EXPLORING ECOSYSTEMS
Lesson Plan
TARGET AUDIENCE
Fourth through Seventh grade
STANDARDS
VA grades 4-6: Scientific Investigation, Reasoning, and Logic; Living Systems; Resources;
Force, Motion and Energy; Living Systems
VA grade 7: Life Science LS.7-LS.11
MD grades 4-7: Skills and Processes; Life Science; Environmental Science
DC grades 4-7: Scientific Thinking and Inquiry; Life Science; Resources; Ecology
* See page 4-6 for an in-depth list of standards of learning covered in this program.
OVERARCHING GOAL
To investigate the relationships between plants, animals, and the environment in ecosystems.
STUDENT OBJECTIVES
1. Students will identify interactions of humans, plants, animals, and
environmental/non-living factors from within an ecosystem (forest, river, or estuary)
based on their needs for food, water, shelter and energy.
2. Students will compare and contrast the components of their ecosystems with the
Biodiversity Wall in the Discovery Room, and will look for components of
ecosystems in the Hall of Mammals.
STUDENT OUTCOMES
1. Students will demonstrate an understanding of the concept of an ecosystem through
group presentations and discussion of how humans, plants, animals, and
environmental/non-living factors interact and are dependent on one another.
MATERIALS, RESOURCES, TIME, SPACE
Materials: labeled objects representing different plants and animals; laminated cards depicting
environmental/non-living factors; large poster-size paper; markers; Exploring Ecosystems/ Hall
of Mammals Activity Sheet.
Time: 45 min. in the Discovery Room.
Space: Discovery Room, Hall of Mammals.
= denotes special needs lesson accommodations.
1
PROCEDURE
Introduction/Brainstorming on Ecosystems with Docent (5 min.):
Welcome school group and begin the brainstorming session by asking the following questions:
What is an ecosystem? What can be found in an ecosystem? What are examples of different
ecosystems? How do the plants and animals in an ecosystem interact with each other and with
their environment within an ecosystem? Explain that the Biodiversity Wall in the Discovery
Room shows plants and animals from ecosystems within 50 miles of Washington, DC. Use an
interaction on the Wall to help illustrate the ecosystem concept. As they brainstorm list the
components of an ecosystem and draw lines showing possible interactions. Explain that
plants, animals, fossils, rocks, and human artifacts are collected and studied by some
scientists in the Museum in order to learn how they fit into different ecosystems. Today, you
are going to be just like one of those scientists and you are going to be working in teams to
design an ecosystems exhibit.
Activity (20 min.):
Divide students into groups of 4-5. Provide each group with 9 objects and laminated cards
representing plants, animals, and environmental/non-living factors from a single ecosystem
(forest, river, or estuary).
For spatial and processing disorders, pictures of every object will be available in the
Biodiversity Field Guide to make sure students are able to visualize the whole animal
or plant.
Tell students they are scientists who have been asked to make an exhibit showing the
relationships between components of an ecosystem. Ask students to arrange the objects in a
spiderweb-type design that reflects how the plants, animals, and environmental/non-living
factors might interact in an ecosystem. Students will be given a Biodiversity Wall Field Guide
and other field guides which they can use to get species descriptions and other information
about interactions between plants, animals, and their environment. Students record the
arrangement of their ecosystem web on a large poster-size sheet of paper. Then, they draw
lines with arrows between parts of the ecosystem web, and write a description of the
interaction above the lines.
Note to teacher: The Field Guides are written at a 6th grade level. If a student
refuses to read the guide they probably can’t. Please inform docent beforehand so
that you or someone else can read it out loud so as to not embarrass the student.
Activity Sharing (5 min.):
Students present their poster-sized representations of ecosystems, noting one interaction that
was new or interesting to them.
Discussion (10 min.)
Docent explains to students that ecosystems are complex and always changing – never static.
Docent will remove an object from each ecosystem web and asks students to consider what
would happen to their ecosystems with the removal of that object. Students volunteer
suggestions as to how the three ecosystems will change because the depletion or absence of
this object. As they suggest interactions or the deletion of interactions, docent may cross out
lines between the ecosystem and the object to emphasize the point. Discuss their
2
suggestions. Consider examples depending upon the direction of the class’s discussions thus
far.
Closure and Introduction to Post-Activity in Museum (5 min.)
Thank the students and their teachers for coming. Explain that they are now going to go to the
Hall of Mammals to examine the different ecosystems represented from different continents of
the world. Their challenge is to look for plants, animals, and environmental/non-living factors
from a global ecosystem depicted in the Hall, and to compare and contrast the local
ecosystems they saw in the Discovery Room with these global ecosystems. Distribute
Exploring Ecosystems/ Hall of Mammals Activity Sheet for them to complete while in the
Museum.
Alternate Activity for a special education group or ADHD group:
Students can focus on the characteristics of one animal but still see the connections of
the whole ecosystem.
Each child or group of 2 – 3 children is assigned an animal or object with a card of
information about that animal or object. Or, they can also get a field guide page (or
adapted page) with information about their animal. After they have read the material,
have the children go around and introduce their animal. Ask the students to think about
who their animal or object is connected to as they go around doing their presentations.
Give one group a ball of yarn and ask them to hold the end of the string. As a group they
need to decide one animal/object they are connected to and why. For example “I have
the sun, I am connected to a fern because plants use the sun to make food.” The next
student group will pass the yarn to another group and state the connection. They can
connect more than once but all groups should get the yarn at least once.
Example for the importance of relationships within ecosystems: Tell the students you
know that bald eagles are endangered meaning there are not very many of them left.
What would happen if they became extinct meaning there were no more bald eagles? To
demonstrate this have the bald eagle group let go of their string and the web will fall
apart.
3
STANDARDS
VA Grades 4-7
 4.1: a) Distinctions are made among observations, conclusions, inferences,
and predictions
 4.5: Students investigate and understand how plants and animals in an ecosystem
interact with one another and the non-living environment. Key concepts include:
b) organization of communities;
c) flow of energy through food webs;
d) habitats;
e) life cycles;
f) influence of human activity on ecosystems.
 4.8: Students will learn about some of Virginia’s natural resources. Key concepts are:
a) water resources;
b) animals and plants;
d) forests.
 5.1: e) Data are collected, recorded and reported using a diagram.
 6.2: b) Students will understand the role of the sun in the formation of energy sources.
 6.7: Students will investigate and understand the natural processes and human
interactions that affect watershed systems: Focus will be on:
c) river systems and processes;
d) estuaries.
 Grade 7:
o LS.7: Students will investigate and understand that organisms within an
ecosystem are dependent on one another and on non-living
components of the environment.
Key concepts are:
b) interactions resulting in flow of energy and matter throughout system
c) complex relationships within terrestrial and freshwater ecosystems.
d) energy flow in food webs.
o LS.8: Students will investigate and understand that interactions exist among
members of a population.
o LS.9: Students will study interactions among populations in a biological
community. Key concepts are:
a) relationships among producers, consumers and decomposers;
b) relationships between predators and prey;
c) competition and cooperation;
d) symbiotic relationships.
o LS.10: a) Students will understand the difference between ecosystems and
biomes.
b) Students will learn the characteristics of land and freshwater
ecosystems.
o LS.11: Students will investigate and understand that ecosystems are dynamic
and change over time.
MD Grades 4-7
 Standard 1.A.1. Gather data from different forms of scientific investigations including
print sources and personal observations.
a) Support investigative findings with data found in books.
e) Follow directions and keep accurate records of one’s work for
4



comparison.
Standard 1.B.1.a) Develop explanations using knowledge possessed and evidence
gathered from print resources, observations and investigations.
b) Offer reasons for their findings and consider reasons of others.
Standard 1.C.1 Recognize that clear communication is an essential part of science.
a) Make use of a diagram to summarize data.
b) Submit work for the critique of others which involves discussing
findings.
Grade 4 Standard 3.F.1 Explain ways that individuals and groups of organisms
interact with each other and their environment.
a) Identify and describe the interactions of organisms present
in a habitat: competition, beneficial interactions, roles within
food chain and webs.
b) Explain that changes in habitat are sometimes beneficial to
it and sometimes harmful.

Grade 6 Standard 3.F.1.a) Explain that populations increase and decrease relative to
the availability of resources and conditions of environment.
b) Identify and describe factors that could limit populations
within environment.
c) Explain competition for resources.
 Grade 7 Standard 3.E.1 Explain that the transfer and transformation of matter and
energy links organisms to one another and their physical
setting.
 Grade 7 Standard 6.A.1 Recognize and explain the impact of a changing human
population on the use of natural resources.
DC Grades 4-7
Grade 4:
 4.1.2: Explain that clear communication is an essential part of scientific inquiry
 4.1.5: Support statements with ideas and data found in print media.
 4.7.1: Organisms interact with one another in various ways.
 4.7.2: Recognize that some source of energy is needed for all organisms to stay alive
and grow.
 4.7.10: Investigate an ecosystem of the Chesapeake Bay watershed and wetlands and
describe how they support a wide variety of plant and animal life that interact
with living and non-living things.
Grade 5:
 5.1: Scientific progress is made by asking relevant questions and conducting careful
investigations.
 5.9.3: Explain how organisms can cause changes in their environment to ensure
survival, and these changes may affect the ecosystem.
 5.9.5: Explain how changes in an organism’s habitat are sometimes beneficial and
and sometimes harmful and changes to the environment have caused death,
migration and extinction.
5
Grade 6:
 6.1: Scientific progress is made by asking relevant questions and conducting careful
investigations.
 6.1.6: Locate information in reference books.
 6.6.1: Describe why water is essential for life and also for human activities.
 6.6.8: Explain the important role of the water cycle within a watershed.
Grade 7:
 7.1: Scientific progress is made by asking relevant questions and conducting careful
investigations.
 7.1.6: Use a diagram to serve as a visual display of evidence for claims and/or
conclusions.
 7.8.1: Recognize that in all environments, organisms with similar needs and living
strategies compete with one another for resources.
 7.8.2: Describe how two types of organisms may interact in a competitive or
cooperative relationship.
 7.8.4: Create a food web to explain how energy and matter are transferred.
 7.8.7: Describe how a population of organisms is held in check by one or more
environmental constraints.
6
EXPLORING ECOSYSTEMS
Background Information for the Teacher
Information about Ecosystems
An ecosystem is a naturally occurring assemblage of organisms – plants, animals, and other
living organisms – living together within their environment, functioning as a loose unit.
Ecosystems are one of the basic units of ecology, which is the study of the relationships
between organisms and their environment. Ecology also includes the study of individual
organisms, populations of individual species, or communities of many species in relation to
their environment. Scientists who study ecosystems are called ecologists. Ecosystem level
ecologists study the interactions within and between communities in relation to environmental
factors. Ecosystem ecologists may study the energy flow and nutrient cycling within a system.
They may also study food chains, or how organisms that decompose dead plants and animals
provide a base for the entire system.
An ecosystem is a dynamic and complex whole, interacting as a unit. Energy and matter flows
between the components of an ecosystem. The organisms in an ecosystem are usually well
balanced with each other and with their environment. This balance is achieved through
various interactions such as predation, competition, parasitism, mutualism, and
commensalism. The needs of the organisms, including food, water, and shelter, are met by
other organisms and by nonliving factors in their ecosystems.
Ecosystems are very complex, and their balance can be affected by even small changes in
living or nonliving factors. Changes may be natural or caused by humans. Climate changes,
introduction of new environmental factors or new species, or the removal or extinction of a
species or factor in the environment, can have widespread results. Humans also interact with
their ecosystems in both positive and negative ways. Humans obtain many of their needs from
components of their ecosystems, and may rely on specific ecosystems for agriculture,
commerce, tourism, and other uses.
The size of an ecosystem can vary. It may be a whole forest or a small pond. Ecosystems are
often separated by geographical barriers, like deserts, mountains, or oceans, or are isolated
such as lakes or rivers. These borders are never rigid, though, so ecosystems tend to blend
into each other. As a result, the whole earth can be seen as a single ecosystem, or an
individual lake can be divided into several ecosystems, depending on the scale used.
Biomes are related to ecosystems but are not the same thing. Biomes are major regional or
global communities that are characterized by the dominant forms of plant life and the climate.
Examples of biomes include temperate forests, grasslands, and deserts. Ecosystems may
include one or more biomes depending on the size of the ecosystem in question.
7
Example of Pond/Lake Ecosystem
Image courtesy of http://www.ecosytem-health-network
Image courtesy of http://www.mdk12.org
Glossary
8
abiotic Adjective. Non-living.
assemblage Noun. Group.
biodiversity Noun. The variety of organisms living within a specific habitat or region, or the world as a whole.
biome Noun. A major regional or global biotic community, such as a grassland or desert, characterized by the
dominant forms of plant life and the prevailing climate.
biotic Adjective. Living.
carnivore Noun. An organism that eats animals.
commensalism Noun. A relationship between two organisms in which one benefits while the other is unaffected.
community Noun. A group of plants and animals living and interacting with one another in a specific region under
relatively similar environmental conditions.
competition Noun. The demand by two or more organisms for limited environmental resources, such as
nutrients, living space, or light.
component Noun. A part of a system.
deciduous Adjective. Losing leaves at the end of the growing season.
diversity Noun. Variety or difference; a mix.
ecology Noun. The science of the relationships between organisms and their environments.
ecosystem Noun. A community of living organisms, together with their environment, functioning as a unit.
environment Noun. The combination of external physical conditions that affect and influence the growth,
development, and survival or organisms.
filter feeder Noun. An animal that lives in water and feeds by filtering microscopic material from the water.
habitat Noun. The area or environment where an organism normally lives or occurs.
herbaceous Adjective. Lacking wood or xylem within its structure; a non-woody plant.
herbivore Noun. An organism that eats plants.
interbreed Verb. To breed with another species.
introduced Adjective. Brought into and established in a new place or environment. Plants and animals that are
introduced in a specific area are not native to that area.
invertebrate Noun. An animal without a backbone or spinal column.
migrant Noun. An organism that changes location, usually by moving from one region to another between
seasons.
migrate Verb. To change location, usually by moving from one region to another between seasons.
mutualism Noun. An association between two organisms in which both organisms benefit.
niche Noun. The function, position, or space occupied by an organism within a habitat or ecological community.
nocturnal Adjective. Active at night.
non-vascular Adjective. Lacking vessels that carry fluids or nutrients.
omnivore Noun. An organism that eats both plants and animals.
organism Noun. An individual form of life, such as a plant, animal, fungus, bacterium, or protist.
parasitism Noun. A relationship between two organisms in which one, the parasite, benefits at the expense of the
other, the host.
permanent resident Noun. A bird or other animal that lives in one area and does not migrate.
photosynthesis Noun. A process used by plants to convert water, carbon dioxide and sunlight into
carbohydrates and oxygen.
pollinate Verb. To transfer pollen from the anther, or male part, of one flower to the stigma, or female part, of
another flower. Pollination allows plants to reproduce.
population Noun. All the organisms that make up a specific group or live in a specific habitat.
predation Noun. The capturing of prey as a means for obtaining food.
range Noun. The geographic region in which a plant or animal normally lives or grows.
species Noun. A group of organisms that share common characteristics and are able to reproduce with one
another. The seventh largest grouping of organisms in the scientific system of classification.
specimen Noun. An individual used to represent a group, such as a scientific genus or species.
subspecies Noun. A smaller group of organisms within a species that live in a specific geographic range and
may have different coloration or characteristics than other organisms of that species. Different subspecies
are still part of a single species because they can reproduce with one another.
substrate Noun. The surface or ground.
territory Noun. An area occupied by a single animal, mated pair, or group, that is often defended against
intruders, especially of the same species.
vascular Adjective. Having vessels that carry fluids or nutrients.
vertebrate Noun. An animal with a backbone or spinal column.
wetlands Noun. A wet area, such as a marsh or swamp.
woody Adjective. A plant with wood or xylem within its structure.
Resources
9
Suggested Web Sites:
Chesapeake Bay Foundation
http://www.cbf.org
Missouri Botanical Gardens
Biomes of the World, Freshwater Ecosystems, and Marine Ecosystems
http://mbgnet.mobot.org/sets
Institute of Ecosystem Studies
http://www.ecostudies.org
Defenders of Wildlife
http://www.defenders.org/
National Wildlife Federation
Field guides
http://www.enature.com/fieldguides/
Office of Naval Research
Habitats
http://www.onr.navy.mil/focus/ocean/habitats/default.htm
National Geographic Society
Habitats
http://www.nationalgeographic.com/geographyaction/habitats/
National Geographic Society and World Wildlife Federation
Ecosystem video, audio, and photography
http://www.nationalgeographic.com/wildworld/featured.html
World Wildlife Fund
Local Links for Biodiversity, Washington DC, Museums and Nature Centers
http://www.biodiversity911.org/LocalLinks/WashingtonDC_MNC.html
Suggested Books:
Begon, M., Harper, J.L. & Townsend, C.R. (1996). Ecology: Individuals, Population, and Communities.
Cambridge, MA: Blackwell Science.
Ricklefs, R.E. (1990). Ecology. NY: W.H. Freeman and Company.
References
Begon, M., Harper, J.L. & Townsend, C.R. (1996). Ecology: Individuals, Population, and Communities.
Cambridge, MA: Blackwell Science.
Burton, D. (1996). Ecology of Fish and Wildlife. Albany, NY: Delmar Publishers.
Krebs, C.J. (1994). Ecology: The Experimental Analysis of Distribution and Abundance. NY: Harper Collins
College Publishers.
Pickett, S.T.A., Kolasa, J. & Jones, C.G. (1994). Ecological Understanding. San Diego: Academic Press.
Ricklefs, R.E. (1990). Ecology. NY: W.H. Freeman and Company.
Valiela, I. (1995). Marine Ecological Processes. NY: Springer-Verlag.
10
EXPLORING ECOSYSTEMS
Activity Sheet #1
Ecosystems in the Hall of Mammals
Name _____________________________________________________________________
Complete the chart for one of the following ecosystems in the Hall of Mammals: North
American temperate forest; North American frozen north; African savanna; African desert;
South American rainforest; Australia.
List at least 5 plants
and animals you see in
this ecosystem.
List non-living
components you see in
this ecosystem (water,
shelter, etc.).
HINT: You may need to carefully look, listen, and read the backgrounds, painted pictures, and written
descriptions in the Hall to find more information and some of the non-living components!
In the Discovery Room, you saw examples of water sources, flowering plants, trees, insects
and other invertebrates, fishes, amphibians, reptiles, birds, and mammals from several local
ecosystems. What specific types of environmental factors, plants, and animals were MISSING
in the Mammals Hall global ecosystems?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
11
EXPLORING ECOSYSTEMS
Post Activity #1 to do in the Classroom
Schoolyard Ecosystems
Objectives:
1. Students will identify plants, animals, and environmental/non-living factors that
compose a local ecosystem (schoolyard).
2. Students will sort and arrange plants, animals, and environmental/non-living factors
from within an ecosystem (schoolyard) according to potential interactions.
Time: Two 55-minute periods (could be longer depending on complexity of project)
Materials: Activity sheets from Museum visit; reference books on ecosystems; white paper
and colored pencils; large poster-size paper; markers; string; glue; a variety of natural objects
found in the schoolyard; pictures of various plants, animals, and habitats.
Post Activity Discussion (10 min; Day 1)
Students share their findings from the Exploring Ecosystems lesson and the Hall of Mammals
visit. Teacher lists the additional characteristics and vocabulary about ecosystems as students
presents their findings.
Post Activity Problem Solving/Application (45 minutes, Day 1; 35 minutes, Day 2)
Introduce the “problem” students will solve. You are scientists at NMNH who have been asked
to make an exhibit showing the relationships between components of a local ecosystem. Ask
students to arrange the objects in a web-type design that reflects how the plants, animals, and
environmental/non-living factors might interact in an ecosystem.
1. In the classroom, students compile a list of the plants, animals, and nonliving/environmental factors they will include from the local ecosystem. Reference
books may be used to determine which species can be found locally.
2. Student groups assemble a variety of natural materials from the schoolyard that
represent plants, animals, and non-living/environmental factors from the local
ecosystem. When they cannot collect the objects (i.e. live insects), they should use
white paper and colored pencils to make field drawings.
3. Back in the classroom, students supplement the natural materials and field drawings
they have collected to represent components of the ecosystem with pictures cut out
from magazines. Teacher circulates and asks questions to guide them.
4. Students use string and glue to attach objects, drawings, and pictures to a large
poster-size sheet of paper in a web design. Students draw lines with arrows and
descriptions of interactions between parts of the ecosystem web.
Post Activity Presentation (20 minutes):
Members from each group present their ecosystems and explain how their exhibit
demonstrates the components of ecosystems and the interactions between those components.
12