Virtual Galápagos
Ecosystems Dynamics
Tortoise Curriculum: Unit 3
Stage 1 - Desired Results
Essential Question:
- Why do tortoises that live in nearby proximity on the Galápagos Islands have different shell shapes, namely domed and saddleback, and how might these differences come about over time and in relation to place?
Questions for Students:
- What are ecosystem engineers and how are tortoises ecosystem engineers?
- What makes an ecosystem?
- How does energy move from the sun, through the food pyramid?
- How is the tortoise “tailored” to the environment and what are its impacts on the environment?
- What do I do for others and what do others do for me?
Next Generation Science Standards:
3-LS4-4: Make a claim about the merit of a solution to a problem cause when the environment changes and the types of plants and animals that live there may change
3-LS4-C: Adaptation: For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all.
3-LS4.D: Biodiversity and Humans: populations live in a variety of habitats, and changes in those habitats affect the organisms living there.
3-LS3-B: Variation of Traits: The environment also affects the traits that an organism develops.
5-LS2-1: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
3-LS4-4: Make a claim about the merit of a solution to a problem cause when the environment changes and the types of plants and animals that live there may change
3-LS4-C: Adaptation: For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all.
3-LS4.D: Biodiversity and Humans: populations live in a variety of habitats, and changes in those habitats affect the organisms living there.
3-LS3-B: Variation of Traits: The environment also affects the traits that an organism develops.
5-LS2-1: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Factual Knowledge
Students will know:
- An ecosystem engineer modifies its environment resulting in habitat changes.
- The difference between biotic (living) and abiotic (non-living) factors
- A food chain begins with primary producers or plants and then primary, secondary, and tertiary consumers
- How energy flows from the sun to producers, moving up through consumers through the food pyramid with heat loss occurring at each level
Procedural Knowledge
Students will be able to:
- Make a scientific claim and support their claim with evidence
- Arrange living things accurately in a food chain and a food pyramid
- Create a diorama that models their own ecosystem
Conceptual Knowledge
Students will understand:
- How a tortoise is an ecosystem engineer through behaviors such as grazing and trampling of vegetation that create open spaces for plants as well as seed dispersal
- The sun acts as the initial source of energy in a food chain and there is a linear movement from producers to consumers with the addition of decomposers to break down organic materials
- The flow of energy from the sun, through the food pyramid but that this system involves 90% energy losses due to heat at each level which accounts for the pyramid structure
Stage 2 - Assessment Evidence
Performance Tasks:
- Create an ecosystem diorama
- Draw their own habitat and ecosystem
- Compare and contrast biotic and abiotic factors
- Arrange a food chain
- Create a food chain modeled after their own environment
- Arrange a food pyramid
- Analyze their ecosystem dioramas
Unit Pre-Assessment
Other Evidence/Assessments
- Initial Ecosystem Diorama
Other Evidence/Assessments
- Food Chain: Apply! handout
- Food Pyramid handout
- Ecosystem Diorama (Part Two)
Extensions and Differentiation Considerations
There are multiple differentiation considerations for access to content as well as each activity (see lesson plans for more detailed and specific ideas). In general, the fieldbook for teachers and students can be printed or accessed online. Font and text size can be changed by making a copy of the google doc versions of the student and teacher field books. Additionally, we encourage teachers to adjust each activity and deliver the content in ways that are most accessible for you and your student(s). Some general suggestions include, but are not limited to, pairing and grouping students in different ways up to the teacher’s discretion and using technology such as speech to text assistance or a screen reader. Further, teachers can opt to instruct students to complete written activities verbally instead - in more of a discussion-like format. Learning activities can be done collaboratively or individually. Assessments can be conducted in creative ways such as asking students to write and perform skits or songs, have a conversation with the teacher or a peer, do an art project such as a drawing or a diorama, and so on.
- Plants Research - Bonus Activity
- Ecosystem Jenga
There are multiple differentiation considerations for access to content as well as each activity (see lesson plans for more detailed and specific ideas). In general, the fieldbook for teachers and students can be printed or accessed online. Font and text size can be changed by making a copy of the google doc versions of the student and teacher field books. Additionally, we encourage teachers to adjust each activity and deliver the content in ways that are most accessible for you and your student(s). Some general suggestions include, but are not limited to, pairing and grouping students in different ways up to the teacher’s discretion and using technology such as speech to text assistance or a screen reader. Further, teachers can opt to instruct students to complete written activities verbally instead - in more of a discussion-like format. Learning activities can be done collaboratively or individually. Assessments can be conducted in creative ways such as asking students to write and perform skits or songs, have a conversation with the teacher or a peer, do an art project such as a drawing or a diorama, and so on.
Stage 3 - learning plan
Learning Activities
- Students make observations about their own ecosystem. They will use a graphic organizer to write down their observations.
- Using their observations from the graphic organizers, students will create an initial ecosystem diorama.
- Students will watch a video about habitat vs. ecosystems and will complete the Habitat vs. Ecosystems handout.
- Students will watch a video comparing abiotic and biotic factors and will complete the Abiotic vs. Biotic handout.
- Using what they have learned so far about habitats, ecosystems, abiotic and biotic factors, students will complete the Observing Santa Cruz handout where they draw their observations about the living and nonliving things from the panorama. In Observing Santa Cruz Part Two, students will write about the relationship between the living and nonliving things they observed in the panorama.
- Students will watch two videos explaining food chains and then will complete an arrangement of a Galápagos food chain and create their own food chain.
- Students will watch a video about food pyramids and then will arrange their own food pyramid given the living things and labels.
- Students will watch a video explaining how the Galápagos tortoise is an ecosystem engineer, particularly how the Saddleback tortoise is an ecosystem engineer to the Opuntia Cactus.
- Students will revisit their original ecosystem diorama to include the different factors of an ecosystem, including an ecosystem engineer. A checklist is provided to help students include all of the factors.
Lesson Descriptions
Lesson 1: What Makes an Ecosystem? →
Students learn about the difference between habitat and ecosystem and abiotic and biotic factors by watching two videos and completing the corresponding handouts.
Lesson 2: Food Chains →
Students learn about food chains through two videos. Next, it becomes the student's task to arrange a Galápagos ecosystem food chain. Then, the students take what they learn to the world around them. They should be able to create a food chain based on their local ecosystem.
Lesson 3: Transfer of Energy →
Students watch a food pyramid video and then complete a handout arranging a Galápagos food pyramid.
Lesson 4: Ecosystems Engineers →
First, students watch a video and a video demonstration on how tortoises are ecosystem engineers. Second, students revisit their original ecosystem diorama and use the corresponding checklist to include the different aspects of an ecosystem that they have learned about. Students use the corresponding handouts to describe a food chain that is in their ecosystem, describe the relationship between abiotic and biotic factors, and describe their ecosystem engineer.
Lesson 1: What Makes an Ecosystem? →
Students learn about the difference between habitat and ecosystem and abiotic and biotic factors by watching two videos and completing the corresponding handouts.
Lesson 2: Food Chains →
Students learn about food chains through two videos. Next, it becomes the student's task to arrange a Galápagos ecosystem food chain. Then, the students take what they learn to the world around them. They should be able to create a food chain based on their local ecosystem.
Lesson 3: Transfer of Energy →
Students watch a food pyramid video and then complete a handout arranging a Galápagos food pyramid.
Lesson 4: Ecosystems Engineers →
First, students watch a video and a video demonstration on how tortoises are ecosystem engineers. Second, students revisit their original ecosystem diorama and use the corresponding checklist to include the different aspects of an ecosystem that they have learned about. Students use the corresponding handouts to describe a food chain that is in their ecosystem, describe the relationship between abiotic and biotic factors, and describe their ecosystem engineer.
This unit was designed by Sarah Jekel and Krelyn Zacarias, and edited by Ava Wojtaszek and Sarah Jekel.
You can download the unit plan here:
Virtual Galápagos
virtualgalapagos.colgate.edu
