Ecosystem Engineers: Design a Self-Sustaining Ecosystem Model

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Ecosystem Engineers: Design a Self-Sustaining Ecosystem Model

Grade 7Science6 days

In this project, 7th-grade students design a self-sustaining ecosystem model to demonstrate their understanding of energy flow and matter cycling, focusing on the roles of organisms as ecosystem engineers. They investigate how organisms interact within an ecosystem, the factors that disrupt ecosystem balance, and how ecosystem engineers maintain stability. Students create diagrams, storyboards, and design proposals to model these concepts, and they analyze scenarios to predict the consequences of disruptions and propose solutions. The project culminates in a detailed model and analysis, promoting critical thinking and problem-solving skills related to real-world ecosystem dynamics.

EcosystemEnergy FlowMatter CyclingEcosystem EngineersSustainabilityTrophic LevelsModel Design

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design a model ecosystem where organisms interact as ecosystem engineers to demonstrate a sustainable flow of energy and cycling of matter?

Essential Questions

Supporting questions that break down major concepts.

How do organisms interact within an ecosystem to create a flow of energy and cycling of matter?
What factors can disrupt the balance of an ecosystem, and how do ecosystem engineers help maintain stability?
How can we model the flow of energy and cycling of matter in a self-sustaining ecosystem?
What are the key components of a balanced ecosystem, and how do they rely on each other?
How do ecosystem engineers impact the flow of energy and cycling of matter within their environment?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will be able to design a self-sustaining ecosystem model.
Students will be able to describe the flow of energy and cycling of matter in an ecosystem.
Students will be able to explain how organisms interact as ecosystem engineers to maintain ecosystem stability.

NGSS

MS-LS2-3

Primary

Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.Reason: Directly related to the project's focus on energy flow and matter cycling in an ecosystem model.

Entry Events

Events that will be used to introduce the project to students

"Mystery Box Ecosystem"

Students receive a sealed box with limited visibility. Inside, they observe initial biotic and abiotic components. The challenge is to infer the system's potential, predict energy flow, and pose questions about sustainability, sparking initial ecosystem investigations.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Energy Flow Diagram Designer

Students will design a visual diagram that models the flow of energy through different trophic levels in the ecosystem.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research and identify at least four trophic levels (e.g., producers, primary consumers, secondary consumers, decomposers) present in the ecosystem they are modeling.

2. Create a diagram (e.g., food web, energy pyramid) illustrating the transfer of energy between these trophic levels.

3. Label each trophic level and indicate the direction of energy flow using arrows.

4. Include annotations that explain how energy is transferred (e.g., consumption, decomposition) and transformed (e.g., photosynthesis, cellular respiration) at each level.

Final Product

What students will submit as the final product of the activityA labeled diagram illustrating the flow of energy through the ecosystem, complete with annotations explaining the processes involved.

Alignment

How this activity aligns with the learning objectives & standardsThis activity directly supports MS-LS2-3 by requiring students to visually represent and explain the flow of energy among living parts of an ecosystem.

Activity 2

Matter Cycling Storyboard Artist

Students will create a storyboard that illustrates how matter cycles through the ecosystem, focusing on key elements like carbon, water, and nitrogen.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose one or more key elements (carbon, water, nitrogen) and research their cycling pathways within an ecosystem.

2. Divide the cycling pathway into 4-6 key stages (e.g., photosynthesis, decomposition, respiration for carbon; evaporation, condensation, precipitation for water).

3. Create a storyboard with a panel for each stage, illustrating the process with drawings or diagrams.

4. Write a brief caption for each panel explaining what is happening at that stage and how matter is being cycled.

Final Product

What students will submit as the final product of the activityA storyboard illustrating the cycling of matter through the ecosystem, with clear visuals and captions explaining each stage of the process.

Alignment

How this activity aligns with the learning objectives & standardsThis activity supports MS-LS2-3 by focusing on the cycling of matter within the ecosystem, requiring students to describe how key elements move among the living and nonliving components.

Activity 3

Self-Sustaining Ecosystem Model Design Proposal

Students will create a design proposal for their self-sustaining ecosystem model, detailing its components, interactions, and sustainability mechanisms.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Based on previous activities, choose the biotic and abiotic components to include in your model ecosystem.

2. Describe the interactions between these components, emphasizing how they contribute to energy flow and matter cycling.

3. Outline the mechanisms you will incorporate to ensure the model ecosystem is self-sustaining (e.g., balanced producer-consumer ratios, waste decomposition systems).

4. Create a diagram or sketch of your proposed model, labeling the components and interactions.

Final Product

What students will submit as the final product of the activityA detailed design proposal, including a written description and diagram, outlining the components, interactions, and sustainability mechanisms of their model ecosystem.

Alignment

How this activity aligns with the learning objectives & standardsThis activity synthesizes MS-LS2-3 by requiring students to apply their knowledge of energy flow and matter cycling to design a functional ecosystem model.

Activity 4

Ecosystem Stability Challenge: Scenario Analysis

Students will analyze various scenarios that could disrupt their model ecosystem, predicting the consequences and proposing solutions to maintain stability.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Brainstorm potential disruptions to their model ecosystem (e.g., introduction of invasive species, pollution, climate change).

2. For each disruption, predict the consequences for the flow of energy, cycling of matter, and overall stability of the ecosystem.

3. Propose solutions or modifications to their model ecosystem that would help mitigate the negative impacts of these disruptions.

4. Write a scenario analysis report, summarizing the potential disruptions, their consequences, and proposed solutions.

Final Product

What students will submit as the final product of the activityA scenario analysis report detailing potential disruptions to the model ecosystem, their consequences, and proposed solutions for maintaining stability.

Alignment

How this activity aligns with the learning objectives & standardsThis activity reinforces MS-LS2-3 by challenging students to think critically about the factors that affect ecosystem stability and apply their understanding of energy flow and matter cycling to problem-solving.

Activity 5

Ecosystem Component Cataloger

Students will create a detailed catalog of biotic and abiotic components, including their roles and interactions related to energy flow and matter cycling.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research and list at least ten biotic (living) components and ten abiotic (non-living) components commonly found in ecosystems.

2. For each component, describe its role in the ecosystem (e.g., producers, consumers, decomposers for biotic; sunlight, water, minerals for abiotic).

3. Explain how each component contributes to either the flow of energy or the cycling of matter within the ecosystem.

4. Organize the catalog in a table format, with columns for 'Component', 'Type (Biotic/Abiotic)', 'Role', and 'Contribution to Energy Flow/Matter Cycling'.

Final Product

What students will submit as the final product of the activityA detailed catalog presented in a well-organized table, showcasing various ecosystem components and their functional roles.

Alignment

How this activity aligns with the learning objectives & standardsThis activity aligns with MS-LS2-3 by requiring students to identify and describe the various living and nonliving parts of an ecosystem, which is fundamental to understanding matter cycling and energy flow.

Activity 6

Ecosystem Engineer Impact Report

Students will research and report on how specific organisms act as ecosystem engineers, influencing energy flow and matter cycling.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Select an organism that acts as an ecosystem engineer (e.g., beavers, earthworms, termites).

2. Research how this organism modifies its environment and what impact these modifications have on other organisms.

3. Explain how the organism's activities affect the flow of energy and/or the cycling of matter within the ecosystem.

4. Write a report summarizing your findings, including specific examples of the organism's impact on its environment and other organisms.

Final Product

What students will submit as the final product of the activityA comprehensive report detailing how the chosen organism acts as an ecosystem engineer and how its actions affect energy flow and matter cycling.

Alignment

How this activity aligns with the learning objectives & standardsThis activity extends MS-LS2-3 by focusing on the role of specific organisms in influencing energy flow and matter cycling, promoting a deeper understanding of ecosystem dynamics.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Ecosystem Model Design and Analysis Rubric

Category 1

Energy Flow Representation

Assesses the student's ability to accurately represent and explain the flow of energy through different trophic levels in the ecosystem model.

Criterion 1

Trophic Level Identification

Accuracy in identifying and labeling the different trophic levels (producers, consumers, decomposers) within the ecosystem.

Exemplary

4 Points

Accurately identifies and comprehensively labels all trophic levels, including specific examples of organisms within each level.

Proficient

3 Points

Accurately identifies and labels most trophic levels with relevant examples.

Developing

2 Points

Identifies some trophic levels but may have inaccuracies or omissions in labeling.

Beginning

1 Points

Struggles to identify and label trophic levels; demonstrates significant misunderstandings.

Criterion 2

Energy Transfer Diagram

Clarity and accuracy of the diagram (food web, energy pyramid) in illustrating energy transfer between trophic levels.

Exemplary

4 Points

Diagram clearly and accurately illustrates energy transfer with appropriate arrows and labels, demonstrating a deep understanding of energy flow.

Proficient

3 Points

Diagram accurately illustrates energy transfer with clear labels and arrows.

Developing

2 Points

Diagram illustrates energy transfer but may have some inaccuracies or unclear representations.

Beginning

1 Points

Diagram is incomplete, inaccurate, or fails to illustrate energy transfer effectively.

Criterion 3

Explanation of Energy Transfer

Quality and depth of annotations explaining how energy is transferred and transformed at each trophic level.

Exemplary

4 Points

Annotations provide comprehensive and insightful explanations of energy transfer and transformation processes (photosynthesis, respiration, decomposition) at each level.

Proficient

3 Points

Annotations clearly explain energy transfer and transformation processes at each level.

Developing

2 Points

Annotations provide basic explanations of energy transfer but may lack depth or accuracy.

Beginning

1 Points

Annotations are minimal, unclear, or fail to explain energy transfer processes effectively.

Category 2

Matter Cycling Illustration

Assesses the student's ability to illustrate and explain the cycling of matter (carbon, water, nitrogen) within the ecosystem model.

Criterion 1

Key Element Selection

Appropriateness and relevance of the chosen key element(s) (carbon, water, nitrogen) to the ecosystem model.

Exemplary

4 Points

Selects a key element and justifies its importance in the ecosystem with insightful reasoning.

Proficient

3 Points

Selects a relevant key element and explains its importance in the ecosystem.

Developing

2 Points

Selects a key element, but the explanation of its importance may be unclear or incomplete.

Beginning

1 Points

Struggles to select a relevant key element or explain its role in the ecosystem.

Criterion 2

Stage Identification

Accuracy in identifying and dividing the cycling pathway into key stages (photosynthesis, decomposition, respiration, etc.).

Exemplary

4 Points

Accurately identifies and comprehensively explains all key stages of the cycling pathway, demonstrating a deep understanding of matter cycling.

Proficient

3 Points

Accurately identifies and explains most key stages of the cycling pathway.

Developing

2 Points

Identifies some stages of the cycling pathway but may have inaccuracies or omissions.

Beginning

1 Points

Struggles to identify key stages of the cycling pathway; demonstrates significant misunderstandings.

Criterion 3

Storyboard Clarity and Accuracy

Clarity and accuracy of the storyboard panels in illustrating the cycling process at each stage.

Exemplary

4 Points

Storyboard panels are visually clear, accurate, and effectively illustrate the cycling process at each stage with detailed captions.

Proficient

3 Points

Storyboard panels are clear and accurately illustrate the cycling process at each stage with descriptive captions.

Developing

2 Points

Storyboard panels illustrate the cycling process but may lack clarity or accuracy in some areas.

Beginning

1 Points

Storyboard panels are incomplete, inaccurate, or fail to illustrate the cycling process effectively.

Category 3

Ecosystem Model Design and Sustainability

Assesses the student's ability to design a self-sustaining ecosystem model with appropriate components, interactions, and sustainability mechanisms.

Criterion 1

Component Selection

Appropriateness and justification of the biotic and abiotic components selected for the model ecosystem.

Exemplary

4 Points

Selects components that are highly appropriate for a self-sustaining ecosystem and provides detailed justifications for their inclusion based on their roles in energy flow and matter cycling.

Proficient

3 Points

Selects appropriate components for a self-sustaining ecosystem and provides clear justifications for their inclusion.

Developing

2 Points

Selects some appropriate components but may have omissions or unclear justifications.

Beginning

1 Points

Struggles to select appropriate components or justify their inclusion in the model ecosystem.

Criterion 2

Interaction Description

Clarity and depth of the description of interactions between components, emphasizing energy flow and matter cycling.

Exemplary

4 Points

Provides a comprehensive and insightful description of interactions, clearly explaining how they contribute to energy flow and matter cycling within the model ecosystem.

Proficient

3 Points

Provides a clear description of interactions and explains their contribution to energy flow and matter cycling.

Developing

2 Points

Describes some interactions but may lack clarity or depth in explaining their contribution to energy flow and matter cycling.

Beginning

1 Points

Struggles to describe interactions or explain their role in energy flow and matter cycling.

Criterion 3

Sustainability Mechanisms

Effectiveness and feasibility of the mechanisms proposed to ensure the model ecosystem is self-sustaining.

Exemplary

4 Points

Proposes highly effective and feasible sustainability mechanisms that address key challenges and ensure long-term stability of the model ecosystem.

Proficient

3 Points

Proposes effective sustainability mechanisms that contribute to the stability of the model ecosystem.

Developing

2 Points

Proposes some sustainability mechanisms, but their effectiveness or feasibility may be questionable.

Beginning

1 Points

Struggles to propose effective sustainability mechanisms for the model ecosystem.

Criterion 4

Diagram/Sketch Quality

Quality and clarity of the diagram or sketch of the proposed model ecosystem, including labeling of components and interactions.

Exemplary

4 Points

Diagram/sketch is visually clear, detailed, and accurately represents all components and interactions within the model ecosystem with comprehensive labeling.

Proficient

3 Points

Diagram/sketch is clear and accurately represents components and interactions with appropriate labeling.

Developing

2 Points

Diagram/sketch represents some components and interactions but may lack clarity or detail.

Beginning

1 Points

Diagram/sketch is incomplete, inaccurate, or fails to represent components and interactions effectively.

Category 4

Ecosystem Stability Analysis and Problem-Solving

Assesses the student's ability to analyze potential disruptions to the ecosystem and propose solutions to maintain stability.

Criterion 1

Disruption Identification

Identification of potential disruptions to the model ecosystem (invasive species, pollution, climate change).

Exemplary

4 Points

Identifies a wide range of relevant and realistic disruptions with clear explanations of their potential impacts.

Proficient

3 Points

Identifies several relevant disruptions to the model ecosystem.

Developing

2 Points

Identifies some disruptions but may lack relevance or detail.

Beginning

1 Points

Struggles to identify potential disruptions to the model ecosystem.

Criterion 2

Consequence Prediction

Accuracy in predicting the consequences of disruptions for energy flow, matter cycling, and overall ecosystem stability.

Exemplary

4 Points

Accurately and comprehensively predicts the consequences of disruptions, demonstrating a deep understanding of ecosystem dynamics and interconnectedness.

Proficient

3 Points

Accurately predicts the consequences of disruptions for energy flow, matter cycling, and ecosystem stability.

Developing

2 Points

Predicts some consequences but may have inaccuracies or omissions.

Beginning

1 Points

Struggles to predict the consequences of disruptions accurately.

Criterion 3

Solution Proposal

Effectiveness and feasibility of the proposed solutions or modifications to mitigate the negative impacts of disruptions.

Exemplary

4 Points

Proposes highly effective and feasible solutions that address the root causes of the disruptions and promote long-term ecosystem stability.

Proficient

3 Points

Proposes effective solutions that mitigate the negative impacts of disruptions.

Developing

2 Points

Proposes some solutions, but their effectiveness or feasibility may be questionable.

Beginning

1 Points

Struggles to propose effective solutions to mitigate the impacts of disruptions.

Criterion 4

Report Quality

Organization and clarity of the scenario analysis report, including clear summaries of disruptions, consequences, and proposed solutions.

Exemplary

4 Points

Report is exceptionally well-organized, clearly written, and provides a comprehensive analysis of disruptions, consequences, and proposed solutions with supporting evidence.

Proficient

3 Points

Report is well-organized, clearly written, and provides a thorough analysis of disruptions, consequences, and proposed solutions.

Developing

2 Points

Report is organized but may lack clarity or detail in some areas.

Beginning

1 Points

Report is poorly organized, unclear, or incomplete.

Category 5

Ecosystem Component Identification and Role Explanation

Assesses student's ability to identify biotic and abiotic components of an ecosystem and explain their roles in energy flow and matter cycling.

Criterion 1

Component Listing

Completeness and accuracy of the list of biotic and abiotic components included in the catalog.

Exemplary

4 Points

The list includes a comprehensive and diverse range of biotic and abiotic components, demonstrating a thorough understanding of ecosystem composition.

Proficient

3 Points

The list includes a wide range of common biotic and abiotic components.

Developing

2 Points

The list includes some biotic and abiotic components, but may be lacking in diversity or completeness.

Beginning

1 Points

The list is incomplete and lacks a clear understanding of biotic and abiotic components.

Criterion 2

Role Description

Clarity and accuracy of the description of each component's role in the ecosystem.

Exemplary

4 Points

Descriptions of each component's role are exceptionally clear, detailed, and accurate, demonstrating a deep understanding of their functions within the ecosystem.

Proficient

3 Points

Descriptions of each component's role are clear and accurate.

Developing

2 Points

Descriptions of some components' roles are provided, but they may lack clarity or detail.

Beginning

1 Points

Descriptions of component roles are unclear, inaccurate, or missing.

Criterion 3

Contribution Explanation

Explanation of how each component contributes to either the flow of energy or the cycling of matter within the ecosystem.

Exemplary

4 Points

Explanations of how each component contributes to energy flow or matter cycling are insightful, detailed, and demonstrate a strong understanding of ecosystem processes.

Proficient

3 Points

Explanations clearly describe how each component contributes to energy flow or matter cycling.

Developing

2 Points

Explanations of component contributions are provided, but they may lack clarity or depth.

Beginning

1 Points

Explanations of component contributions are unclear, inaccurate, or missing.

Criterion 4

Table Organization

Organization and clarity of the catalog presented in a table format.

Exemplary

4 Points

The table is exceptionally well-organized, easy to read, and clearly presents all components and their related information.

Proficient

3 Points

The table is well-organized and clearly presents all components and their related information.

Developing

2 Points

The table is organized, but may lack clarity or completeness in some areas.

Beginning

1 Points

The table is poorly organized, difficult to read, or incomplete.

Category 6

Ecosystem Engineer Analysis and Impact

Assesses student's understanding of how ecosystem engineers influence energy flow and matter cycling.

Criterion 1

Organism Selection

Appropriateness of the chosen ecosystem engineer for studying its impact on energy flow and matter cycling.

Exemplary

4 Points

The chosen ecosystem engineer is highly appropriate for studying its impact and the rationale is clearly articulated and insightful.

Proficient

3 Points

The chosen ecosystem engineer is appropriate and the rationale is clearly articulated.

Developing

2 Points

The chosen ecosystem engineer is adequate, but the rationale for its selection is weak.

Beginning

1 Points

The chosen ecosystem engineer is inappropriate or the rationale is missing.

Criterion 2

Environmental Modification Description

Accuracy and detail in describing how the chosen organism modifies its environment.

Exemplary

4 Points

The description of the organism's environmental modifications is exceptionally detailed and accurate, demonstrating a thorough understanding of its activities.

Proficient

3 Points

The description of the organism's environmental modifications is detailed and accurate.

Developing

2 Points

The description of the organism's environmental modifications is adequate, but may lack detail.

Beginning

1 Points

The description of the organism's environmental modifications is incomplete or inaccurate.

Criterion 3

Impact Explanation

Explanation of how the organism's activities affect the flow of energy and/or the cycling of matter within the ecosystem.

Exemplary

4 Points

The explanation of the organism's impact on energy flow and/or matter cycling is insightful, detailed, and demonstrates a strong understanding of ecosystem dynamics.

Proficient

3 Points

The explanation clearly describes how the organism impacts energy flow and/or matter cycling.

Developing

2 Points

The explanation of the organism's impact is adequate, but may lack clarity or depth.

Beginning

1 Points

The explanation of the organism's impact is unclear, inaccurate, or missing.

Criterion 4

Report Quality

Overall quality and organization of the report, including specific examples of the organism's impact on its environment and other organisms.

Exemplary

4 Points

The report is exceptionally well-written, organized, and provides comprehensive evidence of the organism's impact on its environment and other organisms with specific examples.

Proficient

3 Points

The report is well-written, organized, and provides clear evidence of the organism's impact.

Developing

2 Points

The report is adequately written and organized, but may lack detail or clarity in some areas.

Beginning

1 Points

The report is poorly written, disorganized, or incomplete.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

How did your understanding of energy flow and matter cycling evolve as you designed your ecosystem model?

Text

Required

Question 2

Which activity (Energy Flow Diagram, Matter Cycling Storyboard, Ecosystem Model Design, Stability Challenge, Component Catalog, or Engineer Impact Report) was most helpful in understanding ecosystem dynamics? Explain why.

Multiple choice

Required

Options

Energy Flow Diagram Designer

Matter Cycling Storyboard Artist

Self-Sustaining Ecosystem Model Design Proposal

Ecosystem Stability Challenge: Scenario Analysis

Ecosystem Component Cataloger

Ecosystem Engineer Impact Report

Question 3

To what extent do you think your model ecosystem could sustain itself long-term?

Scale

Required

Question 4

What was the biggest challenge you faced when designing your self-sustaining ecosystem model, and how did you overcome it?

Text

Required

Question 5

How could real-world ecosystem engineers inform the design of sustainable ecosystems?

Text

Required