Ecosystems
Discovery Education Unit: Zebra Survival
Embedded Files
Literacy / Driving Question Board Connections
Nonfiction Science Literacy Resources
Graphic Organizers / Thinking Maps
Driving Question Boards
Multilingual Learner Language Expectations
MS-LS2-1: Effects of Resource Availability
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. (Cause and Effect)
Clarification & Boundary Statements
Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.
Boundary Statement: none
MS-LS2-2: Independent Relationships in Ecosystems
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
Clarification & Boundary Statements
Clarification Statement: Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.
Boundary Statement: none
MS-LS2-4: Ecosystem Interactions and Dynamics
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. (Stability and Change)
Clarification & Boundary Statements
Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.
Boundary Statement: none
MS-LS2-5: Biodiversity and Ecosystem Services Solutions
Evaluate competing design solutions for maintaining biodiversity and ecosystem services. (Stability and Change)
Clarification & Boundary Statements
Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.
Boundary Statement: none
Anchor Phenomenon / Local Colorado Phenomenon Connections
DRIVING QUESTION: Why is the Grevy's zebra population changing over time?
Anchor
After observing a graph showing a decline in the population of Grevy's zebra in east Africa and reading about other organisms that share the savanna ecosystem, students will generate questions related to their observations. These questions will be placed on a Driving Question Board (DQB) that will serve as a foundation of learning throughout the unit. Teachers should select student questions from the Driving Question Board to set the purpose of learning for each lesson.
Discovery Education Lesson / Connections to Anchor Phenomenon
Zebra Survival / Why is the Grevy's zebra population changing over time?
Survival Needs / What do zebras need to survive?
Zebras and Predators / What happens to the lion population when the zebra population declines?
Natural Distributions to the Savanna Ecosystem / How can a natural event affect an ecosystem and the living things in it?
Biodiversity and Human Impact on the Savanna / How do changes affect the resources provided by the ecosystem?
Outscider National Park Phenomena Connections
Congaree National Park - abiotic and biotic factors
What are the parts of an ecosystem? Biotic & Abiotic Factors
Engage: Discussion Guide
Explore: Biotic and Abiotic Factors Card Sort
Explain: Biotic and Abiotic Factors in Local Aquatic Ecosystems
Elaborate: Land Use Analysis for Water Pollution
Evaluate: School Rain Garden
Assessment: Student Reflection Essay
Local Colorado Phenomena Connections
To address NGSS standard MS-LS2-4, which focuses on constructing arguments about how changes to ecosystems affect populations, consider these Colorado-specific phenomena:
Beetle Infestation in Forests: The mountain pine beetle outbreak has significantly affected Colorado forests, altering ecosystems and impacting species that depend on these habitats.
Reintroduction of Wolves: The reintroduction of wolves to Colorado ecosystems could serve as a case study for predator-prey dynamics and its effects on population balance.
Wildfire Impacts: Examine how recent wildfires in Colorado have changed local ecosystems, affecting plant and animal populations and recovery processes.
Water Availability in River Systems: Investigate how changes in water flow and availability in Colorado's rivers, like the Colorado River, impact aquatic and riparian ecosystems.
Urbanization and Habitat Fragmentation: Explore how urban growth in areas like Denver affects local wildlife and plant populations through habitat fragmentation and changes in land use.
These examples can help students understand the real-world impacts of ecological changes and foster critical thinking about ecosystem dynamics.
Using SchoolAI, Gemini, ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"
Using SchoolAI
1) Navigate to Assistants
2) Select Curriculum Coach
3) Use the prompt above
Career Connections
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page.
Local Colorado Career Connections
Connecting students with local career examples can make learning more relevant and engaging. Here are several Colorado-based career connections related to ecosystems:
Ecologists: Connect with ecologists working in Colorado's diverse ecosystems, such as the Rocky Mountains or the Great Plains, to discuss their research on how changes in these environments impact local wildlife populations.
Wildlife Biologists: Partner with wildlife biologists involved in conservation projects within Colorado to provide insights into how habitat destruction, climate change, or invasive species are affecting native species.
Environmental Scientists: Invite environmental scientists from local universities or environmental organizations to speak about their work in monitoring environmental changes and their effects on ecosystems.
National Park Rangers: Collaborate with park rangers from Colorado's national parks to explore how they manage and protect ecosystems, and how they address changes within these areas.
Agricultural Experts: Engage with local agricultural experts to understand how agricultural practices can influence local ecosystems and the species that inhabit them.
These professionals can provide students with firsthand knowledge and case studies that align with the NGSS standard. Additionally, you might consider reaching out to local universities, environmental organizations, or government agencies for guest speakers or field trip opportunities.
Hands On, Minds On Connections
Discovery
Discovery Hands-On Refurbishments
Ocean First Education
St Vrain Science Center
Colorado Wildlife Kits
Raptors - Feet, wings, skulls and tails of raptors are provided for this unit. Kit includes publications and Project Wild activities.
Animal Signs - Realia shows students how to recognize the animals that have been in the area through tracks, scat and other signs. Kit includes publications and Project Wild activities.
Herptiles - turtle shells and skull, publications, and Project Wild activities complete this kit on herptiles.
Mammal Hides - The hides of 17 mammals and the antlers and horns of 5 mammals provide students the opportunity to learn about mammals. Publications and Project Wild activities complete the kit.
Mammal Skulls - Skulls of twelve mammals are the centerpiece of this kit which also includes publications and Project Wild activities. This kit contains 2 parts.
Birds / Waterfowl - Duck and grouse wings and feathers, publications, and Project Wild activities create this kit on wetlands and migration.
Aging Deer & Elk - Real teeth and jaws show the growth and development of the mule deer and elk. This kit includes realia, selected publications and Project Wild activities.
Data Puzzle Connections
Simulations
GIZMOS
Nearpod Lessons / Activities / Videos
LabXchange Lessons / Activities / Videos
Environmental Education Connections
Teacher Notes / Assessments
Discovery Hands-On Refurbishments
To Extend Student Learning
6) Developing a Multiple-Species Plan Additional Remediation, Extension, Differentiation Resources
Teacher Prep: Content Background Unit Storyline Driving Question Boards English Language Learner Support
3 Dimensional Science Assessments
This spreadsheet is a collection of existing assessments from across the country designed to support implementation of NGSS and similar state standards. The openly available tasks represent a wide range of task types and purposes. Some of these assessments are similar to what your students will experience on their 8th grade CMAS Exam. It is a good idea to introduce these types of assessments to students at all grade levels to better prepare them for success demonstrating their science knowledge. Combined 3D Task Inventory
Stanford 3D Short Performance Assessments (Deer Population)
CDE: Grade Level Expectations
Prepared Graduates:
Prepared Graduates:
2.6: Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how living systems interact with the biotic and abiotic environment.
2.8: Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how natural selection drives biological evolution accounting for the unity and diversity of organisms.
Grade Level Expectation:
Grade Level Expectation:
2-5: Organisms and populations of organisms are dependent on their environmental interactions both with other living things and with nonliving
2-6: Ecosystems are sustained by the continuous flow of energy, originating primarily from the sun, and the recycling of matter and nutrients within the system.
2-7: Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem
2-12: Biodiversity is the wide range of existing life forms that have adapted to the variety of conditions on Earth, from terrestrial to marine ecosystems.
Colorado Department of Education - Middle School Science Standards
Connecting Thinking Maps to Science Instruction
To help students Think Like a Scientists, they need to know how to question and gather evidence in order to refine and revise what they know and understand. The information below provides suggestions for connecting Thinking Maps to our science concepts. The thinking maps listed are general connections and should not be seen as the only maps that could be used. To better understand how to use Thinking Maps in Science, reference pages 188 to 196 in your Thinking Maps Teacher Guide. Each Thinking Map listed below includes the page number where it can be found in your Thinking Maps Teacher Guide
Graphic Organizers (Science Practices & Cross-Cutting Concepts)
Thinking Maps Guide Thinking Maps Guide (Spanish)
Thinking Map Resources (Spanish)
Patterns
Critical Questions: Is there a pattern? What caused the pattern? What predictions can I make? How does this pattern compare to others?
Possible Thinking Maps:
Flow or Bridge Maps for analyzing patterns (Page 54)
Tree Map for classifying (Page 42)
Bridge Map for relationships (Page 66)
Multi-flow Map for causes of patterns and making predictions (Page 60)
Double Bubble Map for comparing / contrasting patterns (Page 36)
Cause and Effect
Critical Questions: What evidence is there for this cause and effect relationship? What are other possible causes? How is this relationship similar to others? How does changing one event affect the results?
Possible Thinking Maps:
Multi-flow Map for cause and effect (Page 60)
Partial Multi-flow Map (Page 60)
Circle Map for Brainstorming (Page 24)
Double Bubble Map for cause and effect (Page 36)
Scale, Proportion, Quantity
Critical Questions: How does this system look at a smaller or larger scale? What is new and what is the same? What is new and what is the same? How does this scale relate to you? What happens if we change the quantity involved?
Possible Thinking Maps:
Multi-flow Map for cause and effect (Page 60)
Tree Map for details at different measures (Page 42)
Double-Bubble Map (Page 36)
Brace Map for analyzing parts at different scales or proportions (Page 48)
Bridge Map for relationships (Page 66)
Systems and System Models
Critical Questions: What parts and sub-systems make up this system? What interactions and processes involve this system? How is this system alike or different from others? What are the effects of modifying one part of the system?
Possible Thinking Maps:
Brace Map for taking systems apart (Page 48)
Flow Map for organization of the system (Page 54)
Double-Bubble Map to systems (Page 36)
Multi-flow Map to analyze impact of modifying systems (Page 60)
Energy and Matter
Critical Questions: How are energy and matter related in this system? Where does the energy for this system come from? Go?
Possible Thinking Maps:
Flow Map for tracking energy (Page 54)
Partial Multi-Flow Map for effects of changes (Page 60)
Bridge Map for relating energy and matter (Page 66)
Partial Multi-flow for causes of energy (Page 60)
Structure and Function
Critical Questions: How does the function depend on the structure? Are there other structures that serve the same function?
Possible Thinking Maps:
Brace Map to analyze structure (Page 48)
Partial Multi-Flow Map to explain how the structure causes the function (Page 60)
Double Bubble Map for different structures (Page 36)
Stability and Change
Critical Questions: What causes change in this system? Stability? Is the stability static or dynamic? What are possible catalysts for changing the stability?
Possible Thinking Maps:
Partial Multi-Flow Map for change (Page 60)
Circle Maps for defining dynamic and static stability (Page 24)
Flow map for evolution of a system (Page 54)
Double Bubble to dynamic and static stability (Page 36)
Page updated
Report abuse