Conceptual Flow Graphic for Ecosystems

CFGEcosysPicture of CFG
Word Table of CFG
Learning Progressions





Design Challenge

Copy of Design Challenge:
Ecosystems STEM Design Challenge 2012




Formative Assessments

Is it living? Formative Assessment Probes Vol. 1, Keeley, p. 123.
Lesson 1 Riverbank Environment LS2A
Ecosystems Frayer Alive Organisms
MSP STEM Lesson 3
Link to Shrub Steppe Cards
Shrub steppe card sort JPEG image (695KB)
Migration Probe
Loss of Snail Probe
ES Box T-Chart
MSP STEM Lesson 6

More Formative Assessments

Ecosystems Card Sort Sheet and Card Sort Producers Consumers Decomposers
Consumer Producer Justified List
Formative Assessment LS1D
Formative Assessment LS2B
Lesson 8 Formative Assessment-Salt
ES Friendly Talk on Soil Probe
ES Which Seed Will Grow?
Is It An Insect Justified List Probe
The Disappearing Apple Friendly Talk Probe
2012 Ecosystem Jeopardy Ppt
Road Salt Scenario and Road Salt Summary & Scoring Guide
When is Salt Safe
Final Ecosystem Assessment 2012

Standards Connections

Ecosystems Deep Alignment to Washington State 2009 K-12 Science Learning Standards

Link to Washington State 2009 K-12 Science Learning Standards

Link to Common Core State Standards for Mathematics

Link to Common Core State Standards for English Language Arts



Misconceptions about Ecosystems
Leaf Water Carbon Ppt PDF - This PowerPoint is to enhance adult content knowledge and not intended for use with elementary students.
Shrub Steppe Card Sort Picture


Pacific Northwest National Laboratory: Education:Shrub Steppe Activities
The Shrub Steppe Landscape Poster (SSLP) activities were designed for grades 1-5. The SSLP is a tool to help students construct their learning about plants, animals and geology of the shrub steppe. The teacher guides student discussions through the use of questioning strategies to develop key concepts from Science and Technology for Children (STC) or the Full Option Science System (FOSS) units by making connections to Earth's larger systems. The activities and lessons were designed to take advantage of the opportunity to integrate reading and writing into science

From Nick Mejia:
I noticed there is not much within the kit we can do with this except to discuss and give readings in the student book.
What I usually do to hit on this standard is to have a class discussion about dependency on other animals and plants within an ecosystem.
I usually start the class with having two charts of paper on the board with a list that says family pets and animals around my home. This gives the kids a chance to relate to something. I list all of them on one chart sheet. I then select a random pet from the list and ask the students to state the things these animals need to survive, such as water, food, a place to make their home, and enough room to run and roam.
After this I usually ask students to think more carefully about the animals they have described. I discuss the following questions with the class:
What do the animals eat?
Where do they live?
How do they depend on the plants and other animals around them?
What would happen to these animals if their main food source no longer existed?
This will zone into how each of these things are made from some source needed.
The next thing I do really gets fun for them. I usually give them a card with local plants and animals from the area with pictures on them. I ask everyone to stand on one side of the classroom. Then I ask one "plant" or "animal" to step out of the picture. For example, you could say, "Will all the oak trees please sit down?" The students taking their seats would represent the dying out oak trees in the area.
I then ask students if any other species depend on the oak tree (or whatever local species you have asked to sit down). You usually have to give them hints if they are unsure. For example the squirrel eats acorns. If any species depends on the species you have asked to sit down or move to another location in the room as if they moved on, those students will have to sit as well. Continue until there are no (or very few) students left standing.
I usually take the time here to discuss the implications of the simulation with the class. What happens to the plants and animals in an area when one type of plant or animal dies out? Making sure students understand that all plants and animals in an area (an ecosystem) depend on one another. Then I can ask them if they can think of other examples of dependence, such as in their families, with their friends, or at school? Assessment wise for this, I have done quite a bit. I have not done this lesson without the extinction question coming up during this time. I might assign the students a chance to research at the lab for na assessment as to why an endangered species or an extinct species died off. I usually just have them choose from the following website.

Endangered Species International