Exploring Ecosystems By Christina Malin and Brady Olcott

Context This curriculum is designed for 6th grade science students Environmental Science Magnet School Block schedule 5 groups of 4 (desert, wetlands, tropical rainforest, marine, freshwater) It meets the Connecticut Curricular Framework for sixth grade science 6.2.a which focuses on ecosystems. The unit’s aim is to inform students about ecosystems. They will learn what makes an ecosystem in a way that engages the students by participating in interactive activities and group work (diorama).

Objectives for the unit ●Students will understand the concept of an ecosystem. ●Students will identify important differences between ecosystems in regards to climate and species. ●Students will develop their interpersonal skills through interacting with other students in their groups.(Howard Gardner) ●Students will be able to come up with their own definition of an ecosystem.

Monday Field trip to the Connecticut Science Center. The students will be required to fill out a worksheet as they walk around. Tuesday Teacher will put students into 5 groups of 4 (Heterogeneous). The groups will then be split in half and the students will participate in a “tutor tutee” activity (Richard Slavin) Wednesday Teacher will introduce the final project and show students example of ecosystem diorama. Homework is to continue research and work on final presentations. Thursday Students will continue to work on their final project. Homework is to complete their project by the following class. Friday Diorama presentation and oral presentation. Final project must include plants, animals and climate of their ecosystem.

Resources Worksheets: Shoebox (Provided by the teacher) Scissors, paper, markers, colored pencils etc. (Provided by the teacher) Sand, moss, and other materials necessary for their specific ecosystem (Provided by teacher) Freshwater and Saltwater: Information about freshwater and salt water

Resources Cont’d Rainforests Climate for each ecosystem Freshwater Wetlands Freshwater Habitats by Lauren Peach Toupin Book Life in the Rainforests: Animals, People, Plants by Lucy Baker Wetlands: Hidden Treasures author unknown Desert, wetlands, forests, ocean Desert

Tuesday Robert Slavin: Cooperative Learning Each group will be split in half. Structured Dyads No students are left out in discussion 2 students will read about animals and plants, 2 students will read about climate/weather. They will reconvene with their groups and teach each other what they learned (fact worksheet) They will be provided with books from the school library (books on resources page)

Wednesday Teacher will facilitate discussion on how they will use their research to build their own ecosystem. The teacher will show the students an example of the diorama, and explain their expectations for the final project. Students may continue research, and if they are finished begin working on their project. They will be given a shoebox, paper, scissors, colored pencils, etc. They will begin work on their diorama and oral presentations, and continue it for their homework that night.

Evaluation The final project is worth 50 points. Students will be graded on two main points Diorama Creativity, accuracy, construction and organization Oral Presentation How they speak in front of the class Preparedness