Name: _______________________________ Date: ________________________________

Finding Nemo: Ecology Project

Learning Goals: SWBAT connect topics previously
explored in class including population
ecology, symbiotic relationships,
animal behavior, and evolution the
movie Finding Nemo by creating an
informational poster.
SWBAT expand their understanding of
ecosystem ecology by conducting
research comparing the Great Barrier
Reef Ecosystem in real life as well as how
it is portrayed in Disneys Finding Nemo.

Over the past few weeks of 7th grade science class, we have focused on the the way in which living
organisms compete, behave, interact, and adapt in order to better fit their surroundings. Spanning decades, the
Walt Disney Company (which includes Pixar) has brought to life numerous characters based on both vertebrate
and invertebrate animals. These characters are not only entertaining to the viewing audience, but also Disney has
researched these organisms to ensure that the characters portray the animals accurately. This hard work creates
an educational experience that in some cases goes unnoticed by the audience.

In this project, students will reflect on various portions of the Great Barrier Ecosystem that Disney
represented in the movie Finding Nemo. Students will conduct research in order to validate the ways the
characters created by Disney compare how organisms truly interact and behave within their ecosystem. This will
create relevance in both what we are studying currently in science class as well as give students a new appreciation
for Disneys meticulous attention to detail and research.

Students will work in pairs to create an information poster includes all of the following criteria listed
on the next pages.

Students will be graded on completeness, scientific accuracy and professionalism

(organized/neatness) /aesthetic value (visually appealing/looks nice).

See reverse side of paper for a helpful checklist and grading rubric.

This project is worth a TEST GRADE. The COMPLETE PROJECT is due

April 26th, 2016 (4/26/16)

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 SELF POSSIBLE
REFLECTION: POINTS
(Please use this
column to score
(Please Check
the Boxes Below
Criteria for Success
your own when
project.) Complete)

Please ensure everything is in a complete sentence in order to receive full credit

UPPER LEFT BOX (25 points)- Due: April 8th, 2016 (4/8/16)

4 Define the terms population, adaptations, limiting factors, carrying

capacity in your own words.

1 The name of your character from Finding Nemo

1 The common name of your character/organism in real life (BE SPECIFIC)

2 Binomial nomenclature (Genus and Species) of Nemo character

2 Classification Tree (Kingdom, Phylum, Class, Order, Family, Genus, Species)

3 Real Picture of organism AND Hand drawn Disney character picture

5 5 Facts of organisms class

3 3 examples of organisms from the same class

2 2 adaptations that help the organism survive in their environment

2 2 limiting factors that could possibly control the population that includes
the organism you chose from reaching its carrying capacity for the Great
Barrier Reef ecosystem.

TOTAL: TOTAL:

UPPER RIGHT BOX (25 Points)- Due: April 13th, 2016 (4/13/16)

5 Define the terms community, symbiosis, mutualism, commensalism,

and parasitism in your own words.

6 One example of each form of symbiosis ( Mutualism, Commensalism and

Parasitism from a Great Barrier Reef Ecosystem)

8 Choose 4 of the symbiotic relationships/compet below seen in Finding

Nemo or the Great Barrier Reef Ecosystem and describe which type of

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 symbiotic relationship it is and how each organism is impacted by the
interaction.

Jacques cleaning Nemo as Nemo enters the fishtank

Hitching a ride to school on Mr. Rays back
Barnacles on the back of Loggerhead sea turtles
Great White Shark and Remora
Nemo brushing himself against his anemone
Other examples of symbiotic examples found in the Great Barrier
Reef that youve encountered in your research.

6 Picture (hand-drawn or printed picture) of each example of symbiosis

chosen. (please label each picture)

TOTAL: TOTAL:

LOWER LEFT BOX (25 points)- Due: April 15th, 2016 (4/15/16)

10 Define the terms natural selection, competition, biological fitness,

overproduction, geographic isolation, instinct, imitate, imprint and
evolution in your own words.

10 Choose and describe 5 behaviors from the following list seen in Finding
Nemo that increases an organisms biological fitness.
Competition between Chum, Anchor and Bruce (sharks)
Turtle Migration (story of Squirt)
Directionsfrom school of fish
Seagulls Competition(Mine, Mine, Mine)
Bloat (Pufferfish from Bobs Fish Mart) in Dr. Shermans fish tank
Pearl (Octopus) Inking
Clownfish/Seahorse Overproduction
Octopus Camouflage
Clownfish brushing against sea anemone
Peachs (starfish) tube feet
Other examples of animal behaviors found in the Great Barrier Reef
that youve encountered in your research.

5 Picture of each example of behavior. (Can be printed at home or after

school)

TOTAL: TOTAL:

LOWER RIGHT BOX (25 points)- Due: April 26th, 2016 (4/26/16)

4 Define the terms ecosystem, biotic factors, abiotic factors and

biodiversity in your own words.

3 Identify 3 abiotic factors found in the Great Barrier Reef Ecosystem and/or
Finding Nemo.

3 Identify 3 biotic factors found in the Great Barrier Reef Ecosystem and/or
Finding Nemo.

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 3 Insert a word map onto your poster and indicate the location of the Great
Barrier Reef ecosystem.

4 Predict the reason why you think the Great Barrier Reef is so important to
biologists.

4 Investigate 2 potential threats to the health and survival of the Great

Barrier Reef ecosystem.

2 Cite the sources you used in your research of the Great Barrier Reef

2 Complete and paste The Great Barrier Reef Close Activity, available on
the Finding Nemo Supporting Document.

TOTAL: TOTAL:

Project Based Assessment Total:

Student Reflection Total: Areas of Strength Areas of Improvement

Teacher Scoring Total: Areas of Strength Areas of Improvement

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