ALEX Classroom Resource

  

Steve Trash Science: Birds Are Amazing/Renewable vs Non-Renewable

  Classroom Resource Information  

Title:

 Steve Trash Science: Birds Are Amazing/Renewable vs Non-Renewable

URL:

 https://www.pbs.org/video/birds-are-amazingrenewable-vs-non-renewable-oani3j/

Content Source:

 PBS
Type: Audio/Video

Overview:

Steve Trash teaches kids about science with fun and magic. The show is filmed in Alabama.

In this episode, Steve shares his knowledge about some of the coolest creatures on the planet: birds. Why are there so many different kinds of birds? Why so many colors? How do they fly? Then he shares one of his favorite ideas to think about: what makes a resource renewable or not renewable?

Content Standard(s):
Science
SC2015 (2015)
Grade: 4
5 ) Compile information to describe how the use of energy derived from natural renewable and nonrenewable resources affects the environment (e.g., constructing dams to harness energy from water, a renewable resource, while causing a loss of animal habitats; burning of fossil fuels, a nonrenewable resource, while causing an increase in air pollution; installing solar panels to harness energy from the sun, a renewable resource, while requiring specialized materials that necessitate mining).

NAEP Framework
NAEP Statement::
E4.6: Some Earth materials have properties either in their present form or after design and modification that make them useful in solving human problems and enhancing the quality of life, as in the case of materials used for building or fuels used for heating and transportation.

NAEP Statement::
E4.7: The Sun warms the land, air, and water and helps plants grow.

Unpacked Content
Scientific And Engineering Practices:
Obtaining, Evaluating, and Communicating Information
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Energy
Evidence Of Student Attainment:
Students:
  • Combine information across complex texts and other reliable media to describe how the use of energy derived from natural renewable and nonrenewable resources affects the environments.
Teacher Vocabulary:
  • natural resources
  • natural renewable resources
  • nonrenewable resources
  • fossil fuels
  • air pollution
  • pollution
  • solar energy
  • environment
  • effects
  • affects
  • habitat
  • solar panel
  • impact
  • solution
  • derived
  • harness
Knowledge:
Students know:
  • How energy is derived from natural resources.
  • How energy resources derived from natural resources address human energy needs.
  • Positive and negative environmental effects of using each energy resource.
  • The role of technology in improving or mediating the environmental effects of using a given resource.
Skills:
Students are able to:
  • Waves, which are the regular patterns of motion, can be made in water by disturbing the surface.
  • When waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction of the wave except when the water meets a beach.
  • Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks).
Understanding:
Students understand that:
  • Energy and fuels that humans use are derived from natural sources, and their use affects the environment in numerous ways.
  • Resources are renewable over time, while others are not.
Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.4.5- Identify common resources as renewable or nonrenewable.
Science
SC2015 (2015)
Grade: 5
16 ) Collect and organize scientific ideas that individuals and communities can use to protect Earth's natural resources and its environment (e.g., terracing land to prevent soil erosion, utilizing no-till farming to improve soil fertility, regulating emissions from factories and automobiles to reduce air pollution, recycling to reduce overuse of landfill areas).

NAEP Framework
NAEP Statement::
E4.10: The supply of many Earth resources such as fuels, metals, fresh water, and farmland is limited. Humans have devised methods for extending the use of Earth resources through recycling, reuse, and renewal.

Unpacked Content
Scientific And Engineering Practices:
Obtaining, Evaluating, and Communicating Information
Crosscutting Concepts: Systems and System Models
Disciplinary Core Idea: Earth and Human Activity
Evidence Of Student Attainment:
Students:
  • Combine information from two or more sources to provide and describe evidence about: the positive and negative effects on the environment as a result of human activities as well as how individual communities can use scientific ideas and a scientific understanding of interactions between components of environmental systems to protect a natural resource and the environment in which the resource is found.
Teacher Vocabulary:
  • Natural Resource
  • Scientific idea
  • Individual
  • Community
  • Terracing
  • Erosion
  • Soil
  • No-till farming
  • Fertility
  • Emissions
  • Pollution
  • Recycling
  • Landfill
Knowledge:
Students know:
  • Human activities in agriculture, industry, and everyday life can have major effects, both positive and negative, on the land, vegetation, streams, ocean, air, and even outer space.
  • Individuals and communities are doing things to help protect Earth's resources and environments.
Skills:
Students are able to:
  • Obtain and combine information from books and/or other reliable media to explain how individuals and communities can protect Earth's natural resources and its environment.
Understanding:
Students understand that:
  • Individual communities interact with components of environmental systems and can have both positive and negative effects.
AMSTI Resources:
AMSTI Module:
Dynamics of Ecosystems
Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.5.16- Identify a human action that can help the environment.
Tags: Alabama Public Television, APTV, birds, environment, nonrenewable resources, renewable resources, resources, Steve Trash
License Type: Custom Permission Type
See Terms: https://www.pbs.org/about/about-pbs/terms-of-use/
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
AccessibilityVideo resources: includes closed captioning or subtitles
Comments

The first half of this video describes birds that live in Alabama, which could provide background knowledge for students when constructing a model of a natural habitat that would meet the needs of animals native to Alabama. The second half of this video describes renewable and nonrenewable resources and how the use of resources affects the environment. Students could use this information to identify how people can protect Earth's resources and the environment.

  This resource provided by:  
Author: Hannah Bradley
This site may contain links to other websites or content belonging to or originating from third parties or links to websites and features in banners or other advertising. Such external links are not investigated, monitored, or checked for accuracy, adequacy, validity, reliability, availability, or completeness by us. WE DO NOT WARRANT, ENDORSE, GUARANTEE, OR ASSUME RESPONSIBILITY FOR THE ACCURACY OR RELIABILITY OF ANY INFORMATION OFFERED BY THIRD-PARTY WEBSITES LINKED THROUGH THIS SITE.
Copyright © 2017, Alabama Learning Exchange
Alabama State Department of Education
Alabama State Department of Education