Per Square Meter
Kate Williams
INTRODUCTION
Biodiversity represents the beauty and complexity of the earth’s living organisms. However,
pollution and environmental degradation have progressively reduced biodiversity in ecosystems
across the globe. The decrease of biodiversity has obvious consequences for the health of the planet,
such as climate change and the extinction of major species.
This lesson, as part of the Adopt a Square Meter Program, will aid students in conceptualizing how
humans affect biodiversity. Students will examine the ecological interactions that take place in a
single square meter, and determine how human interventions can affect eco-systems.
LESSON OVERVIEW
Grade Level & Subject: Elementary School (2nd-5th grade)
Subject Correlation: Science (Biology)
Objectives:
After completing this lesson, students will be able to:
• Recognize and understand the concept of biodiversity
• Identify relationships between species
• Understand smaller and larger ecosystems
National Standards Addressed:
This lesson addresses the following National Education Standards1
• Content Standard: NS.K-4.3
As a result of activities in
Organisms and environments
The characteristics of organisms
• NS.5-8.3
As a result of activities in
• Structure and function in living systems
• Populations and ecosystems
• Diversity and adaptations of organisms
Materials Needed:
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http://www.education-world.com/standards/
Earth Day Network
1616 P Street NW, Suite 340 Washington, DC 20036
(P) 202-518-0044 (F) 202-518-8794
www.earthday.net/education education@earthday.net
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Power Point Projector to show the presentation, Per Square Meter
Reproducible #1, My Square Meter
Large sheet of Paper (big enough to create a class mural)
Colored pencils, markers, or paint and paint-brushes
Have students bring to school a glass, tin, or plastic jar in which students can collect
specimens
o Alternatively, students can illustrate their observations instead of collecting
specimens in jars. In this case, students will need paper and colored pencils or
markers.
Assessment: Students will be assessed through the following activities:
• The ability to apply information to individual projects.
• Creativity and artistic ability
• Reading comprehension
LESSON BACKGROUND
Relevant Vocabulary:
• Biodiversity- Diversity among and within plant and animal species in an environment2
• Ecosystem- a system formed by the interaction of a community of organisms with their
environment3
• Habitat- the place where a population lives4
• Biome- ecosystems where several habitats intersect. The earth itself is one large biome.
Smaller biomes include desert, tundra, grasslands, and rainforest.5
• Community- groups of living things (also known as species or organisms) that live
together in the same area. 6
• Competition- species share a requirement for a limited resource 7
• Parasitism- one species feeds on another. The parasite benefits but the host does not.8
• Mutualism- two species provide resources or services to each other.9
• Neutralism- two species interact but don’t affect each other10
• Amensalism- a type of interaction where one unaffected organism restricts the success
of another11
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The American Heritage Dictionary of the English Language
www.fi.edu
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www.fi.edu
5 The American Heritage Dictionary of the English Language
6 The American Heritage Dictionary of the English Language
7 www.biology-online.org
8 The American Heritage Dictionary of the English Language
9 The American Heritage Dictionary of the English Language
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The American Heritage Dictionary of the English Language
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wwww.encyclo.co.uk
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Earth Day Network
1616 P Street NW, Suite 340 Washington, DC 20036
(P) 202-518-0044 (F) 202-518-8794
www.earthday.net/education education@earthday.net
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Commensalism- in this relationship one species benefits and the other is unaffected. 12
Information:
Biodiversity is important to the health of the planet because all species, big and small, have an
important role to play in the productivity of an ecosystem. The larger the biodiversity of an ecosystem is, the more likely it is that that ecosystem is sustainable and able to withstand stress and
disaster (such as drought, hurricanes, earth quakes, etc.). In recent history, scientists have witnessed
a significant decrease in biodiversity across many ecosystems. This decrease can be attributed largely
to human activities such as deforestation, pollution, and urbanization. Conservationists across the
globe are working towards preserving the world’s many organisms in the hopes of increasing the
Earth’s sustainability. 13
However, time is running out. Over the course of Earth’s history, there have been five great
extinctions. Today, we are experiencing the 6th great extinction. This extinction is more worrisome
than previous extinctions because it not induced naturally, but rather, it has been created humans. 14
Resources:
- Powerpoint presentation, “Per Square Meter,” Earth Day Network.
- http://www.millenniumassessment.org/en/index.aspx.
- Adopt a Meter2 Campaign, Earth Day Network,
http://www.earthday.org/campaigns/adopt-meter2-land.
LESSON STEPS
Warm-up: Relationships in Ecosystems (10 minutes)
1. Begin this lesson by presenting the powerpoint, “Per Square Meter”.
2. After the presentation, ask students to think of animal relationships that correspond to each
of the following types; Competition, Predation, Parasitism, and Mutualism
o For example, two animals that compete for food are lions and cheetahs (they
compete for zebras and antelopes)
3. Record the different types of relationships on the board.
Activity One: My Own Square Meter (30 minutes)
1. Have students go outside and pick a small area (about a square meter each) to explore. It is
preferable that this area be grassy or ‘natural’. The school playground might be a good spot.
2. Each student should keep a list of both the living organisms and man-made products found
12
The American Heritage Dictionary of the English Language
www.globalissues.org/issue/168/biodiversity
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http://www.millenniumassessment.org/en/index.aspx
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Earth Day Network
1616 P Street NW, Suite 340 Washington, DC 20036
(P) 202-518-0044 (F) 202-518-8794
www.earthday.net/education education@earthday.net
in their area (i.e grass, birds, insects, flowers, sidewalk etc.) Students are allowed to collect a
few specimens from this area to show to the class. If students do not have jars, they can
draw their observations. *See Reproducible #1
Activity Two: Who lives in our playground? (10 minutes)
1. After listing, collecting, and drawing specimens, students should return to the classroom
and present their findings.
o Have the students sit in a circle. Each student should read his or her list of
findings out loud. If they collected specimens or drew observations, have them
present them to the class.
2.
Make a list of these findings on the board. Only write repeated findings once (to avoid
writing grass as many times as there are students). Keep one list of living organisms and
one list of man-made products.
3. For now, focus on the list of living organisms. As a class, help students name possible
relationships between the organisms. See if they can find one of each type of
relationship. For example, a bee on a flower is an example of mutualism because the
nectar from the flower nourishes the bee and in return, the bee pollinates the flower.
Activity Three: Humans and the Environment: Human Effect on one Square Meter (15
minutes)
1. Now that students have focused on the animal relationships of their square meter, it is time
to examine the effect of humans on the natural environment. Focus on the human-made
product list.
2. Ask students to consider the possible relationships between the human-made products and
the environment. Prompt a brief class discussion on the effects of man-made products on
the environment. Use the following questions as guidelines.
o What is the effect of an empty drink bottle (or any other piece of trash) in a
grassy field? Will it decompose? Will it be used by an animal as a habitat or food?
o Answer: Trash is an invasive man-made product. Most trash is non-bio degradable
and is harmful to the environment and to eco-system relations. Therefore, it is a
harmful addition to the square meter.
o Who left the bottle there? Do you think they are still thinking about it? Did they
leave it there on purpose? Why did they leave it there?
o Answer: Most people litter thoughtlessly. They are not thinking about their actions
and how they may effect the environment or eco-systems. It is important that people
recognize that litter has a major effect on the environment.
o What about a bench? Does a park bench have the same effect on the
environment as a piece of trash?
o Answer: A park bench can be considered as a positive human-made product. A park
bench has little negative effect on the environment and even helps humans further
appreciate eco-systems. The Park Bench may even provide shelter or a perch for the ecosystems living organisms.
Earth Day Network
1616 P Street NW, Suite 340 Washington, DC 20036
(P) 202-518-0044 (F) 202-518-8794
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o Is there a difference between positive human-made products and negative ones?
What are some examples of each?
o Answer: Yes, there is a difference between positive and negative human-made products.
Positive products have minimal effect on the functioning of eco systems whereas negative
products have major effects on eco systems. An example of a positive human-made
product would be a solar powered house. An example of a negative human-made
product would be a car that produces a lot of pollution.
Wrap Up: Our Classroom Eco-Web (20-30 minutes)
1. Have students create classroom artwork by illustrating the relationships between their ecosystems.
2. Each student should draw at least two components of his or her square meter.
3. After everyone has finished their illustrations, create a web relating the illustrations. Draw
arrows between illustrated components with written indications of the type of relationship
exemplified.
4. Post the finished product in the classroom so that students can see the interconnectedness
of the earth’s eco-systems.
Extension: Exploring Aquatic Eco-Systems (On-going Activity)
Students can explore another type of eco-system by creating a classroom aquarium or terrarium. The
supplies for both of these mini eco-systems can be found at your local pet store. Students should
help set up and maintain the aquarium or terrarium throughout the year. Periodically, students
should observe how the mini-ecosystem is progressing, note changes, and assess the relationships
between the organisms of the eco-system. This way, students are able to directly participate in the
functioning of a natural system.
Another related activity might be to take your students on a field trip to a different eco-system from
that of your school. If you live near a river, lake, or ocean take them there to explore different
ecological relations. If you live in a city, examples of diverse eco-systems can be found at the local
zoo or aquarium.
Earth Day Network
1616 P Street NW, Suite 340 Washington, DC 20036
(P) 202-518-0044 (F) 202-518-8794
www.earthday.net/education education@earthday.net
Reproducible #1
Name:
My Square Meter
Directions: Students, here is your chance to explore! You must identify the
both the living organisms and man made products in your area and record
them on this sheet. Try to find at least two examples in each of these categories
below. If you have a jar, collect a few specimens from your ecosystem. If you
do not have a jar, sketch your observations in the space provided below or on
the back of this handout.
Plants: (example: grass, flowers, trees…)
Insects: (example: ladybug, earthworm, roly poly…)
Animals: (example: rabbit, bird, humans..)
Human-Made Products: (example: sidewalk, trash, playground equipment…)
Earth Day Network
1616 P Street NW, Suite 340 Washington, DC 20036
(P) 202-518-0044 (F) 202-518-8794
www.earthday.net/education education@earthday.net