Download Ecosystem Report 2 - SD43 Teacher Sites

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?