How Do Humans, Plants And Animals Modify The Environment
Didactics Through Trade Books
Plants, Animals, and Earth Processes, Oh My! Changes to the Surroundings
By Christine Anne Royce
The World changes over time. Some of the processes that alter the World's surface are natural, such as weathering and erosion; other changes tin can be made by plants and animals, including humans. Organisms have had to evolve over time to adapt to new environments. As these organisms evolved, they made however further changes to the Earth and its processes.
The activity for the young students asks them to consider how animals use different parts of their environment to come across their needs and how the surroundings is impacted by this use. Older students are asked to accept the changes seen on Earth a step further by considering how water makes major changes to the Globe's surface through the process of weathering and erosion.
This Month's Trade Books
Past Harriet Ziefert
Illustrated by Emily Bolam
ISBN: 978-1-609054281
Blue Apple tree
32 pages
Grades K–2
Synopsis
This playful book asks readers whether a variety of birds can use a hammer. Through colorful cartoons and illustrations, the reader is introduced to the idea that although animals may not use hammers, they practise apply their environment to meet specific needs.
By Meredith Hooper
Illustrated by Chris Coady
ISBN: 978-1-84780-768-seven
Frances Lincoln Children's Books
twoscore pages
Grades 2–5
Synopsis
Through brilliant and detailed illustrations and descriptive text, this book considers the question, "Where do pebbles come up from?" Kickoff with the concept of how a stone is formed after a volcanic eruption, the story explains the processes of erosion, weathering, and transportation, the resultant pebble is picked up by a young person.
Grades K-2: Plants and Animals Can Alter the World
Purpose
To investigate ways plants and animals (including humans) can change the environment to run across their needs.
Engage
Plants and animals tin change their environment while using information technology to meet their needs. Two examples provided in the Next Generation Science Standards are of squirrels digging to hide their food and tree roots breaking concrete. Share these two examples with students before beginning the story, and ask them to consider where they may take seen their environment changed by plants or animals. Read Does a Woodpecker Use a Hammer? to students and engage them by providing the following prompt: "When you listen to the story, try to think about means that animals utilise different objects as tools, and how the animal moved, used, or changed things where they live to help them." After reading the book, return to the following pages and discuss farther to allow students to expand their thinking. Inquire them:
- Seagulls dropping clams: Where do yous recollect the seagulls picked up the clams from before dropping them onto rocks?
- Woodpecker using a hammer: When the woodpecker makes holes in trees to find food, the holes are left backside. What do y'all call up the holes do to the tree?
- Chimpanzee using a stick: What do yous remember happens to the termite nest when the chimpanzee uses the stick to dig for ants?
- Person plowing the field: When the cows pull the plow in the field, what happens to the soil?
Summarize past asking students to brainstorm a list of different means that animals or plants alter where they alive. Record their list on a slice of nautical chart paper.
Explore
Using a series of short videos (run into Net Resources), students examine unlike ways that animals and plants tin alter their environment. The short videos provide visual testify and some explanation as to how the surround is changed. Using stations set up effectually the room with the necessary technology (such as tablets or computers) or facilitating this as a whole-class action, ask students to watch each short video and complete the data on the Plants and Animals Can Change Their World Student Information Sheet (see NSTA Connection). While students watch the videos, use the following questions to help focus them.
- "Squirrels Burying Nuts": Describe what you run across happening in the video. When a squirrel buries a nut, what does the squirrel do to the footing? How does the process of burying modify the surface area? What do yous think would happen if the squirrel doesn't go back to become the nut?
- "The Root Cobblestone Driveway Damage": Draw the ground in the video. What practice you lot call up caused the rippling in the concrete? What exercise y'all think volition happen to the ground as the tree gets bigger and the roots grow?
- "Behemothic Gopher Excavation Pigsty": What do y'all remember is moving under the grass? How do you lot call up the gopher got there? As the gopher digs a hole, where do yous think the dirt is moved to? How exercise you lot think rain would affect the clay around the pigsty? What do you think could happen if there are seeds on the plants that the gopher is pulling into the hole?
- "Tree Roots Win Their Boxing Confronting Concrete": What made all of the different patterns that the tree roots grew effectually? As the roots grew, why do you think they were able to create the same pattern as the bricks or concrete? What does this tell y'all near where the roots abound?
- "Fooled by Nature: Beaver Dams": How does a beaver build a dam? Why does the moving of copse bear on the local expanse? What happens to the river when the beaver builds a dam? As the river gets dammed upward, what do you call back happens to the surrounding area? How does this change the environment?
Explain
Ask students to course teams of three or 4, or for younger students, facilitate this activity with the whole course. Ask students to utilize the reverse side of their student data sheet to complete one of the following prompts. They can list key words and then verbally explain them during a conference, write out responses, or sketch ideas. The prompts are:
- When tree roots grow underground, they can buckle the blacktop. When this happens, the tree roots modify the environment by …
- Some tree roots will grow through the openings that are easiest to follow. When tree roots grow in betwixt bricks or stones, they might change the surround by … Due south
- quirrels often coffin basics for the winter. What changes are made to the environment at the moment when the squirrel buries the nuts? What might happen later if the nut is left in the ground?
- The holes that groundhogs dig are used for their living space. The different ways that the land is changed when a groundhog burrows are …
- Beavers are animals that alive in a lodge and build dams. Some of the ways that beavers modify the environment effectually them are …
Throughout the discussion of the prompt answers, students should exist able to demonstrate that they empathize how the deportment of plants or animals alter their environment. They tin return to the list of brainstormed ideas from the Appoint phase and decide whether the examples on the list still meet the criteria for change.
Elaborate
Students are next asked to consider ways that humans change their environment. Inquire students to apply the When Humans Do … pupil canvas in their groups or equally a course to call back nearly and provide an explanation for the following prompts:
- 1 way that humans alter the surroundings around them is …
- A reason that humans might brand this change is …
- When this change is fabricated, the ways the land is inverse or the surround is changed are …
- Select one of the ways you lot mentioned and think about it in more detail to answer the following question. (Teacher note: This question allows students to stretch their thinking, and information technology may be useful to tackle this question as a whole-class word first.) When this change is fabricated (e.k., cutting down trees, paving a parking lot), what are some of the ways the expanse is impacted?
Evaluate
Through diverse media, students demonstrate their ability to brainstorm ways that plants and animals brand changes to their environment. Students then connect their understanding to examples in the volume. In the Explore and Explain phases, students gather information and connect information technology to environmental modify, how that change impacts the surroundings, and then why the constitute or creature is enacting change based on a need. Finally, students consider how humans make changes to the environment to meet a demand.
Grades 3–5: Exploring Erosion
Purpose
To make observations on different factors that assistance shape the land and describe the effects of unlike methods of erosion on land.
Engage
Pull out a pebble from your pocket and show it to students. Ask them to mind to and reply the following, which is the opening line in the story: "The pebble in my pocket is round and smooth and dark-brown. I establish information technology on the basis. Where did you come from, pebble?" Allow students brainstorm to generate initial ideas about the topic.
Afterward students make initial connections and demonstrate their prior conceptions, read The Pebble in My Pocket to the class, stopping to discuss the following key points:
- p. 4: Describe the rocks that formed shortly later on the Earth started to form. What happened to the state? (Information technology began to tilt upward, fold, buckle, and crumple.)
- p. 5: Describe what happened to the rocks during the different seasons. (They were heated and expanded, and cooled and shrank; cracked; and were pushed apart past water ice, forming cracks.)
- pp. 6–8: Describe what happened to the larger rocks over time as they tumbled downward the mountain and moved across the land. (Edges were smoothed from sand blowing, large rocks were broken down into smaller rocks, and water moved rocks to different places while smoothing more edges.)
- pp. x–xi: Draw what happened to the pebble that came from the mountain rock when it landed on the shore subsequently millions of years. (Sand filled in the spaces between information technology and many other pebbles and hardened into a new type of rock.)
- pp. 17–nineteen: Later the pebble was moved once again, where did it settle this time and what happened to it? (On a sandbar that eventually gets cached.)
- pp. 20–21: Describe what happened to the pebble when glaciers covered the country and then receded. (The pebble was picked up and moved from 1 identify and dropped in another identify.)
Explore
Later students listen to the story, bear witness them pictures of land where there has been weathering and erosion (run across Net Resources) and ask them to consider how these pictures and the pebble might be related. Equally they consider this prompt, ask students to depict what they meet in the pictures and what created the different images, which are of erosion, weathering, transportation, and deposition of soil. As students describe the images, record their thoughts on the lath or in a table to summarize their thinking.
To assist students make their ain observations related to erosion, accept them participate in two different activities or whole-class demonstrations. In small groups, provide students with the Erosion Station Investigation Cards (encounter NSTA Connection). A brief description of each station is shown on page 25.
As students participate in these two investigations, enquire them to complete their Erosion Station Pupil Data Canvas (see NSTA Connection), which asks them to brand observations and draw conclusions.
Explicate
Ask students to use the information they obtained from the investigations and the story to discuss the post-obit (where appropriate, introduce the correct terminology to the class as well): In your own words, draw what weathering and erosion are. At the water erosion station, what did each part of the model represent (i.e., soil, rocks, spray bottle, watering can)? How are these items similar to and different from the actual objects in nature? Using the measurements you took, describe what happened as more soil was eroded from the rocks. If this was in an bodily environs, what do you retrieve would happen subsequently plenty soil was eroded? What did you notice virtually the bottom of the hill? Describe how this sediment ended upward at that place. At the glacier erosion station, what did each function of the model represent (i.e., water ice cubes, sand/gravel, clay)? When only the water ice was used against the clay, what did you discover? What happened when sand or gravel was placed below the water ice cube? Why do you lot retrieve the sand/gravel created lines or grooves in the clay? If the clay represents dirt or stone, what would have happened to the parts that were carved out? Afterward the pan was tilted and some of the ice was allowed to melt, what did you observe? How do weathering and erosion help pebbles form?
Elaborate
Ask each pair of students to select a pebble from a pile and, using a similar approach to that of the volume'southward authors, have them write a description of their pebble and a story about how their pebble may take ended upward in the area they alive. Students should assume that all of the pebbles were located outside in a natural environment (i.e., they were not brought by humans from elsewhere). Ask students to write a brusque story that contains at least three steps in the life cycle of their pebble and includes terms such as weathering, erosion, transportation, and deposition. Students should also illustrate their story with pictures and diagrams to help describe the procedure. Later conferencing with students almost the stories, include them in a classroom drove.
Evaluate
Students demonstrate their initial understanding of potential means that a pebble concluded up in the teacher's pocket, which should focus on how the pebble was formed. Through engaging in the story, students discuss unlike parts of the erosion, weathering, and transportation cycle. They then participate in two investigations that model these ideas. Throughout the investigations, students observe and collect data almost the processes, and apply that knowledge by writing their own story well-nigh a pebble.
References
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Source: https://www.nsta.org/plants-animals-and-earth-processes-oh-my-changes-environment
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