Learning Resource Type

Classroom Resource

Mapping Human Interruptions to Migration

Subject Area

Science

Grade(s)

6, 7

Overview

Students learn how human activity has impacted animal migration. They begin by watching a video of elk migration through Yellowstone National Park to understand what animal migration is, why elk migrate, how far they travel, and why humans should care. They then imagine themselves back in time and think about how they would adapt the land to better meet the evolving needs of their developing community. Finally, students learn more about specific ways people have altered the environment, explore one geographic area in the United States, and map the human activity in that region. This lesson is part of the Interrupted Migrations unit.

    Science (2015) Grade(s): 6

    SC15.6.16

    Implement scientific principles to design processes for monitoring and minimizing human impact on the environment (e.g., water usage, including withdrawal of water from streams and aquifers or construction of dams and levees; land usage, including urban development, agriculture, or removal of wetlands; pollution of air, water, and land).*

    Unpacked Content

    UP:SC15.6.16

    Vocabulary

    • Habitat
    • Extinction
    • Species
    • Human Impact
    • Population
    • Per-capita consumption
    • Technology
    • Object
    • System
    • Process
    • Engineer
    • Engineering Design Process (EDP)
    • Monitor
    • Minimize
    • Solution
    • Causal and correlational relationships
    • Criteria
    • Constraints
    • Limitations

    Knowledge

    Students know:
    • Human activities have significantly altered the environment, sometimes damaging or destroying natural habitats and causing the extinction of other species.
    • Changes to Earth's environments can have different positive and negative impacts for different living things.
    • 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.
    • Technology is anything man-made that solves a problem or fulfills a desire.
    • Technology can be an object, system, or process.
    • Engineering is a systematic and often iterative approach to designing objects, processes, and systems to meet human needs and wants.
    • The Engineering Design Process (EDP) is a series of steps engineers use to guide them as they solve problems.
    • The EDP may include the following cyclical steps: ask, imagine, plan, create, and improve.
    • Scientific information and principles regarding human impact on the environment must be used to design a process or solution that addresses the results of a particular human activity.
    • Scientific information and principles regarding human impact on the environment must be used to design a process or solution that incorporates technologies that can be used to monitor negative effects that human activities have on the environment.
    • Scientific information and principles regarding human impact on the environment must be used to design a process or solution that incorporates technologies that can be used to minimize negative effects that human activities have on the environment.
    • Causal and correlational relationships between the human activity and the negative environmental impact must be distinguished to facilitate the design of the process or solution.
    • Criteria and constraints for the solution must be defined and quantified to include individual or societal needs or desires and constraints imposed by economic conditions (e.g., costs of building and maintaining the solution).
    • Criteria are the principles or standards by which the process or solution is judged.
    • Constraints are the limitations or restrictions on the process or solution.
    • The process or solution must meet the criteria and constraints.
    • Limitations of the use of technologies exist.

    Skills

    Students are able to:
    • Use scientific information and principles to generate a design solution for a problem related to human impact on the environment.
    • Identify relationships between the human activity and the negative environmental impact based on scientific principles.
    • Distinguish between causal and correlational relationships to facilitate the design of the solution.
    • Define and quantify, when appropriate, criteria and constraints for the solution.
    • Describe how well the solution meets the criteria and constraints, including monitoring or minimizing a human impact based on the causal relationships between relevant scientific principles about the processes that occur in, as well as among, Earth systems and the human impact on the environment.
    • Identify limitations of the use of technologies employed by the solution.

    Understanding

    Students understand that:
    • A process or solution must meet criteria and constraints, including monitoring or minimizing a human impact based on the causal relationships between relevant scientific principles about the processes that occur in, as well as among, Earth systems and the human impact on the environment.

    Scientific and Engineering Practices

    Constructing Explanations and Designing Solutions

    Crosscutting Concepts

    Cause and Effect
    Science (2015) Grade(s): 7

    SC15.7.6

    Analyze and interpret data to provide evidence regarding how resource availability impacts individual organisms as well as populations of organisms within an ecosystem.

    Unpacked Content

    UP:SC15.7.6

    Vocabulary

    • Analyze
    • Interpret
    • Evidence
    • Resource(s)
    • Organism(s)
    • Ecosystem
    • Biotic
    • Abiotic
    • Populations (e.g., sizes, reproduction rates, growth information)
    • Competition

    Knowledge

    Students know:
    • Organisms, and populations of organisms, are dependent on their environmental interactions both with other living (biotic) things and with nonliving (abiotic) things.
    • In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction.
    • Growth of organisms and population increases are limited by access to resources.

    Skills

    Students are able to:
    • Organize the given data to allow for analysis and interpretation of relationships between resource availability and organisms in an ecosystem.
    • Analyze the organized data to determine the relationships between the size of a population, the growth and survival of individual organisms, and resource availability.
    • Determine whether the relationships provide evidence of a causal link between factors.
    • Interpret the organized data to make predictions based on evidence of causal relationships between resource availability, organisms, and organism populations.

    Understanding

    Students understand that:
    • Cause and effect relationships may be used to predict phenomena in natural or designed systems.
    • Causal links exist between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.

    Scientific and Engineering Practices

    Analyzing and Interpreting Data

    Crosscutting Concepts

    Cause and Effect
    Link to Resource

    CR Resource Type

    Lesson/Unit Plan

    Resource Provider

    National Geographic
    Accessibility

    Accessibility

    Text Resources: Content is organized under headings and subheadings
    License

    License Type

    Custom
    ALSDE LOGO