Drawn from the P.U.S.: how Charlotte Mason might have taught a chapter on Ecosystems and Biogeography

Subject: Ecosystems and Biogeography.

Group: Science. Class III. Time: 30 minutes. By Mama Squirrel.
Book used: The World Around You, by Gary Parker.

Objects.
I. To increase the student's knowledge of biotic and abiotic factors.
II. To show how all living things are connected to each other.
III. To give some account of the different biogeographic realms, using Australian marsupials as an example.

By way of introduction, I would ask the student to tell me the meaning of an ecosystem, and, for any ecosystem, name some of the things included; for instance, in an aquarium, we would have particular plants, animals, but also factors such as light and temperature. (Don't forget the tiny organisms that we can't see unaided.)  We can label any of these factors as either biotic or abiotic.  How do the different "factors" interact with each other? (Example: plants releasing oxygen for the animals to use.)
 
I would have her read orally from The World Around You, page 11, the paragraph about the interaction in an aquarium ecosystem.
 
Then, after narration, I would show a map of the six (original) major biogeographic realms: Palearctic, Nearctic, Neotropical, Ethiopian, Oriental, Australian.  Recently this map has been updated.  I would give the student a printout of the updated map, and read from the accompanying article.  "Our study is a long overdue update of one of the most fundamental maps in natural sciences," lead author of the new research in Science, Ben Holt, said in a press release. "For the first time since Wallace's attempt we are finally able to provide a broad description of the natural world based on incredibly detailed information for thousands of vertebrate species."  
 
After narration, we could talk about why scientists believe it to be important to divide the biogeographic realms more accurately, and what has allowed them to do that. Something hard to think about: would creationists and evolutionists think about biogeography somewhat differently?  As an example of a creationist approach, we would read the rest of the chapter, about Australian marsupials.

Adapted from Class Notes, as printed in various Parents' Reviews.

What will we talk about in science today? Carbon, macronutrients, and carbohydrates

The next section of General Science is about macronutrients, starting with carbohydrates.  However, I would like to back up a little bit, and talk about carbon.  Look at the double-spread page "The chemistry of carbon" in DK Chemistry.  Think about carbon paper, eggshells, diamonds, and chalk. (Do you remember learning about coal last year? Updated link)  Where does the name "carbohydrate" come from?

Now turn the page and look at "The chemistry of life" in the same book.  See the diagram/photograph of the carbon cycle?  What is metabolism?

Now let's read from General Science, starting on page 304, and discussing the different forms of carbohydrates (studying the diagrams there).  Work out the names for the simple and complex carbohydrates.

So where do we get carbohydrates?

SIMPLE CARBOHYDRATE:

Sugar - fruit, fruit juice, table sugar, honey, soft drinks, and other sweets

COMPLEX CARBOHYDRATE:

Starch - bread, cereal, potatoes, pasta, rice, and legumes (dried peas and beans)
Fiber - bran, whole-grain foods, raw vegetables and fruit (especially the seeds and skins), legumes, nuts, seeds and popcorn

(This list and other ideas taken from a lesson plan at Utah Education Network.)

Make a list of your ten favourite "carbohydrate" foods.  Mark down which ones are simple and which ones are complex.  (Use the chart provided.)  Does it matter to us if we eat more simple or more complex carbohydrates?  Why?  Here's one answer.

Cartoon found here.