Preservation
After completing this activity, students will be able to have a better understanding about:
-Water processes, geology, archeology, biodiversity, native plants and their communities, bird identification and environmental preservation and its benefits.
**********
ENVIRONMENTAL LITERACY SCOPE AND SEQUENCE
SYSTEM CONCEPT(S) TO BE ADDRESSED:
cycles
ecosystems
knowledge
migration
SYSTEM BENCHMARK(S) TO BE ADDRESSED FOR GRADES PreK-2, 3-5, 6-8:
Grades PreK-2
A-1 Social systems and natural systems are made of parts.
Grades 3 - 5
B-1 In social and natural systems that consist of many parts, the parts usually influence one another.
Grades 6 - 8
C-3 Social and natural systems are connected to each other and to other larger or smaller systems.
**********
MINNESOTA ACADEMIC STANDARDS
MINNESOTA SCIENCE STANDARD(S) TO BE ADDRESSED:
K.IV.G.1 - The student will observe and describe the environment using the five senses.
1.IV.B.1 - The student will observe and describe how plants and animals grow and change.
2.IV.C.1 - The student will observe and describe some features of plants and animals that allow them to live in specific environments.
3.IV.C.2 - The student will know that changes in a habitat can be beneficial or harmful to an organism.
4.IV.B.1 - The student will classify plants and animals according to their physical characteristics.
4.III.A.1 - The student will identify and investigate environmental issues and potential solutions.
5.IV.E.1 - The student will recognize that individuals of the same species differ in their characteristics and that sometimes the differences give individuals an advantage in surviving and reproducing.
6.I.B.2 - The student will distinguish among observation, prediction and inference.
7.IV.C.1 - The student will provide examples of the potentially irreversibile effects of human activity on ecosystems.
7.IV.C.2 - The student will define a population as all individuals of a species that exist together at a give place and time.
8.III.A.1 - The student will identify and research an environmental issue and evaluate its impact.
8.III.A.2 - The student will describe how features on the Earth's surface are created and constantly changing through a combination of slow and rapid processes of weathering, erosion, sediment deposition, landslides, volcanic eruptions and earthquakes.
9-12.I.C.4 - The student will know that technological changes and scientific advances are often accompanied by social, political, environmental and economic changes.
9-12.I.D.3 - The student will compare and contrast the differences between scientific theories from other bodies of knowledge, and the importance of each in a science discussion.
**********
NIPreK
NIK
NI1
NI2
NI3
NI4
NI5
NI6
NI7
NI8
NI9
NI10
NI11
NI12
Posted by Natural Innovations
Sucker Creek Preserve Tour
Posted: September 11, 2019 by MAEE Administration
Category: Natural Innovations
Preservation
After completing this activity, students will be able to have a better understanding about:
-Water processes, geology, archeology, biodiversity, native plants and their communities, bird identification and environmental preservation and its benefits.
**********
ENVIRONMENTAL LITERACY SCOPE AND SEQUENCE
SYSTEM CONCEPT(S) TO BE ADDRESSED:
cycles
ecosystems
knowledge
migration
SYSTEM BENCHMARK(S) TO BE ADDRESSED FOR GRADES PreK-2, 3-5, 6-8:
Grades PreK-2
A-1 Social systems and natural systems are made of parts.
Grades 3 - 5
B-1 In social and natural systems that consist of many parts, the parts usually influence one another.
Grades 6 - 8
C-3 Social and natural systems are connected to each other and to other larger or smaller systems.
**********
MINNESOTA ACADEMIC STANDARDS
MINNESOTA SCIENCE STANDARD(S) TO BE ADDRESSED:
K.IV.G.1 - The student will observe and describe the environment using the five senses.
1.IV.B.1 - The student will observe and describe how plants and animals grow and change.
2.IV.C.1 - The student will observe and describe some features of plants and animals that allow them to live in specific environments.
3.IV.C.2 - The student will know that changes in a habitat can be beneficial or harmful to an organism.
4.IV.B.1 - The student will classify plants and animals according to their physical characteristics.
4.III.A.1 - The student will identify and investigate environmental issues and potential solutions.
5.IV.E.1 - The student will recognize that individuals of the same species differ in their characteristics and that sometimes the differences give individuals an advantage in surviving and reproducing.
6.I.B.2 - The student will distinguish among observation, prediction and inference.
7.IV.C.1 - The student will provide examples of the potentially irreversibile effects of human activity on ecosystems.
7.IV.C.2 - The student will define a population as all individuals of a species that exist together at a give place and time.
8.III.A.1 - The student will identify and research an environmental issue and evaluate its impact.
8.III.A.2 - The student will describe how features on the Earth's surface are created and constantly changing through a combination of slow and rapid processes of weathering, erosion, sediment deposition, landslides, volcanic eruptions and earthquakes.
9-12.I.C.4 - The student will know that technological changes and scientific advances are often accompanied by social, political, environmental and economic changes.
9-12.I.D.3 - The student will compare and contrast the differences between scientific theories from other bodies of knowledge, and the importance of each in a science discussion.
**********
NIPreK
NIK
NI1
NI2
NI3
NI4
NI5
NI6
NI7
NI8
NI9
NI10
NI11
NI12
Posted by Natural Innovations