Living Things and their Environment
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This document outlines a science class lesson on how living things depend on their environment to meet basic needs. The lesson objectives are to illustrate how organisms rely on a healthy environment to survive and appreciate the environment as a source of basic needs. Students will participate in activities like making posters, guessing games with pictures of animals and their environments, a quiz, building a food chain, and writing promises to protect the environment. The teacher will discuss key concepts like producers, consumers, herbivores, carnivores, omnivores, decomposers, and food chains.
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Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110Dig resources environment
The document discusses soil and its importance on farms. It defines soil as a thick brown carpet that covers the ground and provides habitat for many insects and small animals. Healthy soil is dark brown, crumbles easily, and is full of small holes and earthworms. It absorbs water like a sponge. The farmer ensures the soil is healthy so that grass, wheat, barley and other crops will grow well. Healthy soil leads to healthy plants, animals, and food for humans.
Nithilaaaaaaaaaaaaa.pptx
Plants are living things even though they don't move or eat like animals. Plants make their own food through photosynthesis, absorbing sunlight, carbon dioxide, and water and producing oxygen. They will survive in the right climate with the right conditions like temperature, rain, and sunlight. Animals are also living things that eat, drink, breathe, and find shelter. They can vary in how they care for their young, from birds that care for their offspring to fish that are independent from birth. Both plants and animals have adaptations that allow them to survive in their environments, such as the thick fur of arctic foxes and the ability of cacti to store water in their stems. Non-living things like rocks, sand,
Living things and non living things learning object
This document provides information to help students in grades 1-3 classify living and non-living things. It defines living things as those that need food, water, air, can reproduce, grow and change, and respond to their environment. Non-living things do not have these characteristics. Examples of living things include humans, animals and plants. Examples of non-living things include man-made objects. The document includes an interactive test for students to classify examples as living or non-living.
Levels of organization 2
This document discusses different levels of organization in living things and ecosystems. It begins by explaining that a system is made up of many interacting parts that work together for a purpose, using a bicycle with different components as an example. It then introduces the levels of organization from individual organisms to species to populations to communities within ecosystems. Ecosystems are defined as all the living and nonliving things in an environment and how they interact. Examples of ecosystems like grasslands, deserts, rainforests and bodies of water are provided.
Sci 20 The 20 Digestive 20 System 20and 20 How 20to 20keep 20 It 20 Healthy
The document provides information about the human digestive system in 3 lessons:
[1] It begins with Rita's story of eating green mangoes and experiencing stomach pain to introduce the topic of digestion.
[2] Lesson 2 describes the main parts of the digestive system (mouth, esophagus, stomach, small intestine, large intestine) and explains how food is broken down as it passes through each part.
[3] Lesson 3 asks questions to test understanding of where digestion begins and the roles of the mouth, stomach, and small intestine in breaking down food so it can be absorbed and used by cells.
Care for the planet.pdf
This document discusses caring for the planet and educating children about environmental issues. It aims to help students develop an affectionate attitude towards the Earth and nature. It outlines several major environmental problems facing the planet like global warming, pollution, and species extinction. It emphasizes that while people accept the need to address these crises, destruction continues to increase each year. It argues that educating children and giving them opportunities to take action can help change the world. It provides some specific ways people can care for the planet, like reducing waste, volunteering for cleanups, conserving resources, and using non-toxic chemicals.
Innovative lesson plan ajitha
1. The lesson plan describes a field trip for 8th grade biology students to help them understand the differences between animals and plants.
2. During the trip, students will make observations, comparisons, and record their findings about examples of animals and plants they encounter.
3. Back in the classroom, students will be asked the original questions about what defines a living thing, animal, and plant to evaluate what they've learned and ensure they can distinguish the key characteristics of each.
Grade 2 School Garden Lesson Plan - Seeds Lesson; Soil Pets ~ Massachusetts
Grade 2 School Garden Lesson Plan - Seeds Lesson; Soil Pets ~ MassachusettsSchool Vegetable Gardening - Victory Gardens
Grade 2 School Garden Lesson Plan - Seeds Lesson; Soil Pets ~ Massachusetts
|=> In this activity, students will make a worm bin and keep it in their classroom. They will feed the worms food scraps and then when the compost is finished, add it to the school garden
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For more information, Please see websites below:
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Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
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Double your School Garden Food Production with Organic Tech
http://scribd.com/doc/239851079
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Free School Gardening Art Posters
http://scribd.com/doc/239851159`
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Companion Planting Increases School Garden Food Production by 250 Percent
http://scribd.com/doc/239851159
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Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
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City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
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Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110Overview
Each of us can help protect natural resources and provide habitats for ecosystems by developing good conservation habits from an early age. Conservation means carefully managing the environment and natural resources. Habitats are places where plants and animals can find food, shelter, and space. Developing habitat areas at home, school, or in the community by planting native plants that provide food and shelter helps support pollinators and other wildlife. With small actions starting locally, our conservation habits can have positive impacts.
PPT_ELEMENTO-kuwento RIVEROn_082732.pptx
The document discusses the basic needs of living things like humans, animals and plants which include food, water, air and habitat. It includes activities that teach students to identify these basic needs, show how living things interact through a diagram, and enumerate activities that show how humans, animals and plants depend on their environment. The objectives are to identify the basic needs of plants, animals and humans; illustrate interactions among living and non-living things; and list activities demonstrating dependence on the environment.
BA Ed assignment Learning environment community allotments
Students were asked to go to a local place and think about how it might support learning - they were asked to design a resource.
DLL-LS2 LIVING AND NON-LIVING THINGS PPT (1).pptx
This document provides an alternative learning lesson on scientific literacy and critical thinking skills. It includes activities to teach students about living and non-living things found in their surroundings. The activities involve a cabbage relay game with questions about common animals and their habitats, grouping objects to identify their living characteristics, drawing and presenting examples of living and non-living things, and a quiz to identify objects as living or non-living. The lesson emphasizes the importance of proper health protocols and evaluating work based on teamwork, output, and presentation.
Grade 9 Health_Q1.pptx
The poem warns about the effects of pollution on the natural environment. It describes how pollution has obscured the skies, contaminated waters, littered ocean floors, and driven away birds by covering trees with paper waste. It suggests taking responsibility for the environment by planting better seeds and protecting natural resources like waters, skies, wildlife, and trees.
SIM-OUTPUT-INSET-1.pdf
This document provides an overview of a Strategic Intervention Materials (SIM) on animal habitats. It includes various activities, assessments, and enrichment cards to teach students about how animals live in different habitats. The SIM allows students to read about, manipulate, and apply their knowledge of habitats. It encourages students to do hands-on activities with easy, understandable directions. Through these activities, students will learn the importance of animals having suitable habitats to live in and how to care for animals. The SIM covers four main habitats - ponds, seas, rainforests, and grasslands - and examples of animals that live in each one. It assesses students' understanding through placing animals in their correct habitats.
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Living Things and their Environment
- 1. SCIENCE CLASS Teacher: Ms. Kyliene Baldo WELCOME TO Grade 3
- 4. Attendance ATTENDANCE CHECK Say "PRESENT + FAVORITE FOOD" if your name is called
- 5. ENERGY CHECK
- 7. EXPLAIN HOW LIVING THINGS DEPEND ON THE ENVIRONMENT TO MEET THEIR BASIC NEEDS. LESSON OBJECTIVES ILLUSTRATE HOW LIVING ORGANISM DEPEND ON A HEALTHY ENVIRONMENT TO SURVIVE AND LIVE THROUGH POSTER MAKING AND APPRECIATE ENVIRONMENT AS A SOURCE FOR BASIC NEEDS TO LIVING THINGS BY PROTECTING AND CONSERVING ENVIRONMENT.
- 9. INSTRUCTIONS • There will be questions with pictures to be presented. • Your task is to guess the answer • Unmute your mic if you want to answer
- 10. Hi! I am Mr. Shark, Do you know where I live?
- 12. I am a sunflower, and I need something to help me my flowers bloom. Aside from water and soil, do you know what I still
- 14. Hello, I am Papa ice bear. Can you guess where I live? I live in a _____________ environment. COLD or HOT
- 16. Do you know where I live?
- 18. I am Mr. Monkey, can you guess my favorite food?
- 20. How do living things depend on their environment to meet their basic needs? QUESTION
- 21. Will the living things surivive without the environment? QUESTION
- 28. FOOD CHAIN
- 29. Food chain What is a food chain? A food chain explains which organism eats another organism in the environment. We realize how one organism is dependent upon another organism for survival.
- 30. PRODUCERS are capable organisms of making their food from non-living resources, such as sun and water.
- 31. CONSUMERS ingest other organisms to obtain the energy and nutrients to survive.
- 32. HERBIVORE CARNIVORE OMNIVORE CONSUMER only eats plants only eats animals eats both plants and animals
- 33. DECOMPOSERS are organisms that get energy from dead or waste organic material. They convert organic waste materials into inorganic materials, which enriches the soil or land with nutrients.
- 34. ACTIVITY TIME!
- 35. THINK AND DRAW Instuction In a one whole sheet of paper, draw an animal of your choice. Identify what kind of environment (Aquatic, land, arctic) that animal live to meet his
- 36. QUIZ TIME!
- 37. instructions • Answer directly • Choose where the living things lived based on the choices in column B.
- 38. BUILD A FOOD CHAIN • Draw and build a food chain from the given living things. • Raise hand if you are done
- 39. After knowing how living things depend on environment to meet their basic needs, in a one short bond paper, write your ten promises on how you will help to save and protect the environment given that the environment needs help today. You are free to use your art materials. Assignmen t