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Unit Title: Ecosystems

Grade Level: Sixth

GLCEs:

Science Content

• L.EC.06.11 – Identify and describe examples of populations, communities, and

ecosystems including the Great Lakes Region.

• L.EC.06.21 – Describe common patterns of relationships between and among

populations (competition, parasitism, symbiosis, predator/prey)

• L.EC.06.31 – Identify the living (biotic) and nonliving (abiotic) components of an

ecosystem

Inquiry Process

• S.IP.06.11 Generate scientific questions based on observations, investigations,

and research

• S.IP.06.12 Design and conduct scientific investigations

• S.RS.06.15 – Demonstrate scientific concepts through various illustrations,

performances, models, exhibits, and activities

Science Background:

• An ecosystem includes a community of living (biotic) organisms and all of the

nonliving (abiotic) physical factors in a specific area. Specific ecosystems

include wetlands, forests, prairie grass, meadows, savannah, mountains, tundra,

desert, oceans, lakes, rivers, streams, and others. Living and nonliving things

interact within the ecosystem to find balance, which is dependant on the types of

interactions and the ability to obtain energy (food). Plants and animals that live in

the ecosystem have adapted over a long period of time and are able to meet their

needs for survival. Both biotic and abiotic factors are equally important for the

balance of the ecosystem. Abiotic factors include air, water, light, soil, rock,

temperature, weather, and climate conditions (BCAMSC, 2009, p.9).

o Ecosystems fit into the biological organization as follows:

o The Biosphere – All environments on Earth that inhabit life

o Ecosystems – All living populations and nonliving factors

o Communities – All living organisms inhabiting the same ecosystem

o Populations – All individuals of the same species within the same area

o Organisms – Each living individual is called an organism (Campbell,

2008, p.4)

• Plants and animals perform different roles that are linked to each organism’s way

of obtaining food. Green plants are producers that obtain their food from the sun

through a process called photosynthesis. All animals, including humans, are

consumers that acquire their energy by eating plants or other animals.

Ecosystems also include decomposers, who meet energy needs by breaking down

dead plants and animals. Examples of decomposers include bacteria, fungus,

worms, and snails (BCAMSC, 2009, p.9)

• The relationships within an ecosystem help to maintain the balance. Energy is

transferred among species along a path that is called a food web. Plants are the

beginning of food web on Earth, using the Sun’s energy to make food. When

animals hunt and eat other animals they are called the predator and animals that

are hunted and eaten are called the prey, this is called a predator/prey relationship.

Competition is a relationship where organisms compete with each other to meet

needs like food, space, water, sunlight, shelter, or nutrients (BCAMSC, 2009,

p.9). Symbiosis is when organisms live in close proximity to each other and

different situations result in positive and/or negative effects for the participants.

• Commensalism – one species has positive benefits without any effect on the other

• Parasitism – one species has positive benefits while negatively affecting the other

• Mutualism – both species are positively affected (Smith, 2006, p.319)

Misconceptions:

• Animals and plants quickly adapt to changes in their environment

• Plant and animal species do not interact with other species

• Animals can adapt to different ecosystems

• Predators upset the balance of an ecosystem

• Humans are not part of the ecosystem

• Threatened and endangered species only apply to animals

• Plants can grow anywhere as long as they have sun and water

Lessons:

• Introduction to Ecosystems (Moose/Wolf Relationship)

• Creating an Ecosystem

• Relationships in an Ecosystem

• Michigan Ecosystems

Resources:

• BCAMSC Outreach Staff. (2009). Energy in an ecosystem. Battle Creek, MI:

Battle Creek Area Mathematics and Science Center.

• Campbell, N. (2008). Biology (8th

ed.). San Francisco: Pearson.

• Smith, T. (2006). Elements of ecology (6th

ed.). San Francisco: Pearson.

• Stepans, J. (2003). Targeting students' science misconceptions (3rd ed.).

Riverview, FL: Idea Factory.

Multimedia Resources:

• “Isle Royale: Michigan’s Superior Wilderness” -

http://www.youtube.com/watch?v=WUxpECYFye0

• “Symbiotic Relationships” - http://www.youtube.com/watch?v=uxVMeLWzB_o

• “Prairie Ecosystem” -

http://www.treedictionary.com/DICT2003/hardtoget/ma149/pg_30-58/index.html

• “Misconception Cartoon” -

http://www.cartoonistgroup.com/bysubject/subjectbyartist.php?id=13&sid=1153

• Concept Maps created at www.bubbl.us

• “Pond Ecosystem” - http://blog.mrmoss.org/?cat=2

• “Michigan Land Form Map” – www.geo.msu.edu

Lesson #1

Title: Introduction to Ecosystems (The Relationship between Moose and Wolves)

Lesson Overview:

• Students will begin by watching a video about Isle Royale National Park. They

will complete a “What We Think” chart for the relationship between the moose

and wolf populations on the island.

• Students will read information and watch videos containing data on the

fluctuations of the populations over the last 50 years. They will use the data to

create graphs and discuss their interpretation of the data.

• Students will continue with individual research projects to answer their own

questions about this “closed ecosystem.” They will present their research and

journal about their scientific explanations for the dynamic relationship between

moose and wolves.

GLCEs:



• S.IP.06.11 Generate scientific questions based on observations, investigations,

and research.

• S.IP.06.12 Design and conduct scientific investigations.

Objectives:

• 1. The student will be able to describe the predator/prey relationship between

populations

• 2. The student will be able to construct charts and graphs from data and

observations

• 3. The student will be able to analyze information from data tables and graphs to

answer scientific questions

Assessments:

• Use classroom discussion, presentations, and final journal entry to assess

student’s understanding of common patterns in the predator/prey relationship

(Objective 1).

• Use the completed graphs in the student journals to assess student’s ability to

construct graphs from data and analyze information (Objectives 2 & 3).

Subject Integration:

• Math: Students will practice graphing skills by plotting moose/wolf data.

• Geography: Students will learn about and the location of Michigan’s only

national park.

• Reading: Students will practice comprehension by reading case study.

• Writing: Students will practice formation of paragraphs and research writing

when making scientific claims.

Scientific Background:

• In the last 100 years, the timber wolf has gone from being present throughout

North America to living in just 3 of the 48 contiguous states. The population of

wolves in Minnesota, Michigan, and Wisconsin is approximately 500 and

continues to decline due to habitat destruction and human persecution. Over the

years, wolves have been in direct competition with humans for food sources like

deer, elk, antelope, moose, buffalo, and domestic livestock.

• The first moose on Isle Royale were believed to have arrived around 1900. They

swam across Lake Superior from the closest point to mainland in Minnesota.

With no natural predators to keep population in check, the numbers of moose

thrived until the arrival of wolves. During an extreme winter, a pair of wolves

crossed an ice bridge from Canada in the late 1940’s. Since then, the populations

have fluctuated due to the dynamic predator/prey relationship. This “closed

ecosystem” has allowed scientists an opportunity to study the moose and wolves

with minimal outside factors. (BCAMSC, 2009, p.19)

• Predation – relationship in which one living organism serves as a food source for

another

• Predator – a predator is an animal that hunts and eats other animals

• Prey – prey is an animal that is hunted and eaten by other animals

• Community – a group of interacting plants and animals inhabiting a given area

• Population – a group of individuals of the same species living in a given area at a

given time

• Ecosystem – The biotic community and its abiotic environment functioning as a

system

• Biotic – applied to the living component of an ecosystem

• Abiotic – nonliving; the abiotic component of the environment includes soil,

water, air, light, nutrients, and the like (Smith, 2006, p. G 1-17)

Materials:

• Student journals

• Computers

• Posters with key terms

Preparation:

• Reserve computers for student use

• Cue videos so they are buffered and ready to play

Safety Considerations:

• Remind students of appropriate use of internet and computers while in school.

Engage:

• Begin by asking students if the know about Michigan’s only national park. Allow

any students with experience to introduce Isle Royale. Show the video: “Isle

Royale: Michigan’s Superior Wilderness.”

• Ask the students to recall any of the animals seen or discussed during the video;

begin to focus on the moose and wolves.

• Tell students that they will be completing two “What we think” charts, one each

for moose and wolves.

What we Think How can we find out? What do we Conclude?

• Break students into small groups of 3-4 and ask them to group brainstorm ideas

for the charts. Facilitate this activity by circulating and asking questions that

include:

o What do you know about the habitat of moose? Wolf?

o How are the animals similar? How are they different?

o What characteristics help moose survive? Wolf?

o What is the relationship between the two animals?

o What do you mean when you say…?

o What would happen if…?

o How can you find out more about these animals?

• After the groups have had time to brainstorm, ask students to share ideas with the

class. Record the contributions on the charts.

Explore:

• Show students where to locate Isle Royale on a map of Michigan and show the

interactive map of the national park on the NPS website (www.nps.gov).

• Tell students that scientists have been studying the moose and wolf population on

the island for over 50 years. They will be reading and discussing the information

collected by these scientists.

• Allow students time to read and discuss the information page while checking in

with each group for questions.

• Ask students to turn their journal page to the “Moose/Wolf Data Population

Chart” and review the process of graphing the data. Ask the following questions

as you demonstrate graphing the moose population data:

o What is the independent variable? The dependant variable?

o Which variable goes on the x-axis? The y-axis?

o What labels should be used and where?

• Instruct students to graph the wolf population data with their groups

• Ask the students to discuss within their group the meanings of the data chart and

graphs.

Explain:

• Ask students to present any conclusions their group had regarding the data chart

and graphs.

• Display a graph that displays both moose and wolf populations at the same time.

Ask students to consider the fluctuations and brainstorm causes. Students may

focus on the predator/prey relationship immediately, but ask them to consider

additional questions.

o What are the weather conditions on Isle Royale?

o Are the moose the only prey? Or do wolves eat other prey?

o What is the diet of the moose?

o Where else might moose or wolves live?

o What is the effect of a “closed ecosystem?”

• Introduce keywords for the unit: species, population, community, ecosystem,

predator, and prey. Present the terms through slides or create a poster.

• Ask students to relate the terms to their case study, using specific examples from

the information page in their journals.

• Focus on the predator/prey relationship between the moose and wolves, ask

students to name other examples of this relationship from a variety of ecosystems.

• Time permitting, show some of the videos about the Isle Royale study from the

scientists.

Elaborate:

• Ask students to pick one question from brainstorming for additional information

about the study. Instruct them to do internet research for an answer they will

present to the class.

• Allow time for students to research, write the question in their journals, and

record a 2-3 sentence answer with the source cited. Circulate among the students

to check for appropriate questions, computer usage, and provide guidance.

Helpful internet sites include:

o www.kids.nationalgeographic.com

o www.isleroyalewolf.org

• Select 4-5 students to present their research.

Evaluate:

• Instruct students to write in their journals making a scientific explanation for the

change in moose population after the arrival of wolves. Remind them to back up

their claim with evidence from their data charts and graphs.

The Moose and Wolf Relationship on Isle Royale, Michigan

Isle Royale, Michigan is an island located in the northwest portion of Lake Superior. It is

approximately 80km (50 miles) from Michigan’s shore and 35 km (22 miles) from the

Canadian shore. The moose first arrived on the island in about the year 1900 when they

swam across Lake Superior from Minnesota. They enjoyed a predator-free environment

and the moose population thrived. In 1949 the area experienced a particularly cold

winter and a small ice bridge formed between Ontario, Canada and Isle Royale. A pair of

wolves crossed the ice bridge and a predator was introduced to the island.

Since 1959, scientists have studied the moose and wolf populations to better understand

how the moose and wolf interact and the predator/prey relationship. Isle Royale provides

a somewhat “closed ecosystem” for scientists to study. The island is protected and the

moose and wolves can be studied without human activity or intervention. There is little

migration of other animals onto and off of the island.

When the research first began, many researchers believed that the population of the

moose and wolf would eventually reach equilibrium, or stabilize. The study has not yet

shown a trend in moose and wolf counts and the numbers tend to increase and decrease

unpredictably.

Moose and wolves are not the only animals on the island. Beavers, snowshoe hares, red

fox, mice, squirrels, birds, waterfowl, and an abundance of insects are part of the biotic

makeup of the Isle Royale community. The moose is the main or preferred diet of the

wolf but they have been observed hunting and eating the snowshoe hares and beavers.

The beavers compete with the moose for the same vegetation as a food source, affecting

both the moose and beaver populations.

The climate on Isle Royale also plays a role in the moose/wolf relationship. The recent

summers on Isle Royale have been warming up. The warmer climate in recent years has

produced more insects, especially ticks. Ticks consume the flesh of mammals and cause

sores, hair loss, and disease. Harsh winters and abundant snowfall make it difficulty for

the moose and wolf alike. Hunting and foraging are more difficult in the extreme cold

and deep snow for both animals.

(BCAMSC, 2009)

Moose/Wolf Data Population Chart and Graph

Year Moose

Population

Wolf

Population

1960 500 18

1965 600 25

1970 1250 17

1975 1400 40

1980 1000 50

1985 1100 22

1990 1150 15

1995 2450 18

2000 1000 20

2005 500 30

2008 700 23

Lesson #2

Title: Creating an Ecosystem in the Classroom

Lesson Overview:

• Students will begin by reading a story about an ecosystem that is unbalanced

when is loses a population. The will review key words from the previous lessons

to describe the situation in the book.

• Students will design and build a classroom ecosystem that they can observe

throughout the unit. They will create concept maps to brainstorm many examples

of ecosystems and their varied components.

• Students will extend the lesson by creating a second ecosystem that is aquatic.

They will be evaluated by journal entries, drawings, and labeling an ecosystem

worksheet.

GLCEs:


ecosystems including the Great Lakes Region.

• L.EC.06.31 – Identify the living (biotic) and nonliving (abiotic) components of an

ecosystem

• S.RS.06.15 – Demonstrate scientific concepts through various illustrations,

performances, models, exhibits, and activities

Objectives:

• 1. The student will be able to identify and describe an ecosystem

• 2. The student will be able to identify and describe populations in an ecosystem

• 3. The student will be able to identify and describe communities in an ecosystem

• 4. The student will be able to identify biotic (living) and abiotic (nonliving)

components of an ecosystem

Assessment:

• Use classroom discussion and worksheet to check for understanding of

ecosystem, population, community, and biotic/abiotic components (Objectives 1,

2, 3, & 4).


• Writing – Students will practice formation of paragraphs while writing a

comparison between two ecosystems












o Ecosystems fit into the biological organization as follows:

o The Biosphere – All environments on Earth that inhabit life

o Ecosystems – All living populations and nonliving factors

o Communities – All living organisms inhabiting the same ecosystem

o Populations – All individuals of the same species within the same area

o Organisms – Each living individual is called an organism (Campbell,

2008, p.4)








Materials:

• “What if there were no bees” book

• Computers or lab

Terrestrial ecosystem

• 10 gallon tank

• 10-12 cups peat

• 2 millipedes

• 2 land snails

• 2 chameleons

• 1 box mealworms

• 1 fern

• 1 moss matt

• 10-12 cups soil

• 6 observation cups

• Water

• 2-3 climbing branches

• 1-2 rocks

Aquatic ecosystem (per group)

• 2-liter soda bottle

• 2-4 small rocks

• Aquarium thermometer

• Water conditioner

• 4 cups aquarium gravel

• 2 pond snails

• 2 guppies

• 6 sprigs elodea

• Fish food

• Duck weed

Preparation:

• Collect all materials and portion out on lab trays for easy distribution.

• Reserve computers


• Remind students how to safely handle live organisms. The chameleons should

never be handled by students.

Engage:

• Present the book “What if There Were No Bees?” by

Suzanne Slade. Read aloud or allow time for students

to partner read. (“What if There Were No Gray

Wolves?” is also available)

• Ask students to recall the key terms from the previous

lesson and label the components in the book.

• Ask students to retell what happens to the balance of

this ecosystem when one piece is missing.

Explore:

• Tell the class that they will be creating an ecosystem in their classroom so that

they can make and record scientific observations. Tell the students that the

ecosystem will include live animals and review the proper care. Demonstrate

respectful, gentle handing of the animals and other living things.

• Introduce each animal in the observation cups and write their names on the board.

The animals include millipedes, land snails, and chameleons.

• Give one organism each to a small group of 3-4 and allow time for them to make

and record observations. Instruct them to draw a picture, record physical

characteristics, and ask three questions of something they would like to know

more about their organism.

• After groups have completed observations, match groups with different organisms

and allow time for them to compare and contrast. Tell students to complete a

Venn diagram in their journal for the two organisms for survival needs and

physical characteristics.

• Ask students for ideas to create an appropriate ecosystem for these organisms.

Begin to list ideas on the board as an ecosystem takes shape.

• Present the groups with the rest of the materials to build an observable ecosystem.

These materials include a 10 gallon tank and lid, a fern, moss matt, soil, rocks, 2-3

climbing branches.

• Use student assistance as pieces are put into place. Ask students what role each

component has, reviewing key words from prior units: producer, consumer,

decomposers. Show students the mealworms that will be food for the chameleon

and review the predator/prey relationship from the previous lesson.

Explain:

• Allow students time to observe the ecosystem up close. Ask them to draw the

classroom ecosystem in their journals. As a group, ask them to discuss and label

each species, population, and community. Students will then discuss these labels

with the class.

• Introduce the key words biotic component and abiotic components. Ask students

to discuss in their group what these might mean, share with the class, and reach a

consensus.

• Ask the students to apply the new key words to their ecosystem and label in their

journal.

• Ask the students if the ecosystem is balanced or unbalanced. Present scenarios

that would alter the equilibrium and ask students to consider the effect (like not

providing mealworms for the chameleon).

• Create a concept map as a class to review key words and expand the ideas so that

an ecosystem is not limited to the classroom example. Include examples of forest,

desert, ocean, pond and others. An example includes the ideas below:

• Concept map was created at www.bubbl.us, and the program can be used for

students to create individually or done live online as a class through the projector.

Elaborate:

• Create a pond ecosystem for additional observation and comparisons.

• Cut 2-liter bottles in half, then put them together as top and bottom (with air holes

in the top half). Fill bottom with gravel, place rocks, and conditioned water,

guppies, snails, and elodea plant.

• Ask students to draw the second ecosystem in journals, labeling populations,

community, and biotic/abiotic components. Instruct them to write a paragraph

that compares and contrasts the two different ecosystems.

Evaluate:

• Check students understanding of keywords and application with the following

pictures of prairie and pond ecosystems. Instruct students to label populations,

communities, biotic, abiotic components.

Lesson #3

Title: Relationships within an Ecosystem

Lesson Overview:

• The lesson begins with students playing a tag activity that identifies predator/prey

relationships. They will also be able to see competition amongst populations.

• They will then draw food webs from previous case studies and conduct internet

research to create their own food web “mobiles.” Students will look at more

relationships to find examples of symbiosis (commensalism, parasitism, and

mutualism).

• Students will design an investigation that will allow them to observe competition

between plants through overcrowding.

• The lesson will wrap up with a quiz that reviews symbiotic relationships.

GLCEs:



• S.IP.06.12 – Design and conduct scientific investigations

Objectives:

• 1. The student will be able to identify and describe common relationships

between organisms in an ecosystem, including competition and predator/prey.

• 2. The student will be able to identify and describe the different types of

symbiosis (parasitism, commensalism, and mutualism).

• 3. The student will be able to describe how plants compete for sunlight and

space.

• 4. The student will be able to design an investigation that allows observation of

plant relationships.

Assessments:

• Use the discussion after the tag game and food webs in student journals to check

for understanding of competition and predator/prey relationships (Objective 1).

• Use the quiz at the end of the lesson to check for understanding of symbiosis,

including parasitism, commensalism, and mutualism (Objective 2).

• Use the presentations of investigations to check for understanding of competition

for sunlight and space between plants (Objective 3).

• Use the written investigation procedures in the student journals to check for

ability to design an investigation for observation of plant relationships (Objective

4).


• Geography – Students will indentify and locate the region(s) on Earth where their

selected ecosystems can be found.

• Presentation – Students will practice public speaking when presenting their

projects to classmates.

• Math – Students will practice metric measurement while investigating the

crowding of plants.









• The relationships within an ecosystem help to maintain the balance. Energy is

transferred among species along a path that is called a food web. Plants are the

beginning of food web on Earth, using the Sun’s energy to make food. When

animals hunt and eat other animals they are called the predator and animals that

are hunted and eaten are called the prey, this is called a predator/prey relationship.

Competition is a relationship where organisms compete with each other to meet

needs like food, space, water, sunlight, shelter, or nutrients (BCAMSC, 2009,

p.9). Symbiosis is when organisms live in close proximity to each other and

different situations result in positive and/or negative effects for the participants.

• Commensalism – one species has positive benefits without any effect on the other

• Parasitism – one species has positive benefits while negatively affecting the other

• Mutualism – both species are positively affected (Smith, 2006, p.319)

Materials:


Engage

• Pinnies or name tags with animal roles

• Orange fabric pieces with animal names

Explore


• Construction paper

• Scissors

• Yarn

Elaborate

• Planting cups

• Soil

• 1 package marigold seeds

• 1 package bean seeds

• Rulers

• Water

• Masking tape

• Markers

Preparation:

• Gather materials and create name tags/fabric for tag activity

• Reserve computers or computer lab

• Find space outside to play tag activity or reserve gym time


• Remind students of computer safety rules while doing research

• Check playing area for obstacles that may cause students to trip

Engage:

• Begin by playing a variation of the game “Animals in the Woods.” More space is

better, so find appropriate space outside or reserve time in the gym.

• “Animals in the Woods” is a tag game where students play different roles that

represent animals that live in the nearby forest ecosystem. Predators include fox,

hawk, and coyote. Prey include squirrel, mouse, deer, chipmunk, and blue racers

(allows discussion of animals that are predator and prey).

• Students where name tags or pinnies that identify their role. Bright orange pieces

of fabric are distributed in the playing area as plant food.

• The game can be adapted for time and concepts by adjusting rules and

requirement each round. Examples of rounds include:

o Predators may tag any prey, who are not required to find food

o Predators may tag any prey, who must collect at least 5 pieces of food

o Predators must tag prey they would eat in wild, prey must collect specific

food.

o Vary the amount of food available for seasons

o Vary the number of animals that must be tagged for to survive

o Introduce limiting factors including hunters, disease, fire, and drought

• Debrief the activity after each round by asking students what part of the

simulation was like real life, what parts are different? Adapt successive rounds to

student suggestions, creating harder scenarios for survival.

• Ask students to identify the species, populations, communities, biotic, and abiotic

factors. Discuss the relationships between the animals including predator/prey

and competition.

Explore:

• Back in the classroom, draw a food web including the relationships discussed in

the game. Continue by drawing a food web from the Isle Royale case study.

Isle Royale Food Web

• Instruct students to work with a partner and research an ecosystem and draw a

food web. Students may choose from pond, desert, prairie, rain forest, tundra,

savannah, chaparral, coral reef, and large aquatic.

• Students will transfer the drawings to a “mobile” project. They will draw a

picture of the organism and label on construction paper, and then connect each

with yarn. Finished webs can then be mounted on larger construction paper.

Explain:

• Explain to the class that all living things in an ecosystem play an important role

and have important relationships with other living things. Use the example food

webs and student created mobiles to discuss the relationships.

• Review the predator/prey relationship from previous lessons and ask students to

identify examples of this relationship in the food webs.

• Ask students to define the relationship between the hawk and the snake. Write

down that their relationship is competition since they both eat mice. Since there

is a limited amount of space, food, and water; hawks and snakes have adapted to

reach a stable population.

• Ask students to describe the relationship between the moose and the tick (or look

for other examples of parasitic relationships in their mobiles).

• Introduce the key words symbiosis, mutualism, commensalism, and parasitism.

Ask students which key word can be used to describe the moose/tick relationship.

• Ask students to look for other symbiotic relationships within their food webs and

if they can use the other key words to best describe them.

• Show students a table that illustrates the positive or negative consequences from

the relationship. Ask them to complete the table in their journals for each of the

examples in the YouTube video “Symbiotic Relationships.”

Species A Species B

Parasitism + -

Commensalism + 0

Mutualism + +

Elaborate:

• Ask students if any of the relationships discussed can be used to describe

interactions between two plants. Discuss the requirements for all living things

and focus on plants.

• Tell students that they are going to work in small groups to design an

investigation of plant needs for space and sunlight. Write the word crowding on

the board and ask students to consider how it relates to plants.

• Show students the materials that they will have to design their investigation.

These materials include planting cups, soil, marigold seeds, bean seeds, water,

and a ruler.

• Explain that they will be using two different kinds of seeds and allow time to

think/research different needs of the two plants.

• Instruct students to write the process of their investigation and the question that

they are asking in their journals. Allow time for them to set up the investigation.

Circulate throughout the groups to check for understanding and questions.

Evaluate:

• Allow time for student investigations to grow beans and marigolds, reaching

desired effect of overcrowding in the experimental populations (3-4 weeks). Ask

students to present their results to the class and describe why some plants were

able to live and others did not.

• Present students with a worksheet quiz that checks for understanding of

relationships between organisms.

Quiz

1. A mountain lion eats a rabbit.

1. Predation

2. Parasitism

3. Mutualism

4. Commensalism

2. A lizard catches and eats an insect.

1. Predation

2. Parasitism

3. Mutualism

4. Commensalism

3. A mosquito feeding off of a human.

1. Predation

2. Parasitism

3. Mutualism

4. Commensalism

4. Lichen is a protist and an algae living together. The algae retains moisture that

both need to live. The protist produces nutrients for both.

1. Predation

2. Parasitism

3. Mutualism

4. Commensalism

5. A bird lives in a tree.

1. Predation

2. Parasitism

3. Mutualism

4. Commensalism

6. As a farmer is plowing a field, birds land and eat worms and other insects that are

exposed by the plowing.

1. Predation

2. Parasitism

3. Mutualism

4. Commensalism

7. Bacteria living at the roots of a tree: the tree gains nutrients, but the bacteria gain

nothing from the tree.

1. Predation

2. Parasitism

3. Mutualism

4. Commensalism

8. A cowbird eats the ticks off of a cow’s back.

1. Predation

2. Parasitism

3. Mutualism

4. Commensalism

9. Barnacles living on a whale.

1. Predation

2. Parasitism

3. Mutualism

4. Commensalism

10. A flea feeds on a dog.

1. Predation

2. Parasitism

3. Mutualism

4. Commensalism

Lesson #4:

Title: Ecosystems in Michigan

Lesson Overview:

• Students will begin by investigating a Michigan land cover map to create a list of

ecosystems that can be found within their state.

• Students will create collages of each Michigan ecosystem, then present and

explain them to the class.

• Students will compare Michigan ecosystems to the two classroom examples.

They will then investigate the balance of ecosystems by asking “What if…”

questions.

GLCEs:


ecosystems including the Great Lakes Region

Objectives:

• 1. The student will be able to identify and describe ecosystems within Michigan

• 2. The student will be able to explain where different ecosystems can be located

throughout Michigan

• 3. The students will be able to identify populations, communities, biotic and

abiotic factors in a Michigan ecosystem (review)

Assessments:

• Use a rubric to check for student understanding of their selected ecosystem

(Objective 1).

• Students will identify the location(s) of their ecosystem within Michigan during

their presentation (Objective 2).

• Use a rubric to check for student understanding of ecosystem components in their

journal review (Objective 3).


• Art – Students will use a collage to demonstrate understanding of each ecosystem

• Geography – Students will indentify and locate where in Michigan there selected

ecosystems can be found.

• Presentation – Students will practice public speaking when presenting their

projects to classmates












• The classroom ecosystems represent a forest floor and a pond. Other ecosystems

that students will research and create include lakes, rivers, beaches, sand dunes,

wetlands, urban, and meadow.

Materials:


Engage

• Michigan land cover maps

Explore

• Nature magazines with many photos

• Large poster paper

• Scotch tape and/or glue

• Scissors


Preparation:

• Reserve computers or computer lab

• Acquire all craft materials


• Scissor safety (even for 6th

graders!)

• Reminder of appropriate computer conduct

Engage:

• Review the ecosystems that the class has

studied in previous lessons. Ask students to

generate a list of different ecosystems. Ask

them expand thinking beyond examples

discussed rely on what they know about

different areas and climates around the Earth.

• Divide the class into small group of 3-4 and

distribute each a copy of a Michigan Land

Cover Map.

• Ask the students how the different ecosystems

may relate to the features on the map.

• Generate a list of the types of ecosystems that can be found in Michigan: pond,

forest, lakes, rivers, beaches, sand dunes, wetlands, urban, and meadow.

Explore:

• Tell the class that they will be building collages for each of Michigan’s

ecosystems. Assign or guide selection so that all ecosystems are covered.

• Distribute collage worksheet to guide group activity with the following directions:

o Write the type of ecosystem your group is exploring

o List the biotic factors that are part of your ecosystem

o List the abiotic factors that are part of your ecosystem

o List animals and plants that are able to survive in more than one Michigan

ecosystem

o List animals and plants that are restricted to one kind of ecosystem

o Where in Michigan can your ecosystem be found?

• Allow students time to collect and cut out pictures from magazine and web

printouts to create ecosystem collages.

Explain:

• Ask the groups to present their collage to the class and describe their ecosystem.

Ask them to explain the relationships of the biotic factors and importance of the

abiotic factors.

• Ask students to explain how the ecosystems are connected and to identify animals

and plants that can survive in more than one ecosystem. Discuss how some are

adapted to many ecosystems and how some are more restricted.

Elaborate:

• Ask student which of the ecosystem collages best resembles the classroom

ecosystem (forest).

• Discuss any changes in the classroom ecosystem over time. Is everything still

alive that was there in the beginning? If the balance has changed, what cause

this?

• Ask the students “What if….” questions about the Michigan ecosystems.

o What would happen if…

o …all the plants died?

o …the water source dried up?

o …the nearby human population grew?

o …the soil was contaminated by an oil spill?

o …there was a flood?

o …there was an increase in the population of a predator?

Evaluate:

• Instruct students to complete an entry in their journal that includes drawing a food

web describing an ecosystem in Michigan. They should label all populations of

organisms and the relationships they have with other populations. Finally, list any

abiotic components underneath the food web.

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