Energy or Energy Flows describes the amount of energy in the form of light. During the process of Energy Flow, chemical energy in organic and inorganic molecules are transformed and used by cellular processes (photosynthesis and respiration). However, ultimately this energy is converted into to heat energy. Also the energy that is supplied by the Sun in the form of light never makes it back to the sun and therefore is said to flow through ecosystems along the many steps in the food chain (trophic levels). Nutrients Cycle, on the other hand, is recycled within an ecosystem.
Nutrients, such as carbon, nitrogen, phosphorus, etc, limit biological activity according to their availability, rates of excretion or decomposition. However, unlike Energy Flow which travels in one direction inside ecosystems, Nutrients eventual return back into the soil where they are once again used in cellular processes (photosynthesis and respiration).
2) What are the similarities and differences between the presented ecosystems? Please don't simply look at the surface level similarities and differences. This question isn't about "there are monkeys here and bears here" unless you can explain why that matters.
The similarities between each presented ecosystems had to do with Energy Flows and Nutrients Cycles. In each, except for the cave ecosystems, Apex and Keystone species were present and controlled (trophic levels) both Energy Flows and Nutrients Cycles. However, the main difference between each ecosystem presentation had to do with the availability of light (Energy Flow). For example as mentioned earlier, the presentation on the cave ecosystem demonstrated that although light is an very important ingredient to its ecological make up, there were areas (zones) within the cave where very little light to no light was noted. Yet the cave’s ecosystem and its inhabitants were also depended on Energy Flows and Nutrients Cycles for their survival.
3) How do the presentations speak to the Big Idea? How do they help us further understand the Big Idea?
They help point out the interdependence between Energy Flows and Nutrients Cycles that occurs in each type of ecosystem. They also point their various relationships and importance with different types of ecosystems. The presentations also make sure that the information inside the big picture (Big Idea) is continually being focused upon and reinforced instead being lost because other topics that do not necessarily relate to it to steer what needs to be taught and understood into an unintended direction(s).
4) What were the strengths of this approach to Ecosystems from a teacher's perspective? From a student's perspective?
From a teacher’s perspective, the strengths of this approach to Ecosystems will help students to understand the interdependence between Energy Flows and Nutrients Cycles that occurs in each type of ecosystem. Through the process of understanding these interrelationships, students (a student's perspective) are better able to see and understand how their own ecosystems are affected (positively or adversely) when a disturbance in either the Energy Flows or Nutrients Cycles or both occurs. This in turn will hopefully allow students to better understand topics such as Global Warming, Species Extinction, etc.
5) What were the weaknesses of this approach to Ecosystems from a teacher's perspective? From a student's perspective?
From a teacher’s perspective the weaknesses of this approach to Ecosystems is that some students will not put in a much work as others and, therefore, will not make the necessary connections as to how this information relates to their own ecosystems.
From a student’s perspective the weaknesses of this approach to Ecosystems is as above. Some of the group members will not take an active part in the presentation and depend upon others to do most if not all of the work. Also more dominant students will take over the whole project and delegate meaningless activities to students who they dislike. Plus some students do not like to have to stand in front of their peers and give presentations.
6) What changes do you think would improve this unit?
To be honest, I am not sure. With each learning technique that a teacher employs, there is and will be resistance to it from the students. If somehow the idea of this type of presentation is one that comes from the students, it will be more effective. But how one influences his or her students toward this direction may be extremely difficult at times, however, not impossible.
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