AN ACTIVITY EXAMPLAR FOR GRADE 5

A requirement submitted as partial fulfillment in the course

SCI 01 – Teaching Science in the Elementary Grades
(Chemistry and Biology)

Submitted to:

Mr. Jay Carlo V. Coquilla

Faculty
Education Department
College of Mary Immaculate

Submitted by:

Sia, Angeline

Year and Section

BEEd 2A

6 November 2023
 My own
ECOSYSTEM
2.INTERDISCIPLINARY LINKS:
1. Science. In the field of biology and ecology, students can delve into the study of ecosystems, food
chains, habitats, and the interdependence of living organisms with their surroundings. This activity
also serves as an opportunity for students to hone their scientific method and observational skills.
2. Art. Decorating the jars and painting the ecosystem elements like plants, animals and rocks is a
great way to encourage artistic expression. This activity can also be linked to the study of natural
art and the representation of ecosystems in various art forms.
3. Ethics and Philosophy. This activity provides an opportunity to discuss ethical and philosophical
questions related to the environment, conservation, and our responsibilities toward the planet. It
encourages critical thinking and moral reflection.
4. Health and Nutrition. The health of ecosystems affects the availability of clean water and food,
highlighting the importance of preserving them for human well-being.

3.DESCRIPTION:
Through this activity, learners will have the opportunity to create their own miniature ecosystems
using glass jars, which will allow them to gain a deeper understanding of the complex relationships
between living and non-living elements that exist within these systems. By observing and studying
how different elements interact with one another, students will be able to develop a greater
appreciation for the delicate balance that exists within ecosystems and the importance of preserving
and protecting our natural environment.

ES:
4.OBJECTIV
tem,
..... n e nt s o f an ecosys
Learners ompo
ta nd th e different c d
a. unders on -liv in g; cre a tive means; an
g and n s in a
both livin i- ecosystem d the
ea t e th e ir ow n m in
e n atu r a l world an
b. c r for th nd
e t h e a p preciation h in e c o s ystems, a
c. ha v ists w it
t e b a la n ce that ex conservatio
n.
delic a ss an d
rene
ental awa
environm
 6.MATERIALS:
Glass jars with lids (one for each student or group)
Soil
Small rocks or pebbles
Sand
Small plant or seeds (e.g., grass, clover, or small flowers)
Water
Plastic insects or animal figures (optional)
Paper and markers for labeling

7.PROCEDURES:

•Introduction (Day 1, 10 minutes):

1. Start the activity by gathering students, and introduce ecosystems, which consist of living and
non-living components that interact and depend on each other for survival.
2. Discuss the importance of understanding ecosystems and their role in our environment.

•Preparing the Materials (Day 1, 10 minutes):

3. Arrange stations with necessary supplies (soil, rocks, sand, and plants) and add plastic insects or
animal figures to one station if possible.Building the Ecosystems (Day 2, 20 minutes):
4. Divide the students into small groups or pairs, and provide each group with a glass jar.

•Instruct the students to create their ecosystem in the jar by following these steps:
a. Layer the bottom of the jar with rocks or pebbles.
b. Add a layer of sand on top of the rocks.
c. Carefully plant a small plant or seeds in the sand.
d. Fill the jar with soil around the plant.
e. Water the ecosystem to moisten the soil.
f. If available, add plastic insects or animal figures for decoration and to represent living
organisms.

A.OBSERVATION

•Label and Observe (Day 2, 10 minutes):

6. Have students label their jars with their names and the date. Explain that they will observe their
ecosystems over the next few weeks and record any changes they observe. Provide them with
notebooks for documentation.

•Discussion (Day 2, 10 minutes):

7. After creating their ecosystems, gather the students to discuss their work. Ask questions to
encourage reflection and deeper thinking.
B. PROCESSING QUESTIONS:

1.What are the living and non-living components of your

ecosystem?

2.How do the living and non-living components interact with

each other?

3.What do you think will happen to your ecosystem over time?

4. How do ecosystems provide essential ecosystem services to

humans, and why is it crucial to maintain them?
C. GENERALIZATION
What are some of the key similarities and differences between the jar ecosystem and
ecosystems you might find in a forest, pond, or desert?

8. RUBRICS
NEEDS
EXCELLENT VERY GOOD
CRITERIAS GOOD (3) IMPROVEMENT
(5) (4) (2)

The student The student The student

demonstrates a demonstrates a The student has shows minimal
clear and good a basic understanding of
comprehensive understanding of understanding of ecosystems,
understanding ecosystems, ecosystems but with inaccurate
of ecosystems, accurately struggles to or insufficient
Understanding
correctly identifying and identify and identification and
of Ecosystems
identifying and explaining the explain the roles explanation of
explaining the roles of most of some living the roles of
roles of living living and non- and non-living living and non-
and non-living living components in living
components in components in their ecosystem. components in
their ecosystem. their ecosystem. their ecosystem.

The student's
jar ecosystem is
exceptionally The student's jar
The student's jar
well-designed, ecosystem is
ecosystem is The student's jar
with careful adequately
well-designed, ecosystem is
layering of designed, but
with proper poorly designed,
components, a there may be
Ecosystem layering of with significant
healthy plant, some issues
Creation components, a issues in
and well- with layering or
healthy plant, layering,
maintained maintenance,
and generally maintenance,
conditions. It and it lacks a
well-maintained and creativity.
demonstrates certain level of
conditions
creativity and creativity.
attention to
detail.
 Consistently
demonstrates
proper care for Generally Fails to
Inconsistently
the jar maintains the jar demonstrate
maintains the jar
ecosystem over ecosystem well proper care and
ecosystem, with
the observation but may maintenance,
Maintenance and noticeable
period, occasionally resulting in
Care lapses in care
maintaining overlook aspects significant
that impact the
appropriate of care, such as negative impacts
health of the
water levels, watering or on the jar
ecosystem.
and ensuring sunlight. ecosystem.
optimal
conditions.

Demonstrates a
Demonstrates Lacks creativity
high level of
creativity and Adds limited and
creativity and
personalization in creativity and personalization
personalization
the design and personalization in the design and
in the design
Creativity and decoration of the to the jar decoration of the
and decoration
Personalization jar ecosystem, ecosystem, with jar ecosystem,
of the jar
but with some few unique or with mostly
ecosystem,
generic or thoughtful generic or
adding unique
predictable elements. repetitive
and thoughtful
elements. elements.
elements.
 5. 21ST CENTURY SKILLS MATRIX

Standards General standards to be met

21st Century Skills

LEARNING INFORMATION
NEW LIFE AND
TASK INTERDISCIPLINARY
AND ,MEDIA, AND
CAREER
LITERACY LITERACY INNOVATION TECHNOLOGY
SKILLS
SKILLS SKILLS

understand
the different
components Critical
Leadership
of an Scientific thinking and Information
Science and
ecosystem, Literacy Problem- Literacy
Responsibility
both living solving
and non-
living.

create their
own mini- Arts and Creativity Productivity
Technology
ecosystems Creativity Arts and and
Literacy
in a creative Literacy Innovation accountability
means

have the
appreciation
for the
natural
world and
the delicate Socio-culural
balance that Social Ethics and Technology and cross-
Communication
exists within Literacy Philosophy Literacy cultural
ecosystems, skills
and
environment
al awareness
and
conservation.
TASK 1
Scientific Literacy- Students can maintain observation journals, write reports on their findings, and
document changes in their jar ecosystems. Encourage students to think critically about their
observations, ask questions, and make hypotheses about the changes they observe in their
ecosystems. Help students learn how to find, access, and use information effectively in their
scientific investigations.
TASK 2
Arts and creativity Literacy- Students encourages to create their own ecosystem in artistic
expression. They can use their imaginations when making observations. For instance, they can
speculate about the daily lives of the "inhabitants" in their jars and how they interact with the
environment. Students can use digital devices to record data about their jar ecosystems using
technology.
TASK 3
Social Literacy- Students collaboratively engage with their groupmates and enhances their
interpersonal skills. Students need to communicate effectively to discuss their plans, share
observations, and ask questions. Encourage them to express their thoughts clearly and listen
actively to their peers. If students are working in groups, they can collaborate online to discuss
their progress, share research findings, and coordinate their efforts.

REFERENCES: https://www.youtube.com/watch?v=y0u9k-MSo8U