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Introduction Living creatures are facing challenges today rarely seen in Earth’s history. An ever expanding human population is having a profound impact on many plants, animals and their habitats. Species and ecosystems are disappearing at an alarming rate. You are about to take a journey of discovery into the world of livings and the places that they live. Through your research, you will find out the many interesting ways that living things ensure the survival of their species. You will discover how living beings interact and how interdependent all the creatures of an ecosystem are. Lastly, you will find out about how humans have impacted the ecosystem you will research, and what we can do to make improvements. With your new understanding of ecosystems come choices and responsibilities. You will be able to make decisions that can have a powerful impact. Will your children come to know the species and wild places that you enjoy? Task Your task is to explore the realm of an ecosystem and represent your findings in several ways. You have been divided into groups of four to allow you to work with others, so as to better tackle what is a huge topic. The members of the group will choose one ecosystem to become the focus of your research. Your team will become the class experts on the subject of that ecosystem. You will need to work together to produce a document outlining various aspects of your ecosystem. Each part of the document will reflect on a concept we have covered in class, thereby helping you to break your work up into smaller parts. The document can be virtual (using Word or PowerPoint) or hand written, or both. The specifics will come later. You will also demonstrate your learning through other creative outlets of your choice, such as a poster or a diorama. At the end of the unit, you and the members of your group will present your findings orally to the rest of the class. Work in collaboration with your partners to produce the best work. Use your time wisely so as not to fall behind. To do your research, you may use the computer (try to stick to the websites provided to save time and avoid problems), and books from the library or home. Process Lesson 1 – Choose an ecosystem. Go to enchantedlearning, nceas-web/kids/biomes or richmond.edu/biomes. Explore the various ecosystems listed. Find the ones that appeal to you the most. With the members of your group, you will decide on one ecosystem to be the focus of your group’s research. No two groups will study the same ecosystem, so be prepared to have a back up. Begin a virtual title page. Be creative and include images. Lesson 2 – What is an ecosystem? Research what makes up the physical parts of your ecosystem. Design a page that describes the physical attributes of your ecosystem. (light, water, temperature, food, shelter) Lesson 3 – How do plants and animals adapt to their surroundings? Research at least two species each. Learn about the behavioral and structural adaptations that each creature has developed to survive. Design two pages; one for each species. List as many behavioral and structural adaptations as you can find. Include an image of the creature. A poster could be designed in place of one of the aforementioned pages if you chose. A model of the creature could also be used, but don’t forget to list the adaptations you have found. Lesson 4 – What are the roles of each creature in an ecosystem? Research the plants and animals of your ecosystem that fall under the following terms: herbivores producers carnivores omnivores decomposers consumers scavengers Find one species that is an example of each. Try to include seven different species. Design a page (or pages) that list an example of each term and a sentence or caption linking that species to its term. The sentence should show that you understand the meaning of the term. Include images. Lesson 5 – What is a food chain? Research several food chains in your ecosystem in relation to the terms: producer consumer predator prey Design a page with at least two food chains; one that labels produce and consumer, another that labels predator and prey. Include images. You might also substitute a poster or model in place of a virtual page. See if you design a food web for extra credit Lesson 6 – What happens when a species start to die out? Research living things in your ecosystem that are experiencing declining numbers Create a page featuring one species for each term listed below (include an image if possible): endangered threatened extinct Lesson 7 – What happens when a species start to die out? Research and list different ways that humans have impacted or are impacting your ecosystem, both in a negative (not good) and positive (being helpful) way List several ways that your ecosystem can be saved or improved. Include things that any individual can do to help. Resources http://www.nelson.com/bcscienceprobe/0176282726/teachweblinks.html (this one works with our text book!) http://www.thewildclassroom.com/biomes/index.html (really good overview! - start here) http://www.geography4kids.com/files/land_biomeland.html (overview) http://oncampus.richmond.edu/academics/education/projects/webunits/biomes/biomes. html (great starter website with related links) http://www.enchantedlearning.com/Home.html (great starter website) http://www.nceas.ucsb.edu/nceas-web/kids/biomes/biomes_home.htm (very complete overview site with many links) http://www.mbgnet.net/ (great overview site) http://en.wikipedia.org/wiki/Biomes (overview; few images, more complex) http://www.blueplanetbiomes.org/world_biomes.htm (good overview site) http://ths.sps.lane.edu/biomes/index1.html (reports by older kids on ecosystems) http://members.aol.com/bowermanb/ecosystems.html (list of many websites) http://www.picadome.fcps.net/lab/currl/biomes/default.htm (collection of links) http://octopus.gma.org/katahdin/index.html (estuaries) http://www.naturegrid.org.uk/pondexplorer/pondexplorer.html (ponds) http://www.oxfam.org.uk/coolplanet/ontheline/explore/nature/deserts/facts.htm (great desert facts) http://www.ecokidsonline.com/pub/index.cfm (great ecosystem games and info) http://www.planetpals.com/foodchain.html (food chains) Evaluation Starting Rubric: What Good Report Writing Should Look Like Exceeding Expectations Fully Meeting Expectations Approaching Expectations Not Meeting Expectations Contributions Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. Quality of Work Provides work that demonstrates deep understanding, organization, is well proofread and is pleasing to the eye. Provides high quality work that demonstrates good understanding, organization, is well proofread and is pleasing to the eye. Provides work that Provides work that usually occasionally needs to be needs to be checked/redone checked/redone by other group by others to ensure quality. members to ensure quality. Problem-solving Actively looks for and suggests May make some suggestions Does not suggest or refine solutions to problems. and refines solutions suggested solutions, but is willing to try by others. out solutions suggested by others. Focus on the task Consistently stays focused on the task and what needs to be done. Very self-directed. Focuses on the task and what needs to be done most of the time. Other group members can count on this person. Preparedness Brings needed materials to class and is always ready to work. Almost always brings needed Almost always brings needed Often forgets needed materials materials to class and is ready to materials but sometimes needs or is rarely ready to get to work. to settle down and get to work work. Does not try to solve problems or help others solve problems. Lets others do the work. Focuses on the task and what Rarely focuses on the task and needs to be done some of the what needs to be done. Lets time. Other group members others do the work. must sometimes give reminders to keep this person on-task. Working with Others Almost always listens to, shares Usually listens to, shares, with, with, and supports the efforts of and supports the efforts of others. Tries to keep people others. working well together. Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. Time-management Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Rarely gets things done by the deadlines and group has to adjust deadlines or work responsibilities because of this person's inadequate time management. Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Self-Reflection for Ecosystem Report Name: ___________________ Directions: Circle the number of points on the chart you think that you have earned for this project. Then in complete sentences answer the questions at the bottom of the page. Criteria All the Most of Some of Little of Almost Total time the time the time the time never Correct Name of Ecosystem 5 4 3 2 1 Physical Features 5 4 3 2 1 Behavioral Adaptations 5 4 3 2 1 Structural Adaptations 5 4 3 2 1 Roles of Living Creatures 5 4 3 2 1 Food Chain 5 4 3 2 1 Endangered Species 5 4 3 2 1 Ecological Concerns 5 4 3 2 1 Conservation Efforts 5 4 3 2 1 Peer Editing 5 4 3 2 1 Neat, organized, and colourful 4 3 2 1 0 Cooperative Team Management: Criteria Always Usually Sometimes Rarely Never Total Shared the roles in the group 5 4 3 2 1 Worked together to solve problems 5 4 3 2 1 Equal share in peer editing 5 4 3 2 1 Time management 5 4 3 2 1 Questions: 1. 2. 3. 4. What resources were the most helpful, and why? After completing the web quest, explain how it helped you to learn? What did you enjoy most about this activity? If you were to change one thing about this project what would it be? Teacher Evaluation: Group Name:_________________ Criteria Expert Biologist (25) Good Biologist (20) Facts Facts pertinent and demonstrate thorough understanding of topic. Facts pertinent and demonstrate a strong understanding of topic. Thorough editing: Editing obvious: virtually no few spelling and spelling and grammar errors Mechanics grammar errors; but does not take meaning is clear away from overall and concise meaning Design: Pages Poster Report Easy to follow; creative, organized and neat Mostly focused: Creative with some balance, and effort towards neatness Loud, some eye Loud, eye contact, Presentat contact, clear, concise, and ion with most points knowledgeable covered Seasonal Biologist (15) Maturing Biologist (10) Novice Biologist (5) Facts generally Facts are often pertinent and loosely related to demonstrate a the topic and developing understanding is understanding of not well topic. developed. Total Facts are mostly loosely related to the topic and understanding is poorly developed. Little editing; spelling and grammar errors throughout. Shows editing: Few spelling and grammar errors. Some editing: some spelling and grammar errors. Some focus: Creative, mostly organized and legible Struggles with Shows some signs balance, little of creativity, effort put into balance, and little neatness, and shows effort towards little signs of neatness creativity Audible, little eye Audible, little eye contact, and contact, and confusing in some confusing in some points points Audible, no eye contact, and lacks cohesion of major points Cooperative Team Management: Assessment Criteria Always Usually Sometimes Rarely Never Assumed a variety of roles in the group 5 4 3 2 1 Used constructive feedback when working with others 5 4 3 2 1 Developed strategies for resolving conflict and other problems 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 Self evaluation of group Time Management Total Conclusion Human beings have done much to change the planet to meet our basic needs and beyond. While we have in many ways made the Earth a better place to live, our actions have also created many grave problems for other species. Further, our actions are now impacting all creatures, including ourselves. We are the only species on the planet with the ability to change the mistakes we have made. It is now up to our generations to fix the mistakes of the past. Through your research, what have you come to learn that can help change our planet and the living creatures on it? What can you do individually to help save our planet? What can we do as a class to make things better? As a school? As a community?