Introduction
Task
Choose an ecosystem and find living things in that ecosystem. Think about your living thing and what living and nonliving things it uses around it to survive. Create a diorama or a pop up picture of the living and nonliving things in your ecosystem. Explain how they work together to survive.
For example: Thought process to begin my drawing. "I found a living animal that is a monkey. A monkey needs to eat to survive. Monkeys eat bananas so I need to have a banana tree. Both the monkey and the banana tree need water to survive. In my study of my ecosystem I found that there are a lot of waterfalls, so I can draw a waterfall as a source of water. Then I can add more animals, plants, and other living and nonliving things."
Process
Look at the links for your ecosystem to help you find information for your drawing or diorama.
Rainforest
Animals and Plants in the Rainforest
Grasslands
Ocean
Evaluation
| 4 | 3 | 2 | 1 | |
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Classify living and nonliving things in an evironment. Standard 2 Objective 1 C |
Student identifies all the living and nonliving things correctly. Might even include once living things in their diorama or pop up book. | Student identifies all living and nonliving things with minor mistakes (2-3 mistakes) | Student identifies the living and nonliving things in the environment with 3-6 mistakes. | Student identifies the living and nonliving things in the environment with more than 6 mistakes. |
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Describe the interactions between living and nonliving things in an evironment. |
Student can explain how the living and the nonliving work together. They understand that living things depend on both living and nonliving things to survive. They also understand that an absence of light, nutrients, or water could kill or hurt the living thing. | Students can explain how the living and the nonliving work together in their environment. They make the connection that living things need both living and nonliving things to survive. | Students understand the living things and nonliving things in the environment. They understand and can explain how half of the living and nonliving things depend on each other. | Students understand that living and nonliving things exist in the same environment. |
Conclusion
Students should see how the living things depend on other living and nonliving things in their environment. They will notice that in every environment living things grow, reproduce, move, need nutrients, and water.