Pre-Assessment Report on Ecosystems
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1 Melissa Parente Science Methods Dr. Mike Smith Pre-Assessment Report on Ecosystems Part I: A. An ecosystem is a community of organisms, (living things including microorganisms), that interact with each other and the environment. Organisms are linked to each other and to their environments in a web of relationships. An ecosystem also includes nonliving things such as water, soil, and air. Human may affect ecosystems in many ways (STC, Ecosystems). The word eco comes from the Greek word for house, habitat, or environment (STC, Ecosystems). When learning about living and nonliving organisms, the terms used are abiotic and biotic factors. Abiotic factors are the nonliving things and biotic factors are the living things in an environment. The different organisms that live together in an ecosystem are called a community. Within a community, each kind of living thing makes up a population (BSCS 8). The chemical and physical factors that also contribute to the makeup of an environment include sunlight, rainfall, soil, nutrients, climate, salinity, etc. An ecosystem is inherently leaky: at a minimum, energy and nutrients move in and out (Corn). An ecosystem includes all parts of the planet. All ecosystems are considered open systems where energy and matter can be transferred in and out. The Earth, as a single ecosystem, constantly converts solar energy into myriad organic products, and has increased in biological complexity over time (Ecosystems). An ecosystem is made up of many smaller ecosystems interlocked through cycles of energy and chemical elements. The flow of energy and matter through ecosystems is regulated by the complex interactions of the energy, water, carbon, oxygen, nitrogen, phosphorus, sulfur, and other cycles that are essential to the functioning of the biosphere (Ecosystems). There are trophic levels and energy transfers among ecosystems. The trophic structure includes autotrophs and heterotrophs. Autotrophs use either photosynthesis or chemosynthesis. Heterotrophs use food molecules produced by autotrophs (Brooks). The major components that make up the ecosystem include: abiotic and biotic portions which were mentioned earlier, producers, and consumers. The consumer component has a lot of levels within itself. There are three levels of consumers: primary, secondary, and tertiary. The primary consumer feeds on the producers, which are usually herbivores, (plant eaters). The secondary consumer feeds on primary consumers such as carnivores and predators. The tertiary consumer is the top carnivore or predator. Another type of consumer is the omnivore, which feeds on plants and animals. Included are also the decomposers and parasites, which are just as important as the consumers (Brooks). There are many ecosystems that exist on Earth, which are called biomes. Biomes are the major types of floral and faunal assemblages of ecosystems based on temperature and rainfall amounts (Brooks). There are two main types of biomes: terrestrial and aquatic. There are approximately eight different types of terrestrial biomes: tundra, coniferous forests (taiga), temperate deciduous forests, temperate grasslands, tropical
2 Parente 2 grasslands, chaparral, desert, and tropical rainforests. In the aquatic biomes there are two types: freshwater and marine (Brooks). Food chains and food webs are essential in ecosystems because they show the transfer of energy between levels and the feeding relationships. The energy flow in ecosystems uses the laws of thermodynamics and ecological pyramids. The conservation of energy law and the law of entropy both help to explain how energy is used and converted. The conservation of energy law says, the total inflow of energy into a system must equal the total outflow of energy from the system, plus the change in energy contained within the system ( Conservation of Energy, Wikipedia,). To summarize, energy can be neither created nor destroyed and can be converted from one form to another. A food chain describes a single pathway that energy and nutrients may follow in an ecosystem ( Food Chain, Wikipedia,). It only shows one path of energy and material transfer. A food web extends the food chain concept from a simple path to a complex network of interactions. Food sources of most species in an ecosystem are much more diverse, resulting in a complex web of relationships ( Food Chain, Wikipedia). As our populations grow and consumption of food, water, and other materials increases, the ecosystems that provide these things are either being destroyed or stressed. Humans are a major threat to ecosystems, whether they are aware of it or not. The foundation of our economies comes from the goods and services that our ecosystems provide. Ecosystems also purify our air and water, help to control our climate, and produce soil-services that can t be replaced at any reasonable cost (Moyers). B. National Science Education Standards on ecosystems: Content Standard C for grades 5-8; Populations and Ecosystems- For ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis that energy then passes from organism to organism in food webs. The number of organisms an ecosystem can support depends on the resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition. Given adequate biotic and abiotic resources and no disease or predators, populations (including humans) increase at rapid rates. The lack of resources and other factors, such as predation and climate, limit the growth of populations in specific niches in the ecosystem (NSES 158). C. According to research on children s learning in BSCS Science T.R.A.C.S.: An Elementary School Science Program on Investigating Ecosystems book, students do not necessarily understand that food chains and food webs represent the transfer of the Sun s energy through all living things in an ecosystem (9). Few students are able to relate their ideas about energy to ideas about interactions of organisms. From this research it was suggested that it is important to determine what students understand about the concepts presented in each lesson and allow time for students to demonstrate their understanding. By allowing the students to discuss their ideas, it is more likely that they will be able to answer focused questions and take part in discussions supporting their own views. It also stated that by exploring the relationships among the plants, animals, and nonliving things in their own environment, students can find out about natural systems and take that understanding to apply it to other environments around the world (11).
3 Parente 3 Some misconceptions that some students believe are that there is a starting and ending point in the food chain, and diagrams of energy pyramids that indicate decreases in energy (without indicating that the energy is given off as heat). Students seem to think that these diagrams reinforce the fact that energy is not conserved (Biology Science Misconceptions). All of these misconceptions are related to the standard that students will understand that living organisms interact with one another and their environment (Biology Science Misconceptions). Fifth grade students should be able to describe how interaction among organisms and their environment help shape ecosystems (Biology Science Misconceptions). However many students have misconceptions such as energy only flows from the top of the food chain down, with those at the top having the most energy and increasing in number at the expense of those below (Biology Science Misconceptions). Another misconception under this substandard is the students believe that species live together in an ecosystem because they have compatible needs and behaviors (Sweetland). A K-12 partnership project workshop in Aug 2003 revealed more misconceptions about population and communities. Few students think of oxygen need as a reason why animals can t live without plants. When talking of food webs, students tend to frame their explanations in terms of individual organisms rather than populations of organisms. Students often make predictions in terms of linear cause-effect sequences rather than changes throughout the food web, and many students don t clearly understand the arrow notation used in food web diagrams (K12 partnership). Part II: A. The fifth grade class taking this assessment consisted of 27 students who participated on Friday, November 4, 2005 at 10:15am. There were three ethnic backgrounds involved: 11 Asian American, 12 African American, and four Caucasian. Of those backgrounds, 11 were girls and 16 were boys. Most of the class is mainstreamed, but there is one who is part time in special education. One hundred percent of our students qualify for reduced or free breakfast and lunch. On the day of the assessment, I explained to the class that they were going to answer some questions that they may not know the answers to but I wanted them to give their best efforts towards them. I also explained that this was for a project that I am doing for graduate school, which raised their interest level. I passed out the handout of four questions and read each one aloud as they read the questions to themselves. I gave them about twenty-five minutes to answer the questions individually and I walked around to answer questions. I had to explain some of the words within the questions. B. The two questions that I asked were: How do living things obtain the energy they need to live and how are water, air, and nutrients cycled within and between ecosystems. I chose these two questions because the research above showed that students do not necessarily understand that food chains and food webs transfer the Sun s energy to all living things (BSCS 9). Studies show that students have a hard time relating their ideas about energy to the interactions of organisms (9). When learning about the food webs and food chains, students do not seem to understand how energy is conserved because they cannot see how at each level some energy is given off by heat. Looking at the
4 Parente 4 misconceptions of students understanding of energy and cycles of matter, I felt that these two questions were relevant. I did have a third question but after looking at their responses, I felt that it really was not a driving question. My first question draws on their prior knowledge of survival. Using what they know they need to survive, my intent was for them to apply that to this question. My second question also draws on prior knowledge about how we use water, air and nutrients. In the prior years, students learn about water cycle and photosynthesis, so my intent here was to access that knowledge and apply it to this question using their ideas. Both questions fall within the city and state standards that are in the curriculum. C. I decided to score each question based on a rubric. Rubric for Question 1: Gave the correct answer, sunlight and energy through food chains and food webs, with supporting details. Mentioned sunlight with other ideas such as need water and air, oxygen, feed on each other. No explanation but misconceptions. Misunderstanding of the question or all misconceptions. Rubric for Question 2: Gave the correct answer, water cycle, carbonoxygen cycle, and nutrients; photosynthesis; decomposition with supporting details. Partial correct answer, lacking detail and with misconceptions. (i.e. water cycle or nutrients in the soil) No understanding or all misconceptions. Results for Questions 1 and 2: Questions How do living things obtain the energy they need to live? 2. How are water, air, and nutrients cycled within and between ecosystems?
5 Parente 5 When deciding on the rubric, I read through the responses to each question and separated them into groups of similarity. The ones that were able to answer the question fully with detail were in one pile. The next pile had the students who gave all or part of the answer but with misconceptions. The last pile had the students who attempted the question but really did not understand how to answer. So out of 27 students, 14 were able to answer both questions for the most part but still had some misconceptions. In question one, a lot of my students responded with answers such as, takes in minerals and other things to turn it into energy or get energy from the air, sun, and water. Since a majority of the students had similar answers, I gave them a 2 since there was evidence of some understanding. In question two, a lot of responses were plants get nutrients from the soil, described how the water cycle works, how water helps people and plants, and that we need clean air. These responses were almost correct, just missing some detail of the other cycles mentioned in the question, so the score was a 2. The few that were able to answer each question correctly and with supporting details earned a 3. For example, one student responded by drawing a food chain and showing how energy traveled from one organism to the next, starting with the sun. D. After reading through the students responses, I felt that a majority of them had some understanding of the concept but were unable to explain. In question one, students were able to answer with sunlight but could not explain why. Some also mentioned how living things feed on each other but did not explain how energy is used. So the students scored a two for this question because it seemed that they had an idea but some misconceptions existed. In question two, it was very obvious to me that the students had prior knowledge of at least one of the cycles that they could explain. The other two were more challenging for them to answer. In question one, I think that the students were able to automatically say that the sun, water, food, and air are the basic essentials of survival. However, I think that the students are not able to make the connection between energy and how it interacts with other organisms. Students do have prior knowledge of food chains and food webs but still can not make that connection. Studies show that students have a hard time relating concepts when they are not exposed to them in their own environment. From the research stated earlier, students need time to be able to demonstrate what they understand (BSCS 10). In questions two, I think the students do have some understanding of the different cycles, but are only able to describe one in detail, the water cycle. Students are not connecting the concepts that are introduce in school to their own lives, which is why I think a lot of them can not generalize a strong response. Although being able to draw on prior knowledge, students lack the ability to make connections and develop their own interpretations, which are the misconceptions. I think that students need time to process new things and communicate them with one another. Just like the studies suggested that students will more likely be able to answer focused questions and take part in discussions when given the time (BSCS 11). When dealing with a curriculum in the beginning the teacher usually focuses on process skills before starting new content. I think these skills are the ones that really need time to process before being able to apply them. When dealing with the city and state standards, teachers have to make sure their lessons abide by those standards. Students usually know what standard is the focus for
6 Parente 6 each day, but do not necessarily understand what it means. I think that a lot has to do with the way teachers teach. Everyone has their own style and way of doing things, which is why some students may grasp concepts better than others. Just like in our text, Teaching Science in Elementary and Middle School Classrooms, it mentioned that there is no one best way to teach, but there are ways that can produce more student understanding and better motivation and do more to develop lifelong interest in science (Krajcik 10). After reading chapter one, I realized how true that is because as a teacher you have to be willing to adapt your lessons or combine various styles to teach a concept. My results for the two pre-assessment questions helped me to realize that my students need more time with the concept of ecosystems. I think that my students are good examples of what the studies stated earlier. Comparing them to other students, the studies are consistent with their findings. I understand that my students already have some knowledge but I need to strengthen that knowledge and help them to apply it to upcoming lessons. E. After this pre-assessment, I came to the conclusion that when I teach this unit on ecosystems, I will have to deal with my students misconceptions. I will in addition to our science kit, use other resources such as the internet, science magazines and newspapers, National Geographic Videos that illustrate various ecosystems around the world, contact a guest speaker who works in the field of ecology, and plan field trips to local rivers, streams, and wildlife refugees. Inviting a guest speaker from either the Franklin Institute or Academy of Natural Sciences to teach a lesson or activity on ecosystems, would allow students to get accurate answers to their questions. What I found was that adults today have similar misconceptions about ecosystems, which in turn, is why many students have the same misconceptions. As a teacher, it is my responsibility to make sure that the information I provide to my students is up to date and accurate. I think that students need to have direct exposure to various environments, in order to process the full definition of an ecosystem. Once students have a strong understanding of their own environment and the interactions among organisms, they should be able to make the connection with other ecosystems around the world. Looking at pictures or reading from a textbook, does not really allow students to develop their own ideas and opinions.
7 Parente 7 Works Cited K-12 partnership project workshop. Students Common Naïve Conceptions: Populations and Communities. July 28- Aug.1, 2003, Summer Institute. Nov. 26, BSCS Science T.R.A.C.S. An Elementary School Science Program: Investigating Ecosystems. Iowa: Kendall/Hunt, Ecosystems. Nov. 27, Brooks, Dr. Randy. Quick Study: Ecology. Barcharts, Inc., March Sweetland, Robert. Ecosystems, Populations Food Webs Science Misconceptions. Nov. 27, Biology Science Misconceptions. Nov. 29, Corn, M. Lynne. Ecosystems, Biomes, and Watersheds: Definitions and Use. CRS Report: July Environment and Natural Resources Policy Division. 27 Nov cfm?&CFID= Moyers, Bill. What are Ecosystems? PBS. Nov. 27, Conservation of energy. Wikipedia, the free encyclopedia. Nov. 29, Food Chain. Wikipedia, the free encyclopedia. Nov.29, National Science Education Standards. Washington, D.C.: National Academy Press, Krajcik, Joseph S. Teaching Science in Elementary and Middle School Classrooms: A project-based approach. Boston: McGraw Hill, STC unit. Ecosystems, 2 nd ed. Washington, D.C.: Carolina Biological Supply Company, 2005.
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