eco-llapse lesson plan - home - purdue extension€¦ · · 2012-10-24eco-llapse lesson plan ......

Purdue extensionFNR-431-W

Kaeda Boyles, Michael Bradt, Jessica Callahan, Allison Gordon, and Rod N. WilliamsDepartment of Forestry and Natural Resources, Purdue University, West Lafayette, IN 47907

Eco-llapse Lesson PlanEcosystems are useful for describing how organisms

depend on and interconnect with one another.

Lesson Plan Overview . . . . . . . . . . . . . . . . . 2Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . 4Teacher’s Notes . . . . . . . . . . . . . . . . . . . . . . 5Eco-llapse Game Spinner . . . . . . . . . . . . . . . 7Eco-cards . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Ecosystem Components Worksheet . . . . . 13Eco-llapse Game Worksheet . . . . . . . . . . . 14Eco-llapse Bar Graph Worksheet . . . . . . . 15

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http://www.purdue.edu/

http://www.ag.purdue.edu/extension

http://www.ag.purdue.edu/extension/nature/Pages/default.aspx

http://www.ag.purdue.edu/extension/nature/Pages/default.aspx

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Eco-llapse Lesson Plan

Estimated Time50 minutes

Vocabulary• Producer •Population• Primaryconsumer •Community• Secondaryconsumer •Ecosystem• Individual

ObjectivesStudentswillbeableto:

• Understandthedifferentproportions ofproducers,primaryconsumers,and secondaryconsumerswithinanecosystem

• Listthedifferentlevelsofanecosystem• Understandhoweachlevelisdependent

onandinterconnectswithanother

Targeted Grade-Level Indiana StandardsK–5 Science Standards

K1.1,K.2.1,K.4.1,K.4.21.4.3,1.4.4,1.5.22.2.4,2.3.4,2.4.2,2.4.3,2.5.33.1.3,3.5.34.4.3,4.4.4,4.5.45.4.5

K-5 Math Standards

K.3.12.1.11,2.1.124.6.2,4.7.4

K-5 English Standards

K.4.3,K.4.5,K.4.6,K.7.11.4.1,1.6.1,1.7.12.6.13.7.1,3.7.2,3.7.3,3.7.154.1.2,4.4.1,4.5.1,4.7.15

Lesson Plan Overview

Required Materials(allpicturesarefrompublicdomainsources)

• Eco-llapseorJenga®pieces

• Stickytack

• Eco-llapseGameSpinner

• Eco-cards

• EcosystemComponentsWorksheet

• Eco-llapseGameWorksheet

• Eco-llapseBarGraphWorksheet

• Ecosystembackgroundimage(toprintandlaminatetocreateaposter) www.fws.gov/digitalmedia/cdm4/item_viewer.php?CISOROOT=/natdiglib&CISOPTR= 1287&CISOBOX=1&REC=19

• Picturesofdifferentorganisms(toprintandlaminate) Producers (print10ofeachspecies) White water lily

www.fws.gov/digitalmedia/cdm4/item_viewer.php?CISOROOT=/natdiglib&CISOPTR= 8292&CISOBOX=1&REC=1

Sunflower www.fws.gov/digitalmedia/cdm4/item_viewer.php?CISOROOT=/natdiglib&CISOPTR= 2549&CISOBOX=1&REC=2

www.fws.gov/digitalmedia/cdm4/item_viewer.php?CISOROOT=/natdiglib&CISOPTR=1287&CISOBOX=1&REC=19



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Order or download materials from Purdue Extension • The Education Store • www.the-education-store.com

It is the policy of the Purdue University Cooperative Extension Service that all persons have equal opportunity and access to its educational programs, services, activities, and facilities without regard to race, religion, color, sex, age, national origin or ancestry, marital status, parental status, sexual orientation, disability or status as a veteran. Purdue University is an Affirmative Action institution. This material may be available in alternative formats.

AcknowledgmentsThe authors would like to thank the Indiana licensed teachers, Andrea Lawson and George Hyden, for reviewing previous drafts of the publication.

This publication was part of a class project associated with the Nature of Service Learning.Purdue University Agricultural Communication Service • Purdue University Cooperative Extension Service • Editor: Becky Goetz • Designer: Dan Annarino 03/11

Primary Consumers(print5ofeachspecies) White-tailed deer Fawn:


Male: www.fws.gov/digitalmedia/cdm4/item_viewer.php?CISOROOT=/natdiglib&CISOPTR= 3773&CISOBOX=1&REC=13

Female: www.fws.gov/digitalmedia/cdm4/item_viewer.php?CISOROOT=/natdiglib&CISOPTR= 6615&CISOBOX=1&REC=6

Eastern cottontail www.fws.gov/digitalmedia/cdm4/item_viewer.php?CISOROOT=/natdiglib&CISOPTR= 1254&CISOBOX=1&REC=3

American robin www.fws.gov/digitalmedia/cdm4/item_viewer.php?CISOROOT=/natdiglib&CISOPTR= 7392&CISOBOX=1&REC=10

Northern cardinal www.fws.gov/digitalmedia/cdm4/item_viewer.php?CISOROOT=/natdiglib&CISOPTR= 7539&CISOBOX=1&REC=1

Red squirrel www.fws.gov/digitalmedia/cdm4/item_viewer.php?CISOROOT=/natdiglib&CISOPTR= 2731&CISOBOX=1&REC=2

Secondary Consumers (print1-3ofeachspecies) Raccoon


Red fox www.fws.gov/digitalmedia/cdm4/item_viewer.php?CISOROOT=/natdiglib&CISOPTR= 4311&CISOBOX=1&REC=8

Coyote www.fws.gov/digitalmedia/cdm4/item_viewer.php?CISOROOT=/natdiglib&CISOPTR= 2975&CISOBOX=1&REC=2

River otter www.fws.gov/digitalmedia/cdm4/item_viewer.php?CISOROOT=/natdiglib&CISOPTR= 2230&CISOBOX=1&REC=1

Red-tailed hawk www.fws.gov/digitalmedia/cdm4/item_viewer.php?CISOROOT=/natdiglib&CISOPTR= 7369&CISOBOX=1&REC=2

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9. ShowthestudentsthedifferentcoloredEco-llapsegameblocks(producer—darkwood,primaryconsumer—whitewood,andsecondaryconsumers—tanwood).Empha-sizethetermsagainbyexplainingthatoneblockrepresentsanindividual,twoblocksofthesametypeareapopulation,manyblocksofdifferenttypesareacommunity,andtheentiregamemakesupanecosystem.Also,explainthattherearemoreproducersthanprimaryandsecondaryconsumers,andmoreprimaryconsumersthansecondaryconsum-ers(justastheposterdemonstrates).

10. Havethestudentsstacktheblockstobuildan“ecosystem”.Whenastudentspinsthespinnerheorshemustremoveablockthatthespinnerindicates.Ifsomeone’sspinlandsontheEco-cardspinnerspace,thatpersonmustdrawacardanddowhatthecardinstructs.Asastudentpullsoutablock(usingonlyonehand!),haveeachgroupkeepatallyontheEco-llapseworksheetofwhichblockswerepulled.Repeatthisuntiltheecosystemcollapses.

11. OncetheEco-llapseecosystemcollapses,explaintothestudentsthatthegamecol-lapsedbecausetoomanyblockswerepulled.Comparethattoarealecosystem:ifaspe-ciesdisappears,thewholeecosystemcouldcollapse!Reasonsforthecollapsecanbeanything:disease,development,naturaldisaster,etc.

12.Combinethetalliesfromeachofthegroups.Producersshouldhavethemosttallies andsecondaryconsumersshouldhavetheleast.Constructabargraphorpiechart fromthetallies.

Supplemental Activity:

Havethestudentswriteastoryabouttheirecosystemandwhyitcollapsed.Examplesincludedevelopment,wildfires,anddisease.OtherscenarioscanbeobtainedfromtheEco-cards.

Procedure1. ReadthroughtheTeacher’sNotessection

beforebeginningthelesson.2. Displaythelaminatedecosystemposterin

theclassroom.3. Explaintothestudentsthatdifferentcompo-

nentsmakeupanecosystem,includinglivingandnonlivingthings.

4. Introducethetermsproducer,primaryconsumer,andsecondaryconsumerasdefinedintheTeacher’sNotessection.

5. Explaintothestudentsthatproducersarethemostabundantcomponentofanecosys-tem,andsecondaryconsumersaretheleastabundant.

6. Usingyourlaminatedpicturesofthedifferentspecies,askthestudentswhereeach belongsontheecosystemposter.Youcaneitherletthestudentsplacethemontheposterwiththestickytack,oryoucandothis.Usethepicturestoexplainthetermsindividual,population,community,andecosystem.(Youcanhelpthemfurtherunderstandbysayingeachofthemisanindividual,theirclassisapopulation,all 3rdgradeclassesareacommunity,andthewholeschoolisanecosystem.)Emphasizethatanecosystemconsistsofbothliving andnonlivingpartsandallplantsandani-malsneedeachothertosurvive.

7. OntheEcosystemComponentsWorksheet,havethestudentsmakealistofsomeoftheproducers,primaryconsumers,andsecond-aryconsumersfromtheposter.Definethetermsindividual,population,community,andecosystemagainwhilehavingthestu-dentswritethedefinitionontheworksheet.Usetheposterasavisualwhiledefiningterms.

8. BreakthestudentsintosmallgroupsandprovideeachgroupwithanEco-llapsegame.

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DefinitionsProducer:OrganismthatcanmakeitsownfoodPrimary Consumer:OrganismthateatsproducersSecondary Consumer:Organismthateatsprimary

consumersand/orproducersIndividual:AsingleorganismPopulation: Agroupofindividualsofthesame

speciesinteractingandinterbreedingCommunity:Agroupofmultiplepopulations

interactingwithinagivenareaEcosystem:Interactingcommunitiesaswellasall

thenonlivingpartsoftheenvironment

Notes

Food Habit Types

Producersaretrees,flowers,grasses,andallotherplantsthatusephotosynthesistomaketheirownfood.Theyneedwater,nutrients,andsunlighttodothis.Primaryconsumersareanimalssuchasbirds,mice,orrabbitsthateatplantsorseeds(producers).Secondaryconsumerscaneitherbecarnivoresoromnivores.Carnivores,suchasfoxesandcoyotes,eatonlymeat(primaryconsumers).Omnivores,suchasraccoonsorskunks,eatbothplantsandmeat.

Ecosystem Organization

Thislessonplanismeanttoshowhowanecosys-temisorganizedandthateverythingintheenviron-mentisinterconnected.Apopulationisdefinedasagroupofindividualsthatcanbreedwithoneanother.Thedifferenceinapopulationandacommunityisthatapopulationismadeupofthesamespecies.Acommunityisseveraldifferentpopulationsco-existingtogether.Anecosystemismadeupofdifferentcommunities.Therearemanydifferentkindsofecosystems(e.g.,awholeforestortheenvironmentinsideasmallpitcherplant).

Teacher’s NotesExample:Individual:AdeerPopulation:AherdofdeerCommunity:Theherdofdeer,rabbits,birds,plants,etc.,allsharingthesamespaceastheirenvironmentEcosystem:Theherdofdeer,therabbits,skunks,birds,air,water,sunlight,androckswithinanarea.

ActivityAfteryouhavedisplayedtheecosystemposterintheclassroom,explaintothestudentsthattheyaregoingtobuildtheirownecosystem.Explainthetermsproducer, primary consumer,andsecondary consumer.Youorthestudentscanplacethepicturesontheposter.Onceallofthepicturesareon,pointtoandexplainthetermindividual.Explainthatapopulationisagroupofanimalsorplantsofthesamespeciesandhavethemfindoneontheposter.Thenexplainthatacommunityismadeupofmanypopulationsandanecosystemismade upofalltheplants,animals,andnonlivingthingssuchaswater,air,sunlight,andsoil.Thenaskwhat aspecificanimalneedstosurvive(examples:Whatdoesthecoyoteeat?Whatdotheplantsneedtogrow?),andexplainthatalloftheseorganismsneedeachothertosurviveandmakeupanecosystem.

Eco-llapse GameTherearemanydifferentkindsofecosystems:everyforest,pond,anddesertcanbeitsownecosystem.Theecosystemforthisgameconsistsofproducers(darkwood),primaryconsumers(whitewood),andsecondaryconsumers(tanwood).Eachcomponentofthisecosystemispresentindifferentnumbers;therearemoreproducersthanconsum-ers;andtherearemoreprimaryconsumersthansecondaryconsumers.Thedifferentcoloredblocksarerepresentedintheseproportions.

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Studentsshouldbeplacedinsmallgroups(uptosixpergroup).Toplaythegame,havethestudentsbuildtheecosystembystackingalltheblocks.Theblockscanbeaddedinanyorder.Onastudent’sturn,thatstudentwillspinthespinnerandpulltheblockaccordingtothespinner’sinstructions(brown—producer,white—primaryconsumer,tan—secondaryconsumer).IfthespinnerlandsontheEco-cardspace,thestudentwillpickupacardandaddorremovethespecifiednumberofblocks.(Note:playerscanonlyuseonehandtoremoveblocks.)EachgroupwillkeepatallyontheirEco-llapseworksheetofthetypesofblockspulled.Oncetheecosystemcollapses,youcanexplainthatwhentoomanyorganismsarepulledfromtheenvironment,theecosystemwillcollapse.IfanEco-cardmakestheecosystemcollapse,explainthatoutsidefactorscanleadtothecollapse.Thegamecanbeplayedseveraltimes.Afterplayingthegame,combineallthetalliesoftheclassandconstructabargraph.Thenumbershouldreflecttheproportionsoftheecosystem.

Jenga®IfyoudonothaveaccesstoanEco-llapsegame,youcanbuyJenga®atatoystoreandcolortheendstorepresentproducers(brown),primaryconsumers(white),andsecondary consumers(tan).Makesuretorepresentthecorrectproportions:60%producer,30%primaryconsumer,and10%secondaryconsumer.

To Make the Eco-llapse Game SpinnerMaterials:

• Thickcardboard(apiecefromaboxwillwork)• Thincardboard• Brads• Eco-llapseGameSpinner1. PrinttheEco-llapseGameSpinnerpiegraph

(50%producers,17%primaryconsumers, 8%secondaryconsumers,and25%Eco-card)andcutitout.Spinnersapproximately4inchesorlargerwillworkbest.

2. Makeanarrowfromthethickcardboard.Itshouldbeapproximately1/2-inchwideandlongenoughtoreachmorethanhalfwayacrossthespinnerpiegraphwhenplacedinthecenter.

3. Gluethespinnertothethinpieceof cardboard.

4. Makeaholeintheverycenterofthespinnerpiegraphusingaholepunch.

5. Makeaholeinthebackcenterofthearrow.(Youmayneedtodothiswithaknife.Adrillbitonhighspeedworkswell,too.)

6. Putthebradthroughthearrowandthenthroughtheholeinthespinnerpiegraph.Pushdowntheclaspsontheback,butmakesuretheyarelooseenoughforthearrowtospin.Todothis,youcanplacearuleragainstthecardboardandfoldtheclaspsovertheruler.

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Producer

Primary Consumer

Secondary Consumer

Eco-card

Primary Consumer

ProducerSecondary Consumer

Eco-card

Eco-llapse Game Spinner

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Eco-cardsYoucanprintoffthetextforeachcard,andthengluethetextontoa3x5inchindexcard.

A bark beetle kills most of your trees.

Remove 3 producers.

Oh, no! A new Super Store

is being built.

Remove any 3 blocks.

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People plant trees on their property.

Add 2 producers.

An invasive species starts growing in your ecosystem!


Eco-cards

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The state releases native birds into your ecosystem.

Add any 4 blocks.

An endangered species is found in your

ecosystem, and it becomes protected!

Add 4 blocks.

Eco-cards

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Part of your ecosystem

gets converted to a cornfield!


The community cleans up the river that

runs through your ecosystem.

Add any 2 blocks.

Eco-cards

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A tornado rips through your

ecosystem!


A new population of Northern Cardinals

moves into your ecosystem.

Add 2 primary consumers.

Eco-cards

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Producer Primary Consumer Secondary Consumer Non-living

Ecosystem Components Worksheet

Name: ______________________________________________________________

Individual: _________________________________

Population: ________________________________

Community: _______________________________

Ecosystem: ________________________________

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Producer Primary Consumer Secondary Consumer

Eco-llapse Game Worksheet

Name: ______________________________________________________________

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Eco-llapse Bar Graph Worksheet

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0Producer Primary Consumer Secondary Consumer

eco-llapse lesson plan - home - purdue extension€¦ · · 2012-10-24eco-llapse lesson plan ......

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