Science

https://docs.google.com/document/d/1TWCWTFVeZAL7VL-Qq4sK3hmnWpP5AQNkpZeYQbqg6OE/edit?usp=sharing

Investigating Ecosystems

Science 

6th Grade 

SCIENCE 2022 NYC Scope and Sequence: 6th grade unit 2 

Disciplinary core ideas: LS2.B: Cycle of Matter and Energy Transfer in Ecosystems 

■ Food webs are models that demonstrate how matter and energy are transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. (MS-LS2-3)

Performance expectation: Students should grasp how food webs simulate matter and energy transmission in ecosystems, with an emphasis on the roles of producers, consumers, and decomposers. The expectation also emphasizes the significance of nutrient recycling by decomposers and the continuous cycling of atoms between living and nonliving ecosystem components. This insight helps to a complete understanding of the interrelated systems that support life within an ecosystem.

Science and Engineering practices:  Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.

 ■ Develop a model to describe phenomena. (MS-LS2-3)

Crosscutting concepts:  Energy and Matter 

■ The transfer of energy can be tracked as energy flows through a natural system. (MS-LS2-3)

ELA/Literacy: Common Core State Standards Connections:

ELA/Literacy -

SL.8.5

Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-LS2-3)

Mathematics -

6.EE.C.9

Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. (MS-LS2-3)

Components of Computational Thinking used:  Alex, a sixth-grader in Rivertown, was renowned for his love of constructing and making things. Mrs. Rodriguez, their instructor, once presented the class to an intriguing task called "EcoCraft." The assignment was to create a digital game that represented the delicate balance of an ecosystem while utilizing computational thinking ideas.

Students will use Decomposition, Pattern Recognition, Abstraction, Algorithmic Thinking, and Algorithmic Design for this lesson. 

The central focus of this lesson is that students will investigate the complicated web of life inside ecosystems, focusing on the interactions between living and nonliving components.

 Learning Objective: Students will Construct a Food Web:

Students will create a complete food web with at least four trophic levels based on a specific ecology. They will define the roles of producers, consumers, and decomposers in the food chain and explain how energy flows between species.

•   These ideas lay the groundwork for more advanced study in life sciences in subsequent grades. 

• Hands-on activities, experiments, and real-world examples can also help students grasp and engage with ecological ideas.

Time:1 period + 1 period + 1 period + 1 period 1 day of field trip 

Materials: science journal, technology(smartboard, laptops), Aids to Visualization, Decomposition

 Use photos or drawings to have students make real or digital models of food webs. 

Alex, a sixth-grader in Rivertown, was renowned for his love of constructing and making things. Mrs. Rodriguez, their instructor, once presented the class to an intriguing task called "EcoCraft." The assignment was to create a digital game that represented the delicate balance of an ecosystem while utilizing computational thinking ideas.

• Set up numerous hands-on stations that depict various ecosystem components (for example, a plant station, a decomposer station with a compost bin, and a water quality testing station).

• Students cycle between these stations in small groups, actively engaging with the items and making observations.

• Encourage kids to establish connections between the stations by asking questions.

•  Hold a class discussion regarding the observations made during the exploring period.

• Introduce fundamental ideas regarding ecosystems, such as their definition, components, and the interdependence of living and nonliving elements.

• To improve comprehension, use multimedia tools, illustrations, and short movies.

• Assign an ecosystem to each group (for example, rainforest, desert, or ocean).

• Students do research and design posters that highlight the unique characteristics, creatures, and relationships found in their assigned habitat.

• Encourage creativity and the use of visual elements.

Engage KWL Diagram:

Give each student or group a KWL chart (What I Know, What I Want to Know, What I Learned).Fill up the "K" and "W" sections with students individually or in small groups depending on what they already know about ecosystems and what they wish to learn.As a formative evaluation, collect these charts to identify the breadth of prior knowledge and student curiosity.

Survey of Interests:

Distribute a quick interest survey to students, inquiring about themes of interest or questions about ecosystems.Analyze the survey results to customize the forthcoming lessons to student interests and to address specific areas of interest.

Quick Write:

Ask students to complete a fast write (a brief, ungraded written response) about a personal experience or observation relating to ecosystems.This might be an introspective work in which they describe an area they consider an ecosystem or an interaction with a specific creature.

Explore 

Checklist of observations:

Make an observation checklist with specific criteria for student involvement, cooperation, and participation in hands-on exploration activities. Circulate around the room with the checklist, noting any examples of active involvement, cooperation, or obstacles.

Techniques for Questioning:

During the exploratory activities, engage in one-on-one or small group discussions with students. Use probing inquiries to determine their level of comprehension. For example, ask them to explain why various creatures are located in certain areas of an ecosystem.

Explain: 

 Modeling Experiments:

Strategy: Represent the flow of matter and energy in ecosystems using modeling tasks such as diagrams or physical models.

Criteria for Evaluation:

Examine the correctness and completeness of the models created by pupils.

Examine their capacity to link various ecosystem components.

Writing Projects:

Assign written assignments, like essays or summaries, that require students to explain their understanding.

Criteria for Evaluation:

Examine the written replies for depth and clarity.

Assess their capacity to convey difficult ideas in writing.

Elaborate: Writing Projects:

Assign written assignments, like as essays or summaries, that require students to explain their understanding.

Criteria for Evaluation:

Examine the written replies for depth and clarity.

Assess their capacity to convey difficult ideas in writing.

Scientific Models: Encourage students to create scientific models that depict the matter cycle and energy transmission in ecosystems.

Criteria for Evaluation: Assess the accuracy and completeness of models.

Assess students' abilities to explain the roles of various components.

STEM Challenges: Introduce STEM challenges that encourage students to build solutions based on their knowledge of ecosystem dynamics.

Criteria for Evaluation: Assess the solutions' inventiveness and functionality.

Assess how effectively solutions adhere to ecological principles.

English Language Learners (ELLs):

Visual Supports: Provide visuals, diagrams, and charts to support understanding. Use bilingual dictionaries or visual aids to explain key vocabulary.

Multilingual Resources: Offer learning materials in multiple languages if possible. Encourage the use of translation tools for better comprehension.

Language Buddies:

Pair ELL students with proficient English speakers as language buddies for support. Encourage collaborative learning and discussions in small groups.

Simplified Language:

Modify written and spoken language to be more straightforward. Break down complex sentences and use clear, concise language.

Interactive Activities:

Incorporate hands-on and interactive activities to facilitate understanding without heavy reliance on language. Use role-playing or simulations to convey concepts.

Collaborative Learning:

Promote group activities to encourage language development through peer interaction. Assign tasks that involve verbal communication and collaboration.

Audio Resources:

Provide audio versions of texts or use text-to-speech tools. Allow students to listen to content while following along with written materials.

Graphic Organizers:

Use simplified graphic organizers to help visualize the relationships in ecosystems. Provide templates and guidance for organizing written responses.

Sentence Frames:

Offer sentence frames or starters to support written expression. Model how to use sentence structures for responses.

Interactive Note-Taking:

Allow the use of interactive notebooks or digital tools for note-taking. Encourage the creation of visual notes alongside written content.

Reading Comprehension Checks:

Break down reading passages into smaller sections for comprehension checks. Use questioning techniques to guide understanding.

Alternative Assessments:

Offer alternative assessment methods such as projects, presentations, or visual displays. Allow students to demonstrate understanding through various means.

Students with IEPs:

Individualized Instruction:

Tailor instruction to meet individual needs outlined in the IEP.Provide additional support or modifications as specified.

Extended Time:

Allow extended time for reading, writing, and assessments.Break down tasks into manageable segments to accommodate attention spans.

Sensory Supports:

Provide sensory supports for students with sensory processing needs.Consider the physical environment to minimize distractions.

Assistive Technology:

Integrate assistive technology tools such as speech-to-text or text-to-speech software.Provide access to digital resources and tools.

Flexible Seating:

Allow for flexible seating arrangements to accommodate physical needs.Provide alternative seating options that support focus and comfort.

Explicit Instruction:

Deliver explicit and direct instruction for key concepts. Clarify expectations and provide step-by-step guidance.

Producers, Consumers, Decomposers, Ecosystem, Matter Transfers, Decomposition, Pattern Recognition, Abstraction, Algorithmic Thinking, and Algorithmic Design