# Science Sub Plans Tick Prevention and Lyme Disease Awareness

5th - 8th, Homeschool
Subjects
Standards
Resource Type
Formats Included
• PDF
Pages
7 pages

### Description

⭐As ticks are spreading north and west, the prevalence of Lyme disease is increasing rapidly! Is this due to climate change? Students will read to find out about ticks, Lyme disease, and precautions they can take to minimize their chances of getting the disease. There two posters included with the reading showing ticks, and even the bulls-eye rash.

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Total Pages
7 pages
N/A
Teaching Duration
45 minutes
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### Standards

to see state-specific standards (only available in the US).
NGSSMS-LS4-6
Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time. Assessment does not include Hardy Weinberg calculations.
NGSSMS-LS1-4
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.
NGSS5-LS2-1
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth. Assessment does not include molecular explanations.
NGSSMS-LS2-3
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system. Assessment does not include the use of chemical reactions to describe the processes.
NGSSMS-LS2-2
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.