Science
SCI.III.5.3
Strand:
Using Scientific Knowledge in Life Science
- Ecosystems
Standard:
Benchmark:
Grade: 3
All students will investigate and explain how communities of living things
change over a period of time
Design systems that encourage growing of particular plants or animals.
Constructing and Reflecting:
SCI.I.1.1 - Generate reasonable questions about the world based on observation.
SCI.I.1.2 - Develop solutions to problems through reasoning, observation, and investigation.
SCI.I.1.5 - Develop strategies and skills for information gathering and problem solving.
SCI.II.1.1 - In the scientific world,
decisions must be based on factual evidence that can be replicated.
SCI.II.1.2 - Show how science concepts can be illustrated through creative expression such as language arts and fine arts.
SCI.II.1.3 - Describe ways in which technology is used in everyday life.
SCI.II.1.4 - Develop an awareness of and sensitivity to the natural world.
SCI.II.1.5 - Develop an awareness of contributions made to science by people of diverse backgrounds and cultures.
Vocabulary / Key Concepts
Context
Needs of life:
Ecosystems managed by humans:
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food
habitat,
shelter
water
air
light
minerals
farms
ranches
gardens
lawns
potted plants
Knowledge and Skills
Resources
Coloma Resources:
An ecosystem is a place where living and non-living
things interact. Students will design a controlled
ecosystem that provides or supplies the needs of life for
specific animals or plants.
Discover the Wonder (Scott Foresman) – Grade 3
Module B – Chapter 2 Soil and Water,
pages 22-37
Module C – Chapter 1 Finding Shelters,
pages 14-19
“Special Needs” Sing the Science Standards with the
Science Explosion Songbook
Computer program: Power Point, Hyperstudio
Science High Scope K-3 Curriculum Series “An
Earthworm Farm”
“Ant Homes Under the Ground” LHS Gems
“Earthworms” LHS Gems
M.E.G.O.S.E. Appendix A Culturally Relevant
Materials, p. 139 (scientist biographies)
Instruction
Assessment
Technology Project on Habitats
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?
Tell students that they are going to design an
ecosystem that will include everything needed to
sustain life for a specific animal or plant. Have one
member from each group draw the name of an
animal or plant from a bag, can, etc.
Research the ecosystem needed to support life of their
plant or animal. Research must also include information
on Rachel Carson, Grace Chow, Aldo Leopold
(Ecosystem Scientists). Using the writing process,
students will generate a report making sure that all
vocabulary is used. Key Concepts III.5.E.3 (link)
Research the ecosystem needed to support life for a
specific plant or animal. Design the ecosystem that
will include everything needed to sustain life for
that specific plant or animal. Present a replica of the
environment with a process written report that
includes the seven needs of life (link to Key
Concepts III.5.E.3) and information about the
environmental studies of Rachel Carson, Grace
Chow, or Aldo Leopold.
(Give students the rubric before the activity.)
Scoring Rubric
Criteria
Apprentice
Basic
Meets
Exceeds
Completeness
of ecosystem
model
Identifies few
needs of life.
Identifies
some needs of
life.
Identifies all
needs of life.
Portrays all needs
of life with many
details.
Accuracy of
scientific
information
Includes at
least one fact
related to the
scientist who
was
researched.
Includes at
least two facts
related to the
scientist who
was
researched.
Includes at least
three facts
related to the
scientist who
was researched.
Includes at least
four facts related
to the scientist
who was
researched.
Correctness of
format
Writes a report
with many
grammatical
errors that
interfere with
the
interpretation
of content.
Writes a report
with few
grammatical
errors that
interfere with
interpretation
of content.
Writes a report
with few
grammatical
errors that do
not interfere
with the
interpretation of
content.
Writes a report
using complete
sentences and no
errors in
capitalization,
punctuation,
spelling, or
indentation.
Completeness
of presentation/
replica
Reflects
research and
some life
needs.
Reflects
research and
most life
needs.
Reflects
research and all
life needs.
Reflects research
and all life needs,
as well as a clear
explanation of
their relationship
in the ecosystem.
Students replicate the ecosystem and label the presence of
the seven needs for life.
Present the replica to the class.
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.