Mini Ecosystem in a Jar
Created byBetsy Roxburgh
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Mini Ecosystem in a Jar

Grade 2Science3 days
In this engaging project, second-grade students create and maintain a mini ecosystem in a jar to explore the interactions between plants, animals, and their environment. Through hands-on experimentation and observation, students learn the essential components of ecosystems and how factors like temperature and light affect these environments. Students document their findings in observation journals, culminating in a presentation where they communicate their insights and improvements made to their mini ecosystems. This project aligns with Next Generation Science Standards and enhances students' scientific inquiry and literacy skills.
EcosystemObservationExperimentationScientific InquiryPlants and AnimalsEnvironmentPresentation
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we create and maintain a healthy mini ecosystem in a jar, while understanding the interactions between plants, animals, and their environment?

Essential Questions

Supporting questions that break down major concepts.
  • What is an ecosystem and what are its main components?
  • How do plants and animals interact within an ecosystem?
  • What role do plants play in an ecosystem?
  • What role do animals play in an ecosystem?
  • How do changes in temperature and light affect our mini ecosystem?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will understand what an ecosystem is and identify its main components through creating a mini ecosystem.
  • Students will learn how plants and animals interact within an ecosystem by observing and documenting their mini ecosystem.
  • Students will investigate the roles of plants and animals in an ecosystem.
  • Students will explore how changes in environmental factors like temperature and light affect the mini ecosystem.
  • Students will develop skills in scientific observation, hypothesis formulation, and experimentation.

Next Generation Science Standards

2-LS4-1
Primary
Make observations of plants and animals to compare the diversity of life in different habitats.Reason: This project requires students to observe and document the interactions and diversity within a controlled mini ecosystem, which aligns with making observations to understand life in different habitats.
2-LS2-1
Primary
Plan and conduct an investigation to determine if plants need sunlight and water to grow.Reason: Students will need to understand the basic needs of plants within the jar ecosystem, aligning with determining plant needs for sunlight and water.
2-PS1-1
Secondary
Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.Reason: The project can include studying how different materials like soil, water, and plant types affect the ecosystem, aligning with classifying materials by properties.

Common Core Standards

CCSS.ELA-LITERACY.W.2.2
Supporting
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.Reason: Students can document their findings and observations in writing, aligning with the standard that requires writing informative texts with factual support.

Entry Events

Events that will be used to introduce the project to students

Ecosystem Detective

Students enter the classroom to find a mysterious sealed jar filled with various plants, soil, and water, along with several hidden 'clues' about the inhabitants inside. They are tasked with acting as detectives to uncover which organisms might live in the jar and predict how they interact with each other to create a self-sustaining 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

Ecosystem Architects

In this initial activity, students will gather materials to create their mini ecosystem jar. This will serve as the foundation of their learning journey, where they will start understanding the basic components of an ecosystem by setting up their own jar.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce students to the concept of ecosystems and discuss the main components, such as plants, soil, and water.
2. Guide students in collecting materials needed for their mini ecosystem, such as a jar, soil, small plants, and water.
3. Work with students to assemble their mini ecosystem in a jar, explaining how each component plays a role in sustaining life.

Final Product

What students will submit as the final product of the activityA self-sustaining mini ecosystem jar.

Alignment

How this activity aligns with the learning objectives & standards2-LS4-1 (Understanding ecosystems and habitats) & 2-LS2-1 (Determining the basic needs of plants).
Activity 2

Interaction Investigators

Students will observe their mini ecosystems daily, documenting changes and interactions they notice between plants, water, soil, and light. This fosters a deeper understanding of relationships within ecosystems.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Teach students how to make observations using notebooks and drawing tools.
2. Have students observe their mini ecosystem daily and write down or draw any changes they notice.
3. Guide students through discussions on what they observe regarding the interactions and dependencies within the jar.

Final Product

What students will submit as the final product of the activityAn observation journal with detailed notes and drawings of the mini ecosystem over time.

Alignment

How this activity aligns with the learning objectives & standards2-LS4-1 (Observing and documenting interactions) & CCSS.ELA-LITERACY.W.2.2 (Writing informative texts).
Activity 3

Temperature and Light Experimenters

Students will conduct experiments to observe how changes in temperature and light affect their mini ecosystem. This teaches cause and effect and the sensitivity of ecosystems to environmental changes.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce students to the concepts of temperature and light and how they can affect ecosystems.
2. Set up a simple experiment where students place their jars in different locations with varying light and temperature conditions.
3. Have students hypothesize what might happen to the ecosystems in these different conditions and record their observations over several days.

Final Product

What students will submit as the final product of the activityA set of observations and hypotheses on the effects of environmental changes, recorded in the observation journal.

Alignment

How this activity aligns with the learning objectives & standards2-PS1-1 (Properties of materials) & 2-LS2-1 (Effects of environmental factors on plant growth).
Activity 4

Ecosystem Engineers

After gathering sufficient observations, students will analyze their findings to make adjustments in their mini ecosystem to optimize conditions for plant and animal life.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review all observations with students, discussing what they've discovered about their ecosystem.
2. Encourage students to brainstorm and plan any adjustments needed to improve ecosystem health.
3. Guide students as they implement these changes and discuss the expected outcomes.

Final Product

What students will submit as the final product of the activityA refined mini ecosystem jar with adjustments made for optimal health.

Alignment

How this activity aligns with the learning objectives & standards2-LS4-1 (Understanding the diversity and interactions) & CCSS.ELA-LITERACY.W.2.2 (Scientific writing and documentation).
Activity 5

Presentation Pioneers

To synthesize their learning, students will create a presentation that details the process of creating and maintaining their mini ecosystem, including the challenges faced and solutions developed.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce students to the elements of a good presentation, including clear voice, organization, and visual aids.
2. Have students gather all their notes, observations, and findings to prepare their presentation.
3. Guide students as they create the presentation, using tools like poster boards, slides, or models.

Final Product

What students will submit as the final product of the activityA well-organized presentation showcasing the creation and analysis of the mini ecosystem.

Alignment

How this activity aligns with the learning objectives & standards2-LS4-1 (Communicating ecosystem understanding) & CCSS.ELA-LITERACY.W.2.2 (Writing and presentation skills).
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Mini Ecosystem Project Rubric

Category 1

Ecosystem Understanding

Assessment of the student's ability to understand and explain ecosystem concepts, including components and interactions.
Criterion 1

Identification of Ecosystem Components

Ability to identify and explain the main components of the mini ecosystem (plants, soil, water, etc.) and their roles.

Exemplary
4 Points

Correctly identifies all ecosystem components and provides detailed explanations of their roles.

Proficient
3 Points

Identifies most ecosystem components with generally accurate explanations of their roles.

Developing
2 Points

Identifies some components but explanations are limited or partially incorrect.

Beginning
1 Points

Struggles to identify components or provides mostly incorrect explanations.

Criterion 2

Understanding Interactions

Ability to describe interactions and dependencies between plants and animals in the mini ecosystem.

Exemplary
4 Points

Thoroughly describes interactions with specific examples and detailed observations.

Proficient
3 Points

Describes most interactions accurately with some examples.

Developing
2 Points

Describes a few interactions, but misses key examples.

Beginning
1 Points

Struggles to describe interactions; examples are vague or incorrect.

Category 2

Scientific Observation Skills

Evaluation of the student's ability to observe, document, and infer based on their observations in the mini ecosystem.
Criterion 1

Accuracy of Observations

The precision and detail shown in documenting changes and interactions in the mini ecosystem.

Exemplary
4 Points

Observations are consistently detailed and accurate; effectively uses scientific language.

Proficient
3 Points

Most observations are accurate and detailed; uses scientific language appropriately.

Developing
2 Points

Some observations are detailed but often lack accuracy or scientific terminology.

Beginning
1 Points

Observations are often inaccurate or incomplete; lacks specificity.

Category 3

Experimental Skills and Inquiry

Assessment of how well students conducted experiments and engaged with scientific inquiry around temperature and light.
Criterion 1

Conducting Experiments

The student's ability to correctly set up and conduct experiments on the ecosystem with varying environmental factors.

Exemplary
4 Points

Experiments are conducted methodically with clear understanding of variables and conditions.

Proficient
3 Points

Experiments generally follow correct procedures with few errors in variable manipulation.

Developing
2 Points

Experiments show partial understanding; some procedures are incorrect or incomplete.

Beginning
1 Points

Experiments are poorly executed; shows limited understanding of scientific processes.

Category 4

Communication and Presentation Skills

Evaluation of the clarity and effectiveness of the student's communication of their ecosystem project and findings.
Criterion 1

Presentation Clarity and Organization

The clarity, organization, and logical flow of the student's presentation on their mini ecosystem project.

Exemplary
4 Points

Presentation is clear, well-organized, and highly engaging; effectively uses visual aids.

Proficient
3 Points

Presentation is generally clear and organized; uses visual aids appropriately.

Developing
2 Points

Presentation lacks clear organization or flow; visual aids are underutilized or ineffective.

Beginning
1 Points

Presentation is unclear and poorly organized; insufficient use of visual aids.

Reflection Prompts

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

Reflect on the process of creating your mini ecosystem jar. What were the key components you chose, and why were they important for maintaining a healthy ecosystem?

Text
Required
Question 2

On a scale of 1 to 5, how well do you understand the interactions between plants and animals within an ecosystem?

Scale
Required
Question 3

What was the most surprising observation you made about your mini ecosystem?

Text
Optional
Question 4

Multiple-choice: Which environmental factor did you find had the most significant impact on your mini ecosystem?

Multiple choice
Required
Options
Light
Temperature
Water
Soil Type
Question 5

How did documenting your observations enhance your learning experience throughout this project?

Text
Optional
Question 6

On a scale of 1 to 5, how confident do you feel in making adjustments to optimize an ecosystem's health?

Scale
Optional
Question 7

If you could make one change to your mini ecosystem, what would it be and why?

Text
Optional