Transcript of Purpose: To observe and compare a variety of organisms by planting seeds of different kinds To...
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- Purpose: To observe and compare a variety of organisms by
planting seeds of different kinds To identify the factors that make
up a terrestrial environment Foss Inv. 1 pt 1
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- Question?
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- Terrarium Map
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- Materials 8 wheat seeds 8 corn seeds 8 radish seeds 8 pea seed
Mini scoop of clover seed Soil Water Mini scooper Terrarium and lid
Sticky note 100ml beaker 1 liter container Plastic wrap
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- Procedure Use your terrarium map and make a plan for how you
want to plant your terrarium and how much water you are going to
use. Get materials Label the front of your terrarium with a sticky-
note that has your groups initials on it. Pour 1 liter of soil into
your terrarium. Plant your seeds according to your terrarium map
Water your seeds Raise hand and wait for teacher to come and cover
your terrarium.
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- Data/ Observations DateObservations ( need 14 days of
observation for an A)
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- Line of Learning (LOL) An environment is everything that
surrounds and influences an organism. An environmental factor is
one part of an environment. It can be nonliving, such as water,
light or temperature or living such as a plant or animal. A
terrarium is a mini-garden in an enclosed container. Any living
thing, including plants and animals, is an organism. Germinate- is
when a seeds sprouts, or starts to grow. How do you determine what
is an environment? - An environment is everything that surrounds
and influences and organism.
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- Title: Living or Non-living P (Purpose): 1. To identify living
and non-living factors in an environment. Q? (Question): 1.How do
we know something is living? 2.What are the living and non-living
components in our school yard? N.U. 1.1
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- How do we know something is living?
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- LivingNon- Living Terrariums
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- Lets Investigate our School Yard LivingNon- Living
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- LOL (LINE OF LEARNING) Date: Living thing organism that is
alive, It needs air, food, water, shelter, and space to survive,
and is able to reproduce or create more of itself. Each part of an
environment, living or nonliving is recognized as an environmental
factor. How do we distinguish (or tell) one thing from another?
-Each part of an environment, living or non living, is recognized
as an environmental factor.
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- Title: Relationships In An Ecosystem P (Purpose): To
demonstrate how organisms, population, community, and ecosystems
are connected. Q? (Question): What relationships exist in
ecosystems? N.U. 1.3
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- O: (Observation): School Yard- Bird 5
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- Checking out our Nature Unleashed Book! What Do you
notice?(text features, Content, Text Structure, etc.)
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- Reading: Its All Connected Read Pg. 2-3 O (Obeservation): Use
the graphic organizer on the next slide for you notes
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- OrganismOrganism- a single living thing PopulationPopulation- a
group of the same organisms living together Community Community -
different populations of organisms living together Non-living
things ECOSYSTEM!ECOSYSTEM! Everything together =
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- __________ : ___________ __________: ____________ _____________
_________________ __________: ____________
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- Organism 1 Duck
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- Population A group of ducks
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- Community Ducks, frogs, And dragonflies Living together
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- Non-Living things
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- Ecosystem Everything together!!!
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- Can you identify the different Groups? Go back to your school
yard observations and see if you can classify if its an organism or
population. Bird5X
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- LOL (Line of Learning) What are the 6 basic things a plant
needs to survive? What are the 5 basic things an animal needs to
survive? Add Organism Chart if you didnt already do so.
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- Title: Making Connections Purpose: Organisms, Populations,
Communities, and Ecosystems are connected Q?: How are organisms,
populations, communities, and ecosystems connected? N.U. 1.5
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- Lets organize ourselves. You will be given a playing card. You
are to quietly act out your card while clearly displaying your card
for the class to see. If you are a living thing go stand by the
white board. Non- living by the smartboard. Living things organize
yourselves into populations. Now organize yourselves into a
community Non-living things place yourself where you think you
belong in the community
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- Ob. Students draw a quick sketch of the ecosystem we just
formed in this game.
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- What did the addition of non- living things provide the living
things?
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- What do the living things provide for each other?
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- WRAP UP SO WHAT DO YOU KNOW Lesson-1
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- Title: Its Whats Inside that Counts Purpose: To investigate
pond, forest, and prairie ecosystems Question: What animals and
plants are in the pond, forest, and prairie ecosystems? NU 2.1
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- Activity: - You and a partner will use the Pond Poster on pg. 5
to help identify some of the plants and animals that live in the
pond ecosystem. On your chart you will need to complete the
following 1. Yellow water lily X
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- Ob ) Ob Raccoon X
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- LOL (Line of Learning) Name one plant and one animal from each
ecosystem: Pond- Forest- Prairie-
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- Title: Water Tolerance Purpose: To investigate optimal water
conditions for plants. Foss #3
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- Testable Question-
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- What are the variables? Independent Variable (IV)- Dependent
Variable (DV)- Constants (c)-
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- Hypothesis (H): I think this will happen..because..
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- Setting up our experiment: Each table will be given one
environment to setup for the class to observe. Before we begin
planting we need to Map out our plan for our planting.
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- Water Tolerance:
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- Procedure 1. Label the container with the amount of water to be
added (IV). 2. Put in 1 level plastic cup of soil without
compacting it. 3. Add three seeds of each of the four kinds (12
total). 4. Put the seeds in all containers in exactly the same
locations. 5. Add cup of soil on the seeds. 6. Gently tap the soil
using the bottom of the cup. 7. Add the amount of water (IV) evenly
to each container, using the 100ml beaker. 8. Put the container in
a large zip bag and seal it. 9. Put the bagged container in the
FOSS tray.
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- Observation:
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- Conclusion: Which environment do you think was the best? Why?
Did you date support/not support your hypothesis?
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- Line of Learning: Controlled experiment: is a set of compared
investigations in which one variable is manipulated (changed) by
steps while all the other variables are controlled or kept the
same.
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- Theres No Place Like Home Purpose: The pond, prairie, and
forest ecosystems are similar and different. Question: How are the
pond, prairie, and forest ecosystems similar and different? NU 2.2
2.3
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- SAME PLANTS...Same Animals Look over our Pond, Prairie, and
Forest Big Charts with those at your table groups... Place dots
next to the same plants Place triangles next to the same
animals
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- Ob) Same PlantsSame Animals
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- Characteristics of.. PondPrairieForest Which of these three
ecosystems is most like our schoolyard?
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- In Your notebook choose one ecosystem to compare with our
school yard ecosystem Pond, Prairie, Forest Schoolyard
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- LOL (Line of Learning) Be able to explain some of the
similarities and differences between the pond, prairie, forest, and
schoolyard ecosystems.
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- Title: Survival Tools Purpose: To learn about survival tools.
Question: What are some survival tools for plants and animals? N.U
3.2
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- Activity- Choose a sheet with either a frog, moth, or snake
Color the top picture any way your would like
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- Lets head outside
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- Now lets camouflage our 2 nd pictures
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- LOL (Line of Learning) Specialized Structure: A part of a plant
or animal that helps them survive in their environment
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- Homework: Read pgs. 12-17 and list 6 survival tools for each
ecosystem PondPrairieForest 1. 2, 3. 4. 5. 6, 1. 2, 3. 4. 5. 6, 1.
2, 3. 4. 5. 6,
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- Title: Internal and External Cue Purpose: To learn about plants
and animals internal and external cues Question: How do internal
and external cues affect organisms behavior?
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- Discussion How do you suppose it would feel if your body
temperature always matched the air temperature in this classroom?
What about at recess? How would having your body always math the
air temperature in the school yard change the way you spent your
recess time?
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- Activity 1. Your table group is going to be given an animal. 2.
It is your mission to keep the body temperature of the animal
(thermometer) within a comfortable range as indicated on the card.
3. You have 10 mins to try and come up with as many strategies as
you can. 4. You must try each strategy for at least 10 mins. and
record the information on the chart.
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- Location (Brief Description) Strategy (where and how the animal
was placed) Beg. TempTemp. After 1 minute Did the Strategy work?
Location 1 Location 2 Location 3 Location 4 Location 5 Location
6
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- What Strategies Worked For You?
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- Read pg. 16 -17 in Nature Unleashed What is a cue? Internal
cue- External cue-
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- Examples of INTERNAL CUESEXTERNAL CUES
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- LOL Internal cues- Signal from the inside of a plant or animal
that causes a change in behavior. ex)hunger causes animals to stop
and ea t External cues- something on the outside of a plant or
animal serving as a signal or suggestion to change behavior. ex)
High heat and lack of rain causes plants to send their roots deeper
into the ground to find water
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- Title: Katy Trail Field Trip Purpose: To investigate the
environment at The Katy Trail. Q? 1.What are some living and non
living things found at the Katy Trail? 2. What type of ecosystem is
the Katy Trail?
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- Water Tolerance Day 5 Observations - Go back to the Water
Tolerance investigation and fill out part one. Foss IV3
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- Title: Specialized Structures Purpose: To identify specialized
structures that help plants and animals survive. Question: How do
specialized structures help plants and animals survive? NU 3.4
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- Specialized Structures Game Directions: 1) You will be working
in table teams 2) Each team will send a member up to dry a card 3)
If your team can answer correctly your team receives a point 4) WE
will keep score on the SmartBoard
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- If the card drawn is an organism... 1) Identify the organism as
a plant or an animal 2) Name one specialized structure for that
organism 3) Explain how that specialized structure helps that
organism survive. 4) Predict the ecosystem in which that organism
would most likely be found - Pond - Forest - Prairie
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- If the card drawn is a specialized structure... 1) Identify the
specialized Structure 2) Name one organism that would have the
specialized Structure. 3) Explain how that specialized structure
helps that organism survive. 4) Predict the ecosystem in which that
organism would most likely be found - Pond - Forest - Prairie
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- If the card drawn is a cue card... 1) Identify whether the cue
on the card in an internal cue or an external 2) Name one organism
that would experience/react to the cue 3) Describe one possible
behavior the organism might have in response to the cue 4) Predict
the ecosystem in which that organism would most likely be found -
Pond - Forest - Prairie
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- LOL Specialized Structures- -help animals find their needs
(food, prey, shelter) but they can also protect them. - Plant or
animal part that helps and organism survive in its environment. HW-
So What Do You Know 3
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- Water Tolerance Observation Day 8
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- Title: Basic Food Chain Purpose: To be able to describe and
create a basic food chain. Question: What are the elements of a
basic food chain? 4.1
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- What did you eat today? Which of these items are producers and
which are consumers?
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- As a table I want you to make one paper link chain of someone
in your groups most recent meal On your paper link put a P above
the producers and a C above the consumers.
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- Looking at Nature Unleashed How could the chain be made shorter
or longer? How else could this food chain have been different? How
would you describe the forest food chain (pg 21)? How would you
describe the prairie food chain (pg. 23)?
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- Make your own simple food chain.
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- LOL Food Chains- transfer energy from organism to another
beginning with the energy from the sun to producers. Producers-
make their own food (plants) Consumer- eat other organisms to get
the energy they need to survive( animals)
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- Homework: Read Chapter 4 and answer questions
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- Food Chain Yarn Game Purpose: To explain the difference of
consumer and producers and their relationship to one another. Q?
What is the sequence of the flow of energy in food chains? HW- So
What Do You Know 4 4.2
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- YARN GAME You will be given a Food Chains Card. Once you have
your card you need to figure out independently these 3 things.
1.What plant or animal are you? 2.Are you a produce or consumer
3.How do you get your energy? ( make your own using the sun,
consume a plant, consume and animal.
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- Consumer stand by the smart board Producers go stand by the
whiteboard Who is still sitting in their seat?
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- All Food Chains begin with the Sun none of the producers and
consumers can survive without you
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- What would get its energy directly from a producer?
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- Some consumers get the energy directly from producers.
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- Homework: So What do you know Chapter 4
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- Title: Owl Pellets Purpose: To sort and categorize owl pellet
components. Question: What is the relationship between what an owl
eats and the contents of an owl pellet.
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- Observations
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- Conclusion: After the activity what conclusions can you draw
about Owls?
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- Homework Read chapter 5 pgs 24-27
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- Title: Are There Any Free Lunches? Purpose: To classify
population of organisms as producers, consumers, or decomposer by
the role they serve in the ecosystem. Q? N.U. 5.1 & 5.2 Need 10
things of yarn
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- What kind of organism are you??? 1.Raise your hand if you are a
consumer. 2. If you are a herbivore go sit in the computer area 3.
If you are a carnivore go sit by the smartboard. 4. If you are an
omnivore go sit in the reading area. 5. Producers go sit by the
backpacks. 5. Who is left? What are you???
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- Which organisms should be connected directly to the sun? Lets
actually connect by using yarn. The sun is going to be connected to
Various chains.hold on tight
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- What should be connected next? We are going to keep connecting.
If you connect incorrectly you will be removed from the chain and
sent to decompose with the decomposers
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- How well did we connect? Lets chart the different kinds of
organisms we found in the pond ecosystem.
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- Lets Graph Our Findings
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- The Forest chain I will give you each a card again. Now without
talking you are all going to have link yourselves to the
appropriate part in the a chain. If you talk = decomposition pile
If you are incorrectly link = decomposition pile ARE YOU READY FOR
THE CHALLENGE??
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- Lets Graph Our Forest Findings
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- LOL Herbivores- animals that eat only plants Carnivores- are
meat-eaters, they hunt other animals for food. Omnivores- eat both
plants and animals Decomposers- an animal that feeds on and breaks
down dead plants and animal matter. Scavenger- an animal that lives
on dead and decaying organisms.
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- Homework: So What do you know Chapter 5
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- Title: Predators and Prey Purpose: To understand why predators
and prey are important to the food chain. Q? What are predators and
prey? Why are they important to the food chain?
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- Nature Unleashed: Read chap. 6 Predator V.S. Prey
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- What would happen if the mouse species no longer existed?
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- LOL Predator- an animal that lives by hunting other animals
Prey- an animal that is hunted by another animal for food.
Predators and prey keep the food chain in balance. Without them
some species populations would increase while others would
decrease.
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- Homework So What do you know Chapter 6
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- Title: Interaction Purpose: Q? Why do organisms interact with
each other?
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- Ob) What are some examples of organisms interacting with one
another.
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- LOL Organisms interact with other organism to survive.
Exs)
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- Title: Human interaction P)To understand the impact of human
interaction on our environment. Q? ) How do human interactions
affect ecosystems?
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- Ob)What are some examples of humans interacting with other
organisms-negative/positive? Human Interactions
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- LOL Human interaction can have positive and negative affects on
our environment. Ex) Positive- Negative-
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- The Pond DE Streaming need laptops.