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12th Grade  Project 4 weeks

Biodiversity Bonanza: Exploring Endless Ecosystems!

Lydia L
Updated
CCSS.Math.Content.HSA-SSE.A.1
CCSS.Math.Content.HSN-VM.B.5
CCSS.Math.Content.HSF-TF.C.8
CCSS.ELA-Literacy.L.11-12.5
CCSS.Math.Content.HSN-CN.B.4
+ 5 more
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Purpose

Engage students in a deep exploration of biomes by simulating ecological succession and biodiversity interactions through hands-on model construction. This project allows students to apply mathematical concepts, scientific understanding, and creative problem-solving to real-world ecological challenges. By facilitating opportunities for reflection, critique, and public exhibition, the project promotes critical thinking, effective communication, and a connection to community and self.

Learning goals

Students will develop an in-depth understanding of how various factors within a biome influence ecological succession and biodiversity over time. They will apply mathematical concepts, including interpreting expressions, manipulating vectors, and utilizing trigonometric identities, to analyze and model biogeochemical cycles and population dynamics. Through peer feedback and self-reflection, students will refine their critical thinking and problem-solving skills, while effectively communicating their findings through presentations and digital portfolios. This hands-on project will enable students to connect their learning to real-world ecological challenges, fostering a sense of identity and responsibility within their communities.

Standards
  • [Common Core] CCSS.Math.Content.HSA-SSE.A.1 - Interpret expressions that represent a quantity in terms of its context
  • [Common Core] CCSS.Math.Content.HSN-VM.B.5 - (+) Multiply a vector by a scalar.
  • [Common Core] CCSS.Math.Content.HSF-TF.C.8 - Prove the Pythagorean identity sin²(θ) + cos²(θ) = 1 and use it to find sin(θ), cos(θ), or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle.
  • [Common Core] CCSS.ELA-Literacy.L.11-12.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  • [Common Core] CCSS.Math.Content.HSN-CN.B.4 - (+) Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers), and explain why the rectangular and polar forms of a given complex number represent the same number.
Competencies
  • Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
  • Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
  • Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
  • Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.

Products

Students will collaboratively design and construct a detailed scale model of a selected biome, showcasing key aspects of biodiversity and ecological succession. Each group will also develop a digital portfolio documenting the research and creative process, including sketches, digital renderings, and reflections on learning experiences and challenges. At the Eco-Market Fair, students will present their models and supporting materials, including educational resources, interactive activities, and visual representations, to instructors, peers, and visiting community members.

Launch

Host a "Biomes and Ecosystems Adventure Day" where students rotate through stations simulating different biomes. Each station features immersive materials such as videos, images, sounds, and tactile elements. Engage students in interactive challenges that reflect real-world ecological succession and biodiversity scenarios, setting the stage for curiosity and excitement about their upcoming project work.

Exhibition

Organize an 'Eco-Market Fair,' where students design interactive booths representing different biomes, showcasing their scale models and research findings. Utilize the fair to create an engaging, community-inclusive environment where students offer educational resources, host activities, and present visuals of the biome's unique features and ecological processes. Encourage students to practice effective communication by explaining their projects to visitors, answering questions, and facilitating discussions about biodiversity and ecological succession.