Science
SCI.III.5.3
Grade: 2
Strand:
Using Scientific Knowledge in Life Science
- Ecosystems
Standard:
It is recommended that this strand be taught in the spring. (III.5.1, 5.3 and 5.4)
All students will investigate and explain how communities of living things
change over a period of time
Benchmark:
Design systems that encourage growing of particular plants or animals.
Constructing and Reflecting:
SCI.I.1.1 SCI.I.1.2 SCI.I.1.5 SCI.II.1.1 SCI.II.1.2 SCI.II.1.3 SCI.II.1.4 SCI.II.1.5 -
Generate reasonable questions about the world based on observation.
Develop solutions to problems through reasoning, observation, and investigation.
Develop strategies and skills for information gathering and problem solving.
In the scientific world, decisions must be based on factual evidence that can be replicated.
Show how science concepts can be illustrated through creative expression such as language arts and
fine arts.
Describe ways in which technology is used in everyday life.
Develop an awareness of and sensitivity to the natural world.
Develop an awareness of contributions made to science by people of diverse backgrounds and cultures.
Vocabulary / Key Concepts
Context
Needs of life:
• food
• habitat
• water
• shelter
• air
• light
• minerals
Ecosystems managed by humans:
• farms
• ranches
• gardens
• lawns
• potted plants
Resources
Knowledge and Skills
Benchmark Clarification:
An ecosystem is a place where living and nonliving things interact.
Students will:
• Design a controlled ecosystem that provides
or supplies the needs of life for specific animals
or plants
Coloma Resources:
“Life in a Pond” Teaching Manual and Big Book
Habitats
Pond Habitat
Gets Eaten
Rain Forest
Hops Home
Ant Anatomy
Holiday Special
Frog Cycle
Butterfly
Butterfly Pavilion
Butterflies
A Butterfly is Born
Planet Frog
Butterflies
Other Resources:
“Special Needs” Sing the Science Standards
with the Science Explosion Songbook
M.E.G.O.S.E. Appendix A Culturally Relevant
Materials, p. 139 (scientist biographies)
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Other Resources (continued from column at right)
The Everglades Ecosystem – Everglades National
Park – LOTS of great ecosystem, habitat and
species info. http://www.nps.gov/ever/eco/index.htm
Ecosystems in your Backyard – 16 activities for
kids to explore ecology – LOTS of GREAT ideas
for classroom exploration!
http://www.blm.gov/education/00_resources/article
s/understanding_ecosystem_management/classro
om.html
Hands on the Land – resources for students and
teachers – focus on western ecosystems http://www.handsontheland.org/home.cfm
Teachers’ Domain – Multimedia lesson –
“Where Creatures Live” – excellent use of web
resources and review of characteristics of
animals – OUTSTANDING http://www.teachersdomain.org/35/sci/life/oate/lp_environment/index.html
EEK – Environmental Education for Kids – 4-8 –
Nice interactivities and info – FUN – Nature
Notes – Habitats
http://www.dnr.state.wi.us/org/caer/ce/eek/
The Why Files – “Tracking Creatures through
the Trackless Sea” – EXCELLENT document
with photos, graphic data and information.
http://whyfiles.org/196ocean/index.html
NASA – Earth Observatory – interactive web
lesson – biomes – FUN – especially useful is
“To Plant or Not to Plant? “ – finding the best
biome for various plants.
http://earthobservatory.nasa.gov/Laboratory/Bio
me/
Instruction
Benchmark Question: In what ways are various
kinds of living things adapted (suited) to survive in
their environments?
Focus Question: What do plants and animals need
to live?
Students replicate the ecosystem and label the
presence of the seven needs for life.
Each group will present their ecosystem model to
the class and explain how the ecosystem supports
the life of each plant or animal in the model.
http://www.bottlebiology.org/intro/
Bottle biology offers an excellent way to exhibit
various aspects of an ecosystem in an inexpensive,
fun way. All the instructions for building a variety of
ecosystems are on the web site.
Assessment
Groups are assessed on their ability to follow
instructions in building their ecosystem and on
their ability to explain how their ecosystem
supports the life of each plant or animal in the
bottle.
Teacher Notes:
Investigate and explain how communities of living things change over a period of time.
Students in elementary school generally have experiences growing particular plants and animals. They also
have opportunities to see examples of other ecosystems both managed (farms and gardens) and unmanaged.
As students move to middle school they are more prepared to see the effects that changes in one population
may have on another. This interdependence is also discussed in the previous benchmark. Students should be
able to describe the predictable succession of an ecosystem over time. They should describe the general
factors that regulate population size in ecosystems. Students should describe how an ecosystem responds to
events that cause it to change. It is important to note that ecosystems can change dramatically and have rapid
fluctuations. Over the course of time, the system is fairly stable.