ALEX Classroom Resource

  

Steve Trash Science: Who Let the Cows Out / Day-tuh vs Dat-uh

  Classroom Resource Information  

Title:

 Steve Trash Science: Who Let the Cows Out / Day-tuh vs Dat-uh

URL:

 https://www.pbs.org/video/who-let-the-cows-out-day-tuh-vs-dat-uh-cowuav/

Content Source:

 PBS
Type: Audio/Video

Overview:

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

Water pollution is never good. It’s even worse when your neighborhood cow is making it. Steve discusses the many ways that farmers and ranchers work to keep streams and ponds free of pollution as one example of how everyone can play a role. Then Steve delves into how scientists collect and use data.

Content Standard(s):
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.
Science
SC2015 (2015)
Grade: 6
Earth and Space Science
15 ) Analyze evidence (e.g., databases on human populations, rates of consumption of food and other natural resources) to explain how changes in human population, per capita consumption of natural resources, and other human activities (e.g., land use, resource development, water and air pollution, urbanization) affect Earth's systems.

NAEP Framework
NAEP Statement::
E8.15a: Human activities, such as reducing the amount of forest cover, increasing the amount and variety of chemicals released into the atmosphere, and intensive farming, have changed Earth's land, oceans, and atmosphere.

NAEP Statement::
E8.15b: Studies of plant and animal populations have shown that such activities can reduce the number and variety of wild plants and animals and sometimes result in the extinction of species.

Unpacked Content
Scientific And Engineering Practices:
Analyzing and Interpreting Data
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Earth and Human Activity
Evidence Of Student Attainment:
Students:
  • Analyze evidence regarding how changes in human population, per capita consumption of natural resources, and other human activities affect Earth's systems.
  • Explain how changes in human population, per capita consumption of natural resources, and other human activities affect Earth's systems.
Teacher Vocabulary:
  • Population
  • Per capita
  • Consumption
  • Natural resource
  • Environment
  • Earth's systems
  • Consequences
Knowledge:
Students know:
  • Increases in the size of the human population or in the per capita consumption of a given population cause increases in the consumption of natural resources.
  • Natural resources are any naturally occurring substances or features of the environment that, while not created by human effort, can be exploited by humans to satisfy their needs or wants.
  • Per capita consumption is the average use per person within a population.
  • Natural resource consumption causes changes in Earth systems.
  • Engineered solutions alter the effects of human populations on Earth systems by changing the rate of natural resource consumption or reducing the effects of changes in Earth systems.
  • All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment.
  • The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.
Skills:
Students are able to:
  • Organize given evidence regarding changes in human population, changes in per capita consumption of natural resources, human activities, and Earth's systems to allow for analysis and interpretation.
  • Analyze the data to identify possible causal relationships between changes in human population, changes in per capita consumption of natural resources, human activities, and Earth's systems.
  • Interpret patterns observed from the data to provide causal accounts for events and make predictions for events by constructing explanations.
Understanding:
Students understand that:
  • Human population growth affects natural resource consumption and natural resource consumption has an effect on Earth systems; therefore, changes in human populations have a causal role in changing Earth systems.
  • Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.
AMSTI Resources:
AMSTI Module:
Exploring Planetary Systems
Understanding Weather and Climate
Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.6.15- Compare the relationship between human population and food consumption, water use, and land use.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 1
14) Discuss the purpose of collecting and organizing data.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will determine when collecting and organizing data will serve the best purpose.
  • will determine the best method for organizing data collected.
Teacher Vocabulary:
  • data
  • collection
  • information
  • graph
Knowledge:
Students know:
  • data can be collected to give information.
  • data can be organized in various ways.
Skills:
Students are able to:
  • determine appropriate situations to collect data.
  • determine a way to organize data they collect.
Understanding:
Students understand that:
  • data collection gives information.
  • the method chosen for organizing data is important.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
17) Describe examples of data sets or databases from everyday life.

Examples: Library catalogs, school records, telephone directories, or contact lists.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • describe examples of data sets or databases from everyday life.
Teacher Vocabulary:
  • database
  • data set
Knowledge:
Students know:
  • examples of data sets.
  • examples of databases.
  • characteristics of data sets and databases.
Skills:
Students are able to:
  • describe examples of databases from everyday life.
  • describe examples of data sets from everyday life.
Understanding:
Students understand that:
  • data sets and databases are part of everyday life.
  • data sets and databases are organized in a certain way for a certain purpose.
Tags: Alabama Public Television, APTV, computer science, data, database, livestock, pollution, Steve Trash, water
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

In the first half of the video, students will learn how human activities, such as raising livestock, can negatively impact Earth's freshwater supply. Steve Trash will discuss ways that people can prevent water pollution. In the second half of the video, students will learn how data can be collected and retrieved in databases. Steve Trash will describe databases that students experience in everyday life, such as the school library catalog and school records.

  This resource provided by:  
Author: Hannah Bradley
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