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Formative assessment through a quiz on ecosystem components and interactions to gauge understanding before moving forward.

What is an ecosystem?

a) A community of living organisms interacting with each other and their environment

b) A large body of water

c) A man-made structure

Which of the following is not a component of an ecosystem?

a) Producers

b) Consumers

c) Workers

What is a producer in an ecosystem?

a) An organism that eats other organisms for energy

b) An organism that makes its own food using sunlight

c) An organism that decomposes dead organic matter

Which of the following is an example of a biotic factor in an ecosystem?

a) Soil

b) Water

c) Trees

What role do decomposers play in an ecosystem?

a) They produce oxygen

b) They break down dead organisms and recycle nutrients

c) They hunt and eat other organisms

What is biodiversity?

a) The number of living organisms in an ecosystem

b) The variety of different species in an ecosystem

c) The temperature range in an ecosystem

How do abiotic factors differ from biotic factors in an ecosystem?

a) Abiotic factors are living, while biotic factors are non-living

b) Biotic factors are living, while abiotic factors are non-living

c) Abiotic factors are found in water, while biotic factors are found on land

What is an example of a human impact on an ecosystem?

a) Planting trees

b) Recycling plastic

c) Deforestation

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NYSSLS:

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.

MS-LS2-2: Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

Professional Organization Standards-NGSS standards:

MS-LS2-2: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

MS-LS2-6: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

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An ecosystem is a community of living organisms, such as plants, animals, and microorganisms, interacting with each other and their physical environment. It encompasses both the biotic (living) and abiotic (non-living) components of a particular area, including soil, water, air, and sunlight.

Ecosystems can vary greatly in size and complexity, ranging from a small pond or forest to vast oceans or entire continents.

Key characteristics of ecosystems include the flow of energy and cycling of nutrients among organisms, as well as the dynamic balance maintained through various ecological processes. These processes, such as photosynthesis, decomposition, and predation, play crucial roles in shaping the structure and function of ecosystems.

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Ecosystems are often classified based on their predominant vegetation and environmental conditions, resulting in diverse types such as forests, grasslands, deserts, freshwater wetlands, and marine ecosystems. Each ecosystem has unique species compositions, ecological dynamics, and ecosystem services, which are the benefits that humans and other organisms derive from the natural environment.

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An ecosystem consists of a community of living organisms interacting with each other and the environment. The source of energy that fuels most ecosystems is the Sun. Plants use the Sun's energy to produce food in a process called photosynthesis. Organisms that use energy from the Sun or energy stored in chemical compounds to produce their own nutrients are called autotrophs. They are also called producers because most other organisms depend on autotrophs for nutrients and energy. Heterotrophic organisms that cannot make their own food may obtain nutrients by eating other organisms. A heterotroph that feeds only on plants is called an herbivore. Herbivores are also called first order heterotrophs. Carnivores that feed on herbivores are called second order heterotrophs. Carnivores that feed on other carnivores are called third order heterotrophs. A food chain is a simple model of how energy and matter move through an ecosystem.

Each level of production and consumption in a food chain is a trophic level. The autotrophs form the first trophic level, first order heterotrophs (herbivores) constitute the second trophic level, second order heterotrophs the third trophic level, and third order heterotrophs are layered on top.

In the pyramid of energy, the energy moves in only one direction and decreases at each succeeding trophic level. The total energy transfer from one trophic level to the next is, in general, only about ten percent or less. This is called the energy conversion efficiency. Organisms fail to capture and eat all the food available at the trophic level below them. The food consumers ingest is used to metabolize and build body tissues. Some food is given off as waste. The energy lost at each trophic level enters the environment as heat.

A pyramid of biomass expresses the weight of living material at each trophic level. Biomass is calculated by finding the average weight of each species at that trophic level and multiplying the weight by the estimated number of organisms in each population. In terrestrial ecosystems, biomass decreases as the trophic level increases. In contrast to terrestrial ecosystems, freshwater and marine ecosystems have less primary producer biomass than biomass present at higher trophic levels, leading to an inverted biomass pyramid. This is because algae and phytoplankton have a shorter lifespan, are more edible than terrestrial plants, and are more rapidly grazed. Their biomass does not accumulate.

In this exploration, you will study and analyze five simplified model ecosystems: a deciduous forest, a hot desert, a freshwater lake, grassland, and an Antarctic ocean shore. Many more plant and animal species would be involved in a real-world ecosystem. The field notes for each model ecosystem present a profile of the plant and animal inventory for each ecosystem.

Procedure
1. Select the icon next to the animals' and plants' names from the Field Notes tablet and drag and drop them to the appropriate trophic level in the ecosystem pyramid.

2. Click the Check button when all the names have been placed in the ecosystem pyramid to verify the accuracy of animal and plant assignments to the appropriate trophic level. For each accurate placement, the names of the animals are replaced with pictures and the number of each kind of animal is displayed beneath it.

3. Click the Pyramid of Energy button to display numbers indicating amounts of energy.

4. Click the Pyramid of Numbers button to display numbers indicating numbers of plants and animals.

5. Analyze this data by calculating the conversion efficiency for each trophic level for each of the five ecosystems and record the results in the Data Table. The energy conversion efficiency is calculated by dividing the energy at the higher trophic level by the energy at the lower level to obtain a ratio. Enter the value as a decimal number.

6. When all the data are recorded in the Data Table and analyzed, answer the Journal Questions.

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An ecosystem consists of a community of living organisms interacting with each other and the environment. The source of energy that fuels most ecosystems is the Sun. Plants use the Sun's energy to produce food in a process called photosynthesis.

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Students will explore the various ecosystem services provided by different types of ecosystems, including forests, grasslands, wetlands, oceans, and urban areas. Working in groups, students will research and identify the ecosystem services unique to their chosen ecosystem, categorizing them as provisioning, regulating, cultural, or supporting services.

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Students will be divided into two groups: Team A and Team B. Each team will research and prepare arguments for and against the most significant human impacts on ecosystems. Team A will argue in favor of a specific human impact, while Team B will argue against it.

Before the debate, students will have time to research their assigned topics using credible sources. They will gather evidence to support their arguments and anticipate counterarguments from the opposing team.

During the debate, each team will take turns presenting their arguments. Team A will begin by presenting their case, followed by Team B presenting counterarguments. Then, Team B will present their case, and Team A will counter-argue.

After the presentations, there will be a rebuttal round where each team can respond to the opposing team's arguments and defend their position.

Finally, the class will have a discussion to reflect on the debate, considering the strengths and weaknesses of each argument. This activity will encourage critical thinking, collaboration, and communication skills while deepening students' understanding of human impacts on ecosyst

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The environment encompasses all living creatures on this planet. They are all part of the environment whether they reside on land or in water, air, water, sunlight, plants, and animals. Furthermore, the Earth is believed to be the universe's only planet that supports life. The environment can be thought of as a blanket that protects life on the planet from harm. Environment plays a vital role in our daily lives. It sustains the life and health of living things including humans. Likewise, it also maintains the natural balance that keeps life on Earth in check. It offers food, shelter, and air, as well as meeting all human needs, large and little. Above all, our environment is a source of natural beauty as well as a necessity for preserving physical and mental health. Indeed, the environment is part of our everyday living as a human.

With the issues in the environment we are facing today, it is essential to have eye-opener discussions to spread awareness and address those problems. Environmental debating discussions will help people understand the importance of the environment and how it affects us. Here are some environmental topics that will work towards developing potential solutions to various environmental concerns.

Debating topics on the Environment

1. Animals, like humans, should have rights.

2. Everyone should switch to electric cars.

3. Urban gardening is good for your pocket and environment.

4. Plastics should be banned worldwide.

5. Exports of live animals should be prohibited.

6. Is organic farming the solution for soil pollution?

7. Should nuclear power be used instead of fossil fuels?

8. Is nuclear power the solution for sustainable energy production?

9. Renewable energy sources harm the environment.

10. Are people to blame for global warming?

11. Is reforestation efficient in reducing global warming?

12. Tree planting should be a mandatory activity in schools.

13. Are Solar Panels effective in energy conservation?

14. Is ecotourism a sustainable practice?

15. Sustainable development should be included in the curriculum.

16. To reduce carbon footprint, a carbon tax should be established.

17. Is tourism good or bad for the environment?

18. Rabbit as alternative meat.

19. Our national parks are essential to the environment.

20. Is carpooling help in reducing carbon footprint?

21. We should build more refilling stations to avoid plastic usage.

22. Are zoos harmful to the animals?

23. Use of bidet instead of tissue papers.

24. Is there a risk to the environment from overpopulation?

25. Being a vegetarian will help to solve global warming.

26. We can reverse climate change.

27. The selling of fur products should be banned

28. Are energy-saving life bulbs helping the environment?

29. Increase fuel prices to encourage people to switch to more energy-efficient vehicles.

30. Should mining be prohibited to preserve the environment?

31. Is global warming a myth or a fact?

32. Global warming is primarily caused by overpopulation.

33. Should government impose a law limiting the number of children in each family?

34. Nuclear power: is it a threat or protection?

35. Capitalism is the cause of pollution.

36. Urban farming is the future of agriculture and food production.

37. Are air conditioners can cause pollution?

38. Should we ban the use of pesticides?

39. Are you in favour of a penalty for leftover foods in restaurants?

40. Firecrackers should be banned.

41. Should the government invest heavily in renewable energy?

42. Is vegetarianism beneficial to one's health?

43. Animal testing is not necessary for terms of science.

44. Organic farming is better than traditional farming.

45. Zoos should be shut down.

46. Is it possible to live in a zero-waste society?

47. Are wind farms safe for the environment?

48. Sustainable fishing is the key to saving marine life.

49. Are septic tanks beneficial?

50. Agriculture is the main cause of water pollution.

51. Are UV LED lamps the solution for Water Disinfection?

52. Installing an efficient toilet will help you conserve water.

53. Changing your lifestyle will not combat global warming.

54. The world is better without humans.

55. Nuclear energy to replace fossil fuels.

56. Climate change is a natural phenomenon not manmade.

57. Vertical farming is beneficial to the environment.

58. Solar panels should be required in each household.

59. Private cars should be banned in large cities.

60. The wealthy are more accountable for environmental harm than the poor.

61. Should Genetically Modified Organisms (GMO) be part of a sustainable agricultural economy?

62. Banning the use of single-use plastics will harm the economy.

63. It is impossible to stop climate change and its impact now.

64. Edible lawns are good for the environment.

65. Should the government tax the use of single-use plastic?

66. Social media influencers are to blame for glorifying fast fashion that is harmful to the environment.

67. Factory Farming is essential for food security.

68. Trade bans on animals: Boon or Bane?

69. Eating meat is wrong.

70. As a means of reducing environmental impact, solar energy can be used.

71. Should biodiversity be taught as part of global warming teaching in middle schools?

72. Land degradation is caused by human-induced activities, not because of extreme weather conditions.

73. Fossil fuels, natural gas, and nuclear power are destructive to the environment.

74. Are dams good or bad for the environment?

75. Noise pollution affects marine life.

76. Should government spend more money on environmental issues rather than on poverty and the healthcare system?

77. As a result of urbanization, our environment is deteriorating.

78. Recycling is causing more trash in the environment.

79. Human diets pollute the environment and threaten the extinction of animals.

80. Science and Technology contributed a bad impact on the environment.

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The environment encompasses all living creatures on this planet. They are all part of the environment whether they reside on land or in water, air, water, sunlight, plants, and animals. Furthermore...

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1. What was one key concept or idea about ecosystems that stood out to you the most? Why did it catch your attention, and how does it relate to your understanding of the natural world?

2. How do human activities impact ecosystems, based on what we've discussed in class? Consider examples such as deforestation, pollution, or habitat destruction.

3. Why is biodiversity important within ecosystems? Discuss the role of different species and the interconnectedness of life within an ecosystem.

Take a few minutes to jot down your thoughts on these questions. Then, we'll share our reflections with the class and discuss our insights together.

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1. List three examples of biotic factors in an ecosystem.

2. Explain how energy flows through an ecosystem, starting with producers.

3. Describe one human impact on an ecosystem and its consequences.

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Students will review an article on ecosystem restoration and write a short summary, applying what they've learned about ecosystem dynamics:

Article Review: Students will be provided with an article on ecosystem restoration, which they will need to read carefully. The article will focus on the principles, methods, and importance of ecosystem restoration efforts.

Short Summary: After reading the article, students will write a short summary that highlights the key points discussed. The summary should include a brief overview of the goals of ecosystem restoration, the methods used in restoration projects, and the potential benefits of restoring ecosystems. Students should also reflect on how the article relates to their understanding of ecosystem dynamics, incorporating concepts such as biodiversity, food webs, and ecological succession.

Application of Learning: In their summary, students should demonstrate their understanding of ecosystem dynamics by explaining how ecosystem restoration contributes to the health and resilience of ecosystems. They should consider how restoring habitats, reintroducing native species, and addressing environmental stressors can help restore balance and functionality to ecosystems.

Formatting: The summary should be approximately 1-2 paragraphs in length, written in clear and concise language. Students should use their own words to convey the main ideas of the article and avoid direct quotations.

Submission: Students will submit their completed summaries via the designated online platform or email by the specified deadline.

Evaluation: Summaries will be assessed based on their clarity, accuracy, and demonstration of understanding of ecosystem dynamics. Additionally, students will be evaluated on their ability to apply concepts learned from the article to their summary.

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Engage students with an online game that simulates ecosystem management, allowing them to apply concepts in a virtual environment.

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Project: Human Impact Presentation (Grab your laptops)

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Project: Human Impact Presentation (Grab your laptops)

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Summative assessment where students create a presentation on the human impact on a chosen ecosystem and present to the class, promoting comprehension and application:

Introduction and Instructions (2 minutes): Briefly introduce the assignment to students. Explain that they will work in pairs to create a short presentation on the human impact on a chosen ecosystem. Provide a quick overview of the objectives and requirements.

Topic Selection and Research (5 minutes): Allow students to quickly choose an ecosystem from a provided list or brainstorm their own ideas. Provide a list of key human impacts on ecosystems to guide their research. Students will have 3-4 minutes to conduct brief research using online resources or provided materials.

Presentation Creation (5 minutes): Students will work together to outline their presentation, focusing on the main points they want to cover. Encourage them to divide tasks efficiently to maximize their time. Students can use a simple template or outline to organize their ideas.

Presentation Practice (2 minutes): Each pair will take turns practicing their presentation aloud. They should focus on clarity, coherence, and time management. Encourage them to provide feedback to each other on areas for improvement.

Presentation (1 minute per pair): Each pair will have one minute to present their findings to the class. Encourage them to focus on key points and engage their audience. After each presentation, allow for brief questions or comments from the class.

Reflection (1 minute): Conclude the assignment with a quick reflection. Ask students to briefly share one thing they learned from their partner's presentation or one question they still have about human impacts on ecosystems.

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Low Level (Remembering): Students will recall and identify different components of an ecosystem, including producers, consumers, and decomposers.

High Level (Analyzing): Students will analyze the interactions between different organisms within an ecosystem and predict how changes to one population can impact others.

Self-monitoring of Learning:

Students will self-assess their understanding of ecosystem concepts using a graphic organizer to track their learning progress throughout the lesson.