ALEX | Alabama Learning Exchange

Steve Trash Science: Wonderful Wildlife/Robots Rock

Classroom Resource Information

Title:

Steve Trash Science: Wonderful Wildlife/Robots Rock

URL:

https://www.pbs.org/video/wonderful-wildliferobots-rock-sbvo3o/

Content Source:

PBS

Type:

Audio/Video

Overview:

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

Steve shares all sorts of magical ideas about wildlife and the wild critters, why they're important, and what things people need to do to protect them. Then, Steve explores the world of robots. What exactly IS a robot? What do robots do? Can robots think? Watch and find out!

Content Standard(s):

Science SC2015 (2015) Grade: K	3 ) Distinguish between living and nonliving things and verify what living things need to survive (e.g., animals needing food, water, and air; plants needing nutrients, water, sunlight, and air). NAEP Framework NAEP Statement:: E4.5: Natural materials have different properties that sustain plant and animal life. NAEP Statement:: E4.7: The Sun warms the land, air, and water and helps plants grow. NAEP Statement:: L4.1: Organisms need food, water, and air; a way to dispose of waste; and an environment in which they can live.* NAEP Statement:: L4.2: Organisms have basic needs. Animals require air, water, and a source of energy and building material for growth and repair. Plants also require light. NAEP Statement:: L4.3: Organisms interact and are interdependent in various ways, including providing food and shelter to one another. Organisms can survive only in environments in which their needs are met. Some interactions are beneficial; others are detrimental to the organism and other organisms. NAEP Statement:: L4.4: When the environment changes, some plants and animals survive and reproduce; others die or move to new locations. Unpacked Content Scientific And Engineering Practices: Analyzing and Interpreting Data Crosscutting Concepts: Patterns Disciplinary Core Idea: Ecosystems: Interactions, Energy, and Dynamics Evidence Of Student Attainment: Students: Distinguish between living and nonliving things. Verify what living things need to survive Use observations to distinguish between living and nonliving things and describe patterns of what plants and animals need to survive. Teacher Vocabulary: Distinguish Living Nonliving Verify Need Survive Animals Plants Nutrients Water Sunlight Air Food Knowledge: Students know: All animals need food, water, and air in order to survive. Animals obtain their food from plants and other animals. Plants need water, light and air to survive. Skills: Students are able to: Distinguish between living (including humans) and nonliving things. Verify what living things, including plants and animals, need to survive. Understanding: Students understand that: Patterns in the natural world can be observed and used as evidence when distinguishing between living and nonliving things and determining the needs of living things. AMSTI Resources: AMSTI Module: Plants and Animals Exploring Plants and Animals, STC Alabama Alternate Achievement Standards* AAS Standard: SCI.AAS.K.3- Sort a group of items based on whether the items are living or nonliving.
Science SC2015 (2015) Grade: K	6 ) Identify and plan possible solutions (e.g., reducing, reusing, recycling) to lessen the human impact on the local environment.* 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. NAEP Statement:: E4.11: Humans depend on their natural and constructed environment. Humans change environments in ways that can either be beneficial or detrimental for themselves and other organisms. Unpacked Content Scientific And Engineering Practices: Obtaining, Evaluating, and Communicating Information Crosscutting Concepts: Cause and Effect Disciplinary Core Idea: Ecosystems: Interactions, Energy, and Dynamics Evidence Of Student Attainment: Students: Identify possible solutions to lesson the human impact on the local environment. Plan possible solutions to lesson the human impact on the local environment. Identify potential human impacts on the local environment. Teacher Vocabulary: Identify Plan Solution Human impact Local Environment Reduce Reuse Recycle Causes Create Ask Imagine Improve Knowledge: Students know: Human impact can have both positive and negative impact on the environment. We can create possible solutions to reduce the negative impacts on the environment. Skills: Students are able to: Identify possible solutions to lessen human impact on the environment. Plan possible solutions to lessen human impact on the environment. Understanding: Students understand that: Human impact has a positive and negative effect on the local environment. There are solutions that can lessen the negative impacts on a local environment. AMSTI Resources: AMSTI Module: Plants and Animals Exploring Plants and Animals, STC Alabama Alternate Achievement Standards* AAS Standard: SCI.AAS.K.6- Classify human activities as harmful or helpful to the environment.
Science SC2015 (2015) Grade: 3	11 ) Construct an argument from evidence to explain the likelihood of an organism's ability to survive when compared to the resources in a certain habitat (e.g., freshwater organisms survive well, less well, or not at all in saltwater; desert organisms survive well, less well, or not at all in woodlands). a. Construct explanations that forming groups helps some organisms survive. b. Create models that illustrate how organisms and their habitats make up a system in which the parts depend on each other. c. Categorize resources in various habitats as basic materials (e.g., sunlight, air, freshwater, soil), produced materials (e.g., food, fuel, shelter), or as nonmaterial (e.g., safety, instinct, nature-learned behaviors). NAEP Framework NAEP Statement:: L4.1: Organisms need food, water, and air; a way to dispose of waste; and an environment in which they can live.* NAEP Statement:: L4.2: Organisms have basic needs. Animals require air, water, and a source of energy and building material for growth and repair. Plants also require light. NAEP Statement:: L4.3: Organisms interact and are interdependent in various ways, including providing food and shelter to one another. Organisms can survive only in environments in which their needs are met. Some interactions are beneficial; others are detrimental to the organism and other organisms. NAEP Statement:: L8.7: The number of organisms and populations an ecosystem can support depends on the biotic resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition. Unpacked Content Scientific And Engineering Practices: Engaging in Argument from Evidence; Constructing Explanations and Designing Solutions; Developing and Using Models; Using Mathematics and Computational Thinking Crosscutting Concepts: Cause and Effect; Systems and System Models; Structure and Function Disciplinary Core Idea: Unity and Diversity Evidence Of Student Attainment: Students: Make a claim to be supported with evidence that in a particular habitat, some organisms can survive well, some can survive less well, and some cannot survive at all. Describe the given evidence necessary to support the claim that in a particular habitat, some organisms can survive well, some can survive less well, and some cannot survive at all. Evaluate the evidence to determine whether it is relevant to and supports the claim that in a particular habitat, some organisms can survive well, some can survive less well, and some cannot survive at all. Use reasoning to construct an argument, connecting the relevant and appropriate evidence to the claim, including describing that any particular environment meets different organisms' needs to different degrees due to the characteristics of that environment and the needs of the organisms (including the cause-and-effect relationship). Describe the evidence necessary to support the explanation that forming groups helps some organisms survive. Create models to describe and illustrate how organisms and their habitats make up a system in which the parts depend on each other. Categorize resources in various habitats based on evidence from constructed arguments, explanations, and models. Teacher Vocabulary: Construct Argument Evidence Likelihood Organism Survive Resources Habitat Explanations Groups Populations Communities Niche Illustrate Models System Depend (on each other) Categorize Basic needs (examples: sunlight, air, fresh water, & soil) Produced materials (examples: food, fuel, shelter) Nonmaterial (examples: safety, instinct, nature-learned behaviors) Knowledge: Students know: Some kinds of organisms survive well, some survive less well, and some cannot survive at all in a certain habitat. If an environment fully meets the needs of an organism, that organism can survive well within that environment. If an environment partially meets the needs of an organism, that organism can survive less well (lower survival rate, increased sickliness, shorter lifespan) than organisms whose needs are met within that environment. If an environment does not meet the needs of that organism, that organism cannot survive within that environment. Characteristics of a given environment (Examples: soft earth, trees, and shrubs, seasonal flowering plants). Characteristics of a given organism (plants with long, sharp, leaves; rabbit coloration) . Needs of a given organism (shelter from predators, food, water). Characteristics of organisms that might affect survival. How and what features of the habitat meet or do not meet the needs of each of the organisms. Being a part of a group helps animals obtain food, defend themselves, and cope with changes. Members of groups may serve different functions and different groups may vary dramatically in size. Habitats and organisms make up a system in which the parts depend upon each other. Resources and can categorize them as basic materials, produced materials or nonmaterials as resources in various habitats. Skills: Students are able to: Make a claim supported by evidence about an organism's likelihood of survival in a given habitat. Use reasoning to construct an argument. Evaluate and connect relevant and appropriate evidence to support a claim. Construct explanations that forming groups helps some organisms survive. Articulate a statement describing evidence necessary to support the explanation that forming groups helps some organisms survive. Create a model that illustrates how organisms and habitats make up a system in which the parts depend on each other. Describe relationships between components of the model. Categorize resources in various habitats as basic materials, produced material, or nonmaterial. Organize data from the categorization to reveal patterns that suggest relationships. Understanding: Students understand that: Cause and effect relationships are routinely identified and used to explain change. Evidence suggests a causal relationship within the system between the characteristics of a habitat and the survival of organisms within it. The cause and effect relationship between being part of a group and being more successful in obtaining food, defending themselves, and coping with change. That the relationship between organisms and their habitats is a system of related parts that make up a whole in which the individual parts depend on each other. Resources in various habitats have different structures that are related to their function. AMSTI Resources: AMSTI Module: Heredity and Diversity Alabama Alternate Achievement Standards AAS Standard: SCI.AAS.3.11- Match common plants and animals with their best environment for growth and survival.
Science SC2015 (2015) Grade: 3	12 ) Evaluate engineered solutions to a problem created by environmental changes and any resulting impacts on the types and density of plant and animal populations living in the environment (e.g., replanting of sea oats in coastal areas due to destruction by hurricanes, creating property development restrictions in vacation areas to reduce displacement and loss of native animal populations).* NAEP Framework NAEP Statement:: E4.11: Humans depend on their natural and constructed environment. Humans change environments in ways that can either be beneficial or detrimental for themselves and other organisms. NAEP Statement:: L4.4: When the environment changes, some plants and animals survive and reproduce; others die or move to new locations. NAEP Statement:: L8.7: The number of organisms and populations an ecosystem can support depends on the biotic resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition. Unpacked Content Scientific And Engineering Practices: Engaging in Argument from Evidence Crosscutting Concepts: Cause and Effect; Systems and System Models Disciplinary Core Idea: Unity and Diversity Evidence Of Student Attainment: Students: Make a claim about the merit of an engineered solution to a problem caused when the environment changes, which results in changes in the types of plants and animals that live there. Teacher Vocabulary: Problems/solutions Effects Claim Merit Engineered solutions Environmental changes Density of plant and animal populations Environmental impacts Habitats Organisms Transform Create Ask Imagine Improve Plan Engineering design process Knowledge: Students know: Engineers design solutions to solve problems created by environmental changes. Changes in the environment may affect the physical characteristic, temperature, or availability of resources in a place. Changes in the environment affect some organisms' ability to survive and reproduce, cause others to move to new locations, yet others to move into the transformed environment, and cause some to die. Populations live in a variety of habitats, and change in those habitats affect the plants and animals living there. Skills: Students are able to: Identify problem created by environmental changes. Make a claim about an engineered solution to a problem created by environmental changes. Identify the effects of solutions to a problem created by environmental changes that impact the plants and animals living in the environment. Communicate evidence to support the claim about an engineered solution to a problem created by environmental changes. Understanding: Students understand that: That plants and animals within an environment make up a system, and changes to one part of the system impacts other parts. Engineers design solutions to problems created by environmental changes that sometimes impact the plant and animal populations found there. AMSTI Resources: AMSTI Module: Heredity and Diversity Alabama Alternate Achievement Standards AAS Standard: SCI.AAS.3.12- Predict the effect of a simple change in habitat on a plant or animal (e.g., lack of water, lack of plants).
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.
Digital Literacy and Computer Science DLIT (2018) Grade: 3	18) Identify a broad range of digital devices, the services they provide, and appropriate uses for them. Examples: Computers, smartphones, tablets, robots, e-textiles, driving directions apps that access remote map services, digital personal assistants that access remote information services. Unpacked Content Evidence Of Student Attainment: Students will: identify a broad range of digital devices, the services they provide, and appropriate uses for them. Teacher Vocabulary: digital device services appropriate Knowledge: Students know: that a digital device is physical equipment with a computing component. there are many different digital devices and each has its own use. there are appropriate and inappropriate ways to use these digital devices. new types of digital devices are being developed everyday. Skills: Students are able to: identify a broad range of digital devices. identify the services that digital devices provide. identify the appropriate uses for the digital devices. Understanding: Students understand that: there are many types of digital devices. there are digital devices that serve a variety of purposes. all digital devies have an appropriate way to be used.

Tags:

Alabama Public Television, animals, APTV, autonomous, code, environment, plants, robotics, robots, Steve Trash, wildlife

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

Accessibility

Video resources: includes closed captioning or subtitles

Comments

In the first half of this episode, students will learn about different types of animals, the things they need to survive, and how living things on Earth are interrelated and interdependent. Steve Trash will explain how humans can positively and negatively impact the environment and animal habitats. In the second half of the video, students will learn about different varieties of robotic devices and the services they provide.

This resource provided by:

Author:

Hannah Bradley

ALEX Classroom Resource

Steve Trash Science: Wonderful Wildlife/Robots Rock