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Welcome to the Wetland's Eco-Mystery! This unit was
designed for student's in fourth through fifth grade. However, it can be used
with older students as well. The following Teacher's Guide will assist you in
guiding your student's through the Eco-Mystery and help them to solve the case.
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Course
Description: To
investigate familiar and unfamiliar ecosystems using Internet resources; to
explore how various organisms satisfy their needs within their environments;
to study the kinds of relationships that exist between organisms within an
environment.
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Goals:
facilitate student learning of age-appropriate concepts and skills specific
to ecosystems; promote and facilitate age-appropriate scientific attitudes
and habits of mind; to introduce students to learning about basic science
concepts by observing, measuring, and identifying properties; and to promote
learning of and interest in basic science concepts through discovery and
exploratory approaches to study.
4SC-E7.
Explain and model the interaction and interdependence of living and non-living
components within ecosystems, including the adaptation of plants and animals to
their environment
PO
1. Describe the components of an ecosystem
PO 2. Describe how living and non-living components interact within an ecosystem
PO 3. Describe how living and non-living components are interdependent within an
ecosystem
PO 4. Explain how plant species adapt to their environment
PO
1. Construct a simple classification system based on physical characteristics
PO 2. Arrange several organisms into a classification system
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1SC-E1.
Identify a question, formulate a hypothesis, control and manipulate
variables, devise experiments, predict outcomes, compare and analyze
results, and defend conclusions
PO
1. Distinguish between a question and a hypothesis
PO 2. Describe the functions of variables in an investigation
PO 3. Predict an outcome based on experimental data
PO 4. Draw a conclusion based on a set of experimental data
1.
This unit will be problem-based and will involve solving an eco-mystery
related to the wetland ecosystem.
2.
Subtopics will include:
a.
Understanding how to use the Scientific Method
b.
Identifying what an ecosystem is.
c.
Identifying a wetland ecosystem
d.
Using a field notebook to record observations and information
e. Identifying different species
in an ecosystem
The Unit is based upon the following organizational scheme
Subject- Wetland Eco-systems
Eco-Mystery Problem
What is an Ecosystem?
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Parts of Ecosystem
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How an ecosystem Works
What are wetlands?
Mystery Clues
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Review Clues
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Develop Hypothesis
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Collect data
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Test Hypothesis
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Formulate a solution
Design your own eco-mystery
The learning explorations of the Eco-mystery are designed to teach students
about the concept of ecosystems by studying wetland ecosystems. In order to get
students engaged in studying this ecosystem, they learn about the ecosystem by
solving an ecological mystery. While solving the Eco-Mystery, students learn
about the plants, animals and non-living organisms of the ecosystem as well as
characteristics of the ecosystem and general ecological concepts.
In the Eco-mystery case the local ecosystem of Lower Colorado River
Basin is explored.
When students click on the Eco-Mysteries, they begin their adventure.
When students begin their exploration they are instructed to"
Enter." They are then taken through a series of steps where they gather the
resources and skills necessary to solve the Eco-Mystery.
Step 1: Introduction to the mystery.
Step 2: Pre-assessment to find out how much students already know
about the ecosystem they are investigating
Step 3: Introduction to the field notebook and how to use it during
their investigation.
Step 4: How to investigate and solve an eco-mystery using the
scientific method.
Step 5: Overview of the ecosystem they will be investigating.
Step 6: Listing of the other resources available to them during their
investigation.
Step 7: Final instructions to solving the Eco-Mystery.
After students have gone through the steps to solve an eco-mystery they are
ready to explore the clues. The clues are part of the mystery. Some of the clues
are not directly related to Eco-Mystery but provide more information about the
ecosystem they are investigating. As students investigate clues to the mystery,
they do web research, real world explorations, and record all of their findings
in the field notebook. When they are ready to solve the mystery they click on
the worm icon. Students then take a formative assessment of what they have
learned about the ecosystem from the clues they investigated. They have to
answer at least ten questions right to be able to solve the Mystery. If they get
less than ten right it means they have to do more investigating of the clues.
Once students have solved the Eco-Mystery they are instructed to find and solve
their own ecological mystery, ending in a summative project where they present
their eco-mystery to the class.
List of Learning Objectives
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Students will be able to use the scientific method to solve real world
problems.
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Students will be able to use a field notebook to collect data.
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Students will be able to identify an ecosystem and its subsystems.
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Students will be able to identify and explain what makes up a wetland
ecosystem.
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Students will be able to investigate clues, interpret information, carry
out experiments, analyze data and draw conclusions.
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Students will be able to design a presentation and demonstrate what they
have learned.
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Students will be able to design a model to illustrate a system
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Students will be able to describe variables that cause change and explain
the cause and effect of variables within a system.
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Students will be able to arrange organisms into a classification system
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Students will be able to describe how living and non-living components
interact within an ecosystem
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Students will be able to describe how living and non-living components are
interdependent within an ecosystem.
Prerequisites
Before beginning the unit students will be expected to read at a 3rd
grade level and work independently and within small groups. Students should be
able to log-on to the Internet and understand how to navigate between web pages,
using links and the browser back button. Students should also be able to use a
word processor and have knowledge of saving a document.
It would be helpful if students were familiar with using PowerPoint or
Hyper Studio for
their presentations although this is not absolutely necessary.
It is expected that students will find the problem-based design of this unit
engaging and be actively involved in the process. Students who are not familiar
with the Internet and are not able to work independently may have difficulties
completing the unit. The Unit is
self-paced and students should be allowed to explore as much as possible.
However, students are also expected to be able to complete the activities as
assigned and not just browse the web unit.
Aim Statement
This Web Unit Solving a Wetland Eco-Mystery aims to develop the
enduring understanding that all living and non-living things interact and are
interdependent within ecosystems and that man can influence ecosystems as well
as ecosystems can influence man. Through
a problem based approach students will answer the essential questions what is an
ecosystem? How does an ecosystem affect me? And how do I affect the ecosystem?
Rationale
Effective science instruction involves authentic instructional activities
where students solve real-world problems. Students are naturally curious about
the world around them and when instructional activities are student-centered
investigations of the natural world, the students are more interested in
learning. Reports from the media and discussions at home and at school on
environmental issues have heightened the awareness of students on the
inter-relationship between people and the environment. Using technology to
conduct research and learn about the local ecosystems affords students the
opportunity to satisfy their natural curiosity about the inter-relationship of
people with the environment and to communicate their findings
Further, as our population continues to explode across the globe, it is
important for students to understand how this growth affects the ecosystems of
the earth and that damaging these ecosystems can have long-term affects to man
as well as the many species found within these ecosystems. Through using a
problem-based approach students realize that they are not powerless to change
the world around them and that they can make a difference.
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