Module still needs:
Modeling activities in some lessons
Clarification of some activities in teacher notes
*Needs to include natural selection in the ecology unit in food webs
and succession and in the fossil module.
Scroll down to see the teacher instructions below.
Ecology
Essential questions
How do matter and energy move through an ecosystem? (3.4 & 3.5)
What factors limit the amount of life an ecosystem supports? (4.1)
What if one such factor is suddenly too abundant or totally missing?
What are some ways humans impact ecosystems? (4.2)
What impact do invasive species have in ecosystem stability? (4.3)
What is required to keep an ecosystem stable? (4.4)
How do ecosystems respond to disturbance?
Instructional goals
Create a food web and the importance of each organism within the web.
Describe the human impact on a lake ecosystem
Be able to create and explain ecological pyramids from data.
Be able to explain population growth and limiting factors.
Be able to explain the steps of ecosystem recovery after a disturbance.
Give students experience in observing and describing the role of ecological succession
in ecosystems.
Be able to explain the climate effect on the distribution of biomes.
Be able to define and describe the possible ecological relationships between species
that coexist in an ecosystem and their affect on the stability of an ecosystem.
Be able to identify non-native/invasive species and their affect on the stability of an
ecosystem.
Be able to describe the use of natural resources by humans and its impact on the
stability of ecosystems.
Be able to explain and describe the biogeochemical cycles and their role in ecosystems.
Indiana Standards
3.4: Describe how matter cycles through an ecosystem by way of food chains and food
webs and how organisms convert that matter into a variety of organic molecules to be
used in part in their own cellular structures.
3.5: Describe how energy from the sun flows through an ecosystem by way of food
chains and food webs and how only a small portion of that energy is used by individual
organisms while the majority is lost as heat.
4.1: Explain that the amount of life environments can support is limited by the available
energy, water, oxygen and minerals and by the ability of ecosystems to recycle the
remains of dead organisms.
4.2: Describe how human activities and natural phenomena can change the flow and of
matter and energy in an ecosystem and how those changes impact other species.
4.3: Describe the consequences of introducing non-native species into an ecosystem
and identify the impact it may have on that ecosystem.
4.4: Describe how climate, the pattern of matter and energy flow, the birth and death of
new organisms, and the interaction between those organisms contribute to the longterm stability of an ecosystem.
Misconceptions
• Stronger organisms have more energy.
• There are more herbivores because they have more offspring.
• A species high on the food web is a predator to everything below it.
• Energy accumulates in an ecosystem so that a top predator has all the energy from
the organisms below it.
• Carnivores can exist in a plant free world if their prey reproduces enough.
• There is a starting and ending point in the food chain.
• The simpler the organism, the simpler the food it eats. Therefore, as an organism
increases in complexity the more complex the food it eats.
• Energy only flows from the top of the food chain down, with those at the top having the
most energy and increasing in number at the expense of those below.
• Energy flow is one-way, rather than cyclical or two-way.
• Organisms in a population are important only to those other organisms on which it
preys for food sources.
• A population located higher on a given food chain within a food web is predator of all
populations located below it in the chain.
• Producers in a community are the most numerous because energy in a food chain
goes on diminishing and less energy passes to each animal. It is wasted in respiration
and growth.
• A size change in one population will have not too much effect over another population
of the same food web because the chains are spread out.
• In a food web, a size change in one population will only affect another population if two
populations are directly related as predator-prey.
• Populations will increase indefinitely because the resources are unlimited.
• There is no link between fluctuations in population size and environmental issues like
food supply.
• Chemical pollutants undergo no change in form as they move through food chains.
• The food that is eaten and used as a source of energy is part of the food chain; food
that is synthesized into the body of the eater is now food for the next level.
• Energy is not conserved.
• Students believe energy can be recycled through an ecosystem many times
• Plants obtain their energy directly from the sun.
• Plants have multiple sources of food (heterotrophic as well as autotrophic).
Essential vocabulary
autotroph
heterotroph
producer
primary consumer
secondary consumer
herbivore
carnivore
omnivore
scavenger
detritivore
population
community
ecosystem
species
predator
prey
food web
food chain
biomass
food pyramid
energy pyramid
commensalisms
parasitism
mutualism
symbiosis
primary succession
secondary
succession
pioneer species
biomes
disturbance
invasive species
exponential growth
carrying capacity
tolerance
limiting factors
niche
competition
biosphere
climax community
Sequence Timing ~18 - 21 days (timing is based on 55-minute periods)
This sequence does not include any time for quizzes and review, Also, you are strongly
encouraged to incorporate one of the Vernier labs listed at the end of this module.
1. Model Development - Human Water Connection – WB and discuss (2-3 days)
2. Model Deployment - Alien Pyramid – WB and discuss (1 day)
3. Oh Deer Game/Wolf Limiting Factors OR A Predator -Prey Simulation (1-2
days)
4. Pond Succession pictures (½day)
5. Successful Succession Activity (1½ days)
6. Mr. Parr video about Biomes - Biome Whiteboard Activity (1 day)
7. Symbiotic Strategies Activity (4 days)
8. Local invasive species activity or presentation (2 days)
9. National Geographic Human Footprint Activity (3 days)
10. Modeling Deployment - Videos and songs about the Cycles/Act out the
nutrient cycles in groups – WB and discuss. (2 – 3 days)
Instructional Notes:
This sequence does not include any time for quizzes and review, Also, you are
strongly encouraged to incorporate one of the Vernier labs listed at the end of this
module.
Energy Transfer:
1. Model Development Activity – Human Water Connection
(Adapted from the Lake County Forest Preserve District, Lesson 15)
Apparatus
Lake Michigan Species Cards (found in the Ecology file folder for Human-Water
Connection)
Paper arrows (at least two sets per group)
Water Pollution Overview (for teachers)
Water Pollution Overview reproducible for students
Human Activity Scenario Cards
Additional Notes with Scenario G and Food chains description
Information about various types of pollution available in the textbook or the
Internet
Human Activity and Pollution
Pre-activity discussion
 Water has an impact on human activity; human activity has an impact on water.
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Ask students to share their responses to the statement above on whiteboards.
When sharing the boards, as a class, brainstorm ways that humans pollute the
water (i.e., sediment, toxic, bacterial, and nutrient pollution).
Instructions
Divide the class into groups and assign each group a type of pollution to
investigate.
Using the Internet and books, each group will prepare a short 3-5 minute
presentation for the class about their topic. Each presentation should include the
following:
• Definition of the chosen type of pollution
• Cause(s) of the chosen type of pollution
• Prevention of the chosen type of pollution
• Handout for other students summarizing the information (Before their
presentation, students should make enough copies for everyone in the class.)
Before the presentations, distribute one blank Water Pollution Overview
reproducible to each student. Instruct students to take notes on this reproducible
during each presentation.
Post-activity discussion
During the presentations be sure to ask students to think of the effect Humans
have on the environment.
Be sure to review their Pollution overview sheets for accuracy.
Review each type of pollution and ask for examples.
Pollution and the Lake Michigan Food Web
Day 2 Pre-activity discussion
Review the concept of a food chain with students and have them recreate a food
chain on the white boards and share out as a group. Make sure students have a
working knowledge of the following terms: food chain, ecosystem, producer,
consumer, herbivore, carnivore, omnivore.
Arrange the students in groups. Pass out the species cards and arrows to each
group. Ask the groups to use the information on the cards to recreate a food
chain on the whiteboard. Then have a share out of all the different chains the
students created. Discuss how these things can all interact.
Day 2 Instructions
Each group will create a food web using the species cards (representing
organisms in the web) and arrows (representing the flow of energy). Walk around
while students are working to make sure they are on the right track. Note: One
common mistake students make is placing the arrows in the wrong direction.
Remind them that the arrows point in the direction of energy flow — producer
consumer, not the other way around!
Once the groups have completed their webs, pass out the Human Activity
Scenario Cards. Each group should receive a different card. Students should read
the scenario cards and determine how this human activity will contribute to water
pollution, and as a result affect their food webs. Students should rearrange their
webs to show how the introduction of the pollution affects the environment. For
example, an increase in nutrients might cause an algal bloom, followed by a
decrease in consumers due to lack of oxygen. Within their groups, they discuss
the impact of the varying types of pollution on the different organisms in their food
webs. By rearranging the food web, students are able to see the impact of
pollution at different levels.
Create a whiteboard to present the results of the scenario changes. Present these
to the class. If time allows, each group can repeat Step 14, using a different card.
Extensions
• As a follow-up, students are asked to pick one way that humans have an impact on
the lake ecosystem and research possible methods of prevention/treatment.
• Have students pick another ecosystem and create species cards and a food web
for that system.
• Ask students to research local, state and federal laws regulating pollution.
Modifications
• To shorten this lesson, the following modifications can be made:
- Rather than having students do the research themselves, give them handouts or
notes defining types of water pollution.
- Save one human activity card aside and use that for the assessment. This
eliminates the time needed for each group to create its own scenario.
• To lengthen this lesson, the following modification can be made:
- Create more scenario cards for students to practice with before the assessment.
Post-activity discussion
 Over the past several days we have discussed the negative impact that humans
have had on the waters of Lake Michigan. Are there ways that human activity has
had a positive impact on the lake? Explain.
 Reflect on the effect of pollution in the ecosystem.
 What did students notice about the food webs?
 Are all the webs the same?
 Are the scenarios a realistic representation of issues that arise in the
environment?
2. Model Deployment - Alien Pyramid
Apparatus
White board and markers
Story about the Aliens and tasks
Pre-activity discussion
We use many models to represent various things in life. It is always easier to
see the big picture when it is put in some sort of model/chart. We get to use our
knowledge of a distant planet to create a pyramid of numbers and a pyramid of
energy.
Discuss how you can measure everything around you. An ecological pyramid
measures the various elements of the environment around you.
Instructions
Using the Alien Pyramid story as a guide the students will need to create their
own ecological pyramid on the whiteboards. Once the students have finished
you will have a board circle presentation. Then give each group a different
scenario to morph their pyramids. Then have the groups present their findings
individually, explaining the reasoning behind the changes that they have
made. (You will find the scenarios in the Post-activity discussion section.)
Post-activity discussion
 Ask the class how the scenarios are related to a real-life situation.
 Why would you use the pyramid to show this information?
 What percent of energy moves from level to level?
 What happens to the energy missing? Is it gone?
 Why might the numbers not be perfect? (the rule of ten-percent)
 How many tropic levels can an environment support?
Sample Scenarios:
The biologists visiting the planet consume all of the Vorteks or food.
A deadly disease wipes out all of the Klukes
Animals called Skunkolas travel to the area being studied from another region of
the planet. The Skunkolas prey upon the Vorteks; the Klukes, the Klukes,
however, dislike the taste of Skunkolas and refuse to eat them.
More Vorteks are planted.
A tertiary consumer called a Joon is introduced.
Populations and Limiting Factors:
3. Oh Deer/Wolf Limiting Factors OR A Predator -Prey Simulation
(Adapted from Project Wild Oh Deer Game)
Apparatus
A Predator -Prey Simulation Handout
Materials (per team of 2):
400 small squares (mice) of construction paper (1 cm sqd)
1 larger square (4 cm squared)
masking tape
meter stick
Oh Deer
Materials:
playing field or large gym
paper and pencil to record data
whiteboard or chalk board to compile data and graph
Wolf Limiting Factors
Materials:
playing field or large gym
2 sets of 3 x5 cards: one red, one green
1/3 of each set is labeled “water”
1/3 of each set is labeled “food”
1/3 of each set is labeled “shelter”
Paper and pencil to record data
Whiteboard or chalkboard to compile data and graph
Pre-activity discussion:
 What happens if a population gets too large? too small?
 How is a population controlled so the ecosystem remains in balance?
 Discuss in pairs, record ideas on whiteboard and share as a class.
Instructions
Oh Deer or Wolf Limiting Factors activities are played outdoors or in a large gym.
Oh Deer is recommended for its predator component but if your students did this
in middle school, the wolf activity is an alternative that can be adapted to include
a predator...humans!
On a rainy day, the Predator-Prey Simulation (Owls and Mice) is suitable for the
classroom. *
Post-activity discussion
 Students will make a graph on their whiteboard of the data collected during the
activity.
 Locate the discussion and summary questions on each activity to use for closure
discussion.
* Cutting out all the mice and owls is extremely tedious, so one teacher asked the
severely handicapped classroom if they would like to take on the job and they did a
great job!
Succession:
4. Pond Succession Pictures
Apparatus
Pond Succession PowerPoint
Whiteboards and markers
Overhead Projector
Pre-activity discussion
None needed
Instructions
This is the introduction to succession with little to no prior knowledge. For
this activity students will be in groups of 2-4 students. They will be shown the
PowerPoint and asked to recreate the pictures in the correct order and give their
justification for this arrangement on the Whiteboards. After about 10-15 minutes
the students should have a circle share out of the boards.
Post-activity discussion
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Ask students the reason they placed the pictures in the order they did.
Are all the arrangements the same?
What organisms directed you to the order you selected?
What would you expect to see next?
Why do you think the pond island with no growth was bare?
Is the order of regrowth always going to be the same? Why or why not?
What is this called? (succession)
Introduce primary and secondary succession and then ask what type the pond is
representing.
5. Successful Succession
(Adapted from Eastman Outdoors Texas, Successful Succession Curricula)
Apparatus
Journals
Digital Cameras
Computers
Powerpoint or Keynote
Worksheets: Cloze Procedure, Flowchart (1 per student)
Cards: Forest fire information (4)
Pre-activity discussion:
None
Instructions
Label the 4 corners of your classroom with the following signs:
Strongly Agree, Agree, Strongly Disagree, Disagree
The teacher should make the statement, “All forest fires are bad.”
Students will then go stand in the corner that best represents their feelings about
this statement. Allow students time to share their thoughts in each corner and
then have a spokesperson defend each position.
Give each group a Forest Fire Information Card to read and discuss.
Students will then be allowed to move to a new corner if their views have
changed. Allow them to defend their new choice using specific examples
or facts from the cards.
Explain to students that there are times when an environment will change
drastically and that ecological succession is the orderly replacement of
native species over time.
Have students use their succession knowledge and flow charts provided
to represent the four levels of succession on their white boards. Ask them
to describe or draw the plants and animals that will come back in each
stage.
Post-activity discussion:
Students will complete the Cloze Procedure Activity on Succession in
pairs. They will use pre-existing knowledge to predict the reasons for and
stages of ecological succession. Students whiteboard this information.
As a class, go over and discuss the Cloze Procedure Activity and the
whiteboards.
Biomes:
6. Mr. Parr’s Biome Song (video)
Apparatus
Mr. Parr Biome Song (found on YouTube
http://www.youtube.com/watch?v=0A5eeE93uEA )
Whiteboards and markers
Additional research materials- textbooks or the internet with information about
Biomes
Pre-activity discussion

Ask students what they know about Biomes.
Instructions
This activity is a brief overview of Biomes. It is important for students to
know about the different Biomes around the world so that they are able to relate
the flow of energy through various places and to understand how climates are
variable around the world.
You should show the Mr. Parr video to the class. They may want to see it a
second time a little later. After this you will divide the class into groups of 2-4
students and they will each select a different Biome to study. For the next 30
minutes students should prepare a brief presentation about their Biome on a
whiteboard. You will then present these to the class one at a time. During the
presentations be sure to have students elaborate on the types of organisms that
are present, the climate, precipitation, and locations on Earth.
Post-activity discussion
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Ask students what types of things were the distinguishing characteristics of a
Biome.
What happens to the organisms that die in each of the Biomes?
What type of cycles are you able to think of occurring in the Biomes and do they
vary in different places?
What would happen if an organism from one location moved into another? What
if it is a non-native species?
Mention that species/biomes are migrating north. Why do you think this might be
happening? What could have happened in the past? (Pangea)
Symbiosis:
7. Symbiotic Strategies Activity
(Adapted from Nature on PBS.org)
Apparatus (See handouts for materials)
Pre-activity discussion
Instructions (See handouts for instructions)
Post-activity discussion
Sustainability/Human Interaction/Invasive Species
8. Local invasive species activity or presentation
This model is variable depending on your availabilities in your area. The best
option is to have a local environmentalist visit your school or you can take your
students to them. If you are unable to do this you will need to prepare a
presentation about the invasive species in your part of the world. Students need
to see the connection to their world.
Apparatus
DNR or a local naturalist – Rum Village Park in South Bend Indiana has a
wonderful presentation about Invasive species locally.
OR A Presentation about invasive species in your area.
Pre-activity discussion
 Ask students to whiteboard the plant and animal species they can think of in their
neighborhood. Ask how many of these are native to the area.

Discuss what a non-native/invasive species is.

What might be the result of an invasive species in your neighborhood?
Instructions
This is where you should have the presenter or your own presentation about
local invasive species. Here is a site you can use as an example from Ohio.
http://www.dnr.state.oh.us/portals/3/invasive/pdf/invasive_plants06.pdf
Post-activity discussion
You can now whiteboard a reflection about the presentation and what types of
species are present in your area. The students can also research possible
solutions to the invasive species and then present them to the class at a later
time. They could also help prepare some public awareness events or materials,
such as a brochure or poster, to inform others of the issues caused by invasive
species, and hopefully help prevent their spread. (Rum Village needed
assistance with pulling the Garlic Mustard invasive in the park and the school
visited to help with this as a follow up to the activity.)
9. National Geographic Human Footprint Activity
(Adapted from National Geographic Lessons online)
Apparatus (See handout for materials)
Pre-activity discussion
Instructions (See handout for Instructions)
Post-activity discussion
Cycles of Carbon, Nitrogen, Phosphorus and Water
10. Videos and songs about Nutrient Cycles
Apparatus:
Youtube nutrient cycle songs
videos on nutrient cycles
balloons
construction or bulletin board paper
yarn
markers
tape
other craft materials
4 whiteboards per team
Pre-activity discussion:
Ask students what is meant by “You are what you eat” or ask what they need to
grow. Have them whiteboard their ideas.
Elicit from them that they need more than energy...they need materials.
Ask what materials they need to build a living thing.
Ask where their food acquires these materials.
Ask students why nutrients have to be recycled, but energy can get used up.
Show videos and/or songs on the cycles to introduce the topic. Suggested
media are in the appendix
Instructions
Place on each wall of your classroom the following signs or images:
Ocean
Atmosphere
Soil/rocks
Forest
Assign teams of students to act out one of each of the nutrient cycles.
(If you have need of a fifth group, you may want to consider having one team act
out a food web to contrast the flow of energy and the cycling of nutrients).
Provide time to design their “skit”, assign roles, make costumes or props and
rehearse.
Have teams make one whiteboard of their cycle.
Teams present their skits.
Post-activity discussion
While each team presents, have the other teams make one whiteboard of the
cycle being presented. At the end of the skits, teams convene into board
meetings to compare their boards to textbook versions. Record and repair any
discrepancies.
Hold a whole class board meeting and elicit the key processes of each cycle,
where the reservoirs are, the role of decomposers, and human impact.
The following are songs and videos to review or introduce the cycles:
Mr. Parr’s Water Cycle: http://www.youtube.com/watch?v=o3BVa7PH_JE
Carbon Cycle song:
http://www.bing.com/videos/search?q=+%22carbon+cycle%22+Songs&view=detail&mid
=71CCF66DC0BEAE5A5A4071CCF66DC0BEAE5A5A40&first=0
Additional Activities:
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Vernier Primary Productivity Lab (2 days)
Vernier Population Dynamics Lab (1 full day to set-up, 8 days for observations
(15-20 min/day)
Vernier Biodiversity Lab (1 day) (can be done without Vernier equipment)
Vernier Acid Rain Lab (1 day)
Vernier Interdependence of Plants and Animals Lab (2 days)
Below are samples of the instructional notes for two Vernier lab.
Model Vernier Primary Productivity: 2 days
Apparatus
Data collection hand-held LabQuest Devices
Dissolved oxygen probes
Bottles or tubes that can form airtight seals
Pond water or a source of Chlorella: 5 ml of Chlorella per liter of water
Plastic window screen from hardware store: 17 12cmx12cm pieces
Dispense water easily using a carboy with a spout at the bottom and a
tube on the spout and a shallow pan to catch drips
Florescent light to direct onto filled tubes laid horizontally on a table
Pre-activity discussion
 What do producers produce? (Elicit from past knowledge food and oxygen)
 How can we measure the amount of photosynthesis (productivity)?
 Introduce Vernier probes
Instructions
First part of lab can be done while on a field trip
Follow directions on “cookbook” lab but use “questioning” to guide the
thinking of students as the lab proceeds.
Students prepare data table, graph and conclusion on whiteboards
Hold a board meeting.
Post-activity discussion
 Ask students to relate lab results to Energy Pyramids and food webs.
 Discuss what factors limit or increase productivity
 Discuss how this would affect the shape of the pyramid or food web
Model: Vernier Population Dynamics: 1 full day to set-up, 8 days for
observations (15-20 min/day)
Apparatus
Photo of yeast under a microscope
Data collection hand-held LabQuest Devices
Vernier Colorimeter
18x150 test tubes
Cuvette and lid
2 5-ml pipettes or 10 ml graduated cylinders
dropper pipette
glass marking pencils
graph paper
microscope, slide, coverslip
test-tube rack
cotton swabs
Pre-activity discussion
 Give students their closed system of a yeast population with food.
 Show them the picture of yeast under a microscope.
 On their whiteboards have students answer the following questions.
 How could we determine the density of the yeast population?
 How might the yeast population change over time?
 What factors would determine the rate of change in their population?
Instructions
Ask what aspects of populations might be measured. Elicit density.
Ask how we could observe a yeast population. Elicit microscope.
Elicit that one could count yeast per area under a scope.
Introduce a colorimeter means of measuring density using turbidity.
Post-activity discussion
 Students will whiteboard data tables, graphs and their conclusions. Class will
hold a board meeting to share, make observations, and the main point of the lab.
Additional Resources:

Here are some additional resources for videos. Feel free to show these whenever
you find them appropriate throughout the module. The video called “How
Ecosystems Work” is appropriate for Energy and nutrient cycles.
http://www.youtube.com/profile?user=greatpacificmedia&src_vid=o_RBHfjZsUQ&featur
e=iv&annotation_id=annotation_753252#grid/user/8F2AF6D5E617BA4B