Ecosystems: A Home By Any Other Name
Students can learn more about the parts of ecosystems through exploration and hands on activities.
By Lynsey Peterson
Ecology is one of my favorite subjects. I love its complexities and interconnectedness. Not surprisingly, I also find it one of the easiest subjects to teach. Unlike many concepts in chemistry and microbiology, most ecological principles are directly observable. Plus, most children have an inborn fascination with nature, so it can be a lot of fun to teach.
When I begin my unit on ecology, I start with the definition of the word. "Eco" comes from the Greek "oikos," which means "home." Students are usually already aware that "logy" comes from "logos," meaning "the study of," so ecology literally means "the study of home." Next, we discuss what constitutes a home. Students begin with the parts of their own homes, and expand the definition to include other organisms. Once we’ve brainstormed a list of parts and characteristics of homes, we divide that list into the living and nonliving. In ecosystems, both are equally important - which sets ecology apart from other fields of biology. The nonliving parts, or abiotic factors, of an ecosystem determine which living things, or biotic factors, are able to make the environment their home. We return to this concept later when we discuss the various types of biomes.
After we discuss biotic and abiotic factors, we then turn to the structure of ecosystems. To understand this, we look to the ecological hierarchy. Populations are groups of organisms that belong to the same species that live in the same area. The community of the ecosystem includes all of the populations and their interactions. Finally, the ecosystem consists of the community and all of the abiotic factors.
I have my students apply all of these terms on a hike outside. We begin by identifying and describing all of the abiotic factors. We measure the air temperature, determine the humidity, quantify the relative sunlight, identify the cloud shapes, examine the rocks and minerals, and look for water sources. Next, we go on a hunt for biotic factors. Some are obvious and others are harder to find. One way to encourage students to be more observant is to reward those that make discoveries, either with verbal praise, extra credit, or a little token. Around school, my students have found purple jelly fungi, turtles, hawks, and beautiful flowers, among other things. For homework, I have students consider what other species might be present, but not found, based on the conditions. I enjoy starting ecology outside in this relaxed manner because it gives students the idea that ecology is fun and fascinating, which is exactly how I feel!
Ecology Lesson Plans and Worksheets:
Students define the term ecology. They locate examples of the traditional meaning of ecology in an online magazine and then explore ways in which ecological relationships can change. They publish their observations online in an essay format.
Conducting an Ecological Inquiry Investigation
Students plan, conduct and analyze a scientific investigation for a question they have formulated on an observable problem or idea. They practice scientific inquiry, design and communication skills.
In this ecology worksheet, students review 10 vocabulary words associated with the basic principles of ecology. This worksheet has 10 fill in the blank questions.
In this ecology worksheet, students take notes and answer three questions. They use the knowledge and skill notes on the left to assist in answering the questions on the right.
