Science
SCI.III.5.3
Strand:
Using Scientific Knowledge in Life Science
- Ecosystems
Standard:
Benchmark:
Grade: 4th
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:
• food
• habitat
• water
• shelter
• air
• light
• minerals
Ecosystems managed by humans:
• farms
• ranches
• gardens
• lawns
• potted plants
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
Resources
Coloma Resources:
Great resourceTeachers’ 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
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)
Resources (continued from column on right)
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
EEK – Environmental Education for Kids – 4-8 –
Nice interactives 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/
The Everglades Ecosystem – Everglades
National Park – LOTS of great ecosystem,
habitat and species info. http://www.nps.gov/ever/eco/index.htm
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?
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
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.
Assessment
Optional Assessment:
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, Aldo Leopold, or another field biologist.
(Give students the rubric before the activity.)
SCORING RUBRIC
Criteria: Completeness of ecosystem model
Apprentice - Identifies few needs of life.
Basic - Identifies some needs of life.
Meets - Identifies all needs of life.
Exceeds - Portrays all needs of life with many
details.
Criteria: Accuracy of scientific information
Apprentice - Includes at least one fact related to
the scientist who was researched.
Basic - Includes at least two facts related to the
scientist who was researched.
Meets - Includes at least three facts related to the
scientist who was researched.
Exceeds - Includes at least four facts related to
the scientist who was researched.
Criteria: Correctness of format
Apprentice - Writes a report with many
grammatical errors that interfere with the
interpretation of content.
Basic - Writes a report with few grammatical
errors that interfere with interpretation of content.
Meets - Writes a report with few grammatical
errors that do not interfere with the interpretation
of content.
Exceeds - Writes a report using complete
sentences and no errors in capitalization,
punctuation, spelling, or indentation.
Criteria: Completeness of presentation/replica
Apprentice - Reflects research and some life
needs.
Basic - Reflects research and most life needs.
Meets - Reflects research and all life needs.
Exceeds - Reflects research and all life needs,
as well as a clear explanation of their relationship
in the ecosystem.
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.