NGSS Crosscutting Concepts. 5 – Energy & Matter: Flows, Cycles & Conservation. 3-5. Energy can be transferred in various ways and between objects.
What happens when we remove a plant or animal from the forest ecosystem?
NGSS Crosscutting Concepts. 4 – Systems and System Models. 3-5. A system is an organized group of related objects or components; models can be used for understanding and predicting the behavior of systems.
have students draw a living tree and a decomposing log, and show plants and animals that may be interacting with them
NGSS Crosscutting Concepts. 4 – Systems and System Models. 3-5. Understand that a system is a group of related parts that make up a whole and can carry out functions its individual parts cannot.
Have each student select a forest organism to study
Common Core. ELA-Literacy.CCRA.W.7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Common Core. ELA-Literacy.CCRA.W.8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Common Core. ELA-Literacy.CCRA.W.8. Draw evidence from literary or informational texts to support analysis, reflection, and research.
select one of the plants or animals from the activity, and write a story about the food web on which it depends
Common Core. ELA-Literacy.CCRA.W.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
write an article about the life of a tree
Common Core. ELA-Literacy.W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
to identify how they would modify the model so that all the trees in the forest get their needs met
NGSS Science and Engineering Practices. 7 – Engaging in Argument from Evidence. 3-5. Construct and/or support an argument with evidence, data, and/or a model.
Have them draw hills, valleys, streams, and other features on sheets of cardboard or poster paper and then add photos or drawings of the organisms they studied in the activity.
C3 Framework. Dimension 2. Geography.1.3-5. Construct maps and other graphic representations of both familiar and unfamiliar places.
digital pictures of what they see in and around trees
NGSS Science and Engineering Practices. 3 – Planning and Carrying Out Investigations. 3-5. Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.
Have students write a conclusion from the viewpoint of the tree
Common Core. ELA-Literacy.W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Common Core. ELA-Literacy.W.4.1.D, 5.1.D. Provide a concluding statement or section related to the opinion presented.
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