Environmental Education. Activity 1 WALT: see what parts of the earth are available for humans and...
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- Environmental Education
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- Activity 1
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- WALT: see what parts of the earth are available for humans and
other animals to live on. Activity 1
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- If the earth were an apple.
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- What does this piece of skin need to be used for? Earths
crust
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- What is the effect of population growth and lifestyles and how
long may it be before we use up all the space?
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- Activity 2
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- WALT: see that the words is full of living things that make
their homes in different places. There are things that can help
these places and things that can harm them.
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- Biodiversity Bio means life Diversity means a range of
different things Biodiversity is a variety of life Biodiversity,
sum of all the different species of animals, plants, fungi, and
microbes living on Earth and the variety of habitats in which
they...
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- Habitat The natural home of an animal or a plant.
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- Protect : Care for / look after / keep it from being destroyed
/ safeguard Damage: Destroy / harm / injure
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- Game: Habitat matching game
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- Discussion What effect does different actions and attitudes
have on living things and biodiversity
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- Investigate Investigate the biodiversity in a specific habitat.
Use a digital camera and take a photo of all the living creatures
you can find in the given area.
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- Activity 3
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- WALT identify how all living things are connected, and that
affecting one thing can affect all SC: we will know we have learnt
this when we can complete a diagram of a food chain and explain
each step.
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- Think - pair share: Ecosystem Interdependence Food chains
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- Ecosystem A community in which plants, animals and microbes
live and interact with one another. A system is a set of things
that work together, like parts that make up a bike or a car.
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- Interdependence: The relationship between all living things
that makes the actions of each one affect all others either
directly or indirectly.
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- Food chain: A pattern of movement of food energy in a group of
living things. Each member of the chain eats a lower member and it
is then itself eaten by another member higher up in the chain.
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- What do you think of when you hear the word arctic? Do you
think there is much pollution there? The waters of the Arctic
actually contain a danger you cant see. There are many different
types of pollutants in the water, which have an impact on all the
living things in that ecosystem.
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- What do you think when you hear the word Arctic? Do you think
there is much pollution here? The waters in the Arctic contains a
danger we cannot see, there are many different types of toxic
pollutants in the water, which have an impact on all living things
in that ecosystem.
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- Today we are looking at an arctic food chain and the things
that are connected within that chain, we will learn how pollution
can harm the food chain.
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- Listening skills: (Student use food sequencing map as T reads )
Listen to the short description for each stage in the food chain.
As I describe a stage, make a pencil sketch in the box to show what
you think that stage might look like. Also write some key words
next to each box that describe the stage.
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- Review: 1. How was the ecosystem affected by human actions? 2.
How are all the animals in the ecosystem connected? 3. Why do all
the animals in an ecosystem need each other? 4. How would you feel
if you were living off food caught from the ocean?
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- Activity 4
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- WALT Set up an science investigation SC: We will know we have
learnt this when we can say what makes a test fair and can identify
the parts of a science investigations.
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- Fair testing: (1) (Think-pair share and record) How might we
define a fair test? Ball experiment: This is to see which ball will
bounce higher. Case study: Which of these experiments would be a
fair test? Why?
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- Fair test: (1) A fair test is one in which you only change one
thing (variable) in the experiment. The fair test lets the
researcher be sure that what has been changed in the experiment
(the independent variable) is actually the thing that was effecting
what you measured (the controlled or dependent variable)
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- The scientific method (2) We will perform a fair test using the
scientific method. Our experiment will contain each step in this
method The scientific investigation method looks as follows.
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- The scientific method (2) Diagram of scientific method
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- We are investigating.. (2) what is the optimum (most effective)
amount of vinegar mixed with bicarbonate of soda for inflating a
balloon. When mixed the two chemicals bicarbonate of soda and
vinegar will cause a chemical reaction. Carbon dioxide is one
result of that reaction. Once the carbon dioxide fills up the
bottle, the only place it can go is into the balloon, which it
fills up as more carbon dioxide is created. Look at what happens
when I add bicarbonate of soda to vinegar.
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- What might our question be? Does the amount of vinegar mixed
with bicarbonate of soda inflate a balloon more quickly?
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- Write your own hypothesis (prediction) More vinegar will
inflate the balloon faster or the amount of vinegar will not have a
an effect on the time of inflation.
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- Is it OK if our hypothesis differ?
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- What could be the controlled variables? Amount of bicarbonate
of soda Size of the bottle Size of the balloons The independent
variable is the is the amount of vinegar
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- Observations: Use all your senses to make observations
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- Data are measurements of something: In this experiment we are
going to get our data by timing the inflation of the balloon
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- Water and soil pollution We are learning to conduct research
using the internet, the library and other resources, to find out
about water and soil pollution.
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