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Global/Cultural Connections in Standards
Reading Writing Communicating
High Hopes Project
The Journey North
Paper.li on #GlobalEd
- link to standards
Type into this table the standards connection that you found.
For 6th Grade SSN Students
Develop, communicate, and justify an
evidence-based explanation about how
ecosystems interact with and impact
the global environment
Show how we impact the environment
and how we can improve it.
-Teach skills to reduce environmental impact
-Show negative human-environment interaction
-Show positive human-environment interaction
Account for local and world-wide
water circulation and distribution patterns
Teach the water cycle, and how we use the water
we need locally. Show them how we use water
(shower,dish washer, ect.)
-Make sure they see the presenter that comes
-Show them what uses water
-Ask them how to conserve water
Speak with Water shed people. Perhaps with
a person from another country to talk about
differences in how we use water.
Develop, communicate, and justify an
evidence-based explanation about why
there generally are more producers
than consumers in an ecosystem
Teach them about producers (in human
environments,and in nature) and
why there must be more producers
-Game about producers and consumers
-Compare human environments to natural
Speak with...a cow? Any living thing?
1) Show them pictures and videos of negative environmental impacts, and then contrast that with positive impacts. Ask what they can do to reduce their impact and improve their environment. Discuss what could happen if we continue impacting negatively. Have them make a blog about what they are doing to reduce their environmental impact. Now try to show them how natural environments can relate to that. For example: if there are too many wolves, they eat all the deer, and all the bears die, due to lack of food, which could cause prey from other environments to move to this one, creating one area of overpopulation and one of underpopulation. Have them make two situations on paper (or, if technology it preferable, Padlet) in which environmental impacts can impact the whole world.
2) Find an interactive website for the water cycle. Allow the students to play with it for a while in order to learn by them selves, and then sit down with them and show them how it works. Once they have a hang of that, show them where we get our water from and where it will be going (Colorado Springs is at the beginning of the water shed) Ask them how they use water in their daily lives. Write a list out of every thing they say, and then ask them how they can reduce the water usage. Ask them what they think would happen if we had limited access to clean water. In this lesson, where applicable, use Brain Pops, pictures, and games.
3) Give them three example of an eco-system; one where there are more prey than predators; one where there are more predators than prey, and one where there are very few predators and prey (deserts). Have them guess what happens with each situation. Have a worksheet ready to re-enforce it. Once done with that, have an environment printed out, and some cut out animals. Have the students show you what happens with each situation, and have them try and find the perfect balance. Now help them compare that with humans. If we don't make enough food, not everybody will eat. If there is too little water, some won't drink. On the other hand, if we create too much food, the dust bowl happens, so..
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