vzEcosystems Assessment Guidelines

,Checklist, & Rubric

Project Objective:
I can design ways to establish a safe ecosystem for an endangered/invasive species (plant or animal) of my choice.
Your Challenge:
Choose an endangered/invasive species (plant or animal) Already Done!!
Use ARKive.com and other web resources to find as much information as you can about your species.
Research information about the ecosystem in which your species lives including:
Why your species is endangered or invasive
Where your animal or plant lives
Ecosystems climate
Adaptations
Living (biotic) and non-living (abiotic) components within its ecosystem.
How producers, consumers, and decomposers cycle energy in the ecosystem (Food web)
Competitive, predatory, and mutually beneficial relationships among organisms.
How humans positively and negatively impact your species
Solutions to improve the ecosystem of your species
Your presentation should include many photographs/visuals
Method of Presentation:
Padlet
Prezi
Weebly
Thinglink
Blendspace
Emaze
Animoto
If you have another suggestion, please get it approved by your teacher.
Use the chart below to complete research on your chosen species.

Ecosystem Graphic Organizer

Components

Question

Research

Part A

What is your chosen

species?

gulper shark

Part B

Why is your animal or

plant
endangered/invasive?

fisherman

Part C

Where does your

species live? Be sure
to include a map
showing this.

east coast of australia

Part D

Describe the climate

where your species
lives.

under the water

Part E

What type of
adaptations
does your
animal or plant have to
help it survive in its
ecosystem?

swims with mouth open

Part F
(LO1)

What biotic and abiotic

components are in your
species ecosystem?

Biotic:everything else

Part G
(LO1)

What producers,
consumers, and
decomposers cycle
energy within your
animal or plants
ecosystem? How do
they cycle the energy?

Producers:microbes

Abiotic: sun

Consumers: gulper shark

Decomposers:marine worm

Resources
(Link them in)

Part H
(LO1)

Create a Food Web

using Lucidchart or use
Google Presentation to
demonstrate the
cycling of energy.

https://docs.google.com/drawings/d/12s7vdLcXCbNZ6Uf3i
7otFfu77d8hl7MLgxYeI_3ZH2Q/edit

Part I
(LO2)

Explain the
competitive
relationships that exist
within your species
ecosystem.

Competitive: dolphins

Part J
(LO2)

Explain the
predatory
relationships that exist
within your species
ecosystem.

Predatory:gulper shark eats lantern fish

Part K
(LO 2)

Explain the
mutually-beneficial
relationships that exist
within your species
ecosystem.

Mutually Beneficial: clownfish and anemone

Part L
(LO3)

How has your animal or

plants ecosystem been
impacted positively by
humans?

Positive Impacts:humans are spreading awareness

Part M
(LO3)

How has your animal or

plants ecosystem been
impacted negatively by
humans?

Negative Impacts:fisherman fish for the shark because of

its liver oil

Part N
Your Plan!

What can we do to
improve your species
ecosystem?

spread awarness

Now, how do you want to present the information you have found and your plan to restore and/or maintain your species ecosystem?
(Refer back to possible options on the first page)

Ecosystems Assessment Checklist

Before submitting your project, check to ensure you have met all of the requirements below:

Content
The name of your plant or animal is included
Why your species is endangered or invasive
Where your plant or animal lives including:
Location on Map (with a picture)
Climate Region
Adaptations your species has inorder to survive in its ecosystem
All of the living (biotic) and non-living (abiotic) things within its ecosystem including a picture
How producers, consumers, and decomposers cycle energy in the ecosystem including a picture of your plant or animals food
web
All of the symbiotic relationships within your species ecosystem
competitive
predatory
mutually beneficial
Human impacts that positively and/or negatively affect your animal or plant
Your plan to improve the ecosystem of your species
A works cited page is included
Sources are cited within your presentation
Technology
Project is neat and organized
Font chosen is easy to read
Project includes many graphics including videos about your animal or plant
G.U.M
(grammar, usage, mechanics)
You have read over the presentation many times looking for spelling, punctuation, and grammar mistakes
You have looked over the rubric to ensure you have met all of the requirements
You have read over this checklist
Submission
Project has been submitted to your teachers digital dropbox

Ecosystem Assessment Rubric: Content

Exceeding
4

Meeting
3.5

Developing to Meet
3

Does Not Meet

2.5 - 0

I can develop a
model and explain
how producers,
consumers, and
decomposers cycle
energy within an
ecosystem (Food
web).
(LO1)

Student gave an example

of an accurate food web
for their species
ecosystem, which included
producers, consumers, and
decomposers; visuals were
included. The student
clearly and accurately
explained how energy is
cycled within the food
web. No questions needed
in order to understand the
explanation.

Student gave an example

of a food web in the
species ecosystem, which
included producers,
consumers, and
decomposers; visuals were
also included and the
student accurately
explained how energy is
cycled within the food web.

Student identified a food chain

in their species ecosystem,
which included producers,
consumers, and decomposers; a
visual was included. Student
did not explain accurately or
thoroughly how energy is
cycled within the food web.

Student does not provide

a food chain or food web
correctly relating to their
species and/or no
explanation is given.

I can describe the

competitive,
predatory, and
mutually-beneficial
relationships in my
plant or animals
ecosystem.
(LO2)

Student gave many

examples and accurately
and thoroughly explained
competitive, predatory,
and mutually-beneficial
relationships in their
species ecosystem. No
questions needed in order
to understand the species
relationships.

Student provided examples

of competitive, predatory,
and mutually-beneficial
relationships in the species
ecosystem; visuals included.

Student identified an example

of a competitive, predatory,
and mutually-beneficial
relationship in the species
ecosystem, but more
information is needed.

Student does not

define/include
competitive, predatory,
and/or mutually-beneficial
relationships in the
species ecosystem
correctly.

I can explain how

humans have
positively and/or
negatively impacted
my species
ecosystem.
(LO3)

Student gave many

examples of positive and
negative human impacts on
their species ecosystem.
The student clearly and
accurately communicated
how humans impact their
species ecosystem. No
questions needed in order
to understand the impact

Student provided examples

of positive and negative
human impacts on their
species ecosystem.

Student identified how humans

have positively and negatively
impacted their species
ecosystem but more
information is needed.

Student does not include

positive and negative
human impacts on their
species ecosystem.

of humans on the species

ecosystem.

Ecosystem Assessment Rubric: Communicating Information

Yes
(correct)

I can explain the

relationship between
abiotic and biotic
components in my
plant or animals
ecosystem.
I can explain why my
species is
endangered or
invasive.
I can explain where
my species lives and
its climate.
I can identify my
plant or animals
adaptations.
I can create a
reasonable plan to
restore my plant or
animals ecosystem.
I can design a
presentation that
informs the public

No

(Not thorough,
Incorrect, or
Missing)

Exceeding
4

Meeting
3.5

Developing to Meet
3

Does Not Meet

2.5 - 0

10-9 out of 10
guidelines have been
addressed and are
correct

8-6 out of 10
guidelines have
been addressed
and are correct

5-4 out of 10
guidelines have
been addressed and
are correct

3-0 out of 10
guidelines have
been addressed
and are correct

about my plant or
animal.
I can provide visuals
(pictures and videos)
to enhance my
audiences
understanding of my
species.
I can design a
presentation that is
visually appealing
(easy to read,
legible, and
organized).
I can properly use
in-text citation and
have included a
reference page
G.U.M. (Spelling,
Punctuation and
Grammar)

________/32
Teacher Comments:

Minimal
mistakes