5th Grade
Project
3 weeks
EcoCraft: Miniature World Wonders
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Purpose
This project aims to immerse 5th-grade students in the dynamic and interconnected world of ecosystems through hands-on, experiential learning. By constructing ecosystem dioramas and engaging in interactive activities, students will explore the roles and relationships of species and the interactions between living and non-living components. The project fosters critical thinking, self-directed learning, and academic mindset development, enabling students to understand and articulate the complexity and resilience of ecosystems. Through collaborative critique and reflection, students will refine their models and presentations, culminating in an engaging exhibition that showcases their understanding and creativity.
Learning goals
Students will explore the roles of various species in maintaining ecosystem balance and understand the interactions between living and non-living components. They will develop skills in self-directed learning by using feedback and reflection to guide their project work. Through critical thinking and problem-solving, students will creatively address complex questions about ecosystem dynamics. They will also cultivate an academic mindset by establishing a sense of place and identity within their learning community.
Standards
- [Next Generation Science Standards] LS.2.C - Ecosystem Dynamics, Functioning, and Resilience
- [Next Generation Science Standards] 5-ESS2-1 - Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
- [Next Generation Science Standards] LS.2.A - Interdependent Relationships in Ecosystems
Competencies
- Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
- Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
- Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
Products
Students will create detailed ecosystem dioramas that visually represent the interactions between living and non-living components. Alongside their dioramas, students will produce short video presentations explaining the roles of different species and their contributions to ecosystem balance. The project will culminate in an immersive 'Living Ecosystem' walk-through experience, where students set up interactive stations with sensory elements, allowing visitors to explore and learn about various ecosystems.
Launch
Begin the project with an immersive 'Living Web Game' where students embody different species and non-living components of an ecosystem. Using yarn, they physically connect to others they interact with, creating a visual and tangible representation of ecosystem interdependence. This interactive activity will set the stage for understanding complex ecological relationships and spark curiosity and engagement for the project ahead.
Exhibition
Students will host an 'Ecosystem Extravaganza,' transforming the classroom into an interactive ecosystem museum. Each student will set up a station featuring their diorama, complete with sensory elements like soundscapes and textures to enhance the experience. Classmates, teachers, and family members will be invited to explore and engage with the ecosystems, asking questions and learning from the young ecologists. Additionally, an 'Ecosystem Film Festival' will showcase student-created video presentations, offering a cinematic glimpse into the intricate dynamics of each ecosystem.
Rubric
Learning Journey
No learning journey yet!
Plan
| Week 1 |
Day 1
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Day 2
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Day 3
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Day 4
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Day 5
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| Activities |
Project Launch: Living Web Game - Participate in the Living Web Game to experience the interconnectedness of ecosystems, acting as different species and non-living elements using yarn connections. (45 min)
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Introduction to Ecosystems - Engage in a discussion and presentation on ecosystem dynamics, focusing on how living and non-living components interact. Set the stage for the diorama project. (25 min)
Research and Plan - Begin researching various ecosystems and decide which ecosystem to model for your diorama. Use graphic organizers to plan. (20 min)
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Ecosystem Component Analysis - Analyze the components of your chosen ecosystem, identifying key species, non-living elements, and their roles. Use visual aids and diagrams to illustrate these relationships. (30 min)
Sketch Diorama Design - Sketch a preliminary design for your ecosystem diorama, labeling each component and interaction. (15 min)
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Materials Exploration - Explore and gather materials that could be used to create your diorama, considering both natural and craft materials. Discuss sustainable and creative choices. (20 min)
Peer Feedback Session - Share your diorama design with a partner and provide each other with constructive feedback using a structured protocol. (25 min)
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Refine Diorama Design - Refine your diorama design based on peer feedback and further research, making adjustments to improve accuracy and creativity. (20 min)
Create Diorama Base - Begin constructing the base of your diorama, focusing on creating a realistic layout for your chosen ecosystem. (25 min)
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| Deliverables |
1. Completed participation in the 'Living Web Game' with reflections documented.
2. Selection of an ecosystem for the diorama project. 3. A list of key species and non-living components in the chosen ecosystem. 4. Initial sketches and design ideas for the diorama. 5. Basic models of food chains and food webs completed during the workshop. |
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| Preparation |
1. Gather yarn, index cards, and markers for the 'Living Web Game'.
2. Provide access to books, articles, and online resources about various ecosystems. 3. Prepare worksheets for students to record species and components of their chosen ecosystem. 4. Supply sketch paper and drawing materials for initial diorama design ideas. 5. Collect craft materials such as paper, glue, scissors, and modeling clay for food chain models. |
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| Week 2 |
Day 6
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Day 7
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Day 8
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Day 9
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Day 10
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| Activities |
Ecosystem Role Research - Students research the specific roles of different species within their chosen ecosystem, identifying key interactions that contribute to ecosystem balance. (20 min)
Food Web Modeling - Using craft materials, students begin constructing a basic model of the food web in their ecosystem, illustrating the flow of energy. (25 min)
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Peer Sharing Session - Students pair up to share their food web models, providing and receiving feedback on the accuracy of species interactions and energy flow. (15 min)
Diorama Design Planning - Students sketch out detailed plans for their ecosystem dioramas, including materials needed and layout, incorporating peer feedback. (30 min)
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Material Collection and Preparation - Students gather and prepare materials needed for their dioramas, including crafting figures for species and elements. (20 min)
Constructing Diorama Base - Begin constructing the base and background of the diorama, setting the stage for the ecosystem they will represent. (25 min)
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Species and Element Placement - Students place crafted species and non-living components into their diorama, focusing on spatial relationships and interactions. (25 min)
Reflection Journal Entry - Document progress, challenges, and next steps in their reflection journals, using peer and teacher feedback to guide revisions. (20 min)
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Living Web Recreation - Recreate the 'Living Web Game' using yarn to connect elements within their dioramas, emphasizing ecosystem interconnectedness. (20 min)
Feedback and Revision Session - Participate in a peer critique workshop to refine diorama models based on structured feedback, preparing for next week's presentation. (25 min)
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| Deliverables |
1. Completed models of food chains and food webs that illustrate energy flow and species interactions within chosen ecosystems.
2. A draft of the ecosystem diorama, incorporating initial feedback from peers. 3. Entries in the reflection journal documenting the learning process, feedback, and plans for diorama improvement. 4. A plan or script for the short video presentation explaining the roles of different species and their contributions to ecosystem balance. 5. Participation in a 'Peer Critique Workshop,' providing and receiving feedback to enhance diorama design and accuracy. |
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| Preparation |
1. Gather and provide craft materials needed for food chain and food web models (string, paper, markers, glue, scissors, etc.).
2. Prepare a list of different ecosystems for students to choose from (e.g., rainforest, desert, ocean, grassland). 3. Set up a workspace in the classroom where students can store and work on their dioramas and models throughout the week. 4. Organize computers or tablets with internet access for students to research their chosen ecosystems and species. 5. Create a structured feedback protocol for the 'Peer Critique Workshops' to guide students in providing constructive feedback. 6. Prepare reflection journals for students to document their learning and feedback received. 7. Ensure access to video recording devices or applications for students to start drafting their video presentations. |
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| Week 3 |
Day 11
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Day 12
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Day 13
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Day 14
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Day 15
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| Activities |
Storyboard Video Presentation - Begin creating a storyboard for your diorama video presentation, focusing on key ecosystem interactions and species roles. (25 min)
Research Interactions - Dive deeper into your ecosystem research, focusing on specific interactions between living and non-living components. Document findings for your video. (20 min)
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Narrative Writing for Video - Draft the narrative script for your video presentation, clearly explaining the roles and interactions within your ecosystem. (30 min)
Gather Video Materials - Collect and organize materials needed for filming your video presentation, including props and visual aids. (15 min)
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Filming Diorama Video - Begin filming your diorama video presentation, focusing on capturing clear explanations of ecosystem dynamics and species roles. (25 min)
Peer Review of Video - Share your video progress with a peer for feedback on clarity and accuracy, using a structured review protocol. (20 min)
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Revise Video Presentation - Implement peer feedback to refine and improve your video presentation, ensuring all required elements are included. (30 min)
Critique Workshop - Engage in a structured critique session with peers, focusing on constructive feedback for both dioramas and videos. (15 min)
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Finalize Diorama and Video - Finalize all elements of your diorama and video presentation, ensuring readiness for exhibition next week. (45 min)
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| Deliverables |
1. Completion of detailed food chain and food web models that accurately represent energy flow and species interactions within chosen ecosystems
2. Participation in Peer Critique Workshops with feedback forms completed for at least two peers' dioramas 3. Updated and refined diorama based on peer feedback, showcasing improved accuracy in representing ecosystem dynamics 4. First draft of a short video presentation explaining the roles and interactions of species within the ecosystem diorama 5. Daily entries in Reflection Journal documenting learning progress, feedback received, and planned improvements 6. Setup and preliminary testing of 'Living Ecosystem' walk-through station with sensory elements ready for review |
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| Preparation |
1. Gather craft materials for food chains and food webs workshop (e.g., construction paper, markers, string, animal and plant figurines or images)
2. Set up a designated area in the classroom for Peer Critique Workshops with comfortable seating and space for diorama displays 3. Prepare structured feedback forms to guide peer reviews, focusing on ecosystem accuracy and creativity 4. Ensure students have access to technology for creating and editing video presentations (e.g., tablets, computers, video editing software) 5. Collect materials for Reflection Journals (e.g., notebooks, pens) and outline daily reflection prompts 6. Organize the classroom for the 'Living Ecosystem' walk-through by setting up areas for soundscapes and sensory elements |
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| Week 4 |
Day 16
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Day 17
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Day 18
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Day 19
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Day 20
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| Activities |
Exhibition Set-Up Planning - Collaboratively plan the layout and logistics for the Ecosystem Extravaganza, ensuring all dioramas and interactive stations are accounted for. (20 min)
Final Touches on Dioramas - Add any final details or corrections to dioramas, ensuring all components accurately represent the ecosystem dynamics. (25 min)
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Film Festival Preparation - Organize the order of presentations and practice introducing your video for the Ecosystem Film Festival. (20 min)
Peer Review and Feedback - Conduct a final peer review session, focusing on presentation clarity and ecological accuracy, and make necessary adjustments. (25 min)
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Rehearse Ecosystem Presentation - Rehearse your verbal presentation for the Ecosystem Extravaganza, focusing on engaging storytelling and clear explanations. (20 min)
Interactive Station Development - Develop interactive elements for your station, such as quizzes or sensory components, to enhance visitor engagement. (25 min)
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Set Up Exhibition Stations - Arrange your diorama and interactive elements in the classroom, creating an inviting and informative display for visitors. (20 min)
Dress Rehearsal - Conduct a full walkthrough of the Ecosystem Extravaganza, practicing presentations and ensuring all technical elements are functional. (25 min)
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Ecosystem Extravaganza - Host the exhibition, presenting your diorama and interacting with visitors, answering questions about your ecosystem. (45 min)
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| Deliverables |
1. Completed ecosystem dioramas showcasing the interactions between living and non-living components.
2. Finalized video presentations explaining the roles of different species and ecosystem balance. 3. Reflection journals documenting personal learning, feedback, and future goals. 4. Engagement in the 'Ecosystem Extravaganza' and 'Ecosystem Film Festival,' demonstrating understanding and communication skills. |
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| Preparation |
1. Gather and set up materials for the 'Ecosystem Extravaganza,' including extra craft supplies, sensory elements like sound clips and textures, and station markers.
2. Ensure all video equipment is ready for the 'Ecosystem Film Festival,' including a projector, screen, and sound system. 3. Prepare feedback forms for peer review sessions to guide constructive critique. 4. Coordinate logistics for inviting family members and other classes to attend the 'Ecosystem Extravaganza.' 5. Organize and label stations for the 'Living Ecosystem' walk-through experience. |
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