7th Grade
We will begin researching for our Ecology projects next week. We will be having our Science class in the computer lab Mon, Tues, Thurs, and Friday. The final project will be due Friday 4/8/11. Below you will find the project expectations and the grading rubric.
ECOLOGY PROJECT
How to Begin:
1. Select an ecosystem
2. Pick four populations of organisms (2 plant species and 2 animal species)
3. Research your chosen ecosystem including the following factors:
• Important Abiotic (non-living) factors
• Important Biotic (living) factors
• Habitats of your chosen populations (plants and animals)
• Niches of your chosen populations (plants and animals)
• Limiting Factors
• Food Chains and Food Webs common in your ecosystem
Here are some examples of ecosystems and populations:
Rainforest: (animals) parrot, jaguar, monkey (plants) orchids, lianas (climbing vines)
Prairies: (animals) pronghorns, coyote, grasshopper, buffalo (plants) eastern tall grass, wild rye, and cord grass
Deserts: (animals) tortoise, bobcat, Harris hawk, lizards, snakes, (plants) various cacti, mesquite trees, sage
Temperate Forest: (animals) owls, elk, white-tailed deer (plants) mushrooms and dandelions
Arctic Tundra: (animals) lynx, lemmings, wolves, arctic fox, polar bear (plants) lichens, mosses
Seashore or Wetland: (animals) dolphins, pelicans, crabs (plants) seaweed
Checklist for Ecology Project Requirements
1.Ecosystem: you can use your ecosystem as the title for your exhibits display
2. Populations: Show your populations as a drawing, picture, or 3-d model and label them each correctly
3. Habitat: demonstrate what your habitat looks like (drawing, picture, or 3-d model)
Niche: explain the role of each of your populations in the ecosystem. Example: The pine tree provides food and shelter to other organisms. Label correctly
4. Food Chain: Using pictures or drawings show four organisms in your ecosystem beginning with a producer. Example: cactus fruit----->rat---->rattlesnake---->Hawk
5. Research:
1. 1st paragraph: describe the place where your populations live
2. 2nd paragraph: describe how both biotic and abiotic factors affect your populations.
3. 3rd paragraph: describe how the limiting factors affect your population
4. Works Cited: cite at least three sources that were used to gather research
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LA PALOMA ACADEMY SCIENCE FAIR 2011-JR HIGH
Students who are interested in participating in the science fair received a packet of information today. I have included a electronic copy of the acknowledgment form that was included in the packet. The packet also had some additional information on project dimensions and project journals.
I will be offering significant extra credit to those students who submit a project for the science fair. This is also an excellent way to develop scientific inquiry and to encourage interest in science. Students who submit a project will be entered into the La Paloma Science Fair competition. For the winning projects there is also a chance to compete at the regional science fair, SARSEF (Southern Arizona Regional Science and Engineering Fair). To compete at the SARSEF level there are some additional rules and regulations beyond those of the school science fair. Please feel free to contact me if you have any further questions or concerns.
The participation in Science Fair is voluntary for La Paloma Academy-Lakeside Jr. High students. Although this is a voluntary project extra credit will be offered to those students who complete a science fair project. This is an opportunity to improve your Science grade significantly. Science fair projects that are complete and contain all of the appropriate pieces will be submitted to our La Paloma Academy Science Fair 2011. If you are interested in possibly competing in the Southern Arizona Regional Science and Engineering Fair please check the SARSEF website, (www.sarsef.org) for further details. If you have further questions regarding the SARSEF competition please come and see me. The following guideline will help you organize your project . Please review the following information with your parents and return the acknowledgement form by January 19, 2011.
GUIDELINE DATES ASSIGNMENT RUBRIC
JANUARY 19, 2011 1. PROJECT EXPLANATION
2. ACKNOWLEDGEMENT FORM Project complexity:
Exceeds Standards: Experiment and data shows a thorough understanding of variable manipulation and relationships.
Meets Standards: Project is experimental in nature and shows an understanding of scientific variables.
Falls Below Standards: Project is not experimental (demonstration or model) and does not demonstrate variable manipulation.
JANUARY 26, 2011 1. SCIENTIFIC QUESTION
2. HYPOTHESIS (SHOWS CAUSE AND EFFECT. WRITTEN IN AN “IF…..THEN….” STATEMENT) Hypothesis
Exceeds Standards: Shows an advanced understanding of causality (cause and effect) and metamorphic relationships (how changes in variables effect the other variables and possibly the outcome).
Meets Standsards: Written in an “If…then….” Statement and clearly addresses the stated problem.
Falls below Standards: Not written in an “if…then….”statement and does not address the problem (question) as stated.
FEBRUARY 2ND, 2011 1. PROCEDURES
2. MATERIAL LIST Procedures/Materials List
Exceeds Standards: Specifically lists all materials with 100% accuracy and procedures demonstrate an advanced understanding of variable manipulation and control.
Meets Standards: All materials are clearly listed and procedures are written as a series of step-by –step directions as to allow an exact replica of the experiment to be carried out.
Falls Below Standards: Materials are not listed or are inaccurate and procedures written as a narrative and poor grammatical conventions evident.
FEBRUARY 9TH, 2011 1. EXPERIMENT COMPLETE
2. DATA SEE ANALYZED DATA FOR RUBRIC
FEBRUARY 16TH, 2011 1. ANALYZED DATA
(GRAPH , TABLE OR CHART)
2. RESULTS AND CONCLUSION
Analyzed Data:
Exceeds Standards: Computer generated graphs or charts that accurately represents the data collected.
Meets Standards: neatly graphed or drawn in pen using the appropriate format to demonstrate the data collected and labeled accurately.
Falls Below: Messy and unlabeled or mislabeled.
Results and Conclusion:
Exceeds Standards: connects the results of the experiment with real-world applications.
Meets Standards: addresses the data and the hypothesis
Falls Below Standards: does not demonstrate an understanding of the data and poor grammatical conventions evident.
FEBRUARY 21st, 2011 1. ABSTRACT
2. FINAL PRESENTATIONS Abstract:
Exceeds Standards: demonstrates a clear understanding of neutral, objective, scientific language.
Meets Standards: succinctly summarizes the experiment and is written in third person.
Falls Below Standards: poor grammatical conventions evident. Written as a first person narrative.
Final Presentations:
Exceeds Standards: All assignments are present, experiment demonstrates artistic effort and time appropriate to the subject.
Meets Standards: experiment is neat, includes all appropriate pieces, and is clearly labeled.
Falls Below Standards: messy, missing pieces, and is unlabeled or mislabeled.
*Please see attached for information on the appropriate tri-board and presentation of project.
I have read and understood the Science Fair project assignment and acknowledge receipt of this packet.
_____________________________________ _________________________
Student Name Date
I have reviewed the Science Fair project assignment with my child and acknowledge receipt of this packet.
______________________/______________________ _________________________
Parent Name Parent Signature Date
Project Planner Page will be the page to find information on any upcoming projects. I will list any materials needed and deadlines and general information on large projects such as Science Fair.
