Slide 1

Environmental Education

Slide 2

Activity 1

Slide 3

WALT: see what parts of the earth are available for humans and other animals to live on. Activity 1

Slide 4

If the earth were an apple.

Slide 5

What does this piece of skin need to be used for? Earths crust

Slide 6

What is the effect of population growth and lifestyles and how long may it be before we use up all the space?

Slide 7

Activity 2

Slide 8

WALT: see that the words is full of living things that make their homes in different places. There are things that can help these places and things that can harm them.

Slide 9

Biodiversity Bio means life Diversity means a range of different things Biodiversity is a variety of life Biodiversity, sum of all the different species of animals, plants, fungi, and microbes living on Earth and the variety of habitats in which they...

Slide 10

Habitat The natural home of an animal or a plant.

Slide 11

Protect : Care for / look after / keep it from being destroyed / safeguard Damage: Destroy / harm / injure

Slide 12

Game: Habitat matching game

Slide 13

Discussion What effect does different actions and attitudes have on living things and biodiversity

Slide 14

Investigate Investigate the biodiversity in a specific habitat. Use a digital camera and take a photo of all the living creatures you can find in the given area.

Slide 15

Activity 3

Slide 16

WALT identify how all living things are connected, and that affecting one thing can affect all SC: we will know we have learnt this when we can complete a diagram of a food chain and explain each step.

Slide 17

Think - pair share: Ecosystem Interdependence Food chains

Slide 18

Ecosystem A community in which plants, animals and microbes live and interact with one another. A system is a set of things that work together, like parts that make up a bike or a car.

Slide 19

Interdependence: The relationship between all living things that makes the actions of each one affect all others either directly or indirectly.

Slide 20

Food chain: A pattern of movement of food energy in a group of living things. Each member of the chain eats a lower member and it is then itself eaten by another member higher up in the chain.

Slide 21

What do you think of when you hear the word arctic? Do you think there is much pollution there? The waters of the Arctic actually contain a danger you cant see. There are many different types of pollutants in the water, which have an impact on all the living things in that ecosystem.

Slide 22

What do you think when you hear the word Arctic? Do you think there is much pollution here? The waters in the Arctic contains a danger we cannot see, there are many different types of toxic pollutants in the water, which have an impact on all living things in that ecosystem.

Slide 23

Today we are looking at an arctic food chain and the things that are connected within that chain, we will learn how pollution can harm the food chain.

Slide 24

Listening skills: (Student use food sequencing map as T reads ) Listen to the short description for each stage in the food chain. As I describe a stage, make a pencil sketch in the box to show what you think that stage might look like. Also write some key words next to each box that describe the stage.

Slide 25

Review: 1. How was the ecosystem affected by human actions? 2. How are all the animals in the ecosystem connected? 3. Why do all the animals in an ecosystem need each other? 4. How would you feel if you were living off food caught from the ocean?

Slide 26

Activity 4

Slide 27

WALT Set up an science investigation SC: We will know we have learnt this when we can say what makes a test fair and can identify the parts of a science investigations.

Slide 28

Fair testing: (1) (Think-pair share and record) How might we define a fair test? Ball experiment: This is to see which ball will bounce higher. Case study: Which of these experiments would be a fair test? Why?

Slide 29

Fair test: (1) A fair test is one in which you only change one thing (variable) in the experiment. The fair test lets the researcher be sure that what has been changed in the experiment (the independent variable) is actually the thing that was effecting what you measured (the controlled or dependent variable)

Slide 30

The scientific method (2) We will perform a fair test using the scientific method. Our experiment will contain each step in this method The scientific investigation method looks as follows.

Slide 31

The scientific method (2) Diagram of scientific method

Slide 32

We are investigating.. (2) what is the optimum (most effective) amount of vinegar mixed with bicarbonate of soda for inflating a balloon. When mixed the two chemicals bicarbonate of soda and vinegar will cause a chemical reaction. Carbon dioxide is one result of that reaction. Once the carbon dioxide fills up the bottle, the only place it can go is into the balloon, which it fills up as more carbon dioxide is created. Look at what happens when I add bicarbonate of soda to vinegar.

Slide 33

What might our question be? Does the amount of vinegar mixed with bicarbonate of soda inflate a balloon more quickly?

Slide 34

Write your own hypothesis (prediction) More vinegar will inflate the balloon faster or the amount of vinegar will not have a an effect on the time of inflation.

Slide 35

Is it OK if our hypothesis differ?

Slide 36

What could be the controlled variables? Amount of bicarbonate of soda Size of the bottle Size of the balloons The independent variable is the is the amount of vinegar

Slide 37

Observations: Use all your senses to make observations

Slide 38

Data are measurements of something: In this experiment we are going to get our data by timing the inflation of the balloon

Slide 39

Water and soil pollution We are learning to conduct research using the internet, the library and other resources, to find out about water and soil pollution.

Slide 40