Ecosystems Lesson 1 2011-04-05 DNS - Museum of Science › sites › default › files ›...

Lesson 1: Tehya’s Pollution Solution EiE: Cleaning an Oil Spill © Museum of Science, Boston Duplication Permitted

A

B

1-1

Was

hing

ton

Sta

te

Illus

tra

ted

by K

. F

ava

zza

Name: ____________________________________ Date: ________________


A

B Ec

osys

tem

Fif

ty Y

ears

Ago

(Pi

ctur

e 1)

1-2

Name: ____________________________________ Date: ________________


A

B Ec

osys

tem

Tod

ay (

Pict

ure

2)

1-3

Name: ____________________________________ Date: ________________


A

B Ecosystem Pictures Review Directions: Look at the two pictures of the same ecosystem taken 50 years apart. Can you spot the differences? Circle the differences you see. Then, answer the questions below.

1. The ecosystem pictures show birds and deer eating. Draw arrows from the bird and deer to the things they eat.

2. What were some of the differences you noticed between the ecosystem pictures? __________________________________

___________________________________________________

___________________________________________________

___________________________________________________

3. Using what you know about what the birds and deer eat, why do you think the ecosystem changed from Picture 1 to Picture 2?

___________________________________________________

___________________________________________________

___________________________________________________

1-4

deer

bug fish bird

bird

bush

deer

Name: ____________________________________ Date: ________________


A

B

1-5

Salmon Life Cycle Directions: Salmon move from fresh water to salt water and back again. The steps in the life cycle of salmon are shown below, but they are out of order. Use the information below to help you order the steps.

Step in the Life Cycle Number of the Step

Fry hatch from eggs in the river.

They grow in the river for 1 to 2 years and become

fingerlings.

Smolt enter the ocean.

Smolt come back to the river and change to adult

salmon.

Fingerlings migrate downriver and become

smolt.

Adult salmon deposit eggs in the river (spawn)

and die.

Name: _____________________________________ Date: ________________


A

Vocabulary List

Tehya’s Pollution Solution

1. Ecosystem: (p. 14)________________________________________ _________________________________________________________ 2. Environmental engineer: (p. 13)______________________________ _________________________________________________________ 3. Food web: (p. 25)________________________________________ _________________________________________________________ 4. Technology: (p. 14)_______________________________________ _________________________________________________________

5. Engineering Design Process: (pp. 17-18)_______________________

_________________________________________________________

Directions: Find each word in the storybook and write down its definition.

1-6

Name: _____________________________________ Date: ________________


B Vocabulary Definitions


1. ____________________: A community of animals, plants, fungi, and bacteria and the environment they live in.

2. ____________________: People who use math, science, and creativity to help solve problems in the environment.

3. ____________________: A way of thinking that helps engineers to solve problems.

4. ____________________: Anything designed to solve a problem.

5. ____________________: The relationships through which organisms get energy by eating other animals or plants.

Directions: Match each word to the correct definition listed below.

Ecosystem Food web

Technology Environmental engineer

Engineering Design Process

1-7

Name: _____________________________________ Date: ________________


A

1-8

Step of the Engineering Design Process

How did Tehya complete this step?

Tehya and the Engineering Design Process

Ask

Imagine

Plan

Create

Improve

Directions: In the boxes below, write or draw a picture explaining how Tehya completed each step of the Engineering Design Process.

Name: _____________________________________ Date: ________________


B Tehya and the Engineering Design Process

1. When Tehya tested her clean-up process, she was using the ____________________ step.

2. When Tehya tried out different materials to see how well they removed oil, she was using the ____________________ step.

3. When Tehya brainstormed different ways to order the steps of her clean-up

process, she was using the ____________________ step.

4. When Tehya changed the order of the steps in her clean-up process so it would work better, she was using the ____________________ step.

5. When Tehya wrote down the steps of her clean-up process, she was using the ____________________ step.

Directions: Tehya used the Engineering Design Process to help her clean up the model oil spill she made in her kitchen. Complete the sentences below by filling in the correct step of the Engineering Design Process.

1-9

EiE: Cleaning an Oil Spill © Museum of Science, Boston Duplication Permitted

Assessment 1-10

Les

son

1 R

ub

ric

Stu

den

t w

ill b

e

able

to

...

No

vice

1

Ap

pre

nti

ce

2

Pro

fici

ent

3

Dis

tin

gu

ish

ed

4

dis

cuss

th

e w

ork

of

envi

ron

men

tal

eng

inee

rs a

nd

th

eir

role

in c

lean

ing

up

p

ollu

tio

n.

Stu

dent

doe

s no

t su

cces

sful

ly e

xpla

in w

hat

envi

ronm

enta

l eng

inee

rs

do fo

r th

eir

wor

k.

Stu

dent

exp

lain

s on

e or

m

ore

aspe

cts

of th

e w

ork

of

envi

ronm

enta

l eng

inee

rs.

Res

pons

e is

par

tially

co

rrec

t. S

tude

nt m

ay

requ

ire s

igni

fican

t sup

port

.

Stu

dent

cor

rect

ly e

xpla

ins

at le

ast

two

aspe

cts

of th

e w

ork

of e

nviro

nmen

tal

engi

neer

s.

Stu

dent

goe

s si

gnifi

cant

ly

beyo

nd p

rofic

ient

leve

l (e

.g.,

by

disc

ussi

ng h

ow

envi

ronm

enta

l eng

inee

rs

mig

ht w

ork

to p

reve

nt

pollu

tion)

.

des

crib

e so

me

p

arts

of

an

eco

sys

tem

.

Stu

dent

has

diff

icul

ty

desc

ribin

g an

eco

syst

em.

Stu

dent

is s

omew

hat a

ble

to

des

crib

e an

eco

syst

em,

but g

ives

man

y co

nfus

ed o

r he

sita

nt r

espo

nses

.

Stu

dent

is a

ble

to d

escr

ibe

an e

cosy

stem

, usi

ng s

ome

exam

ples

from

the

stor

yboo

k an

d le

sson

.

Stu

dent

is a

ble

to d

escr

ibe

an e

cosy

stem

usi

ng

exam

ples

from

out

side

of

the

stor

yboo

k an

d le

sson

.

exp

lain

ho

w o

ne

chan

ge

in a

n

eco

sys

tem

ma

y b

e re

late

d t

o o

ther

ch

ang

es.

Stu

dent

doe

s no

t su

cces

sful

ly e

xpla

in h

ow

one

chan

ge in

an

ecos

yste

m m

ay b

e re

late

d to

oth

er c

hang

es.

Stu

dent

req

uire

s su

ppor

t to

ex

plai

n ho

w o

ne c

hang

e in

an

eco

syst

em m

ay

be

rela

ted

to o

ther

cha

nges

.

Stu

dent

cor

rect

ly a

nd

com

plet

ely

expl

ains

how

on

e ch

ange

in a

n ec

osys

tem

may

be

rela

ted

to o

ther

cha

nges

.

Stu

dent

goe

s si

gnifi

cant

ly

beyo

nd p

rofic

ient

leve

l (e

.g.,

by id

entif

ying

po

ssib

le c

ause

s fo

r ch

ange

s).

exp

lain

ho

w t

he

En

gin

eeri

ng

Des

ign

P

roce

ss c

an b

e u

sed

to

hel

p s

olv

e p

rob

lem

s.

Stu

dent

doe

s no

t su

cces

sful

ly id

entif

y or

ex

plai

n th

e st

eps

of th

e E

ngin

eerin

g D

esig

n P

roce

ss.

Stu

dent

inco

mpl

etel

y id

entif

ies

and

expl

ains

the

five

step

s of

the

Eng

inee

ring

Des

ign

Pro

cess

. Stu

dent

may

re

quire

sig

nific

ant s

uppo

rt.

Stu

dent

cor

rect

ly id

entif

ies

and

com

plet

ely

and

accu

rate

ly e

xpla

ins

all f

ive

step

s of

the

Eng

inee

ring

Des

ign

Pro

cess

.

Stu

dent

goe

s si

gnifi

cant

ly

beyo

nd p

rofic

ient

leve

l (e

.g.,

by e

labo

ratin

g on

w

hat

else

cha

ract

ers

mig

ht

have

don

e as

par

t of t

he

Eng

inee

ring

Des

ign

Pro

cess

).

EiE: Cleaning an Oil Spill © Museum of Science, Boston Duplication Permitted

Assessment

Stu

den

t w

ill b

e ab

le t

o...

No

tes

To

tal

Sco

re

Stu

den

t N

am

e

Ru

bri

c R

eco

rdin

g S

hee

t-L

esso

n 1

1-11

Name: _____________________________________ Date: ________________ A

nswer Key


Key

Ecosystem Pictures (Picture 1 and 2)

1-2 and 1-3

Name: _____________________________________ Date: ________________ A

nswer Key


Key

Ecosystem Pictures Review Directions: Look at the two pictures of the same ecosystem taken 50 years apart. Can you spot the differences? Circle the differences you see. Then, answer the questions below.

1. The ecosystem pictures show birds and deer eating. Draw arrows from the bird and deer to the things they eat.

2. What were some of the differences you noticed between the ecosystem pictures? __________________________________

There were fewer birds in Picture 2. There were more fish and__

more insects in Picture 2. There were fewer plants in Picture 2.__

___________________________________________________

3. Using what you know about what the birds and deer eat, why do you think the ecosystem changed from Picture 1 to Picture 2?

50 years later, there were fewer birds to eat the fish and the__

insects, so there are more fish and insects. Because there are ___

more fish, and fish eat plants, there are fewer plants in Picture 2.

1-4

deer

bug fish bird

bird

bush

deer

Name: _____________________________________ Date: ________________ A

nswer Key


Key

1-5

Salmon Life Cycle Directions: Salmon move from fresh water to salt water and back again. The steps in the life cycle of salmon are shown below, but they are out of order. Use the information below to help you order the steps.

Step in the Life Cycle Number of the Step

1

3

4

2

5

Fry hatch from eggs in the river.

They grow in the river for 1 to 2 years and become

fingerlings.

Smolt enter the ocean.

Smolt come back to the river and change to adult

salmon.

Fingerlings migrate downriver and become

smolt.

Adult salmon deposit eggs in the river (spawn)

and die.

Name: _____________________________________ Date: ________________ A

nswer Key


Key

Vocabulary List


1. Ecosystem: (p. 14)_A community of animals, plants, fungi, and _____ and bacteria that live in the local environment.____________________ 2. Environmental engineer: (p. 13)_Someone who uses math, science, and creativity to help solve problems in the environment.________________ 3. Food web: (p. 25)_The relationships through which organisms get___ energy by eating other animals or plants.________________________ 4. Technology: (p. 14)_Anything designed to solve a problem.________ _________________________________________________________ 5. Engineering Design Process: (pp. 17-18)_A way of thinking that helps engineers to solve problems.__________________________________

Directions: Find each word in the storybook and write down its definition.

1-6

Name: _____________________________________ Date: ________________ A

nswer Key


Key

Vocabulary Definitions


1. Ecosystem___________: A community of animals, plants, fungi, and bacteria and the environment they live in.

2. Environmental engineer: People who use math, science, and creativity to help solve problems in the environment.

3. Engineering Design Process: A way of thinking that helps engineers to solve problems.

4. Technology_________: Anything designed to solve a problem.

5. Food web__________: The relationships through which organisms get energy by eating other animals or plants.

Directions: Match each word to the correct definition listed below.

Ecosystem Food web

Technology Environmental engineer

Engineering Design Process

1-7

Name: _____________________________________ Date: ________________ A

nswer Key


Key

1-8

Step of the Engineering Design Process

How did Tehya complete this step?

Tehya tested materials in her kitchen to see how well they removed oil.

Tehya imagined the order in which she could use the materials.

Tehya wrote down the process she would use for cleaning the oil.

Tehya tested her oil spill cleaning process to see how well it worked.

Tehya changed the order of the steps in her process to try to remove as much oil as

possible.


Ask

Imagine

Plan

Create

Improve

Directions: In the boxes below, write or draw a picture explaining how Tehya completed each step of the Engineering Design Process.

Name: _____________________________________ Date: ________________ A

nswer Key


Key


1. When Tehya tested her clean-up process, she was using the _____Create_________ step.

2. When Tehya tried out different materials to see how well they removed oil, she was using the _______Ask__________ step.

3. When Tehya brainstormed different ways to order the steps of her clean-up

process, she was using the _______Imagine_____ step.

4. When Tehya changed the order of the steps of her clean-up process so it would work better, she was using the ________Improve______ step.

5. When Tehya wrote down the steps of her clean-up process, she was using the _____Plan___________ step.

Directions: Tehya used the Engineering Design Process to help her clean the model oil spill she made in her kitchen. Complete the sentences below by filling in the correct step of the Engineering Design Process.

1-9

Ecosystems Lesson 1 2011-04-05 DNS - Museum of Science › sites › default › files ›...

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Transcript of Ecosystems Lesson 1 2011-04-05 DNS - Museum of Science › sites › default › files ›...