www.logannature.org 2969 East Highway 89 P.O. Box 4204 Logan, UT 84323 Phone: 435.755.3239 Introduction to Ecology Objectives Students will understand the difference between an individual, a population, a community, and an ecosystem. Method Students will use shapes to depict individuals. They will start the activity as individuals and progress towards becoming an ecosystem. Materials At least 8-10 different shapes (multiple pieces of each shape should be cut out of paper or other material), paper and pencils for each student, a ball of yarn. Background Ecology is the study of ecosystems. But first, we have to understand what an ecosystem is. An ecosystem is a community of living organisms interacting with their abiotic environment. To best explain this to students, it is important that they understand the components you must have to make an ecosystem. The first is the individual. An individual is a single member of a species; a population is many members of the same species living in a specific habitat; a community is a group of interdependent organisms of different species growing or living together in a specified habitat. This brings us to the ecosystem where the community of living organisms interacts with the non-living components of the environment. Procedure 1. Each student will receive a single shape. This shape represents an individual of a species. 2. Each student must find at least 9 more individuals of the same species (They can find these shapes in buckets around the room). This creates a population. 3. Each student should find two more students with different species and combine their shapes to create a community of organisms. 4. The groups of three students should then make a list of abiotic (non-living) components of their environment that their species needs to interact with. a. Example: water, air, sunlight, rocks, dirt, minerals, etc. 5. Now the entire class should combine their shapes and lists to create an ecosystem. 6. The teacher should collect all the shapes in a bowl or a bucket and collect all the lists of abiotic components. 7. On a white board the teacher and students should classify each shape as a certain species. Try to choose species that are found in the same habitats or in your native habitat (e.g. Logan Canyon). a. Example: star shape=oak tree, square=gopher snake, circle=crow, etc. 8. The class should also make a list of abiotic/non-living components on the white board. 9. After the class chooses individual species to represent each shape, the teacher should choose a student to represent each shape/species. 10. After choosing students to represent organisms, the teacher should choose students to represent the list of abiotic components. 11. Now, using the yarn, begin to form a web. Starting with any one component (organism or abiotic component), use the ball of string to connect the component to another related component. The relationship may be that the second component eats the first (e.g., plant connected to rabbit.) Or, the relationship may be that the first component needs the second to survive (e.g., plant connected to soil). 12. Connect the second component to a third (e.g., rabbit eaten by fox, or rabbit needs water). Continue in this way until everyone is connected to several people in several ways. As you go along, discuss what each connection or relationship is. Also, discuss interdependence. 13. Once everyone is connected, remove one component of the web (e.g., there is no water because it was drained). The water person shakes his or her strings. All members who feel the shake then shake their strings as well. This continues until it's demonstrated that every component is affected. Discuss how the various components are affected when one component of the web is removed. Extensions What would happen if a chemical spill destroyed all the plants (plants tug their strings)? The plant eaters would starve, which would cause the meat eaters to starve. The web would be destroyed -- at least temporarily. What would happen if one specie of animal went extinct? Evaluation Use either verbal or written assignments to see students understanding of individuals, populations, and communities compared to ecosystems. Check students understanding about how ecosystems are interdependent. .