FOSS Resource Materials This page was created for Iowa educators who are using Science Kits in their classrooms. It is designed to help teachers locate resources and materials which support science kits and are available from Heartland AEA 11. Teachers will find professional library books, videos, software, children's books, and Web links that correspond to science kits at all grade levels.
	Populations and Ecosystems Kit Contents | Web sites | Resources Available from Heartland on Subject | National Standards Correlation Kit contains: DRAWER 1 [shared by all classes] Paper clips, regular 5 FOSS Populations and Ecosystems CD-ROM, Paper towel sheets 1 FOSS Populations and Ecosystems Lab Notebook Polyester wool 33 FOSS Populations and Ecosystems Resources book Rubber bands, #14 1 FOSS Populations and Ecosystems transparencies, set/34 Seeds, alfalfa, 4 oz. 10 Binder clips, medium Seeds, rye grass, 4 oz. 9 Dowel stand assembly (consisting of dowel, base, metal ring) Seeds, wheat, 2 oz. 100 Index cards, 3" x 5" pink Seeds, sunflower, raw, shelled, 7 oz. 100 Index cards, 3" x 5" blue Gravel, 5lb/bag 16 Ecosystem sorting cards, student (sheets A and B) Sand, 2 lb/bag 1 Ecosystem sorting cards, teacher 8 sheets Soil, potting, 2kg/bag (4 lb.) 10 Ecoscenario organism cards, 20 cards/set LIVING MATERIALS Teacher Order Separately (each package provides enough live organisms for 5 consecutive classes of 32 students) 8 Mono Lake organism cards, 12 cards/set Package 1: Milkweed bugs 16 Sheet protectors Package 2: Organisms for Mini Ecosystem includes: 1 Poster, SAFETY FOSS M/S Duckweed 2 oz. jar 1 Video, Among the Wild Chimpanzees Elodea pieces 36 1 Video, Hawaii: Strangers in Paradise Earthworms 50 1 Video, Of Ice and Fire: A Portrait of the Mono Basin Scuds (Gammarus sp.) 50 1 Video, Voyage to the Galapagos Guppies 26 DRAWER 2 [shared by all classes] Isopods 50 1 Aluminum foil, heavy duty, roll Snails, pond 50 5 Beads, brown Worms, Tubifex 1/2 oz. 20 Beads, gray MATERIALS SUPPLIED BY TEACHER 100 Beads, black MISCELLANEOUS 100 Beads, red Calculator, TI-12 1000 Beads, light-green CONTAINERS 1000 Beads, dark-green Aquarium, 10 gallon 16 Binder clips, small Bus tray 150 Chenille stems, white, 12" Pitchers, 2 qt 1 Chlorine remover, 65 ml (2-oz) TOOLS 16 Containers, 2-liter Graduated cylinders, 50 ml 100 Cups, plastic, 250-ml (9 oz) Dissecting microscopes, stereo 40 Cup lids, for 250-ml cup Mirrors 1 Dowel, pointed Safety goggles, adult size 1 Dropper, plastic Scissors 1 Fish food, dry flakes, 1 oz. Utility knife 4 Fish nets PAPER 16 Hand lenses Cardboard Pieces, 7.5 cm square 1 Hole punch Chart paper 1 Match-striking sheet Construction paper (optional) 1 Netting, 23 cm x 150 cm Copy paper, pink, yellow, blue, green 100 Paper clips, Jumbo Posterboard 100 Paper clips, regular Paper 10 Paper towel sheets Self-stick notes (optional) 20 Petri dishes with lids RESOURCES 1 Polyester wool Map of the US 20 Pushpins Field Guides 100 Rubber bands, #14 Peterson Field Guides, set/7 16 Rulers, clear plastic, 150 mm Backyard Birds 1 Seeds, alfalfa, 4 oz. Birds of Prey 1 Seeds, rye grass, 4 oz. Shore Birds 1 Seeds, wheat, 2 oz. Bizarre Birds 1 Spoon, 2-ml (4 tsp.) Butterflies 1 Seeds, sunflower, raw, shelled, 7 oz. Caterpillars 1 Syringe, 30-ml Song Birds 16 Thermometers, Celsius SUPPLIES 3 Allele tile sheets (8 sheets/set, 80 tiles/sheet) Blank overhead transparencies 10 Pieces of tubing, 12.5 cm Coat hanger, wire 20 Vials, 12-dr., with caps Glue, white 1.25oz 50 Zip bags, 1-liter (quart) Paper towel, 2 ply roll 20 Zip bags, freezer strength, 4-liter (gallon) Wooden safety matches DRAWER 3 [shared by all classes] String clothesline 16 Basins, clear, 6-liter Masking tape, w" wide, roll 16 Basin covers Transparent Tape, w" wide, roll 1 Gravel, 5lb/bag Overhead-transparency markers 1 Pebbles, large 1 lb/bag Pencils 1 Pebbles, small 1 lb/bag Pencils, colored 1 Sand, 2 lb/bag Pen, red, permanent marking 2 Soil, potting, 2kg/bag (4 lb.) Pens, permanent marking, assorted colors 2 Water mister GARDEN SUPPLIES Consumable items. This kit contains some consumable items. They are: Flower pots, small Aluminum foil, heavy duty, roll Index cards, 3" x 5" pink Index cards, 3" x 5" blue Fish food, dry flakes, 1 oz. Netting, 23 cm x 150 cm   Web Sites Alaska Wildlife Notebook Series http://www.adfg.state.ak.us/ Alpine Tundra In The Rockie http://ellensplace.net/tundra.html American Rivers http://www.americanrivers.org/site/PageServer Animals And Caloric Requirements http://curriculum.calstatela.edu/courses/builders/lessons/less/biomes/annutrit.html Arctic National Wildlife Refuge http://arctic.fws.gov/index.htm Ask Doctor Global Change http://gcrio.custhelp.com/cgi-bin/gcrio.cfg/php/enduser/home.php Backyard Wildlife, Planting For Habitat http://www.nwf.org/backyardwildlifehabitat/ Bell Live! Online Eco-games http://www.bellmuseum.org/ecogames.html Biomedia http://orion1.paisley.ac.uk/courses/Tatner/biomedia/home/museum.htm Brine Shrimp And Ecology Of Great Salt Lake http://ut.water.usgs.gov/shrimp/index.html Bug Club, Bug ID http://www.projects.ex.ac.uk/bugclub/bugid.html Cimarron National Grassland http://www.fs.fed.us/r2/psicc/cim/ Coral Realm http://www.coralrealm.com/homepage.html Delaware Water Gap National Recreation Area http://www.nps.gov/dewa/ Desert USA http://www.desertusa.com/ El Yunque Caribbean National Forest http://www.fs.fed.us/r8/caribbean/ Enature.com http://www.enature.com/home/ Everglades National Park http://www.nps.gov/ever/welcome2.htm Florida Keys National Marine Sanctuary http://www.fknms.nos.noaa.gov/ Journey North: A Global Study Of Wildlife Migration http://www.learner.org/jnorth/index.html Long Term Ecological Research Network http://www.lternet.edu/ Monarch Watch http://www.monarchwatch.org/ Mono Lake http://www.monolake.org/index.html Monterey Bay National Marine Sanctuary http://montereybay.nos.noaa.gov/ National Park Service, Biological Diversity Report http://www.nature.nps.gov/scienceresearch/Biodiversity/ Nitrogen Cycling http://cals.arizona.edu/yavapai/anr/hort/byg/archive/nitrogencycling.html Pigeon Watch http://www.birds.cornell.edu/programs/urbanbirds/ubs_PIWMainEN.html Pond Explorer http://www.naturegrid.org.uk/pondexplorer/pondexplorer.html Population Clock http://www.census.gov/main/www/popclock.html Root Causes Of Biodiversiy Loss http://www.ciesin.org/docs/002-616/002-616.html Saguaro National Park http://www.nps.gov/sagu/ The Euglenoid Project http://www.plantbiology.msu.edu/triemer/Euglena/Index.htm The Evolution Wing, Universiy Of California Museum Of Paleontology http://www.ucmp.berkeley.edu/history/evolution.html The Jane Goodall Institute http://www.janegoodall.org/ The Prairie Enthusiasts http://www.theprairieenthusiasts.org/ Tidepools Of The Oregon Coast http://hmsc.oregonstate.edu/projects/rocky/tidepool.html University Of Kentucky Entomology http://www.uky.edu/Agriculture/Entomology/enthp.htm USGS Amphibian Declines And Deformities http://www.usgs.gov/amphibians.html USGS Patuxent Bird Identification Infocenter http://www.mbr-pwrc.usgs.gov/id/framlst/framlst.html USGS Patuxent Bird Identification Tools http://www.mbr-pwrc.usgs.gov/bbs/ident.html What's It Like Where You Live? http://mbgnet.mobot.org/ Wonderwise: Women in Science Learning Series http://net.unl.edu/wonderwise/01kids/kids.htm Yellowstone National Park http://www.nps.gov/yell/home.htm Science web sites: searchable database (enter Populations or enter Ecosystems...in the 'keyword') Comcat- search for websites (pull format to websites), books, maps, spoken recordings, videos, posters, etc. Software Available from Heartland on Populations and Ecosystems Children's Book Available from Heartland on Populations and Ecosystems Professional Books Available from Heartland on Populations and Ecosystems Videos Available from Heartland on Populations and Ecosystems DVDs Available from Heartland on Populations and Ecosystems National Standards Correlation 5-8 (prepared by FOSS) Science as Inquiry:     Abilities Necessary to do Scientific Inquiry         •Identify questions that can be answered through scientific investigations         •Design and conduct a scientific investigation         •Use appropriate tools and techniques to gather, analyze, and interpret data         •Develop descriptions, explanations, predictions and models using evidence              •Think critically and logically to make the relationships between evidence and explanations         •Recognize and analyze alternative explanations and predictions         •Communicate scientific procedures and explanations         •Use mathematics in all aspects of scientific inquiry      Understandings About Scientific Inquiry         •Different kinds of questions suggest different kinds of scientific investigations         •Current scientific knowledge and understanding guide scientific investigations. Different scientific domains employ different methods, core theories, and standards to advance scientific knowledge and understanding         •Mathematics is important in all aspects of scientific inquiry         •Technology used to enter data enhances accuracy and allows scientific to analyze and quantify results of investigations         •Scientific explanations emphasize evidence, have logically consistent arguments and use scientific principles. models and theories. The scientific community accepts and uses such explanations until displaced by better scientific ones         •Science advantages through legitimate skepticism. Asking questions and querying other scientists' explanations is part of scientific inquiry         •Scientific investigations sometimes result in new ideas and phenomena for study, generate new methods or procedures for an investigation or develop new technologies to improve the collection of data. All of these results can lead to new investigations Physical Science      Transfer of Energy          •Energy is a property of many substances and is associated with heat, light, electricity,mechanical motion, sound, nuclei and the nature of a chemical. Energy is transferred in many ways.          •In most chemical or nuclear reactions, energy is transferred into or out of a system. Heat, light, mechanical motions or electricity might all be involved in such transfers.          •The Sun is a major source of energy for changed on the Earth's surface. The Sun loses energy by emitting light. A tiny fraction of that light reaches the Earth, transferring energy from the Sun to the Earth. The Sun's energy arrives as light with a range of wavelengths, consisting of visible light, infrared and ultraviolet radiation. Life Science       Structure and Function in Living Systems          •Living systems at all levels of organization demonstrate the complementary nature of structure and function. Important levels of organization for structure and function include cells, organ systems, whole organisms, and ecosystems       Reproduction and Heredity          •Reproduction is a characteristic of all living systems; because no individual organism lives forever, reproduction is essential to the continuation of every species. Some organisms reproduce asexually. Other organisms produce sexually          •In many species...sexually produced offspring never are identical to either of their parents          •Every organism requires a set of instructions for specifying its traits. Heredity is the passage of these instructions from one generation to another          •Heredity information is contained in genes, located in the chromosomes of each cell. Each gene carries a single unit of information. An inherited trait of an individual can be determined by one or by many genes, and a single gene can influence more that one trait. A human cell contains many thousands of different genes          •The characteristics of an organism can be described in terms of a combination of traits. Some traits are inherited and others result from interactions with the environment       Regulation and Behavior          •All organisms must be able to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment          •Behavior is one kind of response an organism can make to an internal or environmental stimulus. A behavioral response requires coordination and communication at many levels, including cells, organ systems, and whole organisms. Behavioral response is a set of actions determined in part by heredity and in part from experience          •An organism's behavior evolves through adaptation to its environment. How a species moves, obtains food, reproduces, and responds to danger are based in the species evolutionary history       Populations and Ecosystems          •A population consists of all individuals of a species that occur together at a given place and time. All populations living together and the physical factors with which they interact compose an ecosystem          •Populations of organisms can be categorized by the function they serve in an ecosystem. Food webs identify the relationships among producers, consumers, and decomposers in an ecosystem          •For ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis. That energy than passes from organism to organism in food webs          •The number of organisms an ecosystem can support depends on the resources available and abiotic factors such as quantity of light and water, range of temperatures and soil composition       Diversity and Adaptations of Organisms          •Biological evolution accounts for the diversity of species developed throught gradual processes over many generations. Species acquire many of their unique characteristics through biological adaptation, which involves the selection of naturally-occuring variations in populations          •Extinction of species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. Fossils indicate that many organisms that lived long ago are extinct. Extinction of species is common; most of the species that have lived on the Earth no longer exist Science and Technology      Understandings About Science and Technology         •Many different people in different cultures have made and continue to make contributions to science and technology Science in Personal and Social Perspectives       Personal Health          •Food provides energy and nutrients for growth and development       Populations, Resources and Environments          •When an area becomes overpopulated, the environment will become degraded due to the increased use of resources       Natural Hazards          •Internal and External processes of the earth system cause natural hazards, events that change or destroy human and wildlife habitats, damage property, and harm or kill humans. Natural hazards include earthquakes, landslides, wildfires, volcanic eruptions, floods, storms and even possible impacts of asteroids          •Human activities also can induce hazards through resource acquisition, urban growth, land-use decisions, and waste disposal. Such activities can accelerate many natural changes.       Risks and Benefits          •Students should understand the risks associated with natural hazards (fires, floods, tornados, etc.), with chemical hazards (pollutants in air, water, soil, and food), with biological hazards (pollen, viruses, bacteria and parasites), social hazards and with personal hazards          •Individuals can use a systematic approach to thinking critically about risks and benefits      Science and Technology in Society         •Science influences society through its knowledge and world view         •Science and technology have advanced through contributions of many different people, in different cultures, at different times in history         •Scientists and engineers work in many different settings, including colleges and universities, businesses and industries, specific research institutes and government agencies         •Science cannot answer all questions and technology cannot solve all human problems or meet all human needs. Students should understand the difference between scientific and other questions. They should appreciate what science and technology can reasonably contribute to society and what they cannot do History and Nature of Science      Science as a Human Endeavor         •Women and men of various social and ethnic backgrounds- and with diverse interest, talents, qualities and motivations- engage in the activities of science, engineering and related fields such as the health professions. Some scientists work in teams and some work alone, but all communicate extensively with others.         •Science requires different abilities, depending on such factors as the field of study and type of inquiry. Science is very much a human endeavor      Nature of Science          •Scientists formulate and test their explanations of nature using observations, experiments and theoretical and mathematical models, etc.          •It is part of scientific inquiry to evaluate the results of scientific investigations, experiments, observations, theoretical models and the explanations proposed by other scientists [or students].      History of Science          •Many individuals have contributed to the traditions of science. Studying some of these individuals provides further understanding of scientific inquiry, science as a human endeavor, the nature of science and the relationships between science and society          •Tracing the history of science can show how difficult it was for scientific innovators to break through the accepted ideas of their time to reach the conclusions that we currently take for granted
	FOSS- Link to Modules Descriptions http://www.delta-ed.com/teachers/science/fossmodules.html

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© Heartland AEA 11, 2005
This document is intended for the use of curriculum adoptioncommittees, curriculum supervisors, school administrators, science coordinators, teachers, and parents in the Heartland area.  It may be reproduced in whole or in part for nonprofit educational purposes.