Wild West Unit


Science;
1.Animals and Habitats-Content Standard: Relate animal structures to their specific survival functions (e.g., obtaining food, escaping or hiding from enemies). Classify animals according to their characteristics (e.g.,body coverings and body structure)
Compare animals living in North America according to traits- FInd different ways to group them (type of animals, edible v. non-edible, useful, dangerous, etc.) How many different ways can you discover to classify animals?
Examine the habitats for animals found in North American. (Mountain, Plains, Desert)

Discuss modifications animals have to survive in those habitats.
Using Textbooks, Internet, Library books, Videos/DVD's, research the biomes for various animals in North America.
Useful Web sites: http://www.classzone.com/books/earth_science/terc/content/visualizations/es2103/es2103page01.cfm?chapter_no=21
http://www.enchantedlearning.com/biomes/
Assessment: Draw a picture of a North American Habitat and include 3-5 animals that are found in that habitat.

2. Technology (Integrated with Social Studies)
Content Standard: Science-Give examples of how technological advances, influenced by scientific knowledge, affect the quality of life.
Social Studies-Construct time lines to demonstrate an understanding of units of time and chronological order.
How has technology changed over the years. Think how inventions have changed people's lives. Research and discuss the ways pioneers received news (telegraph, newspapers, letters,) Discuss how this has changed over the years (telephone, Radio/Television, internet) Vacations-Moving- Is it the same for people traveling today? Compare/ contrast the hardships of traveling today versus 1875.
Activity(integrate Math/Science): Create a time-line with significant inventions that have changed lives greatly over the past 150 years. Add a caption below the invention to give brief description.

3. Waste-consumption and disposal (Integrated with Math)
Content Standards: math-Select appropriate units for perimeter, area, weight, volume (capacity), time and temperature, using U.S. customary units; e.g.,mile, square inch, cubic inch, second, degree Fahrenheit, and other units as appropriate.
Use appropriate instruments to safely observe, measure, and collect data when conducting a scientific investigation.
science-Investigate ways that the results of technology may affect the individual, family and community
Use a simple design process to solve problem (e.g. identify a problem, identify possible solutions and design a solution)
Additional concepts: Reducing trash, Nothing goes to waste Using everything,
Think of how the pioneers and wagon travelers consumed goods at home and on the trail. What kinds of waste matter would be produced?
Activity: Students collect trash for one day and in a group of 4 tape together or smash in to a container to be measured and volume of trash found. Add volume of class together using numbers then assemble the trash together as a whole class unit (use different units with small bundles and feet with entire class) Discuss what people on Oregon Trail would have had to do with their trash. If a wagon train became too large would rescources be limited. Why would it have been a concern? What are our repurcussions for today? What do you think about the amount of trash generated in one day by our classmates?
Strategy:The Rule of Threes Find three to five alternative courses of action when trying to decide what to do.
How could we change the amount of trash we generate to decrease our "ecological footprint"? Come up with 3-5 ways we can generate less trash to fill our landfills.
Exit Slip: Name two things you can do to decrease land fill waste.