Ecology: A Balanced Ecosystem

Author: Jennifer Dwojakowski

Grade Level: 9–12

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Subject/Content: Science/Biology

Summary of Lesson

The purpose of this lab investigation is to examine the degree of impact of naturally occurring and human-influenced issues on the careful balance of a self-contained ecosystem, via the application of ecological concepts.

Focus Question

What are the necessary components of a self-contained ecosystem and how can we prevent the destruction of these ecosystems?

Databases(s): Science in Context

Procedures:

Steps/activities by teacher:

• Direct students to the Ecosystems topic in Science in Context. Students should use this resource to define basic ecology terms, such as producer, consumers, nutrient cycles, and so on.
• Lead a class discussion in which students can share the ways they defined their terms.
• Discuss what it means to be self-sustaining, describe limiting factors in an environment, and emphasize how a healthy ecosystem survives.
• Assign partners and direct students to design an ecosystem container by completing a detailed drawing. They should also include a detailed explanation that shows why the ecosystem would be successful.
• Provide supplies or have students bring in supplies to construct their ecosystem container. Supplies might include two-liter bottles, tape, fish bowls, etc.
• Explain how students will collect/obtain samples for their self-contained ecosystem and define the components to be included (producers, consumers, nutrient cycles, and so on). You may also ask students to look over the Math tie-in below.
• Assist students in creating an observation/records sheet, which will allow them to record bi-weekly observations and take note of any necessary interventions made to the ecosystem.
• Assist students in accessing the Science in Context database to research information on how human behavior impacts ecosystems.
• Direct students to share their findings on human impacts to the ecosystem and relate these findings to experiences with the self-created ecosystem in a final report.
• Look over the English tie-in below.

Steps/activities by student(s):

• Access the Science in Context database and locate the Ecosystems topic page.
• Research and define basic terminology related to ecology.
• Design and construct a self-contained ecosystem using supplies provided by your teacher or brought in from home.
• Collect specimens to complete your ecosystem.
• Create record tables to document ecosystem set-up, organisms added, and interventions required.
• Use documentation to record the progress of the ecosystem over time.
• Access the Science in Context database and research how human behavior impacts the environment.
• Construct a final report that includes your original ecosystem plan; a summary of your experiment, including your documentation; a section that explains how you might improve your ecosystem; and a new drawing/plan showing these improvements to the ecosystem.

Outcome:

Students will gain an understanding of the necessary components required for a healthy, sustainable environment. They will recognize the ways in which human actions impact that balance and will analyze explanations and models used in scientific experimentation.

Related Activities: This activity can be easily integrated with the activities suggested.

Math

• Incorporate this activity while collecting samples for the ecosystem.
• Randomly select a sampling area by tossing a golf ball; the golf ball becomes the origin of an x-, y-axis coordinate system.
• Measure out a 10 x 10 plot area with the golf ball as the center.
• Transfer this coordinate system onto graph paper.
• Randomly toss a "sampling" figure (a geometric shape cut out of poster board) into the plotted area.
• Collect live samples for the lesson from underneath the tossed figures.
• Toss the shape ten times; each time carefully measure and plot the "sampling figure" onto the graph paper coordinate system.

English

• Incorporate this activity after the ecosystem has been created and the final report has been submitted.
• Obtain the book Silent Spring by Rachel Carson.
• Examine excerpts from the book, focusing on the author's use of literary personification to address environmental issues.

Learning Expectation

As a result of activities, students should develop an understanding of the interdependence of organisms in an ecosystem. They should also understand the natural and human-induced hazards that can impact environmental quality and the success of an ecosystem.

National Science Education Content Standard(s):

As a result of their activities in grades 9–12, all students should develop:

• NS.9-12.1(A) understandings about scientific inquiry
• NS.9-12.3(C) an understanding of interdependence of organisms; behavior of organisms
• NS.9-12.4(D) an understanding of geochemical cycles
• NS.9-12.6(F) an understanding of natural resources; environmental quality; natural and human-induced hazards
• Standard Source: National Academy of Sciences, 1996

ISTE NETS Standards for Students

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

• B. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
• C. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
• D. process data and report results.

6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

• A. understand and use technology systems.

Standard Source: ISTE NETS for Students, 2007

Information Power; Information Literacy Standards:

• Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.

Standard Source: American Library Association, 1998