Ecosystems: Restoring Our Local Environment
Created byChris Fisher
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Ecosystems: Restoring Our Local Environment

Grade 11Science1 days
In this project, 11th-grade science students take on the role of environmental stewards to revitalize a degraded local ecosystem. They investigate abiotic and biotic factors, human impacts, and sustainable practices to enhance biodiversity and ecological function. Students design and implement a restoration plan, use ecological models to predict outcomes, and consider economic and social factors in their recommendations, focusing on restoring balance and resilience to the environment.
Ecosystem RestorationInvasive SpeciesEcological ModelingBiodiversitySustainabilityEnvironmental StewardshipAbiotic and Biotic Factors
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as environmental stewards, revitalize a degraded local ecosystem, considering the complex interplay of abiotic and biotic factors, human impacts, and the need for sustainable practices, to enhance its biodiversity, ecological function, and resilience while balancing economic and social considerations?

Essential Questions

Supporting questions that break down major concepts.
  • How can we restore degraded ecosystems to improve their ecological function and resilience?
  • What are the key abiotic and biotic factors that influence the success of ecosystem restoration efforts?
  • How do human activities impact local ecosystems, and what sustainable practices can minimize these impacts?
  • How can we use ecological models to predict the effects of restoration efforts on food webs and population dynamics?
  • What role does biodiversity play in ecosystem stability and the success of restoration projects?
  • How can we effectively monitor and evaluate the progress of ecosystem restoration projects?
  • What are the economic and social considerations in ecosystem restoration, and how can we balance these with ecological goals?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to assess the current state of a degraded ecosystem by analyzing biotic and abiotic factors.
  • Students will be able to design a restoration plan that addresses the specific needs of the ecosystem and promotes sustainability.
  • Students will be able to implement their restoration plan and monitor its effects on biodiversity, ecological function, and resilience.
  • Students will be able to evaluate the success of their restoration efforts using ecological models and data analysis.
  • Students will be able to communicate their findings and recommendations to stakeholders, considering economic and social factors.

Local Environmental Resources

E.5(A)
Primary
identify native plants and animals within a local ecosystem and compare their roles to those of plants and animals in other biomes, including aquatic, grassland, forest, desert, and tundraReason: Directly related to understanding the components of the local ecosystem being restored.
E.5(B)
Primary
explain the cycling of water, phosphorus, carbon, silicon, and nitrogen through ecosystems, including sinks, and the human interactions that alter these cycles using tools such as modelsReason: Understanding nutrient cycles is crucial for diagnosing and addressing ecosystem degradation.
E.5(C)
Primary
evaluate the effects of fluctuations in abiotic factors on local ecosystems and local biomesReason: Abiotic factors are key drivers of ecosystem health and must be considered in restoration efforts.
E.5(D)
Secondary
measure the concentration of dissolved substances such as dissolved oxygen, chlorides, and nitrates and describe their impacts on an ecosystemReason: Measuring water quality parameters is important for assessing ecosystem health and the impact of restoration efforts.
E.5(E)
Secondary
use models to predict how the introduction of an invasive species may alter the food chain and affect existing populations in an ecosystemReason: Invasive species are a common cause of ecosystem degradation; modeling their impact is valuable.
E.5(F)
Secondary
use models to predict how species extinction may alter the food chain and affect existing populations in an ecosystemReason: Species loss is a consequence of degradation; modeling its effects is relevant.
E.5(G)
Secondary
predict changes that may occur in an ecosystem if genetic diversity is increased or decreasedReason: Genetic diversity contributes to ecosystem resilience, which is a focus of restoration.
E.6(A)
Primary
compare and contrast land use and management methods and how they affect land attributes such as fertility, productivity, economic value, and ecological stabilityReason: Land use practices directly impact ecosystem health; comparing these methods is essential.
E.6(B)
Primary
relate how water sources, management, and conservation affect water uses and qualityReason: Water management is critical for ecosystem restoration, especially in degraded areas.
E.6(C)
Primary
document the use and conservation of both renewable and non-renewable resources as they pertain to sustainabilityReason: Sustainability is a key consideration in restoration projects, tying into resource use.
E.6(D)
Primary
identify how changes in limiting resources such as water, food, and energy affect local ecosystemsReason: Identifying limiting resources is crucial for understanding ecosystem constraints and planning restoration.
E.6(E)
Secondary
analyze and evaluate the economic significance and interdependence of resources within the local environmental systemReason: Economic considerations are part of the 'balancing' act mentioned in the driving question.
E.6(F)
Secondary
evaluate the impact of waste management methods such as reduction, reuse, recycling, upcycling, and composting on resource availability in the local environmentReason: Waste management impacts resource availability and environmental health, which affects ecosystems.

Energy Flow & Resources

E.7(A)
Secondary
describe the interactions between the components of the geosphere, hydrosphere, cryosphere, atmosphere, and biosphereReason: Ecosystems involve interactions between all spheres; understanding these is fundamental.
E.7(B)
Secondary
relate biogeochemical cycles to the flow of energy in ecosystems, including energy sinks such as oil, natural gas, and coal depositsReason: Connects nutrient cycles (already important) to energy flow, relevant to ecosystem function.
E.7(C)
Supporting
explain the flow of heat energy in an ecosystem, including conduction, convection, and radiationReason: Heat energy flow is a basic aspect of ecosystem function.
E.7(D)
Secondary
identify and describe how energy is used, transformed, and conserved as it flows through ecosystemsReason: Describes fundamental ecological principles of energy transfer.

Carrying Capacity & Populations

E.8(A)
Secondary
compare exponential and logistical population growth using graphical representationsReason: Population growth models are useful for predicting the effects of restoration on species.
E.8(B)
Primary
identify factors that may alter carrying capacity such as disease; natural disaster; available food, water, and livable space; habitat fragmentation; and periodic changes in weatherReason: Understanding carrying capacity is essential for assessing the long-term success of restoration.
E.8(C)
Secondary
calculate changes in population size in ecosystemsReason: Quantifying population changes is a direct way to measure restoration progress.
E.8(D)
Secondary
analyze and make predictions about the impact on populations of geographic locales due to diseases, birth and death rates, urbanization, and natural events such as migration and seasonal changesReason: Predicting population impacts helps in long-term restoration planning and management.

Entry Events

Events that will be used to introduce the project to students

Ecosystem 'Before & After'

Show students a series of striking before-and-after photos or videos of a local ecosystem undergoing degradation and then restoration. Ask them to analyze the images, identify the key changes, and brainstorm what interventions might have led to the positive transformation, connecting to concepts of ecological succession and human impact.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Invasive Species Invasion: Modeling Ecological Disruption

Students will use models to predict the impact of an invasive species on the local ecosystem's food chain and existing populations.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research a known invasive species present in or near the local ecosystem.
2. Construct a food web model of the ecosystem, including the invasive species.
3. Use the model to predict how the introduction of the invasive species may alter the food chain (e.g., competition, predation).
4. Predict the effects on existing populations of native species, considering factors like carrying capacity and resource availability.

Final Product

What students will submit as the final product of the activityA food web model and report predicting the ecological consequences of the invasive species.

Alignment

How this activity aligns with the learning objectives & standardsAddresses E.5(E) by modeling the impact of invasive species and E.5(F) by modeling the effects of species extinction (by potentially outcompeting native species).
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Ecosystem Restoration Project: Invasive Species Impact Analysis Rubric

Category 1

Food Web Model Construction

Accuracy and completeness of the food web model, including the invasive species and its interactions with native species.
Criterion 1

Accuracy of Food Web

The degree to which the food web accurately represents the trophic relationships within the ecosystem, including the invasive species.

Exemplary
4 Points

The food web model accurately and comprehensively depicts the complex trophic relationships within the ecosystem, including the invasive species. All organisms are correctly placed, and interactions are clearly and precisely represented. Demonstrates a sophisticated understanding of the ecosystem's structure.

Proficient
3 Points

The food web model accurately depicts most of the trophic relationships within the ecosystem, including the invasive species. There are minor inaccuracies or omissions, but the overall representation is sound.

Developing
2 Points

The food web model shows some understanding of the trophic relationships, but contains several inaccuracies or omissions. The placement of organisms or the representation of interactions may be flawed.

Beginning
1 Points

The food web model demonstrates a limited understanding of trophic relationships. There are significant inaccuracies and omissions, and the model fails to adequately represent the ecosystem's structure.

Criterion 2

Completeness of Interactions

The extent to which all relevant interactions (e.g., predation, competition) involving the invasive species are included in the model.

Exemplary
4 Points

The model includes all relevant interactions (predation, competition, etc.) with clear and precise descriptions of the impact of these relationships with the invasive species on the native species. All impacts are justified and explained thoroughly.

Proficient
3 Points

The model includes most relevant interactions and describes the invasive species’ impact on the native species.

Developing
2 Points

The model includes some interactions but misses key connections. Some interactions are vague or unclear.

Beginning
1 Points

The model lacks significant interactions and doesn’t describe relationships or impacts of the invasive species.

Category 2

Prediction of Ecological Consequences

Clarity, justification, and depth of the predictions regarding the impact of the invasive species on the food chain and native populations.
Criterion 1

Impact on Food Chain

The quality of the prediction regarding how the invasive species may alter the food chain structure and dynamics.

Exemplary
4 Points

Provides a detailed and nuanced prediction of how the invasive species will alter the food chain, including specific effects on different trophic levels and potential cascading effects. The prediction is thoroughly justified with evidence from research and ecological principles.

Proficient
3 Points

Provides a clear prediction of how the invasive species will likely alter the food chain, including the major effects on different trophic levels. The prediction is supported by evidence and ecological principles.

Developing
2 Points

Provides a basic prediction of how the invasive species might affect the food chain, but the explanation is somewhat superficial or lacks sufficient justification. Some key trophic levels may be overlooked.

Beginning
1 Points

Provides a vague or incomplete prediction of how the invasive species might affect the food chain. The prediction lacks justification and demonstrates limited understanding of trophic interactions.

Criterion 2

Effects on Native Populations

The quality of the prediction regarding the effects on existing populations of native species, considering factors like carrying capacity and resource availability.

Exemplary
4 Points

Provides a comprehensive and well-supported prediction of the effects on native populations, explicitly considering factors like carrying capacity, resource competition, and potential for extinction. Demonstrates a sophisticated understanding of population dynamics.

Proficient
3 Points

Provides a clear and logical prediction of the effects on native populations, considering factors like carrying capacity and resource availability. The prediction is supported by evidence and ecological principles.

Developing
2 Points

Provides a basic prediction of the effects on native populations, but the explanation is somewhat superficial or overlooks key factors. The connection to carrying capacity and resource availability may be weak.

Beginning
1 Points

Provides a vague or incomplete prediction of the effects on native populations. The prediction lacks justification and demonstrates limited understanding of population dynamics.

Category 3

Scientific Reasoning and Justification

Use of ecological principles, data, and research to support the model and predictions.
Criterion 1

Application of Ecological Concepts

The extent to which the student effectively applies relevant ecological concepts (e.g., competition, predation, carrying capacity, trophic levels) to support their model and predictions.

Exemplary
4 Points

Demonstrates a sophisticated and nuanced understanding of ecological concepts. Applies these concepts accurately and effectively to justify all aspects of the model and predictions, demonstrating insightful connections between theory and real-world scenarios.

Proficient
3 Points

Demonstrates a solid understanding of ecological concepts. Applies these concepts appropriately to justify the model and predictions.

Developing
2 Points

Demonstrates a basic understanding of ecological concepts, but the application is inconsistent or superficial. Some justifications may be weak or missing.

Beginning
1 Points

Demonstrates a limited understanding of ecological concepts. Struggles to apply these concepts to justify the model and predictions.

Criterion 2

Use of Evidence and Research

The degree to which the student supports their model and predictions with evidence from research, data, and reliable sources.

Exemplary
4 Points

Thoroughly supports the model and predictions with a wide range of high-quality evidence from research, data, and reliable sources. Demonstrates effective synthesis and critical evaluation of the evidence.

Proficient
3 Points

Supports the model and predictions with relevant evidence from research, data, and reliable sources.

Developing
2 Points

Provides some evidence to support the model and predictions, but the evidence may be limited, weak, or from unreliable sources.

Beginning
1 Points

Provides little or no evidence to support the model and predictions.

Category 4

Presentation and Communication

Clarity, organization, and overall quality of the final product (food web model and report).
Criterion 1

Clarity and Organization

The extent to which the final product is clear, well-organized, and easy to understand.

Exemplary
4 Points

The final product is exceptionally clear, well-organized, and visually appealing. Information is presented in a logical and engaging manner, making it easy for the audience to understand the model and predictions.

Proficient
3 Points

The final product is clear, well-organized, and easy to understand.

Developing
2 Points

The final product is somewhat disorganized or unclear, making it difficult for the audience to fully understand the model and predictions. Some sections may be confusing or poorly presented.

Beginning
1 Points

The final product is disorganized, unclear, and difficult to understand.

Criterion 2

Quality of Presentation

The overall quality of the final product, including attention to detail, accuracy, and professional appearance.

Exemplary
4 Points

The final product is of outstanding quality, demonstrating meticulous attention to detail, accuracy, and professional appearance. The presentation is visually appealing and enhances the overall impact of the work.

Proficient
3 Points

The final product is of high quality, demonstrating attention to detail, accuracy, and professional appearance.

Developing
2 Points

The final product is of acceptable quality, but lacks attention to detail or contains some inaccuracies. The presentation may be unprofessional or visually unappealing.

Beginning
1 Points

The final product is of poor quality, lacking attention to detail and containing significant inaccuracies. The presentation is unprofessional and visually unappealing.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

To what extent did your initial understanding of ecosystem restoration align with the complexities you encountered during the project?

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Question 2

How effectively did your restoration plan address the specific needs of the degraded ecosystem, and what adjustments did you make along the way?

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Question 3

In what ways did the 'Invasive Species Invasion: Modeling Ecological Disruption' portfolio activity enhance your understanding of the project's challenges and potential outcomes?

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Question 4

Reflecting on the project, what is the most important lesson you learned about the interconnectedness of abiotic and biotic factors in ecosystem restoration?

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Question 5

How confident are you in your ability to apply the knowledge and skills gained in this project to future environmental stewardship endeavors?

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Question 6

What specific sustainable practices did you incorporate into your restoration plan, and how did you balance ecological goals with economic and social considerations?

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