Science 20, Unit D:

Changes in Living Systems

At a Glance:

In this unit, we thematically focused on the potential side effects of the actions of Thanos, in Marvel's 2018 movie, The Avengers: Infinity War.

We analyzed how living systems may be affected by apocalyptic-like events, and culminated our learning by completing the performance task, The Apoca Project, where students researched animals that they would like to utilize as a primary food source/secondary resource, in the event of a movie-level apocalypse.

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Project Information & Assessment:

If there ever was an "apocalypse" or, if Thanos ever succeeded in using the Infinity Stones to turn half of the universe to dust, what would happen? What would be the immediate effects of losing HALF of all living things be? What would happen to our economy? Our food supplies? Our planet's biodiversity? Our planet's atmospheric composition? Our understanding of what it means to be human?

Using SCIENCE, we will explore what the effects MAY be and how we could begin to thrive and succeed as a species after such an event.

The knowledge, skills and attitudes that we gain through an in-depth investigation of each unit in Science 20 will help us to think critically of the nature and history of science, as well as how technology has influenced and impacted our lives.

Example of Student Work:

Below are two screen shots from the websites made from two of my students. One student chose to research deer as a potential primary food source, in the event of an apocalyptic event, while the other researched cockroaches.

Resources/Suggestions for the Unit

Avengers: Infinity War (2018)

Show movie clip: 1:37-2:55

Have students guess the 5 most-likely short-term and the long-term immediate after-effects of Thanos snapping half of all existence away.

Use this as a basis for discussion for the Apoca Project (How would we begin to survive if half of all life on Earth disappeared?)

Program of Studies Outcomes:

GLO 1: Students will analyze ecosystems and ecological succession in the local area and describe the relationships and interactions among subsystems and components.

GLO 1, SLO 20-D1.5k: describe the effects of introducing a new species into, or largely removing an established species from, an environment.

WALL-E (2008)

Show entire movie clip (end credit scene)

https://www.youtube.com/watch?v=hscu7cc1_2Y

Use this scene to discuss secondary succession and climax communities.

Program of Studies Outcomes:

GLO 1: Students will analyze ecosystems and ecological succession in the local area and describe the relationships and interactions among subsystems and components.

GLO 1, SLO 20-D1.3K: differentiate between primary and secondary succession in a specific aquatic and a specific terrestrial ecosystem, and compare natural and artificial means to initiate secondary succession in an ecosystem

The Martian (2015)

Show entire movie clip *be aware there is a curse word at 1:45!*

https://www.youtube.com/watch?v=BAoadypFBQ4

Show this scene, and then, as an exit slip, ask students to identify if the scene shown (creation of a terraformed environment inside a man-made shelter on Mars) is an example of primary or secondary succession, and why.

Program of Studies Outcomes:

GLO 1: Students will analyze ecosystems and ecological succession in the local area and describe the relationships and interactions among subsystems and components.

GLO 1, SLO 20-D1.2k: describe the key stages of primary succession in a specific ecosystem and the nature of its climax community