Biology Unit 4: Ecology

 In the International Baccalaureate Diploma Programme's Biology Unit 4, students are
encouraged to explore the complex relationships between organisms and their environment. To
deepen their understanding of the subject, Mehrab, Suhain, Ariyaan, and Humayra, conducted
an experiment that involved building a terrarium. The experiment was not only a fun and
engaging way to learn about the ecosystem but also an opportunity for the students to work
collaboratively and independently to create something unique.

Collaboration and Interaction

The process of building the terrarium began with each student independently planning their
design and grouping together to create the final product. This allowed them to use their creativity skills and come up with unique ideas for their group terrarium. They conducted research on how to make a self-sustaining terrarium in a closed environment. The students then shared their plans and ideas, and made a list of necessary materials. This process required effective communication and critical thinking skills. They had to consider the needs of each material and how they would function in the terrarium. 

 

Analysis
Once the group had finalized their design, they worked together to build the terrarium. They started by layering the bottom of the container with gravel for filtration, the process is called 'false bottom' followed by a layer of activated charcoal to keep the environment clean, and finally a layer of potting soil. Each student added their chosen plants for their terrarium.The students observed the plants and how they adapted to the environment they had created. They learned about the importance of maintaining a balance
within an ecosystem and the impact of human actions on the environment.

 

Purpose
This experiment not only allowed the students to learn about ecology but also developed their communication, collaboration, and critical thinking skills. The process of independently planning their design and working collaboratively to create a final product helped them to take ownership of their learning and gain a deeper understanding of the subject. It also gave them a sense of pride and accomplishment as they saw their ideas and plans come to life.

 

Conclusion
In conclusion, the terrarium experiment conducted by Mehrab, Suhain, Ariyaan, and Humayra
is an excellent example of how hands-on learning can enhance students' understanding of
complex subjects. It also highlights the importance of collaboration and independent thinking
in the learning process. By engaging in such experiments, students can develop not only their
knowledge of biology but also the essential skills required for success in their future endeavors