Classroom Resource

Steve Trash Science: Wonderful Wildlife/Robots Rock

Subject Area

Science
Digital Literacy and Computer Science

Grade(s)

K, 3, 5

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!

Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.18

Identify a broad range of digital devices, the services they provide, and appropriate uses for them.

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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.
Science (2015) Grade(s): KG

SC15.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).

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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.

Scientific and Engineering Practices

Analyzing and Interpreting Data

Crosscutting Concepts

Patterns
Science (2015) Grade(s): KG

SC15.K.6

Identify and plan possible solutions (e.g., reducing, reusing, recycling) to lessen the human impact on the local environment.*

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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.

Scientific and Engineering Practices

Obtaining, Evaluating, and Communicating Information

Crosscutting Concepts

Cause and Effect
Science (2015) Grade(s): 3

SC15.3.11

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).

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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.

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
Science (2015) Grade(s): 3

SC15.3.12

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).*

Unpacked Content

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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.

Scientific and Engineering Practices

Engaging in Argument from Evidence

Crosscutting Concepts

Cause and Effect; Systems and System Models
Science (2015) Grade(s): 5

SC15.5.16

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).

Unpacked Content

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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.

Scientific and Engineering Practices

Obtaining, Evaluating, and Communicating Information

Crosscutting Concepts

Systems and System Models
Link to Resource
https://www.pbs.org/video/wonderful-wildliferobots-rock-sbvo3o/

CR Resource Type

Audio/Video

Resource Provider

PBS
Accessibility

Accessibility

Video resources: includes closed captioning or subtitles
License

License Type

CUSTOM

Custom License Type (URL)

https://www.pbs.org/about/about-pbs/terms-of-use/

Comments or Notes

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. 

Approved Date

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