Evaluate Ecosystems

Standard II

Students will understand that the features of Earth’s evolving environment affect living systems, and that life on Earth is unique in the solar system.

Objective 02

Analyze how ecosystems differ from each other due to abiotic and biotic factors.

Indicator a

Observe and list abiotic factors (e.g., temperature, water, nutrients, sunlight, pH, topography) in specific ecosystems.

Indicator b

Observe and list biotic factors (e.g., plants, animals, organic matter) that affect a specific ecosystem (e.g., wetlands, deserts, aquatic).

Indicator c

Predict how an ecosystem will change as a result of major changes in an abiotic and/or biotic factor.

Indicator e

Analyze interactions within an ecosystem (e.g., water temperature and fish species, weathering and water pH).

Indicator f

Plan and conduct an experiment to investigate how abiotic factors influence organisms and how organisms influence the physical environment.

Intended Learning Outcomes:

  1. Use Science Process and Thinking Skills
    1. Observe objects, events and patterns and record both qualitative and quantitative information.
    2. Use comparisons to help understand observations and phenomena.
    3. Evaluate, sort, and sequence data according to given criteria.
    4. Select and use appropriate technological instruments to collect and analyze data.
    5. Plan and conduct experiments in which students may:
      • Identify a problem.
      • Formulate research questions and hypotheses.
      • Predict results of investigations based upon prior data.
      • Identify variables and describe the relationships between them.
      • Plan procedures to control independent variables.
      • Collect data on the dependent variable(s).
      • Select the appropriate format (e.g., graph, chart, diagram) and use it to summarize the data obtained.
      • Analyze data, check it for accuracy and construct reasonable conclusions.
      • Prepare written and oral reports of investigations.
    6. Develop and use classification systems.
    7. Construct models, simulations and metaphors to describe and explain natural phenomena.
    8. Use mathematics as a precise method for showing relationships.
    9. Form alternative hypotheses to explain a problem.
Summary: Students will conduct an environmental inventory on one ecosystem. They will collect data, and write an environmental impact statement on that area.

Materials:

  • Non-cultivated area close to school
  • Map of the study area

Prerequisite instruction: This lesson requires students to take as many measurements in their ecosystem as possible. The more the students know, the better this lesson works. The teacher should take as much time as possible in teaching specific skills, but a simplified method could be used. Also, research could help the students with information.

Examples of skills:

  • Plant sampling
  • Soil testing
  • Water testing
  • Map skills (topography, coordinates, vegetation etc..)
  • Interspecies interactions
  • Population counts

Sequence and duration of each part of lesson:
Part 1 (45 min)

  1. The teacher should have already talked about some factors that effect ecosystems.
  2. Tell students that they are going to have to do a field study on a particular area of interest. Suggest some possible locations around your school. Give them these specific requirements.
    1. The data should be taken over at least a thirty-day period.
    2. Students may work in groups.
    3. An ideal area will be at least 1 acre.
    4. Students will write an environmental impact statement (see handout 1)
    5. Students need to keep a detailed field notebook (as teacher requires)
    6. Students prepare a report on progress after 15 days (written or oral)
    7. Students are to give a 10 minute oral presentation, including pictures, slides, video, charts, graphs.
  3. Take students to an area in which you want to demonstrate some techniques of the field study.

Part 2 (45 min)

  1. Use the library, Internet, or other research sources to find information about the area of their choice.
  2. Record all observaion information in a field notebook.
  3. Provide written descriptions from information learned by research.

Part 3 (Student homework)

  1. Students should report after about 15 days on their progress (either written or oral)

Part 4 (at the end of 30 days)

  1. Students should turn in the environmental impact statement, and schedule a time to do their oral presentation.

Part 5 (2 hr 45 min)

  1. Students should do their oral presentations.

Evaluation:

  1. The quality of the environmental impact statement would be a good evaluation.
  2. The quality of the oral presentation should evaluate the learning that took place.
  3. Students could judge each oral presentation from 1-10 based upon quality
  4. This investigation could actually be a good assessment of understanding of systems, scientific method, ecosystems etc.