Obsevation 3

A Drawing of our Ecosystem:                                             A Picture of our Ecosystem:

There are challenges and advantages to drawing a picture of our ecosystem compared to that of simply taking a picture of our ecosystem. One challenge that presents itself when drawing a picture of our ecosystem is that we cannot draw an exact replica of the ecosystem being that we cannot draw every single detail in the ecosystem and due to the fact that it is three-dimensional. For example, when we observe our ecosystem it is very difficult for us to notice the daphnia, therefore when we draw our picture it is even more difficult to draw the daphnia because of their size. Although it may be difficult to draw the ecosystem exactly how it is with every small detail, drawing a picture can also be advantageous with the fact of focusing on the big and noticeable details that are happening in our ecosystem. For instance, we were able to draw our four tall plants that had grown since our last observation. Another important advantage of drawing our ecosystem is that we have to act as scientists to be able to observe what has happened in our ecosystem in order to sketch it out to represent our actual ecosystem. This does not only help us to be able to accurately draw a representation of our ecosystem, but it helps us develop skills of observation. And by carefully observing and drawing the ecosystem, we as scientist will be able to, not only reflect on what has changed within the ecosystems, but to inquire about what might happen in later observations. Lastly, drawing a picture as opposed to taking a picture is advantageous, because it means carefully examining the ecosystem, which leads to developing process of skills in science.

Image 1                                                                                  Image 3

Image 2                        
                                                         

DATA:
-Daphnia: About 11 visible (1 large, the rest are very small)
-Elodea: More of the tips are withering and ones is darkening into a dark brown color.
  See Image 2
-More fiber-like strands are growing from the bottom of the Elodea.
-All of our seeds are budding (four are very tall.)
  See Image 3
-The top and middle portion of our ecosystem is very moist, which is evidence that condensation is occurring.
  See Image 3
-Water is clear with small pieces of plant residue floating
  See Image 2
-Snails, one is dead and the other looks unhealthy and lies at the bottom where the pebbles are.
-The soil has moved elevation, a result from the growth of the plant and its roots
-There is a more noticeable change in water level
 See Image 2
-Red (worm-like) strand growing from the Elodea
-Wick fibers looks as if they are withering and coming apart.

Observation 2

Data recorded: 

• Daphnia: about three visible (look like they grew)
• The rest possibly died or are hiding inside the rocks
• See image 1 ------------>

                                       

• Elodea: Tips are “eaten” off
• There are fiber-like strands growing from the bottom of the Elodea.
• <-------------See image 2

• There is one seed budding. 
• See image 3  ------>                 

                                          

• The top of our ecosystem is very moist, which is evidence of condensation and that the cloth wick is working.
• Water looks clearer than in our first observation.
• Snails look the same size as on the first day. 
• The soil moved (elevation changed), it looks more slanted. 
• There is a slight, barely noticeable, change in water level.
• <-------------- See image 4

Our reflection on the scientific process we learned about:

When observing and recording data, we learned that it is important to pay close attention to every detail and to record as many changes and observations as possible. This way we can accurately track the changes that occur in our ecosystem and be able to understand (and not miss out) on why or what could have caused these changes. Also, having our previous data in hand makes it easier for us to compare any changes and know what data to look for and track.

Our reflection on the scientific content we learned about: 

We learned that to be able to maintain a sustainable ecosystem there must be a cycle present in which one resource (or organism) could benefit and contribute to the survival of other resources (or organisms). For example, the cloth wick serves to absorb some of the water at the bottom of our ecosystem and it transport that water to the soil at the top. This process allows for condensation to occur and for our seeds to receive water and germinate.

Our reflection on the ecosystem in terms of our own teaching:

Ecosystems, we came to realize, can implement much discussion in a classroom. For example, tracking the Daphnia in our ecosystem we noticed that some were missing. Teachers could raise  open-ended questions such as, “What do you think happened to the Daphnia?”, “Could they be hiding in the pebbles?”, and “If they did die, why do you think that was?” As time progresses, teachers could implement different science lessons into what the children are discovering and instead of looking at the ecosystems like one single project, it can be seen as the base of many different valuable and meaningful science lessons.

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!