Group items tagged

Good visual to show the levels (teacher could display if students don't have access). Could be used for absent kiddos.

Use visualization activity and drawing to help students with the ecosystem organization

There are a couple of things about this one that I think need some careful attention. For one: "A [food]chain will always start with a plant (a primary producer)." That isn't really true for the largest ecosystem on the planet, for example: the oceans. Not only are most algae not considered plants, a large number of these are unicellular and prokaryotic... the "blue green algae/bacteria" or cyanophytes. In fact, there are even deep sea hydrothermal ecosystems, for instance, that do not even rely upon photosynthetic organisms at all. These primary producers are chemosynthetic in the blackness that is the sea floor. So yes, "primary producer" is accurate... but not so for "plant." I'm also anxious to see what kids will place in between the snail and the bird (as pictured) on food chain "B" to complete the "missing link." I honestly had to work the Google to find out that spider-eating snails do exist. I feel like that is pretty obscure.

Good visuals for what is in biome. 

I could see me using parts of this article to assist in discussing different living things 'role' in their ecosystem.

Article brings relevance and helps students see a possible solution to potentially harmful environmental changes within an ecosystem.

Easy read on how forest fires can be beneficial to an ecosystem. Aligns with 4.1.D.b.

Aligns with 4.1.B.b, 4.1.B.c, 4.3.C.b

Engaging article aligning with 4.1.B.c, 4.1.D.a, 4.1.B.b, 4.1.D.c, 4.3.C.b

describes the different levels of an ecosystem, biotic & abiotic, energy transfer etc.

Article discussing the benefits of forest fires.