Introduction | Standards | Task | Process | Resources | Evaluation | Conclusion | Credits | Website |
Introduction
As you have been learning in class, all living things depend on each other to survive. If just one link is missing, a whole chain can fall apart. This second webquest will help you get a better understanding of just how important each part of an ecosystem is.
Standards
S4L1 Students will describe the roles of organisms and the flow of energy within an ecosystem.
a. Identify the roles of producers, consumers, and decomposers in a community.
b. Demonstrate the flow of energy through a food web/food chain beginning with sunlight and including producers, consumers, and decomposers.
c. Predict how changes in the environment would affect a community (ecosystem) of organisms.
d. Predict effects on a population if some of the plants or animals in the community are scarce or if there are too many.
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).
a. Identify external features of organisms that allow them to survive or reproduce better than other organisms that do not have these features. (e.g. camouflage, use of hibernation, protection, etc.)
b. Identify factors that may have led to the extinction of some organisms.
ELA4W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student:
b. Writes texts of a length appropriate to address the topic or tell the story.
c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).
d. Uses appropriate structures to ensure coherence (e.g., transition elements).
The student produces informational writing (e.g., report, procedures, correspondence) that:
a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.
b. Frames a central question about an issue or situation.
c. Creates an organizing structure appropriate to a specific purpose, audience, and context.
d. Includes appropriate facts and details.
e. Excludes extraneous details and inappropriate information.
f. Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote.
g. Draws from more than one source of information such as speakers, books, newspapers, and online materials.
h. Provides a sense of closure to the writing.
ELA4W4 The student consistently uses a writing process to develop, revise, and evaluate writing. The student
a. Plans and drafts independently and resourcefully.
b. Revises selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text.
c. Edits to correct errors in spelling, punctuation, etc.
Task
The task is an example of how knowledge of ecosystems is used in everyday life. Click on the role to read about the mission.
Process
You will use the knowledge and skills you have acquired thus far to help you complete this task. Specific instructions are given on the Ranger mission webpage.
Resources
The pages for the Ranger mission have l resource links for that role.
- Food chain rubric
- Hypothesis rubric
- Letter rubric
- Presentation rubric
Conclusion
Congratulations for completing the “Don’t Get Your Web in a Knot: Ranger!” webquest. I hope you now have a better understanding of the role we all play in the Circle of Life.