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American Institute of Biological Sciences Natural History's Place in Science and Society and Kirsten Rowell are affiliated with the Department of Biology at the revenue and contribute to the academic currencies used to measure . and individual papers and toward a more collaborative approach to.
Table of contents
- Human health
- Natural history
- PUBLICATION TITLE:
- VMNH Scientific Publications
- Natural Sciences Publishing
The world has many different environments, and distinct environments support the life of different types of organisms. Each plant or animal has different structures that serve different functions in growth, survival, and reproduction.
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For example, humans have distinct body structures for walking, holding, seeing, and talking. The behavior of individual organisms is influenced by internal cues such as hunger and by external cues such as a change in the environment. Humans and other organisms have senses that help them detect internal and external cues.
Human health
Plants and animals have life cycles that include being born, developing into adults, reproducing, and eventually dying. The details of this life cycle are different for different organisms. Many characteristics of an organism are inherited from the parents of the organism, but other characteristics result from an individual's interactions with the environment.
Inherited characteristics include the color of flowers and the number of limbs of an animal. Other features, such as the ability to ride a bicycle, are learned through interactions with the environment and cannot be passed on to the next generation. All animals depend on plants.
Natural history
Some animals eat plants for food. Other animals eat animals that eat the plants.
An organism's patterns of behavior are related to the nature of that organism's environment, including the kinds and numbers of other organisms present, the availability of food and resources, and the physical characteristics of the environment. When the environment changes, some plants and animals survive and reproduce, and others die or move to new locations.
All organisms cause changes in the environment where they live. Some of these changes are detrimental to the organism or other organisms, whereas others are beneficial. Humans depend on their natural and constructed environments. Humans change environments in ways that can be either beneficial or detrimental for themselves and other organisms.
As a result of their activities in grades K-4, all students should develop an understanding of. Young children are naturally interested in everything they see around them—soil, rocks, streams, rain, snow, clouds, rainbows, sun, moon, and stars. During the first years of school, they should be encouraged to observe closely the objects and materials in their environment, note their properties, distinguish one from another and develop their own explanations of how things become the way they are.
As children become more familiar with their world, they can be guided to observe changes, including cyclic changes, such as night and day and the seasons; predictable trends, such as growth and decay, and less consistent changes, such as weather or the appearance of meteors. Children should have opportunities to observe rapid changes, such as the movement of water in a stream, as well as gradual changes, such as the erosion of soil and the change of the seasons.
Children come to school aware that earth's surface is composed of rocks, soils, water, and living organisms, but a closer look will help them identify many additional properties of earth materials. By carefully observing and describing the properties of many rocks, children will begin to see that some rocks are made of a single substance, but most are made of several substances.
In later grades, the substances can be identified as minerals. Understanding rocks and minerals should not be extended to the study of the source of the rocks, such as sedimentary, igneous, and metamorphic, because the origin of rocks and minerals has little meaning to young children. Playgrounds and nearby vacant lots and parks are convenient study sites to observe a variety of earth materials. As students collect rocks and observe vegetation, they will become aware that soil varies from place to place in its color, texture, and reaction to water.
By planting seeds in a variety of soil samples, they can compare the effect of different soils on plant growth. If they revisit study sites regularly, children will develop an understanding that earth's surface is constantly changing. They also can simulate some changes, such as erosion, in a small tray of soil or a stream table and compare their observations with photographs of similar, but larger scale, changes. By observing the day and night sky regularly, children in grades K-4 will learn to identify sequences of changes and to look for patterns in these changes. As they observe changes, such as the movement of an object's shadow during the course of a day, and the positions of the sun and the moon, they will find the patterns in these movements.
They can draw the moon's shape for each evening on a calendar and then determine the pattern in the shapes over several weeks. These understandings should be confined to observations,.
PUBLICATION TITLE:
The students are to observe and record information about the daily weather. He focuses on the aspects of weather that his teaching experience and knowledge from research on student abilities lead him to believe are developmentally appropriate, and he keeps a record of terms to help him modify his plans as the activity progresses. Students design instruments for measuring weather that are within the range of their skills and a parent provides expertise. They make measurements using their mathematical knowledge and skills; they organize data in a meaningful way and communicate the data to other students.
There is an ebb and flow of teacher-directed, whole-class discussions and small-group work sessions. In planning for the weather station, Mr.
Because of their age, the students would not be studying the causes of weather change such as air pressure, the worldwide air currents, or the effects of land and sea masses. Rather, over the course of the year, they would identify and observe the elements of weather; devise and use measurement and data collection strategies; build measurement instruments; analyze data to find patterns and relationships within the data; and communicate their work to the entire school.
After a discussion of students' experiences with and ideas about weather, Mr. The children quickly identified the need to record whether the day was sunny or cloudy, presence of precipitation, and the temperature. How much precipitation accumulated? How did temperature change during the day? What was the wind speed and direction?
One student said that he had heard on the weather report that there was a high-pressure front moving in.
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What is a front, he asked, and is it important? At the end of the discussion, someone mentioned humidity and recalled the muggy heat wave of the summer. When Mr. He wondered about the last two items—humidity and air pressure. Those concepts were well beyond the students' ability to fully understand, yet they were familiar with the words. Groups worked in the classroom and in the library; each group chose one aspect of weather for its focus.
He encouraged the groups to get together and compare notes. Twice during the week, the whole class came together and groups shared their work while students critiqued and offered ideas. Several weeks later, the weather station of the fourth grade was in operation. After much work, including some trial and error, library research, and the helpful input of a parent who was a skilled mechanic, the students were recording data twice a day for wind direction and speed, using a class-made anemometer and wind vane; temperature,.
Design of the anemometer was extremely difficult. It was easy to build something that would turn in the wind, but the students needed help in figuring how to measure the speed.
VMNH Scientific Publications
The children were also measuring air pressure with a homemade barometer that a parent had helped one group construct. The interest of the student and her parent and the class' familiarity with the term seemed reason enough. The students recorded their data on charts in the classroom for 2 months. Then it was time to analyze the data, write the.
Again, the work began with a discussion.
Natural Sciences Publishing
What were some of the ideas that the students had about the weather after all this measuring and recording? Were any patterns observed? Many students thought the temperature was getting lower; several noted that if it was windy one day, it rained the next day. As ideas were presented, other students agreed or challenged what was said.
When the discussion quieted, he turned the students' attention to the list and asked them to think about which of the ideas on the board they might actually be able to confirm by reviewing the data.