Ecosystems (5th grade)

Students begin the unit by setting up a terrarium in which they grow grass, mustard, and alfalfa plants. They then add crickets and isopods. They also set up an aquarium into which they introduce snails, guppies, elodea, algae, and duckweed. By connecting the terrarium and aquarium bottles to create an "ecocolumn," students are able to observe the relationship between the two environments and the organisms living within them.

Using test ecocolumns that contain only plants, students simulate the effects of pollutants—such as road salt, fertilizer, and acid rain—on an environment. Students then use a food chain wheel to make inferences about the effects these pollutants might have on their own miniature ecosystems. Later, students read about, explore, and discuss the Chesapeake Bay as a model ecosystem. They analyze this ecosystem from the viewpoint of various users—waterman, dairy farmer, land developer, recreational boater, and resident—and present their findings to the class. This activity enables students to appreciate the trade-offs that must be made to reach mutually acceptable solutions to environmental problems.

Trainer Tips:

• "Why after the 2nd or 3rd day, do we never see the crickets again?" This is not normal, you should be able to find them, but because of the growth of the plants and that they need warmth to move about, the crickets "get lost" and may not be easily seen. Sometimes they dig into the soil. That is why it is important to observe the crickets in the clear cups before you place them in the terrarium, because you may not see them again.  That is especially true for the isopods. My class has had their crickets in their terrarium for almost two weeks and can still find them.
• It is important to place the ecocolumns in a warm place. I've always done the unit in winter and the rooms get very cold at night. I've also kept them by the windows - due to the light source, however, near the windows is even colder than anywhere else in the room. I was told to provide a light source, much like the one used for the mustard seed unit in third grade.

"The Einstein Ecosystems unit and the terrarium really influenced me to go into aquatic biology – in particular the interaction between the aquatics and the terrestrial and how they cooperate to survive. It was so amazing, learning about the different kinds of pollination – we saw how pollen stuck to bees and when they moved, how it was cross-pollinating. We were learning way more advanced stuff, but it was brought to the grade level by the hands-on nature of the learning. We even learned a bit about genetic engineering through the cross pollination!" said Greta Pearson, former Green Bay, Wisconsin student, who now has a degree in Aquatic Biology & Broad Field Science from UW Superior, and is currently working part-time for the college on plant research for the Pokegama Reserve (wetland).

Access a Virtual Aquarium

Additional Photos

Ecosystems Storyline (pdf)

Living Materials Care Sheets

Supplemental Literacy Lists

Teacher Recommended Resources

Recommended Websites

Sponsored By

The Ecosystems units have been generously sponsored by the Greater Green Bay Community Foundation.

Student readers have been generously provided for this unit by Thilmany and the Greater Green Bay Community Foundation.

 

What are people saying about the Organisms Einstein science unit?

"The Einstein Ecosystems unit and the terrarium really influenced me to go into aquatic biology – in particular the interaction between the aquatics and the terrestrial and how they cooperate to survive. It was so amazing, learning about the different kinds of pollination – we saw how pollen stuck to bees and when they moved, how it was cross-pollinating. We were learning way more advanced stuff, but it was brought to the grade level by the hands-on nature of the learning. We even learned a bit about genetic engineering through the cross pollination!"
-- Greta Pearson, former Green Bay, Wisconsin student, who now has a degree in Aquatic Biology & Broad Field Science from UW Superior, and is currently working part-time for the college on plant research for the Pokegama Reserve (wetland)