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Discovery Circus

Topic:Human Impact Date: Day 5

NSES: Grade level: 5th

SOL: 5.7 The student will investigate and understand how the Earth’s surface is

constantly changing. Key concepts include:

f) human impact

USI.1. The student will develop skills for historical and geographical analysis, including the ability to make connections between the past and present, and evaluate and discuss issues orally and in writing.

USI.2. The student will use maps, globes, photographs, pictures, and tables to locate the seven continents.

Subject: Earth patterns, cycles, and change

Daily Question: There are many things humans do that impact the Earth. What are some ways that we can reduce the negative impact we are having on the Earth?

Procedures for Learning Experience / Guiding Questions / Materials Needed / Evaluation (Assessment) / Approximate Time Needed
Engagement: Show students pictures (attached) of animals that have been affected by humans (oil spills, marine life caught, global warming) / -What do you think caused the bad things that happened to these animals?
-If humans did not exist, what would animals’ lives be like? / Pictures of animals, document camera / -Students should respond to the questions asked.
-Students should have some idea that humans impact the Earth from looking at the pictures. / 5 mins
Exploration: Students will answer the questions listed at each station of the circus.
The five stations students will explore are:
1. “Acid Watch”- students do an experiment with limestone (chalk) and acid rain (vinegar) to see the effects of acid rain on architecture
2. “What’s Your Footprint?”- students calculate their ecological footprint according to a quiz online
3. “Mapping Human Impact on Marine Ecosystems”- students study a map of marine ecosystems that have been negatively affected by humans, and then determine why certain areas have higher impact zones than other areas.
4. “What to do with trash…”- students scan an article about recycling versus burning trash, and make their own opinions about which they think is the better energy outcome.
5. “Making Clean Products”- students mix and make their own surface cleaning solution to use on countertops / (each station has its own set of questions)
-Do you think it is important that we understand the effect acid rain has on architecture?
-Why is it good to know how much energy and resources we are wasting?
-Fishing is an important industry worldwide, why do you think humans pollute the oceans so much?
-Were you surprised that burning trash was a good source of renewable energy, why or why not?
-People use cleaning products all the time, do you think if everyone made their own at home there would be less waste and pollution? / Students will need a pencil and their science notebook, chalk, vinegar, small jar, kidsfootprint.org website, map of marine ecosystems and human impact, article about recycling and burning trash, baking soda, detergent, large spoon for stirring, mixing bowl, paper towels / -Observe students as they work to ensure everyone understands.
-Students should answer each question in their science notebook to the best of their ability. / 35 mins (7 minutes per station)
Explanation: Have the class meet together after every group has completed each station. Ask students one of the questions on the teach card from each station. Guide the discussion so that students not only know what kind of impact humans have on the Earth, but also why it is important to change the way we live. / See teacher cards attached and pick one question from each station card. / Teacher cards / -students participate and stay on topic
-students understand why it is important that humans change the way they interact with the Earth / 5 mins
Extension:

Notes: This lesson fits into a series of lessons on the Earth’s patterns, cycles, and changes. Differentiation strategies are grouping children by mixed-abilities, scaffolding during the explanation phase, modeling each station before the circus begins. Safety notes are for students to be reminded that all materials should be kept out of their mouth and eyes, the only internet site students should visit is the one on the computer, and safety goggles should be worn for stations one and five.