Now that we have developed the biome paper model, we can teach ecology vocabulary. Continue reading to learn about 10 ecology concepts science teachers can teach with biome paper models.
Biotic and Abiotic Factors
In an ecosystem, there are two basic components: biotic and abiotic factors. Biotic factors refer to the living components such as plants, animals, fungi, and bacteria. These organisms interact with each other and with the abiotic factors, which are non-living components like sunlight, water, temperature, soil, and air. Each biome paper model includes biotic and abiotic factors. To use the model to teach biotic and abiotic factors, simply discuss what they are with your students then label a few examples on the model. You could have students write a B for biotic and an A for abiotic and/or write examples on the vocabulary handout to teach with the biome paper models.
Levels of Ecological Organization
Biotic and abiotic factors in an ecosystem can be organized into different levels. An individual living thing is known as an organism. All of the same type of organisms in an area are referred to as a population. All of the populations in an area are known as a community. The community and its non-living surroundings is the ecosystem. Ecosystems around the world with similar characteristics are defined as biomes. After dicussing the different levels of ecological organization, have students label an example of each on the model or write the example on the vocabulary handout.
Producers and Consumers
We can classify living things in an ecosystem as producers and consumers. Producers are organisms that make their own food through photosynthesis like plants and algae. Consumers must consume other organisms for nutrition. Next, ask students to identify various producers and consumers from the model. They can label them, write on the vocabulary handout, or complete the biome paper model worksheet.
Autotrophs and Heterotrophs
Now that students know about producers and consumers, you can introduce the terms autotroph and heterotroph. Autotroph is another vocabulary word that can be used to describe producers while heterotroph describes consumers. To show their understanding of the terms autotroph and heterotroph, have students write the term on their vocabulary handout with the appropriate matching term, producer or consumer.
Carnivores, Herbivores, and Omnivores
There are different types of consumers. Some consumers eat plants. We call these consumers herbivores. Consumers that eat other animals are called carnivores. Then there are those consumers that eat both plants and other animals. We call these consumers omnivores. You can have students obtain information about the various consumers in the model. Ask them to identify a herbivore, carnivore, and an omnivore. Students can label the type of consumer directly on the model, on the back of the popup, or write the examples on the vocabulary handout. If no organism on the model is that type of consumer, simply write in the name on the model or on the vocabulary handout as an example.
Decomposers and Scavengers
In an ecosystem, decomposers and scavengers, other types of organisms, also play vital roles. They break down organic matter and help recycle nutrients in the ecosystem. Decomposers, like bacteria and fungi, break down dead organisms into simpler substances, returning essential nutrients to the soil. Scavengers, such as vultures and crows, feed on dead animals, helping to clean up the environment. After discussing the importance of decomposers and scavengers in the an ecosystem, have students identify any decompoosers or scavengers from the model. They can label them directly on the model, on the biome paper model worksheet, or the vocabulary handout. If no example exists, the students can write in the name, and/or draw a picture, on the model.
Biogeochemical Cycles
In addition to decomposers and scavengers, biogeochemical cycles are also important in the recycling of nutrients and elements in an ecosystem. The nitrogen cycle uses bacteria to convert nitrogen from the atmosphere into forms that can be used by living organisms and back again. The water cycle ensures the continuous circulation of water through various reservoirs like oceans, rivers, and the atmosphere. The carbon cycle involves the movement of carbon between living organisms, the atmosphere, and the Earth's crust. Lastly, the phosphorus cycle is responsible for the movement of phosphorus through the soil, water, and living organisms. To show their understanding of the importance of biogeochemical cycles, students could draw a basic diagram on the model or write a brief description on the back of the model, including the key components of how the elements are recycled and key organisms involved in the process.
Food Chains and Food Webs
It is important that matter gets recycled so that energy can continually flow through organisms in an ecosystem. We can show the flow of energy by using food chains and food webs. A food chain is a simple diagram that shows a feeding relationship among organisms in an ecosystem. Most organisms do not solely feed on one thing. Therefore there are many different feeding relationships in an ecosystem. Food webs are diagrams that show the connections by connecting food chains in an ecosystem. First, have students identify a feeding relationship from the organisms in the model. Next, they can write the example on the worksheet or draw arrows connecting the organisms on the model. They can draw arrows showing multiple feedback relationships to create the food web.
If you'd prefer to not draw arrows on the model, consider creating a food web on the back of the model. Write the names of various producers and consumers from the biome on the back of the model. I encourage students to write the name of producers near the bottom of the page and higher-level consumers, like carnivores, near the top. After the names are written, students draw arrows from the organisms that is eaten to the organisms that consumes.
Energy Pyramids and the 10% Rule
Like mentioned previously, the food chains and food webs show the energy transfer through organisms in an ecosystem. But how much of that energy is transferred? The general rule of thumb is that only 10% of the energy from one trophic level, or feeding level, gets transferred to the next trophic level. Teach energy flow to your students then have them model it on their paper model. They could draw an energy pyramid on the front or back of their model with an example amount such as 100,000 kcal. Next, have them predict how much energy would be available to the other trophic levels.
Primary, Secondary, and Tertiary Consumers
To predict how much energy is available to each trophic level, students will need to identify primary consumers, secondary consumers, and tertiary consumers from the ecosystem. Primary consumers feed on producers. Secondary consumers feed on primary consumers. And, tertiary consumers feed on secondary consumers. The students could write the name of organisms that fit each criteria on the energy pyramid drawn from the last example or they could label the different types of consumers by the organism or on the back of the organism from the model.
Other Suggestions to Teach with Biome Paper Models
Use this page to guide your discussion of the meaning of the different concepts.
Have students add descriptions of the vocabulary to the vocabulary handout as your students learn about the different ecology vocabulary words.
Give students a choice of how they include the information on the model. Some may prefer to include it all on the front of the model while some would rather organize the information in another location such as on the back or on the vocabulary handout.
Encourage students that they can write information on the back of the popups, too.
What else could you use the biome paper models to teach? And, be sure to check out Part I: Teach Ecology Vocabulary with Biome Paper Models if you missed it.
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