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Tabizi Pythons & Clendro Hawks: Using Imaginary Animals to Achieve Real Knowledge about Ecosystems

by: Michael Rockow

In the engaging unit described here, imaginary organisms are used to teach a variety of topics related to ecosystems—food chains and energy flow, food webs, limiting factors, carrying capacity, and the effects of natural and human-made events on ecosystems. By inventing organisms, the teacher is able to control the level of complexity, and the number of organisms can be modified to meet each student’s level. Because the organisms are figments of the imagination, the assignment is not complicated by students’ prior knowledge. Once the unit is finished, the class can discuss the ecosystem and how it is similar to and different from real ecosystems.

Level

Middle School

Details

Type Journal ArticlePub Date 1/1/2007Stock # ss07_30_05_16Volume 030Issue 05

NSTA Press produces classroom-ready activities, hands-on approaches to inquiry, relevant professional development, the latest scientific education news and research, assessment and standards-based instruction.

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