Ecosystems Curriculum

Introduction

Overview

This curriculum module contains lessons to be infused into a broader unit on ecosystems. It is divided into six sections. Each section addresses one of a set of six broad and persistent misunderstandings that students have about ecosystems. These misunderstandings stem from how students reason about the nature of causality. The module sections introduce understandings about the nature of causality in ecosystems that students need to develop in order to overcome the misunderstanding and to deeply understand ecosystem concepts. Research shows that students who are taught about the nature of the causal patterns while learning science achieve a deeper understanding than students who are just taught the science.¹

The sections are formatted as follows. Typically, a section contains one main activity that is the equivalent of one lesson. Some activities are spread across multiple lessons. Additional reinforcement activities are provided. Background information is given to help teachers recognize the misunderstanding and how it typically shows up in students' reasoning about ecosystem concepts. Each section includes a list of goals for understanding the subject matter and the nature of the causality involved. The sections are sequenced to build understanding but with minor adjustments can be used out of order to accommodate the needs of individual classes. The module is aimed at upper elementary but can be modified for use with other ages.

The lessons include a special set of activities called RECAST activities. These activities are designed to REveal CAusal STructure or help students RECAST their understandings so that they fit with the causal patterns that scientists use. RECAST activities have outcomes that do not fit with what students typically expect, so they can be an impetus for students to restructure their understandings.

The curriculum is designed around best practices in science education. Lessons include inquiry-based activities that ask students to make observations and construct understandings. Lessons begin by having students examine their current beliefs. Student discussion is a central activity and teachers are encouraged to create an environment where students are comfortable sharing their ideas. Through discussion, students will realize that science involves revising one's ideas based on the relevant evidence to best explain the phenomenon in question.