Ecology Collaborative Group Project
This project will allow you to work in groups of up to three. It will be important that you
form your groups early and that the various tasks listed below are divided up equally among the
members of your group. Each member will be evaluated based on his or her contribution to the
group. No participation = a grade of 0%.
Overview:
1) Groups select a biome to research. Get your topic approved early because no two groups
presenting in a class will be allowed to choose the same biome.
2) Identify flora (plant life) and fauna (animal life) that can be found in this biome.
Describe how each fits into a niche in the biome.
3) Research the climate of the biome: temperature, rainfall, major weather systems, etc. Tie
this in to the flora and fauna above. (What is it about these conditions that make these
species well suited for the environment?)
4) Identify and describe causes and effects of problem(s) that this biome or its inhabitants
may face: habitat destruction, pollution, drought, global warming, floods, poaching,
extinction, etc.
5) Propose solution(s) to problem(s). Be prepared to convince your audience that your
solution will be effective and represents the best choice. Your audience just might grill
you on it!
6) Design a 3D model of the biome including at least 5 examples of plants and animals (10
total, minimum).
7) You may wish to show effects of the problems in the biome (#4) in your model
8) Be prepared to give an 8-10-minute presentation discussing your project, being sure to
mention all the above points. There should be charts or graphs as well as pictures to
make your points.
9) Presentation must include a PowerPoint or some other approved use of technology to
accompany the presentation. DO NOT just read a PowerPoint to us!
10) Each member must submit a 2-paragraph summary of the project. The first paragraph
addresses your role in the project. What did you do and approximately how long did it
take you to complete it? The second paragraph addresses how well the group as a whole
worked together. Was the division of work equal? Were there any problems within the
group or members who did not participate much?
11) This project is due Wednesday, 11/26.
Group members ______________________________ Biome ____________________
Approval __________________
The possible biomes are:
Tundra
Taiga
Grasslands
Savanna
Rainforest
Alpine
Deciduous Forest
Chaparral
Desert
Marine
Fresh Water
Desert-scrub
Standards Covered:
Analysis and Conclusions (Strand 1 Concept 3):
PO 1. Analyze data obtained in a scientific investigation to identify trends.
(See M07-S2C1-07 and M07-S2C1-08)
PO 2. Form a logical argument about a correlation between variables or sequence of events (e.g., construct a cause-and-effect chain that explains
a sequence of events).
PO 3. Analyze results of data collection in order to accept or reject the hypothesis.
Communication (Concept 4):
PO 1. Choose an appropriate graphic representation for collected data:
PO 3. Communicate the results of an investigation with appropriate use of qualitative and quantitative information.
PO 5. Communicate the results and conclusion of the investigation.
Nature of Scientific Knowledge (Strand 2 Concept 2):
PO 3. Apply the following scientific processes to other problem solving or decision making situations:

observing

predicting

questioning

organizing data

communicating

inferring

comparing

generating hypotheses

measuring

identifying variables

classifying
Science in Personal and Social Perspectives (Strand 3)
PO 1. Analyze environmental risks (e.g., pollution, destruction of habitat) caused by human interaction with biological or geological systems.
PO 2. Analyze environmental benefits of the following human interactions with biological or geological systems:

reforestation

habitat restoration

construction of dams
PO 3. Propose possible solutions to address the environmental risks in biological or geological systems.
(Concept 2)
PO 1. Propose viable methods of responding to an identified need or problem.
PO 2. Compare solutions to best address an identified need or problem.
PO 3. Design and construct a solution to an identified need or problem using simple classroom materials.
Life Science (Strand 4):
PO 1. Compare food chains in a specified ecosystem and their corresponding food web.
PO 2. Explain how organisms obtain and use resources to develop and thrive in:

niches

predator/prey relationships
PO 3. Analyze the interactions of living organisms with their ecosystems:

limiting factors

carrying capacity
PO 4. Evaluate data related to problems associated with population growth (e.g., overgrazing, forest management, invasion of non-native species)
and the possible solutions.
PO 5. Predict how environmental factors (e.g., floods, droughts, temperature changes) affect survival rates in living organisms.
PO 6. Create a model of the interactions of living organisms within an ecosystem.
Grade Sheet for Project:
Names of Group Members:
______________________________________________________________________________
______________________________________________________________________________
Biome Chosen: _____________
10 pts.Each
Identifies flora (plant life) and fauna (animal life) that can be found in this biome. Describes how
each fits into a niche in the biome.
Researches the climate of the biome: temperature, rainfall, major weather systems, etc. Ties this
in to the flora and fauna above. (What is it about these conditions that make these species well
suited for the environment?)
Identifies and describes causes and effects of problem(s) that this biome or its inhabitants may
face: habitat destruction, pollution, drought, global warming, floods, poaching, extinction, etc.
Proposes solution(s) to problem(s). Convinces your audience that your solution will be effective
and represents the best choice.
Designs a 3D model of the biome including at least 5 examples of plants and animals (10 total,
minimum).
Demonstrates effects of the problems in the biome (#4) in your model or some other visual way
Gives at least an 8-10-minute presentation discussing your project being sure to mention all the
above points. Includes charts or graphs as well as pictures to illustrate points.
Presentation includes a PowerPoint or some other approved use of technology to accompany the
presentation. DID NOT just read a PowerPoint to us!
Each member includes summary paragraphs (10 pts.)
Total: _________/90
Each group member may have their grade adjusted on the basis of their ability to answer questions pertaining to
their part of the project as well as their overall participation in the project.