This cluster includes the following access points.
Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| Community Partnership Project Part 2: Human Impact on Invasive/Non-native organisms: | In this integrated lesson plan, students will explore invasive and non-native species of plants and animals around us and how they impact the environment, while also discovering different forms volunteerism that preserve our ecosystem. |
| Community Partnership Project Part 1: Human Impact on Native Species in Florida: | In this integrated lesson plan, students will explore native species of plants and animals around us and how they impact the environment, while also discovering how public services protect these organisms. |
| Putting a Lid on Plastics: Marine Debris PSA: | Students explore the problem of marine debris and microplastics as well as the ways that citizens and the government can help, then create their own public service announcement or educational short video in this integrated lesson plan. |
| Putting a Lid on Plastics: Marine Debris: | Students discover how marine debris gets into the oceans and some of the problems it causes, then analyze the abundance of waterways within the state of Florida that contribute to the marine debris issue. They will explore the problem of marine debris and ways that citizens can work alongside government to reduce the impact of plastic pollution in this integrated lesson plan. |
| Plastic Footprint Lesson Plan: | Students explore the problem of marine debris and ways that citizens can work alongside government to reduce the impact of plastic pollution. They calculate their plastic footprint by estimating the number of common single-use plastics they use in one year, then calculate how much plastic waste could be eliminated by cutting down on their use of single-use plastics in this integrated lesson plan. |
| Ocean Heroes: | Students will learn ways to help keep the ocean clean by recycling and write letters to lobby government officials to support recycling programs. They will decide which materials are most important to recycle by looking at several characteristics of the materials including whether they are renewable or nonrenewable, if the material will decompose, and the amount of the materials currently being recycled in this MEA.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Excavate and Relocate: Preserving the Gopher Tortoise Species: | Students will learn about a Florida keystone species, the gopher tortoise, and the steps that must be taken to safely excavate and relocate gopher tortoises found on development sites based on Florida laws. Students will explore how citizens work with local and state government organizations, such as the Florida Fish and Wildlife Conservation Commission, to solve problems in this model eliciting activity.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Volunteer Trash Cleanup: | In this Model Eliciting Activity (MEA), students will help a volunteer coordinator choose cleanup projects that will have the greatest positive impact on the environment. Students will learn about how litter and pollution can affect wildlife as well as how cleanup efforts can help. They will discuss the importance of volunteering in the community and utilize math skills such as calculating area in deciding how to rank the different cleanup projects.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| A Whale's Tale: |
This lesson covers:
- The natural history, biology, and ecology of humpback whales
- The internal and external anatomy of humpback whales
- Threats to humpback whales and how scientists work to protect them
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| Producer Consumer Reading: |
Students will learn about energy transfer between organisms, and understand the different roles that organisms can hold in a food web. They will use cards to create food webs as groups, then combine all their food webs into one large ecosystem.
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| Gr. 4 Lesson 1-Food Chain Gang: | Students will be able to explain the purpose and path of a food chain is, describe a simple Everglades food chain and trace the flow of energy from the sun as it is transferred. Students will also be able to explain the impacts of a loss of a species in a food chain. |
| Gr. 4 Lesson 2-Wanted - Alive!: | Students will be able to explain the threats to animals in certain Everglades habitats and why they are threatened or endangered. |
| Gr. 4 Lesson 3-I'm In Big Trouble!: | Students will be able to define the terms threatened, endangered, and extinct and analyze the impact of humans and other living things as a result of human, social, economic, and political activities. Students will also be able to name three endangered species living in the Everglades. |
| Food Chain Repair: | In this STEM lesson, students will build a food chain with Florida organisms and keep the energy "point level" within a desired range. There will then be some scenarios that will be placed on the food chain and student engineers will try to keep their food chain in tact. |
| Slither Not in the Everglades! Python MEA: | This MEA will ask students to work in teams to help their client, The Florida Fish and Wildlife Conservation Commission, to decide which Burmese python traps manufacturing company to buy traps from. The traps will be placed along the Florida Keys and the Everglades to help prevent the growth of invasive Burmese Python population. The students will implement their knowledge of how plants, animals, and humans impact the environment, use mathematical and analytical problem-solving strategies, and be able report their finding in an organized, descriptive manner. |
| Florida's Natural Resources Quandry: | This Model Eliciting Activity (MEA) is written at a 4th grade level. In this open-ended problem, students are presented with a variety of natural resources found in Florida, a description of the resources, and the advantages/disadvantages of each. Students must consider which resources are both environmentally friendly and beneficial to our society. Students will describe their procedures for reasoning, and defend their decisions by providing proper validation.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
| "The Big Oil Spill": | In this Model-Eliciting Activity (MEA), students are given the opportunity to learn and become a productive individual in their community, by learning and understanding that each and everyone plays a huge part in protecting the environment. This project will instill a lifetime commitment to developing values that lead to protecting our wild life. The MEA is a realistic, real life experience that could be translated into everyday experiences.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
| Aquifer in a Cup: | Students will create an aquifer in a cup and model how groundwater can become contaminated. |
| Arctic Animals and a Changing Climate: | Learn about the effects of a changing climate on the Arctic ecosystem and four of its well-known mammals: the polar bear, the walrus, the Arctic fox and the beluga whale. |
| The Biological Nature Preserve: | In this Model-Eliciting Activity (MEA), students are presented with an engineering problem where they must work as a team to analyze data to choose the best tree to plant in the serenity garden. The students will consider the cost, shade, height, leaf color, maintenance, and growth rate to choose the best tree that not only will benefit the environment but also this nature preserve. The students will work in teams to decide on a process of how to rank these trees from "best to worst" as well as explain how they arrived at their solution using a letter format.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
| Shall We Rescue the Amazon?: | In this lesson, students will learn how humans are impacting the environment by reading various informational texts on the topic of saving the rain forests. Students will determine the meanings of unknown content-specific words and identify the main idea and supporting details within the text. They will write a summary of the text and respond to a prompt by writing an opinion essay. |
| Earth-Friendly Party Planning: | In this Model-Eliciting Activity (MEA), the Parent-Teacher Group asks the students to help them plan a fun yet environmentally friendly end-of-the-year party.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
| Glow Kitty, Glow!: | This lesson studies the emerging science of using glow technology (phosphorescence and fluorescence) to improve the well-being of living things. Students will be introduced to the Glow Kitten and other animals that are naturally bioluminescent or have been modified by human impact. Then students will take part in their own investigation and create a glowing carnation while considering ways this technology can be used in their own lives. Along the way, students will research books, articles, and websites and use journal entries to record their learning. Finally, students will create their own advertisement highlighting their glowing carnation and its amazing uses! |
| Cookies and Treats: | Fourth graders will help Cookies and Treats find cost-effective and eco-friendly packaging for its cookies. Students will organize data and compare prices using decimal notation in order to develop a procedure for choosing packaging for cookies. Students will use multiplication and division of whole numbers to plan for how many packages to order. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Pollinators: | In this Model Eliciting Activity (MEA), students will be gien an engineering problem in which they must work as a team to design a procedure to select the best pollinator for certain situations.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx
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| Predator and Prey: | In this lesson the students will learn about a predator/prey relationship. They will learn about the role that plants and animals play in their ecosystem and what each role is called. The students will also learn about the limiting factors each ecosystem possesses that prevent any species population from becoming too large. |
| Food Webs: | In this activity about food webs, students learn that producers make all of the molecules they need from simple substances and energy from the sun, other living things depend on producers for food, and living things that must eat other organisms as food are known as consumers. Food webs show all of the various interactions among producers and consumers in an ecosystem. Following an introduction to the content, students are divided into six groups and given a set of six cards, each of which represents a producer or consumer, unique to one of six different ecosystems. From the set of cards, students identify the producers and consumers, discuss who might eat whom, and construct an illustration of the possible food web configurations. |
| Recycling and Composting: | This lesson shows students how important renewable resources are for our society & the world of living things. Trees, fresh water, and clean air support the majority of life on Earth; because of this, we must protect these and other critical natural resources from exploitation and pollution. One approach to this is conservation, the practice of ensuring that our natural resources will always be available to future generations. Class discussion and activities will help broaden students' understanding about some important conservation activities: recycling and composting. |
| Ocean In A Bottle: | Students have an opportunity to discover how man affects the environment through pollution. |
| Recycle This!: | In this Model-Eliciting Activity (MEA), students will learn about recycling renewable and nonrenewable resources while completing a model eliciting activity in which they help Sunshine School District to decide which material to start their recycling program with.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
| Name |
Description |
| Plant Parts You Eat: | In this food science activity, learners observe different plant-originated foods. This activity will help learners understand that consumers (including humans) rely on producers, specifically plants and plant parts, for food. This lesson guide includes background information and variation ideas. |
| Bycatch Game-SeaWorld Classroom Activity: | Students will explore the advantages and disadvantages of different fishing techniques. |
| Catch as Catch Can-SeaWorld Classroom Activity: | In this activity, the students simulate fishing techniques and explore processes that result in bycatch. They visually express their catch in the form of a graph at the end of the activity. |
| Engineers Speak For The Trees: | Students begin by reading Dr. Seuss' "The Lorax" as an example of how overdevelopment can cause long-lasting environmental destruction. Students discuss how to balance the needs of the environment with the needs of human industry. |
| No Place to Hide-SeaWorld Classroom Activity: | In this activity, students will learn how the destruction of a coral reef affects the animals that live there. |
| Purchase Power-SeaWorld Classroom Activity: | In this activity, the students will distinguish, from a list of consumer products, which products are environmentally friendly to purchase. |
| Sea Turtle Summit-SeaWorld Classroom Activity: | In this activity, the students will take a hypothetical environmental situation and research appropriate literature to determine factual information and logicially argue a particular point of view. |
| The Food Connection-SeaWorld Classroom Activity: | In this activity, students make connections among penguins and other antarctic animals. They will trace the flow of energy in food chains and webs. |
| Trash Trivia-SeaWorld Classroom Activity: | In this activity, the students will classify trash components and select appropriate ways of recycling. |
| Weave a Food Web-SeaWorld Classroom Activity: | In this activity, the students will discover the food energy relationship within a food web in a coral reef habitat. |
| Web Connection-SeaWorld Classroom Activity: | In this activity, the students will learn how animals are interconnected with the arctic ecosystem and how humans impact these interrelationships. |
| Web Of Life: | This resource is a simulation game where students represent plants and animals living in a forest habitat. Sitting in a circle, they connect themselves using string to represent the ways they depend on each other. As they make connections, the string forms a web of life. They will also learn what occurs when an invasive species enters their environment. |
| Wetlands Mix and Match-SeaWorld Classroom Activity: | In this activity, the students will understand the importance of wetland plants in early medicine and for other uses. |
| Wildlife Rehab Game-SeaWorld Classroom Activity: | In this activity, the students will discuss and determine wildlife rescue scenarios based on cards with situations. |
| Wildlife Reserve-SeaWorld Classroom Activity: | In this activity, the students will design a protected environment for an endangered animal that encourages the animal's natural behaviors and meets its physical requirements. Students will explain to their classmates why the protected environment is essential for the endangered animal. |
Vetted resources students can use to learn the concepts and skills in this topic.
Vetted resources caregivers can use to help students learn the concepts and skills in this topic.
