Ecosystem Scavenger Hunt
A Yakima WATERS Mini Lesson
Targets and Assessment
WA Science Standards Addressed:
 9-11 PS3A Although energy can be
transferred from one object to another and
can be transformed from one form of energy
to another form, the total energy in a closed
system remains the same. The concept of
conservation of energy, applies to all physical
and chemical changes.
 9-11 ES2C Earth is a system that contains
essentially a fixed amount of each stable
chemical element existing in different
chemical forms. Each element on Earth
moves among reservoirs in the solid Earth,
oceans, atmosphere, and organisms as part
of biogeochemical cycles driven by energy
from Earth’s interior and from the Sun.

Lesson Parameters
Content Area: Environmental Science
Overview: Students will use their knowledge of
biogeochemical cycles and food webs by linking them
with use of the poster and internet research.
Grade Level: 9-12
9-12 SYSB Systems thinking can be especially
useful in analyzing complex situations. To be
useful, a system needs to be specified as
clearly as possible.

9-12 APPD The ability to solve problems is
greatly enhanced by use of mathematics and
information technologies.
Assessments:
 Worksheet attached
Suggested Time: 50 minute class period
Special Materials:
 Poster, power point attachment
Learning Outcomes:
Knowledge: Students should be able to:
o List examples of each trophic level (primary consumer, secondary consumer, decomposer)
o Explain the transfer of energy in biogeochemical cycles (carbon, nitrogen, oxygen, phosphorus, sulfur,
hydrologic cycle)
o Describe ecological niches.
Skill: Students should be able to:
o Identify biogeochemical cycles
o Draw a food web that shows the flow of energy
o Extend ecosystem ecology concepts to an example case
Science Concept Background:
 How the biogeochemical cycles recycle nutrients and how energy flows through trophic levels in an ecosystem.
See Teaching Tips for helpful definitions on these subjects. All answers to leading questions and worksheet
questions can be found in this lesson plan.
 This lesson can be tailored to incorporate specific animals and life forms in the school district’s ecosystem. This
could be done to help relate the exercise to relate more directly to the students. Questions and the power point
can be altered.
Materials: Power Point of background information (slides are at end of lesson), Washington department of Fish and
Wildlife “Washington’s Sea Stack Shoreline” poster and assessment worksheet (end of lesson). One poster and
worksheet should be printed per student in the classroom.
Procedure:
First, ask the class what they already know about coral reefs. Then, access the first power point slide. Give the students
an example of trophic levels and ecological niches that may take place in a system like this. Next, ask the class the
following leading questions in reference to the power point slides located at the end of this lesson plan. This will take
about 10 minutes. More time can be allotted for questions if the instructor feels it is necessary.
 Question: What is an example of a biogeochemical cycle that is happening in this coral reef picture?
Answer: Could be Hydrologic cycle or Carbon cycle etc.
 Question: Does this fish in the picture have an ecological niche?
Answer: Yes, one of its specific niches could be its bright coloring to blend in with its habitat of colorful coral
reefs.
 Question: Is the fish a primary consumer, secondary consumer or a decomposer?
Answer: the fish is most likely a primary consumer although some fish could be secondary consumers.
Divide students into groups of 4. Once in groups, give each group a copy of the “Washington’s Sea Stack Shore Line”
poster, and give each student a copy of the Ecosystem Scavenger hand out. Let the students answer the work sheet by
using the poster. Incorporate formative assessment by asking your students how they are doing on the hand out, or by
walking around the classroom and checking their progress from time to time. This exercise will take the rest of the class
period. A summative assessment will be done once the hand outs are collected at the end of the lesson. The summative
assessment should be done by grading the completed work sheet. The work sheet as is should be worth 20 points (6
points for the first question, 4 points for the second question, 4 points for the third question, 6 points for the fourth
question). The instructor can adapt the work sheet and distribute points as needed for the individual classroom
scenario.
Extension(s): This lesson could be extended by researching oceanic food webs on the internet and then having the
students compile more complex food webs.
Teaching Tips:
Helpful website:
 "NOAA coral reef conservation program." National Ocean Service, 26/07/2011. Web. 5 Dec 2011.
<http://coralreef.noaa.gov/>.
Helpful definitions:
 Coral Reefs- formed by massive colonies containing billions of tiny coral animals called Polyps. Polyps secrete a
stony substance called Calcium Carbonate around them for protection. When the corals die, their empty outer
skeletons form layers which cause the reefs to grow. They are found in coastal zones of warm tropical oceans.
 Biogeochemical cycles- natural processes that recycle nutrients in various chemical forms from the nonliving
environment to the living environment and then back to the nonliving environment.
 Ecological Niche- The role of a species in an ecosystem. This includes all physical, chemical and biological
conditions that a species needs to live and reproduce in an ecosystem.
 Trophic Levels- All organisms that are the same number of energy transfers away from the original source of
energy that enters the ecosystem. This original source of energy is usually the sun.
o Producers- Belong to the first trophic level
o Primary Consumers- Belong to the 2nd trophic level. These organisms are herbivores so they feed on
plants.
o Secondary Consumers- Organisms that feed only on primary consumers
o Decomposers- Organisms that digest dead organisms and wastes of living organisms by breaking down
the organic molecules in those materials. Most chemicals get returned to the soil and water for reuse.
By: Jessica Giblin, Fall 2011, for Ellensburg High School
Worksheet questions for Ecosystem Scavenger Hunt for Environmental Science:
1) Identify a biogeochemical cycle that is occurring in the poster. Explain which cycle you found and what is
happening. Please use at least three sentences.
2) List an example of each. The organism could be located in Washington’s ocean or at the shore line.
a. Primary Consumerb. Secondary Consumerc. Tertiary consumerd. Decomposere. Producer3) Pick a species that you find most interesting. What do you suppose that specie’s niche is?
4) Draw a food web of the coastal ecosystem below. Include 5 organisms, and arrows to show how the energy is
flowing.
Answers
1) Students could answer with any of the biogeochemical cycles, as long as they provide a three sentence
explanation to support their choice.
2) Producer- algae, coral, kelp
Primary consumer- some species of insects, birds, shrimp and snails
Secondary consumer- seals, some species of fish, pelican
Tertiary consumer- eagle, sea lion, killer whale
Decomposer- worms, bacteria, fungi
3) Student could answer with any species in the picture, as long as they support their answer by describing the
niche of that species.
4) Food chain example: plankton -> shrimp -> fish -> sea lion -> fungi. Any combination of at least one organism
for each trophic level is acceptable.
• PRIMARY
• SECONDARY
DECOMPOSERS