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The Ecology House

A Mountain Classroom Pre-Trip Curriculum Lesson Plan

A Mountain Classroom Pre-Trip Curriculum: The Ecology House 1

Objectives

Students will be introduced to the “Ecology House” and the four basic components that make up ecosystems —abiotic factors, biotic factors, cycles, and changes.

Students will become familiar with common examples of each component in the ecosystem.

Students will apply their new knowledge of the “Ecology House” to a local ecosystem example by reading supplemental articles.

Vocabulary

Ecology: The study of how living (biotic) and nonliving (abiotic) parts of the environment interact with each other.

Ecosystem: A system formed by the interaction of a community of organisms and their physical envi-ronment.

Abiotic: Non-living factors in the environment. The abiotic factors of the environment include light, tem-perature, soil, climate, and atmospheric gases.

Biotic: Living factors in the environment.

Cycle: A natural process in which elements are continuously moved in various forms between different components of the environment. Examples include the energy, water, rock, and nutrient cycles.

Changes: Differences or disturbances of the environment most often caused by human influences and natural ecological processes. Environmental changes include natural disasters, human interfer-ences, or animal interaction.

Preparation

Print and cut out the Ecology House Relay Cards.

Find an open area (preferably outdoors) where all of your students have enough space to spread out, and you will have approx. 10-15 ft. to facilitate the relay.

Accommodations

If there is a student who cannot participate in the relay due to disability or illness, you could facilitate the relay as a matching game, where students must work together to match the example pictures with the correct vocabulary terms.

Materials

Ecology House Relay Cards (attached below) - print 2 sets (one-sided)

Scissors

Articles

Focus: Ecology & Life Sciences

Grade: 3rd– 8th

Timeframe: 45 minutes - 1 hr.

Lesson: The Ecology House

Introduce the basics of ecology to your students through the lens of the “Ecology House”

- an analogy that will help students discover that ecosystems, while functioning as cohe-

sive units, have components that influence and rely upon each other.


Instructions:

1. Explain to the students they will be learning about ecology and the components of an ecosystem.

a. Ecology is the study of how living (biotic) and nonliving (abiotic) parts of the environment interact with each other. The suffix “–ology”, or logos in ancient Greek means “the study of.” Examples of other “-ology” studies include biology (the study of life), geology (the study the earth), etc. The term ecology is derived from Greek terms oikos (inhabited home) and logos (the study of), simply translated—ecology is the study of the home.

b. Organisms interact with other organisms and their physical environments in their ecosystem, similar to how students might interact with the space in which they live and with the inhabitants.

2. Explain to students they will be thinking of the study of ecology and ecosystems using the analogy (comparison of two things for the purpose of explanation or clarification) of the home. Introduce the “Ecology House”, depicted here. It will be helpful for students to visualize if you have the house drawn ahead of time and add the different components as you cover them.

a. The two main components represent the two different categories of factors within an ecosys-tem—abiotic and biotic components.

Ask the students to brainstorm what abiotic and biotic factors they interact with in the space they live and have a few students share examples.

b. The chimney of the house represents an important concept in ecology—cycles. A cycle refers to a natural process in which elements are continuously moved in various forms between dif-ferent components of the environment. For example, when we burn wood in our fireplace the carbon in the wood changes forms and carbon dioxide is released into the air.

Ask students to think about an example of a cycle present in the place they live, and have a few students share examples. What are some examples of natural cycles that occur in the environment?

c. Finally, the door to the house represents changes—any kind of difference or disturbance that could affect other components of the ecosystem, for example, if a visitor comes to stay with your family for a while, this would affect the house, undoubtedly, at some level.

Ask the students to think of examples of change and how they would affect the place they live. What are some examples of natural changes? (seasonal change, flood, logging, suc-cession, a new species is introduced, etc.)

Note for Teachers: It is important that your students understand these vocabulary terms before mov-ing on to the other parts of this activity. Be sure to spend the necessary time reviewing these terms be-fore moving on.

10 minutes Activity—Part I: Introduction of the “Ecology House”


Instructions:

1. Explain to the students they will be doing an activity to help them better understand the componentsof the “Ecology House.”

2. Explain:

The class will be playing the “Ecology House” Relay.

All of the students are going to be split into two different teams—each team will get a set ofthe Ecology House Relay Cards.

Both teams will start next to one another, and one at a time, a team member will have to runto the opposite end of the playing field (signified by cones, a rope, a water bottle, etc.), com-plete a task, and run back to their team—tagging the next person in their lines’ hand in orderfor them to start.

The task is for each student to pick up an “Ecology House” component picture at the start oftheir line, run down to the end of the playing field, and match it with the correct vocabularyterm it represents.

The winning team is the team with the most correct answers at the end of the relay race—so,while speed does matter, so does their care in placing pictures in the right place.

3. Once you’ve explained the directions to the game, split the students into two even teams and havethem line up at the starting line. Once everyone is in the right place, play the game!

4. After each team has placed all of their “Ecology House” component pictures, bring the students to-gether and go over each team’s placement of each card. If there are cards matched with the wrongvocabulary words, discuss the correct placement, or alternative options, and move on.

Discussion Questions:

What does it mean to be biotic? What does it mean to be abiotic? What are some examples of each?

What is the relationship between abiotic and biotic factors in an ecosystem? Ask the students to provide a few examples.

What are a few examples of different cycles found in ecosystems? Can you think of an example, specific to your hometown?

What are a few examples of changes that could happen to an ecosystem? Are there any local examples you can think of?

This last part of the activity will have your students apply their knowledge of the components of the “Ecology House” to a local ecosystem example.

Instructions:

1. Choose an article for your students (included at the end of document) pertinent to your area’secosystem to read from the list we’ve provided below:

20 minutes Activity—Part II: “Ecology House” Relay

15 minutes Activity—Part III: Local Ecosystem Discovery


Boston area: Boston deploys goats against poison ivy in Hyde Park

Northern New England: Ticks devastate Maine, NH moose populations

Or, a more universal option: The importance of honeybees

2. Explain:

The article the students are reading is a local ecosystem example.

The article includes mention of all four of the components of the “Ecology House.”

While reading the article, students should: underline any biotic factors mentioned, circle anyabiotic factors mentioned, write down 3 examples of interaction or cycles mentioned, anddraw a picture of the change that occurred in the ecosystem, then record how the other com-ponents were affected.

Discussion Questions:

Have students list examples of abiotic and biotic components mentioned in the article. How do these abiotic and biotic components interact with and depend on each other?

What cycles or interactions were mentioned in the article?

What was the effect of the change in the ecosystem highlighted in the article?

Standards

This online curriculum introduces and covers topics incorporated into the following national standards:

References

Activity and content adapted from curriculum designed by Nora Dufilho.

Next Generation Science Standards (NGSS)

Grades 3—5:

3-LS4-3 Biological Evolution: Unity and Diversity: Construct an argument with evidence that in a particular habitat some organ-

isms can survive well, some survive less well, and some cannot survive at all.

5-LS2-1: Ecosystems: Interactions, Energy, and Dynamics: Develop a model to describe the movement of matter among plants,

animals, decomposers, and the environment.

Grades 6—8:

MS-LS2-1 Ecosystems: Interactions, Energy, and Dynamics: Analyze and interpret data to provide evidence for the effects of re-

source availability on organisms and populations of organisms in an ecosystem.

MS-LS2-2 Ecosystems: Interactions, Energy, and Dynamics: Construct an explanation that predicts patterns of interactions

among organisms across multiple ecosystems.

MS-LS2-3 Ecosystems: Interactions, Energy, and Dynamics: Develop a model to describe the cycling of matter and flow of energy

among living and nonliving parts of an ecosystem.

MS-LS2-4 Ecosystems: Interactions, Energy, and Dynamics: Construct an argument supported by empirical evidence that chang-

es to physical or biological components of an ecosystem affect populations

NH Science Competencies

All Grades:

Energy and Matter in Systems

Systems & System Models

ABIOTICABIOTIC -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- ----

BIOTICBIOTIC -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

CYCLECYCLE -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

CHANGECHANGE

Water

Photo cred: National Geographic

Soil

Photo cred: Sustainable Pulse

Sun Photo Cred: National Geographic

Carbon Dioxide (CO2)

Photo Cred: National Geographic Photo Cred: The Daily Signal

Oxygen (O2)

Rocks

Minerals

Maple Tree

Photo Cred: The Sleuth Journal Photo Cred: National Geographic

Photo Cred: Educational Innovations Photo Cred: National Geographic

Lichen

Dead Leaves

Animal Bones

Red Fox

Photo Cred: National Geographic Photo Cred: National Geographic


Moose

Black-capped Chickadee

Weathering

Runoff


Photo Cred: Weather STEM Photo Cred: Home Depot

Deer Eating

Nitrogen absorbed by plants

CO2 released by burning fossil fuels

Seasons

Photo Cred: The Spruce

Photo Cred: National Geographic

Photo Cred: Carnegie Science


Logging

Flood

Damage from Wind Storm

Invasive Species

Photo Cred: Arden Tree Farms Photo Cred: National Geographic


Photo Cred: U.S. Department of Agriculture

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