Created byPhillip Charles Alcock

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Web of Life: Ecosystem Dynamics

Grade 6Science5 days

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we use data to model the impact of changing resource availability on the food web of a local ecosystem and propose solutions to maintain its balance?

Essential Questions

Supporting questions that break down major concepts.

How do organisms in a local ecosystem interact through food chains and food webs?
What are the different trophic levels in an ecosystem, and how are they connected?
How does the availability of resources, such as food, water, and shelter, impact the populations of different organisms?
What are the short-term and long-term consequences of changes in resource availability on a food web?
How can we use data to analyze and interpret the impact of resource changes on an ecosystem?
What are some examples of real-world scenarios where resource changes have affected ecosystems (e.g., drought, pollution, habitat destruction)?
What can we do to protect and preserve the balance of ecosystems in our local area?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will be able to construct a model of a food web, identifying producers, consumers, and decomposers, and their relationships within the ecosystem.
Students will be able to analyze and interpret data on resource availability and its impact on populations at different trophic levels.
Students will be able to predict the consequences of resource changes on a food web and propose solutions to mitigate negative impacts.
Students will be able to use scientific evidence to support their claims and explain the interconnectedness of organisms within an ecosystem.
Students will be able to effectively communicate their findings through presentations and/or visual displays, using scientific terminology accurately.

NGSS

MS-LS2-1

Primary

MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. [Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.]Reason: This standard directly addresses the core learning goal of analyzing data to understand the impact of resource availability on organisms and populations within an ecosystem.

Entry Events

Events that will be used to introduce the project to students

Breaking News: Ecosystem Crisis

Students encounter a realistic (or fabricated) news report detailing a sudden decline in a key species within a local ecosystem. They then discuss the potential ripple effects of this change.

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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

Everglades Ecosystem Role Call

Students will identify and classify the organisms within the Everglades ecosystem, categorizing them by their roles as producers, consumers (primary, secondary, tertiary), or decomposers. They will focus on the diverse flora and fauna specific to this unique environment.

Steps

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

1. Research and list various organisms commonly found in the Florida Everglades ecosystem. Include a variety of plants, animals, and microorganisms. Examples: alligators, sawgrass, wood storks, periphyton.

2. Categorize each organism as a producer, consumer (primary, secondary, tertiary), or decomposer. Be sure to identify the specific type of consumer where applicable.

3. Create a table or chart organizing the organisms and their trophic levels within the Everglades ecosystem.

Final Product

What students will submit as the final product of the activityA categorized list of organisms found within the Everglades ecosystem, identifying their roles and trophic levels.

Alignment

How this activity aligns with the learning objectives & standardsMS-LS2-1: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

Activity 2

Web of Life: Connecting the Dots

Students will create a visual representation of the food web within their chosen ecosystem, demonstrating the flow of energy between different trophic levels.

Steps

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

1. Use the categorized list of organisms from the "Ecosystem Role Call" activity.

2. Draw a diagram connecting the organisms with arrows, showing who eats whom. Arrows should point from the food source to the consumer.

3. Label each organism with its name and trophic level (producer, primary consumer, etc.).

4. Identify and highlight key food chains within the larger food web.

Final Product

What students will submit as the final product of the activityA detailed food web diagram, illustrating the interconnected feeding relationships between organisms.

Alignment

Activity 3

Resource Rumble: Predicting Impacts

Students will investigate and analyze how changes in resource availability (e.g., food, water, shelter) might affect specific populations within their food web.

Steps

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

1. Select one or two resources within the chosen ecosystem (e.g., a specific plant species, water source, or nesting sites).

2. Hypothesize how a decrease or increase in the availability of this resource might affect different organisms in the food web.

3. Research and gather data to support or refute your hypotheses, using scientific literature or credible online sources.

4. Write a detailed analysis explaining the potential impacts, citing evidence and using scientific reasoning.

Final Product

What students will submit as the final product of the activityA written analysis detailing the potential impacts of resource changes on different trophic levels, supported by evidence and reasoning.

Alignment

Activity 4

Ecosystem Engineers: Designing Solutions

Students will develop and present proposed solutions to mitigate the negative impacts of resource changes on their chosen ecosystem.

Steps

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

1. Based on the analysis from the "Resource Rumble" activity, brainstorm potential solutions to address the identified negative impacts.

2. Research the feasibility and potential effectiveness of these solutions.

3. Develop a presentation or visual display outlining the proposed solutions, supported by evidence and reasoning.

4. Present your findings to the class, explaining the problem, the proposed solutions, and the scientific rationale behind them.

Final Product

What students will submit as the final product of the activityA presentation or visual display outlining proposed solutions, supported by scientific evidence and reasoning.

Alignment

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Web of Life Portfolio Assessment Rubric

Category 1

Understanding of Ecosystem Roles

Assesses students' ability to accurately identify and classify organisms within an ecosystem by their trophic levels and ecological roles.

Criterion 1

Identification of Organisms

Evaluates the accuracy and completeness of identified organisms within a specified ecosystem.

Exemplary

4 Points

All organisms are accurately identified with clear distinctions between species.

Proficient

3 Points

Most organisms are accurately identified, with few errors.

Developing

2 Points

Several organisms identified correctly, but with noticeable gaps or errors.

Beginning

1 Points

Few organisms identified accurately, with critical errors present.

Criterion 2

Classification Accuracy

Evaluates the correctness of organism classification into producers, consumers, or decomposers.

Exemplary

4 Points

All organisms are accurately classified with comprehensive understanding of their roles.

Proficient

3 Points

Most organisms are accurately classified, with minor mistakes.

Developing

2 Points

Some organisms correctly classified, but significant errors evident.

Beginning

1 Points

Few organisms classified correctly; numerous errors prevalent.

Category 2

Data Analysis and Interpretation

Assesses the student's ability to use data to analyze and interpret impacts of resource availability on ecosystems.

Criterion 1

Data Integration

Measures how effectively students integrate data into their analysis of ecosystem resource impacts.

Exemplary

4 Points

Data is seamlessly integrated, with insightful correlations and comprehensive understanding of impacts.

Proficient

3 Points

Data integration is clear, insightful correlations are evident.

Developing

2 Points

Data is integrated with basic correlations; partial understanding is shown.

Beginning

1 Points

Data is poorly or incorrectly integrated, limiting understanding of impacts.

Criterion 2

Interpretation Quality

Assesses the quality and depth of interpretation of resource impact scenarios.

Exemplary

4 Points

Interpretations are nuanced, with in-depth explanations and critical insights supported by evidence.

Proficient

3 Points

Interpretations are solid and supported by evidence, with good depth.

Developing

2 Points

Interpretations show basic understanding but lack depth and supporting evidence.

Beginning

1 Points

Interpretations are weak and poorly supported; lack detail.

Category 3

Solution Proposal and Communication

Evaluates students' ability to propose viable solutions and communicate their scientific reasoning effectively.

Criterion 1

Solution Quality

Measures the feasibility and scientific grounding of proposed solutions.

Exemplary

4 Points

Proposals are innovative, feasible, and thoroughly supported by scientific reasoning.

Proficient

3 Points

Proposals are well-founded and feasible, with clear scientific support.

Developing

2 Points

Proposals show partial feasibility with some scientific support.

Beginning

1 Points

Proposals are impractical and lack scientific foundation.

Criterion 2

Communication Effectiveness

Assesses the clarity and accuracy of information presentation and use of scientific language.

Exemplary

4 Points

Presentation is exceptionally clear, well-structured, and uses scientific vocabulary accurately.

Proficient

3 Points

Communication is clear and structured with proper use of scientific terminology.

Developing

2 Points

Communication is somewhat clear with limited use of scientific terms.

Beginning

1 Points

Communication is unclear with minimal use of scientific language.

Reflection Prompts

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

Question 1

Reflect on the entire "Web of Life" project. How did your understanding of ecosystems and the interconnectedness of organisms change throughout this process?

Text

Required

Question 2

How effective were the solutions you proposed in the "Ecosystem Engineers" activity at addressing the identified challenges to the Everglades ecosystem? What alternative solutions could be considered?

Text

Required

Question 3

On a scale of 1 to 5, how confident are you in your ability to analyze and interpret data related to resource availability and its impact on ecosystems?

Scale

Required

Question 4

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

Text

Required

Question 5

Which activity within the "Web of Life" project did you find most engaging and why?

Multiple choice

Optional

Options

Everglades Ecosystem Role Call

Web of Life: Connecting the Dots

Resource Rumble: Predicting Impacts

Ecosystem Engineers: Designing Solutions