SC.7.L.15.2 Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. TOPIC XII: Relationships in Ecosystems Big Idea 17: Interdependence SC.7.L.17.2 Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. AA SC.7.L.17.1 Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Assessed as SC.7.L.17 SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Assessed as SC.7.L.17.2
TEACHER PREPARATION LIST The lead teacher, who has attended the water safety training, must attend the water-related field trip. 1. PARENTAL PERMISSION FORM AND HEALTH STATEMENT • Complete the M-DCPS Water-Related Field Trip Packet FM #6614 http://forms.dadeschools.net/webpdf/6614.pdf • Duplicate the M-DCPS Parent Permission form in the Water-Related Field Trip Packet FM #6614, and send a copy home for the parent to complete. Parent must check the box, by the statement “I HEREBY CERTIFY MY CHILD IS A COMPETENT SWIMMER,” IF APPLICABLE, AND SIGN IN 2 PLACES. • NOTE: To participate in the water activity, each child must have a check by the statement “I HEREBY CERTIFY MY CHILD IS A COMPETENT SWIMMER,” on the Parent Permission Form. If not, the child will only participate in the dry or land portion of the field trip activities, including laboratory activities. • The school principal will be requested to verify the Parent Permission forms for any student without a signed and completed field trip form. • When returned, cut the form in half -- TOP PORTION TO BE RETAINED AT SCHOOL, BOTTOM PORTION TO BE COLLECTED BY A BNCEE STAFF MEMBER UPON ARRIVAL TO THE CENTER. 2. STUDENT PREPARATION CHECKLIST • See page 17 • Duplicate, discuss with your students, and have each one take a copy home. 3. M-DCPS EMERGENCY CONTACT ROSTER: • Found in the M-DCPS Water-Related Field Trip Packet FM #6614 • Complete and bring a copy to the BNCEE. 4. LETTER TO CHAPERONE AND CHAPERONE INFORMATION ON STUDENT SAFETY PROCEDURES • Duplicate and give a copy to all chaperones. • Chaperones must be at least 18 years of age and should not bring children who are not enrolled in your class. • Chaperones should be at your school site by 8:15 a.m. 5. LUNCHES • Pack in plastic garbage bags or have students carry individual lunches. • Lunches should NOT require refrigeration, since they may be stored on a picnic table in the shade. • Pack cold drinks in ice chests. 6. LITTER PATROL • Organize student teams for after-lunch cleanup. 7. BUDDY SYSTEM • Organize buddy/partner teams.
Issue or artistically create (no straight pins) nametags. Pair students; i.e., high reading/low reading performance, English/non-English speaking student. 8. TRANSPORTATION • Have students ready to board the bus at the specified time. • There is no charge for transportation. 9. CLOTHING • Notify all teachers, chaperones, and students to bring a towel, change of clothes, and shoes . • This requirement is applicable for students participating in either the 1-day or field experience. 10. CAFETERIA • Make arrangements regarding free lunches prior to the trip. • Inform the cafeteria staff that lunches should be ready for pick up by 8:15 a.m. 11. SUGGESTED ORDER OF BEFORE AND AFTER SCHOOL-SITE ACTIVITIES • See page 18 for details. day
Climate Change Metaphors . Extensions • Have students determine how far they travel to school each day, then determine the ‘kilometers per litre’ of the family car, city bus or school bus they travel in. Using this information, students calculate how much fuel is used to bring them to and from school every day. Students then combine their individual fuel use to discover how much fuel is used every in order for them to travel to school. • If students use a bicycle, they can determine how much they save every day. • If students come on the city bus, they should divide the fuel used by the passenger capacity of the bus to determine their fuel use • If students come on a school bus, have them calculate for the bus and for individual cars to determine how much fuel they are saving. References Grant and Littlejohn. 2001. Teach- ing About Climate Change: Cool Schools Tackle Global Warming. Toronto, Ont.: Green Teacher & Gabriola Island, B.C. New Society Publishers. Mussel, Severson-Baker and Diggins. 1999. Climate Change Awareness and Action: A Multime- dia Education Kit. Drayton Valley, A.B.: Pembina Institute for Appro- priate Development. Wetland Metaphors in Project Wild. 1993. Canadian Wildlife Fed- eration. Ont. Every time people use energy generated from fossil fuels it creates greenhouse gases that contribute to climate change. It is human activity that is causing the rise in global temperatures and it must be human activity that changes in order to halt the increase.
Procedure cont. • Atmospheric CO2 Demonstration. (See p. 7) • Humans, the environment, and extinction. i. Human pollution can change the environment. Humans changing the environment may result in extinction. Notable endangered wildlife. ii. What environment do humans need to survive? Concerns for Global Climate Change POLLUTION & EVOLUTION 3. Conclusion: Review the objective of Evolution and Pollution. • Darwin is suggested natural selection as the process of evolution. • Our environment drives our need to adapt, and the peppered moth proves that humans have the ability to change our environment resulting in the extinction of species unable to adapt. • Will humans be adapted in the future environment that we create? i. What lessons can we learn from Beijing’s air? ii. Can Active Transportation help create a healthy environment? Conclusion: Our activities, as humans, effect the planet and the species that we share it with. It has happened before – the moths are a great visible example – and it is happening again, even if the pollutant is invisible. We need to change our energy use habits, and most importantly, our fossil fuel combustion, if we want to curtail these effects. Riding a bike is a great place to start.
Procedure Main Objective: Benefits of biking POLLUTION & EVOLUTION Activity: Moth Natural Selection Introduction: Students role play birds hunting for both moths in a regular and polluted environment. Counting each number of prey, survival rates are compared between the peppered and black in the regular and polluted environments. 1. Show students the two “environments” that the moths were found in, normal tree bark (newspaper) and soot-covered bark (black construction paper). 2. Show them both types of “moths,” represented by paper circles made by a hole puncher. 3. Sprinkle both types of “moths” on both environments.
Demonstration: Atmospheric CO2 Introduction: CO2, one of our most common pollutants, is easy to ignore because it is invisible. Co2 is infamous as a greenhouse gas, but in high Procedure Fire adds Carbon to the air, creating ide (CO2). CO2 is the most common greenhouse gas, and can even limit the amount of air available to breathe. 1. In this experiment we will show you an invisible layer of CO2 gas. POLLUTION & EVOLUTION quantities it can displace the oxygen that is available to breathe, causing shortness of • CO2 is a dangerous greenhouse gas that warms breath or even suffocation! Note: this demonstration may require a little practice to perfect the method. the planet. • CO2 is heavier than O2, so CO2 “sinks” in the air near the surface. 2. In Beijing CO2 is displacing the oxygen needed for humans to breathe. 3. We will now create a layer of CO2 using baking soda and vinegar. • Pour a mixture of baking soda and vinegar into the Tupperware. (Fig. 1 and 2) Fig. 1 Fig. 2
# Name What do I eat? 1 Phytoplankton 2 Zooplankton 3 Small fish 4 Shellfish 5 Jellyfish 6 Sea turtle 7 Large fish 8 Sea Lion 9 Sea Bird 10 Shark 11 Toothed whale 12 Baleen whale I use energy from sunlight to turn carbon dioxide gas into sugars. I eat phytoplankton. I eat zooplankton. I eat zooplankton. I eat small fish and zooplankton. I eat jellyfish and small fish. I eat small fish. I eat small fish. I eat small fish, jellyfish, and shellfish.
#6 Amount of marbles 1st Measurement (No tools) 2nd measurement (With tools) On your own: How much marbles are in the bottle? Are there different ways you can measure this? Write down your answer. Scale Reflections: How did the measurements differ the first & second time? What did you learn? Anything surprise you? Any connections with other events in your experience? Is the thing that you are measuring biotic or abiotic?