Study of Local Ecosystems
Brooke Newman, Shayna Cribbs, Sandra Kim, 3rd Grade
After learning about the wetlands in Science and visiting a local wetland at the Chula Vista Nature, our two third grade classes began a study of ecosystems. This was the culminating project for our geography and mapping unit.
We modeled each step of the research process by using the knowledge the students had about wetlands, and practiced reading and taking notes together. Students then chose which ecosystem they wanted to research (mountain, desert, river, or ocean) and were organized into groups of five. Each student was given a packet with various prompts to help guide them in gathering information about their ecosystem. The children began by recording unanswered questions they had about their ecosystem. We also asked them to organize their questions and notes on their ecosystem in the following way:
• As it is defined
• As it is connected
• As it is elaborated
After gathering notes on all of these areas, each student was responsible for writing a more detailed explanation of one section to be part of a report. Students typed their final drafts and put each page together in a book about their ecosystem. Each report had five parts, (since there were five students in each group) which were similar to the original areas the students used for their questions and research:
• As it is defined - What is an (ocean)?
• As it is connected - Where is your ecosystem located in SD County? (they drew a map of SD County showing its location)
• As it is elaborated - What is the origin of your ecosystem?
• As it is elaborated - How has your ecosystem changed/or how does it change over time.
• As it is elaborated - What flora/fauna live in the ecosystem? What are the zones/parts of their ecosystem, and other interesting/important facts.
Each group used the information that they learned about their ecosystem to create a model showing the various zones of their ecosystem, and the flora and fauna that are a part of their ecosystem. Students then presented their models and what they learned to the rest of the class. We had a whole class discussion and made a chart of the parallels we noticed between the different ecosystems.
Parallels between our SD ecosystems
Both deserts and rivers can be in Antarctica –Ari
All of them have flora and fauna –Tyler
Rivers start in the mountains – Connor
The mountains in San Diego are next to the desert – Quintin, Meghan
The desert is east of the Coastal ranges – Ari
Rivers and Oceans are made out of water – Jack
But oceans are saltwater and rivers are fresh – Connor
But at the end of the river, where wetlands are,
it is a mix of fresh and salt – Stephen
Rivers and oceans have been polluted – Stephen
Mountains and oceans both have slopes. The ocean has the continental slope and seamounts. Mountains also have slopes – Mandalyn, Tyler
Deserts and oceans both have sand – Katrina
They all have life – Quintin
Rivers also slope because they go down mountains or hills – Jack
They are all connected. In the East is the desert. Right next to it are the mountains. The rivers start in the mountains and lead to the ocean – Tyler
Deserts, rivers, and oceans all have water. Deserts have water in an oasis. – Ben
Mountains have water too because rivers are there – Jack
The flora and fauna in all the ecosystems have made adaptations to survive in the heat, with less food or water, etc. – Stephen
As an extension to what we learned in the classroom, we asked the students how they can contribute to preserving the different ecosystems. This was a great way for the students to apply what they had been learning about what causes change to the ecosystems and how we can help. With the help of Excel Youth Zone, a local service learning organization, we worked with a group called Aquatic Adventures in order to put one of their ideas into action. We visited the Port of San Diego to learn more about the wetlands and in particular the effects of marine debris on the wetlands. Students then worked together to pick up marine debris. The two classes collected over 200 pounds of trash!
After our experience at the wetlands, and seeing all the trash first hand, students reflected on the impact that they had and what other things they can do to continue helping save our ecosystems. Students then made signs to educate others on the dangers of marine debris. They brainstormed where they wanted the signs to be hung and with the help of Excel Youth Zone their signs were hung throughout the community.
