Model Ecosystem: Simulating Environmental Changes

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Model Ecosystem: Simulating Environmental Changes

Grade 3ScienceEnglishMath15 days

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we create a model ecosystem that effectively demonstrates the impact of natural changes, like floods and droughts, on the balance and interaction of its components, while utilizing math to predict outcomes and communicate findings effectively?

Essential Questions

Supporting questions that break down major concepts.

What are the components of an ecosystem and how do they interact with each other?
How do natural events like floods and droughts affect the balance of an ecosystem?
Why is it important for organisms within an ecosystem to adapt to changes in their environment?
How can we use models to understand and predict changes in ecosystems?
What might cause some species to thrive while others move or perish when environmental changes occur?
In what ways can math be used to calculate or predict changes within an ecosystem?
How can effective communication through writing and speaking help us share information about our ecosystem model?

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 components of an ecosystem and their interactions.
Students will understand the impact of natural events like floods and droughts on ecosystem balance.
Students will learn to use mathematical calculations to predict changes within an ecosystem.
Students will develop skills to create models that demonstrate and simulate the impact of environmental changes.
Students will improve their communication skills by effectively presenting their model ecosystem and findings.
Students will learn why adaptation is important for the survival of organisms within an ecosystem.

State Science Standards

3.10.B

Primary

Describe how natural changes to the environment such as floods and droughts cause some organisms to thrive and others to perish or move to new locations.Reason: The project directly involves modeling the impact of natural changes like floods and droughts on ecosystems, aligning perfectly with the standard.

NGSS

3-LS4-3

Primary

Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.Reason: The project’s focus on ecosystem changes and organism survival aligns well with constructing arguments using evidence based on habitat factors.

3-5-ETS1-2

Secondary

Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.Reason: Students will be designing and evaluating their model ecosystems, which is a form of generating and comparing solutions to environmental changes.

Common Core Math Standards

CCSS.Math.Content.3.MD.A.2

Secondary

Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).Reason: In building models and predicting changes, students need to measure and estimate quantities related to ecosystems, aligning with this math standard.

Common Core English Standards

CCSS.ELA-LITERACY.SL.3.4

Supporting

Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.Reason: Students are expected to communicate their findings clearly and effectively, reporting on the ecosystems modeled, which aligns with this English standard.

Entry Events

Events that will be used to introduce the project to students

Ecosystem Detective Mission

Students become detectives tasked with uncovering the mystery behind an ecosystem's decline. Through clues and evidence (video clips, pictures, stories), they investigate the environmental changes causing disruptions, motivating them to design solutions via a model ecosystem.

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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 Component Exploration

Students explore and identify the different components of an ecosystem and their roles. This foundational activity allows them to understand how these parts work together before building a model.

Steps

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

1. Introduce students to ecosystem vocabulary (e.g., producers, consumers, decomposers, habitat, etc.).

2. Provide students with materials (books, articles, videos) that explain different ecosystems and their components.

3. Have students create visual posters or slides that depict an ecosystem of their choice, labeling each component clearly.

4. In small groups, students present their findings and posters to the class, discussing the relationships and roles of each component.

Final Product

What students will submit as the final product of the activityA visual representation (poster or slide) of an ecosystem, with labeled components and their roles explained.

Alignment

How this activity aligns with the learning objectives & standardsAligns with understanding components of an ecosystem and their interactions (3.10.B) and improving presentation skills (CCSS.ELA-LITERACY.SL.3.4).

Activity 2

Natural Event Impact Investigation

Students simulate the effects of natural events like floods and droughts on ecosystems by performing experiments and analyzing their impact on ecosystem balance.

Steps

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

1. Assign students specific natural events to research, such as floods, droughts, and storms.

2. Students design simple experiments using trays or small containers to mimic how these events might affect mini ecosystems (e.g., soil erosion with water for floods).

3. Set up the experiments and record observations over time, noting changes in the ecosystem model.

4. Analyze results by comparing initial and final states of the model ecosystems.

Final Product

What students will submit as the final product of the activityExperimental data and recorded observations that illustrate the impact of natural events.

Alignment

How this activity aligns with the learning objectives & standardsAligns with NGSS 3-LS4-3 by constructing arguments with evidence and 3.10.B, demonstrating impacts on ecosystems.

Activity 3

Ecosystem Model Construction

Students apply their knowledge by creating a physical or digital model ecosystem that demonstrates their understanding of component interactions and environmental changes.

Steps

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

1. Gather materials for the chosen type of model (e.g., soil, plants, water for physical; software for digital).

2. Design and plan the model, choosing which elements and species to include based on prior research.

3. Construct the model, ensuring that it can simulate environmental changes like those observed in experiments.

4. Test the model with different scenarios and record how various elements respond.

Final Product

What students will submit as the final product of the activityA functional model ecosystem demonstrating component interactions and responses to environmental changes.

Alignment

How this activity aligns with the learning objectives & standardsSupports NGSS 3-5-ETS1-2 by generating solutions to environmental challenges through model construction.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Ecosystem Model and Impact Exploration Rubric

Category 1

Ecosystem Knowledge and Understanding

Assesses students' understanding of ecosystem components, interactions, and the impact of natural events.

Criterion 1

Component Identification

Evaluate the student's ability to identify and describe different components of an ecosystem accurately.

Exemplary

4 Points

Identifies all ecosystem components with detailed descriptions and demonstrates clear understanding of each role.

Proficient

3 Points

Correctly identifies most ecosystem components with adequate descriptions of their roles.

Developing

2 Points

Identifies some ecosystem components but provides incomplete or unclear role descriptions.

Beginning

1 Points

Struggles to identify ecosystem components and provides minimal description of roles.

Criterion 2

Natural Impact Analysis

Measures the student's ability to analyze and explain the effects of natural events like floods and droughts on ecosystems.

Exemplary

4 Points

Provides thorough analysis with strong evidence showing how natural events affect ecosystem balance and components.

Proficient

3 Points

Explains natural event impacts on ecosystems with relevant examples and adequate evidence.

Developing

2 Points

Attempts to explain impacts but lacks sufficient evidence or clarity in analysis.

Beginning

1 Points

Struggles to analyze impacts of natural events on ecosystems.

Category 2

Model Construction and Application

Evaluates the design, construction, and functionality of the student's ecosystem model.

Criterion 1

Model Design Quality

Assessment of the design plan, creativity, and appropriateness of model construction materials and methods.

Exemplary

4 Points

Designs an exceptionally detailed and creative model using well-chosen materials and innovative methods.

Proficient

3 Points

Develops a clear and functional model with appropriate materials and methods.

Developing

2 Points

Constructs a basic model but lacks detail or functional clarity.

Beginning

1 Points

Struggles to design a coherent model, showing limited planning and creativity.

Criterion 2

Simulation and Testing

Rates the effectiveness and thoroughness of environmental simulations and scenario testing within the model.

Exemplary

4 Points

Conducts comprehensive tests simulating diverse scenarios that demonstrate thorough understanding of ecosystem dynamics.

Proficient

3 Points

Performs effective tests that simulate relevant scenarios demonstrating good grasp of ecosystem functionality.

Developing

2 Points

Tests are limited or lack diversity in scenarios, showing basic understanding of simulations.

Beginning

1 Points

Struggles to conduct meaningful tests, with limited understanding of simulation purpose.

Category 3

Communication and Presentation

Assesses the student's ability to effectively present their ecosystem model findings and conclusions.

Criterion 1

Presentation Clarity

Measures clarity, organization, and engagement in presenting the ecosystem model and findings.

Exemplary

4 Points

Presents findings in a highly engaging, clear, and well-organized manner, showcasing advanced communication skills.

Proficient

3 Points

Delivers a clear and organized presentation that effectively communicates findings.

Developing

2 Points

Presentation is somewhat organized but lacks clarity or engagement.

Beginning

1 Points

Struggles with clear presentation, showing disorganization and minimal engagement.

Criterion 2

Use of Mathematical Calculations

Evaluates the integration of mathematical calculations in predicting ecosystem changes and presenting data.

Exemplary

4 Points

Integrates precise and relevant mathematical calculations into data presentation, enhancing understanding of ecosystem changes.

Proficient

3 Points

Includes accurate mathematical calculations that support data presentation and reasoning.

Developing

2 Points

Uses basic mathematical calculations with some inaccuracies affecting data interpretation.

Beginning

1 Points

Minimal or incorrect use of mathematical calculations, hindering data presentation.

Reflection Prompts

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

Question 1

Reflect on the process of building your model ecosystem. What challenges did you face during construction, and how did you overcome them?

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Required

Question 2

How effectively do you think your model ecosystem demonstrates the impact of natural changes like floods and droughts?

Scale

Required

Question 3

Which component of your ecosystem model was most challenging to integrate, and why?

Text

Optional

Question 4

In what ways has building a model ecosystem enhanced your understanding of the interactions within a real ecosystem?

Text

Required

Question 5

What role did mathematical calculations and predictions play in designing and testing your ecosystem model?

Text

Optional

Question 6

How confident are you in communicating the findings from your ecosystem model to others?

Scale

Required