Earth Systems

Exploring the Biosphere (3 of 3)

Welcome to Change is Simple’s Online Learning Platform!

Overview: Today is a review of this unit’s information that was covered in the previous two lessons. Access to those two lessons is at the bottom of this page. Today’s activity is a set of questions through a form that is based on the topics from the 2 previous lessons.

Grade Level: 2-4

Theme: Earth Systems

Supervision needed? No

Essential Questions: 

Materials Needed:

Standards:

Today’s Activity:

This week we covered topics surrounding the atmosphere and the hydrosphere. We’d love for you to complete this reflection through Google Forms as today’s activity.

Not sure what we talked about on Monday and Wednesday? Here’s a refresher!

Monday

Wednesday

Change is Simple will have lessons on next week on Wednesday and Friday. Enjoy the weekend!

Did you enjoy today’s activity? Stay tuned for more, and in the meantime…

Send us a photo of yourself doing today's activity and if you would like, please share your name(s) and where you are from with cisonline@changeissimple.org

Exploring the Biosphere (2 of 3)

Welcome to Change is Simple’s Online Learning Platform!

Overview: Today, we are going to be exploring the biosphere! The biosphere is all of the regions of earth, from the surfaces, the water, and the atmosphere! The previous lesson was focused all around the water on earth; something we scientists call the hydrosphere. Today we are going to learn about a different aspect of our biosphere: the atmosphere!

Grade Level: 2-4

Theme: Earth Systems

Supervision needed? No

Essential Questions: 

  • What are 4 different types of clouds?

  • Why do we consider the atmosphere a protective layer?

  • What are some ways that humans emit greenhouse gases into our atmosphere?

  • What happens when we have an excess of greenhouse gases in our atmosphere?

Materials Needed:

  • Cotton balls

  • Sheet of paper

  • Tape or glue

  • Writing utensil

Standards:

Vocabulary:

  • Atmosphere

  • Troposphere

  • Stratosphere

  • Greenhouse gas

  • Greenhouse effect

  • Air pollution

Activity 1:

As we learned in the video, our earth’s atmosphere is made up of five different layers! Can you remember what the first layer in our atmosphere is called? The troposphere! This is where all of our weather occurs, and where our clouds form.

Let’s make some model clouds and practice studying them!

IMG_4465.JPG

Materials needed:

  • Cotton balls

  • Sheet of paper

  • Tape or glue

  • Writing utensil

Step 1: Create your clouds!

Cumulonimbus: (mid level) dark, grey, cover entire sky and block the sun (signals rain or snow)

Cumulus: (low level) fluffy, cotton-ball appearance

Stratus: (low level) thin, papery, cover entire sky

Cirrus: (high levels) light, curly, hair-like appearance

IMG_7599.JPG

Step 2: Label your clouds.

Step 3: Take your clouds outside and see if any of the clouds in the sky resemble the clouds you just created with your cotton balls!

https://research.noaa.gov/article/ArtMID/587/ArticleID/2563/Tiny-Particles-Lead-to-Brighter-Clouds-in-the-Tropics

Activity 2 (Alternative)

If you do not have the materials for activity two, simply head outside with a sheet of paper and pencil. Look up at the clouds and try to draw the shapes of the clouds you can see in the sky. Next, try to identify which types of clouds you see!

Additional Activities and Resources

This fun, common science activity has been done by students across the world for many years! Parents may remember doing this one as a child themselves! This activity is best suited for grades 4+.

https://www.growingajeweledrose.com/2019/03/cloud-experiment-for-kids.html

Did you enjoy today’s activity? Stay tuned for more, and in the meantime…

Send us a photo of yourself doing today's activity and if you would like, please share your name(s) and where you are from with cisonline@changeissimple.org

Exploring the Biosphere (1 of 3)

Welcome to Change is Simple’s Online Learning Platform!

Overview: In this learning unit, we are going to be exploring the biosphere! The biosphere is all of the regions of earth, from the surfaces, the water, and the atmosphere! Our first lesson is focused all around the water on earth; something we scientists call the hydrosphere. Check out the activity below, and be sure to check out the following lessons this week on the atmosphere and the lithosphere!

Grade Level: 2-4

** Older students, check out activity 2

Theme: Earth Systems

Supervision needed? Yes

Essential Questions: 

  • Define the biosphere.

  • What are some examples of water in the three states of matter? (liquid, solid & gas)

  • Can you describe the different parts of the water cycle?

  • How does pollution effect water quality?

Materials Needed:

  • 3 glass jars or pint glasses

  • One sheet of magazine paper (colorful!)

  • Water

  • Food coloring (preferably blue or purple)

  • Sand/dirt/gravel (one handful is plenty)

  • A stirrer (a spoon works great)

Standards:

Vocabulary:

Hydrosphere Evaporation Transpiration Condensation

Precipitation Water quality Transparent/transparency Physical pollution

Chemical pollution

Activity 1: Water Quality Study

Materials needed:

Screen Shot 2020-05-14 at 10.58.00 AM.png
  • 3 glass jars or pint glasses

  • One sheet of magazine paper (colorful!)

  • Water

  • Food coloring (preferably blue or purple)

  • Sand/dirt/gravel (one handful is plenty)

  • A stirrer (a spoon works great)

Make sure you’ve watched the video before you participate in this activity! Today, we are going to study how different types of pollution affect the transparency of water in rivers, lakes, and oceans. As you saw in the video, how transparent water is can tell a scientist a lot about how clean and healthy that water is!

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Step 1: Place your empty glasses onto the magazine or colorful sheet of paper. Fill each glass jar 3/4 of the way fill with water. (Math question: 1. How many 1/4’s are in 1 cup? 2. If you filled your jar 3/4 full, how much of your jar remains empty?)

Step 3: Read the following passage carefully before continuing with your jars.

https://www.huffpost.com/entry/shell-oil-spill-gulf-mexico_n_57353058e4b060aa7819ee00

Each of your three jars represents a body of water in our hydrosphere.

The first jar represents a section of the ocean in the Gulf of Mexico. In the Gulf of Mexico, we drill for lots of oil, which can create oil pollution and other types of chemical pollution in the water.

https://theswellesleyreport.com/2016/04/annual-earth-day-clean-up-along-charles-river-in-wellesley-april-30/

The second jar represents part of the Charles River in Boston. This river meanders throughout the city and borders many roads, construction sites, and buildings. Unfortunately, lots of physical pollution (dirt, gravel, trash, salt) ends up traveling from the city to the river.

https://www.ripleys.com/weird-news/clear-lake-underwater-forest/

The third jar represents a lake in Western Massachusetts. This lake is surrounded by homes, however the sides of the lake are protected by trees and vegetation (plants) . This vegetation absorbs any chemical pollution and keeps lots of trash and other physical pollution from entering the water!

Step 4: Take jar one (the ocean), and put a few drops of your dark food coloring in the jar. This food coloring represents the oil spills and other forms of chemical pollution that can enter our water.

Step 5: Take jar 2 (the Charles River) and dump your gravel, sand or dirt in the jar. This dirt represents the physical pollution that ends up in our water.

Step 6: Grab your spoon, and mix the pollution in each jar. After mixing each jar, peer down into the jars.

IMG_5F7D17DD2A8C-1.jpeg

Which jar is the most transparent?

Which jar is the least transparent?

What does this tell you about how pollution affects water quality?

After you finish this activity, you should be able to answer the questions above. If you are struggling, be sure to review the video, or continue reading below for a brief review.

When water is transparent/clear, more sunlight is able to travel through the water. This sunlight allows tiny plants called phytoplankton to grow. These plants are at the basis of many aquatic food chains. Small creatures eat these plants, and become food for larger fish. This is a very basic food chain, which we learned about a few weeks ago! This food chain is very important, because it ensures a healthy aquatic system and often is the basis for food chains that end with people on top (meaning we eat the fish that depend on these small phytoplankton).

When pollution enters our hydrosphere, whether it’s in the form of chemical pollution or physical pollution, it can get trapped in our water systems. This pollution makes water dark, murky, and cloudy. When water is dark and cloudy, less sunlight is able to enter the water and help plants grow. Where there is no sunlight, there is often no plant life!

Activity 2: An in Depth Look at the Water Cycle

This part of today’s lesson is a deeper dive into the topics covered in the video, best suited for 5th+.

In the video we just watched, we learned how water condenses into cloud formations, gets heavy and then falls as precipitation. That precipitation falls on water or land, and what happens next depends on where the precipitation falls.

Oceans, lakes, rivers: Water falling over other will become our surface water and eventually evaporate.

Plants and trees: Some water will transpire, but some water will enter the soil and water the roots.

Hard surfaces (pavement, cement): Water falling on hard surfaces will become surface run-off, and travel to a nearby body of water, collecting lots of pollution with it.

Soil: Water falling on dirt/soil will infiltrate the soil, meaning sink below the surface. This water will enter a body of water called our groundwater. Groundwater is water stored beneath our ground!

Ice: When rain falls over ice caps or glaciers, it will freeze. However, ice can evaporate, and turn from a solid to a water vapor/gas without ever becoming a liquid! This process is called sublimation.

Test your knowledge!

You just added some new terms tot he ones we talked about in the earlier part of the lesson. Here’s a list of the important ones we just mentioned along with some from earlier:

Surface water Ground water Sublimation Transpiration

Precipitation Condensation Evaporation

Look at this image and match each letter to one of the terms above. The answer key is below, so try not to look before you’ve matched every letter!

Content added to image, image sourced from: OpenClipArt.org

Content added to image, image sourced from: OpenClipArt.org

Answer key

A: evaporation

B: precipitation

C: condensation

D: ground water

E: surface water

F: transpiration

G: sublimation

If we take care of the water in our hydrosphere by reducing pollution and cleaning up pollution, we can help to protect aquatic life and keep our waters clean for years to come!

Did you enjoy today’s activity? Be sure to take pictures and send them to cisonline@changeissimple.org! Stay tuned for Wednesday’s lesson on the atmosphere!!

Biomimicry

Welcome to Change is Simple’s Online Learning Platform!

Overview: Today we are going to take a look at a topic that you may not have ever learned about in school, yet it is something that impacts your life every single day. Today we are going to examine the exciting field of biomimicry! Biomimicry is the design and production of items or services that reflect processes that occur in nature. When we create and build things, like airplanes for example, we can mimic the biology of birds that depend on their wings to take flight.

Grade Level: 3-5

**For older students, dive deeper into this activity with our additional activity found down below in this blog post!

Theme: Earth Systems

Supervision needed? Yes

Essential Questions: 

  • What is biomimicry?

  • How do humans use biomimicry to our advantage?

Materials Needed:

  • Activity One:

    • Multiple different surfaces

      • A plastic cutting board, piece of paper, sheet, get creative!

      • Multiple liquid materials

        • water, soap, honey, coconut oil, olive oil, etc.

      • Small object (M&M, penny, eraser)

  • Activity Two:

    • A flower or plant from outside (or from Fridays lesson) Try to choose a wildflower or a plant that is in abundance in your backyard!

    • Toothpicks, tweezers

    • Paper and pencil

    • Optional: Magnifying glass

Standards:

Tune in to the video below to learn more about this incredible topic!

Vocabulary terms

  • Biomimicry: the design and production of materials, structures, and systems that are modeled on biological entities and processes.

  • Engineer (noun): a person who designs, builds, or maintains engines, machines, or public works.

  • Evolution:  the process of growth and development or the theory that organisms have grown and developed from past organisms.

Explore engineering!

There are many different ways engineers can apply the principles of biomimicry to designing something and problem solving. Check out these three activities to explore the ways biomimicry can be used! Choose which activity sounds the most exciting to YOU, and go for it!

Activity 1: Exploring the Features of Slippery Surfaces

This activity is best suited for 5+, unless parental supervision and support is present.

Sometimes, simple biomimicry principles allow us to create an easy solution to an everyday problem. One example of this is how engineers haven taken a cue from a plant, called the pitcher plant. The pitcher plant is a carnivorous plant, meaning it eats insects. When insects land on the pitcher plant, they slip down a tube and get stuck inside the plant. This plant is extremely slippery due to a coating of liquid on the surface of the plant!

For this activity, you will need:

  • Multiple different surfaces

    • A plastic cutting board, piece of paper, sheet, get creative!

    • Multiple liquid materials

      • water, soap, honey, coconut oil, olive oil, etc.

    • Small object (M&M, penny, eraser)

Experiment: Explore which combination of materials and liquids create the most slippery surface possible! Record your findings and observe what elements of your design made the most slippery surface, and why!

Activity 2 Part 1: Deconstruction of a Flower

This activity can be done with all ages.

This activity is going to require a form of reverse engineering. We already learned that engineering is the process of creating a product or solution, and reverse engineering is similar. However, when you reverse engineer, you will be deconstructing something, observing it and recording information about your observations, and then use those observations to create something new!

For this activity, you will need:

  • A flower or plant from outside (or from Fridays lesson) Try to choose a wildflower or a plant that is in abundance in your backyard!

  • Toothpicks, tweezers

  • Paper and pencil

  • Optional: Magnifying glass

Step 1: Separate the parts of the plant/flower (look back to Fridays lesson for a review on the part of the flower!)

Step 2: Observe the colors and textures of the plant/flower. Why do you think there are certain colors on different parts of the flower? Why do you think there are different textures on different parts?

Step 3: Observe the shape of the plant/flower. Why do you think the flower is structured the way it is? Hint: Think about which way the plant/flower grows, which parts of the plant/flower on on the top vs. the bottom and why?

Step 4: Pour water over your plant. Observe what happens. Does the water roll off the plant quickly? Does it get captured/stuck in parts of the plant? Does the water get absorbed into any part of the plant?

Step 5: Answer these questions in your observation: Is the stem of your plant strong/weak/flexible? Can your plant capture lots of sunlight? How? Does your plant have any features to repel predators?

Alternative Activity: If you loved the first part of this activity and are eager to explore more features of nature, before you move on to part 2, get outside! Observe other plants and animals features, such as the way tree branches grow and sway with the breeze, the structure of a spider web, or anything that was mentioned in the video above!

Activity 2 Part 2: Observation/Imitation

Use your observations from part 1 and/or the additional activity to envision a new product that mimics some of the properties of nature that you just observed. Check out these examples to get yourself started!

Observation: The sunflower has very large leaves and petals. This feature may exist to allow the plant to capture lots of sunlight to help the plant grow.

Imitation: I could design a solar panel to mimic the shape and structure of sunflower leaves to capture sunlight for energy production.

Observation: The stem of the sunflower is extremely fuzzy. The fuzz helps keep the plant from losing heat and moisture.

Imitation: I can design a sweater to be fuzzy like the stem of a sunflower to help keep me warm.

Observation: Water rolls off the petals of the flower really quickly.

Imitation: How can I create a material that resembles the structure of a flower petal so that is is water proof/water repellent?

Activity 2 Part 3: Product Creation!

It’s time to get creative! Choose one of the imitations you came up with based off of your observations. Find stuff around your home to make a model of your new biomimicry creation! Send us your photos to cisonline@changeissimple.org

Pollination

Welcome to Change is Simple’s Online Learning Platform!

Overview: Today’s topic is pollination! We will be learning about the structure of flowers and how important flowers are for bees! We will be going outside to find flowers in our own area so we can draw them at home. Then we will be labeling the flower parts learned in the video.

Grade Level:  K-6 **For grade 4+ do the bonus activity in Activity Two!

Theme: Earth Systems, Sustainable Food Systems

Supervision needed? Yes

Essential Questions: 

  • What does pollination mean?

  • How do flowers play a role in bees’ lives?

Materials Needed:

  • Sheet of Paper

  • Colored Pencils

  • Camera

Standards:

 

step 1: Introduction video

 

step 2: find & draw

Now it is time to get outside and take a picture of a flower around where you live! If you do not have any flowers where you live, choose an image online of your favorite flower.

1. Take a picture of it and then head back inside to draw out the flower! Flowers are an incredibly important part of our pollination process. 

*** Make sure to document like a scientist: Location of the flower, date, and time the photo was taken!

April 16th - 3:10PM - Down the street in a garden.

April 16th - 3:10PM - Down the street in a garden.

2. Now grab your colored pencils and a piece of paper and draw out the flower you found! Get creative! 

IMG_0296.jpg

3. Now it is time to label the parts of our flower! 

Parts to label: stigma, anther, petals, stem, and leaves 

IMG_0297.jpg

Bonus! (Grade 4+)

Want more of a challenge?

  • Now write an explanation of why each part of the flower is important. 

  • What is nectar?

  • Where would pollen be found?

***Once you have finished answering the questions above, click below to see an example!

 

step 3: reflection

Question 1: Why are bees so important? 

 

Question 2: What gets transferred from flower to flower? What does that transfer help do?

 

Question 3: What did you like most about today’s activity?

Question 4: Now take a picture of your flower drawing and your reflection questions. Then email them to us at Change is Simple! (amy@changeissimple.org)

 

step 4: additional resources

Want to learn more? Check out our extra information to fuel your learning!

Did you enjoy today’s activity? Stay tuned for more, and in the meantime…

Send us a photo of yourself doing today's activity and if you would like, please share your name(s) and where you are from with cisonline@changeissimple.org

Exploring Food Chain

Welcome to Change is Simple’s Online Learning Platform!

Overview: Today we are going to explore the ways in which plants and animals are connected through learning about food chains and food webs! Your student will have the opportunity to create a food web and learn about the impact different keystone species have on an entire ecosystem.

Grade Level:  3-5. For older grades, check out Activity 2.

Theme: Earth Systems

Supervision needed? No

Essential Questions: 

Materials Needed:

  • Paper

  • Colored pencils, markers, or crayons

  • Tape

  • Cardboard

  • String

Standards:

  • Ecological Health 13.2 Describe how business, industry, and individuals can work cooperatively to solve ecological health problems, such as conserving natural resources and decreasing pollution

  • Ecological Health 13.4 Identify individual and community responsibility in ecological health.

  • Ecological Health 14.2 Identify ways the physical environment is related to individual and community health


Check out the video below to get started!

Vocabulary

  • Photosynthesis: The process by which green plants and some other organisms use sunlight to synthesize foods from carbon dioxide and water.

  • Primary Producer: an autotroph organism producing complex organic matter, using photosynthesis.

  • Primary Consumer: an organism that feeds on primary producers.

  • Secondary Consumer: an organism that feeds on primary consumers.

  • Tertiary Consumer: an organism that feeds on primary and secondary consumers.

  • Apex Predator: a predator that exists at the very top of the food chain.

  • Keystone Species: a species on which other species in an ecosystem largely depend, such that if it were removed the ecosystem would change drastically.

Activity 1: Create your food chain.

Now that you have an understanding of the producers and consumers that make up a food chain, let’s try our hand at making an entire food web!

Screen Shot 2020-04-09 at 5.03.09 PM.png

Materials

  • Paper

  • Colored pencils, markers, or crayons

  • Tape

  • Cardboard

  • String

Step 1: Choose your favorite ecosystem.

An ecosystem is a community of living organisms (ex: plants and animals) and nonliving components (ex: water, and soil) In my video, I showed you a rainforest food chain. However, there are many others: Desert, ocean, tundra, grasslands are just a few! For this activity, I’m going to focus on Yellowstone National Park, which is a boreal forest!

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Step 2: Draw the primary source of energy in your ecosystem. (Hint, it’s the same one that was in my video!)

Screen Shot 2020-04-09 at 4.55.22 PM.png

Step 3: Draw 1-3 plants you may find in your ecosystem.

Can you recall from the video what we call plants in a food web?

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Step 4: Draw 3 animals that eat the plants you have chosen.

Can you remember what we call organisms that eat our plants/primary producers?

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Step 5: Draw 2 animals that eat the animals you just drew!

Can you remember what we call animals that eat our primary consumers?

Step 6: Draw the animal(s) that eat the animals you just drew!

Can you remember what we call the animals that eat our secondary consumers?

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Step 7: Cut out all of your plants and animals. place the cut outs On your board.

Step 8: Create your food web! use markers or string to draw connections between the animals. Most animals eat more than one other species, so be sure to represent that!

Be sure to label your plants and animals by the primary producer, primary consumer, secondary consumer, tertiary consumer, and apex predator.

Additional Activity

For older students or for those interested in learning about the impacts of reintroducing a keystone species into the wild, check out this video on the grey wolf in Yellowstone National Park!

Read and Respond Activity

Read the following summary of an article written about the impact reintroducing grey wolves in yellowstone had on the ecosystem.

The Reintroduction of the Grey Wolf

“Wolves are causing a trophic cascade of ecological change, including helping to increase beaver populations and bring back aspen, and vegetation.” (Farquhar 2019).

In the 1930’s the grey wolf was poached to extinction in Yellowstone National Park. The absence of the wolf meant elk had fewer predators, and as a result elk population skyrocketed. This caused a chain reaction. The elk pushed the ecosystem to its carrying capacity by staying sedentary and heavily consuming willows, cottonwood, and aspen. Willow, being a crucial food source for the beaver along the rivers, declined in population. The decline in willow population led to a decline in beaver population. As beavers manage the riverbanks of Yellowstone, the rivers began to signs of deterioration, which affected birds, fish, and hunting grounds for bears.

Now that wolves have been reintroduced in Yellowstone, elk populations are stable, yet the elk are forced to move much more frequently so the pressure on willows has diminished, allowing beaver population to increase and the rivers to change once again. This story is an incredible example that highlights the power of a keystone species- and the damaging ways humans can impact an entire ecosystem.

Respond to the following questions.

  1. Why do you think wolves were hunted to extinction in the 1930’s?

  2. What do you think the long term impacts of wolf reintroduction will be?

  3. Can you think of any animals that may be a keystone species? Are they endangered? If so, what can YOU do to help protect that species?

    Reflection Questions

    1. Give an example of a primary consumer and an example of a secondary consumer.

    2. What is one thing you learned from this activity?

    3. Why is it important to protect animals from becoming endangered or extinct?

    4. What can YOU do to protect animals from becoming endangered or extinct?

    Did you enjoy today’s activity? Stay tuned for more, and in the meantime…

    Send us a photo of yourself doing today's activity and if you would like, please share your name(s) and where you are from with cisonline@changeissimple.org!

Exploring a New Ecosystem

Welcome to Change is Simple’s Online Learning Platform!

Overview: The topic we are going to be learning more about today is ecosystems! Ecosystems are communities of living and non-living things in the environment that are connected by their interactions. These communities can be small or large depending on the area you are observing. For example the ocean is considered an ecosystem but so are tide pools! Both are very different in size but are still considered ecosystems.

Grade Level:  3-5

Theme: Earth Systems

Supervision needed? No

Essential Questions: 

  • What is an ecosystem?

  • Why is plant diversity important?

Materials Needed:

  • Paper/activity PDF and a writing utensil

  • Two sheets of white paper

  • Assorted Paints

  • Paintbrush

  • Optional: bag/container for leaves

Standards:

3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.*

5-ESS3-1: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.


Today we are highlighting an ecosystem you might not have heard about before: the chaparral region of Southern California! This region covers only 2 percent of land surface but holds 20 percent of the Earth’s plant diversity. How neat!

Click on the video below to have Ashley show you what the chaparral ecosystem looks like and see how it might be different than yours!

 

Activity 1

Now it’s time to go check out the ecosystem you live in! This can be done in your backyard, front yard, or on nature trials near your house (if it is safe and you have access to them). Today’s activity will involve exploring, painting, and observing your local ecosystem!

Taking the time to observe the environment around you will help you have a better understanding of why it’s so important to help protect our natural environment and ecosystems. Enjoy this fun activity to learn more about what makes up an ecosystem and analyze the one you live in.

Screen Shot 2020-03-24 at 8.50.06 AM.png

Step 1: Go outside and explore!

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With an adult at home, head outside with your paper/activity PDF and a writing tool to check out the ecosystem near your house!

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Look around and count how many different types of plants and animals you can see.

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Using your paper/activity PDF and writing tool, record as many different natural things as you can.

Remember: natural is anything that comes from nature, living or non-living, and is not man-made!

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Next, gather a few leaves that are different shapes and sizes. Be sure to ask if you are allowed to bring the leaves you collected indoors for a later activity!

 

Step 2: Reflect on your observations.

Now that you have explored the area surrounding your house let's reflect on what you found! Every ecosystem, or network of living and nonliving things, is really complex and has many different parts that work together to create what we know as the natural environment.

Question 1: Count how many things you saw outside.

Try to reach at least 15!

Screen Shot 2020-03-26 at 1.03.38 PM.png

All ecosystems, regardless of where they are in the world, are named based on the different living and non-living things found in that environment.

Question 2: Now let's categorize your recordings into living and non-living things!

 

Step 3: Create your ecosystem art!

IMG_3018.JPG

First, ask an adult at home where the best place to do this would be and set up your activity station. You will need two sheets of white paper (or color of your choice), various paint colors, a paint brush and some leaves collected by your house.


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One sheet of paper will for the paint (as pictured) and the other sheet will be your masterpiece!


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Choose the leaf you want to use first and use the paintbrush to spread the colors of your choice on one side of the leaf.

You can lay the leaf on the paper with the colors on it while painting the one side so it’s easier!

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Place the leaf carefully on the other sheet of paper, paint side down, and gently peel it off. This leaves a beautiful image of the leaf on the page!

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Repeat the above process using different leaf shapes and colors until you are satisfied! Do this as many or as few times as you would like, there is no wrong way to make art! And after you have done all this, try to identify what types of plants/leaves you collected and learn about their role in the ecosystem. Are they native to your area?

 

Step 4: Wrap Up

After finishing this activity, hopefully you have seen a new ecosystem and know more about the one you live in! You now know that living and non-living things work together and form communities we call ecosystems. There are many types of ecosystems found in the world and each one is made up of different living and non-living things which makes it unique.

It is really important to protect our ecosystems and the plants and animals that live in them because they need those ecosystems to survive. This is why you wouldn’t find a polar bear in the dessert! If you would like to learn more about the ecosystem you live in, check below for an additional activity.

Here’s a reminder of some things you can start doing today to help protect our ecosystems:

  • Leave areas better than you found it! Pick up trash when you see it, even if it’s not yours

  • Turn of the lights or unplug devices when not in use

  • Play outside and appreciate the ecosystem you call home!

  • Carpool with others going to the same place as you to lower your carbon emissions

Did you enjoy today’s activity? Stay tuned for more, and in the meantime…

Send us a photo of yourself doing today's activity and if you would like, please share your name(s) and where you are from with cisonline@changeissimple.org!

 

Optional Activity: Research your ecosystem!

It’s super exciting to learn about new ecosystems, but what about the one you live in? Let’s learn more about your ecosystem and what it is called!

To do this, use a computer or a smart phone and search these questions:

Question 1: What Type of ecosystem is _________?

In the blank, fill in your state or region! Ex: What type of ecosystem is California?

Question 2: What kind of things can you find in the _________ Ecosystem?

In the blank, fill in the answer you got from the first question. Ex: Chaparral

Do any of them sound familiar? See how well the results match with the list you made in Step 2!

Almost Compost Kitchen Garden

Welcome to Change is Simple’s Online Learning Platform!

Overview: Today we are going to begin an exploration of food! Most people in the world create large amounts of food waste. Today, we are going to take some of that food waste and create a kitchen garden!

Grade Level:  2-4

Theme: Earth Systems, Sustainable Food Systems

Supervision needed? Yes

Essential Questions: 

  • What is compost?

  • What can we do with old food scraps to help our environment?

Materials Needed:

  • Jars with water

  • Toothpicks

  • Food scraps (see below for ideas!)

  • An observation sheet (see below)

Standards:

1-PS4-3. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.

2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow.

3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment.


Introduction

If you are anything like us, you sometimes find yourself wondering about all the food that ends up in the trash at your house. You may ask yourself, “Is there something better we can do with all this food? Is there a way we can create LESS food waste?” Well, there is! Today we are going to be taking your old food scraps, and instead of throwing them into the compost or trash bin, we are going to plant them! I am going to be planting pineapple, avocado, onions and celery scraps, but you can plant so much more! Early spring is a great time to start planting fruits and vegetables, because many will be ready to plant outdoors in just a few weeks!

Almost compost garden instructions

One of our lead educators will walk you through how to use a variety of food scraps to grow new produce at your home. If you don’t have the items in the video, feel free to check out this video and this link to see what other food scraps you can use instead.

Be sure to click the button above to access the observation sheet (downloadable PDF), so you can keep track of changes as your plants grow over the next few weeks!

Here’s Skye, one of our Lead Educators, to lead you through today’s activity. Follow along and have fun!


Don’t have celery, avocados, pineapple, or onion? Don’t Worry! watch this video or click this link to see MANY other vegetables we can plant from food scraps!

Ginger Green Onion Garlic Potatoes

Carrots Lettuce Leeks Basil

Oregano Thyme Mint Rosemary

Great job planting your new garden! Be sure to fill out your observation sheet with a photo of your vegetables today, and check out our second activity for the day! These plants may take a few days to a week before you notice any changes. In the meantime……

Reflection Activity

Instructions: Talk to whoever helped you with this activity about these questions (Or, write down the answers on the back of your observation sheet!)

  1. What do you think your plants will look like after one week? Do you think you will see:

A. Root growth

B. Leaf Growth

C. Nothing Different

2. What’s your favorite vegetable and how do you like to eat it (cooked, in soup, with hummus, etc)

3. Why do YOU think it is important to reduce how much food we throw away?

For our older students/viewers, dive deeper into this subject by checking out the film, “Tossed Out

OR try out these problems!

  1. If the entire world were to reduce their food waste by 2% every year for 5 years, what percentage of our food would we waste? (Hint: we currently waste 21% of our food!)

  2. If the entire world were to INCREASE their food waste by 1% every year for the next 7 years, what percentage of food would we waste?

  3. What are OTHER things you can do to reduce your food waste?

Did you enjoy today’s activity? Stay tuned for more, and in the meantime…

Send us a photo of yourself doing today's activity and if you would like, please share your name(s) and where you are from with cisonline@changeissimple.org

Compost Critters

Welcome to Change is Simple’s Online Learning Platform!

Overview: Today’s topic is compost critters, where we will explore outside and learn the amazing creatures that help keep our soil healthy.

Grade Level:  2-4

Theme: Natural Resources

Supervision needed? No

Essential Questions: 

  • What is a compost critter?

  • How do they play a role in composting our food?

Materials Needed:

  • One sheet white paper

  • Assorted markers

  • Computer

Standards:

3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.

Ecological Health 14.2 Identify ways the physical environment is related to individual and community health


Today’s lesson is all about exploring. We will be learning about Compost Critters / Decomposers that live in our own back yards.

We’ll be going outside to find some cool critters. But you do not need a yard for this; you will be able to find these critters in small gardens or mulched areas even around the dirt/grass edges of parking lots, or in the woods.

Be sure you are very gentle with all of the critters; they are all very important to the environment and ecosystem. And they will not hurt you!

Be sure to ask the adults in your life if it is acceptable to bring those critters back inside or if you should keep them outside.

Here’s Patrick, our Co-Founder, to lead you through today’s activity. Follow along!

Now that you have collected some leaf litter:

Look at it closely, find some critters, take photos of them and look them up on the internet. See if you can identify them. Choose one of your favorite critters and answer the following questions:

  1. What is the name/species of the critter?

  2. What does it eat?

  3. What is another name for its poop?

  4. Does it fly?

  5. How does your critter help the environment?

We encourage you to continue this activity over the next several weeks. You’ll see the critters getting bigger over time, you’ll discover new critters, and you’ll find more and more as Spring goes on. Take notes and pictures so you can track the differences!

NEXT, learn more about composting at home and school by watching this super fun video made by our team at Change is Simple!

VOCAB WORDS:

  • Castings

  • Decomposers

  • Microorganisms

  • O Horizon / Leaf Litter


Did you enjoy today’s activity? Stay tuned for more, and in the meantime…

Send us a photo of yourself doing today's activity and if you would like, please share your name(s) and where you are from with cisonline@changeissimple.org