Ecosystems

Description: We will begin our year with a study of ecosystems, with an emphasis on the Connecticut Forest Ecosystem that surrounds us. Students will ponder what it means to be alive, determining characteristics of all living things. We will explore what plants and animals need from. Students will create their own experiments investigating variables that impact seed growth. to their environment to survive and how they get their energy. We will look at change in ecosystems including adaptation and human influences.

Curriculum and State Standards Click to see curriculum

Ecosystem lessons: This is a basic outline of the lessons.

Students go on a photo scavenger hunt to examine this question, then explain their reasoning. Click on classes below to see student work 6 cur Living or not? 6 cul Living or not? 6g living or not?
 * Living or Not?[[image:ecosystem_pic.jpg width="336" height="248" align="right"]]**

**Where does our food come from?** Students explore plant parts and their different forms and functions. They will create plant experiments to investigate variables that are essential to plant growth. After researching about the sources of energy, students will defend the statement, "The sun is the main source of energy on earth."

After brainstorming ideas and reading, students will compare and contrast an individual, a population, a community and an ecosystem.
 * What is an ecosystem?**

[|**http://urbanext.illinois.edu/gpe/**] Plant Quiz Study
 * Why are plants a vital part of ecosystems? use this link to review and learn.**

Students will explore the world's biomes and habitats. They research an animal and determine its specific habitat needs. For example, where do polar bears get their water? Students will use this information to create cards that will be used to play a class game called Habitat Rummy.
 * What do living things need from their environment for survival?**

After reading and learning about different types of animal adaptations, students will be given the following scenario: After you study this creature, you decide other scientists as well as people need to know about your discovery. How are you going to let everyone know about this new creature that walks this earth? You are a scientist who discovered a creature that has never been found before. You become very curious about this creature, so you study its behavior, habitat and adaptations.

Students will use the game "Oh Deer" to explore predator/prey relationships and how resource supply can become limiting factors to a populations survival. Results from the game will be graphed and conclusions drawn.
 * What are predators and what is their role in an ecosystem?**

Students will research birds of prey to identify unique physical features that make them successful predators. Students will create Power Points to share information.

**What is a food chain? a food web? In what ways do humans interrupt the natural web?** After reading about food chains, students will create a human food web. They will experience how different human activities can impact the food web.

Owl pellets will be our culminating activity. Studying the physical features, habitat and diet of the Great Horned Owl, prepares us to dissect an owl pellet. Through this activity, students will investigate the owl's prey. We will compare the structure of bones found in rodents, birds and other mammals. Students will organize, graph and communicate their findings.

Unit Vocabulary

Abiotic, adaptation, biotic, community, consumer, decomposer, ecosystem, environment, food chain, food webs, habitat, inorganic, organic, organism, photosynthesis, population, predatory, prey, producer, resource, shelter, survive