Ecosystem in a Jar: A First Grade Design Challenge

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Ecosystem in a Jar: A First Grade Design Challenge

Grade 1Science4 days

First-grade students design a balanced ecosystem in a jar to understand the interdependence of plants and animals. They investigate the roles of sun, water, and air, and observe the interactions within their jar ecosystems. Students document their findings in a science journal and present their observations to the class, demonstrating their understanding of the needs of living things and what constitutes a balanced ecosystem.

Ecosystem in a JarInterdependenceObservationDesignNeeds of Living ThingsBalanceScience Journal

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design a balanced ecosystem in a jar where plants and animals depend on each other to survive using sun, water, and air?

Essential Questions

Supporting questions that break down major concepts.

How do plants and animals depend on each other in a jar?
What do plants need to grow in a jar ecosystem?
What do animals need to survive in a jar ecosystem?
How does the sun help plants and animals in the jar?
What is the role of water and air in the jar ecosystem?
How can we build a balanced ecosystem in a jar?

Standards & Learning Goals

Learning Goals

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

Students will design a balanced ecosystem in a jar.
Students will identify the interdependence of plants and animals.
Students will explain the roles of sun, water, and air in an ecosystem.
Students will investigate the needs of living things for survival.

PA STEELS

3.1.1.A

Primary

Investigate the dependence of living things on the sun's energy, water, food/nutrients, air, living space, and shelter.Reason: This standard directly addresses the core concept of the project, which is the interdependence of organisms on sun, water, and air within an ecosystem.

WIDA ELD

WIDA ELD Standard 4

Secondary

Language for Science: INFORMReason: Students will use language to inform others about their ecosystem design and the roles of different elements.

WIDA ELD Standard 4

Secondary

Language for Science: EXPLAINReason: Students may also need to explain the functions of each component in their designed ecosystem.

NGSS

K-ESS3-1

Supporting

K-ESS3-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.Reason: This NGSS standard reinforces the basic needs of plants and animals, which is fundamental to understanding the design of a self-sustaining ecosystem.

1-LS1-1

Supporting

1-LS1-1 Develop models to describe that plants and animals have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.Reason: Although the project focuses on interdependence, it also indirectly touches upon the life cycles of organisms within the jar ecosystem.

Entry Events

Events that will be used to introduce the project to students

Mystery Jars

A local environmental scientist brings in various sealed jars, some thriving ecosystems and some failing. Students observe, record differences, and brainstorm factors that could cause the different outcomes, connecting it to their upcoming jar ecosystem design.

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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 Essentials: Design Blueprint

Students will brainstorm and create a list of necessary components (biotic and abiotic) for their jar ecosystem, focusing on the roles of sun, water, and air. They will draw and label each component.

Steps

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

1. Brainstorm a list of what living things need to survive (sun, water, air, food, shelter).

2. Discuss what plants and animals could live in a jar ecosystem that you might find in Central PA (worms, grass, clover, etc.).

3. Draw the different parts of the ecosystem in a jar.

4. Label the drawings and write one sentence explaining the role of each component (e.g., "The plant needs sun to grow.").

Final Product

What students will submit as the final product of the activityA labeled drawing of the jar ecosystem components with brief descriptions of each component's role.

Alignment

How this activity aligns with the learning objectives & standardsPA STEEL Standard 3.1.1.A (dependence on sun's energy, water, air); WIDA ELD Standard 4 (INFORM - describing components)

Activity 2

Material Mania: Ecosystem Collection

Students will collect materials for their jar ecosystem, ensuring they include elements to represent the sun's energy, water, air, and living space. They will write a short paragraph describing why each item is essential.

Steps

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

1. Gather materials from the schoolyard or their homes, like soil, small plants (clover, grass), small insects (optional), water, small rocks, and a jar (reuse pasta sauce jars).

2. Explain that the rocks help with drainage, the soil provides nutrients, the plants provide food and oxygen, and the water is essential for all living things.

3. Write a paragraph describing each material and its importance in the jar ecosystem.

Final Product

What students will submit as the final product of the activityA collection of ecosystem materials and a paragraph explaining the importance of each item to the survival of organisms in the jar.

Alignment

How this activity aligns with the learning objectives & standardsPA STEEL Standard 3.1.1.A (dependence on sun's energy, water, air); WIDA ELD Standard 4 (INFORM - explaining functions)

Activity 3

Ecosystem Explorers: Observation Station

Students will construct their jar ecosystems and observe the interactions between the components over time. They will record their observations in a science journal, noting any changes or dependencies they observe.

Steps

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

1. Layer the rocks, soil, and plants in the jar.

2. Add a small amount of water to moisten the soil.

3. Place the jar in a location with indirect sunlight.

4. Observe the jar ecosystem daily and record observations in a science journal (a simple notebook), including drawings and written descriptions.

5. Note any changes in the plants, water level, or any other components. Use sentence starters to help ELLs (e.g., "The plant looks ____.", "The water is ____.").

Final Product

What students will submit as the final product of the activityA science journal with daily observations of the jar ecosystem, including drawings and written descriptions of changes and interactions.

Alignment

How this activity aligns with the learning objectives & standardsPA STEEL Standard 3.1.1.A (interdependence of organisms); WIDA ELD Standard 4 (EXPLAIN - cause and effect)

Activity 4

Ecosystem Exhibition: Presentation Showcase

Students will present their jar ecosystems to the class, explaining the components, their roles, and any observations they have made about the interdependence of organisms. They will discuss how their ecosystem provides living space and shelter.

Steps

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

1. Prepare a short presentation about the jar ecosystem.

2. Explain the components of the ecosystem and their roles using simple sentences and visuals.

3. Share observations about the interactions between the components.

4. Discuss how the jar ecosystem provides living space and shelter for the organisms inside.

5. Answer questions from classmates about the ecosystem.

Final Product

What students will submit as the final product of the activityA presentation of the jar ecosystem to the class, including a verbal explanation of the components, their roles, and observations.

Alignment

How this activity aligns with the learning objectives & standardsPA STEEL Standard 3.1.1.A (living space, shelter); WIDA ELD Standard 4 (INFORM - presentation of findings)

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Ecosystem in a Jar Rubric

Category 1

Design Blueprint

Focuses on the clarity, accuracy, and completeness of the design blueprint, including the drawing and explanations.

Criterion 1

Drawing Accuracy and Completeness

Accuracy and completeness of the drawing of the ecosystem components.

Exemplary

4 Points

Drawing is exceptionally detailed, accurate, and includes all necessary components with precise labels and insightful descriptions.

Proficient

3 Points

Drawing is detailed, accurate, and includes most necessary components with clear labels and descriptions.

Developing

2 Points

Drawing includes some components but lacks detail, accuracy, and/or clear labels and descriptions.

Beginning

1 Points

Drawing is incomplete, inaccurate, and lacks necessary components, labels, and descriptions.

Criterion 2

Explanation of Component Roles

Clarity and correctness of the sentences explaining the role of each component in the ecosystem.

Exemplary

4 Points

Sentences are exceptionally clear, accurate, and demonstrate a deep understanding of each component's role.

Proficient

3 Points

Sentences are clear, accurate, and demonstrate a good understanding of each component's role.

Developing

2 Points

Sentences are somewhat unclear, contain minor inaccuracies, and/or demonstrate a basic understanding of each component's role.

Beginning

1 Points

Sentences are unclear, inaccurate, and/or demonstrate a limited understanding of each component's role.

Category 2

Material Collection

Focuses on the selection of appropriate materials and the quality of the explanation of their importance.

Criterion 1

Material Variety and Appropriateness

Variety and appropriateness of materials collected for the ecosystem.

Exemplary

4 Points

Materials collected are highly diverse, appropriate, and demonstrate an exceptional understanding of the needs of the ecosystem.

Proficient

3 Points

Materials collected are diverse, appropriate, and demonstrate a good understanding of the needs of the ecosystem.

Developing

2 Points

Materials collected are somewhat limited, and/or their appropriateness is questionable, demonstrating a basic understanding of the ecosystem's needs.

Beginning

1 Points

Materials collected are very limited, inappropriate, and/or demonstrate a limited understanding of the ecosystem's needs.

Criterion 2

Explanation of Material Importance

Clarity and accuracy of the paragraph describing the importance of each material.

Exemplary

4 Points

Paragraphs are exceptionally clear, accurate, and demonstrate a deep understanding of each material's importance to the ecosystem's survival.

Proficient

3 Points

Paragraphs are clear, accurate, and demonstrate a good understanding of each material's importance to the ecosystem's survival.

Developing

2 Points

Paragraphs are somewhat unclear, contain minor inaccuracies, and/or demonstrate a basic understanding of each material's importance.

Beginning

1 Points

Paragraphs are unclear, inaccurate, and/or demonstrate a limited understanding of each material's importance.

Category 3

Ecosystem Observation

Focuses on the quality and consistency of the student's observations and recordings in their science journal.

Criterion 1

Observation Consistency and Detail

Consistency and detail of daily observations recorded in the science journal.

Exemplary

4 Points

Observations are consistently recorded with exceptional detail, insightful reflections, and demonstrate a deep understanding of the ecosystem's dynamics.

Proficient

3 Points

Observations are consistently recorded with good detail and demonstrate a good understanding of the ecosystem's dynamics.

Developing

2 Points

Observations are recorded inconsistently, lack detail, and/or demonstrate a basic understanding of the ecosystem's dynamics.

Beginning

1 Points

Observations are rarely recorded, lack detail, and/or demonstrate a limited understanding of the ecosystem's dynamics.

Criterion 2

Observation Quality and Accuracy

Quality and accuracy of drawings and written descriptions of changes and interactions in the ecosystem.

Exemplary

4 Points

Drawings and written descriptions are exceptionally detailed, accurate, and insightful, demonstrating a deep understanding of changes and interactions.

Proficient

3 Points

Drawings and written descriptions are detailed, accurate, and demonstrate a good understanding of changes and interactions.

Developing

2 Points

Drawings and written descriptions lack detail, contain minor inaccuracies, and/or demonstrate a basic understanding of changes and interactions.

Beginning

1 Points

Drawings and written descriptions are incomplete, inaccurate, and/or demonstrate a limited understanding of changes and interactions.

Category 4

Ecosystem Presentation

Focuses on the clarity, completeness, and insightfulness of the student's presentation about their ecosystem.

Criterion 1

Explanation Clarity and Completeness

Clarity and completeness of the explanation of ecosystem components and their roles.

Exemplary

4 Points

Explanation is exceptionally clear, complete, and demonstrates a deep understanding of the ecosystem components and their intricate roles.

Proficient

3 Points

Explanation is clear, complete, and demonstrates a good understanding of the ecosystem components and their roles.

Developing

2 Points

Explanation is somewhat unclear, incomplete, and/or demonstrates a basic understanding of the ecosystem components and their roles.

Beginning

1 Points

Explanation is unclear, incomplete, and/or demonstrates a limited understanding of the ecosystem components and their roles.

Criterion 2

Observation Insightfulness

Insightfulness of observations shared about the interactions between the components.

Exemplary

4 Points

Observations shared are exceptionally insightful, demonstrating a deep understanding of the interdependence of organisms and their environment.

Proficient

3 Points

Observations shared are insightful and demonstrate a good understanding of the interdependence of organisms and their environment.

Developing

2 Points

Observations shared are somewhat superficial and/or demonstrate a basic understanding of the interdependence of organisms and their environment.

Beginning

1 Points

Observations shared are minimal and/or demonstrate a limited understanding of the interdependence of organisms and their environment.

Criterion 3

Discussion of Living Space and Shelter

Effectiveness in discussing how the ecosystem provides living space and shelter.

Exemplary

4 Points

Discussion is exceptionally effective, demonstrating a deep understanding of how the ecosystem fulfills the needs for living space and shelter.

Proficient

3 Points

Discussion is effective and demonstrates a good understanding of how the ecosystem fulfills the needs for living space and shelter.

Developing

2 Points

Discussion is somewhat superficial and/or demonstrates a basic understanding of how the ecosystem fulfills the needs for living space and shelter.

Beginning

1 Points

Discussion is minimal and/or demonstrates a limited understanding of how the ecosystem fulfills the needs for living space and shelter.

Reflection Prompts

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

Question 1

What was the most surprising thing you observed in your jar ecosystem?

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Question 2

How did the sun, water, and air help the plants and animals in your jar?

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Question 3

If you could add one thing to your jar ecosystem, what would it be and why?

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Question 4

Was your jar ecosystem balanced? Why or why not?

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Question 5

How successful were you at designing a balanced ecosystem?

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