tag:nabble.aealearningonline.org,2006:forum-13901Nabble - What are your students are expected to know and do: Ecosystems2024-03-28T06:08:31ZAfter identifying the three dimensions of your standard (the SEPs, DCIs, and the CCCs) and watching the three NGSS videos, what should you address with this standard? Remember to address all three dimensions of the standard.
<br/><br/>To expand your thinking, read through at least 3 other participant's postings.tag:nabble.aealearningonline.org,2006:post-21486Re: Theresa Taylor -- What are your students expected know / do: Ecosystems2024-03-27T11:11:42Z2024-03-27T11:11:42Zoggii151
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tag:nabble.aealearningonline.org,2006:post-21485Re: Theresa Taylor -- What are your students expected know / do: Ecosystems2024-03-27T11:11:19Z2024-03-27T11:11:19Zoggii151
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tag:nabble.aealearningonline.org,2006:post-21484Re: Theresa Taylor -- What are your students expected know / do: Ecosystems2024-03-27T11:10:48Z2024-03-27T11:10:48Zoggii151
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tag:nabble.aealearningonline.org,2006:post-21483Re: Theresa Taylor -- What are your students expected know / do: Ecosystems2024-03-27T11:10:29Z2024-03-27T11:10:29Zoggii151
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tag:nabble.aealearningonline.org,2006:post-20393Re: Ecosystem Standard2023-05-23T18:53:52Z2023-05-23T18:53:52Zttaylor@cam.k12.ia.us
I wrote this in another response to a posting. A great demonstration is to show respiration and transpiration. To demonstrate respiration is to stick a plastic bag on at least two leaves and leave it for 24 hours. Water is collected in the bottom of the bag. Take a mirror and breath on it. This shows that water vapor comes out as a waste in the lungs. Kids are amazed with the demonstration of respiration.
tag:nabble.aealearningonline.org,2006:post-20392Re: Ecosystems2023-05-23T18:49:53Z2023-05-23T18:49:53Zttaylor@cam.k12.ia.us
When we studied respiration and transpiration the class and I did a demonstration with a mirror and a breath of air. Students visually saw the vapor on the mirror. We placed a plastic bag on a small branch of a tree that had a couple leaves. We went out the next day and there was "water" collected in the bag. The kids were amazed and could now picture in their mind what the two were to each type of organism.
tag:nabble.aealearningonline.org,2006:post-20391Re: Ecosystems- Molly Fox2023-05-23T18:46:15Z2023-05-23T18:46:15Zttaylor@cam.k12.ia.us
You are so right. Listening to the video again, an argument it is a passionate voice that students possess and they are aloud to share it in a positive manner.
tag:nabble.aealearningonline.org,2006:post-20390Theresa Taylor -- What are your students expected know / do: Ecosystems2023-05-23T18:44:09Z2023-05-23T18:44:09Zttaylor@cam.k12.ia.us
I teacher 6,7,8 grade and 5th next year. Sixth grade does not have Ecosystems... in their curriculum standards so I went to the 7th grade standards where this is taught.
<br/><br/>I selected LS:MS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
<br/><br/>SEP: Developing and Using Models
<br/>Prior to having the students develop a model, the students will have already learned the process of the purpose of a model, why they are used, when they are used etc. This will be in the science notebook that they create and the students will have the information as a reference tool to look at. In the video, it is said that models allow students to grasp concepts at a deeper level of understanding. With this being true, students can be reminded of a model through questioning to jar a students memory.
<br/><br/>CCC: Energy and Matter
<br/>Students have learned about matter energy in 5th grade and know they will expand on prior knowledge so they will be able to demonstrate what they know. The students will demonstrate the energy period where all energy begins with producers/autotrophs. The students will then demonstrate how primary consumers eat the producers, then to secondary consumers, and finally end with the tertiary consumers. The students will explain how the decomposers/detritivores fit in the energy pyramid and the food chain and food web of an ecosystem.
<br/><br/>DCI: Cycle of Matter and Energy Transfer in Ecosystems
<br/>There are many different cycles of matter and energy in an ecosystem. First there is the water cycle, the nitrogen cycle, potassium cycle and the carbon cycle. Each of these play a very important role in the ecosystems and everything interacts with the abiotic and biotic items. Energy is also exchanged in the energy pyramid. Each level from the producers to the top tertiary consumers only gains 10% of the prior level before it.
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tag:nabble.aealearningonline.org,2006:post-19901Ecosystems- Molly Fox2023-02-12T14:33:24Z2023-02-12T14:33:24ZMolly Fox
3-LS2-1: Construct an argument that some animals form groups that help members survive.
<br/>SEP: Engaging in arguments from evidence
<br/>I liked how the video explained that an argument is not a fight, it helps create the best explanation. For this standard, students will choose a social animal- one that lives in a group- to construct an argument about how this social living helps the animal survive. Students will use evidence and then critique one another as part of the peer review process in science.
<br/><br/>DCI: LS2-D- Social Interactions and Group Behavior
<br/>In their argument for why the animal they selected lives in a group to help members survive, students will include evidence that by working together they animal does better and then passes this on. They will show how the group helps with food and defense. It is almost important to include the size and function of the group.
<br/><br/>CCC: #2- Cause and Effect
<br/>For this standard, students will be able to explain group patterns and how this effects the group. Students could also explore what might happen if an animal is isolated form the group- what effect will this have?
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tag:nabble.aealearningonline.org,2006:post-19580Ecosystems2022-11-07T20:17:30Z2022-11-07T20:17:30Ztaryn.kromminga@gmail.com
SEPs- Students should be able to know and understand what plants need to survive. By growing and conducting models students will be able to determine the basic needs of both plants and animals. Students will also be able to understand how animals disperse seeds. The standards at this level are going on to address the relationship between plants and animals in an ecosystem.
<br/><br/>DCIs- The video was excellent in explaining the scaffold of an ecosystem at all levels. In early elementary, students should understand animals and what they need to survive. Food, space, temperature, sunlight, and their adaptations help them able to survive. Building on that knowledge and comparing and contrasting the difference between plants and animals. Plants need sunlight and the interdependence animals have on plants, including carnivores.
<br/><br/>CCC- Energy and matter and how resources are recycled. Students at this level are beginning the understanding ecosystems through plants and animals. This unit would focus on decomposers in the ecosystem- worms, mushrooms, bugs, etc. Students would understand how energy recycles through an ecosystem through the conservation of decomposition-plants-animals-carnivores- back to decomposition.
tag:nabble.aealearningonline.org,2006:post-18441Ecosystem Standard2022-01-17T16:12:37Z2022-01-17T16:12:37Zfisherrich
As I teach 5th and 6th grade I chose to do 5-PS2-1
<br/><br/>SEP's: Model Making– Ecosystem is a great chance for students to take the information they understand and create, gain new knowledge, improve, and continue to revise their models. Along with the model making process, I think that food webs allow you to connect many themes or ecosystems to draw in on students specific interests and preferences. These can be done digitally, drawing, or a physical model and regardless of the type of model, as an instructor we gain useful information on how well our students are able to communicate their understanding.
<br/><br/>DCI's: Cycling of matter is a difficult concept for students and in my personal opinion the cycling of matter through an ecosystem doesn't really come into full effect until you connect the idea of plant and animal systems and cells. When you are able to connect the idea that cells have basic requirements and they take in nutrients and get rid of waste, then you can tie this idea back to a food web/ecosystem.
<br/><br/>CC's: A system can be described in terms of its components and their interactions. For 5th graders the easiest of relationships to show in my opinion is feeding relationships. However, when we start addressing the different types of relationships such as parasitism or mutualism students really start to look at an ecosystem as the interaction between living and nonliving in more depth.
tag:nabble.aealearningonline.org,2006:post-15161Identifying what should be addressed in the ecosystem standards2020-01-17T12:23:59Z2020-01-17T12:23:59ZTeacher 3
6th grade doesn’t have a solid standard that focuses on ecosystems, so I decided to go into a 7th grade standard to design my lesson this week around. I do think there is value in understanding where students are going to help start conversations happen even if specific lessons don’t need to be taught at a particular grade level.
<br/><br/>I chose to focus on MS L-S 2-3 Ecosystems: Interactions, Energy, and Dynamic
<br/><br/>Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
<br/><br/>SEP - Develop a model to describe a phenomenon. In this idea, the students are going to build off concepts they started discussing in the elementary world and progressing into understanding models at a deeper level. It is important for this connection to work to have a strong understanding of the lessons and units taught at the lower levels in order for students to build on previous understanding and models. In order for our students to understand an ecosystem, I believe it’s important to understand what a model is. According to the Bozeman video, in science the idea of modeling is explaining phenomena and in engineering it is analyzing systems. He went on to explain how using models throughout their school can help students understand concepts at a deeper level. We can take early learning and add more information to it by taking a drawing and adding labels or using simulations to deepen understanding of concepts that are taught.
<br/><br/>DCI - LS 2-B Cycle of Matter and Energy Transfer in Ecosystems Food webs are models that demonstrate how matter and energy is 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. The students are going to build off of the information they learned at the elementary word which is understanding the differences between organisms and their environments. We want to continue the conversation by helping the students understand how matter is recycled and used over and over again. Food webs is the basis of understanding how the flow of energy and matter occurs. At the middle school grades, we are going to take this idea and start adding additional information to our concepts such as photosynthesis and cellular respiration. We want to follow the energy and matter as it moves through the food web to make sense of matter not being created or destroyed by transferred from one place to another.
<br/><br/>CCC - Energy and Matter: Flow, Cycle and Conservation
<br/><br/>A big part of understanding energy and matter is for students to make sense of conservation of energy. Matter is not created or destroyed but just passed from one place to another. We want the students to grasp the idea that whatever you put in the same will come out. In this area, students will start to understand how the term energy fits into the cycling of matter. The students will be able to follow energy as it moves through a food web.
tag:nabble.aealearningonline.org,2006:post-15160Identifying what should be addressed in the ecosystem standards2020-01-17T12:22:21Z2020-01-17T12:22:21Zdkrefting
<br/><br/>6th grade doesn’t have a solid standard that focuses on ecosystems, so I decided to go into a 7th grade standard to design my lesson this week around. I do think there is value in understanding where students are going to help start conversations happen even if specific lessons don’t need to be taught at a particular grade level.
<br/><br/>I chose to focus on MS L-S 2-3 Ecosystems: Interactions, Energy, and Dynamic
<br/><br/>Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
<br/><br/>SEP - Develop a model to describe a phenomenon. In this idea, the students are going to build off concepts they started discussing in the elementary world and progressing into understanding models at a deeper level. It is important for this connection to work to have a strong understanding of the lessons and units taught at the lower levels in order for students to build on previous understanding and models. In order for our students to understand an ecosystem, I believe it’s important to understand what a model is. According to the Bozeman video, in science the idea of modeling is explaining phenomena and in engineering it is analyzing systems. He went on to explain how using models throughout their school can help students understand concepts at a deeper level. We can take early learning and add more information to it by taking a drawing and adding labels or using simulations to deepen understanding of concepts that are taught.
<br/><br/>DCI - LS 2-B Cycle of Matter and Energy Transfer in Ecosystems Food webs are models that demonstrate how matter and energy is 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. The students are going to build off of the information they learned at the elementary word which is understanding the differences between organisms and their environments. We want to continue the conversation by helping the students understand how matter is recycled and used over and over again. Food webs is the basis of understanding how the flow of energy and matter occurs. At the middle school grades, we are going to take this idea and start adding additional information to our concepts such as photosynthesis and cellular respiration. We want to follow the energy and matter as it moves through the food web to make sense of matter not being created or destroyed by transferred from one place to another.
<br/><br/>CCC - Energy and Matter: Flow, Cycle and Conservation
<br/><br/>A big part of understanding energy and matter is for students to make sense of conservation of energy. Matter is not created or destroyed but just passed from one place to another. We want the students to grasp the idea that whatever you put in the same will come out. In this area, students will start to understand how the term energy fits into the cycling of matter. The students will be able to follow energy as it moves through a food web.
tag:nabble.aealearningonline.org,2006:post-15159Ecosystem Standard2020-01-17T12:21:47Z2020-01-17T12:21:47Zdkrefting
I will be teaching 5th grade this year, and decided to design this assignment around the following standard:
<br/><br/>Students who demonstrate understanding can: 5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
<br/><br/><br/>Crosscutting Concepts: Systems and System Models: A system can be described in terms of its components and their interactions. I would begin with discussions about different types of systems: circulatory system, solar system, even video game systems. What is it that makes a system, exactly? What makes an “ecosystem”? From this discussion, we could begin to talk about how matter moves through an ecosystem.
<br/><br/>Disciplinary Core Ideas: LS2.A: Interdependent Relationships in Ecosystems. I think the key ideas that need to be addressed in this standard relate all to the concept of “interdependence”. Students are familiar with the idea of a food chain or food web, and this would be a good place to start this discussion. Yet still, it would need to be pushed further, more into the idea of what forms an ecosystem.
<br/><br/><br/>Science and Engineering Practices: Developing and Using Models Modeling in 3–5 builds on K–2 models and progresses to building and revising simple models and using models to represent events and design solutions. Develop a model to describe phenomena. This one is a little trickier, since I would want to move beyond just having kids recreate a food web on paper. I always think of this particular dimension of the NGSS as “building something to provide a solution”, but here the concept seems a little harder. If anything it might be interesting to design or develop a game where one part of the interdependent web is removed, and see what effect this has on the rest of the ecosystem.