Next, we each chose a species that was interesting to us and researched how it interacts with its ecosystem. Below is Danielle's project on the beaver and Jayden's project on the blue jay.
We have spent a lot of time learning about the role of organisms in an ecosystem. For example, we learned about how the salmon is a part of a population, a community, and an ecosystem. It depends on other species (including decomposers) and abiotic elements like water and light. Next, we each chose a species that was interesting to us and researched how it interacts with its ecosystem. Below is Danielle's project on the beaver and Jayden's project on the blue jay.
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We have started our unit on ecosystems! We have been learning about levels of organization in nature: populations, communities, and ecosystems. Today, we were all assigned a species and we modelled a food web. We quickly realized that scavengers are very resourceful and that decomposers are necessary for all forms of life. Mme. Bunker came in as a human destructing the forest to build residential developments; we discussed a few other ways that humans can have a negative impact on ecosystems. Previously, we shared the initial versions of some of our scientific models. Now we have gone through the process of improving them to bring you these final versions! We worked in groups and we were able to choose the best way to share our model: pictures or videos. All of us tried to show convergent and divergent movement, and we all succeeded in that way. However, showing how this causes mountains to form and earthquakes was much more difficult! You can see that these models are definitely more accurate than our first attempts, because we self-assessed our first models informally to determine whether they met the criteria of movement and showing how the resulting phenomena form. We learned that taking a second (or a third!) look at something can really help us see the issues and, therefore, help us improve our understanding. These are some of our final products. Enjoy! This week, we spent some more time exploring the movement of tectonic plates in our Earth Science unit. We already know that this movement is caused by convection currents; in other words, heat rises and cold descends to create circular movement in the Earth's lithosphere. This week, we started thinking about how we could create a model of the movement of tectonic plates. These are still a work in progress, but we are off to a good start! You can check out a few photos of our models in the initial phase of development below.... Learning Intention: I can create a scientific model that clearly shows the movement and results of tectonic plates. Criteria:
Next week, we will peer and self-assess the strengths and weaknesses of our models so we can make improvements. Stay tuned for the new and improved versions! |
AuthorWe are a class of Grade 6/7 students in Surrey, BC, Canada. This blog is one way we will share our learning with the world! Archives
October 2016
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