Adaptation and Modification - Science Connections

Size: px
Start display at page:

Download "Adaptation and Modification - Science Connections"

Transcription

1 Adaptation and Modification - Science Connections Student Expectation K.9b K.10a 1.9c 1.10a 2.9c 2.10a 3.9a 3.10a 4.10a 5.9a 5.10a What It Says The student knows that plants and animals have basic needs and depend on the living and nonliving things around them for survival. The student is expected to examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape. The student knows that the living environment is composed of relationships between organisms and the life cycles that occur. The student is expected to gather evidence of interdependence among living organisms such as energy transfer through food chains and animals using plants for shelter. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats. The student knows that living organisms have basic needs that must be met for them to survive within their environment. The student is expected to compare and give examples of the ways living organisms depend on each other and on their environments such as food chains within a garden, park, beach, lake, and wooded area. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to observe, record, and compare how the physical characteristics and behaviors of animals help them meet their basic needs such as fins help fish move and balance in the water. The student knows that organisms have characteristics that help them survive and can describe patterns, cycles, systems, and relationships within the environments. The student is expected to observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to explore how structures and functions of plants and animals allow them to survive in a particular environment. The student knows that organisms undergo similar life processes and have structures that help them survive within their environment. The student is expected to explore how adaptations enable organisms to survive in their environment such as comparing birds' beaks and leaves on plants. The student knows that there are relationships, systems, and cycles within environments. The student is expected to observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals. Page 1

2 Adaptation and Modification - Social Studies Connections Student Expectation K.5b 1.6c 2.7a 2.7b 2.7c 2.8a 2.8b 3.4a 3.4b 3.4c 3.4d 3.4e 4.9a 4.9b What It Says The student understands physical and human characteristics of place. The student is expected to identify how the human characteristics of place such as ways of earning a living, shelter, clothing, food, and activities are based upon geographic location. The student understands various physical and human characteristics. The student is expected to identify and describe how the human characteristics of place such as shelter, clothing, food, and activities are based upon geographic location. The student understands how physical characteristics of places and regions affect people's activities and settlement patterns. The student is expected to describe how weather patterns and seasonal patterns affect activities and settlement patterns. The student understands how physical characteristics of places and regions affect people's activities and settlement patterns. The student is expected to describe how natural resources and natural hazards affect activities and settlement patterns. The student understands how physical characteristics of places and regions affect people's activities and settlement patterns. The student is expected to explain how people depend on the physical environment and natural resources to meet basic needs. The student understands how humans use and modify the physical environment. The student is expected to identify ways in which people have modified the physical environment such as building roads, clearing land for urban development and agricultural use, and drilling for oil. The student understands how humans use and modify the physical environment. The student is expected to identify positive and negative consequences of human modification of the physical environment such as the use of irrigation to improve crop yields, expected to describe and explain variations in the physical environment, including climate, landforms, natural resources, and natural hazards. expected to identify and compare how people in different communities adapt to or modify the physical environment in which they live such as deserts, mountains, wetlands, and plains. expected to describe the effects of physical processes such as volcanoes, hurricanes, and earthquakes in shaping the landscape. expected to describe the effects of human processes such as building new homes, conservation, and pollution in shaping the landscape. expected to identify and compare the human characteristics of various regions. describe ways people have adapted to and modified their environment in Texas, past and present, such as timber clearing, agricultural production, wetlands drainage, energy production, and construction of dams. identify reasons why people have adapted to and modified their environment in Texas, past and present, such as the use of natural resources to meet basic needs, facilitate transportation, and enhance recreational activities Page 2

3 Adaptation and Modification - Social Studies Connections Student Expectation 4.9c 5.9a 5.9b 6.7a 6.7b 6.7c 7.10a 7.10b 8.11b 8.11c US 12a US 14a What It Says compare the positive and negative consequences of human modification of the environment in Texas, past and present, both governmental and private, such as economic development and the impact on habitats and wildlife as well as air and water quality. describe how and why people have adapted to and modified their environment in the United States, past and present, such as the use of human resources to meet basic needs. analyze the positive and negative consequences of human modification of the environment in the United States, past and present. The student understands the impact of interactions between people and the physical environment on the development and conditions of places and regions. The student is expected to identify and analyze ways people have adapted to the physical environment in various places and regions. The student understands the impact of interactions between people and the physical environment on the development and conditions of places and regions. The student is expected to identify and analyze ways people have modified the physical environment such as mining, irrigation, and transportation infrastructure. The student understands the impact of interactions between people and the physical environment on the development and conditions of places and regions. The student is expected to describe ways in which technology influences human interactions with the environment such as humans building dams for flood control. The student understands the effects of the interaction between humans and the environment in Texas during the 19th, 20th, and 21st centuries. The student is expected to identify ways in which Texans have adapted to and modified the environment and analyze the positive and negative consequences of the modifications The student understands the effects of the interaction between humans and the environment in Texas during the 19th, 20th, and 21st centuries. The student is expected to explain ways in which geographic factors such as the Galveston Hurricane of 1900, the Dust Bowl, limited water resources, and alternative energy sources have affected the political, economic, and social development of Texas. The student understands the physical characteristics of North America and how humans adapted to and modified the environment through the mid-19th century. The student is expected to describe the positive and negative consequences of human modification of the physical environment of the United States. The student understands the physical characteristics of North America and how humans adapted to and modified the environment through the mid-19th century. The student is expected to describe how different immigrant groups interacted with the environment in the United States during the 17th, 18th, and 19th centuries. The student understands the impact of geographic factors on major events. The student is expected to analyze the impact of physical and human geographic factors on the settlement of the Great Plains, the Klondike Gold Rush, the Panama Canal, the Dust Bowl, and the levee failure in New Orleans after Hurricane Katrina. The student understands the relationship between population growth and modernization on the physical environment. The student is expected to identify the effects of population growth and distribution on the physical environment. Page 3

4 Adaptation and Modification - Social Studies Connections Student Expectation US 14b WH 16b WG 8a WG 8b What It Says The student understands the relationship between population growth and modernization on the physical environment. The student is expected to identify the roles of governmental entities and private citizens in managing the environment such as the establishment of the National Park System, the Environmental Protection Agency (EPA), and the Endangered Species Act. The student understands the impact of geographic factors on major historic events and processes. The student is expected to analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals. The student understands how people, places, and environments are connected and interdependent. The student is expected to compare ways that humans depend on, adapt to, and modify the physical environment, including the influences of culture and technology. The student understands how people, places, and environments are connected and interdependent. The student is expected to describe the interaction between humans and the physical environment and analyze the consequences of extreme weather and other natural disasters such as El Niño, floods, tsunamis, and volcanoes. Page 4

5 Define It What Adaptation Is Not Draw It Adaptation is important because Adaptation Page 5

6 Define It What Adaptation Is Not Draw It Modification is important because Modification Page 6

7 This is only an adaptation because This is only a modification because This is both a modification and an adaptation because A man cuts down trees to make his house A farmer clears land to plant crops to eat A child puts on a coat before going outside to play An electrician installs ceiling fans in a house A city drained a swamp in order to build a city park Using wind power to created electricity A city on the Gulf of Mexico builds a seawall to prevent storm waves from damaging the buildings Companies are constructing large pumps and drills to discover new sources for fossil fuels Villages are carving terraces into the sides of hills for agriculture Page 7

8 Adaptation and Modification Adaptation is Modification is They are Similar Because They are Different Because Page 8

9 QCE Question: Claim (What conclusion can you make based on the evidence?) How have people in different communities adapted to and modified their environment? Evidence (What evidence are you using to answer the question?) Page 9

Climate Change: A Local Focus on a Global Issue Newfoundland and Labrador Curriculum Links 2010-2011

Climate Change: A Local Focus on a Global Issue Newfoundland and Labrador Curriculum Links 2010-2011 Climate Change: A Local Focus on a Global Issue Newfoundland and Labrador Curriculum Links 2010-2011 HEALTH Kindergarten: Grade 1: Grade 2: Know that litter can spoil the environment. Grade 3: Grade 4:

More information

Biodiversity and the Ecosystem (Lexile 910L)

Biodiversity and the Ecosystem (Lexile 910L) iodiversity and the Ecosystem (Lexile 910L) 1 Where is your special habitat? You, like a bird, a lizard, or even an ant, need a healthy habitat to survive. habitat is the place where an animal or plant

More information

ENVIRONMENTAL CHANGES

ENVIRONMENTAL CHANGES reflect How do you respond to environmental changes? Maybe you wear different types of clothes in different seasons. Maybe you only ride your bike during certain times of the year. What if you moved to

More information

Teaching and Learning Content: Geography Year Group: 10

Teaching and Learning Content: Geography Year Group: 10 Teaching and Learning Content: Geography Year Group: 10 Autumn Term The Living World How is an ecosystem made up of plants and animals and the physical factors affecting them (climate and soil)? How do

More information

Maritime Thematic Unit

Maritime Thematic Unit Maritime Thematic Unit 21101 NE 26 th Avenue Miami Fl, 33180 Principal: Luis A. Bello Aventura Waterways K 8 Assistant Principals: Lakesha Wilson Rochelle and Scott Saperstein Science Department Chair/Science

More information

Answer Keys to Unit Tests

Answer Keys to Unit Tests Reading Geography Series Answer Keys to Unit Tests Unit 1 The Five Themes of Geography Unit 2 Patterns in Physical Geography Unit 3 Natural Resources 7 Portage & Main Press Unit Test for The Five Themes

More information

Social Studies Grade 4 Unit 01:Texas Geography: Regions and Skills 2012-2013_Edited

Social Studies Grade 4 Unit 01:Texas Geography: Regions and Skills 2012-2013_Edited Name: Date: Teacher: Social Studies Grade 4 Unit 01:Texas Geography: Regions and Skills 2012-2013_Edited Instructions: The teacher should pace the assessment by reading the items orally as appropriate.

More information

Photosynthesis, Cycling of Matter Through an Ecosystem

Photosynthesis, Cycling of Matter Through an Ecosystem Science 1. Cameron grew a snow pea plant from a seed at school. He brought the plant home in the hopes of getting some pea pods to eat. He forgot to water it for a whole week and the plant died. Based

More information

Grade 7. Objective. Students will be able to:

Grade 7. Objective. Students will be able to: Grade 7 Objective Students will be able to: Describe the carbon cycle in more detail: o Learn about the importance of carbon and the role it plays in photosynthesis and cellular respiration, Identify elements

More information

Kindergarten Social Studies Unit 06 Exemplar Lesson 01: Physical Characteristics

Kindergarten Social Studies Unit 06 Exemplar Lesson 01: Physical Characteristics Kindergarten Unit 06 Exemplar Lesson 01: Physical Characteristics Kindergarten This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize

More information

Solar PV panels fitted to roofs. Solar PV panels produce electricity from energy provided by sunlight. 3.5 MWh per system

Solar PV panels fitted to roofs. Solar PV panels produce electricity from energy provided by sunlight. 3.5 MWh per system Solar PV panels fitted to roofs Yearly cost of production Cost per kwh 12.5p Solar PV panels produce electricity from energy provided by sunlight. 3.5 MWh per system 430 per system Solar energy can be

More information

Amherst County Public Schools. AP Environmental Science Curriculum Pacing Guide. College Board AP Environmental Science Site

Amherst County Public Schools. AP Environmental Science Curriculum Pacing Guide. College Board AP Environmental Science Site Amherst County Public Schools AP Environmental Science Curriculum Pacing Guide College Board AP Environmental Science Site REV: 8/12 1 st 9 weeks AP Objectives Energy Resources and Consumption A. Energy

More information

5thscience earth science (5thscience_earth)

5thscience earth science (5thscience_earth) Name: Date: 1. An extinct volcano is one that A. erupts only once. B. erupts once every 100 years. C. is expected to erupt soon. D. has not erupted in many years. 2. An acorn fell into a crack in a large

More information

The Everglades & Northern Estuaries; St. Lucie River Estuary, Indian River Lagoon & Caloosahatchee Estuary. Water Flows & Current Issues

The Everglades & Northern Estuaries; St. Lucie River Estuary, Indian River Lagoon & Caloosahatchee Estuary. Water Flows & Current Issues The Everglades & Northern Estuaries; St. Lucie River Estuary, Indian River Lagoon & Caloosahatchee Estuary Water Flows & Current Issues Florida Governor Rick Scott August 20, 2013 Upper Chain of Lakes

More information

NCSS Standards 1. d. compare ways in which people from different cultures think about and deal with their physical environment and social conditions;

NCSS Standards 1. d. compare ways in which people from different cultures think about and deal with their physical environment and social conditions; NCSS Standards 1 National Council for the Social Studies (NCSS) Curriculum Standards for Social Studies Standard I. Culture study of culture and cultural diversity, so that the learner can a. explore and

More information

Biodiversity Concepts

Biodiversity Concepts Biodiversity Concepts WHAT IS BIODIVERSITY? Biodiversity is the variety of life on Earth. For any kind of animal or plant each individual is not exactly the same as any other; nor are species or ecosystems.

More information

Environmental Science Curriculum Dual Credit with Morrisville

Environmental Science Curriculum Dual Credit with Morrisville Environmental Science Curriculum Dual Credit with Morrisville 1. Introduction to Environmental Science (5 days) Describe the three categories into which most environmental problems fall Explain how the

More information

Section 4 Soil Conservation

Section 4 Soil Conservation Section 4 Soil Conservation Key Concept Soil is a nonrenewable resource that can be endangered if it is used unwisely. What You Will Learn Soil is important for plants and animals and for the storage of

More information

Grades 3-5. Benchmark A: Use map elements or coordinates to locate physical and human features of North America.

Grades 3-5. Benchmark A: Use map elements or coordinates to locate physical and human features of North America. Grades 3-5 Students use knowledge of geographic locations, patterns and processes to show the interrelationship between the physical environment and human activity, and to explain the interactions that

More information

Protecting Floodplain. While Reducing Flood Losses

Protecting Floodplain. While Reducing Flood Losses Protecting Floodplain Natural and Beneficial i Functions While Reducing Flood Losses Jon Kusler Association of State Wetland Managers 518 872 1804; jon.kusler@aswm.org Report available at: http://aswm.org/pdf_lib/nbf.pdf

More information

AN INITIATIVE TO IMPROVE

AN INITIATIVE TO IMPROVE L OW E R C A R M E L R I V E R A N D L AG O O N F L O O D P L A I N R E S TO R AT I O N A N D E N H A N C E M E N T P R O J E C T AN INITIATIVE TO IMPROVE FLOOD PROTECTION RESTORE AND PROTECT RIPARIAN

More information

Sunshine State Standard Benchmarks

Sunshine State Standard Benchmarks National Science Education Standards (9-12) Physical Science - Structure of atoms - Structure and properties of matter - Chemical reactions - Motions and forces - Conversation of energy and increase in

More information

Unit: Plants & Animals (Grade 2)

Unit: Plants & Animals (Grade 2) Unit: Plants & Animals (Grade 2) Content Area: Science Course(s): Science Time Period: 8 weeks Length: Weeks Status: Published Unit Overview Students will determine the life cycles of plants and animals

More information

Geography. Curriculum Glance Cards

Geography. Curriculum Glance Cards Geography Curriculum Glance Cards A fundamental principle of the curriculum is that children s current understanding and knowledge should form the basis for new learning. The curriculum is designed to

More information

Types of Natural Hazards (e.g. Volcanic eruptions, Earthquakes, Floods,Hurricanes,Landslides

Types of Natural Hazards (e.g. Volcanic eruptions, Earthquakes, Floods,Hurricanes,Landslides Environmental Geology Chapter 5 INTRODUCTION to NATURAL HAZARDS Types of Natural Hazards (e.g. Volcanic eruptions, Earthquakes, Floods,Hurricanes,Landslides Natural Disaster - A particular event in which

More information

Using Aerial Photography to Measure Habitat Changes. Method

Using Aerial Photography to Measure Habitat Changes. Method Then and Now Using Aerial Photography to Measure Habitat Changes Method Subject Areas: environmental education, science, social studies Conceptual Framework Topic References: HIIIB, HIIIB1, HIIIB2, HIIIB3,

More information

PROJECT EVALUATION (1.011)

PROJECT EVALUATION (1.011) PROJECT EVALUATION (1.011) Spring 2011 Lecture 2 Instructors: Professor Joseph Sussman Carl Martland Teaching Assistants: Nihit Jain Edna Edzell Outline Word/phrases Checklists Public Projects, Martland

More information

Environmental Law Primer. Adapted from Vermont Law School s Environmental Law Primer for Journalists

Environmental Law Primer. Adapted from Vermont Law School s Environmental Law Primer for Journalists Environmental Law Primer Adapted from Vermont Law School s Environmental Law Primer for Journalists General Categories Command and Control Liability Disclosure Ecosystem and Place-based Programs Marketable

More information

Building Resilient Infrastructure for the 21 st Century

Building Resilient Infrastructure for the 21 st Century Building Resilient Infrastructure for the 21 st Century 1 Maria Mehranian Cordoba Corporation & Los Angeles Regional Water Quality Control Board October 19, 2014 24 th Annual Lake Arrowhead Symposium:

More information

Activity 1.4: Nature Walk & Ecosystem Introduction

Activity 1.4: Nature Walk & Ecosystem Introduction Activity 1.4: Nature Walk & Ecosystem Introduction Grades 7 9 Description: Part 1: Nature Walk Students take a walk through nature, make observations of their surroundings, and learn or review what a food

More information

Cherokee County School District Student Performance Standards Unit Guides - Science: Fifth Grade

Cherokee County School District Student Performance Standards Unit Guides - Science: Fifth Grade Characteristics of Science 1 Cherokee County School District Habits of Mind S5CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these

More information

Ecosystem Services in the Greater Houston Region. A case study analysis and recommendations for policy initiatives

Ecosystem Services in the Greater Houston Region. A case study analysis and recommendations for policy initiatives Ecosystem Services in the Greater Houston Region A case study analysis and recommendations for policy initiatives Ecosystem Services Ecosystems provide services through their natural processes that we

More information

Human Impacts on the World Ocean

Human Impacts on the World Ocean This website would like to remind you: Your browser (Safari 7) is out of date. Update your browser for more security, comfort and the best experience on this site. lesson Human Impacts on the World Ocean

More information

Rain Forests. America's. Web of Life. Rain Forest Ecology. Prince William Network's OVERVIEW OBJECTIVES SUBJECTS

Rain Forests. America's. Web of Life. Rain Forest Ecology. Prince William Network's OVERVIEW OBJECTIVES SUBJECTS Rain Forest Ecology National Science Education Standards Standard C: Life Sciences Populations and ecosystems. Standard C: Life Sciences Diversity and adaptation of organisms. Standard F: Science in Personal

More information

Anchorage All-Hazard Mitigation Plan October 2004

Anchorage All-Hazard Mitigation Plan October 2004 EXECUTIVE SUMMARY The Municipality of Anchorage (MOA) is vulnerable to a wide range of natural, technological, and human/societal hazards including earthquakes, avalanches, and hazardous material accidents.

More information

The Pillars of Agricultural Literacy

The Pillars of Agricultural Literacy The Pillars of Agricultural Literacy Overview The following standards offer a framework for agricultural literacy throughout life. Foundational Knowledge is addressed first. This section provides a guide

More information

National 5. Unit 3. Life on earth. Ink exercise 1. Biodiversity and the distribution of life.

National 5. Unit 3. Life on earth. Ink exercise 1. Biodiversity and the distribution of life. National 5 Unit 3 Life on earth Ink exercise 1 Biodiversity and the distribution of life. Once completed and marked- Think about and list below the areas I need to work on: Multiple choice Tick one answer

More information

EARTH LAYERS ROCKS. Released SOL Test Questions Sorted by Topic Compiled by SOLpass

EARTH LAYERS ROCKS. Released SOL Test Questions Sorted by Topic Compiled by SOLpass Released SOL Test Questions Sorted by Topic Compiled by SOLpass www.solpass.org SOL 5.7 Earth s Constantly Changing Surface The student will investigate and understand how Earth s surface is constantly

More information

Geography Gr 10 to Gr 12

Geography Gr 10 to Gr 12 Gr 10 to Gr 12 From Grade 10 to Grade 12 the subject of is offered in The NSC stream at the DSJ. In this regard the school has to follow the requirements and syllabii of the CAPS document for as set out

More information

1 Everything Is Connected

1 Everything Is Connected CHAPTER 1 1 Everything Is Connected SECTION Interactions of Living Things BEFORE YOU READ After you read this section, you should be able to answer these questions: What do organisms in an ecosystem depend

More information

Environmental Science

Environmental Science Environmental Science UNIT I: Introduction to Environmental Science The student will demonstrate the ability to use scientific skills necessary to identify and analyze environmental issues. a. Define environmental

More information

Flooding Fast Facts. flooding), seismic events (tsunami) or large landslides (sometime also called tsunami).

Flooding Fast Facts. flooding), seismic events (tsunami) or large landslides (sometime also called tsunami). Flooding Fast Facts What is a flood? Flooding is the unusual presence of water on land to a depth which affects normal activities. Flooding can arise from: Overflowing rivers (river flooding), Heavy rainfall

More information

Lesson Overview. Biodiversity. Lesson Overview. 6.3 Biodiversity

Lesson Overview. Biodiversity. Lesson Overview. 6.3 Biodiversity Lesson Overview 6.3 6.3 Objectives Define biodiversity and explain its value. Identify current threats to biodiversity. Describe how biodiversity can be preserved. THINK ABOUT IT From multicolored coral

More information

Creating Green Jobs within the Environment and Culture sector.

Creating Green Jobs within the Environment and Culture sector. Creating Green Jobs within the Environment and Culture sector. Matilda Skosana Environmental Programmes (ILO Definition): 1. DEFINITION OF GREEN JOB. Jobs are green when they help reduce negative environmental

More information

Basics. this is a form of solar energy, as the sun drives water evaporation from the ocean and winds carry the moisture overland

Basics. this is a form of solar energy, as the sun drives water evaporation from the ocean and winds carry the moisture overland Hydropower Basics this is a form of solar energy, as the sun drives water evaporation from the ocean and winds carry the moisture overland largest form of alternative energy used today (but only 2% of

More information

Station #1 Interpreting Infographs

Station #1 Interpreting Infographs Energy Resources Stations Activity Page # 1 Station #1 Interpreting Infographs 1. Identify and explain each of the energy sources (5) illustrated in the infograph. 2. What do the white and black circles

More information

Third Grade Science Vocabulary Investigation Design & Safety

Third Grade Science Vocabulary Investigation Design & Safety recycle dispose reuse goggles data conclusion predict describe observe record identify investigate evidence analyze mass matter float sink attract force magnet magnetic magnetism pole pull push repel Third

More information

Ecosystems and Food Webs

Ecosystems and Food Webs Ecosystems and Food Webs How do AIS affect our lakes? Background Information All things on the planet both living and nonliving interact. An Ecosystem is defined as the set of elements, living and nonliving,

More information

Science Standard 8 Ecology Grade Level Expectations

Science Standard 8 Ecology Grade Level Expectations Science Standard 8 Ecology Grade Level Expectations Science Standard 8 Ecology Organisms are linked to one another in an ecosystem by the flow of energy and the cycling of materials. Humans are an integral

More information

Chapter 18 Introduction to. A f r i c a

Chapter 18 Introduction to. A f r i c a Chapter 18 Introduction to A f r i c a Ch. 18:1 Landforms & Resources 1. Africa s shape & landforms are the result of its location in the southern part of the ancient supercontinent of. Pangaea Over thousands

More information

The Virtual Woodland Worksheet

The Virtual Woodland Worksheet Food Chains All living things need food to give them energy to move and grow. A food chain can show us how living things get their food by showing us what feeds on what in a particular habitat. Food chains

More information

Michigan Wetlands. Department of Environmental Quality

Michigan Wetlands. Department of Environmental Quality Department of Environmental Quality Wetlands are a significant component of Michigan s landscape, covering roughly 5.5 million acres, or 15 percent of the land area of the state. This represents about

More information

Defining Ecosystem Services

Defining Ecosystem Services Defining Ecosystem Services Beto Borges Director, Community and Markets Program Forest Trends 6 April 2011 Defining Ecosystem Services What are ecosystems? Ecosystems in Uganda What are ecosystem services?

More information

ADVANTAGES AND DISADVANTAGES OF ENERGY SOURCES. Prepared by Sandra Vasa-Sideris, PhD, Southern Polytechnic State University, for use by students

ADVANTAGES AND DISADVANTAGES OF ENERGY SOURCES. Prepared by Sandra Vasa-Sideris, PhD, Southern Polytechnic State University, for use by students ADVANTAGES AND DISADVANTAGES OF ENERGY SOURCES Prepared by Sandra Vasa-Sideris, PhD, Southern Polytechnic State University, for use by students Questions to consider Where are the nonrenewable sources

More information

Chapter 9. Selected Watershed Initiatives in the Great Basin Region

Chapter 9. Selected Watershed Initiatives in the Great Basin Region Chapter 9 Selected Watershed Initiatives in the Great Basin Region The Great Basin contains vast areas of sparsely populated desert lands. Lacking an ocean drainage, the Great Basin is a hydrologic sink

More information

North Carolina Essential Standards Kindergarten Social Studies

North Carolina Essential Standards Kindergarten Social Studies North Carolina s Kindergarten Social Studies Kindergarten through second grade students are introduced to an integrative approach of Social Studies by exploring aspects of self, others, families and communities

More information

Ecosystem Services, Wetlands and Houston s Growth. Jim Lester

Ecosystem Services, Wetlands and Houston s Growth. Jim Lester Ecosystem Services, Wetlands and Houston s Growth Jim Lester Definitions (MEA 2005) Ecosystem: a dynamic complex of plant, animal, and microorganism communities and the nonliving environment interacting

More information

Broken Arrow Public Schools AP Environmental Science Objectives Revised 11-19-08

Broken Arrow Public Schools AP Environmental Science Objectives Revised 11-19-08 1 st six weeks 1 Identify questions and problems that can be answered through scientific investigation. 2 Design and conduct scientific investigations to answer questions about the world by creating hypotheses;

More information

Unit: Healthy Habits Grade: 1

Unit: Healthy Habits Grade: 1 Unit: Healthy Habits 5.3b Good health habits include hand washing, personal cleanliness; avoiding harmful substances; eating a balanced diet; engaging in regular eercise ways to stay healthy Wash hands

More information

Using a Concept Definition Map

Using a Concept Definition Map Lesson Plan Using a Concept Definition Map 1. Set Expectations Print Disaster on the board. Tell students, You are going to come up with as many words as you can that are related to the word disaster,

More information

RESTORATION & REVITALIZATION

RESTORATION & REVITALIZATION RESTORATION & REVITALIZATION Legal preservation has not proved to be sufficient to preserve natural communities. Restoration activities are diverse and includes revitalization of natural communities which

More information

Flood Risk Management

Flood Risk Management Flood Risk Management Value of Flood Risk Management Every year floods sweep through communities across the United States taking lives, destroying property, shutting down businesses, harming the environment

More information

Flood Risk Management

Flood Risk Management Flood Risk Management Value of Flood Risk Management Value to Individuals and Communities Every year floods sweep through communities across the United States taking lives, destroying property, shutting

More information

How do abiotic factors and physical processes impact life in the ocean?

How do abiotic factors and physical processes impact life in the ocean? This website would like to remind you: Your browser (Apple Safari 7) is out of date. Update your browser for more security, comfort and the best experience on this site. Activitydevelop Ocean Abiotic Factors

More information

Location Knowledge. Location Knowledge. Russia. Russia. Location Knowledge. Location Knowledge. Russia. Russia. Location Knowledge. Location Knowledge

Location Knowledge. Location Knowledge. Russia. Russia. Location Knowledge. Location Knowledge. Russia. Russia. Location Knowledge. Location Knowledge Russia What is the coldest temperature experienced in the Tundra region of Russia? 1 Russia Temperatures in the Tundra region of Russia can be as low as -50 C. 1 Russia How has Russia s population changed

More information

Rainforest Concern Module 2 Why do we need rainforests?

Rainforest Concern Module 2 Why do we need rainforests? Rainforest Concern Module 2 Why do we need rainforests? Rainforest Concern Module 2: Why do we need Rainforest? Before we go any further, there are some words you may not understand, and these words and

More information

WATER STEWARDSHIP: WETLAND WONDERLAND

WATER STEWARDSHIP: WETLAND WONDERLAND ACTIVITY DESCRIPTION: Using the tools and equipment available, set up an outdoor living laboratory. Students will be encouraged to use all of their senses to explore and examine the composition of a wetland.

More information

The 25 Year Saskatchewan Water Security Plan. February 2013

The 25 Year Saskatchewan Water Security Plan. February 2013 The 25 Year Saskatchewan Water Security Plan February 2013 OUTLINE Challenges The Plan The Agency Implications for Agriculture Water Security Plan Development Consultation in 2011 with 174 individuals

More information

Meets Grades K-5 Standards

Meets Grades K-5 Standards Earth Pocket Grades K-5 Meets Grades K-5 Standards Lesson Summary Students trace everyday objects back to the natural resources from which they were made and learn how to conserve natural resources and

More information

TEACHING WITH PRIMARY SOURCES MTSU LESSON PLAN: Plant Travel: Studying the World through Ecosystems

TEACHING WITH PRIMARY SOURCES MTSU LESSON PLAN: Plant Travel: Studying the World through Ecosystems TEACHING WITH PRIMARY SOURCES MTSU LESSON PLAN: Plant Travel: Studying the World through Ecosystems Grades: 1-3 Subject: Science & Social Studies Time Required: Two 45- to 60-minute class periods Author:

More information

Endangered Species Day A Lesson Plan - Elementary/Middle School

Endangered Species Day A Lesson Plan - Elementary/Middle School Topic: Endangered Species Endangered Species Day A Lesson Plan - Elementary/Middle School Goals/Objective: 1) Educate students about endangered species. This includes their habitat, ecological and social

More information

KINDERGARTEN Overview of the Science Standards I. PHYSICAL SCIENCE LIFE SCIENCES III. EARTH SCIENCES IV. INVESTIGATION AND EXPERIMENTATION

KINDERGARTEN Overview of the Science Standards I. PHYSICAL SCIENCE LIFE SCIENCES III. EARTH SCIENCES IV. INVESTIGATION AND EXPERIMENTATION Overview of the Science Standards Properties of materials can be observed, measured, and predicted. II. LIFE SCIENCES Different types of plants and animals inhabit the earth. III. EARTH SCIENCES Earth

More information

Lesson Plan Two - Ecosystems

Lesson Plan Two - Ecosystems Lesson Plan Two - Ecosystems Summary Students discuss what living things need to survive. They identify the abiotic and biotic components of an ecosystem and describe the roles and interactions of producers

More information

RENEWABLE OR NOT? ADVANCE PREPARATION MATERIALS

RENEWABLE OR NOT? ADVANCE PREPARATION MATERIALS AT A GLANCE RENEWABLE OR NOT? Students learn the difference between renewable and non-renewable resources and discover why sustainable use of natural resources is important. OBJECTIVES Students will: Identify

More information

High School Geography MPS Curriculum Map (03/31/05)

High School Geography MPS Curriculum Map (03/31/05) High School Geography MPS Curriculum Map (03/31/05) Quarter I: Introduction to Geography and North America 1. Introduction to Geography and Geography Skills 2. Canada and the United States Mapping Lab

More information

AQUATIC ECOSYSTEMS & BIOMES

AQUATIC ECOSYSTEMS & BIOMES AQUATIC ECOSYSTEMS & BIOMES A) Name three general types of aquatic ecosystems and describe the salinity for each. Give an example for each. 1) 2) 3) B) MATCHING In the space provided, write the letter

More information

Prepared By: Eric Chamberlain

Prepared By: Eric Chamberlain Prepared By: Eric Chamberlain Drainage 101 So, What s a Municipal Drain??? It is a Drainage System either open ditch or enclosed pipe system or any other water control structure Petitioned for by landowners

More information

DEPARTMENT OF THE ARMY CORPS OF ENGINEERS COMPLETE STATEMENT LIEUTENANT GENERAL CARL STROCK CHIEF OF ENGINEERS U. S. ARMY CORPS OF ENGINEERS BEFORE

DEPARTMENT OF THE ARMY CORPS OF ENGINEERS COMPLETE STATEMENT LIEUTENANT GENERAL CARL STROCK CHIEF OF ENGINEERS U. S. ARMY CORPS OF ENGINEERS BEFORE DEPARTMENT OF THE ARMY CORPS OF ENGINEERS COMPLETE STATEMENT OF LIEUTENANT GENERAL CARL STROCK CHIEF OF ENGINEERS U. S. ARMY CORPS OF ENGINEERS BEFORE THE SUBCOMMITTEE ON ENERGY AND WATER DEVELOPMENT COMMITTEE

More information

Gulf Coast Restoration & recovery 101 Basic policies, legal processes, and terms relevant to the Deepwater Horizon disaster

Gulf Coast Restoration & recovery 101 Basic policies, legal processes, and terms relevant to the Deepwater Horizon disaster E N V I R O N M E N T A L L A W I N S T I T U T E O C E A N P R O G R A M W W W. E L I - O C E A N. ORG/ G U L F 1 7 3 0 M S T N W, S TE 700, W A S H I N G T O N, DC 2 0 0 3 6 T EL: 2 0 2. 9 3 9. 3 8 4

More information

Non-consumptive use of wildlife. Non-consumptive Use. Non-consumptive Use

Non-consumptive use of wildlife. Non-consumptive Use. Non-consumptive Use Non-consumptive use of wildlife Non-consumptive Use Any non-hunting or non-extractive use Examples: wildlife feeding & photography, bird watching, whale watching Non-consumptive Use Sources of information

More information

Effects of Climate Change

Effects of Climate Change Effects of Climate Change LESSON 3 Guiding Question: What are the effects of climate change? State ways in which the warming atmosphere affects ecosystems and organisms. Explain how climate change is affecting

More information

Geography at GISSV: An Introduction to the Curriculum

Geography at GISSV: An Introduction to the Curriculum Geography at GISSV: An Introduction to the Curriculum Classes Geography is taught for two hours per week in Grades 5-9. The only exception is in Grade 8, where class is taught for one hour per week for

More information

Oklahoma Governor s Water Conference

Oklahoma Governor s Water Conference Oklahoma Governor s Water Conference COL Michael Teague District Commander Tulsa District US Army Corps of Engineers 27 October 2010 US Army Corps of Engineers Tulsa District Over 600 people Arkansas River

More information

Desertification: Cause and Effect Students learn about the causes and effects of desertification threatening the African Sahel.

Desertification: Cause and Effect Students learn about the causes and effects of desertification threatening the African Sahel. Students learn about the causes and effects of desertification threatening the African Sahel. Author Grade Level Duration Barbara Stout 6-8 and 4-5 class periods National Geography Standards ELEMENT TWO:

More information

You re One in Seven Billion!

You re One in Seven Billion! You re One in Seven Billion! We ve all heard the expression, You re one in a million!. With the ever-growing number of people on the planet, it might be more accurate to say, You re one in seven billion!

More information

The Colorado River Delta

The Colorado River Delta The Colorado River Delta An Invaluable Resource for People and Wildlife the colorado river delta The Colorado River Delta and its waters support a rich and diverse treasure of plants and animals in an

More information

Animal Adaptations. Standards. Multiple Intelligences Utilized. Teaching First Step Nonfiction. Titles in this series: Reading.

Animal Adaptations. Standards. Multiple Intelligences Utilized. Teaching First Step Nonfiction. Titles in this series: Reading. Teaching First Step Nonfiction Animal Adaptations K 2nd Grade Interest Level 1st Grade ing Level Titles in this series: What Can Live in a Desert? What Can Live in a Forest? What Can Live in a Grassland?

More information

COMMUNITY CERTIFICATIONS

COMMUNITY CERTIFICATIONS National Flood Insurance Program Community Rating System COMMUNITY CERTIFICATIONS Public reporting burden for this form is estimated to average 4 hours for annual recertification, per response. The burden

More information

A Self Assessment to Address Climate Change Readiness in Your Community Midwest Region

A Self Assessment to Address Climate Change Readiness in Your Community Midwest Region A Self Assessment to Address Climate Change Readiness in Your Community Midwest Region 0 Climate Change Readiness Index A Self Assessment to Address Climate Change Readiness in Your Community Communities

More information

Reef Magic Education and Research Field trips. Links to the Australian Curriculum v6.0 Science

Reef Magic Education and Research Field trips. Links to the Australian Curriculum v6.0 Science Reef Magic Education and Research Field trips. Links to the Australian Curriculum v6.0 Science Year Level Biological Science Description Foundation Living things have basic needs including food and water.

More information

Alburnett Community School 7 th Grade World Geography Curriculum Map. Introduction / 2 weeks

Alburnett Community School 7 th Grade World Geography Curriculum Map. Introduction / 2 weeks 7 th Grade World Geography Curriculum Map Introduction / 2 weeks Geographers show information on maps using tools such as keys, compass rose, scales, etc. Geographers use a variety of maps to represent

More information

Federal Research and Development in South Dakota

Federal Research and Development in South Dakota Chapter 43 Federal Research and Development in South Dakota Approximately $39 million of federal R&D funds are spent each year in South Dakota. South Dakota ranks 52nd among the 5 states, District of Columbia,

More information

Fry Instant Word List

Fry Instant Word List First 100 Instant Words the had out than of by many first and words then water a but them been to not these called in what so who is all some oil you were her sit that we would now it when make find he

More information

Climate, Vegetation, and Landforms

Climate, Vegetation, and Landforms Climate, Vegetation, and Landforms Definitions Climate is the average weather of a place over many years Geographers discuss five broad types of climates Moderate, dry, tropical, continental, polar Vegetation:

More information

New Orleans Hurricane Storm Damage Risk Reduction System Tour March 23 24, 2012

New Orleans Hurricane Storm Damage Risk Reduction System Tour March 23 24, 2012 New Orleans Hurricane Storm Damage Risk Reduction System Tour March 23 24, 2012 Host: Falcolm E. Hull, Vice President/Technical Expert, ARCADIS, U.S. Inc. Attending: Cherie Coffman, Coastal Projection

More information

Climate Change Impacts in the Asia/Pacific Region

Climate Change Impacts in the Asia/Pacific Region Climate Change Impacts in the Asia/Pacific Region Global CC threat CC in the A/P region The Stern Review and IPCC 4 th Assessment Report both state that climate change will have adverse impact on people

More information

Physical Environment. There are economic reasons for countries to cut down their rainforests.

Physical Environment. There are economic reasons for countries to cut down their rainforests. Tropical Rainforests Reasons for their Destruction Tropical Rainforests are found in the Amazon Basin of South America, (e.g. Brazil) Central Africa (e.g. Congo) and South East Asia (e.g. Indonesia). There

More information

Fry Instant Words High Frequency Words

Fry Instant Words High Frequency Words Fry Instant Words High Frequency Words The Fry list of 600 words are the most frequently used words for reading and writing. The words are listed in rank order. First Hundred Group 1 Group 2 Group 3 Group

More information

Name Date Hour. Plants grow in layers. The canopy receives about 95% of the sunlight leaving little sun for the forest floor.

Name Date Hour. Plants grow in layers. The canopy receives about 95% of the sunlight leaving little sun for the forest floor. Name Date Hour Directions: You are to complete the table by using your environmental text book and the example given here. You want to locate all the abiotic (non-living) and biotic (living) factors in

More information

Region of Georgia : Mountains

Region of Georgia : Mountains Region of Georgia : Mountains Northern most region of GA Cold weather in the winter Brasstown Bald is the highest point in Georgia Lots of creeks and streams High above sea level Poor soil for farming

More information