PhD Science Texas - Level 4 Module 1 - Extension Activities

TEXAS

Extension Activities

Level 4 Module 1

Lesson 5 Extension | Earth Features

Working individually, students use Grand Canyon (Chin 2017) and a tablet or computer to research different organisms and the organisms’ environments in the present-day Grand Canyon.

PREPARATION

Provide students with a copy of Grand Canyon and a tablet or computer to use for research.

Distribute and read aloud the following procedure sheet to students. Instruct students to draw their models on a blank sheet of paper.

Research the Grand Canyon

1. Use Grand Canyon and a computer or tablet to research the organisms in the different environments of the Grand Canyon.

2. Draw a model that shows one environment and the organisms that live there.

3. Present your model to the class. Explain why animals live in certain parts of the Grand Canyon.

Working in groups, students research farming or deforestation to determine how these activities influence erosion rates. Encourage students to consider how erosion can be reduced in those cases.

PREPARATION

Provide groups with tablets or computers for research and materials to create posters.

Distribute and read aloud the following procedure sheet to students.

Research Human Impact on the Environment

1. Choose a human activity that contributes to erosion, such as farming or deforestation.

2. Work with your group to research how this activity affects erosion rates.

3. Propose a solution.

4. Design a poster. Show how human activity contributes to erosion. Explain how your solution could reduce the impact of the activity.

Lesson 21 Extension | Earth Features

Working individually, students read the article “The Hoover Dam: Controlling Water in the West” (Lusted 2016) to learn about the history of the Hoover Dam. Students record new information that they learn and present it to the class.

PREPARATION

Provide each student with a copy of “The Hoover Dam” (Lesson 21 Resource C).

Distribute and read aloud the following procedure sheet to students.

Read About the Hoover Dam

1. Read the article “The Hoover Dam” to learn more about the history of the Hoover Dam.

2. What new information did you learn about the Hoover Dam?

3. Present your findings to the class.

Lesson 24 Extension | Earth Features

Tell students that in Texas about 60 percent of the state’s water comes from groundwater and about 40 percent comes from surface water sources such as reservoirs and rivers. Working individually or in groups, students research their local source of water. Students record the information they learn and present it to the class.

PREPARATION

Provide students with a computer or tablet. Suggest websites or provide books to research their local source of water.

Distribute and read aloud the following procedure sheet to students.

Research Your Source of Water

1. Research the source of water for your community.

2. What did you learn about where your water comes from?

3. Present your findings to the class.

Lesson 27 Extension | Earth Features

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. 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 as 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.

Lesson 4 Extension | Mixtures and Solutions

Working individually, students research water pollution materials. Students choose a material found in a local body of water and consider how the physical properties of the material make it easy or hard to remove from the water.

PREPARATION

Provide students with a computer or tablet. Suggest websites (e.g., https://marinedebris.noaa .gov/discover-issue/trash-talk) or provide books students may use to research types of water pollution materials.

Distribute and read aloud the following procedure sheet to students.

Research Water Pollution Materials

1. Research water pollution materials.

2. Research the types of water pollution materials in your area.

3. Choose one water pollution material in your area.

4. Describe the properties of the material.

5. How do the properties of the material make it easy or hard to remove from the water?

6. Share your ideas with the class.

Lesson 5 Extension | Mixtures and Solutions

Working in groups, students use their previous observations of the physical properties of materials to make predictions about the relative densities of new materials. Students place the new materials in water to determine their relative densities.

PREPARATION

Gather a variety of materials that students can place in a cup of water, such as paper clips, paper, erasers, juice, soil, rocks, or leaves. Provide groups with a cup of water and safety googles.

Distribute and read aloud the following procedure sheet to students.

Predict and Test Relative Density

1. Choose three new materials.

2. Will each material sink or float when placed in water? Make a prediction.

Material Prediction

3. Discuss your predictions with a partner.

4. One at a time, place each material in the cup of water.

5. Does each material sink or float? Record your results in the table. Material Prediction

6. Share your results with the class.