Beacon Lesson Plan Library
Collier County Schools
Students will research a chosen ecosystem and produce a PowerPoint presentation or booklet titled: My Ecosystem and Its Endangered Species.
The student knows of the great diversity and interdependence of living things.
The student understands how the flow of energy through an ecosystem made up of producers, consumers, and decomposers carries out the processes of life and that some energy dissipates as heat and is not recycled.
-Biology textbooks, one per student
-Digital camera and computer scanner
-Poster board, one per student
-Crayons, one package per group of four students
-Markers, one package per group of four students
-Rulers, one per group of four students
-Pencils, one per student, provide by the students
-Magazines, one per group of four students. The magazines can be provided by the students or the teacher
Note: If you do not have access to a digital camera or scanner, have students access the Internet at http://www.google.com or http://www.ditto.com and right click and copy the images to their files
1. Prepare copies of the activity sheet located in the attached file.
2. Purchase and assemble art materials: crayons, markers, poster board, scissors, and magazines.
3. Access the following websites to ensure access by students from computers.
Earthscape Explorer -Endangered Ecology
4. Check with the school's art teacher to coordinate the judging of the art posters by the art classes.
1. Divide the class into groups of four students each.
2. Instruct students using the instructions on the activity sheet located in the attached file. (See Associated File.)
(a) Choose an ecosystem from the following list:
Temperature Deciduous Forest
(b) Obtain all necessary materials from the lab cart.
(c) Using the Internet, Biology textbooks, and other resources, indicate the physical conditions, such as latitude, temperature, rainfall, population, unique resources, economical value, etc., of the chosen ecosystem and indicate how they would get there and what they would need in order to exist or to visit the location.
(d) Describe the flora and fauna present, including an explanation of the food web, nitrogen cycle, and the water cycle present in their specific ecosystem.
(e) Put all this information into a booklet or PowerPoint presentation to be presented to the class.
(f) Choose one endangered species present in their chosen ecosystem and obtain at least one cool fact, one that would be of special interest about their organism. This cool fact is to be placed on an art poster and judged by the art classes after the ART teacher has instructed the art class students on what to look for in a poster as to the following checklist.
Art poster assessment:
i. Visual appeal- 20 pts.
ii. Proper dimensions of objects portrayed on the poster- 20 pts.
iii. Legible Lettering- 20 pts.
iv. Use of multiple colors-20 pts.
v. Content correct-20 pts.
3. Assess the students' presentation or booklets using the points possible guidelines located in the attached file. You may change the points possible for each element of the list if you feel an item is worth more points or fewer points than indicated.
Assess the students' completed presentations or booklets, posters, and the oral presentations using the checklist and points possible breakdown located in the attached file.
ESE or ESOL students can be paired with English-speaking students to share information using pictures and hand gestures in order to prepare their presentations or booklets. ESE and ESOL students should be given an extended period of time to complete their projects.
Web supplement for EcologyNature Service Organization
Web supplement for EcologyEcoFlorida