ALEX | Alabama Learning Exchange

Steve Trash Science: Biome Sweet Biome / Reduce Reuse Recycle

Classroom Resource Information

Title:

Steve Trash Science: Biome Sweet Biome / Reduce Reuse Recycle

URL:

https://www.pbs.org/video/biome-sweet-biome-reduce-reuse-recycle-3cpgpv/

Content Source:

PBS

Type:

Audio/Video

Overview:

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

Steve explores the variety of biomes that exist on the planet Earth. Each biome is a community of plants and animals that have common characteristics for the environment in which they exist. Then, Steve teaches us how to make less waste and pollution through the magic words – Reduce, Reuse and Recycle.

Content Standard(s):

Science SC2015 (2015) Grade: 2	7 ) Obtain information from literature and other media to illustrate that there are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river). 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:: L4.4: When the environment changes, some plants and animals survive and reproduce; others die or move to new locations. NAEP Statement:: L4.7: Different kinds of organisms have characteristics that enable them to survive in different environments. Individuals of the same kind differ in their characteristics, and sometimes the differences give individuals an advantage in surviving and reproducing. Unpacked Content Scientific And Engineering Practices: Obtaining, Evaluating, and Communicating Information Crosscutting Concepts: Patterns Disciplinary Core Idea: Ecosystems: Interactions, Energy, and Dynamics Evidence Of Student Attainment: Students: Illustrate the diversity of living things in different habitats, including both land and water. Teacher Vocabulary: Literature Media Diversity Habitats Woodland Tundra Desert Rainforest Ocean River Knowledge: Students know: Plants and animals are diverse within different habitats. Skills: Students are able to: Obtain information from literature and other media. Illustrate the different kinds of living things and the different habitats in which they can be found. Understanding: Students understand that: There are many different kinds of living things in any area, and they exist in different places on land and in water. AMSTI Resources: Be sure students are aware of credible media resources when obtaining information. AMSTI Module: Plants and Bugs Plant Growth and Development, STC The Best of Bugs: Designing Hand Pollinators, EiE Alabama Alternate Achievement Standards AAS Standard: SCI.AAS.2.7- Participate in activities that show many different living things in different environments.
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: 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:

biome, desert, environment, forest, freshwater, ocean, pollution, rainforest, recycle, reduce, resource, reuse, river, tundra, waste, woodland

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 the video, students will learn about the different biomes on Earth and how the resources available in each biome support living things. In the second half of the video, Steve Trash will explain how we can decrease the waste and pollution we produce by reducing, reusing, and recycling.

This resource provided by:

Author:

Hannah Bradley

ALEX Classroom Resource

Steve Trash Science: Biome Sweet Biome / Reduce Reuse Recycle