GSMS 6th

Grade Science

Theme: Wildland Fire

– A Constructive Necessary Force   by JH

Standard / Scoring Rubric 4 3 2

A

2.1.a Interpret and analyze data about

changes in environmental conditionssuch

as wildfire-and populations that

support a claim describing why a

specific population might be increasing

or decreasing.

Explain in words,

using visual aids, how

bark beetle epidemics

take place.

Share, using

visual aids,

how bark

beetle

epidemics take

place.

Tell how bark

beetle

epidemics take

place.

A

2.1.c Model equilibrium in an

ecosystem, including basic inputs and

outputs, to predict how a change to that

ecosystem, such as wildfire, might

impact the organisms, populations, and

species within it… such as prescribed

burns or introduction of a new species.

Create a visual flow

chart, with

illustrations,

explaining in detail,

fires positive impact

on an ecosystem.

Create a visual

flow chart,

explaining fires

positive impact

on an

ecosystem.

Create a flow

chart showing

fires positive

impact on an

ecosystem.

A

2.2.c Compare and contrast the flow of

energy with the cycling of matter in

ecosystems.

Explain, using ample

details, how wildfire

is critical to the

energy flow in forest

ecology.

Explain how

wildfire is

critical to the

energy flow in

forest ecology.

Tell how

wildfire is

critical to the

energy flow in

forest ecology

B

3.1.a Gather, analyze, and

communicate an evidence-based

explanation for the complex interaction

between Earth's constructive and

destructive forces.

Clearly articulate,

using a visual aid, the

balance of the

constructive and

destructive forces of

wildland fire.

Share, using a

visual aid, the

balance of the

constructive

and destructive

forces of

wildland fire.

Tell about the

balance of the

constructive

and

destructive

forces of

wildland fire.

FIRE ECOLOGY PROJECT

1)

Select one Part A section and combine this with Part B to create a classroom

presentation; powerpoint, video, poster, etc. to share your research and findings.

2)

All ‘4’ projects must include a 2 pages written report alongside the project. ‘3’ projects need a 1 page report. ‘2’ projects must have 2 paragraphs.

Unit Length- 15 days (45 minutes/day)

Unit Audience- 2 classes per section, 4 sections (25 students avg./section) 8 total classes

Resources: FireintheClassroom.org, Fire Bingo, Fire Wordsearch (Vocabulary intro),

Colorado Reader- Fire & Water, PLT Environmental Education Activity Guide & Focus

on Forests, Wildland Fire Home Risk Meters, Tree Cookies, Two Sides of Fire, Fire

Wars (sections)

Daily (safety briefings, excerpts from Fire on the Mountain)

Day 1- Fire Bingo, Matchstick forest presentation (stir their interest from the outset). Use

of scientific method to anticipate a variety of outcomes based on several variables.

Day 2- Key Vocabulary work. Vocabulary Wordsearch, Begin Foldables

Day 3- Geometry of Fire 3D foldable/ 3D Fire Triangle

Day 4- Group work to create hypothesis for different matchstick fire scenarios.

Day 5- Presentations of group hypothesis.

Day 6- Matchstick forest scenario burning.

Day 7- Destructive Force Web- Two Sides of Fire

Day 8- Constructive Force Web- Two Sides of Fire

Day 9- The unburned forest- 3 types of fire, Tree Cookies

Day 10- Wildland Fire Speaker (Matt Ringer or Jason Grosse)

Day 11- Firewars (excerpts), True Story of Smokey Bear

Day 12- Wildland Fire Risk Meters

Day 13- Wrap-up/Project Presentations

Day 14- Wrap-up/Projects

Day 15- Wrap-up/Projects

My goal is to present our students with a glimpse into several areas wildfire ecology.

However, given the limits of a 15 day/45 minutes per day, a plan is only that. My

hope is to refine this unit to see what works and to time it out with 12 year olds. By

the 3rd time

presenting the unit, it should be refined. By next fall (’13) it should be

solid.