Ecosystem Management 
                                                                            By:  Mitchell Niewoonder  

Project at a Glance :

This project is for an 8th Grade Science and English class. It explores what makes a healthy ecosystem and what different factors can cause an ecosystem to become unhealthy and need support. Additionally, students will learn to identify key species in ecosystems and how to support them in order to help maintain the health of an ecosystem. The project will include the use of research skills, group work, and presentation skills. This unit is roughly 3-4 weeks.​

Driving Question:

How can we support the population of a key species within an ecosystem?         

Standards:

• MS-LS1-5
• MS-LS2-1
• MS-LS2-4
• MS-LS2-5

Team / Culture Building:

• Students completed a Google form to help teachers build teams for the project.

​Entry Event:

• Visit the Rabbit River Preserve​​

• On campus walk to the HS Pond.

Stakeholders:

• Organisms found in local ecosystems.
• Recreational Land Users. (Hunting, Fishing, Hiking, Nature Watching, etc.)
• Conservationists

Empathy Building:

• Provide out of classroom experiences
• Speak with professionals - Conservation District, MiDNR Wildlife Dept, MiDNR Fisheries Dept, Local Outdoors Enthusiasts, etc. to gather information.​​

Inquiry / Need to Knows:

• Providing background information about the topic.
• Invite guest speakers in to interview.
• Guided readings

Incubation:

• Start by having students do the Anti-Problem protocol to see the opposite side of the driving question.
• Idea quota
• SCAMPER​

• I like, I wish, what if . . . protocol

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Solution Building:

• Rule of Thirds
• I Like, I Wish, What If?
• ​Students will be guided by the protocols above while working with their groups to narrow down their pool of ideas.  Including frequent check ins and carefully worded guided feedback from teacher.

Critique and Revision: 

• $100 Test
• The teacher will pose questions for students to consider with their groups. Asking them to revisit previous protocols like:
• I Like, I wish, What if?
• ​Modified version of Rip, Slap, Pass
• Critical Friends​

Authentic Audience:

• Allegan County Conservation District
• OAISD
• ​Hamilton Community Schools
• West Michigan Regional Airport

Final Presentation:

• Poster
• 3D Model
• ​Shoebox Model
• Google Slides
• A variety of other visual respresentations

Click here for teacher's full plan.

​Reflection and Feedback:

•  The audience will ask questions following the presentation and give groups feedback.
• The audience will complete a modified version of the  NUF test for each group.
• Students will be given group reflection forms and complete a Google Form about the PBL process.

Click here for the teacher's Journey through PBL on Padlet . . .

Meet the Educator:
Mitchell Niewoonder teaches science at Hamilton Middle School. 

​     "Giving students voice and choice to focus on real world problems with their peers is a fantastic opportunity for them to take ownership of their actions for the betterment of their communities. In my class we focus a lot on environmental science so the learning we do in PBL extends well beyond the classroom walls."