Ecosystems Unit Activity 2.1 Predicting Patterns in Ecosystems Carbon: Transformations in Matter and Energy Environmental Literacy Project Michigan State University Ecosystems Unit Activity 2.1 Predicting Patterns in Ecosystems Image Credit: Craig Douglas, Michigan State University

Unit map You are here Use the instructional model to show students where they are in the course of the unit. Show slide 2 of the 2.1 Predicting Patterns in Ecosystems PPT.

Meadow Ecosystem In this lesson we are going to investigate patterns in a meadow ecosystem. Meadows are grassy areas that are home to many different species of plants and animals. Introduce the activity. Use Slide 3 to remind students about meadows. Image credits: https://commons.wikimedia.org/wiki/File%3AElk_at_Gibbon_meadow.jpg By Jon Sullivan [Public domain], via Wikimedia Commons https://commons.wikimedia.org/wiki/File%3AThe_Holyoke_range_mountains_meadow.jpg By List Maddie, U.S. Fish and Wildlife Service [Public domain], via Wikimedia Commons

What is a population? Group of organisms of the same species living in the same region at the same time What populations can you identify in the picture of the meadow below? Discuss the concepts of population and biomass. Use slide 4 to discuss the populations that will be the focus of the investigation using the online Meadow Simulation. Use slide 5 to introduce or review the meaning of the term biomass. In this lesson, we will not distinguish between dry and wet mass. In the simulation biomass refers to the total mass of each population (grasses, rabbits, and foxes).

Biomass Biomass is the total mass of organisms in a given area Scientists often study the biomass of different populations of organisms in an ecosystem In the next lesson you will use the Meadow Simulation online to collect data about the biomass of the following populations: Producers: grasses Herbivores: rabbits Carnivores: foxes Discuss the concepts of population and biomass. Use slide 4 to discuss the populations that will be the focus of the investigation using the online Meadow Simulation. Use slide 5 to introduce or review the meaning of the term biomass. In this lesson, we will not distinguish between dry and wet mass. In the simulation biomass refers to the total mass of each population (grasses, rabbits, and foxes).

Using the Meadow Simulation Click the arrow to run the simulation. Introduce the Meadow Simulation. Use slides 6 and 7 to point out the key features of the online simulation. Explain that they will use the simulation in the next lesson to investigate patterns in biomass in the meadow ecosystem. Change initial biomass of each population by typing in box or moving sliders. The maximum initial biomass for each population is 1000.

An animation of the changes in the grass, rabbit, and fox populations appears on the camera screen. As the simulation runs, a graph of the biomass of each population over time is drawn. The biomass of each population is represented in two different ways in this box. Introduce the Meadow Simulation. Use slides 6 and 7 to point out the key features of the online simulation. Explain that they will use the simulation in the next lesson to investigate patterns in biomass in the meadow ecosystem. Have students record their predictions about the biomass changes in the meadow ecosystem. Pass out the 2.1 Predictions Tool for Ecosystems and give students 5 – 10 minutes to answer the questions individually.

Our predictions Initial biomass 100 years later Foxes 500 Rabbits 500 Grasses 500 Have students discuss their predictions in pairs and as a class. When students have completed their Predictions Tools, divide students into pairs and tell them to compare and contrast their predictions with each other and to look for differences and similarities. Give students 2-3 minutes to compare their predictions. Display slide 8 of the PPT and ask students to share their ideas for the biomass of each population after 100 years. Type their predictions in the table on the slide. Try elicit a range of predictions and help students look for similarities and differences in the predictions and reasoning that they share. Display slide 9 of the PPT and ask students to share their predictions about what initial settings will result in the greatest biomass of foxes at the end of the 100 year-simulation. Type the predictions for three different groups on the slide (try to get a range of different ideas represented). Help students look for similarities and differences in the predictions and reasoning. Tell students that they will revisit their ideas after the investigation to see how their ideas changed over time

Our predictions Initial settings 100 years later Foxes biomass Rabbits biomass Grass biomass Initial settings 100 years later Foxes biomass Rabbits biomass Grass biomass Display slide 9 of the PPT and ask students to share their predictions about what initial settings will result in the greatest biomass of foxes at the end of the 100 year-simulation. Type the predictions for three different groups on the slide (try to get a range of different ideas represented). Help students look for similarities and differences in the predictions and reasoning. Tell students that they will revisit their ideas after the investigation to see how their ideas changed over time. Initial settings 100 years later Foxes biomass Rabbits biomass Grass biomass