Ecosystems
World image from
http://www.terraserver.com/posters/poster_details.asp?posterid=733
by
Pam Albrecht, CIT and the 5th grade teachers of
Frances M. Rhodes Elementary
Northside Independent School District
San Antonio, Texas
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-"As scientists, many of us have had profound experiences of awe and reverence before the universe. We understand that what is regarded as sacred is more likely to be treated with care and respect. Our planetary home should be so regarded. Efforts to safeguard and cherish the environment need to be infused with a vision of the sacred. At the same time, a much wider and deeper understanding of science and technology is needed. If we do not understand the problem, it is unlikely we will be able to fix it."- Carl Sagan.
Our world is in danger- not from invading aliens or colliding comets, but from the consequences of our own irresponsible actions. It has been widely documented that our environment is warming, we are destroying the ecosystems around us and dirtying our water systems on which we depend. Obviously, there is a problem- but do we understand the delicate systems in which we live and how the destruction of even one of these can have irreversible effects.
"Ecosystems are dynamic interactions between plants, animals, and microorganisms and their environment working together as a functional unit. Ecosystems will fail if they do not remain in balance. No community can carry more organisms than its food, water, and shelter can accomodate. Food and territory are often balanced by natural phenomena such as fire, disease, and the number of predators. Each organism has its own niche, or role, to play."*
* From http://library.thinkquest.org/11353/ecosystems.htm
Your task will be to research an ecosystem of the world and develop a presentation describing its inhabitants, subsystems, cycles and the balances between them. You are also charged with explaining the importance of your particular ecosystem in the world system.
Part 1- Research
Step 1:Each student will choose an ecosystem from the following list:
Pond, Desert, Woodland Forest, Oceans, Marsh Wetlands, Rainforest
(Grasslands, Tundra, and Taiga are optional- see * sources)
Step 2: After completing the classroom portion of the unit, students will come to the computer lab. The lab will be divided into 4 stations:
Station 1- Adaptations and Niches- Librarian
Station 2- Ecosystem Description and Cycles- Independent Work
Station 3- Comparison of life cycles of plants and animals-CIT
Station 4- Food Webs and Food Chains- Classroom Teacher
As you rotate to each station, you will do your research using the following resources:
For any of the following stations, students may use their own notes (in their science journal.) To credit that, use the following entry:
Source Number |
Credits |
1 |
Last name (student), First name. Science Journal, Unpublished, 2007. |
*72 |
Frank, Marjorie Slavick, et al. "Harcourt Science (5th Grade.)" Dallas, TX: Harcourt School Publishers, 2000, pp 60-120. (Textbook) |
Adaptations and Niches: (Led by Librarian) Choose 4 plants and 4 animals within your ecosystem and describe their adaptations and Niches. The following printed material is available for your use. Don't forget to list the source number for each that you used. Use the attached organizer to manage your information. (At Rhodes these are in the Tip Template folder/5th grade/Ecosystems.)
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Ecosystem Description and Cycles: (Independent Work) Use the following websites to find a description of your ecosystem and to find where this ecosystem is found throughout the world. Print this organizer to manage your description information.(At Rhodes these are in the Tip Template folder/5th grade/Ecosystems.) Don't forget to record the source number of your information. Open the map template and color in the location of your ecosystem. (Remember you will have to draw in a complete closed shape within your continent to be able to fill it.)
Using your journal as a source (see source number above,) describe the effect of the water, carbon dioxide, and/or nitrogen cycle on your ecosystem. Record your description on the powerpoint cycle template and illustrate.
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Comparison of Life Cycles of Plants and Animals: (Led by CIT) Use the following websites and printed material to compare the life cycle of an animal and a plant within your ecosystem. Use the attached Venn Diagram to organize your information. (At Rhodes these are in the Tip Template folder/5th grade/Ecosystems.)
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Food Webs and Food Chains: (Led by Classroom Teacher)
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* Source numbers not in order due to their addition after initial posting of page.
Part 2- Creating the Presentation
Choice of products:
(All the products embody these intelligences: Naturalist, Visual Spatial, Verbal Linguistic,Logical Mathematic,Intrapersonal, Bodiley Kinesthetic. Additions for others are found below.)
1. Non-linear PowerPoint with invisible buttons.
2. Eyewitness News Account from the Ecosystem using PhotoStory
How to superimpose your picture over a photo
3. A 5 page Flap Book Using Microsoft Word
How to make a Flap Book in Word
Template for Ecosystem Flap Book
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On each you should organize your presentation according to the questions that you researched. (Verbal Linguistic) (ST)
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Make a "rough draft" by making a slide/section of the project for each question. (NT)
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Don't forget your final section/slide must include why this ecosystem is important to us and the world's inhabitantsl.(Verbal Linguistic)(Existentialist)(Naturalist)(NF)
You may choose to….
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.Add clipart/photos or drawings to your presentation to make it more visually appealing (Visual/Spatial)
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Add music or sounds to enhance your presentation (Music/Rhythmic)
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Use graphs, charts, maps, and diagrams that you have found or made to emphasize specific points or systems or to organize your information(Logical/Mathematical)
See resources below for templates or samples. -
Utilize information you learned on by interviewing a veternarian or other life science professional or environmental activist. (Naturalist.) See Mrs. Albrecht for how to "cite" this source.(
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Add a slide/section to show changes over time to your ecosystem (Naturalist)
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Use your own motion paths or even create your own for the entrances of your clip art or photos (Multimedia project only) (Bodily/Kinesthetic)
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Add a peer editing component to check for completion before turning in project. Use this Peer Evaluation Checklist. (Interpersonal)
Before giving your presentation use the self check evaluation to make sure you are done.
Part 3- Presentations
Students will present their findings to their class. During presentations, students will keep notes on an organizer on each of the ecosystems to be used as study sheets later. At the end of the presentation, students will score presentation using a peer rubric.
In addition to the Self Check evaluation and Peer Project evaluation, your teacher will be evaluating your project from your presentation. She will use one of the rubrics below:
It is also beneficial for you to evaluate the whole research process to determine things you have learned from the whole research process. To do that you need to use the attached self evaluation of the research process.
Congratulations! You have just helped your Earth by finding a deeper understanding of the delicate balance between the ecosystems and their systems, cycles and inhabitants. Because the very existence of our planet depends upon the knowledge and actions of its inhabitants, the more you understand about its workings, the more likely you are to help in needed solutions to environmental issues.
Credits:
Thanks to the following sites for:
Clip Art
http://www.bigsurcalifornia.org/whalehumpback.html
http://www.brooks-photo.com/Wildlife/wl9.htm
http://home.globalcrossing.net/~brendel/jaguar.html
http://www.turtles.org/dive.htm
http://www.pbs.org/wnet/nature/snowleopard/
http://www.white-tigers.org/
http://www.hensonrobinsonzoo.org/home_e.html
http://www.terraserver.com/posters/poster_details.asp?posterid=733