Wetland Depletion: An Ecosystem Impact Study

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Wetland Depletion: An Ecosystem Impact Study

Grade 8ScienceMathEnglish1 days

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.As environmental scientists, how can we investigate and demonstrate the impacts of wetland depletion on dependent organisms, using mathematical models and scientific evidence to propose solutions for a sustainable future?

Essential Questions

Supporting questions that break down major concepts.

How does the loss of wetlands affect the organisms that live there?
What data can we collect to demonstrate how resource availability impacts organisms in an ecosystem?
How can mathematical models help us represent the relationship between wetland depletion and its effect on organisms?
How can we use textual evidence to support our claims about the impact of resource availability on organisms and populations within an ecosystem?
How can we present quantitative data visually to communicate effectively about the depletion of wetlands and its effects on organisms and the ecosystem?

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 provide evidence for the effects of resource availability (wetlands) on organisms and populations of organisms in an ecosystem.
Students will be able to use mathematical models to represent the relationship between wetland depletion and its effect on organisms.
Students will be able to cite textual evidence to support their analysis of the impact of resource availability on organisms and populations within an ecosystem.
Students will be able to present quantitative data visually (e.g., in a graph, table, or diagram) to communicate effectively about the depletion of wetlands and its effects on organisms and the ecosystem.

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: This standard directly aligns with the project's focus on investigating the impact of wetland depletion (resource availability) on organisms.

Common Core Math Standards

MP.4

Supporting

Model with mathematics.Reason: Students will create mathematical models to represent the relationship between wetland depletion and its impact on organisms.

6.SP.B.5

Supporting

Summarize numerical data sets in relation to their context.Reason: Students will collect and analyze data related to wetland depletion and its effect on organisms, summarizing their findings in relation to the context of the ecosystem.

Common Core ELA/Literacy Standards

RST.6-8.1

Supporting

Cite specific textual evidence to support analysis of science and technical texts.Reason: Students will use textual evidence to support their claims and analysis regarding the impact of wetland depletion on organisms and the ecosystem.

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 visually represent quantitative data related to their findings, connecting it to textual information in their analysis.

Entry Events

Events that will be used to introduce the project to students

Mysterious Bird Decline

Students are presented with a mock news report detailing a sudden, unexplained decline in a local wetland bird population. The report includes interviews with concerned citizens, conflicting scientific opinions, and initial data on water quality and insect populations. Students are challenged to design an investigation to determine the cause of the bird decline.

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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

Wetland Size vs. Bird Population

Students will investigate the relationship between wetland size and bird population. They will analyze provided data sets showing bird counts in wetlands of different sizes.

Steps

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

1. Review the provided datasets on bird populations and wetland sizes.

2. Create graphs visualizing the relationship between wetland size and bird population.

3. Analyze the graphs and data, identifying trends and patterns.

4. Write a summary of the analysis, explaining the observed relationship and supporting it with data and graph interpretations.

Final Product

What students will submit as the final product of the activityA written analysis summarizing the relationship between wetland size and bird population, supported by data and graphs.

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

Bird Population Predictor

Students develop a mathematical model to predict bird populations based on wetland size.

Steps

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

1. Based on the data analysis from the previous activity, identify a mathematical relationship between wetland size and bird population. This could be a linear, exponential, or other type of relationship.

2. Develop a formula or equation that represents this relationship. Use variables to represent wetland size and bird population.

3. Test your model by plugging in different wetland sizes and comparing the predicted bird populations to the actual data.

4. Write an explanation of your model, including the formula/equation, the variables used, and how it predicts bird populations based on wetland size.

Final Product

What students will submit as the final product of the activityA mathematical model (equation or formula) and a written explanation of how it predicts bird populations.

Alignment

How this activity aligns with the learning objectives & standardsMP.4 (Model with mathematics) and 6.SP.B.5 (Summarize numerical data sets in relation to their context)

Activity 3

Decoding the Science of Wetlands

Students analyze scientific articles and reports related to wetland ecosystems and their importance for bird populations.

Steps

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

1. Read selected scientific articles about wetland ecosystems and the factors affecting bird populations.

2. Annotate the articles, highlighting key information, data, and evidence related to the project's driving question.

3. Summarize the key findings from the articles, citing specific textual evidence to support the analysis.

Final Product

What students will submit as the final product of the activityAnnotated scientific articles and a written summary of key findings.

Alignment

How this activity aligns with the learning objectives & standardsRST.6-8.1 (Cite specific textual evidence to support analysis of science and technical texts)

Activity 4

Wetland SOS: An Infographic

Students create an infographic to present their findings about the impact of wetland depletion on bird populations.

Steps

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

1. Gather data and key findings from the previous activities, including graphs, data analysis summaries, and textual evidence.

2. Design the layout of the infographic, considering how to effectively present the information visually.

3. Create visuals such as graphs, charts, and diagrams to represent the quantitative and technical information.

4. Incorporate concise and informative text to explain the data, findings, and conclusions.

Final Product

What students will submit as the final product of the activityAn infographic that visually represents the relationship between wetland depletion and bird populations, incorporating data, graphs, and textual explanations.

Alignment

How this activity aligns with the learning objectives & standardsRST.6-8.7 (Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually)

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Ecosystem Impact Analysis Rubric

Category 1

Data Analysis and Interpretation

Evaluates students' ability to analyze and interpret data related to wetland size and bird populations, identifying trends and patterns.

Criterion 1

Trend Analysis

Ability to accurately analyze data trends and patterns from graphs and data sets.

Exemplary

4 Points

Consistently identifies complex trends and provides insightful interpretations with clear data references.

Proficient

3 Points

Accurately identifies clear trends and supports interpretations with data references.

Developing

2 Points

Identifies basic trends with some correct interpretations but lacks consistency.

Beginning

1 Points

Struggles to identify trends; interpretations are vague or inaccurate.

Criterion 2

Data Representation

Effectiveness of graph creation and use in representing data accurately.

Exemplary

4 Points

Graphs are meticulously crafted and effectively highlight key data points and insights with precision.

Proficient

3 Points

Graphs are accurate and clearly represent data with key points noted.

Developing

2 Points

Graphs represent data but may lack clarity or completeness in detailing key points.

Beginning

1 Points

Graphs are unclear or poorly represent the data with major inaccuracies.

Category 2

Mathematical Modeling

Assesses students' ability to create mathematical models that predict bird populations based on wetland size.

Criterion 1

Mathematical Understanding

Demonstrates comprehension of mathematical concepts used in modeling.

Exemplary

4 Points

Demonstrates sophisticated understanding of mathematical relationships and accurately applies them to model predictions.

Proficient

3 Points

Shows a good understanding of mathematical concepts and correctly applies them in modeling.

Developing

2 Points

Begins to show understanding but struggles with consistent application of mathematical models.

Beginning

1 Points

Limited understanding with major difficulties in applying mathematics to models.

Criterion 2

Model Application

Effectiveness in using the model to predict outcomes and test against data.

Exemplary

4 Points

Applies model with precision and uses it to accurately test predictions against multiple data sets.

Proficient

3 Points

Applies model correctly; predictions align well with observed data.

Developing

2 Points

Attempts to use model for predictions but inconsistencies with data exist.

Beginning

1 Points

Struggles to apply model; predictions do not align with the data.

Category 3

Literacy and Communication

Evaluates ability to effectively communicate findings and evidence through written and visual formats.

Criterion 1

Textual Evidence Use

Ability to integrate specific textual evidence to support claims and analysis.

Exemplary

4 Points

Consistently integrates detailed evidence from texts to enhance analysis and support conclusions.

Proficient

3 Points

Appropriately uses textual evidence in analysis to support claims.

Developing

2 Points

Uses some evidence from texts but lacks depth or consistency in support.

Beginning

1 Points

Little to no relevant evidence is used to support analysis.

Criterion 2

Visual Communication

Ability to design effective visuals (e.g., infographics) to convey information and insights.

Exemplary

4 Points

Masterfully designs visuals that are both engaging and informative, seamlessly integrating data and text.

Proficient

3 Points

Designs clear and informative visuals that effectively integrate data with explanatory text.

Developing

2 Points

Creates basic visuals; partial integration of data and text within designs.

Beginning

1 Points

Visuals are confusing or fail to convey information effectively.

Reflection Prompts

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

Question 1

Reflect on your role as an environmental scientist throughout this project. What were the most important things you learned about the impact of wetland depletion on organisms?

Text

Required

Question 2

How did the use of mathematical models enhance your investigation of the relationship between wetland size and bird population?

Text

Required

Question 3

How effective was your infographic in communicating the impact of wetland depletion on bird populations?

Scale

Required

Question 4

What challenges did you face during this project, and how did you overcome them?

Text

Required

Question 5

How has this project changed your perspective on the importance of wetland conservation?

Text

Optional