Ecosystems Pacing Guide
Use the information below to assist you in determining the amount of time needed to complete the entire unit. These recommendations assume the average
science class period is 50 to 60 minutes in length. We recommend teaching science a minimum of three sessions per week in order to maintain consistency
and keep students engaged. Many teachers accomplish this by rotating a science unit with a social studies unit, enabling you to teach more science sessions in
one week and finish the unit in fewer weeks. We highly recommend that all teachers participate in the Expository Writing and Science Notebooks Program in
order to further develop students' science understandings, as well as their scientific thinking and writing skills. To implement the science-writing curriculum
requires, for most lessons, a separate 20 to 30 minutes for a science-writing mini-lesson and independent writing time. Time for these mini-lessons are not
included in this pacing guide.
Lessons and Common
Assessments
(see corresponding lesson in
Instructional Guide (IG) for lesson
planning)
Lesson 1: Thinking About
Ecosystems
Students share prior knowledge
about the relationships between
living things and the nonliving things
in the environment, while viewing a
visual aid.
Recommended
Number of
Periods
1-2
Standards Addressed/Concept(s) of the
Lesson
Students will be beginning to develop
understanding of the following standard.
4-5LS2A: An ecosystem includes all of the
plant and animal populations and nonliving
resources in a given area. Plants and animals
depend on one another and the nonliving
resources in their ecosystem to help them
survive. PE: Identify the living and
nonliving parts of an ecosystem. Give
examples to show how the plants and
animals depend on one another for survival.
June2012
Considerations for
Planning


Students are just
beginning to think about
the parts of an
ecosystem in this lesson.
They will construct a
definition for ecosystem
after observing their
model ecosystems in
Lesson 4.
The organisms will
arrive to all teachers on
one date. Refer to the
yellow pages at the
beginning of the
instructional guide
(IG) for instructions in
caring for these
organisms. Place them
in holding tanks until
you are ready to place
them in the student
models.
Recommended
Applications and
Extensions


Take students into
the schoolyard to
observe
relationships
between living
things and
between living
and nonliving
things in the
environment.
Groups collect
dead leaves & 1
twig with lichen
on it to add to
terrariums they
will build in the
next lesson.
Lesson 2: Setting Up the
Terrarium
Students plan a controlled
experiment as a class, identifying the
3 types of variables, then construct
model terrariums to collect and
record data. Students make and
record observations of change in the
terrariums over time.
Lesson 3: Setting Up the
Aquarium
Students construct model aquariums;
observe, draw, read about, and take
notes about 3 producers, which are
added to the aquariums. Students
make and record observations of
change in the aquariums over time.
2
4
4-5INQB: Scientists plan and conduct different
kinds of investigations, one of which is a
controlled experiment.
4-5INQC: An experiment involves a
comparison. For an experiment to be valid and
fair, all of the things that can possibly change
the outcome of the experiment should be kept
the same, if possible.
4-5INQF: A scientific model is a simplified
representation of an object, event, system, or
process created to understand some aspect of the
natural world. PE: Create a simple model to
represent an event, system, or process. Use the
model to learn something about the event,
system, or process.

4-5SYSC: Systems have inputs and outputs.
Changes in inputs may change the outputs of a
system.
4-5LS1C: Certain structures and behaviors
enable plants and animals to respond to
changes in their environment.
4-5LS2B: Plants make their own food using
energy from the sun. . . PE: Explain that plants
make their own food.
4-5PS3A: Energy has many forms, such as
heat, light, sound, motion, and electricity. PE:
Identify different forms of energy (e.g., heat,
light, sound, motion, electricity) in a given
system.

4-5PS3B: Energy can be transferred from one
place to another. PE: Draw and label diagrams
showing several ways that energy can be
transferred from one place to another (e.g.,
light energy through space, [light energy from
the sun to plant leaves]).
June2012


This longer, modified
lesson includes planning
and conducting a
controlled experiment.
This is excellent practice
for the controlled
experiment students plan
and conduct in Lessons
10-14, as well as
effective practice for the
science MSP. Follow
the IG.
Follow the yellow plant
& animal care sheets at
the beginning of the IG.
Language Arts
integration: nonfiction
reading and notetaking in the context of
science – find reading
selection on pgs. 55-58
in teacher manual
(pgs.31-34 in binder
version of manual)
Modified lesson
includes constructing
understanding of a
producer as a system
with interrelated parts,
with inputs and outputs
of matter and energy.
Follow the IG.
Lesson 4: Adding Animals to the
Aquarium
Students observe, draw, read, take
notes
and write about 2 consumers (fish
and snails),
which are added to the aquariums.
Observations are recorded over time.
2-3
4-5SYSC: Systems have inputs and outputs.
Changes in inputs may change the outputs of a
system.
4-5LS2B: Plants make their own food using
energy from the sun. Animals get food by
eating plants and/or other animals that eat
plants. Plants make it possible for animals to
use the energy of sunlight.
4-5LS1B: Each animal has different structures
and behaviors that serve different functions.
PE: List parts of an animal’s body and
describe how it helps the animal meet its basic
needs (e.g., the bones support the body so it
can move; [crickets’ back legs allow them to
jump high]).
4-5LS2A: An ecosystem includes all of the
plant and animal populations and nonliving
resources in a given area.
4-5PS3A: Energy has many forms, such as
heat, light, sound, motion, and electricity.
4-5PS3B: Energy can be transferred from one
place to another. PE: Draw and label diagrams
showing several way that energy can be
transferred from one place to another.
June2012



Language Arts
integration: nonfiction
reading and notetaking in the context of
science – find reading
selections on pg. 72 of
manual (pg. 41 in
binder) and pg. 50 of
instructional guide (IG)
Use the multiple
copies of the
Ecosystems book,
which comes with the
kit, to read pgs. 6-10,
“What is an
Ecosystem?” and “Eco
Words”.
Modified lesson
includes constructing
understanding of a
consumer as a system
with interrelated parts,
with inputs and outputs
of matter and energy.
Follow the IG.
Lesson 5: Observing the
Completed Aquarium
Students create a tree map to explain
the relationships between living and
nonliving components in an
ecosystem. Students identify
dependent and interdependent
relationships between living and
nonliving things.
2
4-5SYSA: Systems contain subsystems. PE:
Identify at least one of the subsystems of an object,
plant, or animal (e.g., an airplane contains
subsystems for propulsion, landing, and control;
[an ecosystem contain subsystems, (e.g.,
producers and consumers)].
4-5SYSB: A system can do things that none of its
subsystems can do by themselves. PE: Specify
how a system can do things that none of its
subsystems can do by themselves (e.g., a forest
ecosystem can sustain itself, while the trees, soil,
plant, and animal populations cannot, [a model
pond ecosystem can sustain itself, while the
duckweed, fish, snails, and water cannot]).
4-5SYSC: Systems have inputs and outputs.
Changes in inputs may change the outputs of a
system. PE: Describe what goes into a system
(input) and what comes out of a system (output).
4-5LS2A: An ecosystem includes all of the plant
and animal populations and nonliving resources in
a given area. Plants and animals depend on one
another and the nonliving resources in their
ecosystem to help them survive. PE: Identify the
living and nonliving parts of an ecosystem.
June2012
Language Arts integration:
nonfiction reading and
note-taking in the context of
science – find reading
selection on pg. 82 of
manual (pg. 58 in binder).
Modified lesson includes
constructing understanding
of the model aquarium as an
ecosystem with interrelated
parts, with inputs and
outputs of matter and
energy. Follow the IG.
Lesson 6: Adding Animals to the
Terrarium
Students analyze data from the
controlled investigation in lesson 2,
then observe, draw, read about, take
notes and write about 2 consumers
(isopods and crickets) before adding
them to the terrariums.
2
4-5SYSA: Systems contain subsystems. PE:
Identify at least one of the subsystems of an object,
plant, or animal (e.g., an airplane contains
subsystems for propulsion, landing, and control;
[an ecosystem contain subsystems, (e.g.,
producers and consumers)].
4-5SYSB: A system can do things that none of its
subsystems can do by themselves. PE: Specify
how a system can do things that none of its
subsystems can do by themselves (e.g., a forest
ecosystem can sustain itself, while the trees, soil,
plant, and animal populations cannot, [a model
terrestrial ecosystem can sustain itself, while
the soil, plant and animal populations cannot]).
4-5SYSC: Systems have inputs and outputs.
Changes in inputs may change the outputs of a
system. PE: Describe what goes into a system
(input) and what comes out of a system (output).
4-5LS2A: An ecosystem includes all of the plant
and animal populations and nonliving resources in
a given area. Plants and animals depend on one
another and the nonliving resources in their
ecosystem to help them survive. PE: Identify the
living and nonliving parts of an ecosystem.
4-5LS1D: Plant and animals have structures and
behaviors that respond to internal needs. PE: Give
examples of how plants and animals respond to
internal needs (e.g., plants wilt when they don’t
have water; animals seek food when they are
hungry).
4-5LS3B: Plants and animals inherit many
characteristics from their parents. Some inherited
characteristics allow organisms to better survive
and reproduce in a given ecosystem.
4-5LS3C: Some characteristics and behaviors
result from an individual plant’s or animal’s
interactions with the environment and are not
passed form one generation to the next by
heredity.
June2012

Language Arts
integration: nonfiction
reading and notetaking in the context of
science – find reading
selections on pg. 92-94
in manual (pg. 68-70 in
binder).

Use the multiple copies
of the Ecosystems book,
which comes with the
kit, to read pgs. 11-19,
“Generalists and
Specialists”, “What
Eats What?” and “Dead
and Done?”

Modified lesson
includes constructing
understanding of the
model terrarium as an
ecosystem with
interrelated parts, with
inputs and outputs of
matter and energy.
Assessment A: Interactions:
Dependencies and Interdependencies
1
4-5LS2A: An ecosystem includes all of the plant
and animal populations and nonliving resources in
a given area. Plants and animals depend on one
another and the nonliving resources in their
ecosystem to help them survive. PE: Identify the
living and nonliving parts of an ecosystem. Give
examples to show how the plants and animals
depend on one another for survival. Describe how
the plants and animals in an ecosystem depend on
nonliving resources.
June2012
Lesson 7: Joining the Terrarium
and Aquarium
Students join both models to create a
watershed
model, in which they observe runoff
draining from the terrarium model
into the aquarium model. Students
construct understanding of how
energy flows through a food chain
and make inferences about the results
of one type of organism, such as
producers, dying out on the rest of
the food chain.
1-2
4-5SYSD: One defective part can cause a
subsystem to malfunction, which in turn will affect
the system as a whole. PE: Predict what might
happen to a system if a part in one or more of its
subsystems is missing, broken, worn out (e.g., a
broken toe will affect the skeletal system, which
can greatly reduce a person’s ability to walk; [the
decline in an ecosystem of producers will affect
the survival of consumers]).
4-5LS2C: Plants and animals are related in food
webs with producers, consumers, and decomposers
that break down wastes and dead organisms, and
return nutrients to the soil. PE: Draw a simple
food web given a list of three common organisms.
Draw arrows properly and identify the producers
and consumers. Compare the roles of producers,
consumers, and decomposers in an ecosystem.
4-5LS2D: Ecosystems can change slowly or
rapidly. Big changes over a short period of time
can have a major impact on the ecosystem. PE:
Apply knowledge of a plant or animal’s
relationship to its ecosystem and to other plants
and animals to predict whether and how a slow or
rapid change in the ecosystem might affect the
population of that plant or animal, (e.g., the
decline in producers affects the survival of
consumers; introducing a nonnative plant or
animal into an ecosystem may reduce the
populations of native species).
4-5ES2D: Soils are formed by weathering and
erosion, decay of plant matter, settling of
volcanic ash, transport by rain through streams and
rivers, and deposition of sediments. PE: Explain
how the formation of soils is related to. . . decay of
plant matter. . .[e.g., decaying plant matter
becomes humus, which contains mineral
nutrients used by producers].
June2012
 Language Arts
integration: nonfiction
reading in the context of
science – find reading
selection on pg. 78-B of
the IG.
 Use the multiple copies
of the Ecosystems book
to read pgs. 28-30,
“Snakes Rule”, which
tells about the results of
introducing a new
organism into an
ecosystem in Guam.
 Modified lesson includes
constructing
understanding of the
watershed model as an
ecosystem with
interrelated parts, with
inputs and outputs of
matter and energy.
Follow the IG.
Application Lesson: Comparing
Terrarium Model to Terrestrial
Ecosystem Outdoors
Students go into the school yard or
nearby park to record producers,
consumers and abiotic environmental
components observed in the real
world ecosystem. Then they compare
and contrast their model terrarium
ecosystems with the real world
terrestrial ecosystem.
Assessment B:
Aquarium Food Chain Wheel
1-2
1
4-5LS2B: Plants make their own food using
energy from the sun. Animals get food by
eating plants and/or other animals that eat
plants. Plants make it possible for animals to
use the energy of sunlight. PE: Explain that
plants make their own food, and animals,
including humans, get food by eating plants
and/or eating animals.
4-5INQF: A scientific model is a simplified
representation of an object, event, system, or
process created to understand some aspect of
the natural world. PE: Explain how the model
is similar to and different from the thing being
modeled.
4-5LS2C: Plants and animals are related in food
webs with producers, consumers, and decomposers
that break down wastes and dead organisms, and
return nutrients to the soil. PE: Compare the roles
of producers, consumers, and decomposers in an
ecosystem.
June2012
This real world
connection of
the terrarium
model to the
ecosystem
outside on or
near the school
grounds should
ideally be taught
after Lesson 7.
Lesson 8: Upsetting the Stability
Students describe their model
ecosystems as stable or disturbed and
differentiate between natural
disturbances, such as birth/death, and
human-induced disturbances, such as
pollutants. Students read about
human disturbances to real world
ecosystems.
Lesson 9: Reporting on Pollutants
Students communicate information
they read about pollutants to the
class.
1
4-5LS2E: All plants and animals change the
ecosystem where they live. If this change reduces
another organism’s access to resources, that
organism may move to another location or die.
PE: Describe how one population may affect other
plants and/or animals in the ecosystem (e.g.,
increase in Scotch Broom replaces native plants
normally eaten by butterfly caterpillars, reducing
the butterfly population, [increase in algae blocks
sunlight needed by other aquatic organisms].
4-5LS2F: People affect ecosystems both
positively and negatively. PE: Describe ways that
humans can improve the health of ecosystems
(e.g., recycling wastes, establishing rain gardens,
planting native species to prevent flooding and
erosion, [limiting fertilizer and road salt runoff,
using cars less to lessen air pollution and acid
rain]).
4-5SYSC: Systems have inputs and outputs.
Changes in inputs may change the outputs of a
system. PE: Describe the effect on a system if its
input is changed (e.g., if sugar is left out, the
cookies will not taste very good; [pollutants
entering an ecosystem negatively affect the
survival of the organisms in the system]).

Same as Lesson 8 above
Language Arts integration:
nonfiction reading - Read
Seattle Times article found
on pg. 93-B in IG.
1-2
June2012


Language Arts
integration: nonfiction
reading and creation of
flow maps to illustrate
cause and effect – find
reading selections on
pgs. 112-116 in manual
(pgs. 88-92 in binder)
Language Arts
integration: nonfiction
reading - Use the
multiple copies of the
Ecosystems book to
read pgs. 40-42,
“Something’s in the
Air”.
Follow the IG for this
modified lesson.
Lesson 10: Planning Pollution
Experiments
1-2
Students plan controlled experiments
to learn about the effects of pollution
on their watershed models. They
determine variables and controls.
Lesson 11: Setting Up Our
Pollution Experiments
4-5INQA Question: Scientific investigations
involve asking and answering questions and
comparing the answers with evidence from the
real world.
4-5INQB Investigate: Scientists plan and
conduct
different kinds of investigations, one of which
is a
controlled experiment. PE: Work
collaboratively
with other students to carry out an
investigation.
4-5INQC Investigate: An experiment involves
a
comparison. For an experiment to be valid and
fair, all of the things that can possibly change
the
outcome of the experiment should be kept the
same, if possible.
4-5INQD Investigate: Investigations involve
systematic collection and recording of relevant
observations and data.
4-5 INQE Investigate: Repeated trials are
necessary for reliability.
4-5APPH People of all ages, interests, and
abilities engage in a variety of scientific &
technological work. PE: Describe several
careers that require people to apply their
knowledge of science.
Same as Lesson 10 above
1+
Students conduct their experiment
plans and begin a data-collection
system.
June2012


Language Arts
integration: nonfiction
reading – Use the
multiple copies of the
Ecosystems book to
read “Rachel Carson’s
Silent Spring” on pgs.
60-61.
Plan to use the reading
selection as a context to
discuss careers students
may be interested in
and how scientific
knowledge of
ecosystems and
pollutants would be
useful in specific
careers.
This lesson is spread over
several weeks. One period
is needed for students to set
up pollution investigation,
then a shorter period every
few days to continue
polluting and to make
observations.
Lessons 15-16: Examining a Real
Environmental
Problem: A Look at Trade-Offs
2-3
Students analyze environment
problems of the Puget Sound
Ecosystem from different points of
view, identify possible solutions and
trade-offs.
Assessment C:
Understanding Human Impacts
1
4-5LS2F: People affect ecosystems both
positively and negatively. PE: Describe ways that
humans can improve the health of ecosystems
(e.g., recycling wastes, establishing rain gardens,
planting native species to prevent flooding and
erosion, [limiting fertilizer and road salt runoff,
using cars less often to lessen air pollution]).
4-5LS2A: An ecosystem includes all of the
plant and animal populations and nonliving
resources in a
given area. Plants and animals depend on one
another and the nonliving resources in their
ecosystem to
help them survive. PE: Identify the living and
nonliving parts of an ecosystem. Give
examples to show how the plants and animals
depend on one another for survival.
4-5LS2F: People affect ecosystems both
positively and negatively. PE: Describe ways that
humans can improve the health of ecosystems
(e.g., recycling wastes, establishing rain gardens,
planting native species to prevent flooding and
erosion, [limiting fertilizer and road salt runoff,
using cars less to lessen air pollution and acid
rain]).
June2012
A minimum of 2 weeks is
needed between Lessons 11
and 12. This is an ideal
time to do Lessons 15-16,
which are real world
applications of conceptual
understandings learned in
the unit to the Puget Sound
Ecosystem.
It is ideal if you can keep
the pollution experiments
going for 3-4 months.
Students will be able to
observe the effects of the
pollution much more readily.
This can be done even after
you send the kit back to the
SMC, because the plastic
bottles containing the
watershed models do not
need to be returned.
Lang. Arts and
Social Studies
integration: Use the
multiple copies of the
Puget Sound reading
and citizen
perspectives, which
come in the kit, to aid
students in
researching and roleplaying various
perspectives re/Puget
Sound environmental
issues.
Use the multiple
copies of the
Ecosystems book to
read pgs. 35-37,
“Tale of the Cod”.
Compare to
overfishing of
salmon.
Lesson 11.5: Solving a Problem in
the School Yard Ecosystem
Students use the technological design
process to solve the problem of
attracting more wildlife into the
school yard. Format and structure
of the student task mirrors a
science MSP Application item.
2
4-5APPC: Problems of moderate complexity can
be solved using the technological design process.
This process begins by defining and researching
the problem to be solved. PEs: Define a problem
and list several criteria for a successful solution.
Research the problem to better understand the
need and to see how others have solved similar
problems.
4-5APPD: Scientists and engineers often work in
teams with other individuals to generate different
ideas for solving a problem. PEs: Work with
other students to generate possible solutions to a
problem and agree on the most promising solution
based on how well each different idea meets the
criteria for a successful solution.
4-5APPE: Possible solutions should be tested to
see if they solve the problem. PEs: Use suitable
tools, techniques, and materials to make a drawing
or build a model or prototype of the proposed
design. Test the solution to see how well that
solution solves the problem. Modify the design, if
necessary.
4-5APPF: Solutions to problems must be
communicated, if the problem is to be solved.
4-5LS2F: People affect ecosystems both
positively and negatively.
June2012

Language Arts
integration: nonfiction
reading - Use the
multiple copies of the
Ecosystems book to
read pgs. 49-51,
“Wildlife-Friendly
Yard”.
Lesson 12: Observing Early
Effects of Pollution
Students observe, record, and
analyze the early effects of pollution
on their models by comparing to a
control.
Lesson 13: Where Do the
Pollutants Go? Students make final
observations, collect, and review
data. They use data to draw and
support conclusions.
1
1
4-5INQC Investigate: An experiment involves a
comparison. For an experiment to be valid and
fair, all of the things that can possibly change the
outcome of the experiment should be kept the
same, if possible.
4-5INQI Intellectual Honesty: Scientists report
the results of their investigations honestly, even
when those results show their predictions were
wrong or when they cannot explain the results.
PE: Explain why records of observations must
never be changed, even when the observations do
not match expectations.
4-5APPH People of all ages, interests, and
abilities engage in a variety of scientific &
technological work. PE: Describe several careers
that require people to apply their knowledge of
science.

4-5SYSC: Systems have inputs and outputs.
Changes in inputs may change the outputs of a
system. PE: Describe the effect on a system if its
input is changed (e.g., if sugar is left out, the
cookies will not taste very good; [pollutants
entering an ecosystem negatively affect the
survival of the organisms in the system]).
4-5LS1C: Certain structures and behaviors enable
plants and animals to respond to changes in their
environment. PE: Give examples of how plants
and animals respond to their environment [plants
turn brown when exposed to acid rain; plants
and algae increase when exposed to excess
fertilizer runoff (minerals nutrients), then
decrease when nutrients are consumed].
4-5APPH People of all ages, interests, and
abilities engage in a variety of scientific &
technological work. PE: Describe several careers
that require people to apply their knowledge of
science.

June2012


Language Arts
integration: nonfiction
reading - Use the
multiple copies of the
Ecosystems book to
read pgs. 45-48,
“Growing Crops the
Natural Way” and pgs.
26-27, “Hot Enough for
You?” (global
warming).
Plan to use the reading
selection as a context to
discuss careers students
may be interested in
and how scientific
knowledge of
ecosystems and
pollutants would be
useful in specific
careers.
Language Arts
integration: nonfiction
reading - Use the
multiple copies of the
Ecosystems book to
read pgs. 57-59,
“Preserving the
Wilderness: John
Muir”.
Plan to use the reading
selection as a context to
discuss careers students
may be interested in
and the types of
scientific knowledge
that would be useful in
these careers.
Lesson 14: Drawing Conclusions
About Our Experiment
Students pool and analyze data,
examine it for discrepancies, and
draws conclusions.
1-2
Assessment D:
Interpreting Pollution Experiments
Assessment E:
What Is Your Point of View?
1
4-5INQG Explain: Scientific explanations
emphasize evidence, have logically consistent
arguments, and use known scientific principles,
models, and theories. PE: Generate a conclusion
from a scientific investigation and show how the
conclusion is supported by evidence and other
scientific principles.
4-5INQH Communicate: Scientists communicate
the results of their investigations verbally and in
writing. They review and ask questions about the
results of other scientists’ work. PE: Display the
findings of an investigation using tables, graphs, or
other visual means to represent the data accurately
and meaningfully. Communicate to peers the
purpose, procedure, results, and conclusions of an
investigation. Discuss differences in findings and
conclusions reported by other students.
4-5SYSD: One defective part can cause a
subsystem to malfunction, which in turn will affect
the system as a whole. PE: Predict what might
happen to a system if a part in one or more of its
subsystems is missing (e.g., a broken toe will
affect the skeletal system, which can greatly
reduce a person’s ability to walk; [the decline of
producers in an ecosystem will negatively affect
the survival of consumers]).
2-3LS2C: Some changes in ecosystems occur
slowly and others occur rapidly. Changes can
affect life forms, including humans. PE: Explain
the consequences of gradual ecosystem change
(e.g., gradual increase or decrease in daily
temperatures, reduction or increase in yearly
rainfall; [gradual increase in pollutants entering
an ecosystem]).
4-5LS2F: People affect ecosystems both
positively and negatively. PE: Describe ways that
humans can improve the health of ecosystems
(e.g., recycling wastes, establishing rain gardens,
planting native species to prevent flooding and
erosion, [reusing materials instead of using
disposable products]).
June2012
This lesson has been
modified to include
guidelines for modeling how
to write a basic conclusion,
a requirement for
proficiency on the state
science assessment.
May be implemented at the
end of Lesson 14
Optional Extension: Ecosystems
Field Study in the Schoolyard in
partnership with Homewaters
Project/Islandwood. Students plan,
conduct, and report on a field study
outdoors. Teachers must attend a 3hour class in order to receive the
lesson plans and support from
Homewaters/Islandwood with this
field study.
3-4
4-5INQB Investigate: Scientists plan and
conduct
different kinds of investigations, one of which
is a
field study. PE: Work collaboratively
with other students to carry out a field study.
4-5LS2F: People affect ecosystems both
positively and negatively. PE: Describe ways that
humans can improve the health of ecosystems
(e.g., recycling wastes, establishing rain gardens,
planting native species to prevent flooding and
erosion).
June2012
Homewaters
Project/Islandwood
personnel provide support
with planning and
conducting this field study in
your schoolyard. This field
study is similar to scenarios
students may confront on the
science MSP.
Contact Homewaters
for inclusion in this
Ecosystems Field
Study.
(Homewaters@island
wood.org 206-8557070)