Intro: Freshwater Biome | | : United States 5th

Intro: Freshwater Biome

United States 5th

From the gentle trickle of streams to large lakes, the freshwater biome encompasses all bodies of water with low salt concentration. Create a fish swimming throughout these aquatic environments.


Overview and Objectives	05:00	Facilitators set the groundwork for students to understand the purpose and components of the project with a well-defined set of learning objectives. By delving into the lesson's fundamentals, students gain the confidence and insight to craft their unique renditions of the project.	Assign this lesson as a student resource. Have students read and watch the video. This section prepares students to engage the lesson. Throughout the teaching of this entire lesson, the facilitator provides an opportunity for students to collaborate with each other and provide feedback on their individual or group project.
Preparation	30:00	Equip students for before starting the lesson by familiarizing them with frequently used vocabulary words, enhancing their writing skills, and engaging in constructive building exercises.	Get familiar with Sustainable Development Goals & vocabulary. Assign this lesson as student resources. Have students read the list and watch the video.
Imagine	10:00	Embark on an exploration of the Earth's freshwater supply and discover its crucial role in sustaining life.	Imagine section is a critical phase where students are encouraged to conceptualize, and visualize their ideas before diving into the building and prototyping stage in Build section. Pause to have a short group reflection. Florida - NGSSS For SC.5.L.17.1 - Life Science, Interdependence, discuss the concept of interdependence in ecosystems. Explain that in any habitat, organisms have varying abilities to survive. Ask if they can provide specific examples of how organisms thrive. Biomes (bold is the featured biome in this lesson): Freshwater (Salmon): - Salmon migrate from freshwater to the ocean and back, showcasing a remarkable life cycle variation that allows them to thrive in both aquatic environments. Marine (Oyster) - Oysters demonstrate adaptation through their filter-feeding behavior, utilizing physical characteristics like their shell structure to survive in marine environments by efficiently extracting nutrients from the water. Desert (Sidewinder Snake) - Sidewinder snakes exhibit behavioral adaptations, like their unique sidewinding movement, which helps them navigate the sandy desert terrain and avoid excessive heat exposure. Arctic Tundra (Seal): - Seals display physiological adaptations, such as a thick layer of blubber and streamlined bodies, allowing them to survive in the harsh Arctic tundra climate by maintaining body temperature and efficiently moving in cold water. Wetlands (Alligator): - Alligators showcase physical adaptations like their webbed feet and strong jaws, which aid them in thriving in wetland ecosystems by efficiently swimming and capturing prey. Savanna (Hippo): - Hippos exhibit behavioral adaptations by staying submerged in water during the day to avoid the savanna's scorching heat and emerging at night to graze on grasses, showcasing their ability to adapt to the savanna's diurnal temperature variations. Boreal (Moose): - Moose demonstrate physical adaptations, such as their large, broad hooves and thick fur, allowing them to move efficiently in the boreal forest's snowy terrain and endure cold temperatures. Temperate (Fox): - Foxes display a combination of behavioral and physical adaptations, including their nocturnal hunting behavior and keen senses, enabling them to thrive in temperate regions by efficiently locating and capturing prey. Tropical Rainforest (Frog): - Frogs in tropical rainforests have physical adaptations like sticky toe pads for climbing and vibrant colors for camouflage, illustrating their ability to survive in this diverse biome by utilizing unique physical characteristics. SDGs For GOAL 14 - LIFE BELOW WATER ask what the relevance of freshwater biomes is to Global Goal 14, which primarily focuses on marine conservation. Share that freshwater ecosystems are incredibly diverse and plays crucial roles in food webs. For example, freshwater fish species often serve as a food source for marine predators like seabirds and larger fish. Disruptions in freshwater ecosystems can disrupt these food chains, affecting marine life.
Build	15:00	Create a tiny fish with the tenacity to swim upstream of a mighty river.	Watch the video to get an idea of the project's structure and a demonstration of how it works. Some may figure out how to construct the project just from pausing the video or looking at a few images from the steps. The instructions are helpful for new builders or those seeking general guidance. Florida - NGSSS For SC.35.CS-CS.1.2 - COMPUTER SCIENCE introduce students to the concept of computational thinking, emphasizing problem decomposition, and the importance of breaking complex problems into smaller parts. Explain how this will be applied to building the animal. They can create fins, ears, increasing body size, claws, etc. for iterating on its adaptation. And for SC.35.CS-CC.1.3 - COMPUTER SCIENCE direct students to test how their animals would live by crafting the biome and their habitat. NGSS For 3-5-ETS1-1 - ENGINEERING DESIGN, students will consider constraints, such as the materials they have available, the time they have to complete the project, and any limitations when starting to build. For 3-5-ETS1-2 - ENGINEERING DESIGN, students understand how to design and build functional prototypes, as well as how to evaluate and refine their design through testing. And for 3-5-ETS1-3 - ENGINEERING DESIGN students engaged in this learning experience helps students understand how to design and build functional prototypes, as well as how to evaluate and refine their design through testing.

SDGs

Goal 14

Conserve and sustainably use the oceans, seas and marine resources for sustainable development.

Understand the fragility and importance of marine ecosystems. Share stories, images, or videos that highlight the beauty of marine life and the challenges it faces due to human activities. Encourage students to discuss their feelings and thoughts about the need to protect marine ecosystems. Engage students in discussions about the ways in which the ocean impacts their lives, even if they don't live near the coast. Encourage students to share their experiences with the ocean, such as beach trips or encounters with marine animals, and discuss how these experiences contribute to their understanding of marine conservation. Conduct virtual or in-person field trips to local aquariums, marine research centers, or coastal areas to observe marine species and ecosystems up close.

NGSS


3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.	Students will identify a design challenge considering specific needs or wants. Through hands-on exploration and discussions, they will determine the criteria for a successful solution while acknowledging constraints like materials, time, and cost. Assessment can be carried out by having students research related problems and their solutions, creating visual or physical representations of their findings, or presenting their understanding of the problem's criteria and constraints to their peers.
3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.	After understanding their design problem, students brainstorm multiple potential solutions. They will use hands-on techniques like sketching, model building, or creating simple mock-ups to visualize and represent their ideas. For assessment, students can engage in peer reviews to compare and critique each other's solutions, record videos explaining their proposed solutions, or organize a small showcase where they present and justify their ideas based on the criteria and constraints.
3-5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.	With their proposed solutions in hand, students will design tests to evaluate the effectiveness and viability of their ideas. They will use hands-on approaches to control variables, conduct their tests, and identify failure points. As an assessment, students could maintain a detailed journal documenting their testing process, discuss their observations in group discussions, or create visual aids (like charts or slides) to represent their findings and suggested improvements.

ISTE Students


1.6.c Creative Communicator Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.	Introduce students to a variety of digital tools and media that can enhance their communication. This could include graphic design software, multimedia creation tools, video editing software, or presentation platforms. Help students choose the appropriate tools based on their communication goals and the requirements of their project.

Florida - NGSSS


SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.	Curating a showcase of plant and animal adaptations reveals the evolutionary wonders of survival. By integrating tactile representations of physical characteristics, behaviors, and life cycles, the ingenious ways life forms adapt to their surroundings emerge.
SC.5.E.7.6 Describe characteristics (temperature and precipitation) of different climate zones as they relate to latitude, elevation, and proximity to bodies of water.	Designing tactile models of different climate zones unravels the mysteries of Earth's climatic patterns. The act of integrating elements like temperature and precipitation into these models deepens the understanding of how latitude, elevation, and water bodies shape the world's climates.
SC.35.CS-CS.1.2 Describe how models and simulations can be used to solve real-world issues in science and engineering.	Demonstrate understanding of how models and simulations can be used to address real-world problems in science and engineering. Reflect on a specific scenario and explain how a model employs to solutions to the problem by explaining thought processes and provide examples. For instance, present a scenario depending on the lesson's contents to students: "Imagine your city is prone to flooding during heavy rains, and this flooding causes damage to homes and infrastructure. City planners need to find a way to reduce flooding and protect the city. How can models or simulations help in this situation?"
SC.35.CS-CC.1.3 Identify ways that technology can foster teamwork, and collaboration can support problem solving and innovation.	Collaborate using technology to explore its potential in enhancing teamwork, streamlining communication, and nurturing innovative problem-solving techniques. Experiment with various collaborative platforms and tools to discover how technology optimizes team dynamics.