Ecosystems | Project Based Learning
Students will use beginner-friendly coding tools or pseudocode to design a very simple ecosystem simulation. They will model basic interactions between living things and their environment, then explain how their code represents an ecosystem.
| Term | Definition |
|---|---|
| ecosystem | A community of living things and nonliving parts that interact in an environment. |
| producer | An organism, such as a plant, that makes its own food. |
| consumer | An organism that gets energy by eating other organisms. |
| decomposer | An organism that breaks down dead material and returns nutrients to the environment. |
| abiotic factor | A nonliving part of an ecosystem, such as water, sunlight, or temperature. |
| simulation | A computer model that imitates how something works in real life. |
Show a simple image or short scenario of a forest, pond, or desert ecosystem. Ask students what living and nonliving parts they notice and how they might interact.
Share observations, name ecosystem parts, and discuss one possible interaction.
Review ecosystem vocabulary and demonstrate a very simple simulation idea, such as a plant growing when sunlight is present or an animal losing energy when food is low.
Take notes, ask questions, and identify how the code could represent a real ecosystem relationship.
Present the project goal: create a basic ecosystem simulation with at least three elements, one interaction rule, and one changeable factor. Model how to sketch a flowchart or pseudocode plan.
Work in pairs or small groups to choose an ecosystem and outline variables, rules, and a simple user input or event.
Circulate, support troubleshooting, and prompt students to keep the model simple and focused. Encourage them to start with a working core before adding extras.
Create the simulation or pseudocode model, test it, revise it, and document what each part of the code does.
Invite a few groups to demonstrate their ecosystem model and explain one design choice.
Present their project, observe other groups, and give one piece of feedback or one question.
Lead a brief discussion connecting code behavior to ecosystem balance and change. Collect exit tickets.
Complete a short reflection on what worked, what changed in the ecosystem, and what they would improve next.
End by connecting the code model to real ecosystems: when one element changes, the whole system can be affected. Reinforce that simulations help us study relationships in a simple, testable way.
Formative assessment will be based on participation, project planning, and teacher observation during build time. The completed simulation or pseudocode will be reviewed using a simple rubric for correctness, clarity, and explanation of ecosystem interactions. Students will also submit a brief reflection or exit ticket describing one ecosystem relationship and one thing they would improve.
Write a short paragraph or record a voice note describing one real ecosystem near your home or campus. Identify at least two living components, one nonliving component, and explain one interaction among them.