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Homecourt Publishers Greenville, SC
Activities, Parodies, Games, Jokes, Review Sheets, “3-D Templates”, Cold Reading Passages,
and much more!
• Populations & Communities
• Food Chains & Webs
• Limiting Factors
• Natural Resources
• Environmental Issues
Copyright 2010 by Homecourt Publishers
Can I really make copies of these pages to use as handouts? Yes. That’s why we made them. Please feel free to make copies of the handouts so that your students can learn and enjoy the material. Keep in mind—it is unlawful to use these handouts for sale or profit. Please do not present the material in these handouts as your own original work, as they are protected by all relevant copyright laws. Every effort has been made to make these handouts as complete and accurate as possible. However, there may be mistakes, both typographical and in content. Therefore, this material should be used only as a guide and not as an ultimate source of research. Homecourt Publishers shall have neither the liability nor responsibility to any person or entity with respect to any loss or damage caused by the information contained in these handouts. Okay, now that you’ve got all of the disclaimers out of the way—go have fun!!! For information or comments, contact:
Homecourt Publishers 2435 East North St., #245
Greenville, SC 29615-1442 [email protected]
www.homecourtpublishers.com (864) 877-5123
Managing Editor - Ben Bache [email protected] Lead Editor – Alissa Torzewski Thank you to Joann Wood for contributing ideas, inspiration, and original work to this project. Additional contributions made by Nancy Rechtman and Audrey Cook. Cover illustration by Zach Franzen. Copyright 2010 by Homecourt Publishers
Table of Contents
Section 1 — Favorites 5
Ecosystems Cheer (Call & Response) 6 All About Organisms (Reader’s Theater) 8
Section 2 — Information Overload 14
Organization of Ecosystems 15 Food Chains, Webs, & Pyramids 16 Limiting Factors & Disasters 17 Impact of Soil & Water 18 Natural Resources 19
Section 3 — Pocket Activities 20
Environments (Group Activity) 20 A Little Humor (Jokes) 21
Section 4 — Language Arts Integration 22
Enjoy the Scenery… 22 For Your Environmental Protection 24 Enjoy Your Vacation 25
Section 5 — Printouts, Puzzles, & Games 26
Ecosystem Population (Cryptoquote) 26 Roles of Organisms (Word Scramble) 26 Ecosystems (Crossword) 28
Section 6 — 3-D Templates 30
Ecosystems (Hands-on Study Sheet) 31
“A teacher who is attempting to teach without inspiring the pupil with a desire to learn is
hammering on cold iron.”
—Horace Mann (1796-1859) “The Father of American Public Education”
Page 5
Over the next few pages I will share some of my personal classroom secrets that are sure to engage and excite your students!
Here’s how it works:
The left-hand page includes
the song parody, activity, poem, game, etc. for
you to share with your students.
The right-hand page includes my
personal commentary, including the
reasons I’ve had success with this exercise, any key
directions, and other tid-bits that might be helpful.
***The exercises on the next few pages are great to use for this topic area, but you can easily modify them to use for other topics and even subject areas.
The simple format and extra notes that are provided will really help with this!
Page 6
Description: An interactive cheer about different ecosystems. Instructions: The teacher shouts out the question lines and students respond to the call in a cheer
format. Enthusiasm is important in this exercise!
Corals, fish, and sharks live WHERE ? In the ocean!
Frogs, ducks, and turtles live WHERE ? In a lake!
Bison, prairie dogs, and antelopes live WHERE ? In grasslands!
Deer, squirrels, and bear live WHERE ? In a forest!
Alligators, mosquitoes, and crabs live WHERE ? In an estuary!
Most of the earth’s surface is covered by WHAT ? The oceans!
A freshwater body of water surrounded by land is WHAT ? A lake!
An area of fertile soil covered with pastures is a WHAT ? A grassland!
An area with lots of trees, shrubs, and animals is a WHAT? A forest!
An area where a river meets the ocean is a WHAT? An estuary
Call & Response
Page 7
This is an interactive and engaging cheer. Students have a chance to get up and get some energy out while reviewing what they have learned about different ecosystems. I can’t tell you how important it is to have exercises that you know will “jumpstart” a tired class in the middle of the week!
To introduce, I put this cheer on an overhead and reveal one line at a time and discuss it. You can even have your students write what they think the correct response should be and hold it up before you reveal the answer.
After going over it slowly, we call out the answers. Students come up with motions for each type of ecosystem, which is always a strong mnemonic technique.
As a follow up, I have students create their own call and response cheer! Also—repetition, repetition, repetition! This can be implemented as a
“Start the Day” cheer, as a transition time cheer, a lining-up cheer, an end-of-the-day packing-up cheer… You get the picture.
Page 8
Description: Reader's Theater script about the wide variety of organisms Instructions: Assign parts and have the students read it aloud. Although it reviews scientific
terms, it is appropriate for an ELA block!
Narrator: Our story begins with a boy and a girl who are trying to study for
a science test one night. They are in the same class at school and are having trouble remembering the categories of organisms.
Boy: I just don't get all this stuff. What is an organism anyway? Girl: Something that plays an organ? Boy: I don't think that's on our test tomorrow. Any other ideas? Girl: I don't know. But I do know that I need to water my mom's plants
if I want to get my allowance! Let's take a break, and I can think about it while I water.
Narrator: The girl goes over to the plants and sprinkles some water on them.
While she is sprinkling, she talks to the plants like her mom taught her.
Girl: Here you go plants. Drink up. While you're at it, could you help
us study for this dreaded test?
Reader’s Theater
All about Organisms…
Characters
Narrator Genie Boy Girl
Flowering Plant Non-Flowering Plant Herbivore
Several other organisms (often speaking in groups)
Page 9
Narrator: All of a sudden, a little man pops out of a flower on one of the
plants! Girl: What in the world????? Plant Genie: I am the Plant Genie! Your wish is my command, my dear. Thank
you for always talking to us – to show our appreciation, I will grant you two wishes.
Girl: Only two? What happened to three? Plant Genie: Don't get greedy, my dear – I am not from a lamp – just from a
plant. Girl: Good point. Let me talk to my friend before I make my wishes. Narrator: She leads the genie to her friend and asks his opinion. They make
their first wish: Boy and Girl: We want to learn more about organisms! Genie: DONE! POOF and ALAKAZAM! Narrator: Two plants appear before them, as well as two animals. Boy: Who are you guys? Flowering plant: I am a flowering plant. Non-flowering: I am a non-flowering plant. Both plants: We represent the PLANT world of organisms. We’re producers, as
in we can produce our own food from the sun. That’s pretty impressive, don’t you think.
Herbivore Animal: And then I come along and eat them. I am an herbivore. Carnivore Animal: And then I come along and eat you (he points to the herbivore). I’m
a carnivore. Both: We represent the ANIMAL world.
Page 10
Boy and girl: Well, hello there! Girl: But we want to learn about organisms! Not plants and animals! Genie: (Shakes head in disappointment.) You are learning about organisms!
That’s what plants and animals are, along with any other living thing.
Carnivore Animal: Yeah, but plants just sit there and look pretty. Animals are much
more exciting! We hunt, eat, play, and do all kinds of stuff. Flowering Plant: Did you forget the part earlier where I said we make our own food
using the energy from the sun? Does that sound like just “sitting there and looking pretty”?
Herbivore Animal: No, it doesn’t. I’m glad you can make your own food. That’s why
deer, gazelle, cows, zebras, giraffes, and other herbivores like myself like eating you so much. Did I mention that my group even includes elephants and rhinoceroses?
Carnivore Animal: Yes, and did I mention that hawks, lions, tigers, snakes, and other
carnivores like myself enjoy eating you herbivores? You can even throw pigs into that group.
Herbivore Animal: You don’t eat just herbivores. Some of you carnivores will eat
anything. There’s a reason they call them “pigs”, you know. Carnivore Animal: Good point. But animals that eat plants and animals—like the pig—
are actually “omnivores.” Just thought you should know. Boy: Ok, let’s get back on track. So plants are organisms and animals are
organisms. Girl: And there's nobody playing an organ? Plants and Animals: That’s right! Genie: Ok. That was wish number one. That should help you on your test
tomorrow. Now, what else can I do for you? Girl: Well, is that all we need to know about organisms? Genie: Not even close. Let’s see, shall we? POOF! ALAKAZAM!
Page 11
Narrator: Suddenly, different types of animals appear all around the room. Fish, Amphibian, Reptile, Bird, Mammal: HELLO! We are the VERTEBRATES!
Notice our strong backbones. Genie: Notice there are five animals here. That’s because there just
happen to be five groups of vertebrates. Insect, Snail, Spider, Sponges: HELLO! We are the INVERTEBRATES! We don’t
have a backbone, but we’re still plenty brave. Genie: You should also be proud that over 90% of organisms are
invertebrates. There’s power in numbers! Microorganism: And don’t forget about me! Boy and Girl: Where did that come from? Microorganism: Down here! Boy: I don’t see anything. Microorganism: That’s the point. I’m too small to see, but I’m still an organism. I
can be as small as a single cell! Sharks, Seaweed, Crabs, Corals: What about us?! We’re the aquatic animals who live
in the water. Termites, Fungi, Worms: And we’re important, too. We’re the decomposers who feed
off of other animals as they decay. Somebody has to do the dirty work.
Boy and Girl: WHOA! Girl: Slow down. We can’t possibly remember all of this. Are we done
yet? Genie: Are you kidding? We still haven’t talked about populations and
communities. Or limiting factors, and predators and prey, and the “balance of nature.” Oh, and don’t forget food chains. That’s when the fun really begins.
Page 12
Girl: All of that is going to be on our test? We need more wishes. Genie: What you need to do is study. You didn’t really think that a Genie
could make all of your problems go away, did you? Maybe a Bottle Genie could, but remember—I’m just a Plant Genie.
Girl: What are we going to do? Genie: I’ll tell you what. Look at all of the organisms that have come out
today. Herbivores and carnivores. Vertebrates and invertebrates. Microorganisms. Aquatic animals. Decomposers. Everyone get together. We’ll help you study.
Boy: Sounds like a plan. Maybe we can even get you to take the test for
us. Genie: Sorry, you don’t have a third wish. Remember, I’m just… Boy and Girl: We know! You’re just a Plant Genie, not a Bottle Genie. Genie: Good, now let’s get to work. Narrator: The story has a happy ending. The boy and the girl did well on
their test—especially considering how late they waited to study.
The End
Page 13
Reader's Theater is always fun, and a perfect integration for ELA. There is so much information that elementary students must learn about organisms and their organization within an ecosystem, that it takes a lot more than a simple script to go over it all—but this is an engaging way to review the highlights and prompt further discussion.
In my ELA block I pass out scripts and we read it all together first. I then assign parts based on my knowledge of reading levels and strengths of my students.
Half the class gets to perform, and then the other half performs the same script. It's okay if they watch the previous performance – each group will put their own “spin” on it naturally, which is also a great learning experience. Each group practices several times together while I walk around and provide support.
The following day, I let the students perform in front of one another. If students want to use props, I allow them some time to create them. After the performances, we talk about what we learned (i.e. it’s always important to tie it back to the standards!).
Reader's Theaters are not supposed to be memorized. They are not official “plays”. They are meant to be quick review tools and focus on fluency and expression. That being said, my students always take their roles very seriously – even though they are not memorizing anything. They just love performing!
Page 14
Ok, here’s the deal. My name is Mel, but my close friends call me “Messy Mel.” I think it’s their way of showing respect. I’m a construction worker by day and a scientist by night (well, an “honorary” scientist, anyway).
I know that science is full of fancy terms, concepts, and theories. And that’s just the basics.
Well, I’m about as basic as
you can get. Let me break down some of that scientific jargon in way that’s easy to understand and remember.
Like I said, I’m no rocket scientist (for what it’s worth, my dear Mother used to tell me I had rocks in my head), but I might be just what you need!
The next few pages feature detailed review sheets for your students to study key topics. Messy Mel will serve as the narrator and walk students through a wide variety of terms and concepts (with his special brand of humor).
Feel free to make copies of these “Information Overload” sheets to distribute to your students.
Page 15
Oh yeah, another thing worth mentioning. Ecosystems can be grouped together on a larger scale by climate, vegetation,
adaptations of organisms, and so on.
These larger groupings are called biomes. This fancy map shows how the world is divided into various biomes, and I’ve even been
kind enough to label a few examples.
Welcome to my ecosystem. This habitat has everything I need to survive (food, drink,
semi-breathable air, etc.), and it allows me to be near a high population of my own species.
Of course, if the cable goes out or we run out of pizza, I’d be forced to migrate to another area. In the meantime, let’s take a closer a closer look at what goes into an ecosystem.
Community All of the different populations in the area, including plants and animals. As you can imagine, there is lots of interaction between all of these species.
Desert
Grasslands
Forests
Tundra
Tropical Forests
ORGANIZATION OF ECOSYSTEMS
Ecosystem An area that includes a variety of living organisms and important “abiotic” factors (nonliving things like water, sunlight, oxygen, and soil)
Organism Any living thing within the ecosystem. This could be a plant, animal, or even a fungus or micro-organism. To survive, each organism must find its “niche.”
Population All of the members of a given species in an ecosystem (such as the elk shown here). They compete for food, water, space, mates, and other resources.
Page 16
Now, lets take a second to talk about the “flow of energy” in an
ecosystem (that’s a fancy way of saying “who eats who”).
Every organism has its position, or trophic level, within that ecosystem. That position determines who is the predator, and who is the prey. Like I said, not everybody can be at the top of the food chain like me.
The organization of the different species can be shown in a few different ways. Being the nice guy that I am, I’ve given you a few beautifully constructed examples.
Now let’s take a look at who’s involved in this little game of “Who Eats Who?”:
1) Producers—Plants that can make their own food through photosynthesis. At the bottom of the food chain.
2) Herbivores—Plant eaters. They feed off of the producers, so they are one step higher on the food chain.
3) Carnivores—Meat eaters. They eat herbivores—or other carnivores—so they can be pretty high on the food chain.
4) Decomposers—They don’t play fair. These micro-organism wait until other organisms die, and then feed off of their decay.
I’m at the top of the food chain.
I would feel bad for the chicken, but don’t forget that he ate those innocent little corn kernels without hesitation. Did he feel guilty about that? I don’t think so.
Food Pyramid
The top of the food pyramid gets its choice
of food, but most of the energy is at the bottom
Food Chain
A clean clear way to show the flow of
energy. Everyone wants to be at the
top of the food chain.
Food Web Look confusing? A food web can show the complex interaction of energy flow
within an ecosystem.
FOOD CHAINS, WEBS, & PYRAMIDS
Page 17
While we’re stuck in here, we might as well talk about those “sudden changes to the environment” I mentioned. They often come in the form of natural disasters, such as those I’ve listed here. In the short term, these are usually very destructive to
the populations in the ecosystem.
You’ve probably noticed that I’ve got quite a few new “friends” who have migrated to my house, which is the only protection from the winter storm.
I guess that’s the way it goes. A sudden change in the environment will usually lead to a change in population (in this case, the population outside
has gone way down because every animal has moved in with me).
But sometimes a change in the environment can make these things harder to come by, which makes it
downright hard to survive. Sort of like when the power goes out during a major blizzard.
The big four—food, water, air, and shelter. The experts call these limiting factors because they determine how many plants and animals
can live in an area. Fortunately, I can find them all in my kitchen.
Drought
Earthquake
Forest Fire
Flood
Tornado/Hurricane
LIMITING FACTORS & DISASTERS
Page 18
A few interesting facts about water. Not only do we (and all other plants & animals) need it for drinking, but it also provides power for industry and agriculture. Not to mention the fact that the movement of water has literally shaped the geography of the world (carving out mountains, transporting sediments, etc.).
And one last fact—71% of the world is water, and only 3% of that is freshwater.
It’s more than just dirt!
Soil is one of the most important “abiotic factors” (i.e. non-living) in an ecosystem. Think about it—everything lives on the soil.
The type of soil (sand, silt, clay), its composition (amount of rock, minerals, and organic materials known as humus), and its texture
(depends on how much sand, silt, & clay is in it) all determine which plants can grow and which animals can survive in the area.
Then we get into particle size (from tiny clay parti-cles to large gravel), permeability (how easily water
flows through), and pH value (how acidic it is). And to think you thought we were just dealing with dirt!
Now that we’ve covered soil, lets move onto water. Since water is just about the most important thing in the entire universe, it’s probably worth knowing a little something about. For example,
who is at the bottom of my well that keeps filling up my bucket?
Okay, my pretty little diagram will get you started about how water moves around the earth.
When it rains, the runoff goes to the lower elevations, trying to get to sea level. It might wind
up in a lake or the ocean, or it can soak into the ground if the ground is permeable.
If it soaks into the ground, the water first goes through the soil that is not always wet. This is the Zone of Aeration. Next, it passes the water table line and enters the Zone of Saturation. This is
where the soil is always wet. Any questions?
Groundwater
Subsoil
Parent Material above bedrock (thicker particle sizes)
Bedrock
Topsoil (the most fertile)
Soil Profile
Now that we’ve talked about the importance of soil, I hope that you will realize that my
backyard is NOT just a swamp. Instead, it is a carefully calculated ecosystem for animals that
really like muddy, rocky, smelly environments.
As you can tell, I haven’t had any problems
with overpopulation.
Zone of Aeration
Zone of Saturation
Runoff
Water Table Line
IMPACT OF SOIL & WATER
Page 19
Call me sentimental, but I love, cherish, & respect this wonderful planet we call Earth. Okay, that might be laying it on a bit thick, but I do know that we all rely on the earth’s natural resources. Some of them—like wood—are renewable and can be replaced faster than we can
use it. Others—like oil and gas—are nonrenewable, and cannot be replaced in nature. These are the things I think about every time I fill up my moped or carve my initials in a tree.
A few important resources:
Fossil Fuels
(non-renew
able)
Oil/Gasoline nonrenewable
Sunlight renewable
Coal nonrenewable
Wood renewable
Trees/Timber (renewable)
Take a look at the chart below. It shouldn’t take you long to see that almost ALL of the energy used in the world is nonrenewable. That could
create a problem down the road. So remember:
Reduce—don’t use resources you don’t need Reuse—try to use things more than once
Recycle—transform old resources into new ones Protect—don’t allow resources to be wasted Water
renewable
Precious Metals
nonrenewable
NATURAL RESOURCES
Page 20
Activity - Choose an Environment
Ask your students to list different settings where plants and animals might live. Here are a few:
• rainforests • woodlands • rivers • swamps • oceans • mountains • polar regions • deserts
As a class, go through the above list and name organisms (plants and animals) that can be found at each location. Next, divide your students into several groups, with each group representing a different environment. The groups must answer a few of the following questions:
1. What physical features do certain organisms have that make them well-suited to that environment?
2. What behaviors (both inherited and learned) help certain organisms thrive in that particular environment?
3. How do organisms respond to the geography of the environment? 4. In what way could the environment become unsuitable for the creatures that live there
(changes in climate, food supply, precipitation, physical terrain, etc.)?
Your students should also decide if the actions of humans can—or already have—had an impact on that particular environment. Consider the following scenarios: • Construction / Development • Hunting / Farming • Pollution • Acquiring Raw Materials
These are quick activities that can be used for class-openers, ice-breakers, attention-grabbers, and so on.
We’ve also added a few jokes to have in your pocket when you’re
really trying to keep students from staring out the window!
Page 21
Ecosystems:
Q: What happens when a river and an ocean get into an argument? A: The estuary always gets caught in the middle!
(Obviously, this joke is only funny after you’ve gone over the definition of an “estuary.”) A man is wandering in the desert, one of the harshest environments on the planet. He is hot and thirsty and fears that he will never find water. Suddenly, he sees an Eskimo come by on a sled being pulled by a team of dogs. The Eskimo comes close, and the man is relieved that it is not just a hallucination. “You have to help me,” the man says. “I’ve been walking for days and I’m completely lost!” The Eskimo looks glaringly at the man and says, “You think you’re lost!” Q: What do you say to a forest that is about to be chopped down to build a mall? A: Run, forest! Run! (Even though this is one of the most famous movie lines in history, most of your students probably haven’t seen “Forrest Gump.” So this joke might need an explanation—use at your own risk.)
The Food Chain:
Q: What did the carnivore order for lunch? A: The herbivore
Q: What did the plant order for lunch? A: Nothing, he just wanted to sit outside in the sun. (Just in case your students miss it, this is a reference to photosynthesis.)
The Environment:
TEACHER: This isn’t the homework I gave you to learn about our environment! This is yesterday’s homework!
STUDENT: But I just did what you told us to do. TEACHER: And what’s that? STUDENT: To Reduce, Reuse, and Recycle! (This joke is funny until one of your students actually tries to use the same logic on you!)
Page 22
Enjoy the Scenery Yellowstone becomes world’s first national park The way it was…
There’s a plot of land over 2,000,000 acres in area, extending into Wyoming, Montana, and Idaho, that is among the most fascinating piece of ground on the planet. Sitting on the Continental Divide, this area is a geological “hot spot.” It is bursting with volcanic activity (though the last major eruption was 600,000 years ago), which is evidenced by the thousands of hot springs, hundreds of geysers, and natural steam vents. The most famous of these natural phenomenon is a powerful geyser that shoots 11,000 gallons of water over 150 feet into the air. The geyser is so remarkable because it is completely predictable, erupting every forty to seventy minutes, depending on the season. Its consistency has earned it the now familiar title of “Old Faithful.” In the 1820s, the first American settlers came to this active plot of land and were completely astounded by what they saw. There were petrified forests (remnants of some of the volcanic eruptions), canyons, waterfalls, and one of the most diverse gatherings of wildlife in the world. When these explorers wrote of what they had discovered, their claims often seemed so outlandish that they were met with disbelief. After all, imagine trying to write a letter that describes a waterfall that explodes out of the ground and over one hundred feet into the air. By the mid 1800s, this huge area of ground in the Rocky Mountains was still largely unexplored, yet enough people had been there to make the amazing stories seem believable. In 1870, a group led by Henry Washburn did a fairly extensive survey of the land, and agreed that it was remarkable. It was the duty of Nathaniel Langford, the scribe for the Washburn party, to record everything that had been seen on the expedition. As you can imagine, he had written down some astounding things.
The next few pages include passages that focus on this scientific topic, but can also be used for practice with
Reading Comprehension and other Language Arts skills. Please feel free to make copies.
Page 23
In the 1870s, people were continuing to settle in all areas of the United States. President Ulysses Grant understood that, if this northern plot of land was as great as everyone was saying, then it was important that it didn’t suffer from the vast expansion of the settlers. He decided to make a previously unprecedented move. How it changed history… Now that Yellowstone was a national park, it was safe from the development and growth of the nation. This meant that people could enjoy the land, and continue to enjoy it, for decades and centuries to come. Nathaniel Langford, who had explored the area with the Washburn party and had campaigned to make it a national park, was named as Yellowstone’s first superintendent. In the next few decades, Yellowstone Park became known throughout the nation, though only a select few ever got around to actually visiting it. In 1895, just over 5,000 people went to the park. Of course, as people began to purchase automobiles in the early 20th century, that number quickly doubled, then tripled, and so on. The concept of Yellowstone Park opened the doors for the preservation of other unique landscapes in the country (and throughout the world). For example, areas like the Grand Canyon in Nevada and Yosemite Park in California soon became national parks, protecting them from over development. In 1988, a massive fire destroyed nearly half of Yellowstone Park. However, thanks to the fertile ash left behind, the area quickly recovered.
What Happened Next… On March 1, 1872, President Ulysses S. Grant declared the world’s first national park—Yellowstone Park. This protected the natural layout of the land, and other national parks were soon created.
“Waste not the smallest thing created, for grains of sand make mountains...” —E. Knight
“There are no passengers on Spaceship Earth. We are all crew.” —Marshall McLuhan
“We do not inherit the earth from our ancestors, we borrow it from our children.” —Native American Proverb
“Opie, you haven't finished your milk. We can’t put it back in the cow, you know.” —Aunt Bee Taylor from The Andy Griffith Show
Page 24
For Your Environmental Protection A brief look at the rise of the Environmental Movement Something needed to be done—that was becoming more and more evident every day. By the turn of the 20th century, massive cities and huge industrial centers were dominating the landscape. For the first time in history, people weren’t complete victims to the laws of nature. In fact, it was nature that was being kicked around by man. The turn in the tables was obvious
in the years following World War II. Millions of automobiles were releasing exhaust into the atmosphere, thousands of acres of forests were being leveled for new construction, and industrial waste was being produced faster than it was being disposed People began to take notice of the negative side-effects of increasing development. A few even suggested that someone—or something—had to step in before the environment was completely destroyed. In 1962, a woman named Rachel Carson made the environment front page news. Her novel Silent Spring attacked the irresponsible use of pesticides, and pointed out
the long-term affects on the environment. Carson’s critics claimed that she was just exaggerating and trying to start a panic. If that was the case, she certainly succeeded. The environment was officially a hot topic. When Richard Nixon became president in 1969, the environment was one of the leading issues on his plate. For that reason, he didn’t waste any time in establishing the Environmental Protection Agency (EPA), which began operation on December 2, 1970. The EPA was responsible for researching the environment and setting up safe guidelines for industrial growth. It was also given the authority to create, monitor, and enforce environmental legislation. Since its creation, the EPA has been closely involved with all environmental concerns in the United States—air, water, and land. In recent years, one of its main focuses has been to develop a plan against environmental terrorism, which can come in the form of a chemical, biological, or radiological attack.
Fast Fact!!!
The Environmental Protection Agency is a huge organization with 18,000 employ-ees, 10 regional offices, and 17 research labs across the country. Over half of its employees are engineers, scientists, or environmental experts. There are also hundreds of legal experts who practice
environmental law.
An Extra Tid-Bit about Pollution The Environmental Protection Agency focuses on controlling pollution, but
that can be tricky since pollution comes in many forms. For example:
Solid Waste pollution — typical trash items (cans, newspapers, clothes, etc.) Air pollution — contaminants created by humans that decrease air quality Water pollution — sewage and industrial wastes that degrade water quality Noise pollution — noise that is harmful—or annoying—to the environment Light pollution — artificial light that is harmful or disruptive
Page 25
An Extra Tid-Bit about Ecotourism
Here are some basic guidelines when engaging in ecotourism:
1) Enjoy the natural surroundings in a way that has the least impact on the environment. 2) Promote cultural awareness and respect for the local people. 3) Provide financial assistance for conservation. 4) Raise sensitivity concerning the local government and social structure. 5) Support international human rights.
Enjoy Your Vacation A new trend known as “Ecotourism” Traveling to Rome gives you the opportunity to see the ruins of ancient civilizations. If you go to New York City, you can see amazing skyscrapers and addictive city lights. A trip to the Bahamas allows you to stay in a luxury hotel and let the stresses of the world slip away. But there are millions of people who would pass on all of these vacations. They would rather travel to a place that isn’t expecting too many visitors. There is a part of the tourist industry that caters to those who want to get back to nature, view undeveloped landscapes, and even interact with animals in their natural habitats. This is known as “ecotourism.” But there’s a catch. The idea of ecotourism goes beyond taking a hiking trip or camping in a natural forest. It also aims to help conserve the environment and benefit the local area. Consider a Kenyan safari. At the very least, a safari can be a rewarding experience for anyone. There’s a huge difference, after all, between seeing an elephant in the zoo and seeing one in its natural habitat. A Kenyan safari does far more than just provide a traveler with great pictures and memories, however. It also helps the economy of Kenya, and much of the revenue goes towards preserving an undisturbed environment. That is the central purpose of ecotourism. Nations such as Kenya, Nepal, Ecuador, Costa Rica, and Madagascar are hot-spots for ecotourism, and the industry provides a large portion of revenue to these nations. The vast majority of ecotourists come from the United States and Europe (most come from the United States), which adds another element to the industry—public relations. It is important for visitors to respect the local people and customs of the area. It is equally important for travelers to leave as little impact as possible on the natural habitat they are visiting.
Page 26
Ecosystem Population
Question:
Answer:
?
In this puzzle, each letter has been replaced by a random number (a few of them have already been given to you). Your goal is to figure out which numbers represent which letters and spell out the mystery phrase.
Note: Not all of the letters of the alphabet will be used.
Solve this “cryptoquote” to spell out a key question about Ecosystems:
Unscramble the letters to find the answer to the above question:
Roles of Organisms Unscramble each of the clue words.
Copy the letters in the numbered cells to other cells with the same number.
H E T N O T P I O P A L U S E E S A C R D E
Page 27
Ecosystem Population Question:
Answer:
?
Solve this “cryptoquote” to spell out a key question about Ecosystems:
Unscramble the letters to find the answer to the above question:
Roles of Organisms
P R O D U C E R H E R B I V O R E
C O N S U M E R D E C O M P O S E R C A R N I V O R E
F O O D C H A I N
P R E D A T O R
P R E Y P A R A S I T E
O M N I V O R E H O S T O R G A N I S M
H E T N O T P I O P A L U S E E S A C R D E
T H E P O P U L A T I O N D E C R E A S E S
Feel free to make copies of the puzzles to distribute to your students for review
Enjoy!
I O O D O R T E R R S O T H T H P P E S T O T H E P O P L T I O
12 11 3 15 8 7 22 13 17 10
F O O F E N E R G Y
Page 28
Ecosystems
4-Across — 9-Across — (plural) 6-Down — 7-Across —
Name these Ecosystems: Other clues:
Across 3 Bodies of water surrounded by land 8 Non-living factor in an ecosystem 10 Living factor in an ecosystem Down 1 Land-based ecosystem 2 Organisms & their environment function
together in an _______. 5 Water-based ecosystem
Page 29
Ecosystems Feel free to make copies of the puzzles to distribute to your students for review.
4-Across — 9-Across — (plural) 6-Down — 7-Across —
Name these Ecosystems: Other clues:
Across 3 Bodies of water surrounded by land 8 Non-living factor in an ecosystem 10 Living factor in an ecosystem Down 1 Land-based ecosystem 2 Organisms & their environment function together in an _______. 5 Water-based ecosystem
Page 30
Ecosystems
This template is a great way to identify key characteristics and to compare common ecosystems. While some have been included, the template can be easily be modified to recognize other ecosystems. Once completed, the 3-D Template will make a great review sheet!
Step 1: Students cut and fold the template so that only the top half is showing. In the box, they write an example of each ecosystem.
Step 2: Students unfold the template. Under each section they write a short description of the ecosystem, as well
as some of the plants and animals that can be found there.
The template is provided on the next page. Make copies to hand out to your students.
The Everglades Atlantic Ocean Lake Tahoe Dakota Prairie Grasslands
Sumter National Forest
The Everglades Atlantic Ocean Lake Tahoe Dakota Prairie Grasslands
Sumter National Forest
A mixture of salt and fresh water, with lots of shrubs and grasses
Grass / Shrubs Alligators Mosquitoes Crabs
Repeat the step to fill out each panel.
Students unfold the bottom section to fill out additional information on the ecosystems.
Why 3-D Templates? Our 3-D Templates give students a hands-on way to interact with information.
This kinesthetic technique engages the learner while the information is being presented, and also helps in the processing and cognitive organization of it. To put it another way:
Cut
Estuaries /
Salt Marshes
Oceans
Lakes / Ponds
Grasslands
Forests
Cut
Cut
Cut
Example:
Example:
Example:
Example:
Example:
Description:
Plants & A
nimals:
Description:
Plants & A
nimals:
Description:
Plants & A
nimals:
Description:
Plants & A
nimals:
Description:
Plants & A
nimals:
Fold
Ecosystems, Habitats, & the Environment
Plants
Animals
The Human Body & Heredity
Cells & Living Things
Heat & States of Matter
Energy & Electricity
Light & Sound
Astronomy
Weather
Earth’s Materials & Processes
Earth’s Biological History
Landforms & Oceans
Chemistry & the Periodic Table
Forces & Motion
Exploration
Settlement
The American Revolution
A New Nation
Westward Expansion
Slavery in America
The Civil War
Reconstruction Era
Late 1800s & Early 1900s
“Roaring Twenties” & Great Depression
The World Wars
Cold War Era
Modern Times
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Ecosystems
Plants
Animals
Human Body
Living Things
Heat & Matter
Energy
Light & Sound
Astronomy
Weather
Earth’s Materials
Biological History
Landforms & Oceans
Chemistry
Forces & Motion
Exploration
Settlement
American Revolution
A New Nation
Westward Expansion
Slavery
Civil War
Reconstruction Era
Late 1800s / Early 1900s
1920s & 1930s
World Wars
Cold War Era
Modern Times
