Migration in the Balance
A curriculum mini-unit addressing CT Science Standard 4.2
Developed by:
Tracy Ajello, Doolittle Elementary School, Cheshire, CT
Carmen Andrews, Cooperative Educational Services, Bridgeport, CT
Vicki Climie, Branford High School, Branford, CT
David Heiser, Yale Peabody Museum
Tom Parlapiano, Yale Peabody Museum
Deanna Pucillo, Harry M. Bailey Middle School, West Haven, CT
Carrie Seiden, Totoket Valley Elementary School, North Branford, CT
Jim Sirch, Yale Peabody Museum
Introduction to the Unit, for Teachers
Global environmental change is arguably the most important scientific and societal issues of the 21st century, and there is deepening concern about the lack of public understanding of its profound consequences. But how can we foster an informed and scientifically literate public, citizens who are able to engage with and begin to understand global environmental change and its impact on humans and other living and non-living components of Earth? While the media cover related topics every day, they often oversimplify the situation and perpetuate misconceptions, for example equating weather with climate. Education about these matters needs to rely on good, current science, and it needs to start early – it needs to start with you!
This event-based science mini-unit, “Migration in the Balance”, was developed by Connecticut teachers and Yale Peabody Museum educators to provide an engaging new way to support Connecticut Science Standard 4.2: All organisms depend on the living and non-living features of the environment for survival. The standard is addressed with a focus on global environmental change, including climate change and its many associated effects on ecosystems and living things, enabling students to begin to connect abstract concepts like climate change and habitat destruction with real organisms that they are familiar with.
“Migration in the Balance” is written with 4th grade students in mind, but can be adapted for other grade levels. The mini-unit addresses some basic ecology, including biotic/abiotic factors and the way energy flows through food chains and food webs, but the primary focus is on human-caused environmental change and its effects on the lives of animals. In addition, it supports both of the CMT Expected Performances associated with Standard 4.2: “Describe how animals, directly or indirectly, depend on plants to provide the food and energy they need to grow and survive.” and “Describe how natural phenomena and some human activities may cause changes to habitats and their inhabitants.” Migration in the Balance is designed to take about two weeks in its entirety. We hope you enjoy it!
Funding for this curriculum was provided by a grant from the Institute of Museum and Library Services.