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Ecosystem Explorers

KindergartenScienceMathEnglish10 days

Ecosystem Explorers is a kindergarten project-based learning experience that introduces students to the basic concepts of ecosystems through hands-on activities and inquiry-based exploration. Students engage in activities such as nature walks, mystery box investigations, and creating mini ecosystems, which help them understand the interactions between living and nonliving components of ecosystems. The project emphasizes observation, inquiry, and communication skills, encouraging students to differentiate between living and nonliving things and recognize patterns in ecosystem dynamics. Throughout the project, students document their findings and present their insights, fostering a deeper connection with their natural surroundings.

EcosystemInquiry-Based LearningKindergartenLiving and NonlivingNature WalkObservationPattern Recognition

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How do the different parts of an ecosystem interact and what roles do they play in helping plants and animals survive?

Essential Questions

Supporting questions that break down major concepts.

What are the main parts of an ecosystem?
How can we tell if something is living or nonliving?
Why do plants and animals need each other to survive?
What patterns do we notice in the way living things meet their needs?
How do living things impact their surroundings?

Standards & Learning Goals

Learning Goals

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

Identify and describe the main components of an ecosystem (plants, animals, nonliving things).
Differentiate between living and nonliving things using observable characteristics.
Explain how plants and animals depend on each other for survival in an ecosystem.
Recognize patterns in the ways living things meet their needs within their environments.
Conduct simple investigations to observe and document findings on local ecosystems.

NGSS

K-LS1-1

Primary

Use observations to describe patterns of what plants and animals (including humans) need to survive.Reason: This standard directly aligns with the project's focus on observing and understanding the needs of living organisms in ecosystems, as described in the project's inquiry framework.

SEP: Planning and Carrying Out Investigations

Primary

Practice of planning and carrying out investigations to understand the natural world.Reason: The project involves students planning and conducting investigations, aligned with the scientific practice of planning and carrying out investigations.

CCC: Patterns

Supporting

Identifying patterns is a significant theme in understanding science concepts and phenomena.Reason: The project requires students to identify and describe patterns in ecosystems, meeting this crosscutting concept standard.

DCI: LS1.C

Supporting

Organization for Matter and Energy Flow in Organisms.Reason: Investigating ecosystems is directly related to understanding the flow of matter and energy in living organisms, aligning with Disciplinary Core Idea LS1.C.

Entry Events

Events that will be used to introduce the project to students

Ecosystem Adventure Kickoff

Transform the classroom into different mini ecosystems (e.g., forest, desert, ocean) with sounds and visuals. Invite students on an exploratory mission to observe and report the different plants and animals they discover in each ecosystem, fostering initial questions about these environments.

Mystery Animal Arrival

Introduce a 'mystery box' with items and clues related to an animal or plant from a local ecosystem. Challenge students to use the clues to infer what living thing it belongs to, promoting curiosity and inquiry about local biodiversity.

Nature Walk & Discovery Day

Organize a special walking field trip around the school where students are equipped with magnifying glasses and binoculars to closely observe and document local plant and animal life, sharing discoveries with the class afterward.

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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

Ecosystem Explorers: Scavenger Hunt

In this introductory activity, students will go on a nature walk around the school to observe and document living and nonliving things. Using magnifying glasses and binoculars, they will explore different habitats and record their findings.

Steps

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

1. Gather students and explain the purpose of the nature walk - to observe and differentiate living and nonliving things.

2. Equip students with magnifying glasses, binoculars, and clipboards with scavenger hunt checklists.

3. Lead the class on a nature walk around the school, guiding students to observe and document their findings.

4. Upon returning to the classroom, have students share what they found.

Final Product

What students will submit as the final product of the activityA class chart categorizing living and nonliving things observed during the walk and student-created drawings of their favorite discovery.

Alignment

How this activity aligns with the learning objectives & standardsAligns with K-LS1-1 by using observations to describe patterns needed for survival and SEP for planning and carrying out investigations.

Activity 2

Mystery Box Biodiversity Investigation

Students investigate a mystery box containing clues about a local plant or animal. This activity encourages them to use critical thinking and inquiry skills to make predictions.

Steps

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

1. Present a 'mystery box' to the class and explain that it holds clues about a local plant or animal.

2. Have students examine the contents of the box and discuss possible conclusions about what living thing is being represented.

3. Encourage students to ask questions and make predictions based on the evidence presented.

4. Reveal the plant or animal and discuss how it fits into the local ecosystem.

Final Product

What students will submit as the final product of the activityA class discussion and student journals documenting predictions and the real identity of the mystery living thing.

Alignment

How this activity aligns with the learning objectives & standardsSupports CCC: Patterns and SEP by promoting inquiry and pattern recognition in ecosystems.

Activity 3

Pattern Detectives: Ecosystem Interactions

Students will learn about how plants and animals interact within ecosystems through observational activities and group discussions. They will identify patterns in these interactions.

Steps

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

1. Introduce students to the concept of ecosystems and explain the importance of interactions between living things.

2. Show videos or visuals of various ecosystems, highlighting interactions such as pollination, predation, and symbiosis.

3. Have students work in pairs to draw and label an interaction they observed or learned about.

4. Facilitate a class discussion on the patterns and importance of these interactions.

Final Product

What students will submit as the final product of the activityVisual illustrations showing ecosystem interactions with captions describing the observed patterns.

Alignment

How this activity aligns with the learning objectives & standardsAligns with DCI: LS1.C and CCC: Patterns by recognizing patterns and understanding energy flow in ecosystems.

Activity 4

Create Your Own Mini Ecosystem

Students will apply their knowledge by creating a mini ecosystem in a jar, demonstrating their understanding of ecosystem components and interactions.

Steps

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

1. Gather materials such as jars, small plants, rocks, soil, and water.

2. Instruct students to layer their jar with soil, plants, and rocks to simulate different ecosystem components.

3. Have students label the components and discuss how they interact to support life.

4. Observe and record changes in the mini ecosystem over time.

Final Product

What students will submit as the final product of the activityA jar-based mini ecosystem with labeled components and observation journal entries.

Alignment

How this activity aligns with the learning objectives & standardsFocuses on K-LS1-1 and DCI: LS1.C by using observations to understand how ecosystems support life.

Activity 5

Ecosystem Presentation Preparation

In this culminating activity, students will synthesize their learning by preparing a presentation on their findings, including their mini ecosystems.

Steps

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

1. Have students review their original inquiry question and findings from previous activities.

2. Ask students to organize their mini ecosystem observations and knowledge into a coherent narrative.

3. Provide time for students to prepare and practice their presentations with the help of visual aids.

4. Conduct a class presentation session where students share their ecosystem discoveries and insights.

Final Product

What students will submit as the final product of the activityClassroom presentations with visuals and verbal explanations of ecosystem interactions and components.

Alignment

How this activity aligns with the learning objectives & standardsEncourages the synthesis of learning goals, aligned with K-LS1-1 and SEP by presenting observations and investigations.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Ecosystem Explorers Assessment Rubric

Category 1

Observation and Inquiry Skills

Assesses the student's ability to observe, document, and differentiate between living and nonliving components of an ecosystem.

Criterion 1

Observational Accuracy

Measures how accurately the student documents their observations of living and nonliving things during activities.

Exemplary

4 Points

Clearly and accurately documents a wide range of observations with detailed descriptions distinguishing living from nonliving things.

Proficient

3 Points

Accurately documents observations with clear distinctions between living and nonliving things.

Developing

2 Points

Documents observations with some accuracy but requires support to distinguish certain features of living and nonliving.

Beginning

1 Points

Struggles to accurately document observations, showing minimal distinction between living and nonliving things.

Criterion 2

Inquiry Question Engagement

Assesses the student's ability to ask questions and make inferences based on observations and evidence.

Exemplary

4 Points

Asks insightful questions and makes strong inferences, well-connected to observed evidence and ecosystem roles.

Proficient

3 Points

Poses relevant questions and makes reasonable inferences related to observed evidence.

Developing

2 Points

Poses basic questions and makes inferences with moderate connection to observed evidence.

Beginning

1 Points

Struggles to ask relevant questions or make inferences, showing minimal connection to observations.

Category 2

Communication and Presentation Skills

Assesses the student's ability to communicate their observations and findings effectively through discussions and presentations.

Criterion 1

Clarity of Communication

Evaluates how clearly the student expresses and communicates their findings and understanding of ecosystem interactions.

Exemplary

4 Points

Communicates observations and ecosystem insights clearly and confidently, using descriptive language and visual aids effectively.

Proficient

3 Points

Communicates observations and findings comprehensively with adequate use of visual aids.

Developing

2 Points

Communicates observations with some clarity; limited use of descriptive language and visuals.

Beginning

1 Points

Struggles to clearly communicate observations and findings, with minimal use of descriptive language or visuals.

Reflection Prompts

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

Question 1

Reflect on your journey as an Ecosystem Explorer. What was the most surprising discovery you made during your nature walk?

Text

Required

Question 2

How confident do you feel in identifying and describing the main components of an ecosystem now?

Scale

Required

Question 3

In what ways do you see patterns in how plants and animals interact in ecosystems?

Text

Optional

Question 4

What did you find most challenging when creating your own mini ecosystem, and how did you overcome this challenge?

Text

Required

Question 5

How important do you believe collaboration was during the ecosystem presentation preparation phase?

Scale

Required

Question 6

Which aspects of the Ecosystem Exploration project would you like to learn more about in future lessons?

Multiple choice

Optional

Options

Interactions between plants and animals

Patterns in ecosystem dynamics

Creating sustainable ecosystems

Career connections in ecology