DOCUMENT RESUME

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AUTHOR Abbott, Perlin M. TITLE Communities in Nature. Environmental Ecological Education Project. Revised Jane, 1972. INSTITUTION Parkway School District, Chesterfield, Mo. SPANS AGENCY Bureau of Elementary and Secondary Education (DHEW/OE), Washington, D.C. PUB DATE Jun 72 NOTE 47p.

EDRS PRICE MF-$0.75 HC-$1.85 PLUS POSTAGE DESCRIPTORS Biology; Conservation Education; *Curriculum Guides; *; *Elementary School Science; *Environmental Education; *Instructional Materials; Interdisciplinary Approach; Learning Activities; Natural Resources; Primary Grades; Teaching Guides IDENTIFIERS Elementary Secondary Education Act Title III; ESEA Title III

ABSTRACT This unit, an interdisciplinary ecological approach to study communities in nature, considers various types of relationships such as utualism, commensalism and succession to determine general characteristics of a and interrelationships between communities. Designed for primary school children, food chains, food webs, reproduction, and job opportunities related to communities in nature are presented. The unit includes cognitive, psycho-motor and affective behavioral objectives, expected student criteria for evaluation, pretests and posttests, suggested methodologies for teaching each concept, relevant background information, a vocabulary list, student data sheets and a bibliography of both student and teacher resources. (MLB) U S DEPARTMENT OF HEAL TN EOUCATION 41.WELF AWE NATIONAL INSTITUTE OF toucattoft 4! {TIf Nfief 04,0 ,p k/4 A.' 1, a. 41, F1F p hoV h cu. ,44-....1%. .0%0.111,Pq «-%:. 1 .1 A ow csg,Ni()% A t k iPc hoT NT t t tlot Pi.r1 ,/ ,A, 011 01 C/1.( 4. 1 .1114 04 Ci. ,c BEST COPYFrILABLE

ENVIRONMENTAL ECOLOGICALEDUCATION PROJECT

Parkway SchoolDistrict Chesterfield, Missouri

1011111111

DR. WAYNE FICK,Superintendent VERLIN M. ABBOTT,Project Director

Unit: Communities in Nature The work presented Revised, June, 1972. or reported herein was performedpursuant to a Title IIIESEA nrant administered by theMissouri State Departmentof Education. 331 COFYVALABLE

COMMUNITIES IN NATURE

"There is no other doorto knowledge than the doornature opens: there is no truthexcept the truth we discoverin nature."

Luther Burbank BEST COPY 111:111111BLE

Table of Contents

Page

Setting 1

Concepts 2

Behavioral Objectives 4

Pre-post Test 6

Background Information 9

Vocabulary List 19

Instructional Sequence 21

Additional Activities 32

Pre-post Test 28

Pre-post Test Answer Sheet 30

Pre-post Test Evaluation 31

Bibliography: Student 34

Bibliography: Teacher 36

Films 37

Data Sheets 39 BEST COP; rt',.M.A3LE

SETTING

The setting for studyingcommunities can be foundevery- where in the environment. For example, a pond,a rotting log, a milkweed pod, an anthill, a hive, a creek, a school,and man's community, all providethe needed learningopportunities.

Included in this unityou will find specific information about a tree community; a vocabulary list ofnew words helpful in understanding theconcepts and objectives; fiveenviron- mental community factors;and worksheets for thestudents.

You will find examples ofvarious types of relationships including mutualixm,commensalism and succession. The importance of reproduction,and competition andthe inter- relationships between communitieswill also be explained.

Included in the unityou will find section on how the general characteristicsof a community applied to a tree community. Use this as a model foryour ..eaching.

We have attempted to writethis unit using threetypes of behavioral objectives. They include: 1) cognitive objectives which test the child'sstorage of knowledge; 2)psychomotor objectives which let thechild actually performactivities; and 3) affective objectiveswhich allow the childto express his own feelings andemotions (his personalevaluation).

We have written this unitusing an interdisciplinary approach to learning. It is designed for theprimary level but could be easilybe adapted to theupper grades.

Do not feel you mustuse all the behavioral objectives' that we have listed. Feel free to choosethose that areappro- priate to your particular grade level and interests. Also feel free to modify the statedobjectives foryour own use or write additional objectives. If you change theobjectives, besure to alter the pre-posttest and evaluation ofthe unit to fit the new behavioralobjectives.

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CONCEPTS

I. A community is a group of living organismsconsisting of and animalsinteracting with eachother in a particular place.

There are non-living environmental factorswhich are important to allcommunities.

A. Light B. Temperature C. Air D. Water E. Soil type and bedrock

III. Seasons will affect thelife cycle ofcommunities. rv. Plants are the basisof almost allcommunities. V. Man's community isman controlled and thusartifical. VI. Plants and animals ina community affect eachother. VII. Many types of relationships that deal with thefood chain or food gatheringgo on in communities.

A. Producers B. -eating organisms C. Animal-eating organisms D. Parasites E. Scavengers F.

III. A community provides an environment for reproductionto take place in orderto continue the . IX. There is competition between animals ofdifferent kinds and between thoseof the same kind. This is also true of plants.

X. A type of relationship which may exist ina community is . BEST COPY ttil:t.diABLE

XI. Atype of relationship whichmay exist in a community is commensalism.

XII. Many communities change throughtime. One kind of commuity can replace another ina given location. This series of events is called succession.

XIII. The last community todevelop in a given locationis called a . A climax community is ableto reproduce itself for hundredsof years.

XIV. There are manycareers which a personcan purGue that are related to communitiesin nature.

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BEHAVIORAL OBJECTIVES

Upon completion of the unitor at the time when the teacher

feels the concept hasbeen covered. . .

Concept Number a-

I. 1. All the children will beable to recognize thata community is agroup of animals and plants living together.

I. 2. Individually or in smallgroups, all the children will be able to drawan example of a community.

II. 3. All the students be able to list (in writing) or describe orally five non-livingenvironmental factors in almost all communities.

III. 4. Ninety percent of the classwill realize that changing seasons affect life in communities.

IV. 5. Ninety percent of the childrenwill know that plant life is the basis of allcommunities.

V. 6. Eighty percent of theclass will recognize thata man-made community isan artificial community.

VI. 7. Ninety percent of theclass will be ableto recognize that plant and animalcommunities affect eachother.

VII. 8. Eighty percent of the childrenwill be able to draw or write about a given example ofa and identify the producer andtwo consumers. VIII. 9. Ninety percent of the childrenwill be able torecog- nize that plants and animalsmust reproduce so that the species can goon.

IX. 10. All the children will beable to identify competition as the struggle between organismsfor food and life.

X. 11. The children will be ableto recognize a definition of mutualism as two organismsliving together and both benefiting. BEST COPYrtZtli,!:,-0..1:

XI. 12. Ninety percent ofthe class will beable to identify a given definition of commensalismas the interaction of two organisms where one derivesbenefits and the other is not hurt.

XII. 13. Eighty percent of the childrenwill recognizewhat is meant by theword "succession."

XIII. 14. Ninety percent ofthe children willbe able to identify a givendefinition ofa climax community. XIV. 15. Seventy percent of the students willbe able to list at least three possiblecareers related to ties in nature communi- and activitiesinvolved in eachcareer.

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PRE-POST TEST

I. Write T if the answer is true and F ifthe answer isfalse.

Behavioral objective and test questionnumber-- 1.1. A community is a group of plantsand animals living together.

4.2. Life in communities does not changewith theseasons. 5.3. All communities must contain plantlife. 6. 4. An artificial community isone which must be by man. controlled

9. 5. Plants and animals must reproduce inorder for the species togo on.

7. 6. Plant and animal communities donot affect eachother. II. rill in the blankswith correctanswer 3. 7. List the five non-living thingsthat are found inall communities. a. b. c. -- d. e..1111.11MENIUM.

One example ofa food chain isa cow, grass and Put them in the man. correct orderas they wouldappear in the food chain, and label them producerand .

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15.1 9. List three possiblecareers related to communitiesin nature, and three activitiesa person who held each job would perform.

A. B. 1. 2. 3. 3.

2. 3.

III. Complete these sentencesby putting thecorrect letter from the second columnon the blank line.

10. Succession is a. The last community to develop in a 11. A climax communityis given area. b. when one community 12. Competition is replaces another community. 13. Mutualism is c. when two organisms interact with 12. one 14. Commensaliim is benefiting and the other not hurt, such as the bludbird living in a woodpeckerhole. d. when organismsstruggle with each other for food or for life. e. when two organisms live together and both benefit. rv. On the back of this paper, draw an example ofa community. BEST CLWVWILABLE

PRE-POST TEST ANSWER SHEET

There are 15 points possible. Each question isworth 1 point. I. True and False

1. T 2.T 3. T 4. T 5. T 6. F

II. Fill in the blanks

7. air light, water soil temperature (3 out of 5must be correct to score one points

COW man

.N144441140414t, (All answers must becorrect an inproper orderbl'to score one point.

9. forest ranger state agriculturalagent conservationist sci.ance teacher urban planner Any of the aboveare acceptable. All 3 answers must be correct toscore one point.

III. Completion

10. b 11. a 12. d 13. e 14. c

IV. Drawings will vary and must be individuallyevaluated.

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BACKGROUND INFORMATION

In our worldwe find and open fields, forests-roads-meadows-hedgerows- swamps, rivers, smallstreams, lakes, ponds, flower beds,gardens, rotting logs, hills,bee hives, towns, cities, andcountless other areas. These may becon- sidered ascommunities.

Ecologists consider a biotic communityto be any collection of plants andanimals living in a given area whichare held together by theirrelationships with other. and dependenceupon each

On your school site you willfind plants, worms, and other small , , animals makinghomes that makeup a community. Around yourschool you might creek life, find a pondcommunity forest life,an anthill, oreven a community simple asa milkweed plant. as

When two differentcommunities meet an . and blend, thisforms An example wouldbe where the low-growing plants. forest meets the

Five basic factorsare needed for The first is a community tofunction. light, which isthe source of for green plants energy necessary to carry onphotosynthesis. directly or All animalsare indirectlydependentupon the food produced bygreen plants. substances

The second essential factoris temperature. is a limitingfactor in regard Temperature to plant and animaladaptation. Atmospheric gases are stillanother factor. Humidity andwater are very necessary forplants and animals tofunction and survive.

Finally, the substratum is thematerial organism lives. on which the This may alsobe a limitingfactor. Every living thing has a will forlife togo on. in orderto survive, all Consequently, species mustreproduce. this "greatwill to live", Because of all livingthingsseem to cooperate as well as tocompete withone another.

9 Cure Competition is a living factor that may limitpopulation growth. One definition of competitionis rivlary resulting from wanting or needing the same thing. Two organismsmay both need something that is in short supply. Animals compete for food and shelter; plants may interferewith each other for stun and water. If the competiton issevere one of the species may be eliminated completely, forced into anotherway of living, or compelled to move toanother geographicallocation.

There are many examplesof competitionto be found in nature. You can observe competitnh for sunlight bylooking at the comparative sizes of the leaveson trees. Trees under the canopies of larger trees willprobably have largeleaves which enable them to absorb as much sunlightas possible. Grasses and weeds compete for space inmeadows. In ponds you can find evidence of animals and smaller organismscompeting for food. Birds compete forspace when building theirnests. One example is the wren, which sections offterritory around its nest which no other is allowedto enter. You can find competition whenchildren playgames, line up, etc. You can observe competition in a city parkor street, or in a suburban garden where pigeons, sparrows, starlings, and other birds live together. Or watch the squirrelsfeeding and chasing andyou will soon realize thatmuch of the chasing that appears to be infun is in realitya form of competition.

The predator-preyrelationship isan important and part of any community, necessary for the predatorhelps to keep thepop- ulation in balance. Predators kill forfood and not out of hate for their prey. Examples of predator-preycan be found in watching birds eatingworms, fish eating other fish,and even in man himself as a hunter. These are easilyaccessible examples to demonstratethis conceptto children.

All living thingsare engaged in a constantsearch for nourishment. Thus the food chainbegins. The sun is the source of energy for life. But only green plantshave the ability to use the energy of sunlight tomanufacture energy- filled foods from inorganic matter. The animal kingdommust live on other livingthings with bothplants and animals as food. serving

The food chain beginswith a green plant,which is the producer. Next in line is thefirst-orderconsumer, the plant

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eater. One,two -r three meateaters mai follow inthe chain of nourishment tiv: ties the naturalcommunities together. Next in line in thefood chainare the decomposers, and mold, whichreduce consumers intoorganic and inorganic matter which returns to the soil. An example ofa simple food chain might be grass, cow, man, decayand grass. The cow eats the grass, man kills the cow forfood, man's waste products go back intothe soil, which inturn, again produces grass. Another simple examplemight be amouse eating a green plant, and then a mountain lion eatingthe mouse.

A differsfrom a food chainwhen, at any point along a food chain line, severalconsumers are competing for a producer. (See diagramon Data Sheet #1) There are other ways in which plants andanimals live together. They are calledcommensalism and mutualism. Commensalism isa common relationship inwhich one partner benefits and the otheris unaffected. One partner may derive food, transportation,or protection. An example is a vine growing on a tree. The vine benefits fromthe support of the tree and the tree remains unaffected. Other examples include bluebirds livingin a woodpecker'sabandoned home in a tree; cockroaches living in houses scavengingscraps of food; algae living on shells of animals; andorchids growing on trees.

There are times whentwo organisms livetogether closely and are absolutely dependent on each other. In these situa- tions both organisms benefit. Such a condition iscalled mutualism. Mutualism can takeplace between twoplants, two animals, or betweena plant and an animal.

The is an example of mutualismbetween two plants, an algaand a . The alga isprotected against drying out by the fungus, and the fungus isprovided with food by the alga. Lichen can be foundon bare rocks and inspots not inhabited by otherplants.

An example of mutualsim between a plant andan animal can be found in the yucca plant and theyucca moth. The plant depends on the mothfor transfer ofpollen from one yucca {lower to anoth forfertilization. The moth, on the other hand, uses the pistil of theyucca plant flower for place to lay her a eggs and for nourishmentfor her larvae.

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The larvae hatch andfeed on the developingseeds. Mature larvae transform intopupa and emerge only whenthe yucca blooms again.

A third example ofmutualism can be foundin the bee and the flower. The bee dependson the fldwer for nectaras its food, and the flowerneeds the bee tocarry its pollen to other flowers forfertilization.

A community is constantlychanging. Taere are obvious variations night andday, winter andsummer. These are known as cyclic changes, changeswhich occurover and over.

Some other changes ina community take placeover a much longer period. One of these is ecologicalsuccession. This is the process oforderly change whichoccurs in communitites of plants and animals. Succession takes placein many areas. For example, what happenswhen succession takesplace in an open meadow cleared byman to grow grain?

If the meadow is lafd.to mature, a certain succession of events will occur. In the deciduous forestbiome the root stocks of grass andflowers willgrow. The wind will carry some seeds of annual wildflowers which willput out roots and grow. grasshoppers, butterflies,meadow mice and meadow larks will beamong the members of themeadow community.

If the grass is notmowed for severalyears, plant suc- cession will continue and the meadow willgradually change. The wind willcarry seeds of willow,maple, and elm trees. These will put downroots and start growing,giving birds something to perchupon. The birds willcarry in wild cherries and berries, andupon having eaten the fruitwill discard the seeds. Some of these seeds willgrow and a thicket will develop Many small animals willbring in seeds too. Soon the grasses will disappeardue to lack ofsun and moisture. Various types of plantand animal life thatare able to adapt to these changes will survive in thenew community. Those that cannot adapt willdie out.

Another example ofsuccession is a pondchanging into a forest. A new pond usually has a bare bottom withfew plants. Gradually organic materials settleto the bottom of thepond as a result of organisms dying and decaying. The pond becomes

12 shallower as a result of erosion andaccumulation of debris. New plants and animals can be found by thewater. Eventually trees are growing where the edge of thepond used to be. A forest community isemerging.

The final group of plants and animalswhich is able to reproduce itselfover and over again iscalled a climax munity. com- In this type oforderly successionof plant life the various biomesare formed.

Another aspect toexplore in teaching thisunit is that of careers. Even at this early age children need to begiven information on careers related to communitiesin nature. Some example" are that of a state agriculturalagent, forest Conservation ranger, Department employee,science educator,and urban planner. As an employee of the ConservationDepartment, for instance,a person may bea soil scientists, agronomist, range conservationist, conservation forester,conservation biologist, conservation engineer, soilconservationist, etc. A soil scientist conducts surveys whichsupply the basic information needed in planningand carrying outcon- servation practices. From the surveys itcan be determined what crops can bestbe grown ina specific area and by methods. what It shows what conservationpractices for the best should be used use of the land. A soil scientistmay also be involved in thepreparation ofa map showing the location the soil types within of an area. This map is usefulto anylne concerned with the building of dams,roads, or tunnels in area. that

Agronomy is another vocational opportunityin the vation area. conser- An agronomist isconcerned with the of plants to the relationship soil. He may be involvedwith the develop- ment of only a single crop. In the Midwest,such crops as soybeans or corn may be his speciality. He may also work in the fields of plant breeding andimprovement ofcrops. agronomist is The a specialist in croppingsystems, in determining the best crops and cultivation practicesto be used topreserve the maximum productivecapacity of the land. A third possible career is that ofconservation biologist. His mainconcern is wildlife conservation, but heis also interested in the beneficialuse of wildlife. The conservation

13 ELST CON

bioloyist must aften discourage heavyconcentrations of wild- life in areas where growingcrops attract birds or deer. Such a situation can be ameliorated by the settingup of bird sanctuaries and by providing feedingareas for animals. The conservation biologist is oftencalled upon to resolve differ- ences between groups that have opposingviews on wildlife, one group wanting complete protection ofwildlife and the other wanting such thingsas loosening of hunting laws. He works with landowners and farmersto get these forms of wild- life to inhabit their propertiesthat will provide sportas well as add to theirown food supply.

The state agriculturalagent helps farmers plan which crops to raise.He takes into consideration suchfactors as soil types, weather conditions,and consumer demand for specific crops. He continually analyzes soilsamples and checks for blight once a crop has begun growing.

A forest ranger's job entailsmany responsibilities. His most important duty is to spot and fightforest fires. He patrols the forest in thesame way that a policeman patrols the streets. He protects the animals and restocksforest streams. He cleans up litter left by carelessvisitors to the forest. He also gives out informationon many subjects to visitors.

Urban planning is another field thatan individual might pursue if he is interested in working withcommunities. An urban planner estimatesa city's present and future needs. He works with the citizenryto find out what their priorities are. Should the available funds bespent on an airport ora library, storm sewersor street lighting?The urban planner also works on long-range plansfor "Cities of the Future."

Another possible career is that ofscience educator. Such a person can teach atany level in the educational struc- ture: elementary, secondary,or college or university. The science educator trains peopleto become workers in the field.

Man is the most powerful being inany becaus of his ability to change its operation. His ability seems to grow faster than his understanding of the resultsof the changes he 'naked.. Man has a practical as wellas a moral responsibility to keep theecosystem in good order. Scientists know that the careless and indiscriminateuse of water, air,

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and soil is dangerous;but man continuesto upset the balance of his . Man must learn to keepecosystems in balance and allow nature constantly torenew our means of life. Man has a responsibilityto his own community.

We have given you some information regardingcommunities of plants, animals, ponds, longs,milkweed plants and, of course, into man's community. It will help you explainyour natural home. You will enjoy finding understanding andrespect for the give and take that mustexist among all living things.

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A TREE COMMUNITY

Trees are our biggest plants. They arecenters of attract- ion formany kinds of life.A tree offers a great variety of shelter and foodto creatures. Small animalsmake their homes among the roots and inhollows of thetruck. cracks in the bark. Insects hide in Birds come to findthe insects andother birds buildnests among thebranches. When a tree opens its leaf buds forthe year,some leaves are destined as foodfor caterpillars and minute fungusplants. The blossoms,fruit (generallythe fleshy seeds of the tree part of a seed),and provide food forcountless other Even when the tree creatures. begins its winterrest and drops its the fallen leaves leaves, are not wasted. The weather the leaves. elements decay Earthworms and bacteriain the soil complete the process, there by producingadditional top soil. Robins, in turn,come to get the each tree draws earthworms. And so together a littlecommunity ofcreatures. As you can see, all kinds ofinteraction takesplace with- in the treecommunity. One of the necessities any community is the for survival in availability offood. The tree provides us with the first linkin the food chain green plant. and food web,the Every food chainstarts with a is an organism producer, which that produces itsown food. come one, two, Next in line or three plant eaters. Then thereare several meat eaters, followedby decomposers. ment ties the This chain ofnourish- natural communitytogether. Trees make their own food, but theymust have sunlight to do so. Trees have to compete withone another forsun- light in forestsand jungles. Two things forest during may happen in a competitions forsunlight. Some of the trees may grow so fast that they shut offthe sunlightfrom the other trees, whichthen die. Or, the trees fast and spindling. may grow equally If a tree hasused most of its grow tall in order food to to get sunlight,it cannot very rapidly. expand around The competitionfor sunlighthelps explain why a treegrown up in the middle of a lawnaway from other trees is likelyto be much more beautiful thana tree of the same kind that hasgrown up in a forest.

16 '"1. .1. ,JL3i Another relationshipbetween organisms isthat of commen- salism. In this interaction between two organisms,one is benefited and theother is unaffected. For instance, often found on the moss is north side ofa tree. The moss obtains water from the surface cracks of thetree bark. Without this water source themoss will die. The moisture utilized moss does not affect the by the tree since the waterused by a tree comes from the soil through the treeroots. Therefore, the moss benefits from thetree, but the tree is the moss. unaffected by

In the relationship known as mutualism,both organisms benefit directly from their relationshipwith each other, they cannot survive and without each other. An example can be found in the interaction between a termiteand a protozoan which lives in the intestine of thetermite. The termite can chew and swallow wood,but without the it in the digestive protozoan aiding process (it digests thechips of wood that the termite swallowsl the termitewould gain no nourish- ment. In return, theprotozoan has a safeplace to live and a steady food supply.

Every community isinfluenced by abioticfactors, which are the non-living factors. There are five of that are usually these factors considered prime. The firstone is light which is mandatoryfor plants tocarry on . Without this process no food chain couldexist, because the green plant is the producer and starter of it. Sunlight is needed for the growth of green plantsand as a result bythe consumers in the food chainwhich dependon them for energy. A second factor of great importance istemperature. perature limits the Tem- type of vegetation andliving organisms that can be found in a specificarea. Trees that exist in the St. Louis area would not generallyadapt to desertor arctic temperatures.

A third important factor is that ofatmosphericgases. Carbon dioxide isnecessary in the process of and thus an essential photosynthesis part of the food chain. Oxygen is needed by all theanimals and plantsthat are a part of tree community. the

Fourth, hi:guidity andwater are verynecessary for many plants and animalsto function properly.

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Our fifth and firal abiotic factor, thesubstratum, or base material in which an organismlives, determines of vegetation the type and organismsthat exist ina particular area.

The seasons of theyear affect the tree the spring the community. In trees come alive fromthe long, dormantwinter. Buds open intoleaves, animals andbirds return homes. to find their

In order fortrees to reproduce,seeds are dispersed the wind, animals, by insects, or buds. Thus the animal is interacting community with the treecommunity. In the summer the trees and young saplingsflourish. In the fall, animals gather food suppliesfrom the trees as the tree itselfprepares for winter. are an indication of The changing leaves the life cycle thatoccurs in the different seasons. Many animals and birdsabandon their either migrate tree homes and or hibernate till springreturns. In the winter the tree does notdie, but remainsalive even though barren of leaves. it is

The trees that grow in a specificarea are trees that have adapted to their environment. Thus we havea climax situation or the end result ofsuccession.

The tree community plays a very importantrole in the balance of natureand affects alltypes of life. plants, and Animals, man depend on trees andtheir many andvaried uses. Trees have played an important part in thehistory of man. we often take the tree community forgranted and look the value, over- usefulness, and enjoymentwe get from trees.

18 VOCABULARY

1. Community- A group of plants and animalsinteracting with each other.

2. Biome- A large ecological unit which isable to main- tain itself. It is the result of interactionof plants and animals with theclimate and substrata ofthe region.

3. Ecology- The relationship of living thingsto each other and their physicalenvironment.

4. Ecotone - The borderlinewhere two differentcommunities meet and blend; for example,forest and grassland,sea and shore.

5. Substratum- The base or material on whichan organism lives.

6. Succession - The orderly change of communitiesthrough a series of stages toa climax.

7. Climax- The end result of succession.

8. Mutualism - A relationship where both organismsbenefit; for example, termiteseat wood, bacteria decomposeit.

9. Commensalism- An interaction between two organisms where one benefitsand the other is unaffected;for example, orchidsgrow on trees.

10. Ecosystem - An area in whichyou will find living organisms and non-living thingsworking together,exchanging the materials of life andusing them over andover again.

11. - Any collection of plants and animals living in a givenarea which is held togetherby the organismal relationshipwith and dependanceupon each other.

12. Biotic Factors- All living things inthe environment. etasCP7

13. Abiotic Factors - All the non-living things inthe environ- ment, such as: evaporation, temperature.etc. 14. Food Chain - A transfer of food energy froma producer to a consumer toa reducer.

15. Food Web - Food chains that are interwovenand interlocked with other chains. Example: Plants=producers--nectar for butterfly--dragonfly feeds on butterfly--toadfeeds on dragonfly--snake preys upon toad--hawk killsthe snake-- hunter slays thehawk--remains of hawkare acted upon by bacteria and molds.(reducers)

16. Reducers - The bacteria and molds thatchange plant and animal remains intosoil nutrients whichgreen plants need to grow.

17. Producers - The green plants that beginthe food chains and food webs.

18. Primary._ Consumers- First eaters which feedon the sugar and other foodsubstances stored ingreen plants. 19. Secondary Consumers - Feed on or firstconsumers. 20. Photosynthesis- The process by whichgreen plants exposed to the light of thesun combine carbon dioxideand water to produce basic foodsubstance.

21. Competition - The rivalry resulting from wantingor need- ing the same thing; for example, plantscompete for water, animals for food.

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INSTRUCTIONAL SEQUENCE

UNIT PLAN-- SEQUENTIAL ORDER

Room Preparation

1. Check with thelibrarian for to be used in available referencematerial the room andin the lilzary. 2. Order the films and filmstripsthat are appropriate the unit. to

3. nather your visual aids andresources. 4. Have a collection of materials,such as identification books, mounting boards, butterflynets, and insectjars for the childrenwho choose to study the insectcommunity. 5. Plan and makearrangements for field trips well inadvance. 6. Make arrangements withresource people tocome in to speakif possible.

7. The teacher can prepare a bulletinboard or have materials gathered the to be put upafter thepre-post test has been given.Make sure you put up a humancommunity as well as a plantor animal community.

8. Have magazinesavailable so that pictures ofcommunities can be found andcut out.

21 bES1 px2=Epst test- Administer and evaluate. Daily Schedule

I. Introduce the conceptof any community.

A. Give a general description of thebehavioral objectives.

B. Use the overhead or visuals to introducethe concept of a community.

C. Divide the class into smallgroups. Give each group four pictures,with onlyone showing a community. Have eachgroup discuss why they chose the pictureof the communityand be ready to tell therest of the class.

D. Show the filmLiving ThinsEverywhere, to reinforce the learningof the day.

II. Show the filmCommunities Dependon Each Other.

A. Take a walk outdoorsto find a community. up to a tree; look no at the soil, lookfor the living things inthe soil; lookat the bark; look at the living things in thebark; look at the height ofthe tree; lookat the size of the leaves. Discuss how thetree is beneficial to plants, animalsand humans.

B. Specifically look ata tree community. Have the children watchfor any livingthings. Discuss how they are interacting withthe tree. Example: a bird'snest. The nest is benefiting and the tree isunaffected (commensalism). III. Discuss the fivenon-living environmental Have the children factors. do an art projectsuch as a draw- ing, diorama, or mural to show theirconcept of a community.

22 LEST IV. Discuss the differentseasons of the year. You may show a film ona particularseason which you arm studying. Talk aboutyour tree community, the changes it makesin the variousseasons, and how these changesaffect the habitantsof the tree. Perhaps the childrencan write a play abouthow the seasons affectthe communities.

A. Take another walk. The object of thiswalk is to find examplesand proof of howparti- cular seasons affectplant and animal life. Examples: squirrels gatheringnuts abandoned nests appearance of butterflies cocoons dying flowers changing leaf colors Before you go outprepare a check-list ofwhat the childrenmay expect to find. After coming back discuss how many things were found. Also, see if any additionalitems were locatedthat were not listed.

V. Display artificialflowers or fruitto help the children developa concept of what"artificial" means. Present the idea thatman lives in an artificial community. A suggested activitywould be to mark offtwo areas of landon the school grounds and plant bothareas with seeds ofyour choice. A. The children willtake care ofone section and the other will beleft to nature. Have the children notice thedifference betweenman's controlled environmentversus nature's. The concept to be provedis that man isexternally controlling hisman-made community. Possible field tripsare to the zoo, flrant'sFarm, Suson Park, a treefarm, or a dairyfarm (Adams). This would bean excellent opportunityto use math concepts inmeasuring off theland, count- ing the seeds,etc. To measure,you might incorporate theuse of the metricsystem by using a metricstick.

23 BLS] Cthl

VI. Go outdoors andfind an exampleof an ing ona plant, such feed- as a grasshoppereating a leaf or a rabbiteatinggrass. VII. When talkingabout theconcept of the and food web, food chain introduce thechildren to the of producer and terms- consumer. Take the childrenout- side, showthem a green plant, andstress the idea that thegreen plant is always the producer,since it makes itsown food. Have the children various plants study looking forinsects feeding Point out the on them. fact that theinsect isa consumer. Further discussother animalsthat are such as consumers, butterflies, ,squirrels, and Be sure the birds. concept of thefood chain and has been covered. food web See the diagram. A suggested activity is to have thechildren holdhands and role-play thelinks of the food chain,expanding it to thefood web.

VIII. Show the film Human and AnimalBeginniut. Discuss the film. One questionmay arise: if the animals What wouldhappen shown did nothave babies? the children Take outside and playa game such Rover or Bombardment as Red in order toshow the meaning of competition. When youreturn toyour classroom discuss what thechildren justdid. Point out that They competed. they competedin order to than because win rather they did not likeeach other. this to Relate predator-preyrelationships. Build terrariums, Experiment: either individually(small glass jars) oras a class. Fill the jars with rich soil, or a glass tank grass, plants,flowers, rocks,and various insects. Cover with clear can demonstrate plastic. This the predator-preyrelationship and reproduction inan environment. Refer to theZaner- Bloser thirdgrade sciencebook.

2 Si C

IX. Discuss the factthat thereare two other ways in which plants or animals live together. In mutualism each member benefits from thisway oflife. One member cannot livewithout the otherunder natural conditions. On a rock you oftenfind lichen, which is alga and fungus living togetherThe thread of fungus supplieswater to thegreen cells of the alga plant which make food for bothof them. The mutualism benefitseach member. Refer to the back- ground informationon the tree community. Take the children outside to look for anotherexample of mutualism in the honeybee-flowerrelationship. The flowers requirethe services of beesto bring them pollen forfertilization, andbees gather both pollen andnectar from the flowersin order to manufacture honeyupon which they nourishthe inhabitants of the hive. Show the film TheHoneybee. Another way in which plants or animalslive together is called commensalism. One member receivesbenefits and the other member is not hurt by therelation- ship. For example, a bluebirdmay live in a wood- pecker hole. Refer to the backgroundinformation of the tree community. Once again, take thechildren outside to look forexamples.

X. Introduce the conceptof succession. Show pictures of the different stages of succession. Briefly talk about thedifferent plant andanimal life found. To reinforce theconcept, show the film Succession: Dune to Forest. Since it isa junior- senior high levelfilm, youmay want to turn off the sound andnarrate yourself,or stop the film and discuss certainaspects. After viewing the film, dependingon the interest levelof your class, you may want to do a worksheet together(see example). You may wish to havethe students drawtheir idea of succession, or pass out cards withvarious plant and animal names and have the childrenplace them on a teacher-made drawing of the differentstages of succession. It is very importantto stress that the last stage ofsuccession isa climax community. If there isan area kdutsideyour school which shows an example of succession,you may want to take the children outside and look at the"edge"; eg.,grass

25 BEST F leading to the smallunderbrush to theunderstory trees and finally theclimax stage. You may have them draw thisor just point it out.

Field trip to: MissouriBotanical Gardens Arboretum and NatureReserve Box 93 Gray Summit,Missouri 63039

(314) 742-4411 (314) 865-0440Station 33 1. Wilderness Wagon- An hour-long guided tour through the reserve. The wagon accommodates28 passengers. 2. Guided tours.

IX. Invite a speaker from the MissouriConservation Department to come to theschool to speakto the class on the variousjobs held by Conservation Department employees.

Direct inquiriesto: Missouri ConservationDepartment 1221 South BrentwoodBlvd., St. Louis,Mo. Pa. 6-6800.

Write to theState Forester forinformation or to arrange for a speaker tocome to the classroomto describe job opportunities with the ForestryService. Inquire at:

State Forester U.S. Forestry Service Jefferson City, Missouri

Have a "Career Day." Gather booklets,pamphlets, etc. on job opportunities from thesources listed below and make themavailable to thestudents. Let the children spendhalf of the periodgoing through this material, and then discusssome of the information they found.

26 Cfsi c,71 National Wildlife Federation,1412 SixteenthStreet, N.W. Washington, D.C. 20036

Wildlife ManagementInstitute, 709 Wire Building, Washington, D.C. 20005

The American ForestryAssociation, 919Seventeenth St., N.W. Washington, D.C. 20006 National Parks Assocation, 1701 EighteenthStreet, N.W., Washington, D.C. 20009

U.S. Department ofAgriculture, Forest Service, Washington, D.C. 20250

U.S. Department ofAgriculture, SoilConservation Service Washington, D.C. 20250

Association of StateForesters, Office of thePresident Lansing, Michigan

Association of MidwestFish and GameCommissioners Dept. of Fish andGame Dept. of Conservation State Office Building St. Paul, Minnesota

ReRartment of Housing andUrban Development,Washington, D.C.

Department of the Interior,633 Indiana Avenue,N.W., Washington, D.C. 20240 XII. Review the concepts whichyou have presented in thisunit and give the pre-posttest again.

27 BEST COPY fi':1.1ABLE PRE-POST TEST

I. Write T if the answer istrue and F if the answer is false.

Behavioral objective andtest question number--

1. 1. A community is a group ofplants and animals living together.

4. 2. Life in communitiesdoes not change with theseasons.

5. 3. All communities must containplant life.

6. 4. An artificial community isone which must be controlled by man.

9. 5. Plants and animals must reproducein order for the species to go on.

7. 6. Plant and animal communitiesdo not affect each other.

II. Fill in the blanks withcorrect answer

3. 7. List the five non-living thingsthat are found in all communities. a. b. c. d. e.

8.j 8. One example of a food chain isa cow, grass andman. Put them in the correct orderas they would appear in the food chain, and label themproducer and consumer.

28 15.$ 9. three possiblecareers related to communities in nature, and three activitiesa person who held each job would perform.

A. 1. 2. 3.

C. 1. 2. 3.

III. Complete thesesentences by putting thecorrect letter from the second columnon the blank line.

'13. 10. Succession is ma=.1.111 a. The last community to develop in a 14. 11. A climax communityis given area. b. when one community 10. 12. Competition is .01110....Mol replaces another community. 11. 13. Mutualism is c. when two organisms interact with one 12. 14. Commensalism is benefiting and the other not hurt, such as the bluebird living in a woodpecker hole. d. when organismsstruggle with each other for food or for life. e. when two organisms live together and both benefit.

rv. On the back of thispaper, draw an example ofa community.

29 BEST COPYMO EKE

PRE-POST TEST ANSWER SHEET

There are 15 points possible. Each question isworth 1 point. I. True and False

1. T 2. F 3. T 4. T 5. T 6. F

II. Fill in theblanks

7. air light water soil temperature (3 out of Smust be correct to score one points

COW man

(All answers must be correct aMin proper order**to one point. score

9. forest ranger state agriculturalagent conservationist scisnce teacher urban planner Any of the above are acceptable. All 3answers must be correctto score one point.

III. Completion

10. b 11. a 12. d 13. e 14. c

IV. Drawings will vary and must beindividually evaluated.

30 School

Teacher

Unit

Student post-test results will be grouped in thefollowing manner: Example: Number of post-test questionsgiven 15

Number of students Number of questions answered correctl 6 1 2 5 10 8 9

Number of post-test questionsgiven. Number of post-test questionsgiven. Number of Students Number of Number of Number of Questions Students Questions Answered Correctlz. Answered Correctlz Additional Activities

The following are additionalsuggested activities foryou to use at your discretion in the CommunityUnit. .Correlate them when you think theywill best benefityour class and the unit design.

1. Use creative movement (trees,animals, etc.).

2. Find poems relationto trees (e.g., "Trees" byJoyce Kilmer).

3. Create poems about trees,seasons, or conceptscovered in the unit.

4. Listen for sounds in theenvironment and possiblytape record them.

5. Do a crossword puzzle. (See example in theunit).

6. Find and singsongs related to the unit.

7. Make a cast of a leaf in thisway: Find a cardboard box large enough so that thechosen leaf can lie flat in it. Press the leaf down intothe clay. Remove the leaf. Then mix a cupful of plasterof Paris with enough water to makea thick paste. Pour this paste into the box. Let it stand until hard. Then take out the block. The block should havea cast of the leaf on the underside. You may paint the cast of theleaf after the plaster is dry.

8. Take a walk on a particularstreet in the neighborhood. Identify and count all thevarious types of treesfound, and possibly makea map of the locations of thetrees.

9. Make mobiles depictinga specific community and hang them up (plants, animals,food web, etc.).

10. Create puppets for use in playsor to depict various animal members ofa community.

11. Make a stitchery project usingburlap as the background. Create a mural about communities. Use yarn, appliques, etc. and display the completedmural as a wall hanging. Use chalk to outline themural.

32 12. Make natural collagesby gluing naturalitems on heavy cardboard. Coat with a polymermedium to preservethem. 13. Make prints by usingcardboard and thin objectsof nature. Glue down the objectsand shellac them. Then use a brayer or brush to paintover the surface and print it on paper, fabric, etc.

14. Do paper sculpture usingconstructionpaper, glue, etc. to create three-dimensionalanimals. 15. In doing a clay project, decorate it with leafimprints, acorns, etc.

16. Make a notebook which includes reports,drawings, and any hand-out pages, anddecorate it with marbilized paper, monoprints, etc.

17. Play the "CommunityBillboards Game." See the unit "Learning About Topographyby Utilizing theParkway District."

33 -AL

BIBLIOGRAPHY

(Student)

These books are from thePierremont and Clarksonlibraries. Check your own cardcatalogue for these books.

Adler, Iry and Ruth,Insects and Plants. New York: John Day Company, 1962.

Adrian, Mary, HoneybeeTells Honeybee. HolidayHouse, 1952.

Bartlett, Ruth, InsectEngineers. New York: William Morrow & Company, 1957.

Slough, Glenn O., Afterthe Sun Goes Down. New York: McGraw Hill, 1957.

Blough, Glenn 0., Who Livesin This House. New York: McGraw Hill, 1957.

Slough, Glenn O., Who Livesin This Meadow.New York:McGraw Hill, 1957.

Bulle, Clyde Robert,A Tree as a Plant. New York: Thomas Y. Crowell Co., 1960.

Colby, C.B., Park Ranger.. New YOrk: Coward McCann, Inc.. 1955.

Cooper, Elizabeth K., Insectsand Plants--The AmazingPartner- ship. New York: Harcourt, Brace and World,Inc., 1963.

David, Eugene, Spidersand How They Live. Englewood Cliffs: Prentice-Hall, Inc., 1969.

Hogner, Dorothy Childs,Earthworms. New York: Thomas Y. Crowell, 1953.

Hoover, Helen, Animals atMy Doorstep. New York: Parents Magazine Press, 1966.

Lavine, Sigmund A.,Wonder of the Anthill. New York: Dodd, Mead & Company, 1966.

34 Mason, George, AnimalHomes. New York: Company, 1947. William Morrow&

Selsam, Millicent, How Animals LiveTogether.New York: William Morrow& Company, 1963.

Selsam, Millicent,Milkweed.New York: Company, 1967. William Morrow&

Swain, Suzan, Insects in TheirWorld, Garden City: and Company,Inc., 1955. Doubleday

35 BIBLIOGRAPHY

(Teacher) Billington, Elizabeth T., UnderstandingEcology. New York: Frederick Warneand Company, 1968.

Farb, Peter and the Editors of LIFE,Ecolosim. New York: Time Incorporated,1963.

Hammond, Winifred G., The Riddle ofSeeds. New York: McCann, Inc., 1965. Coward- -

Hirsch, S. Carl, The Living Community. New York: Press, 1966. Viking

Nickelsburg, Janet, Ecology: ,Niches, and FoodChains, New York: J. B. 7.1ippincott,1969.

Parker, Bertha Morris,Trees. New York: Company, 1955. Row, Peterson and

Materials

Ecological Factors (A Poster Series) by Harold R.Hungerford & AudreyN. Tomera Portland, Maine, J. Weston Walch,Publisher, 1972. (This material consists of a set of 18posters and is available uponrequest at theE.E.E. Office.)

35 LEST -:31E

Films

Below is a list offilms whichcan be obtained from St. Louis County Audio Visual.

1. Animals in Autumn (10minutes, P.I.)

2. Animals in Spring(10 minutes, P.I,)

3. Animals in Sumner (11minutes, P.I.)

4. Animals in Winter(10 minutes, P.I.) 5. Communities De nd on Each Other (11 minutes,P.I.J.)

6. Dunes (7 minutes,P.I.J.S.A.)

7. Honeybee (10 minutes,I.J.S.)

8. Human and Animal Beginnings(11 minutes, P.I.J.) 9. Living Things Depend on Each Other (11 minutes,P.I.J.)

10. Living Things Everywhere(11 minutes, P.I.)

11. Succession: Dune to Forest (16 Minutes,J.S.)

12. The Tree (10 minutes,P.I.J.)

13. lionjilesinaCox±u....._ntSetram (10 minutes, P.) 14. Wonders in Your Own Backyard (10 minutes,P.) The following films are available from the MissouriConservation Department, 1221 SouthBrentwood Boulevard,PA 6-6800, upon requett and without charge. When requestingfilms, call at least two weeks in advance of your scheduledshow date.

1. A Place to Live (20minutes)

2. Bobwhite Through theYear (48 minutes)

3. Common Animals of theWoods (12 minutes)

4. Cottontail (53 ninutes)

5. Family Life of Birds(20 minutes)

37 LEST 0:WY !":1.1.i:tE

6. Snapping Turtle, The (12minutes)

7. Red - Winged nitniEdStory (silent film- 12 minutes)

38 :1%1S.

DATA SHEETS FOOD WEB

BEST COPY GREEN PLANTS (PRODUCERS)

BACTERIA AND MOLDS (REDUCERS) Change snake remains into soil nutrients. STAGES OF SUCCESSION

FLOWERSPLANTS EARTHWORMSBUTTERFLIESINSECTS WILLOWCOTTONWOODTREES BIRDS WOODPECKESUGAR MAPLE OWLS OAK HICKORY RACOONSSQUIRRELS CLIMAX IST1 "c'1 31,171'

tNnwwinn Alm m ti z 3

Zb BEST COPf f:1;LE CROSSWORD PUZZLE

DOWN

1. When an area does throughseveral differentstages and ends in a final climaxstage, this is called

2. are in almost all communities. 3. Animals that eat plantsare called 111 4. The final stage ofthe food web is the

6. Non-living factors inan environment are called ACROSS

2. The green plant is calledthe

5. A group of things workingwith each other is calleda

6. Plants, animals, andman need this to breathe

7. Name given to additionalmembers that are addedto the food chain (two words)

8. affect the community lifecycle. There are four of theseevery year--an example beingfall.

9. All plants and animalsneed to exist. 10. When two plantsor two animals fight for foodto live this is called

43 KEY TO CROSSWORDPUZZLE

DOWN

1. Succession

2. Plants

3. Consumers

4. Reducer

6. Abiotic

ACROSS

2. Producer

5. Community

6. Air

7. Food Web

8. Seasons

9. Water

10. Competition