1

Project Based Learning Overview

And Lessons

Title: Ecosystems: Interactions, Energy,
and Dynamics
Est. Start Date:
Early Spring
Duration:
4-5 weeks
Teacher: Lana Best, Diana Chavez, Anjanette
McCormick, Courtney Boettger
Grade Level: 6
Content Focus: Science Other subject areas to be included:
Math, Language Arts, Visual Art, Library
Project Idea:
Summary of the
issue, challenge,
investigation,
scenario, or
problem
This project allows students to interact with our unique Delta region while learning about
ecosystems. The focus is on interactions, energy and dynamics. This unit serves to
provide knowledge about various environments and organisms in the Sacramento-San
Joaquin Delta. Students create model ecosystems with terrariums, aquariums, and worm
composting bins to learn about ecosystems that they present to peers. During the unit
students create original art of food chains that is then displayed. Students collect, record
and analyze data on organisms in the Delta and in their model ecosystems. The students
write, costume, and perform short skits on their model ecosystem for their peers and
parents on Science Fair Night.
Essential
Question:
How can change in one part of an
ecosystem affect change in other
parts of the ecosystem?
Driving
Question
Which organisms in the Delta
ecosystem might be more
important than others?

Content and
Skills
Standards to be
addressed:
(California
Common Core
State Standards,
Next Generation
State Standards for
Calif., History-
Social Studies,
Visual and
Performing Art,
Health, Library,
Physical Fitness)













List those that apply

Next Generation State Standards for Science
MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability
on organisms and populations of organisms in an ecosystem. [Clarification Statement: Emphasis is on cause
and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during
periods of abundant and scarce resources.]
MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms
across multiple ecosystems. [Clarification Statement: Emphasis is on predicting consistent patterns of interactions in
different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems.
Examples of types of interactions could include competitive, predatory, and mutually beneficial.]
MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living
and nonliving parts of an ecosystem. [Clarification Statement: Emphasis is on describing the conservation of matter
and flow of energy into and out of various ecosystems, and on defining the boundaries of the system.] [Assessment Boundary:
Assessment does not include the use of chemical reactions to describe the processes.]
MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or
biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing
patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting
arguments about changes to ecosystems.]
MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem
services.* [Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and
prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.]

California State Visual and Performing Arts Standards
Skills, Processes, Materials, and Tools
2.1 Use various observational drawing skills to depict a variety of subject matter.
2.2 Apply the rules of two-point perspective in creating a thematic work of art.
2.3 Create a drawing, using varying tints, shades, and intensities.
Communication and Expression Through Original Works of Art
2.4 Create increasingly complex original works of art reflecting personal choices and
increased technical skill.
2.5 Select specific media and processes to express moods, feelings, themes, or ideas.
2.6 Use technology to create original works of art.
Creation/Invention in Theatre
2.2 Use effective vocal expression, gesture, facial expression, and timing to create character.
2.3 Write and perform scenes or one-act plays that include monologue, dialogue, action, and
setting together with a range of character types.
2
Common Core State Standards Connections:
ELA/Literacy
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-LS2-1),(MS-LS2-2),(MS-LS2-4)
RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed
visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-LS2-1)
RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. (MS-LS2-5)
RI.8.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is
relevant and sufficient to support the claims. (MS-LS-4),(MS-LS2-5)
WHST.6-8.1 Write arguments to support claims with clear reasons and relevant evidence. (MS-LS2-4)
WHST.6-8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content. (MS-LS2-2)
WHST.6-8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (MS-LS2-2),(MS-LS2-4)
SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly. (MS-LS2-2)
SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid
reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (MS-LS2-2)
SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add
interest. (MS-LS2-3)

Mathematics
MP.4 Model with mathematics. (MS-LS2-5)
6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-LS2-5)
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)
6.SP.B.5 Summarize numerical data sets in relation to their context. (MS-LS2-2)


T+A E MPS T+A E

21
st
Century
Skills and
Math Practice
Standards
to be explicitly
taught and
assessed (T+A) or
that will be
encouraged (E) by
Project work but
not taught or
assessed:

List and Check off
Digital Age Literacy-Basic,
Scientific and Technological
Literacies
x
Make sense of problems and persevere in
solving them.
x x
Inventive Thinking-
Adaptability/Managing
Complexity and Self-
Direction
x x
Reason abstractly and quantitatively.
x
Interactive
Communication- Teaming
and Collaboration
x
Construct viable arguments and critique
the reasoning of others.

x
Quality, State-of-the-Art
Results-High Quality
Results with Real-World
Application

Model with mathematics.
x x

Attend to precision.
x

Look for and make use of structure.
x

Look for and express regularity in
repeated reasoning.
x
Presentation Audience

Culminating
Products and
Performances





List and Check off
Group:





Food Chain Skits where the students
portray organisms with a food chain.
Students write, create costumes, sets
and perform for other classes and
parents on Science Fair Night.
Class

x
School

x
Community
x
Individual:
Food Chain Portraits- Students use
artistic creativity while creating a food
chain picture for display.
Experts


Web

x
Other: Buddies x
3
Project Overview

Entry event
to launch inquiry,
engage students:

Outline or
Conceptual
Flow
Include assessment
points:









Journal Writing-
Formative
Assessments are
embedded
throughout the
entire project.







Opportunities to
orally explain
model ecosystems
and food chain art
are imbedded
throughout this
project.
Entry Event
While accompanying the kindergarten class on a walking field trip to the Delta leave down the street from the
school. Students take pictures of the Delta Ecosystem. They assist the kindergarteners while they tally
organisms. They use maps to locate where in the Delta they are.

MS-LS2-2 Ecosystem patterns
1. Construct an explanation that predicts patterns of interactions among organisms

Entry Event
Given plants, worms, crickets and fish create mini-environments (terrariums and aquariums) to support life
and model an ecosystem. These will help students observe and analyze the role of an ecosystem for further
study.

MS-LS2-3 Ecosystem Cycles
1. Develop a model to describe the cycling of matter among living things.
2. Develop a model to describe the flow of energy of matter among living things.
3. Develop a model to describe the cycling of matter among non-living things.
4. Develop a model to describe the flow of energy of matter among non-living things.

Formative Assessment-
Roles of Some Organisms in the Sacramento-San Joaquin Delta
Delta Studies Curriculum Unit 6 Page 43
http://imeet.sjcoe.net/deltastudiesunits/Delta%20Studies%20Units/Delta%20Studies%20Units_files/Unit6-
DeltaEcosystems.pdf

Entry Event
Field Trip to Bay Model Visitor Center, a working hydraulic model of the San Francisco Bay and
Sacramento - San Joaquin River Delta System. The Model provides scientists, educators and
citizens interested in San Francisco Bay and the Bay - Delta Model a unique opportunity to view
the complete bay-delta system at a glance.
http://www.spn.usace.army.mil/Missions/Recreation/BayModelVisitorCenter.aspx


MS-LS2-5 Biodiversity and Ecosystem Services
1. Evaluate competing design solutions for maintaining biodiversity.
2. Evaluate competing design solutions for maintaining ecosystem services.

MS-LS2-1 Ecosystem Data
1. Analyze data to provide evidence for the effects of resource availability on organisms and
populations of organisms in an organism.
2. Interpret data to provide evidence for the effects of resource availability on organisms and
populations of organisms in an organism.

Formative assessment
Math 6.SP.B.5 Summarize numerical data sets in relation to their context
4
Entry Event
Students arrive to class today to find sticky notes on the model ecosystems of situations that would cause the
populations in those models to change. (Leave break, oil spill, pesticides, new farmland, invasive species, etc.).
They discuss the possible changes. How will this affect the organisms in the model? And in the Delta at large?

MS-LS2-4 Ecosystem populations
1. Construct an argument supported by empirical evidence that changes to components of an
ecosystem affect populations.

Summative Assessment - Performance Task
Ecosystem Assessment- Although it is written for Delaware 5
th
grade, it is appropriate during the NGSS
transition period here in CA. A similar one should be written in the future for our Delta.
http://www.doe.k12.de.us/infosuites/staff/sci_assess/elemk5/sum_k5/ecology.shtml

Culminating Activity- During Science Fair Night- Students display model ecosystems, display original
poster art of food chains is and perform their food chain skits in costume.


Assessments














List and Check off

Formative
Assessments
(During Project)
Quizzes/Tests x

Journaling/Learning Log x

Preliminary Plans/Outlines

Rough Drafts

Online Tests/Exams


Summative
Assessments
(End of Project)
Written Product(s), with rubric x Other Products

Oral Presentation, with rubric x Peer Evaluation
x
Multiple Choice/Short Answer
Test
Self-Evaluation
x
Essay Test Other- Performance Task
x


Resources
Needed
On-site people, facilities
6
th
grade Teachers, Principal, ELD staff, Librarian, Title One staff, RSP
teacher/aide, Library, Computer Lab and the multiuse room.
Equipment
Computers, Library books, at least Digital Cameras (1:1 or 1:2 preferred)
Materials
Various art materials, pencils and paper. Materials for terrariums, aquariums
and worm composter. Copies of text and materials for lessons.
Community resources


Web Links and References




1. Delta Ecosystems, Unit 6 Sixth Grade (2014). San Joaquin County
Office of Education, Office of Science and Special Projects. Stockton,
CA.
imeet.sjcoe.net/deltastudiesunits/Delta%20Studies%20Units/Delta
%20



5
More Web Links and
References
2. Grade 5 Ecosystems Unit Template (2008). Delaware Department
of Education, Delaware.
www.doe.k12.de.us/.../ci/.../5%20Ecosystems%20Unit%20template
.pdf

3. Make a terrarium mini-garden (2014). National Aeronautics and
Space Administration.
http://climatekids.nasa.gov/mini-garden/

4.Bay Model Visitor Center, a working hydraulic model of the San
Francisco Bay and Sacramento - San Joaquin River Delta System. The
Model provides scientists, educators and citizens interested in San
Francisco Bay and the Bay - Delta Model a unique opportunity to
view the complete bay-delta system at a glance.
http://www.spn.usace.army.mil/Missions/Recreation/BayModelVisi
torCenter.aspx

5.Worm Composting Teacher fact sheet (2004). Sfenvironment, City
and County of San Francisco, CA
http://sfenvironmentkids.org/teacher/activities/Worm_Ed_Packet.p
df

6. Fish in the Classroom
http://stjohns.ifas.ufl.edu/sea/documents/Freshwateraquariums.pdf








Reflection
Methods


(Individual, Group,
and/or Whole Class)
Journal/Learning Log x Focus Group

Whole-class Discussion x Fishbowl Discussion

Survey Other- Self and Peer
Evaluations
x
Project Teaching and Learning Guide

Knowledge and Skills Needed by Students
(to successfully complete culminating projects and to do well on summative assessments)

Student needs to be able to:

Students will understand the interdependency of
organisms in an ecosystem relies on the living and non-
living factors to survive together.

Student needs to be able to:

Students will understand that environmental factors affect
growth and reproduction of organisms.

Student needs to be able to:

Students will understand how to model and summarize a
given numerical data set.

Student needs to be able to:
Students will understand that food chains are essential to
the survival of all organisms in an ecosystem.
Students will understand the source of energy for living
organisms comes directly form the Sun.

Student needs to be able to:

Matter needed to sustain life is continually recycled
among and between organisms and the environment.

Student needs to be able to:

Students will understand that scientific inquiry involves
asking questions, collecting evidence, and forming
explanations.
6

Questions to be Provided by the Project Teacher
(to successfully complete culminating products and to do well on summative assessments)

(A Level) Teacher asks questions to recall facts, make
observations, or demonstrate understanding:

What is an ecosystem?
What did you observe at the Delta?
What did you observe in the terrarium?
What kids of organisms live in the Delta ecosystem?
What role does each organism serve in an ecosystem?
What data is represented in the table?
What data is represented in the graph?


(C Level) Teacher asks questions to summarize, analyze,
organize, or evaluate:

How can you use the knowledge about the Delta in your
life?
What do you think are some reasons/causes of declines in
populations?
How do you know?
What changes would you recommend to the construction
of the terrariums?
How can you use the data in the graphs and tables?
(B Level) Teacher asks questions to apply or relate:

How are organisms interdependent?
Where would you locate information on the Delta and its
organisms?
How would you illustrate the food chain?
How would you interpret the data in the table?
How would you interpret the data in the graph?
Can you identify a pattern to the data?


(D Level) Teacher asks questions to predict, design, or create:

What might we do to reduce or minimize the damage done
to the delta region?
How would you compose a song to add to your skit?
How would you build a habitat for classroom pets?
Can you see a possible solution to the negative effect of
human behavior on the Delta?
How would you teach others how to make a graph from a
table?

Teacher Reflection:
How did the unit flow? What worked well? What needs to be changed for next time? What did the students learn? What evidence do
you have to support students learning?


Project Lessons
Entry Event- (1day) Walking field trip to the Delta (leave just down the street from our school) with kindergarten
buddies to help them tally for their project entry event. Students take digital pictures of the Delta Ecosystem to be used
later in the project. Students will also use waterway maps of the Sacramento-San Joaquin Delta.
(Can be done fall, winter and spring for a year extension of unit.)
Lesson # 1 (1 day ) Make a Terrarium http://climatekids.nasa.gov/mini-garden/

Students create a group ecosystem model. Using the layers of rocks, charcoal, soil and plants each table group will create a
terrarium for future observations and data collection. Students monitor daily and make observational drawings (VAPA Art 6-2.1).

EL Strategies: Model, Group work
Intervention Lesson Focus: Model and Group work to complete task together.

Lesson # 2 (1 day) Make a worm compost bin http://sfenvironmentkids.org/teacher/activities/Worm_Ed_Packet.pdf

Students experiment with soil and earthworms. Then create a classroom-composting bin. It will be used for future observations and
data collection. The attached document has data collection sheets, worm information and other activities that could be used for
extension. Students monitor daily and make observational drawings (VAPA Art 6-2.1).

EL Strategies: Model, Group work
Intervention Lesson Focus: Model and Group work to complete task together.

Lesson # 3 (1 day) Aquarium- Fish in the Classroom http://stjohns.ifas.ufl.edu/sea/documents/Freshwateraquariums.pdf

Students set up freshwater aquariums with fish and plants. Could be done as a classroom aquarium tank or smaller group fish bowls.
They monitor the environmental factors daily and make observational drawings (VAPA Art 6-2.1).

EL Strategies: Model, Group work
Intervention Lesson Focus: Model and Group work to complete task together.
7

Additional lessons creating miniature ecosystems like crickets, meal worms and butterflies could also be added here.
Lesson # 4 (days 1-4 ) Make Mural of Environments- Delta Studies Curriculum Unit 6 Lesson 1
http://imeet.sjcoe.net/deltastudiesunits/Delta%20Studies%20Units/Delta%20Studies%20Units_files/Unit6-DeltaEcosystems.pdf

Can be done whole class as a huge mural or group work smaller murals. Students identify organisms that live in the Sacramento-San Joaquin
Delta. They use proper scientific terminology. Lists are provided. Library time with resources or bring resources from the library to the classroom.
Computer lab time is appropriate. Students will need to down load and print a few appropriate pictures from the walking field trip. (CA-VAPA Art
6-2.4,2.5 and 2.6) They can use in the activity or recreate.

EL Strategies: Model, Partner work, Picture and computer Dictionaries, Variety of Leveled books
Intervention Lesson Focus: Capitalization of proper terms and reference material usage to identify organisms. Vocabulary heavy so
will require teacher monitoring and assistance throughout.

Lesson # 5 (days 1-4) Food Chains, Webs and Ecosystems Delta Studies Curriculum Unit 6 Lesson 2
Delta Studies Curriculum Unit 6 Lesson 2
http://imeet.sjcoe.net/deltastudiesunits/Delta%20Studies%20Units/Delta%20Studies%20Units_files/Unit6-DeltaEcosystems.pdf

Students are given expository text regarding a specific ecosystem within the Delta. They learn about the various food chains and
design an original artistic poster of that food chain in that ecosystem. They learn about the exchange of energy and nutrients in the
environment.

Simple Self Assessment Art Rubric can be used to assess 6
th
VAPA standards: Two-point perspective, tints, shades and intensities.

EL Strategies: Partner read, Visuals, Charts, Graphic organizers
Intervention Lesson Focus: Teacher read or small group/partner read to gain access to the text. Vocabulary heavy so will require
teacher monitoring and assistance to start.

Lesson # 6 (days 1-3 ) Producers, Consumers, Scavengers, and Decomposers Delta Studies Curriculum Unit 6 Lesson 3
http://imeet.sjcoe.net/deltastudiesunits/Delta%20Studies%20Units/Delta%20Studies%20Units_files/Unit6-DeltaEcosystems.pdf

Students categorize organisms into four major groups ( Producers, Consumers, Scavengers, and Decomposers). Students learn
about populations, energy exchange, and nutrient exchange within an ecosystem.

EL Strategies: Partner/Group work, Visuals, Charts, Graphic organizers
Intervention Lesson Focus: Teacher read or small group/partner read to gain access to the text. Vocabulary heavy so will require
teacher monitoring and assistance to start.

Formative Assessment- Roles of Some Organisms in the Sacramento-San Joaquin Delta
Delta Studies Curriculum Unit 6 Page 43
http://imeet.sjcoe.net/deltastudiesunits/Delta%20Studies%20Units/Delta%20Studies%20Units_files/Unit6-DeltaEcosystems.pdf


Lesson # 7 (days 4-5) Food Chain Skits Delta Studies Curriculum Unit 6 Lesson 4
http://imeet.sjcoe.net/deltastudiesunits/Delta%20Studies%20Units/Delta%20Studies%20Units_files/Unit6-DeltaEcosystems.pdf

Students create and perform information about populations, energy exchange, and nutrient exchange within an ecosystem starting
with the Sun. Students should show matter transfer from one organism to others in the food web. Students design costumes of
organisms and perform their skits demonstrating a food chain. (VAPA Theatre 6-2.2 and 2.3 Creation/Invention in Theatre)

Simple Self Assessment Art Rubric can be used to assess 6
th
VAPA standards: Vocal expression, gesture, facial expression, and
timing to create a character. Write and perform scenes or one-act plays that include monologue, dialogue, and action.

EL Strategies: Group work
Intervention Lesson Focus: Teacher monitoring

Entry Event- Field Trip to Bay Model Visitor Center, a working hydraulic model of the San Francisco Bay and
Sacramento - San Joaquin River Delta System. The Model provides scientists, educators and citizens interested in San
Francisco Bay and the Bay - Delta Model a unique opportunity to view the complete bay-delta system at a glance.
http://www.spn.usace.army.mil/Missions/Recreation/BayModelVisitorCenter.aspx

Lesson # 8 (days 2-3 ) Revisiting Model Ecosystems Delta Studies Curriculum Unit 6 Lesson 5

Students design simple group investigation and experimentation with an ecosystem model. Precautions will be taken not to cause
actual death to living animal organisms. Focus on increasing populations of organisms. Water tolerance is another good topic to
explore. Science Fair Format and display rubrics could be used here. Focus on data collection and display of that data.

EL Strategies: Variety of materials, partner work, teacher monitoring
Intervention Lesson Focus: Scientific Process Review with small group project done with teacher assistance.
8


Entry Event- Students arrive to class today to find sticky notes on the model ecosystems of situations that would cause the
populations in those models to change. (Leave break, flooding, oil spill, pesticides, new farmland, invasive species, etc.). They discuss
the possible changes. How will this affect the organisms in the model? And in the Delta at large?

Lesson # 9 (days 2-3 ) Class Discussion on Consequences of Pesticides, Invasive species, and Human Impact

Students engage in group and class discussions on maintaining ecosystem services and biodiversity of the Delta. Topics would
include Consequences of Pesticides, Invasive species, and Human Impact. The entry event should start conversations. Information
will be gathered about topics from library and web resources. Trip to the library and the computer lab might be necessary.

EL Strategies: Charts, graphic organizers, visuals, teacher monitoring, variety of leveled texts
Intervention Lesson Focus: Accessing reference materials

Lesson # 10 (days 2-3 ) Data analysis of Delta species.

Students will create Tables and Graphs of Striped Bass, Tule Elk, San Joaquin River Flow, Delta Smelt and other Delta organisms.
Students will use this data to support arguments about populations in the Delta ecosystem. (MS-LS2-4)

Math 6MP.4 Model with mathematics. (MS-LS2-5)
Math 6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-LS2-5)
Math 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)
Math 6.SP.B.5 Summarize numerical data sets in relation to their context. (MS-LS2-2)

Delta Fish Decline Continues,(2007) Singlebarbed | Fly fishing and fly tying for anything that bites ...
singlebarbed.com /page/136

Fish v. Farms 11: The National Academy of Sciences weighs in (2009) Delta National Park
http://www.deltanationalpark.org/blog/view/fish_v._farms_11_the_national_academy_of_sciences_weighs_in/

San Joaquin River Basin Unimpaired and Measured Flow (2012). Tuolumne Project
http://tupro.org/index.php/2012/02/water-rights-the-truly-endangered-species/

State's Tule Elk Herds Running Out of Room / Running Out of Room to Roam / Tule elk population pushing state's limits
http://www.sfgate.com/green/article/State-s-Tule-Elk-Herds-Running-Out-of-Room-2941210.php

EL Strategies: modeling, visuals, teacher monitoring, group work
Intervention Lesson Focus: Graphing and Tables

Summative Assessment - Performance Task
Ecosystem Assessment- Although it is written for Delaware 5
th
grade, it is appropriate for 6
th
grade during the NGSS
transition period here in CA. A similar one should be written in the future for our Delta. This could be helpful with the
Smarter Balanced assessments.
http://www.doe.k12.de.us/infosuites/staff/sci_assess/elemk5/sum_k5/ecology.shtml

Culminating Event- Art Show, Model Display and Performance of Skits at
Science Fair Night
Parents are invited to Science Fair Night were students will display their model ecosystems, display original poster art of
food chains is and perform their food chain skits in costume.