Project+Based+Learning+-+5th+Grade+Ecosystems


 * __Project Based Learning Plan: 5th Grade Science__**

Name of Unit: Ecosystems Subject/Course: Science Grade Level: 5th Grade Other Subject Areas Included: Language Arts and Social Studies

Project summary: Students will examine living and non-living factors in an ecosystem, and be able to identify the differences between various ecosystems in the context of a class differentiated tic-tac-toe assessment.

Benchmarks Addressed: A6.5-8 Knows there are differences among ecosystems. B7-5-8 Knows that the surface of the earth changes due to slow and rapid processes. F3.5-8 Knows when an environment changes, some plants and animals survive, some die. F5.5-8 Knows that all organisms, including humans, cause changes in their environment.

Power Standard: Examine the relationship between living and non-living factors as the environment changes.

Driving Questions: How are ecosystems alike and different? How do people and their lifestyles impact the ecosystem they live in? How do changes in the environment connect with the survival of living things?

Objectives: Students will be able to identify specific characteristics for the following ecosystems/biomes: Desert, Prairie, Tundra, Tropical Rain Forest, Deciduous Forest, and Taiga.

Students will be able to identify three ways that humans impact their environment.

Students will be able to give three ways that living things can survive changes in their environment.

Vocabulary: Adaption, ecosystem, biome, decomposition, erosion, succession, climate, “MAD Law”, population, extinction, endangered, species, habitat, threatened, overpopulation, waste, pollution, consumers, producers, food web, food chain, limiting factors, Desert, Prairie, Tundra, Tropical Rain Forest, Deciduous Forest, and Taiga Learning Targets: Skills and Concepts (Content included)
 * Define ecosystem
 * Identify the elements of an ecosystem
 * Compare and contrast various ecosystems (including living and non-living factors)
 * Describe how nature changes naturally and/or with human influence
 * Identify and explain the forces that cause an ecosystem to change
 * Explain how survival of plants and animals impacts population
 * Give examples of how humans impact the various ecosystems
 * Select an environmental issue and use higher thinking to determine beliefs, attitudes and values about that issue

Overall Summary of Unit: Day 1: Introduction of Ecosystems Day 2: Introduce Vocabulary Days 3-4: Introduce ecosystems Day 5: Student Presentations
 * 1) Using google earth look at the various locations on the world and start to have students think about what they already know about ecosystems.
 * 2) Students will create and complete a KWL in their science notebook.
 * 3) Students will discuss and make connections with their KWL chart.
 * 4) Introduce the Essential Questions for the unit.
 * 1) Students will look at list of vocabulary words and think about what they already know about these words.
 * 2) Power point with guided notes on words: system, environment, balance, ecosystem, biotic, abiotic.
 * 3) Make a list of 5 things that live in a rainforest, puddle, handful of soil, planet earth. Compare Lists.
 * 1) Review essential questions for unit.
 * 2) Introduce the ecosystems/biomes: Desert, Prairie, Tundra, Tropical Rain Forest, Deciduous Forest, and Taiga.
 * 3) Assign each table an ecosystem to learn about.
 * 4) Each tribes group will learn about the characteristics of their ecosystem to make a persuasive presentation to make us want to travel and visit that ecosystem.
 * 5) Students will include the following: location, climate, distinguishing characteristics, rainfall, animals, and why someone should visit.

Day 6: Introduce changes in the ecosystems
 * 1) Review essential questions for the units.
 * 2) Review the similarities and differences in the different ecosystems discussed.
 * 3) In a writing prompt, discuss which ecosystem they would want to travel to and why. Share responses. Have students place a star on the ecosystem map where they would want to visit.
 * 4) Introduce the concept of changes in the ecosystems: natural and human caused – short term and long terms. Examples include: succession, land development, fire, flood, human impact, etc.
 * 5) Writing prompt: think of their neighborhood. How has it changed over time?
 * 6) Design a “save the ecosystem t-shirt” that shows what humans can do to stop harming the ecosystems.

Day 7: Connection Day
 * 1) Review essential questions for the units.
 * 2) Review the similarities and differences in the different ecosystems discussed.
 * 3) Review the changes that can occur in an ecosystem, naturally and from human impact.
 * 4) Students will present and display their t-shirt designs.
 * 5) Introduce and respond to the MAD Law (Move Adapt or Die Law)
 * 6) Students will design a classified ad for the newspaper for their ecosystem.

Other Activities/Materials to be integrated into the unit:
 * Planet Earth video series
 * Power point on biomes/ecosystems
 * Ecosystems climate chart
 * Habitat Herald Activity and guidelines
 * Prairie plant adaptations
 * Lineville nature center comparisons
 * Desert video and group quiz
 * Grassland video and group quiz
 * Rainforest video and group quiz
 * Pond Life video and group quiz
 * Project Learning Tree, Project Wild, Trees for Tomorrow Activities
 * Writing Haiku
 * Use of Jan Brett’s book //The Umbrella//
 * Use of //The Earth is Painted Green//
 * Writing shape poems about something in the selected ecosystems

Assessment: Tic Tac Toe Chart Students will select items from the tic-tac-toe chart to show their understanding of ecosystems and the changes that occur within them. Students will be assessed on the content, quality and effort shown on their project using a rubric that will be described in class.
 * Create a song about your selected ecosystem
 * Make a poster to compare and contrast two ecosystems discussed in class
 * Write a story about animals from within your ecosystem
 * Write a persuasive essay why we should protect your ecosystem
 * Investigate an report on an environmental issue affecting your ecosystem
 * Think of a way to protect your ecosystem that you live in
 * Write a letter to a politician about better protecting the local environment that your community is in, or a global issue that they should be aware of
 * Write a series of poems about one or all of the ecosystems discussed in class
 * Make a list of the living and non-living factors in your ecosystem
 * Write an essay on your short and long term goals for protecting the environment and ecosystems around you

Resources Used:

Brenner, Barbara. (1994). //The Earth is Painted Green.// New York: Scholastic.

Brett, Jan. (2004). //The Umbrella.// New York: Scholastic.

Jason Project (2009). //Operation: Resilient Planet.// Ashburn: Jason Project.

Moyer, Richard; Lucy Daniel; Jay Hackett, Prentice Baptiste; Pamela Stryker; JoAnne Vasquesz. (2008). //Science.// New York: Macmillan Macgraw Hill.

Wagner, Angela. (2007). //Ecosystems: Ecology and the environment.// San Diego: Classroom Complete Press.