3rd

Science - Matter [|zoo] SS- Location Greece Science - Simple Machines SS - Rome / Mali Animal Adaptations Explorers Food Chains Environments (habitats) Economics Natural Resources / Conservation Government Energy Sources/ Soil Diversity Soil Virginia Beach
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__**Zoo PBL**__ ** Zoo Problem-Based Learning ** ** Life Processes ** 3.4 The student will investigate and understand that behavioral and physical adaptations allow animals to respond to life needs. Key concepts include a) methods of gathering and storing food, finding shelter, defending themselves, and rearing   young; and    b) hibernation, migration, camouflage, mimicry, instinct, and learned behavior. ** Living Systems ** 3.5 The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains. Key concepts include a) producer, consumer, decomposer;   b) herbivore, carnivore, omnivore; and c) predator and prey.   3.6 The student will investigate and understand that environments support a diversity of plants and    animals that share limited resources. Key concepts include    a) water-related environments (pond, marshland, swamp, stream, river, and ocean    environments); b) dry-land environments (desert, grassland, rain forest, and forest environments); and   c) population and community. Messy problem: You have been hired by the local zoo. Your task is to build a habitat for new animals that will be arriving in a few weeks. You will need to research what the animals need to survive in their habitat. Once your research is finished you must present your information either with a power point, poster, or brochure. While researching you might want to consider how zoos have changed over the years.

[|****http://www.kidsgowild.com/aboutwcs****] [|****http://www.sandiegozoo.org/zoo/index.html****] [|****http://www.fws.gov/educators/S_birds.html****] [|****http://www.woodlands-junior.kent.sch.uk/Homework/habitats.html#cam****] [|****http://sunbaby26.tripod.com/id57.html****] http://www.picadome.fcps.net/lab/currl/biomes/default.htm

** Living Systems ** 3.5 The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains. Key concepts include a) Producer, consumer, decomposer;   b) Herbivore, carnivore, omnivore; and c) Predator and prey.   3.6 The student will investigate and understand that environments support a diversity of plants and animals that share limited resources. Key concepts include    a) water-related environments (pond, marshland, swamp, stream, river, and ocean environments); b) dry-land environments (desert, grassland, rain forest, and forest environments); and c) population and community.
 * Conservation PBL **

**Resources Standard 3.10:** The student will investigate and understand that natural events and human influences can affect the survival of species. Key concepts include:  ·   The interdependency of plants and animals  ·   The effects of human activity on the quality of air, water, and habitat  ·   The effects of fire, flood, disease, and erosion on organisms  ·   Conservation and resource renewal  ** Gettting Started for Students: ** ** Messy Question ** : You have joined a Conservation Club interested in coming to the aid of animals affected by natural and man-made disasters. Research the topic of how you can affect the survival of a species. Design a poster highlighting the actions you plan to take. Your choices include the results of one of the following:    Drought __ – Terrestrial habitats such as grasslands and forest environments    __ Oil spills __ – Aquatic habitats such as ocean, river, or pond environments    __ Chemical run-off __ – Aquatic habitats such as river, pond, or swamp environments    __ Poachers __ – Terrestrial habitats such as rain forest, grassland and forest environments    __ Over-fishing __ – Aquatic habitats such as ocean, river, or pond environments    __ Fire __ – Terrestrial habitats such as grasslands and forest environments    __ Flood __ – Aquatic and terrestrial habitats such as rivers, streams, and forest environments      __ You might want to research and consider some of the following conservation practices: __ Resource renewal Green practices Habitat management Species monitoring __ Directions: __ ·  You will be working in a group of 2 or 3 students researching the same natural disaster. Each group member will choose 1 of the environments to research.  ·  You will complete a research chart with your findings. <span style="FONT-SIZE: 18pt; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  You will use your research chart to create a poster explaining your research, and the actions you plan to take to save wildlife in your environment. <span style="FONT-SIZE: 18pt; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  In the final presentation, your group will explain your research and present your posters to the class. <span style="FONT-SIZE: 28pt; FONT-FAMILY: Arial; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA"> <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-size: 18.0pt"> __Following are a list of websites you might want to use in your research: <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-size: 18.0pt">
 * Investigation **: Students will explore changing ecosystems, limited resources, conservation, competition, and food chains.
 * Getting Started for Teachers: ** Students will work in groups of 2 or 3 depending on the natural disaster they choose, or that you choose for them. Each student will work with 1 of the environments where the natural disaster might occur. Students will complete research on the internet, complete a research graphic organizer, and a poster showing the results of their research.

http://kids.nationalgeographic.com/Stories/AnimalsNature/Gorillarescue http://www.sciencenewsforkids.org/articles/20080326/Feature1.asp http://www.sciencenewsforkids.org/articles/20080409/Note3.asp http://www.sciencenewsforkids.org/articles/20070404/Note3.asp http://www.kidsgowild.com/aboutwcs http://www.batconservation.org/content/Kidsandbats.html http://www.sandiegozoo.org/zoo/index.html http://www.fws.gov/educators/S_birds.html http://wcs.org/7823%20 http://www.conservationinstitute.org/ http://library.thinkquest.org/CR0215471/oil_spills.htm http://library.thinkquest.org/CR0215471/oil_spills.htm http://content.scholastic.com/browse/article.jsp?id=3749904 http://kids.mongabay.com/ http://kidsandconservationblog.typepad.com/ http://drought.unl.edu/kids/impacts/affects.htm http://www.kidcyber.com.au/topics/drought.HTM http://www.marinebio.com/MarineBio/MindGames/ http://sunbaby26.tripod.com/id57.html __ <span style="FONT-SIZE: 10pt; COLOR: blue; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-size: 18.0pt">   http://www.sciencenewsforkids.org/articles/20080917/Feature3.asp <span style="FONT-SIZE: 10pt; COLOR: blue; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-size: 18.0pt">   http://www,sciencenewsforkids.org/articles  __ __Name:__ __Date: __ **__ Conservation Project Research __** || How does the disaster affect the wildlife in the area? || || Describe any “Green” practices, habitat management, or species monitoring that you discovered: ||
 * __ My Natural Disaster __** :____________________
 * My Environment: ** ______________________
 * Describe the disaster:
 * What conservation measures are now being taken?