Environmental Interdependence (Environmental Awareness) Classroom Activity

The Classroom Activity introduces students to the context of a performance task, so they are not disadvantaged in demonstrating the skills the task intends to assess. Contextual elements include: an understanding of the setting or situation in which the task is placed, potentially unfamiliar concepts that are associated with the scenario; and key terms or vocabulary students will need to understand in order to meaningfully engage with and complete the performance task. The Classroom Activity is also intended to generate student interest in further exploration of the key idea(s). The Classroom Activity should be easy to implement with clear instructions. Please read through the entire Classroom Activity before beginning the activity with students to ensure any classroom preparation can be completed in advance. Throughout the activity it is permissible to pause and ask students if they have any questions. Resources Needed:

Chart paper, whiteboard, or a chalkboard Markers or chalk One piece of paper and pencil for each student. (Students who need an accommodation may

use their preferred tool for writing.)

Learning Goal:

Students will understand the context of the key concepts related to the topic: o As humans we have an impact on the environment, good or bad, that is larger in scope

than ourselves. o We live in a system that is dependent on all the parts working together.

Environmental Interdependence Classroom Activity

[Purpose: The facilitator’s goal is to familiarize students with the key concepts they will need to successfully complete the performance task.]

[Before students enter the classroom, write the following quote on the board: When we try to pick out anything by itself, we find it hitched to everything else in the universe. –John Muir]

Facilitator says: “Today, in preparation for your performance task, we are going to have a discussion about interconnectedness. To start, take one minute to think about what John Muir meant when he made the statement I have written on the board.”

[Read the quote out loud. Give students one minute to think about the answer. The facilitator may also ask students to jot down their answers if he or she would like to. Then elicit responses from the class as a whole. Exemplar response: Muir is pointing out that everything is interconnected.]

Facilitator says: “All living things are interconnected because they are dependent upon other living things and their non-living surroundings for survival. It’s easy to see this by examining an ecosystem.”

[Draw a circle at the top left hand side of the board. Describe what you are doing for students who are visually impaired. Write Sun inside the circle and say the word out loud (see Figure 1).]

  

Facilitator says: “All energy in an ecosystem comes from the sun. Producers convert sunlight into energy by using processes such as photosynthesis.”

[Write the word Producers to the right of the sun and say the word out loud (see Figure 1). Describe what you are doing for students who are visually impaired.]

Facilitator says: “Can anyone think of an example of a producer?”

[Elicit student responses. Correct responses might include trees and plants. Draw one of the responses, such as a tree, beneath the word Producers.]

Facilitator says: “Consumers cannot make their own energy like producers can, so they must eat instead. Humans are consumers because we have to eat for energy.”

[Write the word Consumers to the right of the word producers and say the word out loud (see Figure 1).]

Facilitator says: “Who can tell me what the three types of consumers are?”

[Take one minute to elicit student responses. Correct responses:

Herbivores: eat only plants Carnivores: eat only animals Omnivores: eat both plants and animals

If all of the correct responses are not given, provide them. Write all three correct responses on the board beneath the word Consumers (see Figure 1). Say each of the correct responses out loud.]

Facilitator says: “Can someone give me an example of an herbivore, carnivore, or omnivore?”

[Elicit student responses. Correct responses might include:

Herbivores: rabbits and squirrels Carnivores: coyotes and mountain lions Omnivores: bears and raccoons]

Facilitator says: “There are also decomposers.”

[Write the word Decomposers to the right of the word consumers and say the word out loud (see Figure 1).]

Facilitator says: “Decomposers return organic materials to the environment by breaking down dead organisms. Can someone give me an example of a decomposer?”

[Elicit student responses. Correct responses might include bacteria, fungi, or worms.]

Facilitator says: “The other elements of an ecosystem are soil, the atmosphere, and water.”

[When you say soil, draw a line beneath the picture of the plant, leaf, or tree and label it with the word Soil. When you say atmosphere, draw a line above the words producer, consumer, etc., and label it with the word Atmosphere. When you say water, draw a river or lake and label it with the word Water (see Figure 1). For students who are visually impaired, describe what you are doing as you write.]

Facilitator says: “Everything in the ecosystem is interconnected. The sun gives energy to plants; herbivores and omnivores eat plants for energy; and carnivores eat herbivores and omnivores for

  

energy. When something dies, decomposers break it down and plants can then use those organic materials. Everything is dependent upon air and water.”

[As you speak, draw a line connecting each of the elements of the ecosystem.The final product should look something like Figure 1 below.]

Figure 1

Next, divide students into groups of four to five.

[The following section can be modified to accommodate various teacher-student interaction types such as teacher-led discussion with the entire class, teacher-student discussion for remote locations with a single student, or small groups.]

Facilitator says: “Now, in your groups, I want you to think about different events that might impact the ecosystem we have drawn on the board.For example, what happens if a fire destroys the producers or there is an increase in the amount of rain the ecosystem receives? Take three minutes to think of an event and write down the impact it would have on the ecosystem.”

[Take 2-3 minutes to elicit student responses.Correct responses will vary.Exemplar response: People could hunt the carnivores.This would lead to more omnivores and herbivores surviving, which could result in more producers being eaten and more competition among omnivores and herbivores for producers.]

Producers

Consumers

Decomposers

Herbivores: only eat plants

Carnivores: only eat animals

Omnivores: eat both plants and animals

  Sun Atmosphere 

Water  

Soil  

  

Facilitator says: “As you can see, changing one component of an ecosystem impacts the ecosystem as a whole.This applies to everyone, even if you live in a city.For example, according to the Food and Agriculture Organization of the United Nations, at least one-third of the world’s agricultural crops depend upon pollination provided by insects and other animals.So if something happens to those pollinators, then it has an impact on the amount of food available to everyone in the world.Can anyone think of other ways humans and the environment are interconnected?”

[Take two to three minutes to elicit student responses. Correct responses will vary. Correct responses might include:

When scientists create ways to grow crops more efficiently, it has a positive impact on food costs.

National parks are designated by humans. The wildlife in those parks benefit from this designation because they are preserved and protected.

Humans can predict which areas are going to be prone to things like earthquakes, and this can influence whether or not we settle in those areas.

Facilitator says: “You will learn more about environmental interdependence in the performance task you will be completing. You are now ready to complete your performance task.”