Wetland Depletion: A Collaborative Project
Created byJessica Maddry
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Wetland Depletion: A Collaborative Project

Grade 8MathScienceEnglish20 days
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as environmental scientists, use data analysis and mathematical modeling to investigate the impacts of wetland depletion on dependent organisms and communicate our findings effectively to promote wetland conservation?

Essential Questions

Supporting questions that break down major concepts.
  • How does the loss of wetlands affect the organisms that depend on them?
  • What are the different types of wetlands and what services do they provide?
  • What are the main causes of wetland loss and degradation?
  • What is the role of data analysis and modeling in understanding and mitigating the loss of wetlands?
  • How can scientific findings regarding the importance of wetlands be communicated effectively to different audiences?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to analyze and interpret data to explain the effects of wetland depletion on organisms and populations.

NGSS

MS-LS2-1
Primary
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.Reason: Directly addresses the impact of resource availability (wetlands) on organisms.

Common Core Math

MP.4
Supporting
Model with mathematics.Reason: Students will use mathematical models to represent the impact of wetland loss.
6.SP.B.5
Supporting
Summarize numerical data sets in relation to their context.Reason: Students will summarize data related to wetland loss and its impact.

Common Core ELA

RST.6-8.1
Supporting
Cite specific textual evidence to support analysis of science and technical texts.Reason: Students will support their analysis with evidence from scientific texts.
RST.6-8.7
Supporting
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).Reason: Students will represent quantitative data related to wetland loss visually.

Entry Events

Events that will be used to introduce the project to students

Mysterious Frog Disappearance

Students encounter a mock news report detailing a sudden, unexplained decline in the local frog population. They must use their scientific skills to investigate the potential causes, focusing on habitat loss.
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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

Wetland Wonders: Exploring Diverse Ecosystems

Students will investigate different types of wetlands and the organisms that depend on them. They will research and gather information about the unique characteristics of each wetland type and the adaptations of the organisms that live there.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Divide students into groups, assigning each group a specific wetland type (e.g., marshes, swamps, bogs).
2. Guide students to research their assigned wetland type, focusing on its characteristics, plant and animal life, and ecological importance.
3. Have each group create a presentation section showcasing their research, including visual aids and cited sources.
4. Combine the group presentations into a comprehensive overview of wetland ecosystems.

Final Product

What students will submit as the final product of the activityA collaborative research presentation showcasing different wetland types, their biodiversity, and adaptations of organisms. This can include visuals, text, and interactive elements.

Alignment

How this activity aligns with the learning objectives & standardsMS-LS2-1, RST.6-8.1
Activity 2

Modeling the Impact: Wetland Depletion and Organism Decline

Students will investigate the causes and consequences of wetland depletion, focusing on the impact on specific organisms. They will use mathematical modeling to represent the decline in wetland area and its correlation with the decline in organism populations.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce the concept of mathematical modeling and its use in representing real-world phenomena.
2. Provide data sets on wetland area decline and corresponding declines in specific organism populations (e.g., frogs, birds).
3. Guide students to create mathematical models (e.g., linear regression) to represent the relationship between the two variables.
4. Have students analyze their models and interpret the results in the context of wetland depletion.
5. Students will write a report explaining their models, findings, and the implications for wetland conservation.

Final Product

What students will submit as the final product of the activityA mathematical model and accompanying report explaining the relationship between wetland loss and population decline.

Alignment

How this activity aligns with the learning objectives & standardsMS-LS2-1, MP.4
Activity 3

Visualizing the Crisis: Wetland Pollution and Water Quality

Students will collect and analyze data related to wetland loss, specifically focusing on water quality and pollution levels. They will present their findings in visually appealing formats, integrating text and visual representations.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce various methods for collecting and representing data on water quality.
2. Guide students to select appropriate data collection methods (e.g., water sampling, online databases) and gather data related to wetland pollution levels.
3. Provide instruction on creating infographics or interactive data visualizations.
4. Have students create their chosen visual, integrating the collected data with explanatory text and appropriate visual representations.

Final Product

What students will submit as the final product of the activityAn infographic or interactive data visualization illustrating the impact of pollution on water quality in wetlands.

Alignment

How this activity aligns with the learning objectives & standards6.SP.B.5, RST.6-8.7
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Wetland Conservation Project Rubric

Category 1

Data Analysis and Interpretation

Assessment of students' ability to analyze and interpret data to provide evidence on the effects of wetlands depletion.
Criterion 1

Data Collection

Effectiveness in gathering relevant and accurate data for wetland study.

Exemplary
4 Points

Collects comprehensive and highly relevant data using multiple reliable sources and methods.

Proficient
3 Points

Collects relevant data using appropriate methods and reliable sources.

Developing
2 Points

Collects some relevant data but with inconsistent methods or reliability.

Beginning
1 Points

Collects minimal or irrelevant data with inadequate methods.

Criterion 2

Data Interpretation

Ability to effectively derive conclusions and insights from data and present evidence of wetland depletion effects.

Exemplary
4 Points

Derives insightful conclusions supported by strong evidence, displaying sophisticated interpretation skills.

Proficient
3 Points

Derives logical conclusions backed by clear evidence with effective interpretation.

Developing
2 Points

Provides basic conclusions with limited supporting evidence and inconsistent interpretation.

Beginning
1 Points

Provides vague or unsupported conclusions with flawed interpretation.

Category 2

Mathematical Modeling

Evaluation of the ability to use mathematical concepts and tools to model the impacts of wetland loss.
Criterion 1

Model Application

Proficiency in applying mathematical concepts to model wetland depletion scenarios.

Exemplary
4 Points

Applies advanced mathematical models accurately to explore wetland scenarios innovatively.

Proficient
3 Points

Applies appropriate mathematical models accurately to explore wetland scenarios.

Developing
2 Points

Applies basic models with some inaccuracies in understanding or execution.

Beginning
1 Points

Attempts model application but demonstrates significant conceptual misunderstandings.

Criterion 2

Model Analysis

Ability to analyze and explain the findings and results of mathematical models applied to wetland depletion.

Exemplary
4 Points

Analyzes models deeply, offering comprehensive explanations and critical evaluation of findings.

Proficient
3 Points

Analyzes models effectively with clear explanations and logical evaluations.

Developing
2 Points

Provides basic analysis with limited explanation or evaluative depth.

Beginning
1 Points

Offers incomplete or inaccurate analysis with insufficient explanation.

Category 3

Communication and Presentation

Assessment of students' skills in communicating scientific findings and creating visual representations.
Criterion 1

Presentation Quality

Clarity, engagement, and organization of the final presentation or product.

Exemplary
4 Points

Creates exceptional presentations with high clarity, engagement, and flawless organization.

Proficient
3 Points

Produces clear, engaging, and well-organized presentations.

Developing
2 Points

Produces presentations with some clarity or organizational issues affecting engagement.

Beginning
1 Points

Creates unclear or poorly organized presentations lacking engagement.

Criterion 2

Visual Representation

Effectiveness in integrating visual elements and data into the presentation to enhance understanding.

Exemplary
4 Points

Integrates visuals seamlessly, enhancing content understanding profoundly.

Proficient
3 Points

Incorporates clear visuals effectively, supporting content understanding.

Developing
2 Points

Uses visuals that minimally contribute to understanding or lack clarity.

Beginning
1 Points

Presents unclear or irrelevant visuals that detract from understanding.

Reflection Prompts

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

Reflect on the entire learning journey. How has your understanding of the driving question, "How can we, as environmental scientists, use data analysis and mathematical modeling to investigate the impacts of wetland depletion on dependent organisms and communicate our findings effectively to promote wetland conservation?", evolved?

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Required
Question 2

How did the "Wetland Wonders" activity contribute to your understanding of the diversity and importance of wetland ecosystems?

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Required
Question 3

In the "Modeling the Impact" activity, how did creating mathematical models enhance your ability to analyze and interpret data related to wetland depletion and its impact on organisms?

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Required
Question 4

How effective was the "Visualizing the Crisis" activity in helping you communicate complex data about wetland pollution and water quality?

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Question 5

On a scale of 1 to 5, how confident are you in your ability to explain the effects of wetland depletion on organisms and populations, using scientific evidence and data analysis?

Scale
Required
Question 6

Which activity did you find most engaging and why?

Multiple choice
Required
Options
Wetland Wonders: Exploring Diverse Ecosystems
Modeling the Impact: Wetland Depletion and Organism Decline
Visualizing the Crisis: Wetland Pollution and Water Quality
Question 7

What are your key takeaways from this learning experience regarding the importance of wetlands and the need for their conservation?

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Question 8

How can you apply the knowledge and skills gained in this unit to real-world situations or future learning experiences?

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