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Exploring Ecosystems in 5th grade

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Nia Sestak

on 25 April 2017

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Transcript of Exploring Ecosystems in 5th grade

Exploring Ecosystems
http://questgarden.com/116/94/5/110106183428/process.htm
Introduction
You will research to find out the following information about your assigned ecosystem:
Where is your ecosystem located in the world? (Ecologist)
What is the climate/weather of your ecosystem? (Meteorologist)
Name three plants found in your ecosystem. Describe each plant and explain their adaptations(how does it survive or live in its ecosystem)? (Botanist)
Name five animals found in your ecosystem. Describe each animal and explain the animal's adaptation (how does it survive or live in its ecosystem)? (Zoologist)
You will also need to think of one interesting thing you found out about your ecosystem that you would like to share with our classmates when you present.

Once you are finished with your research, you will come back together as a group and work together to create a board game with about your ecosystem that you will present to your classmates.

Once you decide on your job title, use the corresponding links found in the next slides with your job title listed to obtain your answers. You will need to take notes so that when you meet back with your group you can share what you have learned in order to create your game questions.
The Task
The Process
Ecologist
Now that you have become an expert in your field by researching your specific job title, and have gotten back with your group to share what you have learned, you should have a better understanding of how living organisms interact with their non-living environments to form an ecosystem. With this activity you should now know where your ecosystem is located, the climate of your ecosystem, five animals and three plants in your ecosystem and be able to explain as a group four interesting facts about your ecosystem. This group activity has allowed you to use critical and higher order thinking and you have worked both individually and as a group to create a board game that you will present to your fellow classmates. This board game will allow you to not only share with the class what you have learned but help the class explore your ecosystem as you explore others yourself. With this activity you should now know where your ecosystem is located, the climate of your ecosystem, five animals and three plants in your ecosystem and be able to explain as a group four interesting facts about your ecosystem.

Now that you have finished researching for your project, and created your board game, get ready to present your Ecosystem to your classmates.

Good Luck! I'm sure you have worked hard and will do a great job.

Pat yourself on the back or give yourself a big hug!
Conclusion
Fifth Grade
Science
Reading ELA

TEKS
Ecologist:Links to Ecosystems

http://www.nationalgeographic.com/geography-action/habitats.html

http://pbskids.org/eekoworld/index.html?load+environment

http://www.geography.learnontheinternet.co.uk/topics/ecosystem.html

http://www.ducksters.com/science/ecosystems/world_biomes.php

§112.15. Science, Grade 4,
(4) In Grade 4, investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations and that methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. They have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world
(B) Within the living environment, students know and understand that living organisms
within an ecosystem interact with one another and with their environment. The students will recognize that plants and animals have basic needs, and they are met through a flow of energy known as food webs. Students will explore how all living organisms go through a life cycle and that adaptations enable organisms to survive in their ecosystem.
Prepared by:
Kristin Hooser, Christy McGalliard, Nia Sestak
Katrina Solt
4/14/15

Task
The Ecologist
Where is your ecosystem located in the world? Describe what your ecosystem looks like.

Think of one interesting thing you found out about your ecosystem and share it with your group.
Task
The Meteorologist:
What is weather/climate in your chosen ecosystem?

Think of one interesting thing you found out about your ecosystem and share it with your group.
Task
The Zoologist:
Name 5 animals found in your ecosystem. Describe each animal and explain the animals adaptations (how does it survive or live in its ecosystem)?

Think of one interesting thing you found out about your ecosystem and share it with your group.

Task
The Botanist
Name three plants found in your ecosystem. Describe each plant and explain their adaptations(how does it survive or live in its ecosystem?)

Think of one interesting thing you found out about your ecosystem and share it with your group.
The Process
Botanist
Botanist:
http://www.mbgnet.net/

http://www.srl.caltech.edu/personnel/krubal/rainforest/Edit560s6/www/plants.html

http://www.blueplanetbiomes.org/savanna_plant_page.htm

http://www.blueplanetbiomes.org/desert_plant_page.htm

http://www.ri.net/schools/West_Warwick/manateeproject/Tundra/plant.htm

http://underwaterseaplants.awardspace.com/

The Process
Meteorologist
Meteorologist: Links to weather and climate.

http://www.epa.gov/climatestudents/expeditions/index.html

http://www.geography4kids.com/files/land_ecosystem.html

http://www.windows2universe.org/earth/ecosystems.html



The Process
Zoologist
Zoologist:Links to Ecosystems

http://www.srl.caltech.edu/personnel/krubal/rainforest/Edit560s6/www/animals.html

http://www.blueplanetbiomes.org/savanna_animal_page.htm

http://inchinapinch.com/hab_pgs/terres/desert/animals.htm

http://www.tundraanimals.net/

http://www.symbaloo.com/mix/shsuonlineresources

http://kids.nationalgeographic.com/animals/


Tropical Rainforest Biome
Savanna Biome
Desert Biome
Tundra Biome
Ocean Biome

Each person in your group, no matter the job title should view the following links and make sure you have viewed the video previously to better understand your assigned ecosystem.

http://eschooltoday.com/ecosystems/what-is-a-biome.html

http://chsweb.lr.k12.nj.us/mstanley/outlines/ecology/ecotypes/ecotypes.htm

http://www.kidsgeo.com/geography-for-kids/0164-ecosystems.php

Types of Ecosystems
Board Game Rubric
Process
Links to Create Board Game
Please get back together with your group and share what you have discovered before moving forward.

Your final task is to design, create, and play a board game based on the ecosystem that you explored. During this process, keep in mind that you may find yourselves going back to your notes and links you previously viewed as you personalize your game.

Step 1: Begin by making some sketches and drafts of the intended game format. You will also want to include illustrations or images that reflect the ecosystem that you have chosen.

Step 2: Decide if the game board pattern will be created by your team or will you choose a template from the sites provided below.

Step 3: Choose what you want to use for game tokens. You could use beans, coins, rocks, or maybe something that represents your specific ecosystem.

Step 4: How will you move the game tokens. Will you draw cards, use a spinner, or throw dice? You could perhaps even choose a combination of all three. Index cards cut in half work perfectly for draw cards. You might even consider making dice or a spinner that reflects your ecosystem as well.

Step 5: Create the rules for the play of the game. Be as creative as you want or use some directions from a store bought game. Your team may want to consider incorporating some aspects of other well-known games.
• Go back to start or go to jail
• Draw cards with rewards or penalties
• Game board spaces that reward or penalize the player
• Special movements or words at certain times of the game to avoid a penalty

Step 6: Play some trial runs to make sure that the game works correctly. More than likely you will experience a few situations that will require some adjustments but don’t worry, as you play, you can edit your rules for clarification.

Step 7: Make sure you review the rubric on the next slide before completing your game.

*You may want to laminate the game board and store all components of the game in a large Ziplock baggie.

http://theendinmind.net/homemade-board-games/
http://www.webeans.net/hutt/index.html
http://www.edochan.com/teaching/boardws.htm

Welcome to this wonderful world! You are about to begin a journey of exploration and discovery. You and your fellow scientists will explore your assigned ecosystem by jigsawing (breaking apart and becoming an expert in your field and coming back together to share what you have learned). You will gain a better understanding of how living organisms interact with their non-living environments.

This is a group activity that will allow you to interact and work in a cooperative learning environment and use critical thinking skills and higher order thinking. As a group, your first task is to decide your job title or field of study. You can choose between ecologist, meteorologist, botanist, and zoologist. This activity will require you to interact with technology and use reference materials to gain knowledge about you ecosystem. Your group will watch an interesting video and research by using the links and information provided.

After your group becomes more familiar with living and nonliving things in your ecosystem, your group will create a board game about your ecosystem and present it to your classmates so that everyone in the class can become more familiar with each ecosystem.

Please watch the video on the following slide as a group before you move
forward.

So, let your journey begin!
§110.15. English Language Arts and Reading, Grade 4
(18) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
(A) create brief compositions that:
(i) establish a central idea in a topic sentence;
(ii) include supporting sentences with simple facts, details, and explanations; and
(iii) contain a concluding statement;
(B) write letters whose language is tailored to the audience and purpose (e.g., a thank you note to a friend) and that use appropriate conventions (e.g., date, salutation, closing); and
(C) write responses to literary or expository texts and provide evidence from the text to demonstrate understanding.
(26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to draw conclusions through a brief written explanation and create a works-cited page from notes, including the author, title, publisher, and publication year for each source used.
(27) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to:
(A) listen attentively to speakers, ask relevant questions, and make pertinent comments; and
(B) follow, restate, and give oral instructions that involve a series of related sequences of action.
(28) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to express an opinion supported by accurate information, employing eye contact, speaking rate, volume, and enunciation, and the conventions of language to communicate ideas effectively.
(29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others.

https://kleinflix.kleinisd.net/show?video=fe0ca40f75b6
Full transcript