The Arizona STEM �Acceleration Project
2025
Understanding Ecosystem Changes and Human Impact
During the implementation of this lesson, students will have a great understanding of how we (humans) impact the world around us.
Ashley Marquez
A 6th Grade STEM Lesson
The Arizona STEM Acceleration Project
Notes for teachers
This is a multi day lesson plan, taught in class.
Each section has a view of how many days it might take.
Along with detailed instructions on what to expect in each activity.
Sections that include hand outs, these have been created in a google doc and accessible to all.
List of Materials
Materials
Standards
Science Standards
6.L2U3.11
Use evidence to construct an argument regarding the impact of human activities on the environment and how they positively and negatively affect the competition for energy and resources in ecosystems.
6.L2U3.12
Engage in argument from evidence to support a claim about the factors that cause species to change and how humans can impact those factors.
6.L2U1.13
Develop and use models to demonstrate the interdependence of organisms and their environment including biotic and abiotic factors.
Math Standard
6.RP.A.3
Use ratio and rate reasoning to solve mathematical problems and problems in real-world context (e.g., by reasoning about
data collected from measurements, tables of equivalent ratios, tape diagrams, double number line diagrams, or equations).
a.Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the,tables, and plot the pairs of values on the coordinate plane.
b. Use tables to compare ratios.
c. Solve unit rate problems including those involving unit pricing and constant speed.
Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity). Solve
percent problems with the unknown in all positions of the equation.
d. Solve percent problems with the unknown in all positions of the equation.
e. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or
dividing quantities.
ELA Standards
6.W.2 a. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition,
classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g.,
charts, tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and
b. examples.
c. d. Use appropriate transitions to clarify the relationships among ideas and concepts.
Use precise language and domain‐specific vocabulary to inform about or explain the topic.
e. f. Establish and maintain a formal style.
Provide a concluding statement or section that follows from the information or explanation presented.
6.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive
details, and well‐structured event sequences.
a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events,
and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one
time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences
and events.
e. Provide a conclusion that follows from the narrated experiences or events.
Objective:
Students will be able to understand how changes in an ecosystem's physical or biological component impact populations.
Agenda
This lesson plan is structured to be completed in 27 days.
This with the average 45 minute lesson.
Each section includes an expected time of completion.
Intro/Driving Question/Opening (may take up to 3 days)
Students will explore a designated outdoor area, document its physical and biological components, and create a detailed grid map to analyze the ecosystem.
Materials:
Intro (cont.)
Activities Part 1:
Read Aloud:
Activity: Begin by reading Next Time You See a Pill Bug aloud to the class.
Task:
Interactive Discussion:
Activity: Engage students in a discussion about pill bugs and their role in the ecosystem.
Discussion Questions:
Intro (cont.)
Observational Activity :
Activity: Provide students with the opportunity to observe live pill bugs up close.
Task:
Creating a KWL Chart:
Activity: Create a KWL chart (Know, Want to know, Learned) as a class to capture students' prior knowledge, questions, and new information about pill bugs.
Task:
Intro (cont.)
Think-Pair-Share:
Activity: Have students discuss their thoughts and questions about pill bugs with a partner.
Task:
Intro (cont.)
Activities Part 2:
Materials Needed:
Procedure:
Group Formation (5 minutes):
Organize students into groups of 3-5.
Ensure each group receives a copy of the "Ecosystem Card Sort" file.
Initial Card Sort (15-20 minutes):
Each group will review the animals and ecosystems listed in their card sort.
Groups will discuss and come to a consensus on which animal belongs to which ecosystem.
Inter-Group Sharing (10 minutes):
Once consensus is reached, one representative from each group will visit other groups to observe their card sorts.
Representatives can ask questions and gather insights about the decisions made by other groups.
Remaining group members will discuss any questions they receive from visiting representatives.
Group Reflection and Adjustment (10 minutes):
Representatives return to their original groups and share observations and insights gathered from other groups.
Groups will have 10 minutes to discuss these findings and make any necessary adjustments to their card sort.
Class Consensus (15-20 minutes):
After all groups have finalized their card sorts, come together as a class.
Each group will present their final card sort and justify their choices.
Facilitate a class discussion to come to a final consensus on the correct categorization for each animal.
Record the final class ecosystem card sort on a large chart paper or whiteboard for reference.
Hands on Activity (may take up to 6-10 days)
Brief Description: Students will explore a designated outdoor area, document its physical and biological components, and create a detailed grid map to analyze the ecosystem
Procedures: This process will take six to ten days
Students will work in the same teams throughout the unit.
Exploration 1:
Materials Needed:
Procedure:
Introduction (10 minutes):
Explain the objective of the activity: to explore and document an outdoor area, identifying its physical and biological components.
Emphasize the importance of accurate documentation for understanding ecosystems.
Preparation (10 minutes):
Organize students into their pre-assigned teams.
Distribute materials: measuring tapes, journals, cameras/phones, and bug kits.
Outdoor Exploration (30-40 minutes):
Guide students to the designated outdoor area (playground, school yard, or nearby natural area).
Each team will select a 6x6 feet area to study.
Students will use measuring tapes to mark their chosen area.
In their journals, students will create a grid of the area, drawing and labeling different
Hands on (cont.)
Documentation (30 minutes):
Students will search for animal and plant life within their grid.
Using cameras or phones, students will take pictures of all animal and plant life found.
Students will document their findings in their journals, noting the location and characteristics of each organism.
Classroom Activity (30-40 minutes):
Return to the classroom and provide each team with large chart paper or poster board.
Students will recreate a larger version of their grid, including detailed drawings and labels of the physical and biological components they documented.
Encourage creativity and accuracy in their representations.
Gallery Walk Preparation: (Section could be digital)
Inform students that their grids will be part of a gallery walkthrough later in the unit.
Encourage teams to refine their grids and prepare brief explanations of their findings.
Hands on Part 2
Objective:
Students will investigate how human activity, temperature, and other environmental factors affect pill bugs.
Materials:
Procedure:
Introduction to Pill Bugs:
Setting Up Experiments:
Control Habitat:
Hands on Part 2 (cont.)
Experimental Habitat:
Observation and Data Collection:
Data Analysis:
Discussion:
Hands on Part 2 (cont.)
Discussion questions:
Analyzing (may take up to 2 days)
Brief Description: Provide opportunities for students to analyze their findings and develop explanations.
Procedures: This process will take two days
Data Compilation and Organization:
Activity: Have students compile all the data they collected from their grid investigations and biodiversity surveys. This includes the number and types of bugs and wildlife found, as well as environmental factors measured.
Task: Students will organize their data in their science notebooks, creating tables and charts to display their findings clearly.
Data Analysis:
Activity: Guide students in analyzing their compiled data to identify patterns and trends.
Questions for Analysis:
Graphing and Visualization:
Activity: Students will create graphs and charts to visualize their data. This can include bar graphs showing the number of species found in different grid sections, pie charts illustrating species distribution, and line graphs correlating environmental factors with population changes.
Task: Each group will prepare at least two types of visual representations of their data to help explain their findings.
Class Discussion:
Activity: Facilitate a class discussion where each group presents their findings. Students should use their graphs and charts to support their explanations.
Guiding Questions:
Analyzing (Cont)
Concept Mapping:
Activity: As a class, create a large concept map on the whiteboard. Start with the central idea of "Ecosystem Changes and Population Effects" and branch out to include specific findings and evidence from each group’s investigation.
Task: Students will contribute to the concept map by adding nodes and connections based on their data and analyses.
Reflection:
Activity: Provide each student with sticky notes to write down one key finding from their group's investigation and one question they still have about ecosystem changes.
Task: Have students place their sticky notes on the whiteboard or a designated area, creating a "Wonder Wall" of findings and questions.
Class Discussion: Review the sticky notes as a class, addressing common themes and discussing any remaining questions.
Extension/Differentiation
(may take up to 6 days)
Brief Description: Extend students' understanding through additional activities and real-world applications, building on their findings from the Explain section.
Procedures: this is will take up to six days
Materials:
Activities:
Activity: Using their findings from the Explain section, students will work in groups to design a method or device to monitor and minimize human impact on their school’s ecosystem.
Task:
Guiding Questions:
Extension/Differentiation
(may take up to two weeks)
2. Case Study Analysis: Real-World Applications
Activity: Analyze case studies of successful environmental monitoring and remediation projects.
Task:
Discussion Questions:
3. Fieldwork: Implementing Monitoring Techniques
Activity: Implement simple monitoring techniques in the school ecosystem to gather additional data.
Task:
Reflection Questions:
Extension/Differentiation
(may take up to two weeks)
4. Connecting with Experts: Guest Speakers or Virtual Tours
Activity: Arrange for guest speakers or virtual tours with environmental scientists, ecologists, or conservationists.
Task:
Guiding Questions:
5. Synthesis and Presentation: Sharing Findings and Solutions
Activity: Synthesize all findings and solutions developed throughout the unit into a comprehensive presentation.
Task:
Evaluation Criteria:
Assessment
Brief Description: Assess students' understanding and provide feedback on their learning about ecosystem changes and human impact.
Procedures: this will take up to six days
Project Presentation Evaluation
Activity: Evaluate group presentations on their methods for monitoring and minimizing human impact on the school’s ecosystem.
Task:
Differentiation
Remediation
Extension/Enrichment
Remediation is added throughout the lesson, with the ability to have the teacher stop at any step and assess what needs to be remediated and with which group of students to do so.
See slides 20-22