•  

    MODULE MATRIX

    ju


    •  Part 1: TERRESTRIAL ENVIRONMENTS
        SYNOPSIS

        Students set up terrariums, observe them for 2 weeks, and describe the environmental factors that contribute to the terrarium environment.

        SCIENCE CONTENT
        • • Everything that surrounds an organism makes up the organism’s environment.
          • Terrestrial environments include both living and nonliving factors.

        THINKING PROCESSES
        • • Observe and describe changes in a terrarium over time.
          • Organize and communicate observations.

        INTERDISCIPLINARY EXTENSIONS
        • Language Extension
          • Keep an environmental-news bulletin board.

          Math Extensions
          • Problem of the week.
          • Measure terrarium plants.

          Science Extensions
          • Plant a school garden.
          • Make terrariums from around the world.

        FOSS SCIENCE STORIES
        • See the Science Stories folio.
          • Amazon Rainforest Journal
          • Terrestrial Environments around the World

        TECHNOLOGY/HOME CONNECTION

        www.fossweb.com
        Check the FOSS website for interactive simulations, to communicate with a scientist, for teaching tips, and to talk with other classes using FOSS.

        Home/School Connection: Students list living and nonliving factors of their home environments.

    •  Part 2: BUGS AND BEETLES
        SYNOPSIS

        Students construct a runway to investigate how isopods and darkling beetles respond to environmental factors such as water and light, and determine the environmental preferences.

        SCIENCE CONTENT
        • • Each organism has a set of preferred environmental conditions.
          • Isopods prefer moist, dark environments; beetles prefer dry, dark environments.

        THINKING PROCESSES
        • • Set up and observe animal investigations.
          • Organize data and communicate results of investigations.
          • Relate the behavior of an animal to environmental factors.

        INTERDISCIPLINARY EXTENSIONS
        • Language Extension
          • Write natural history of beetles and isopods.

          Math Extension
          • Problem of the week.

          Art Extension
          • Draw beetles and isopods.

          Science Extensions
          • Make a terrarium of local organisms.
          • Investigate beetle metamorphosis.

        FOSS SCIENCE STORIES
        • See the Science Stories folio.
          • Beetles
          • The Darkling Beetle
          • Isopods

        TECHNOLOGY/HOME CONNECTION

        Home/School Connection: Students go on an insect and small-animal safari in their neighborhood and describe the animals and their environments.

    •  Part 3: WATER TOLERANCE
        SYNOPSIS

        Students set up and monitor an experiment to determine the range of water tolerance for early growth of four kinds of plants: corn, pea, barley, and radish.

        SCIENCE CONTENT
        • • Organisms have ranges of tolerance for environmental factors.
          • Optimum conditions are those most favorable to an organism’s survival, growth, and reproduction.

        THINKING PROCESSES
        • • Conduct a plant experiment to determine range of tolerance.
          • Organize data and communicate results.
          • Relate differences in growth to the factor of water.

        INTERDISCIPLINARY EXTENSIONS
        • Language Extensions
          • List wet and dry words.
          • Research deserts.

          Math Extensions

          • Problem of the week.
          • Find averages of plant height, root length, etc.

          Science Extension
          • Use water gauges.

        FOSS SCIENCE STORIES
        • See the Science Stories folio.
          • Auntie’s Plants

        TECHNOLOGY/HOME CONNECTION

        Home/School Connection: Students set up an experiment to find the optimum place to grow plants at home.

    •  Part 4: AQUATIC ENVIRONMENTS
        SYNOPSIS

        Students set up freshwater aquariums with fish and plants. They monitor the environmental factors in the systems, testing the acidity of the water using a chemical indicator.

        SCIENCE CONTENT
        • • Aquatic environments include living and nonliving factors.
          • Carbon dioxide produced by aquatic organisms changes the acidity of the water.
          • The chain of feeding relationships between a series of organisms is called a food chain.

        THINKING PROCESSES
        • • Observe and describe changes in an aquarium over time.
          • Use a chemical indicator to indirectly measure an environmental factor.
          • Relate differences in acid content to changes in carbon dioxide.

        INTERDISCIPLINARY EXTENSIONS
        • Language Extensions
          • Describe aquatic environments.
          • Research acid lakes.

          Math Extension
          • Problem of the week.

          Science Extensions
          • Design and build a class aquarium.
          • Test acid content of local water samples.
          • Record movement of aquatic snails.

        FOSS SCIENCE STORIES
        • See the Science Stories folio.
          • Aquatic Environments around the World
          • Water Pollution: The Lake Erie Story
          • Sources of Water Pollution
          • What Is an Ecosystem?

        TECHNOLOGY/HOME CONNECTION

        Home/School Connection: Students investigate aquatic environments in their neighborhood or inventory natural aquatic environments.

    •  Part 5: BRINE SHRIMP HATCHING
        SYNOPSIS

        Students conduct a controlled experiment to determine which of four salt
        concentrations allow brine shrimp eggs to hatch. They determine range of tolerance and optimum conditions.

        SCIENCE CONTENT
        • • Calories are a measure of the amount of energy in foods.
          • Brine shrimp eggs can hatch in a range of salt concentrations but hatch best under certain optimum salt conditions.

        THINKING PROCESSES
        • • Experiment to determine the range of tolerance to salinity for brine shrimp eggs.
          • Organize data and compare results.
          • Relate the hatching of eggs to the factor of salinity.

        INTERDISCIPLINARY EXTENSIONS
        • Language Extension
          • Debate water use through role-playing.

          Math Extension
          • Problem of the week.

          Science Extensions
          • Refine the hatching experiment.
          • Investigate other factors in shrimp hatching.

        FOSS SCIENCE STORIES
        • See the Science Stories folio.
          • The Brine Shrimp
          • The Mono Lake Story
          • Shrimp Aquaculture

        TECHNOLOGY/HOME CONNECTION

        Home/School Connection: Students raise brine shrimp to see if they can achieve a complete life cycle.

    •  Part 6: SALT OF THE EARTH