STEM Model for Understanding Ecosystems

STEM model

Describe the key scientific
concept associated with your
model.
The key scientific concepts here
are understanding an ecosystem.
Briefly describe how your
model SPECIFICALLY
linked to the Victorian
Primary Science Curriculum /
Early Years Learning
Framework (EYLF) and a Big
Idea in Science.
Victorian Curriculum
descriptor: VCGGK145
Levels 5&6: A biological
community of interacting
organism and their physical
environment.
Elaborations: An ecosystem is
a community of living
organisms in conjunction with
the nonliving components of
their environment, interacting as
a system.
Big idea of science
descriptors: Ecosystem is
categorized within its abiotic
constituents which includes
minerals, climate, soil, water,
sunlight as well as several other
nonliving elements. Biotics
constitutes all living members.
Describe the interactive and inquiry based learning activity you have designed for your model.
Ecosystem is categorized within its abiotic constituents who include minerals, climate, soil, water,
sunlight as well as several other nonliving elements. Biotics constitutes all living members. These two
major forces linked together that forces the flow of energy through ecosystem as well as cycling of
nutrients within ecosystem.
Describe three SPECIFIC
advantages of using your
model in a science lesson.
Provide SPECIFIC examples
of key scientific questions you
could ask students as they
How does your model
SPECIFICALLY align with
5E Learning Model?