SPI 0507.2.3 Use information about the impact of human actions or natural disasters on the environment to support a simple hypothesis, make a prediction, or draw a conclusion

CDT: Explain the effect of human actions on the environment

Math:

Standard: 5.NF.B.3 Interpret a fraction as division of the numerator by the denominator (a/b= a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g. by using visual fraction models or equations to represent the problem.

5.NBT.A.3b Compare two decimals to thousandths based on meanings of the digits in each place, using >,=, and < symbols to record the results of comparisons.

5.NF.B.4b Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.

Students will have learned before: Developing multiplication and division strategies, Understanding volume and models, Fraction equivalency to add and subtract, Applying Place Value to Decimals, Exploring Multiplication and division of fractions.

CDT: I can explain and illustrate my solution using visual fraction models or equations.

Essential Question (ASK):

With the building of the Hankook tire factory and supporting factories, more forest areas have to be cleared out and the deer habitat is decreasing. How do we ethically manage the deer population in Montgomery County so that humans and deer can coexist in the same area?

Hook:

TTW show the “Heat is Everywhere” video clip from DiscoveryEducation.com
Discuss how our body heat shows up when using thermal imaging, and whether or not thermal imaging could be used with deer and other animals.

Model:

TTW model close reading of “Deer Population Facts” highlighting key information. Discuss any unknown vocabulary throughout. TTW show the thermal imaging site that is used to determine the total number of deer living in an area, and connect it to the thermal imaging video clip discussed earlier.

Guided Practice: There are 840 square miles in the Smoky Mountains, with approximately 2,000 bears. TT&SW use a grid to determine how many black bears are living in each square mile of the Smoky Mountains. TT&SW determine how to divide the number of square miles into a grid representing all 840 square miles. (ex. 40 rows of 21 squares=840 squares) Then TT&SW divide the total number of bears by the total number of square miles to find the approximate total number of bears living in each square mile. TT&SW use the grid to check their answers for accuracy by filling in each square with the # of bears per square mile and calculating to see if it equals 2,000.

Lesson Closure:

Choose students to explain how the grid is used to divide the number of bears by the number of square miles. How else could the number of bears be determined? (various answers)

Independent Practice/Assessment:

TSW use given information to determine:

how many deer are in Montgomery County

how many deer would be in each square grid

the fractional amount of deer harvested in Montgomery County in 2014

fractional amount of bucks harvested in Montgomery County in 2014

fractional amount of doe harvested in Montgomery County in 2014

the average number of offspring not born the following year due to harvested deer

after determining the previous information, determine how many deer could have been born the following year if the deer had never been harvested

(As an add on, students could research to find the total number of humans living in Mont. Co. and compare the number of deer to the number of humans using decimals. They could also graph each for easy comparison.)

Given Information:

20 deer per square mile in all of Tennessee

average of 540 square land miles in Montgomery County

use a grid of 6 squares by 9 squares with each square representing 3 4/25 square miles

Deer season: Buck- Archery 9/27-10/24 & 10/27-11/7 Muzzle Loader 11/8-11/21 & Gun 11/22-1/4 Doe- No specific doe days

How many offspring per doe? average of 2 offspring per year

Limit to kill in season: 3 for antler buck (1 antler buck per day) only 3 per season, doe 3 per day throughout the gun season with no limit

Ratio/ pre-hunt population 5 does to 1 buck

In 2014 (3,178 harvested: 1,749 bucks, & 1,506 does)

Activities to build up to this lesson:

Math Activity:
Students will use the humming bird population in Fort Campbell, which is 45 square miles. There are 155 hummingbirds per square mile. Students will create a grid to divide the total square miles of Fort Campbell and represent the number of hummingbirds in each square. There are 6,975 hummingbirds in Fort Campbell.

## Table of Contents

Standards:Science:CDT: Explain the effect of human actions on the environmentMath:Students will have learned before:Developing multiplication and division strategies, Understanding volume and models, Fraction equivalency to add and subtract, Applying Place Value to Decimals, Exploring Multiplication and division of fractions.CDT:I can explain and illustrate my solution using visual fraction models or equations.

With the building of the Hankook tire factory and supporting factories, more forest areas have to be cleared out and the deer habitat is decreasing. How do we ethically manage the deer population in Montgomery County so that humans and deer can coexist in the same area?Essential Question (ASK):

TTW show the “Heat is Everywhere” video clip from DiscoveryEducation.comHook:Discuss how our body heat shows up when using thermal imaging, and whether or not thermal imaging could be used with deer and other animals.

TTW model close reading of “Deer Population Facts” highlighting key information. Discuss any unknown vocabulary throughout. TTW show the thermal imaging site that is used to determine the total number of deer living in an area, and connect it to the thermal imaging video clip discussed earlier.Model:Guided Practice:There are 840 square miles in the Smoky Mountains, with approximately 2,000 bears. TT&SW use a grid to determine how many black bears are living in each square mile of the Smoky Mountains. TT&SW determine how to divide the number of square miles into a grid representing all 840 square miles. (ex. 40 rows of 21 squares=840 squares) Then TT&SW divide the total number of bears by the total number of square miles to find the approximate total number of bears living in each square mile. TT&SW use the grid to check their answers for accuracy by filling in each square with the # of bears per square mile and calculating to see if it equals 2,000.

Choose students to explain how the grid is used to divide the number of bears by the number of square miles. How else could the number of bears be determined? (various answers)Lesson Closure:

TSW use given information to determine:Independent Practice/Assessment:(As an add on, students could research to find the total number of humans living in Mont. Co. and compare the number of deer to the number of humans using decimals. They could also graph each for easy comparison.):Given InformationActivities to build up to this lesson:Math Activity:Students will use the humming bird population in Fort Campbell, which is 45 square miles. There are 155 hummingbirds per square mile. Students will create a grid to divide the total square miles of Fort Campbell and represent the number of hummingbirds in each square. There are 6,975 hummingbirds in Fort Campbell.

Science Activity:Scaffolding “Must We Shoot Bambi” will have been done by this point.

Close Read Link://http://wildlifecontrol.info/deer/Pages/Populations.aspx//

(Teacher will need a username and login at Discovery Education to access):Video Link//https://app.discoveryeducation.com/search?Ntt=thermal+imaging+heat+is+everywhere//

## Downloadable Resources