Local Wildlife and Ecosystem Impact Study
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Local Wildlife and Ecosystem Impact Study

Grade 4Science3 days
This fourth-grade project engages students as young ecologists to explore the impact of changing wildlife populations on local ecosystems. Through a hands-on approach, students investigate the roles of producers, consumers, and decomposers, create models to illustrate energy flow, and analyze data to predict ecosystem changes. Activities include identifying local animals through footprint casts, creating energy flow diagrams, and designing scenarios to simulate the effects of population changes. The project emphasizes critical thinking, ecological roles, and the relationship between human activities and natural environment changes.
EcosystemWildlifeEnergy FlowProducersConsumersDecomposersEcological Impact
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as young ecologists, investigate and understand the impact of changes in our local wildlife populations on the ecosystems around us?

Essential Questions

Supporting questions that break down major concepts.
  • How can changes in local wildlife populations impact an entire ecosystem?
  • What roles do different organisms, such as producers, consumers, and decomposers, play in maintaining a balanced ecosystem?
  • How does energy flow through an ecosystem, and why is it important to understand this flow?
  • What happens to an ecosystem's energy flow when certain plant or animal populations decrease, increase, or disappear entirely?
  • How can human activities or natural events lead to changes in local wildlife populations, and what are the potential consequences of these changes?
  • What data sources can scientists use to observe and predict changes in wildlife populations and their impact on ecosystems?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will develop and communicate models describing the roles of various organisms, including producers, consumers, and decomposers, within an ecosystem.
  • Students will create and analyze food web/food chain models to understand the flow of energy in local ecosystems, starting from the sun to various organisms.
  • Students will analyze scenarios to predict and describe the impact of changes in wildlife populations on ecosystem balance and energy flow.
  • Students will use data to illustrate and communicate how changes in organism populations can lead to changes in ecosystem dynamics, including energy distribution.
  • Students will explore the consequences of human activities or natural events on local ecosystems, focusing on wildlife population changes.

Georgia Standards of Excellence

S4L1
Primary
Obtain, evaluate, and communicate information about the roles of organisms and the flow of energy within an ecosystem.Reason: This standard directly addresses the primary subject of the project, which is understanding the roles of organisms and how energy flows in ecosystems, particularly in the context of changes in local wildlife populations.
S4L1a
Primary
Develop a model to describe the roles of producers, consumers, and decomposers in a community.Reason: The project involves creating models to illustrate ecosystems, which aligns with the requirement to demonstrate understanding of these roles.
S4L1b
Primary
Develop simple models to illustrate the flow of energy through a food web/food chain beginning with sunlight and including producers, consumers, and decomposers.Reason: Creating models of energy flow in the food web/chain is a key aspect of the project, directly serving this standard's objectives.
S4L1c
Primary
Design a scenario to demonstrate the effect of a change on an ecosystem.Reason: The project requires students to understand and demonstrate the impacts of changes in wildlife populations on ecosystems, directly aligning with designing such scenarios.
S4L1d
Primary
Use printed and digital data to develop a model illustrating and describing changes to the flow of energy in an ecosystem when plants or animals become scarce, extinct or overabundant.Reason: Analyzing data to model the effects of scarcity or abundance of organisms aligns with this part of the standard.

Next Generation Science Standards

4-LS1-1
Secondary
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.Reason: Understanding the roles of different organisms involves examining how their structures and functions impact ecosystem roles, which supports the primary focus on organism roles in ecosystems.
4-ESS3-1
Supporting
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.Reason: This standard is relevant in understanding how changes in ecosystems could affect resources and energy flow, supporting the broader project theme of environmental impact.

Entry Events

Events that will be used to introduce the project to students

Mystery Creatures on Campus

Bring in plaster casts of animal footprints found around the school and local community. Ask students to hypothesize what animals might have made these prints, how they might interact with each other, and what roles they play in the ecosystem. This hands-on mystery invites students to step into the role of wildlife detectives and consider the impact of these creatures on the surrounding environment.
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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

Wildlife Detective Investigation

Students become wildlife detectives by analyzing plaster casts of animal footprints found around the school. They will identify potential animals, hypothesize their roles in the ecosystem, and understand their interactions. This activity introduces students to the concept of ecosystems and the roles different organisms play.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Students examine plaster casts of animal footprints and hypothesize which animals made them.
2. Research the animals identified, focusing on their role as producer, consumer, or decomposer.
3. Discuss in groups how each animal interacts within the ecosystem.

Final Product

What students will submit as the final product of the activityA chart listing identified animals, their roles in the ecosystem, and their interrelationships.

Alignment

How this activity aligns with the learning objectives & standardsAligns with S4L1a as students identify and describe roles of various organisms within a local ecosystem.
Activity 2

Energy Flow Model Creation

Students develop simple models to illustrate energy flow in a food web or food chain using the animals previously investigated. They will understand how energy begins with the sun and moves through the ecosystem via producers, consumers, and decomposers.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review energy flow concepts including producers, consumers, and decomposers.
2. Create a diagram starting with the sun and mapping out energy pathways through the local ecosystem using animals researched earlier.
3. Present diagrams and explain energy flow to the class.

Final Product

What students will submit as the final product of the activityA visual model of a local food web/food chain illustrating energy flow.

Alignment

How this activity aligns with the learning objectives & standardsAddresses S4L1b by creating models that show energy flow through a food web starting from sunlight.
Activity 3

Impact Scenario Design

Students design and present scenarios demonstrating the impact of changes in local wildlife populations, considering living and non-living factors in the ecosystem. They will predict potential outcomes and consequences of such changes.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose a local animal and research how a change in its population (increase or decrease) affects the ecosystem.
2. Include both living (predators, prey) and non-living factors (water, soil) in the analysis.
3. Design a presentation or report explaining how these changes impact the ecosystem.

Final Product

What students will submit as the final product of the activityA scenario-based report or presentation showcasing the impact of wildlife population changes.

Alignment

How this activity aligns with the learning objectives & standardsCorresponds with S4L1c through designing scenarios to exhibit effects of changes in ecosystems.
Activity 4

Ecosystem Change Data Analysis

Using printed and digital resources, students develop models illustrating changes to ecosystem energy flow when populations of certain plants or animals change. They will use data to evaluate and communicate these impacts.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Gather data from various sources on specific ecosystem changes (e.g., animal or plant population changes).
2. Analyze the data focusing on ecosystem energy flow impacts.
3. Develop a model effectively communicating these changes.

Final Product

What students will submit as the final product of the activityA data-driven model illustrating ecosystem energy changes with supporting analysis.

Alignment

How this activity aligns with the learning objectives & standardsMeets S4L1d by using data to illustrate energy flow changes due to organism population dynamics.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Ecosystem Impact and Energy Flow Assessment

Category 1

Understanding of Ecosystem Roles

Assesses students' understanding of the roles of producers, consumers, and decomposers within an ecosystem.
Criterion 1

Identification of Organisms

Ability to correctly identify and categorize organisms as producers, consumers, or decomposers.

Exemplary
4 Points

Accurately identifies and categorizes all organisms with clear understanding of their roles.

Proficient
3 Points

Correctly identifies and categorizes most organisms with a good understanding of their roles.

Developing
2 Points

Identifies and categorizes some organisms correctly but shows confusion or inconsistency.

Beginning
1 Points

Struggles to identify and categorize organisms accurately, showing minimal understanding.

Criterion 2

Explanation of Roles

Clarity and accuracy in explaining the roles of different organisms in an ecosystem.

Exemplary
4 Points

Explains the roles of organisms with detail, accuracy, and insight, providing clear examples.

Proficient
3 Points

Explains the roles of organisms clearly and accurately, supporting with relevant examples.

Developing
2 Points

Attempts to explain roles with some accuracy, though lacking depth and clarity.

Beginning
1 Points

Provides minimal explanation of organism roles with limited accuracy.

Category 2

Energy Flow Representation

Evaluates the construction and explanation of energy flow models within ecosystems.
Criterion 1

Model Accuracy

The precision and correctness in constructing energy flow diagrams and models.

Exemplary
4 Points

Creates highly accurate and detailed models showing clear energy pathways.

Proficient
3 Points

Constructs mostly accurate models with clear representation of energy flow.

Developing
2 Points

Builds basic models with some inaccuracies or omissions in energy flow representation.

Beginning
1 Points

Creates incomplete or inaccurate models with many errors.

Criterion 2

Articulation of Energy Pathways

Ability to explain how energy moves through an ecosystem using appropriate terminology.

Exemplary
4 Points

Efficiently articulates energy flow with precise terminology and detailed explanations.

Proficient
3 Points

Explains energy pathways clearly using appropriate terms and examples.

Developing
2 Points

Explains energy flow with some misconceptions or gaps in terminology usage.

Beginning
1 Points

Struggles to explain energy flow correctly, with limited use of appropriate terms.

Category 3

Impact Analysis and Scenario Development

Assesses students' ability to analyze and predict ecological impacts due to population changes.
Criterion 1

Impact Prediction

Ability to predict and analyze the impact of changes in wildlife populations on ecosystems.

Exemplary
4 Points

Provides insightful, well-supported predictions with comprehensive analysis of potential impacts.

Proficient
3 Points

Makes well-reasoned predictions supported by analysis of impacts.

Developing
2 Points

Offers basic predictions with limited or incomplete impact analysis.

Beginning
1 Points

Struggles to predict impacts with little or no analysis.

Criterion 2

Scenario Presentation

Clarity and effectiveness in presenting ecological scenarios and impact predictions.

Exemplary
4 Points

Presents scenarios with exceptional clarity and depth, effectively engaging the audience.

Proficient
3 Points

Presents clear and well-organized scenarios that effectively communicate key points.

Developing
2 Points

Presents scenarios with some clarity, though organization and engagement may be lacking.

Beginning
1 Points

Struggles with presenting scenarios clearly; lacks organization and engagement.

Category 4

Data Analysis and Model Development

Evaluates students' skills in analyzing data and creating models to communicate ecosystem changes.
Criterion 1

Data Interpretation

Skill in interpreting data to understand impacts on ecosystem energy flow.

Exemplary
4 Points

Interprets data with outstanding accuracy and depth, providing insightful conclusions.

Proficient
3 Points

Accurately interprets data, drawing clear and logical conclusions.

Developing
2 Points

Interpretation of data is incomplete or contains errors, affecting conclusions.

Beginning
1 Points

Struggles to interpret data correctly, leading to flawed conclusions.

Criterion 2

Model Communication

Effectiveness in using models to convey changes in ecosystem dynamics and energy flow.

Exemplary
4 Points

Uses models to communicate changes with exceptional clarity and precision.

Proficient
3 Points

Communicates changes effectively through well-constructed models.

Developing
2 Points

Attempts to use models to communicate changes, but lacks clarity and detail.

Beginning
1 Points

Uses models ineffectively to communicate changes, with many errors.

Reflection Prompts

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

Reflect on how your understanding of ecosystems has changed after completing the 'Community Wildlife Impact Study' project. Which aspect of your learning did you find most surprising or insightful?

Text
Required
Question 2

Rate how confident you feel in creating models of energy flow in ecosystems, using a scale from 1 to 5.

Scale
Required
Question 3

Which organism type (producer, consumer, or decomposer) do you think is most important for maintaining a balanced ecosystem? Why do you think so?

Multiple choice
Required
Options
Producer
Consumer
Decomposer
Question 4

In what ways did the project help you understand the impact of human activities on local ecosystems? Can you give an example?

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Required
Question 5

How did working on the scenario design activity help you improve your skills in predicting and evaluating ecological changes?

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Optional