PhD Science Texas - Level 5 Module 2 - Extension Activities

Extension Activities

Level 5 Module 2

Lesson 5 Extension | Ecosystems

Working individually, students research the time it takes a sequoia tree to become fully grown and the amount of growth that occurs each year.

PREPARATION

Provide students with computers or tablets. Suggest websites or provide books for research.

Distribute and read aloud the following procedure sheet to students.

Research Sequoia Trees

1. Look up information about sequoia trees.

2. How many years does it take a sequoia tree to become fully grown?

3. How much does a sequoia tree grow in one year?

4. Share your findings with the class.

Lesson 6 Extension | Ecosystems

Individually or in groups, students compare how carbon dioxide cycles in different global regions in the carbon dioxide model video (http://phdsci.link/2382).

PREPARATION

Prepare to play the video.

Distribute and read aloud the following procedure sheet to students.

Compare Carbon Dioxide Cycling

1. Watch the carbon dioxide model video.

2. What do you notice about how carbon dioxide moves in the tan-colored areas?

3. What do you notice about how carbon dioxide moves in the green areas?

4. Why do you think the carbon dioxide moves differently in the two areas?

5. Share your ideas with the class.

Lesson 12 Extension | Ecosystems

Working in groups, students conduct additional research on the organisms observed in these lessons to construct a food web. For additional information about organisms that live in the Texas coastal salt marsh and surrounding environments, direct students to the Texas Parks and Wildlife Department website: https://tpwd.texas.gov

PREPARATION

Provide students with computers or tablets. Suggest websites or provide books for research.

Distribute and read aloud the following procedure sheet to students.

Create an Ecosystem Model

1. Research organisms in the Texas coastal salt marsh ecosystem.

2. By using your research, create a food web that shows the feeding interactions of the organisms.

3. Share your food web with the class.

Lesson 22 Extension | Ecosystems

Introduce the term deforestation as the human activity of clearing forested land. Working in groups, students research the impacts of deforestation on the environment, which include habitat loss, disrupted energy flow and matter cycling, species becoming endangered or extinct, and pollution. For current data on deforestation and its causes, visit the Global Forest Watch website (http://phdsci.link/2402).

PREPARATION

Provide students with computers or tablets. Suggest websites or provide books for research.

Distribute and read aloud the following procedure sheet to students.

Research Deforestation

1. As a group, research how deforestation affects the environment.

2. Describe how deforestation affects the environment.

3. Share your findings with the class.

Lesson 23 Extension | Ecosystems

Working in groups, students create another ecosystem model and choose a different variable to change, such as removing a different organism, adding an organism, or changing the population size of one species.

PREPARATION

Provide groups with a ball of yarn, name tags (or other adhesive labels), and a marker to write the names of their ecosystem’s organisms. Distribute and read aloud the following procedure sheet to students.

Create an Ecosystem Model

1. As a group, choose an ecosystem to model. Write the name of the ecosystem.

2. Choose a variable to change. What variable did you choose?

3. How did changing that variable affect your ecosystem?

4. Share your results with the class.

Lesson 26 Extension | Ecosystems

Students watch the kudzu killer device video (http://phdsci.link/1195) as a class. In groups, students discuss the video. They then think about a device they could invent to help control a problem with a local species.

PREPARATION

Prepare to play the video. Provide students with computers or tablets. Suggest websites or provide books for research.

Distribute and read aloud the following procedure sheet to students.

Invent a Device

1. Watch the kudzu killer device video.

2. As a group, discuss the boy’s invention. Then discuss a species that is a problem in your area.

3. Brainstorm ways the species could be controlled.

4. Draw or write your ideas about how to control the species.

5. Share your ideas with the class.

Working individually or in groups, students choose an unexplored question or related phenomenon from the module to research or investigate. Students then present their findings to the class.

PREPARATION

Prepare a list of unexplored questions and related phenomena from the module

driving question board. As necessary, curate resources for student research or provide materials for teacher-approved investigations. Consider allowing students to bring materials from home. Prepare to review safety measures with students if necessary.

Distribute and read aloud the appropriate procedure sheet to students.

Research a Science Topic

1. Choose an unexplored question or phenomenon.

2. Research the topic.

3. Prepare a presentation that answers the question or explains the phenomenon.

4. Present your findings to the class.

Carry Out an Investigation

1. Choose an unexplored question or phenomenon.

2. Design an investigation to explore the question or phenomenon.

3. Discuss your investigation plan with your teacher.

4. Carry out your investigation. Follow all safety measures your teacher reviews with you.

5. Present your findings to the class.