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
www. p u r d u e . e d u / n a t u r e
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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
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Eco-llapse Lesson Plan
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:
www.fws.gov/digitalmedia/cdm4/item_viewer.php?CISOROOT=/natdiglib&CISOPTR= 2913&CISOBOX=1&REC=6
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
www.fws.gov/digitalmedia/cdm4/item_viewer.php?CISOROOT=/natdiglib&CISOPTR= 5256&CISOBOX=1&REC=7
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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Eco-llapse Lesson Plan
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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Eco-llapse Lesson Plan
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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Eco-llapse Lesson Plan
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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Eco-llapse Lesson Plan
Producer
Primary Consumer
Secondary Consumer
Eco-card
Primary Consumer
ProducerSecondary Consumer
Eco-card
Eco-llapse Game Spinner
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Eco-llapse Lesson Plan
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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Eco-llapse Lesson Plan
People plant trees on their property.
Add 2 producers.
An invasive species starts growing in your ecosystem!
Remove any 2 blocks.
Eco-cards
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Eco-llapse Lesson Plan
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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Eco-llapse Lesson Plan
Part of your ecosystem
gets converted to a cornfield!
Remove any 2 blocks.
The community cleans up the river that
runs through your ecosystem.
Add any 2 blocks.
Eco-cards
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Eco-llapse Lesson Plan
A tornado rips through your
ecosystem!
Remove any 3 blocks.
A new population of Northern Cardinals
moves into your ecosystem.
Add 2 primary consumers.
Eco-cards
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Eco-llapse Lesson Plan
Producer Primary Consumer Secondary Consumer Non-living
Ecosystem Components Worksheet
Name: ______________________________________________________________
Individual: _________________________________
Population: ________________________________
Community: _______________________________
Ecosystem: ________________________________
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Eco-llapse Lesson Plan
Producer Primary Consumer Secondary Consumer
Eco-llapse Game Worksheet
Name: ______________________________________________________________
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Eco-llapse Lesson Plan
Eco-llapse Bar Graph Worksheet
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0Producer Primary Consumer Secondary Consumer