: Your goal is to create an exhibit for the Georgia
Wildlife Federation to show the regions of Georgia and the
plant and animal life that is indigenous to each habitat.
Role: You are part of a team selected by your teacher to
create an exhibit for the Georgia Wildlife Expo.
Audience: Spectators from all across the state, Judges of
Georgia Wildlife Federation Contest
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Unit 5: Habitats of Georgia
Culminating Tasks: Exhibit
• Scenario: – Your teacher has entered the class in a
contest sponsored by the Georgia Wildlife Federation.
You are to follow the rules and guidelines of the contest
in order to create an exhibit. Rules and Guidelines for
the Contest are as follows:
 All work must be student created and original.
 Information presented must be valid.
 There must be visual representations of plants and animals
in their habitats
• Product: The purpose of this project is to show the plant
and animal life within each of the habitats of Georgia.
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Unit 6: Interdependence –
Pollution/Conservation
Standard: S3L2
Participants will recognize the effects of pollution and
humans on the environment.
Elements:
a. Explain the effects of pollution (such as
littering) to the habitats of plants and
animals.
b. Identify ways to protect the environment.
c. Conservation of resources
d. Recycling of materials
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Unit 6: Enduring Understandings
Enduring Understandings
• There are harmful effects of pollution and various ways
to protect the environment from pollution.
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Unit 6: Essential Questions
Essential Questions
1. How do I identify distinguish, and correct effects of
pollution?
2. What are the effects of pollution on plants and their
habitats?
3. What are the effects of pollution on animals and their
habitats?
4. How does conservation protect our environment?
5. How does recycling help reduce pollution?
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Unit 6: Misconceptions
Misconceptions
Proper Conceptions
Pollution comes only from
manufacturing processes and
machines.
Pollution comes from many sources.
We can recycle everything. Trash
disappears.
Some objects are not recyclable.
I do not pollute. We don’t have a
problem with pollution.
Not all trash can be recycled. Pollution is
everyone’s problem. Pollution comes from
everyone.
All water sources are clean and
can be used for drinking water.
You should not drink water from sources you
do not know are safe (lakes, creeks, rivers)
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Unit 6: Vocabulary
•
•
•
•
•
•
•
•
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Pollution air
Pollution land
Pollution water
Habitats
Environment
Aerosol ozone layer
Littering land
Conservation acid
Rain water
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Unit 6: Tasks
S3L2.
• Research other ways to help the environment such as
conservation of resources and recycling. Look around
your school and home for ways to help conserve
resources and recycle products. Make posters to display
around the school informing other participants of the
need to conserve water and land resources by careful use
and recycling. Celebrate Earth Day in April by sharing
what you have done to help “save the planet.”
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Unit 6: Tasks
S3L2.
• Sometimes pollution such as littering changes an
organism’s habitat. Anchor a piece of paper on a grassy
area on the school ground. Leave the paper for two
weeks. Remove the paper and observe the impact the
paper had on the grass. Develop a plan to help clean up
the area so that the organisms in the area are more likely
to survive. Publicize your plan and write letters to
encourage others to help with the plan. Test your plan
and keep a record of the number of organisms or the
condition of the organisms before and after
implementing the plan.
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Unit 6: Essential Labs
• Mining Resources
• pp. 85-87 (Use with Pages 312-313)
• Pollution And Plants
• pp. 88-90 (Use with Pages 324-325)
• Taking A Look At Trash
• pp. 91-93 (Use with Pages 338-339)
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Unit 6: Culminating Task
Goal: Sharing with others the ways you’ve learned to conserve
resources to protect our environment
Role: You have been hired by the Environmental Protection
Agency to design a poster to present to the School Board to use
for the county to teach children how to protect the
environment.
Audience: Your School Board members and the members of the
EPA will decide if your poster reflects pollution prevention.
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Unit 6: Culminating Task
Scenario: You must present your poster to the board
members and EPA. You must show evidence that you
understand conservation, recycling, reusing and reducing
waste.
Product: You will make posters to display around the
school informing other participants of the need to
conserve water and land resources by careful use and
recycling.
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Unit 6: Interdependence –
Pollution/Conservation -- Literature
1. Just A Dream – Chris Van Allsburg,
(Houghton Mifflin Company, 1990)
2. The Giving Tree – Shel Silverstein, (Harper
Collins Children’s Books, 1964)
3. The Paper Bag Prince – Colin Thompson
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Unit 6: Planning Questions
1. What is the lesson about?
2. What do they already know?
3. What about this group?
4. Do you have manipulatives?
5. Did you give a pre-assessment?
7/25/2008
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Model Lesson
Unit 6:
Interdependence/Pollution
Third Grade
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Engage: Pollution
Reflect on the following questions:
• What is pollution?
• Why is pollution bad for the environment?
• How can pollution travel?
• Why types of things pollute water?
• What types of things pollute air?
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Engage: Pollution
As you watch the video would you revise your answers:
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Engage: What is pollution?
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Standard: S3L2
Students will recognize the effects of pollution and
humans on the environment.
Elements:
a. Explain the effects of pollution (such as
littering) to the habitats of plants and
animals.
b. Identify ways to protect the environment.
c. Conservation of resources
d. Recycling of materials
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Essential Q & Objectives
EQ: What are the effects of pollution on plants
and their habitats? What are the effects of
pollution on animals and their habitats?
Objectives:
1. Students will be able to identify types of
materials that will or will not mix with water.
2. Students will be able to describe the effects of
pollution in water to the environment.
3. Students will be able to identify the ways that
pollution travels.
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Explore: Literature Connection
Follow the Water from Brook to Ocean
by Arthur Dorros
Explores water's journey,
how it shapes the earth,
and why it is important to
keep it clean
• Grades K-4
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Explore: Technology
Hotlist:
http://www.kn.att.com/wired/fil/pages
/listquartercc.html
Teacher Resources
• http://www.kiddyhouse.com/Themes/Environ
/Water.html
• http://www.zerofootprintkids.com/kids_teache
r.aspx?cat_id=9
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Explore: Technology
Ocean Pollution
• http://chalk.richmond.edu/education/projects
/webquests/oceans/
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Unit 5: Habitats of Georgia
Additional Websites
• Georgia Wildlife Federation: http://www.gwf.org
• Georgia Museum of Natural History Science Box Program:
http://museum.nhm.uga.edu/htmldocs/scienceboxes/scibo
x.asp
• Georgia Wildlife Web:
http://naturalhistory.uga.edu/~GMNH/gawildlife/index.p
hp
• National Wildlife Federation:
http://www.nwf.org/schoolyard
• http://www.uga.edu/gardenclub/m2s/
• The New Georgia Encyclopedia website
(www.newgeorgiaencyclopedia.org)
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Unit 5: Habitats of Georgia
Additional Websites
• http://www.nwf.org/schoolyard/
• http://books.google.com/books?id=ZC8xU3OpgBoC&pg=P
T7&lpg=PT7&dq=what+is+a+habitat&source=web&ots=BiP
2BEbqMv&sig=uJ4b7kVQ7Xati6AY9siV90onHVc&hl=en&sa
=X&oi=book_result&resnum=2&ct=result#PPT6,M1
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Explore: Dump & Clump
1. Select timekeeper and scribe for each group of 4
or 5.
2. Brainstorm all the words related to pollution
for 2 minutes. The scribe of the group will
record them on the index cards provided.
3. Organize the words in a way the group decides.
Write a sentence or two to justify your
organization.
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Explore: Bottle Ocean
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Explain: Video
Causes of Water Pollution
• The way we use water results in pollution which damages the
environment. Sewage, chemical waste, and runoff place toxic
substances into water sources. Oil spills are especially
dangerous to water because they spread very fast and cause
severe damage to surrounding ecosystems.
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Explain: Science Notebook
• Explain in your own words or draw a picture
explaining why additives in water create
pollution. Can all additives be physically
changed into their primary components?
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Elaborate: Water Pollution
• Repeat the Bottle Ocean experiment using different kinds of
liquids that are commonly put into our lakes and oceans. See
what liquids will and will not mix with water.
• Find out where pollutants come from, what harm they may
cause to life and the water, and how we are trying to avoid
this pollution or clean it up.
• Research a particular ocean, lake or river. Find out how
“healthy” the water is. What kinds of pollution concerns are
there? They may find out about malformed critters that are
linked to pollution. Or there may be evidence that certain
plant life or other life is in jeopardy or even becoming extinct
because of pollution.
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Evaluate: Pollution Solutions
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Evaluate: Pollution Solutions
Your team will create an imaginary machine that will clean up plastics in the
ocean.
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Evaluate: Pollution Solution
GRASP
Goal: Understand importance of sharing ways to
conserve and protect environment with others
Role: You have been hired by EPA to design poster
for school board.
Audience: Your School Board members and the
members of the EPA will decide if your poster
reflects pollution prevention
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Evaluate
Standard: You will write a plan and create a poster to
explain how to protect your environment using
recycling, reducing, reusing, and conservation.
Product: You will make posters to display around the
school informing other students of the need to
conserve water and land resources by careful use
and recycling. You will include data to support your
information. You will provide organized ideas and
present them neatly using colorful visual graphics.
Your written information must be accurate based on
knowledge gained from the unit study
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Evaluate: CRCT Practice
• http://www.classmarker.com
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Reflection
1. Which strategies in this session are you most
likely to use?
2. How would you adapt the strategies in this
session to suit your needs?
3. What else do you need to know?
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Contact Information
[email protected]
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