Engaged Learning Project Template

Title of Project: Ecology Life Cycles

Subject(s): Science
Grade Level(s):
Abstract:

Using the scientific method, activities will include data collection, observation, and problem solving.
Math skills include graphing, data analysis, statistics, and problem solving. Students will be able to
describe ecosystems and the members of those systems, analyze interrelationships within ecosystems
and the factors which affect the balance of nature, and generate solutions to environmental problems.
Students will be environmentally aware and understand their impact on the environment. Students will
be grouped based on their interest. Groups will consist of 4 students/5 groups. The teachers role is to
facilitate and assist students in using resources, technology available, and problem solving strategies.
Learner Description/Context:

The 4th grade students at Wilcox County Elementary will be able to describe ecosystems and the
members of each system. Microsoft Word will be used daily to record findings for thoughts from the
students observations. This will be similar to journal writing. Students will explore the community and
determine what living and non living things make up a habitat.
Time Frame: The project will span 6 weeks with students working on their project approximately 1 hour
per day.
Standards Assessed:

S4CS5 Students will communicate scientific ideas and activities clearly.

S4CS8 Students will understand important features of the process of scientific inquiry.
S4L1 Students will describe the rolls of organisms and the flow of energy within an ecosystem.
S4L2 Students will identify factors that affect the survival or extinction of organisms such as adaptation,
variation of behaviors (hibernation), and external features (camouflage and protection)
Learner Objectives: Students will be able to describe ecosystems and the members of those systems,
analyze interrelationships within ecosystems and the factors which affect the balance of nature, and
generate solutions to environmental problems.
The hook or Introduction:

Students will draw out of a hat/box the ecosystem in which their project will be based. The students are
responsible for their own individual learning as well, group learning. The students should become
excited and energized once their discoveries begin. They will also be allowed to collaborate among
friends and community.
Process:

Each group will contain 4 students. One student will act as a facilitator. Another student will act as a
reporter. The last two students will act as explorers. Students will create and organize a Google Docs
document where they will record their findings including links to resources. The students will also use a
digital camera to record and upload pictures to go along with their writings. The students will be able to
update their information and resources at anytime.
The teacher will be helping groups develop and construct their ecosystem along with the other groups
that will be allowed to give suggestions. After that, the teacher will train students on Google Docs and
how to operate this site. Then, the teacher will set up G Class folders for students to share work and for
the teacher to monitor.
Product:

Students will produce a google document with information and links to resources about ecosystems and
the environment (living/non living organisms). They will provide facts and evidence about the project.
The finished product will be meaningful to the students because they can manage and learn from their
findings. Students will also use Microsoft Excel to record and analyze data collected (graphing).
Students will self assess themselves through their personal journal writing and classroom activities.
Technology Use: The Internet will be used to research information. Students will be able to use the school
computers as well as any personal internet accessible devices for research and their journal writings in
Jo Williamson, Ph.D., Kennesaw State University

Engaged Learning Project Template

the Google Docs. The students will also use a digital camera to record their findings when exploring the
community for ecosystems and their habitat. The students will then upload their pictures into the Google
Docs to include in their journal writings. The use of technology will make this project more authentic.
The group structure also creates a student directed environment as well a collaborative effort.
References and Supporting Material:

Rubrics will be given to students to provide general information about what all should be included. The
students will use Google Docs to create and edit their findings as well as G Class Folders to streamline
their experience.

Jo Williamson, Ph.D., Kennesaw State University