Idaho Ecosystems: Cycling of Matter and Photosynthesis
Created bySara Bennier
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Idaho Ecosystems: Cycling of Matter and Photosynthesis

Grade 7Science25 days
This project immerses 7th-grade students in the study of Idaho ecosystems, focusing on the interconnectedness of resource availability, organism interactions, and the cycling of matter and energy through photosynthesis and food webs. Students select an Idaho region and investigate its ecosystems, analyzing resource impacts, modeling matter cycling, and exploring the role of photosynthesis. They construct food webs and delve into the molecular transformations of food within organisms, connecting these processes to relevant science standards and developing a comprehensive understanding of ecological principles.
EcosystemsCycling of MatterPhotosynthesisFood WebsResource AvailabilityOrganism InteractionsIdaho
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How do the unique ecosystems of your chosen Idaho region demonstrate the interconnectedness of resource availability, organism interactions, and the cycling of matter and energy through photosynthesis and food webs?

Essential Questions

Supporting questions that break down major concepts.
  • How does the availability of resources affect organisms and populations in the chosen Idaho region?
  • What are the key interactions between organisms in different ecosystems within the selected region?
  • How can a model describe the cycling of matter and flow of energy in the ecosystems of the chosen Idaho region?
  • How does photosynthesis contribute to the cycling of matter and flow of energy in the selected Idaho region?
  • How are food molecules rearranged to support growth and/or release energy as matter moves through organisms in the ecosystems of the chosen Idaho region?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to identify and describe the major ecosystems within their chosen Idaho region.
  • Students will be able to explain how resource availability impacts the organisms and populations within their selected ecosystems.
  • Students will be able to model the cycling of matter and flow of energy through an ecosystem, including both biotic and abiotic components.
  • Students will be able to explain the role of photosynthesis in the cycling of matter and energy within their chosen Idaho region.
  • Students will be able to describe the interactions between different organisms within the ecosystems of their chosen Idaho region.

Idaho Science Standards

MS-LS-1.5
Primary
Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.Reason: Directly addresses the role of photosynthesis in the cycling of matter, a core component of the project.
MS-LS-1.6
Secondary
Develop a conceptual model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as matter moves through an organism.Reason: Focuses on how food is rearranged, relating to the cycling of matter in organisms.
MS-LS-2.1
Primary
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.Reason: Addresses the effect of resource availability on organisms, a key aspect of understanding ecosystems in the project.
MS-LS-2.2
Primary
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.Reason: Covers interactions among organisms, which is essential for understanding the interconnectedness of ecosystems in the chosen region.
MS-LS-2.3
Primary
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.Reason: Deals directly with the cycling of matter and flow of energy within an ecosystem, a key element of the project.

Entry Events

Events that will be used to introduce the project to students

Mystery Ecosystem Collapse

Students are presented with a simulated news report detailing a sudden ecosystem collapse in one of Idaho's regions. They must investigate the potential causes, focusing on disruptions to the cycling of matter and photosynthesis, to propose solutions and prevent further damage.

Virtual Field Trip Disaster Simulation

Students embark on a virtual field trip to their chosen Idaho region, where they encounter a simulated environmental disaster (e.g., wildfire, invasive species). They must work collaboratively to analyze the impact of the disaster on the ecosystem's matter cycling and photosynthetic processes, developing a recovery plan based on scientific principles.
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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

Idaho Region Explorer: Ecosystem Identification

Students begin by selecting one of the seven regions of Idaho and identifying its major ecosystems. They will research and document the unique characteristics of each ecosystem, focusing on the key biotic and abiotic factors that define them.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose one of the seven regions of Idaho (e.g., Southwest, Magic Valley, Eastern Idaho).
2. Research the major ecosystems present in your chosen region (e.g., forests, grasslands, aquatic ecosystems).
3. For each ecosystem, identify and describe the dominant plant and animal species, climate conditions, and soil types.
4. Document your findings in a detailed report with labeled diagrams or photographs.

Final Product

What students will submit as the final product of the activityA comprehensive report detailing the major ecosystems of the chosen Idaho region, including descriptions of biotic and abiotic factors.

Alignment

How this activity aligns with the learning objectives & standardsAddresses Learning Goal 1 (identify and describe major ecosystems) and aligns with MS-LS-2.1 (effects of resource availability on organisms) by requiring students to consider how environmental factors influence ecosystem composition.
Activity 2

Resource Rumble: Availability Impact Analysis

Students analyze how the availability of key resources (e.g., water, sunlight, nutrients) affects the organisms and populations within their selected ecosystems. They will investigate how these resources are distributed and utilized, and what happens when they become limited or disrupted.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Identify the key resources (water, sunlight, nutrients) essential for life in each ecosystem you identified.
2. Research how these resources are distributed and utilized by different organisms in the ecosystem.
3. Investigate the potential consequences of resource scarcity or disruption on the ecosystem's organisms and populations.
4. Present your findings in a visual format, such as an infographic or presentation, illustrating the flow of resources and their impact on the ecosystem.

Final Product

What students will submit as the final product of the activityAn infographic or presentation illustrating the flow of resources in the chosen ecosystems and the impact of resource availability on organisms and populations.

Alignment

How this activity aligns with the learning objectives & standardsAddresses Learning Goal 2 (resource availability impacts) and directly aligns with MS-LS-2.1 (effects of resource availability on organisms). It also sets the stage for understanding matter cycling and energy flow.
Activity 3

Matter Cycling Modelers: Ecosystem in Motion

Students develop a model (physical or digital) to represent the cycling of matter and flow of energy through one of the ecosystems in their chosen Idaho region. They will show how carbon, water, and nutrients move through the biotic and abiotic components of the ecosystem, with a focus on the role of producers, consumers, and decomposers.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose one of the ecosystems you researched and identify its key biotic (living) and abiotic (non-living) components.
2. Research how matter (carbon, water, nutrients) cycles through the ecosystem, including the roles of producers, consumers, and decomposers.
3. Develop a model (physical or digital) that visually represents the cycling of matter and flow of energy, including arrows to show the direction of movement.
4. Present your model, explaining how matter and energy flow through the ecosystem and the importance of each component.

Final Product

What students will submit as the final product of the activityA physical or digital model depicting the cycling of matter and flow of energy through an ecosystem, with a clear explanation of the processes involved.

Alignment

How this activity aligns with the learning objectives & standardsAddresses Learning Goal 3 (modeling cycling of matter and energy) and directly aligns with MS-LS-2.3 (model of cycling of matter and energy). It builds upon previous activities by integrating resource availability and organism interactions.
Activity 4

Photosynthesis Powerhouse: The Engine of Life

Students investigate the role of photosynthesis in the cycling of matter and energy within their selected ecosystem. They will explain how plants and other photosynthetic organisms convert light energy into chemical energy, and how this process supports the entire food web.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Identify the primary photosynthetic organisms (plants, algae, cyanobacteria) in your chosen ecosystem.
2. Research the process of photosynthesis, including the inputs (carbon dioxide, water, sunlight) and outputs (glucose, oxygen).
3. Explain how photosynthesis contributes to the cycling of carbon and the flow of energy through the ecosystem.
4. Create a diagram or presentation illustrating the role of photosynthesis in the ecosystem's food web, showing how energy is transferred from producers to consumers.

Final Product

What students will submit as the final product of the activityA diagram or presentation explaining the role of photosynthesis in the cycling of matter and energy within the ecosystem's food web.

Alignment

How this activity aligns with the learning objectives & standardsAddresses Learning Goal 4 (role of photosynthesis) and directly aligns with MS-LS-1.5 (photosynthesis in the cycling of matter). It reinforces the concepts introduced in the Matter Cycling Modelers activity.
Activity 5

Ecosystem Interconnections: Food Web Architects

Students explore the interactions between different organisms within their chosen Idaho region by constructing a detailed food web. They will identify producers, consumers (herbivores, carnivores, omnivores), and decomposers, and explain how energy and matter are transferred between them. Students will also construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Identify the major producers, consumers (herbivores, carnivores, omnivores), and decomposers in your chosen ecosystem.
2. Research the feeding relationships between these organisms, noting who eats whom.
3. Construct a food web diagram that visually represents these feeding relationships, using arrows to show the flow of energy and matter.
4. Write an explanation that predicts patterns of interactions among organisms across multiple ecosystems
5. Analyze how changes in one part of the food web (e.g., the removal of a keystone species) could affect the entire ecosystem.

Final Product

What students will submit as the final product of the activityA food web diagram illustrating the interactions between organisms in the ecosystem, along with a written analysis of the food web's stability and resilience. Also includes an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

Alignment

How this activity aligns with the learning objectives & standardsAddresses Learning Goal 5 (interactions between organisms) and directly aligns with MS-LS-2.2 (patterns of interactions among organisms). It synthesizes the knowledge gained in previous activities, demonstrating a comprehensive understanding of the ecosystem.
Activity 6

Molecular Cuisine: Food Rearrangement Analysis

Students will delve into the molecular level to understand how food is rearranged through chemical reactions within organisms. They will choose a specific organism from their ecosystem and trace how the molecules from its food are broken down and reassembled to support growth, release energy, or build new tissues.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose a specific organism from your food web (e.g., a deer, a trout, a specific plant species).
2. Research what that organism eats and the types of molecules (carbohydrates, proteins, fats) present in its food.
3. Describe how these molecules are broken down through digestion and cellular respiration to release energy.
4. Explain how the resulting building blocks (amino acids, sugars, fatty acids) are reassembled to build new molecules that support the organism's growth, repair, or other functions.
5. Present your findings in a written report or presentation, including diagrams or models to illustrate the molecular transformations.

Final Product

What students will submit as the final product of the activityA report or presentation tracing the molecular transformations of food within a chosen organism, explaining how food is rearranged to support life processes.

Alignment

How this activity aligns with the learning objectives & standardsConnects to Learning Goals 3, 4, and 5 by exploring the underlying chemical processes that drive matter cycling and energy flow. Directly aligns with MS-LS-1.6 (food rearrangement through chemical reactions).
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Idaho Ecosystem Exploration Rubric

Category 1

Research and Understanding

Evaluates the student's ability to conduct thorough research and exhibit a deep understanding of Idaho's ecosystems.
Criterion 1

Ecosystem Description

Clarity and depth in describing the major ecosystems, their biotic and abiotic components.

Exemplary
4 Points

Provides an in-depth description of the ecosystems with comprehensive details on biotic and abiotic components, supported by highly relevant examples.

Proficient
3 Points

Describes ecosystems accurately, with relevant details on key biotic and abiotic components.

Developing
2 Points

Describes ecosystems with some relevant details, but lacks depth in explaining biotic or abiotic components.

Beginning
1 Points

Provides minimal or inaccurate descriptions of ecosystems with little detail on biotic and abiotic components.

Criterion 2

Resource Impact Analysis

Ability to analyze and explain the influence of resource availability on ecosystems.

Exemplary
4 Points

Provides a detailed and insightful analysis of resource availability impacts, with strong evidence and logical conclusions.

Proficient
3 Points

Explains the impacts of resource availability on ecosystems with clear reasoning and evidence.

Developing
2 Points

Offers a limited analysis of resource impacts, with some evidence but lacks depth.

Beginning
1 Points

Presents a minimal analysis with insufficient understanding of resource impacts.

Category 2

Modeling and Application

Assesses the student's ability to create models and apply scientific principles to demonstrate ecosystem processes.
Criterion 1

Matter and Energy Model

Effectiveness of the model depicting cycling of matter and flow of energy.

Exemplary
4 Points

Creates a highly accurate and detailed model that illustrates complex matter and energy cycling processes with clear annotations.

Proficient
3 Points

Develops a clear model representing matter and energy cycling, with accurate components and relationships.

Developing
2 Points

Constructs a basic model with some accurate depiction of matter and energy cycling, but lacks detail.

Beginning
1 Points

Offers an incomplete or inaccurate model with minimal understanding of the processes.

Criterion 2

Photosynthesis Explanation

Clarity and accuracy in explaining the role of photosynthesis in ecosystems.

Exemplary
4 Points

Explains photosynthesis with exceptional clarity and detail, integrating its role in energy and matter cycling with precision.

Proficient
3 Points

Provides a clear and accurate explanation of photosynthesis and its ecological role.

Developing
2 Points

Describes photosynthesis with basic accuracy, but lacks detail and integration.

Beginning
1 Points

Presents a limited or inaccurate explanation of photosynthesis with significant misunderstandings.

Category 3

Critical Thinking and Analysis

Evaluates the student's analytical skills and ability to synthesize information into coherent arguments and predictions.
Criterion 1

Food Web Analysis

Quality of the food web representation and analysis of organism interactions.

Exemplary
4 Points

Constructs a comprehensive food web with accurate interactions and insightful analysis of ecological interconnections.

Proficient
3 Points

Creates an accurate food web and provides a clear analysis of interactions.

Developing
2 Points

Illustrates a basic food web with some accurate interactions but limited analysis.

Beginning
1 Points

Produces an incomplete or incorrect food web with minimal analysis.

Reflection Prompts

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

How has your understanding of Idaho ecosystems and the cycling of matter and energy changed throughout this project?

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Question 2

What was the most challenging aspect of this project, and how did you overcome it?

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Question 3

How did creating a model of an ecosystem help you understand the cycling of matter and energy?

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Question 4

To what extent do you feel you can explain the interconnectedness of organisms within an ecosystem?

Scale
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Question 5

Which activity (Idaho Region Explorer, Resource Rumble, Matter Cycling Modelers, Photosynthesis Powerhouse, Ecosystem Interconnections, Molecular Cuisine) was most helpful in understanding the flow of energy and matter through an ecosystem?

Multiple choice
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Options
Idaho Region Explorer
Resource Rumble
Matter Cycling Modelers
Photosynthesis Powerhouse
Ecosystem Interconnections
Molecular Cuisine
Question 6

If you could further explore one aspect of Idaho ecosystems, what would it be and why?

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