Ecosystem Project – 4th Grade - Teacher Materials
Program SummaryThis 2 part video conference program will help students build concrete understanding of ecosystems. Students will
identify living and non-living components in an ecosystem, their roles and interactions that take place within the
ecosystem. Students will construct their own ecosystems either in teams or as a class and prepare a presentation
for other schools about their ecosystem and their inquiry process.
This project involves kids in conducting real science. Students will then come together as a scientific community to
share the results of their scientific inquiry and engage with other young scientists in scientific dialog.
Tips for success
1. Students learn best by doing. The more interactive that your project is, the greater each student’s
understanding. It is recommended that students create mini ecosystems working in teams of 3 or 4. This
will engage more individual students in the process of inquiry and give them ownership of their own
learning process. If this is not possible you may do a single class ecosystem but I would recommend that you
do it on a larger scale such as in an aquarium so that it is more visual. If you choose to do a single class
ecosystem, try to engage as many kids as possible in the process.
2. Ecosystem can be closed or open- A closed ecosystem is self contained. It has no holes in the top to let air in
but does have live plants that provide oxygen for animals (who in turn provide CO2 for plants). Putting a dish
of water will create a water cycle within the system. Students can witness indirectly evaporation from the
dish and condensation on the sides of the container) The disadvantage of the closed ecosystem is the
condensation on the side can make observations difficult. If you do an open ecosystem with holes in the top,
you will need to add water to the system as it evaporates.
3. Encourage inquiry!- Students need time just to make observations of the ecosystem and ask questions.
Write questions students post about their ecosystem on sentence strips or construction paper and post. Ask
kids how they can find the answers to those questions and encourage them to test out hypothesis.
(example scenario- Why are the roly polys always under that rock? I think they may like the dark! Lets put
some rolly polys in a container and give them a choice between light and dark and see which they prefer.)
This type of science takes more time but yields greater understanding!
4. Incorporate writing- have students keep journals of their observations. They can use words and pictures in
their journals and post questions they are curious about. Sharing journal entries allows students to engage
in scientific dialog.
5. Incorporate technology- students can document observations with digital cameras. If students are testing
how lettuce decomposes in an environment with decomposers such as worms, bacteria and isopods (roly
polys) vs. an environment without decomposers, have them take daily photos so they can then examine the
change over time and compare and contrast. Blogs and wikis are another way students can record and
share observations and inferences with a larger community.
In Preparation for Videoconference 1: Each student will need to bring manipulative
materials. Please have pictures and arrow cut out prior to videoconference to use on
sorting mats. Pictures can be printed in black and white.
Ecosystems Video Conference 1 Agenda
Video Conference introduction by Tracy Mulligan. Objectives and purpose stated.
Role Call- Each School introduces themselves by school and teacher name
Presentation
What is an Ecosystem?
Components in the Ecosystem


Biotic- living components
o Plants
o Fungi
o Animals
o bacteria
Abiotic- non-living components
o Rocks and Soil
o Water
o Gases
o Weather/climate/temperature
o Light
Roles in the Ecosystem


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Producers
Consumers
o Primary
o Secondary
Decomposers
Students will need
manipulative materials to
interact with during this
portion.
Interactions in the Ecosystem


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Predator/Prey relationships
Gas exchange-plants and animals
Food chains and Webs
Constructing an Ecosystem Model-Presenter will construct a simple ecosystem under the document camera and
interact with students to check understanding of above concepts. Students will identify the components, roles and
possible interactions in the mini ecosystem.
Introduce Student Challenge
Questions and Closing
Explanation of Student Challenge for Video conference 2- Classes will be challenged to leave and construct their
own ecosystem models. Models can be completed in teams or 1 larger one for class observation. Terrariums should
contain all of the components of a natural ecosystem (see rubric). Students should observe these terrariums for 2
weeks and conduct inquiry to better understand the interactions in the system. Students should discuss what would
happen in the system if certain components were removed.
Students will then create a presentation to share with other classes. The presentation can be done using technology
or can be done on paper and shared under the document camera.
Note- if you are working on level 4 technology proficiencies you can allow each group to use a tool of choice to
prepare their presentation materials. Some options include Powerpoint, Smartboard or Mimio Notebooks,
Photostory, Word, Kidspiration, Glogster. Discuss options with your technologist.
If your class has created group ecosystems, have the students decide which one they want to use for their
presentation. They will bring this to the 2nd video conference
Presentation can include 5 or 6 groups of presenters depending on size of class. It should include:
1. Biotic and Abiotic components of the ecosystem
2. Producers and Consumers in the Ecosystem- be prepared to explain difference between primary and
secondary consumers and tell whether you have secondary consumers.
3. Diagram of a food chain in your system
4. Diagram showing interactions between the components in the ecosystem ( plants give off O2, animals give
off CO2, producers make food from sunlight, consumers get energy from plants, decomposers break down
dead plants and animals and put energy back into soil which is used by the plants, light and heat causes
water to evaporate…)
5. Decomposers in the system and their job
6. Optional- major observations made in their 2 weeks including a photo of something observed
A sample powerpoint is provided but presentations do not have to use the powerpoint. I would encourage your class
to create their own presentation so that it is more interesting for other groups to watch. If using Powerpoint, each
group can create their own slide and you can put them together afterwards.
Students will have opportunity to ask questions of each class after each presentation so it is important for students
to be ready to respond.
Ecosystem Rubric
Abiotic components
Container
 Open or closed system
 Clear to enable observation and light entry
 Large enough to provide adequate space
Soil
Water/moisture
Rocks or other forms of shelter for critters
Biotic Components
Live Plants (producers)
Bacteria (decomposers found in soil)
Invertebrate decomposers
Consumers
Plant food items (lettuce, potato slice, bread…) for
consumers
20 points
10
10
10
10
5 bonus points for more than 1 plant
10
10
10
5 bonus points for a secondary consumer
10
Ideas for consumers:
Crickets
millipedes
small lizard
small frog
spider
snails ( also act as decomposers)
Decomposers
Isopods (roly polys or pill bugs)
earthworms
snails
Most all animals and plants can be obtained through region 20 service center. Order in advance. Make sure if you
are using larger consumers such as lizards, frogs or tarantulas that you have an adequate food supply for them
(crickets and mealworms work fine)
Video Conference 2 Agenda
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Introduction by Tracy Mulligan- presenter
Role Call- Share a picture of an ecosystem from your school yard.
Presentations- each group should show a slide or visual under the document cameral and present their
information. Students should speak clearly so other classes can understand them.
o School 1 presentation
 3 minute time will be posted and mics will be muted. Other schools will generate a question
and a spare question in case their question is asked.
 Questions for school 1
o School 2 presentation
 3 minute time will be posted and mics will be muted. Other schools will generate a question
and a spare question in case their question is asked.
 Questions for school 2
o School 3 presentation
 3 minute time will be posted and mics will be muted. Other schools will generate a question
and a spare question in case their question is asked.
 Questions for school 3
Open discussion- 5 minutes to share or discuss anything about the project not previously said

Closing
Ecosystems Video Conference- Overview
Curriculum Allignment:
Science
Performance Indicator-Students will create a model of an ecosystem and explain the complex interactions that
occur within it through writing and orally through an interview. Science TEKS(4.5A, 4.5B) ELPS Data: 1E, 2E, 2I, 3D,
3F, 3J, 4E, 5B, 5F, 5G
Science TEKS- Video Conferences
4.5A Identify and describe the roles of some organisms in living systems such as plants in a schoolyard 4.5B Predict
and draw conclusions about what happens when part of a system is removed.
4.2D Communicate valid conclusions
Science TEKS-Classroom Activity
4.1A Demonstrate safe practices during field and laboratory investigations. ( handling of animals, plants and equipment)
4.2 The student uses scientific inquiry methods during field and laboratory investigations.
4.2B Collect information by observing and measuring. (daily obverations and journaling of terrariums)
4.2C Analyze and interpret information to construct reasonable explanations from direct and indirect evidence. ( i.e.
They put in 5 worms and can only find 2 afer 2 weeks, what conclusions can they draw? We have not added water but the sides
of the terrarium have drops of water- why?)
4.3 The student uses critical thinking and scientific problem solving to make informed decisions. ( which containers
would make a good terrarium? How can we ensure that our animals have enough water and air? What are the living things
going to need to survive and how are we going to provide that in a closed ecosystem?)
4.3C Represent the natural world using models and identify their limitations. (How is our model similar to the real world,
how is it different?)
4.4 The student knows how to use a variety of tools and methods to conduct science inquiry. (what kind of food does
our cricket like to eat? How can we find that out? Why are the roly polys always under the rock? How can we tell if our plant is
growing? How fast do decomposers help break down plant material?)
4.4A Collect and analyze information using tools including calculators, safety goggles, microscopes, cameras, sound
recorders, computers, hand lenses, rulers, thermometers, meter sticks, timing devices, balances, and compasses.
4.5B Predict and draw conclusions about what happens when part of a system is removed. (have an experimental
terrarium with no decomposers. Put a piece of lettuce in it and put lettuce in a terrarium with decomposers such as roly polys,
worms, crickets. Predict what happens to waste material when there is no decomposers to break it down. You may want to leave
soil out to since the soil will have bacteria that help decompose. What will happen if we remove water from the system? Plants?
Light? Oxygen and Carbon Dioxide? )
Language Arts TEKS
(2) Listening/speaking/critical listening. The student listens critically to analyze and evaluate a speaker's message(s). The
student is expected to:
(D) monitor his/her own understanding of the spoken message and seek clarification as needed (4-8).
(5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes
and occasions. The student is expected to:
(A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion (4-8);
(B) demonstrate effective communications skills that reflect such demands as interviewing, reporting, requesting, and providing
information (4-8);
(D) use effective rate, volume, pitch, and tone for the audience and setting (4-8);
(F) clarify and support spoken ideas with evidence, elaborations, and examples (4-8).
(25) Viewing/representing/production. The student produces visual images, messages, and meanings that communicate with
others. The student is expected to:
(A) select, organize, or produce visuals to complement and extend meanings (4-8); and
(B) produce communications using technology or appropriate media such as developing a class newspaper, multimedia reports,
or video reports (4-8).
Technology TEKS
8A Use communication tools to participate in group projects
10A Use font attributes, color, white space, and graphics to ensure that products are appropriate for the defined
audience( when creating presentation)
10B Use font attributes, color, white space and graphics to ensure that products are appropriate for
thecommunication media including multimedia screen displays, Internet documents, and print material
(when creating presentation)
11A Publish information in a variety of media including, but not limited to, printed copy or monitor display, Internet
documents, and video (presentations published live via video conference)
11B Use presentation software to communicate with specific audiences (create a presentation for Video conference
using Powerpoint slides, Smartboard software, Mimio software, Word)