Ecosystem Explorers: How Living Things Depend on Each Other
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we, as young environmental scientists, investigate and protect a local ecosystem to ensure all living things, including humans, thrive in a balanced food web?Essential Questions
Supporting questions that break down major concepts.- How do plants and animals get energy to live and grow?
- What is a food chain, and how does it show the flow of energy in an ecosystem?
- How do different living things in an ecosystem depend on each other?
- What are some ways that humans can protect ecosystems and the living things in them?
- What happens when a part of an ecosystem is damaged or removed?
- How can we measure the health of an ecosystem?
- What are the roles of producers, consumers, and decomposers in an ecosystem?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will be able to describe how living things obtain energy and depend on each other.
- Students will be able to explain the roles of producers, consumers, and decomposers in an ecosystem.
- Students will be able to analyze the impact of human activities on ecosystems.
- Students will be able to propose and implement solutions for protecting local ecosystems.
- Students will be able to investigate and measure the health of an ecosystem.
Entry Events
Events that will be used to introduce the project to studentsThe Mystery of the Missing Animal
A local animal, such as frogs, has suddenly disappeared from a nearby habitat. Students examine a 'crime scene' with clues like footprints, altered vegetation, and water samples. They must analyze the evidence to determine the cause of the disappearance (e.g., habitat destruction, pollution) and propose ways to bring the animal back.A Plea from the Wild
Students receive a cryptic message from a fictional endangered species seeking help. The message describes the threats to their survival and asks for assistance in designing a sustainable habitat. This launches students into researching the species' needs and the impact of human activities on its environment.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Human Impact Investigators: Presentation Creation
Students investigate a specific human impact on a local ecosystem (e.g., pollution, deforestation, or urbanization). They will create a presentation (poster, slideshow) that describes the impact, its effects on living things, and possible solutions to mitigate the damage.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA presentation (poster or slideshow) detailing a specific human impact on a local ecosystem, its effects, and proposed solutions.Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Students will be able to analyze the impact of human activities on ecosystems. Learning Goal: Students will be able to propose and implement solutions for protecting local ecosystems.Animal Advocate
Students conduct a mini-research project on a chosen local animal. They will use their research to develop and implement a plan to support the survival of this animal within its ecosystem.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA presentation of their research findings in a creative format along with their plan of action on how to support the animal.Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Students will be able to investigate and measure the health of an ecosystem. Learning Goal: Students will be able to propose and implement solutions for protecting local ecosystems.Ecosystem Explorers: Food Web Design
Students create a food web diagram for a local ecosystem, labeling producers, consumers (herbivores, carnivores, omnivores), and decomposers. They will draw arrows to show the flow of energy between organisms.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA detailed food web diagram of a local ecosystem with labeled organisms and arrows indicating energy flow.Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Students will be able to describe how living things obtain energy and depend on each other. Learning Goal: Students will be able to explain the roles of producers, consumers, and decomposers in an ecosystem.Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioHuman Impact Investigators Rubric
Human Impact Investigation
Assesses the student's investigation of a specific human impact on a local ecosystem and the proposed solutions.Accuracy of Information
Accuracy of information presented about the chosen human impact, its causes, and its effects on the ecosystem.
Exemplary
4 PointsPresents highly accurate and detailed information about the human impact, demonstrating a deep understanding of its causes and effects on the ecosystem.
Proficient
3 PointsPresents mostly accurate information about the human impact, with a good understanding of its causes and effects on the ecosystem.
Developing
2 PointsPresents some accurate information about the human impact, but understanding of its causes and effects on the ecosystem is limited.
Beginning
1 PointsPresents inaccurate or very limited information about the human impact, with little to no understanding of its causes and effects on the ecosystem.
Solution Feasibility
Clarity and feasibility of proposed solutions to reduce or reverse the negative effects of the human impact.
Exemplary
4 PointsProposes highly innovative and feasible solutions that address the root causes of the human impact and have a significant positive effect on the ecosystem.
Proficient
3 PointsProposes practical and feasible solutions that effectively reduce the negative effects of the human impact on the ecosystem.
Developing
2 PointsProposes some solutions, but they may be unclear, not feasible, or have a limited effect on the ecosystem.
Beginning
1 PointsProposes solutions that are unrealistic, irrelevant, or do not address the negative effects of the human impact.
Presentation Effectiveness
Effectiveness of the presentation (poster or slideshow) in communicating the impact, its effects, and the proposed solutions.
Exemplary
4 PointsThe presentation is exceptionally clear, engaging, and effectively communicates the impact, its effects, and the proposed solutions using compelling visuals and well-organized information.
Proficient
3 PointsThe presentation is clear, well-organized, and effectively communicates the impact, its effects, and the proposed solutions.
Developing
2 PointsThe presentation is somewhat unclear, disorganized, or missing key information about the impact, its effects, or the proposed solutions.
Beginning
1 PointsThe presentation is unclear, disorganized, and fails to effectively communicate the impact, its effects, or the proposed solutions.