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Karin Westerling
AEKWesterling@aol.com
Target Audience :
This lesson was developed for the ecology unit of biology and sheltered-English biology
courses.
It may also be suitable for life science, integrated science, environmental science courses.
Background Information:
Teacher notes:
1. Students create a simple, imaginary ecosystem. They describe the interrelations
between the species inhabiting the ecosystem and their physical environment. They then
imagine an alteration in their environment and project the impact that such a change
would have on the organisms living in their ecosystem. (The teacher may wish to limit
the type of change in order to emphasize a specific concept.) Finally, they suggest
methods to mitigate the impact of the change.
Student requirements:
The lesson does not assume a specific vocabulary base, but concepts suggested by the
following terms should be understood: food chain/food web; producer; primary,
secondary and tertiary consumer; decomposer; pyramids of energy, mass and number;
community; population; niche; threatened species; endangered species; extinction.
Preparation time and materials:
Minimal prep time is required to gather the materials. Materials are listed in the student
instructions.
Lesson :
The student handout is below. An example project follows the student instructions.
Author :
This is an original activity, but I imagine that similar activities exist. As with all lesson
plans, it is a living document which is undergoing constant modification. Ideas for
improvement are appreciated. Please write to:
Karin Westerling
Moreno Valley High School
23300 Cottonwood Avenue
Moreno Valley, CA 92506
AEKWesterl@aol.com
DESIGN AN ECOSYSTEM
Introduction :
There is a very old biology joke which goes like this:
In today's activity, it's not a joke. You are to create several species in a unique ecosystem.
You will describe your species' niche as well as their reproductive habits. You will then
prepare an Environmental Impact Report (EIR) describing the expected effects of an
environmental disturbance (e.g. flood, paving over the ecosystem to make a Wal-Mart
parking lot, Snark hunting, introduction of a foreign species, etc.).
Hints:
1. Keep it simple. Since the end of the term is near, you won't have a billion years to do
this activity.
2. Look ahead. Consider the conditions associated with species endangerment while you
plan your ecosystem. That way your EIR will be more interesting.
Materials: Poster paper, color markers, notebook paper, pen/pencil, ideas
Method :
1. Form a group of 2-4 students.
2. Your mission is to design and artistically depict an ecosystem.
3. Here are some hints:
A. Location: Your ecosystem may be anywhere, including other planets!
B. Biological community: Imaginary organisms are very welcome.
Include at least one species of each of these:
i. Producers
ii. Primary consumers
iii. Secondary and higher level consumers
iv. Decomposers
For each species be sure to include its:
i. range
ii. population size
iii. reproductive behavior (mating rituals, fertilization method,
number of offspring, care of offspring, etc.)
iv. a. nutritional requirements, if an animal, or soil and water
requirements, if a plant
b. position in food web
v. sensitivity to environmental insults
vi. any known usefulness/attractiveness to humans
C. Physical components: Your species must be appropriate for their
physical environment. Be sure to consider:
i. Climate: temperature, seasons, humidity and precipitation
ii. Surface conditions: soil minerals, soil texture, water, grade
(slope)
4. Now that you have created a beautiful ecosystem, add a disturbance. Your disturbance
may be spontaneous or man-made; intentional or unintentional, or a combination of these.
You are not limited to the following:
A. Climate change: warming, cooling, change in water availability.
B. Direct human interference: hunting/harvesting, land clearing,
pesticides/herbicides, introduction of a foreign species, etc.
5. Identify the effect of the disturbance on the species in your ecosystem. Use the list
below to help you make the following declarations:
A. Extinct: Species which are completely decimated.
B. Endangered: Species which are in imminent danger of extinction.
C. Threatened: Species which are at significant risk of becoming
endangered but are not in immediate danger of becoming extinct.
D. No expected change: Species with moderate to large populations,
whose numbers are expected to remain stable.
E. Increased: Species whose populations increase. May be potential
pests.
6. Prepare your EIR describing what happens to each species.
The EIR should also state why you are making your predictions.
Include ideas for mitigation (lessening) of the environmental impact.
Be prepared to share your results with the rest of the class.
Birds are very sensitive to DDT and related pesticides which cause thinning of their
eggshells. Compare birds with cockroaches, which are not very sensitive.
Some plants have very specific requirements for light; too much or too little sunshine will
kill them.
5. Low Fecundity: Species produces few offspring. Note: species which care for their
young either before birth (long pregnancy) and/or afterwards have fewer offspring than
those who do not.
6. High Human Value: Species has characteristics that make it valuable to humans. Many
animals have been hunted to endangerment, or even extinction, for their beautiful
plumage or fur. Wild plants and fungi may also be over-harvested if they are particularly
tasty or contain useful medicine.
1 CONSUMER: Go Fish
i. range: many reservoirs such as Lake Perris
ii. pop size: moderate
iii. reproduction: following a mating ritual in clear water the
females lay eggs & the males fertilize the eggs externally,
males guard nest until eggs hatch, babies receive no care nor
assistance
iv. nutrition:
a. Norse Sea Lily & other plant roots
b. are eaten by MoVal Vikings who like them better than Lilies
but not as much as mead.
v. sensitivity: eggs are sensitive to chemical pollutants, adults
are pretty tough
vi. humans use: sport and food fish
vii. climate: any temp above freezing & below 50 C
viii. surface: lives in water
1 CONSUMER/DECOMPOSER:
Yeast Beast
i. range: very limited, only in Mead Bee hives
ii. pop size: moderate in hives, zero elsewhere
iii. reproduction: high fecundity: usually asexual budding
iv. nutrition:
a. eats nectar and pollen brought to hive by bee excretes mead
b. Vikings drink mead. Vikings really like that mead
v. sensitivity: low sensitivity to chemicals
vi. humans use: no known use
vii. climate: warm & moist
viii. surface: live in hive which protects them from climate
extremes
SAMPLE EIR
ENVIRONMENTAL CHANGE:
A gravid (pregnant) Lily Weevil is inadvertently introduced into the valley. The Lily
Weevil eats immature Norse Sea Lily fruit. Worse yet are its reproductive habits. It
parasitizes hymenopterans by stinging them into paralysis and laying a single egg in the
abdomen of each insect. The Weevil larva then feeds upon its host from the inside out!
Needless to say, this is an experience which a Mead Bee does not survive.
IMPACT ON SPECIES:
Extinct : At this time it is not possible to tell whether any of these organisms would
actually go extinct. However endangerment, by definition, means that a species might go
extinct in the near future.
Endangered:
Mead Bee: Bees are being massacred by the Lily Weevil, a newly introduced species.
Yeast Beast: Yeast Beasts are totally dependent on Mead Bees. If the Mead Bee dies out,
so will the Yeast Beast.
Norse Sea Lily: Not only do Weevils eat their fruit before their seeds have formed, they
also parasitize the Lily's only pollinator. The Lily may not be able to reproduce in the
presence of the Weevil. Finally, human predation may also contribute to their demise.
Threatened:
MoVal Viking: The Vikings could loose three important food sources: Lilies, Go Fish,
and mead. Fortunately, Vikings have other food sources available to them.
Go Fish: Go Fish would loose a major food source. Also Vikings may predate more
heavily upon the fish since the Vikings no longer have Lilies and mead.
No Change :
Ship Worm: One way or the other, there will be plenty of dead for the Ship Worm to eat.
Increased:
Lily Weevil: Since the valley is full of food (Lilies) and reproductive opportunities
(Bees), Weevils may increase in population. Contributing to their increase is the lack of
natural predators such as Leaping Lizards which eat them.
MITIGATION :
Pesticides: Some pesticides kill Lily Weevil effectively; but others are no longer
effective since the Lily Weevil has evolved resistance to them. Also, the same pesticides
that kill Weevils, kills Mead Bees. This solution has only limited viability.