Ecosystem in a Box: Design, Narrative, and Art

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Ecosystem in a Box: Design, Narrative, and Art

Grade 5ScienceEnglishArt5 days

In this project, fifth-grade students design and construct a model ecosystem in a box, demonstrating the interconnectedness of living and non-living things. They explore energy flow, organism adaptations, and the impacts of disruptions while integrating science, English, and art. Students also write a narrative about their ecosystem's inhabitants and create artwork depicting its biodiversity, fostering both scientific understanding and creative expression.

Ecosystem ModelInterconnectednessEnergy FlowAdaptationsEcosystem DisruptionsNarrativeBiodiversity

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design and build a model ecosystem in a box that demonstrates the interconnectedness of living and non-living things, illustrates the flow of energy, and tells a story about the adaptations of its inhabitants, while also considering the potential impacts of disruptions?

Essential Questions

Supporting questions that break down major concepts.

How do living and non-living things interact in an ecosystem?
What are the roles of different organisms in an ecosystem (e.g., producers, consumers, decomposers)?
How does energy flow through an ecosystem?
What happens when an ecosystem is disrupted?
How do organisms adapt to their environment?

Standards & Learning Goals

Learning Goals

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

Students will be able to construct a model ecosystem that demonstrates the interactions between living and non-living things.
Students will be able to explain the roles of producers, consumers, and decomposers in an ecosystem.
Students will be able to trace the flow of energy through a model ecosystem.
Students will be able to describe the adaptations of organisms to their environment.
Students will be able to articulate the potential impacts of disruptions on an ecosystem.
Students will be able to write a narrative about the inhabitants of their model ecosystem, incorporating scientific concepts and observations.
Students will be able to create artwork that accurately depicts the biodiversity of their model ecosystem

Entry Events

Events that will be used to introduce the project to students

The Mysterious Ecosystem Box

Students are presented with a mysterious, sealed box labeled "Do Not Open: Contains Life." Inside, they find a seemingly barren environment (sand, a few rocks, maybe a dried-up plant). The challenge is to figure out what kind of ecosystem could potentially thrive there, and how to bring it to life, connecting to the project goal of understanding ecosystem components and interactions.

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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 Blueprint

Students brainstorm and research different types of ecosystems to determine which one they will recreate in their box. They then gather natural and artificial materials to represent the non-living components of their chosen ecosystem.

Steps

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

1. Brainstorm different types of ecosystems (e.g., desert, rainforest, pond) and discuss their unique characteristics.

2. Research the chosen ecosystem, focusing on its non-living components (e.g., soil, rocks, water, sunlight).

3. Gather materials to represent the non-living components of the ecosystem in the box.

4. Create a detailed plan of the ecosystem in a box, including a list of materials and a diagram of the layout.

Final Product

What students will submit as the final product of the activityA detailed plan of the ecosystem in a box, including a list of materials and a diagram of the layout.

Alignment

How this activity aligns with the learning objectives & standardsLearning Goal: Students will be able to construct a model ecosystem that demonstrates the interactions between living and non-living things.

Activity 2

Life in the Ecosystem

Students research the living components (producers, consumers, and decomposers) that will inhabit their model ecosystem. They will explain the role of each organism and how they interact.

Steps

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

1. Research the different types of organisms that live in the chosen ecosystem.

2. Identify which organisms are producers, consumers, and decomposers.

3. Explain the role of each organism and how they interact with each other.

4. Create a chart detailing the producers, consumers, and decomposers in their ecosystem, explaining their roles and interactions.

Final Product

What students will submit as the final product of the activityA chart detailing the producers, consumers, and decomposers in their ecosystem, explaining their roles and interactions.

Alignment

How this activity aligns with the learning objectives & standardsLearning Goal: Students will be able to explain the roles of producers, consumers, and decomposers in an ecosystem.

Activity 3

Energy Flow Explorers

Students create a food web diagram to illustrate the flow of energy through their model ecosystem, showing how energy is transferred from producers to consumers to decomposers.

Steps

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

1. Identify the primary producers in the ecosystem.

2. Identify the consumers that eat the producers.

3. Identify the consumers that eat other consumers.

4. Identify the decomposers that break down dead organisms.

5. Create a food web diagram to illustrate the flow of energy through the ecosystem.

Final Product

What students will submit as the final product of the activityA food web diagram illustrating the flow of energy through the model ecosystem.

Alignment

How this activity aligns with the learning objectives & standardsLearning Goal: Students will be able to trace the flow of energy through a model ecosystem.

Activity 4

Survival Strategies

Students research and describe the adaptations of the organisms in their model ecosystem, explaining how these adaptations help them survive in their environment.

Steps

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

1. Choose a few key organisms from the ecosystem.

2. Research the adaptations of these organisms (e.g., physical adaptations, behavioral adaptations).

3. Explain how these adaptations help the organisms survive in their environment.

4. Create a presentation or report detailing the adaptations of the organisms in their ecosystem and how these adaptations help them survive.

Final Product

What students will submit as the final product of the activityA presentation or report detailing the adaptations of the organisms in their ecosystem and how these adaptations help them survive.

Alignment

How this activity aligns with the learning objectives & standardsLearning Goal: Students will be able to describe the adaptations of organisms to their environment.

Activity 5

Ecosystem Defenders

Students investigate the potential impacts of disruptions (e.g., pollution, climate change, invasive species) on their model ecosystem. They will propose solutions to mitigate these impacts.

Steps

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

1. Research potential disruptions to the chosen ecosystem (e.g., pollution, climate change, invasive species).

2. Explain how these disruptions could impact the organisms and the flow of energy in the ecosystem.

3. Propose solutions to mitigate these impacts.

4. Create a presentation or report outlining the potential impacts of disruptions on their ecosystem and proposing solutions to mitigate these impacts.

Final Product

What students will submit as the final product of the activityA presentation or report outlining the potential impacts of disruptions on their ecosystem and proposing solutions to mitigate these impacts.

Alignment

How this activity aligns with the learning objectives & standardsLearning Goal: Students will be able to articulate the potential impacts of disruptions on an ecosystem.

Activity 6

Ecosystem Storytellers

Students will write a narrative story about the ecosystem they have created, using the organisms and environment they have researched to create a fictional, yet scientifically accurate story.

Steps

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

1. Develop characters based on the organisms in the ecosystem.

2. Create a plot that incorporates the scientific concepts learned about the ecosystem (e.g., food web, adaptations, disruptions).

3. Write a narrative story about the inhabitants of the model ecosystem.

Final Product

What students will submit as the final product of the activityA narrative story about the inhabitants of the model ecosystem.

Alignment

How this activity aligns with the learning objectives & standardsLearning Goal: Students will be able to write a narrative about the inhabitants of their model ecosystem, incorporating scientific concepts and observations.

Activity 7

Biodiversity Artists

Students will create a piece of art (e.g., painting, drawing, sculpture) that accurately depicts the biodiversity of their model ecosystem.

Steps

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

1. Choose a medium for the artwork (e.g., painting, drawing, sculpture).

2. Research the different organisms in the ecosystem and their physical characteristics.

3. Create a piece of artwork that accurately depicts the biodiversity of the model ecosystem.

Final Product

What students will submit as the final product of the activityA piece of artwork that accurately depicts the biodiversity of the model ecosystem.

Alignment

How this activity aligns with the learning objectives & standardsLearning Goal: Students will be able to create artwork that accurately depicts the biodiversity of their model ecosystem

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Ecosystem in a Box Rubric

Category 1

Ecosystem Blueprint

Assesses the student's ability to plan and design a model ecosystem, including the selection and representation of non-living components.

Criterion 1

Ecosystem Understanding

Demonstrates understanding of the chosen ecosystem's components and their interactions.

Exemplary

4 Points

Displays comprehensive and insightful understanding of the ecosystem's components, accurately representing the interactions between biotic and abiotic elements with innovative connections.

Proficient

3 Points

Displays a clear and thorough understanding of the ecosystem's components, accurately representing the interactions between biotic and abiotic elements.

Developing

2 Points

Displays an emerging understanding of the ecosystem's components, with some inaccuracies in representing the interactions between biotic and abiotic elements.

Beginning

1 Points

Displays a beginning understanding of the ecosystem's components, with significant inaccuracies in representing the interactions between biotic and abiotic elements.

Criterion 2

Non-Living Components

Accuracy and detail in representing non-living components of the ecosystem.

Exemplary

4 Points

Meticulously and accurately represents non-living components with exceptional detail and clarity, demonstrating advanced research and understanding.

Proficient

3 Points

Accurately represents non-living components with appropriate detail and clarity, demonstrating thorough research and understanding.

Developing

2 Points

Represents non-living components with some inaccuracies or lack of detail, indicating emerging research and understanding.

Beginning

1 Points

Represents non-living components with significant inaccuracies or lack of detail, indicating minimal research and understanding.

Criterion 3

Plan Clarity

Clarity and organization of the ecosystem plan.

Exemplary

4 Points

Presents a highly organized and exceptionally clear ecosystem plan that is innovative, easy to follow, and showcases sophisticated planning and design skills.

Proficient

3 Points

Presents a well-organized and clear ecosystem plan that is easy to follow and demonstrates effective planning and design skills.

Developing

2 Points

Presents an ecosystem plan that is somewhat disorganized or unclear, with some difficulty in following the plan and demonstrating basic planning and design skills.

Beginning

1 Points

Presents a disorganized and unclear ecosystem plan that is difficult to follow, demonstrating limited planning and design skills.

Category 2

Life in the Ecosystem

Evaluates the student's understanding of the roles and interactions of living organisms within the ecosystem.

Criterion 1

Organism Identification

Accuracy in identifying producers, consumers, and decomposers.

Exemplary

4 Points

Demonstrates comprehensive and insightful identification of producers, consumers, and decomposers, with innovative connections to their roles and interactions within the ecosystem.

Proficient

3 Points

Accurately identifies producers, consumers, and decomposers with thorough explanations of their roles in the ecosystem.

Developing

2 Points

Identifies producers, consumers, and decomposers with some inaccuracies or omissions, indicating emerging understanding of their roles.

Beginning

1 Points

Struggles to accurately identify producers, consumers, and decomposers, demonstrating limited understanding of their roles.

Criterion 2

Role Explanation

Clarity and completeness in explaining the roles and interactions of organisms.

Exemplary

4 Points

Provides exceptionally clear, complete, and insightful explanations of the roles and interactions of organisms, showing innovative connections and advanced understanding.

Proficient

3 Points

Provides clear and complete explanations of the roles and interactions of organisms within the ecosystem.

Developing

2 Points

Provides explanations of the roles and interactions of organisms that are somewhat unclear or incomplete, indicating emerging understanding.

Beginning

1 Points

Provides explanations of the roles and interactions of organisms that are unclear, incomplete, and demonstrate limited understanding.

Criterion 3

Chart Accuracy

Organization and accuracy of the chart detailing producers, consumers, and decomposers.

Exemplary

4 Points

Presents a meticulously organized and exceptionally accurate chart, displaying innovative design and advanced understanding of ecological relationships.

Proficient

3 Points

Presents a well-organized and accurate chart detailing the producers, consumers, and decomposers in their ecosystem.

Developing

2 Points

Presents a chart with some organizational issues or inaccuracies in detailing producers, consumers, and decomposers.

Beginning

1 Points

Presents a disorganized and inaccurate chart with significant omissions or errors in detailing producers, consumers, and decomposers.

Category 3

Energy Flow Explorers

Focuses on the student's ability to represent the flow of energy through the ecosystem using a food web diagram.

Criterion 1

Diagram Accuracy

Accuracy and completeness of the food web diagram.

Exemplary

4 Points

Creates an exceptionally accurate and comprehensive food web diagram, demonstrating innovative connections and advanced understanding of energy flow.

Proficient

3 Points

Creates an accurate and complete food web diagram illustrating the flow of energy through the ecosystem.

Developing

2 Points

Creates a food web diagram with some inaccuracies or omissions, indicating emerging understanding of energy flow.

Beginning

1 Points

Creates a food web diagram with significant inaccuracies or omissions, demonstrating limited understanding of energy flow.

Criterion 2

Energy Flow Clarity

Clarity in illustrating the flow of energy from producers to consumers to decomposers.

Exemplary

4 Points

Illustrates the flow of energy with exceptional clarity and insight, showcasing innovative representations and a deep understanding of trophic levels.

Proficient

3 Points

Clearly illustrates the flow of energy from producers to consumers to decomposers.

Developing

2 Points

Illustrates the flow of energy with some lack of clarity or inaccuracies, indicating emerging understanding of trophic relationships.

Beginning

1 Points

Illustrates the flow of energy poorly, with significant lack of clarity or inaccuracies, demonstrating limited understanding of trophic relationships.

Criterion 3

Trophic Level Identification

Correct identification of producers, different levels of consumers, and decomposers within the diagram.

Exemplary

4 Points

Demonstrates comprehensive and insightful identification of all trophic levels, showcasing innovative analysis and advanced understanding of ecological roles.

Proficient

3 Points

Correctly identifies producers, different levels of consumers, and decomposers within the diagram.

Developing

2 Points

Shows some inaccuracies or omissions in identifying producers, consumers, or decomposers within the diagram.

Beginning

1 Points

Demonstrates significant inaccuracies or omissions in identifying producers, consumers, and decomposers within the diagram.

Category 4

Survival Strategies

Assesses the student's ability to research and explain the adaptations of organisms within their model ecosystem.

Criterion 1

Adaptation Research

Depth of research on organism adaptations.

Exemplary

4 Points

Demonstrates exceptionally thorough and insightful research on organism adaptations, with innovative connections and advanced understanding.

Proficient

3 Points

Demonstrates thorough research on the adaptations of chosen organisms.

Developing

2 Points

Demonstrates basic research on organism adaptations, with some gaps or inaccuracies.

Beginning

1 Points

Demonstrates limited research on organism adaptations, with significant gaps or inaccuracies.

Criterion 2

Adaptation Explanation

Clarity in explaining how adaptations help organisms survive.

Exemplary

4 Points

Provides exceptionally clear and insightful explanations of how adaptations help organisms survive, showcasing innovative analysis and a deep understanding of survival mechanisms.

Proficient

3 Points

Clearly explains how adaptations help organisms survive in their environment.

Developing

2 Points

Provides explanations of adaptation survival benefits that are somewhat unclear or incomplete.

Beginning

1 Points

Provides explanations of adaptation survival benefits that are unclear, incomplete, and demonstrate limited understanding.

Criterion 3

Presentation Quality

Effectiveness and organization of the presentation or report.

Exemplary

4 Points

Delivers an exceptionally effective and meticulously organized presentation or report that is innovative, engaging, and demonstrates advanced communication skills.

Proficient

3 Points

Creates an effective and well-organized presentation or report detailing organism adaptations.

Developing

2 Points

Presents a presentation or report that is somewhat disorganized or lacks clarity.

Beginning

1 Points

Presents a disorganized and ineffective presentation or report with significant clarity issues.

Category 5

Ecosystem Defenders

Evaluates the student's ability to analyze the potential impacts of disruptions on their ecosystem and propose mitigation strategies.

Criterion 1

Disruption Research

Thoroughness in researching potential disruptions to the ecosystem.

Exemplary

4 Points

Conducts exceptionally thorough and insightful research into potential disruptions, displaying innovative connections and advanced understanding.

Proficient

3 Points

Thoroughly researches potential disruptions to the chosen ecosystem.

Developing

2 Points

Conducts basic research on potential ecosystem disruptions, with some gaps or omissions.

Beginning

1 Points

Conducts limited research on ecosystem disruptions, with significant gaps or omissions.

Criterion 2

Impact Explanation

Clarity in explaining the impacts of disruptions on the ecosystem and its inhabitants.

Exemplary

4 Points

Provides exceptionally clear and insightful explanations of the impacts of disruptions, showcasing innovative analysis and advanced understanding.

Proficient

3 Points

Clearly explains the potential impacts of disruptions on the organisms and energy flow.

Developing

2 Points

Provides explanations of the impacts of disruptions that are somewhat unclear or incomplete.

Beginning

1 Points

Provides explanations of the impacts of disruptions that are unclear, incomplete, and demonstrate limited understanding.

Criterion 3

Solution Feasibility

Feasibility and creativity of proposed solutions.

Exemplary

4 Points

Proposes exceptionally feasible and highly creative solutions that are innovative, demonstrating advanced problem-solving skills.

Proficient

3 Points

Proposes feasible solutions to mitigate the impacts of disruptions.

Developing

2 Points

Proposes solutions that are somewhat unrealistic or lack detail.

Beginning

1 Points

Proposes solutions that are unrealistic, impractical, or demonstrate limited problem-solving skills.

Category 6

Ecosystem Storytellers

Focuses on the student's ability to creatively and accurately represent their ecosystem knowledge through a narrative story.

Criterion 1

Narrative Creativity

Creativity and originality of the narrative.

Exemplary

4 Points

Crafts an exceptionally creative, original, and engaging narrative, showcasing innovative storytelling and advanced writing skills.

Proficient

3 Points

Develops a creative and original narrative about the inhabitants of the ecosystem.

Developing

2 Points

Writes a narrative that is somewhat unoriginal or lacks creativity.

Beginning

1 Points

Writes a narrative that is unoriginal, lacks creativity, and demonstrates limited writing skills.

Criterion 2

Scientific Accuracy

Accuracy in incorporating scientific concepts into the narrative.

Exemplary

4 Points

Seamlessly and accurately integrates scientific concepts with exceptional insight and innovative connections, demonstrating advanced understanding.

Proficient

3 Points

Accurately incorporates scientific concepts learned about the ecosystem into the narrative.

Developing

2 Points

Incorporates scientific concepts with some inaccuracies or inconsistencies.

Beginning

1 Points

Incorporates scientific concepts inaccurately or inconsistently, demonstrating limited understanding.

Criterion 3

Storytelling Engagement

Engagement and clarity of the storytelling.

Exemplary

4 Points

Creates an exceptionally engaging and clear narrative that captivates the reader and demonstrates advanced storytelling techniques.

Proficient

3 Points

Writes an engaging and clear story about the ecosystem and its inhabitants.

Developing

2 Points

Writes a story that is somewhat difficult to follow or lacks engagement.

Beginning

1 Points

Writes a story that is difficult to follow, lacks engagement, and demonstrates limited storytelling ability.

Category 7

Biodiversity Artists

Evaluates the student's ability to artistically represent the biodiversity of their model ecosystem.

Criterion 1

Biodiversity Depiction

Accuracy in depicting the biodiversity of the ecosystem.

Exemplary

4 Points

Creates an exceptionally accurate and detailed artwork that demonstrates innovative representation and advanced understanding of biodiversity.

Proficient

3 Points

Creates a piece of artwork that accurately depicts the biodiversity of the model ecosystem.

Developing

2 Points

Depicts the biodiversity with some inaccuracies or omissions.

Beginning

1 Points

Depicts the biodiversity inaccurately or with significant omissions.

Criterion 2

Artistic Creativity

Creativity and originality of the artwork.

Exemplary

4 Points

Produces an exceptionally creative and original artwork, demonstrating innovative artistic techniques and advanced skill.

Proficient

3 Points

Creates a creative and original piece of artwork.

Developing

2 Points

Produces artwork that is somewhat unoriginal or lacks creativity.

Beginning

1 Points

Produces artwork that is unoriginal, lacks creativity, and demonstrates limited artistic skill.

Criterion 3

Technical Skill

Technical skill and craftsmanship demonstrated in the artwork.

Exemplary

4 Points

Demonstrates exceptional technical skill and craftsmanship, resulting in a visually stunning and meticulously executed artwork.

Proficient

3 Points

Demonstrates appropriate technical skill and craftsmanship in the artwork.

Developing

2 Points

Shows some lack of technical skill or craftsmanship in the artwork.

Beginning

1 Points

Demonstrates a significant lack of technical skill and craftsmanship.

Reflection Prompts

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

Question 1

How has your understanding of ecosystems and the interconnectedness of living and non-living things changed throughout this project?

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Question 2

What was the most challenging aspect of designing and building your model ecosystem, and how did you overcome it?

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Question 3

In what ways did the 'Ecosystem in a Box' project help you connect science, English, and art? Give specific examples.

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Question 4

If you were to continue working on this project, what is one thing you would change or improve about your model ecosystem or your understanding of it?

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Question 5

To what extent do you think your model ecosystem accurately represents a real-world ecosystem?

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