Resource Guide (ERG) Activities
Explained in terms of Minnesota's Profile of Learning
Standards which can be met in part through ERG activities
(described on this page):
Key to Format
- The standards themselves are printed in italics.
- Lesson titles are printed in bold. Each
grade's K-8 activity appears immediately following the portion
of the standard to which the activity most directly relates.
<1> = Strong, direct connection to the standard.
<2> = Must add to or modify the activity for a strong
connection to the standard.
*** = Provides essential background students need to complete
Grades 6-8 Inquiry
Students could meet one or more of the Inquiry standards through these
activities if the teacher makes sure students follow the necessary steps
for framing research designs. ERG activities offer a stepping off point
in choosing a topic for student research required to meet the standard.
Grades 6-8 Living
3501.0465 PREPARATORY CONTENT STANDARDS IN LEARNING AREA SIX: APPLIED
A student shall demonstrate knowledge of interactions and interdependence
of living systems by understanding the human body, including heredity,
reproduction, and regulation and behavior; plants, animals, and microorganisms
including diversity and adaptation of organisms, and populations and ecosystems;
and the dynamic effect of humans interacting with the environment by:
Background Activities for the Living Systems Standard
*** Water Pollution Detectives - page 5
Define source and nonpoint source pollution. Describe pollution
sources. Identify ways to minimize pollution.
This activity gives students background to formulate a question
on what problems to consider in their communities (See Follow-Up).
For I-B under "Setting the Stage," allow a couple of weeks to gather
slides or pictures. Extension - could be done on the Internet.
*** Seeping Septic Tanks - page 41
Construct and observe models of septic tanks.
This activity gives students solid background to help them identify
research questions. It would also allow students to demonstrate
knowledge of interactions and interdependence of what happens in
septic tanks and water quality. A good small group activity. City
students could base this on what goes on at a cabin or some suburban
home owners have septic tanks. Do Follow-Up and Extension activities.
Call or check the Internet to see how septic tanks are regulated
by the state, county, or Watershed District.
1. formulating questions to be answered based on systematic
2. designing and conducting investigations and field studies;
3. analyzing data to support or refute hypotheses by identifying
patterns in data; and comparing results to known scientific theories,
current models, or personal experience; and considering multiple
interpretations of data;
<1> The Temperature's Rising - page 27 [Relates directly
to points #1-3]
Environmental Science, Water Temperature
Students could meet #1-2-3 of this standard with a small amount
of modification in how this activity is presented. Questions would
need to be formulated. Field studies would need to be included.
Call the local Watershed District to see what concerns they have
in your area. What experiments are they conducting in local streams?
What can the students do to help?
<1> That Settles It - page 15 [Relates directly to
Collect water samples to observe sediments.
This activity will get students started collecting water samples.
After the samples have been collected, discuss the proper way (controls)
to experiment and change only one variable at a time. Repeat the
experiment - did you get the same results. This activity could be
used to meet #3 in the standard. Definitely do the Extension on
page 16. Introduce vocabulary such as E-coli, pH, nitrates, phosphates,
<2> Pesky Pesticides - page 49 [Relates most directly
to point #1]
Interview farmers or gardeners about their use of pesticides. Identify
This could be used as a topic on conventional farming (using pesticides)
vs. organic farming. For more items and depth which are needed to
meet the standard the student would need to do research on the Internet,
contact the DNR, EPA, etc. Student could set up their own (or identify
existing) garden sites, one that is organic and one that uses pesticides.
The student could visit sites to compare what goes on and how they
are different. Compare the cost of vegetables grown on organic vs.
conventional farms. What alternatives methods do organic farmers
use? How do they work?
<1> Fertile Green - page 19 [Relates most directly
to point #3]
Model effects of different nutrient pollutants on water quality.
This activity could be used to teach students how to do # 1-2-3
in this standard. Do all parts including Follow -up and Extension.
This will set students up up for success in this standard. Students
would understand how experiments must be done to be authentic.
describing how a premise is supported by scientific concepts, principles,
theories, or laws; and
5. creating a model to illustrate a contemporary or historical concept,
principle, theory, or law.
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