Observation 1

Image 1

Image 3

Image 2

Materials needed for our Ecosystem 

Organic Soil, Bean Seeds, Daphnia, Elodea, Spring water, 1 two-liter bottle, 1 three-liter bottle, Clear Packing Tape, Gravel, Cotton string, Snails

A detailed description of the procedure for putting together the dual ecosystem

1. Add 1 Dixie cup of gravel to the bottom of the bottle

2. Add spring water to the two-liter bottle about halfway.- See image 3

3. Measure the length of elodea plant and plant in the gravel. Record the length of the plant and color.

4. Place 2 snails in water.-See Image 2

5. Place daphnia in the water by pouring out all the liquid in container into the two-liter bottle.

6. Add fish food

7. Tie string through cap of three-liter bottle.

8. Place the three-liter bottle inside the two-liter bottle. Making sure the top doesn’t touch the water in the aquatic section.-See Image 3

9. Fill the inverted bottle with soil

10. Plant five seeds in soil. Moisten soil afterwards.

11. Seal the two bottles together.

12. Place in the location provided by teacher (beside large window in the hallway).

Initial data we recorded

· Elodea-16 cm for dark plant

   -11.5 for lighter plant

· 2 snails

· 8 daphnia

· 5 seeds

· Type of seeds-Beans, Garden

Our reflection on the scientific PROCESS we learned about

Building this Ecosystem in a bottle not only helped us understand the scientific process when having to create it, but it would also help our future students understand the scientific process. The students (just as we did) would demonstrate how to follow the procedures, observe, analyze data, and write down the data collected. With this experience, by the time we’ll be responsible of our own classroom, we will already have background knowledge of what to expect (in terms of the scientific process) when making and analyzing the continuous growth of our ecosystems.

Our reflection on the scientific CONTENT we learned about

We learned that it was possible to create model ecosystem in a completely sealed soda bottle! We also learned that it was possible to not only create an ecosystem but we learned about the different roles of each environment and of organisms (Daphnia and snails) on how they would ultimately help create this self-sustaining ecosystem! We came to realize that the presence of various organisms is vital for the sustainability of our ecosystem. In example, while the daphnia helps provide the carbon dioxide, the elodea provides the oxygen in exchange (as well as beans that will soon begin to germinate.)    

Reflection on the ecosystem in terms of our own teaching

 By using ecosystems in the classroom, students will be able to explore and practice various scientific processes such as observation, analyzing data, and  following procedures, but most importantly the students would be able to engage and interact with their partners in this scientific process, which makes for a hands-on approach of learning. The fact that we, as students, were able to create this ecosystem not only made the lesson more exciting and fun, but we became interested in learning about the ecosystem because we made it ourselves! After creating this ecosystem we have experienced the excitement that we want our future students to have when teaching science, as well as interest that we hope they have. Using ecosystems in a classroom can also promote the interest of other subjects. As (we all hope) students become engaged with the growth of their ecosystems, teachers can jump in and also implement writing and math lessons that will further broaden and develop students academic skills. Writing summaries of what  students observe and measuring the growth of the elodea is just a dab of how ecosystems can include lessons in other subjects, all while involving meaningful experiences and lessons that have value to our students. Therefore we see the importance of approaching science in a hands-on manner and the great effects it has!