Exploring Ecosystems

What To Do

Pre-Activity Prep

Discuss with the educator beforehand to ensure that students will be able to go outside and collect materials to build their mesocosm for Activity 2: Life in a Jar. If not, a volunteer can collect the materials ahead of time for the students. Alternatively, a volunteer can bring an example mesocosm and have students design their own mesocosm for the different planets using the template. Have a backup plan in place in case of poor weather.

Refer to the Learning Through Nature Quick Reference Guide for facilitating an outdoors outreach visit.

Activity 1: Nature Scavenger Hunt

• This activity can be done either alone or with a partner. Ensure that you collect enough materials for your experiment.
  • Any extra materials can be shared with the rest of the class.
• Use the ziplock bags or recycled containers and shovels/scoops to collect the materials listed on the first page of the Exploring Ecosystems Worksheet Document (Resource Checklist).
• As you collect materials, take note of anything significant, like where the material was found, if it was easy to find, the amount of material available, etc.

The materials that need to be found include:

• Grass and Plants (try to keep the roots intact as much as possible)
• Soil
• Water
• Rock and Pebbles
• Insects such as worms (if available)

Activity 2: Life in a Jar

• Go through Planet Scenarios #1 – 5.
• Choose one ecosystem scenario to recreate.
• Design the ecosystem as a mesocosm that fits the description of the scenario. Create a diagram of your mesocosm in your worksheet.
  • Make sure to label each component!
• Build your mesocosm using the steps below.
  • Depending on your planet, you may have to skip some steps.

To build a mesocosm:

• Add a layer of rocks or pebbles on the bottom of your container and moss (if available).
• Add a thick layer of soil or potting mix (1/4^th of the container).
• Add your basil plant or organism of choice and any insects or other organisms available to you. Decorate your mesocosm with rocks or other ornaments.
• Add enough water into your container to soak the bottom layer of pebbles and soil.
  • For planet # 4, add 1 or 2 teaspoons of vinegar to the water.
• Seal the container with plastic wrap and a rubber band or a lid.
• Place the mesocosm under a sunny area and observe for 1.5-2 weeks.
  • Make sure to label your mesocosm with your name, planet and date.
• If your organism (i.e. basil plant) continues to grow (plant gets taller/bigger, roots become established), your planet will be considered sustainable for life!

Wrap-Up

• Have students write their predictions for the sustainability of their planet in their worksheet.
• Use the following information to help guide a discussion on how each component of an ecosystem can be affected by climate change:
  • Water – An increase in temperature can affect the water cycle (rate of evaporation, precipitation, etc.), leading to more droughts/dryer conditions, flooding and more intense weather.
  • Energy – The large-scale melting of ice in active cold volcanic regions (such as Iceland) has been connected to increased frequency and severity of volcanic eruptions. Volcanic eruptions temporarily shade sunlight and cause temporary cooling.
    • New research suggests that in areas with higher surface temperatures, climate change may decrease the amount of sunlight that reaches the surface due to increased amounts of moisture, aerosols and particulates in the atmosphere. This also applies to areas with low moisture, as wind can cause more dust from dry soils to become airborne.
  • Oxygen – Carbon dioxide (CO₂) is more abundant in the atmosphere because of greenhouse gases and global warming. The abundance of CO₂ traps the oxygen molecules and limits the availability for organisms. Increased ocean temperatures also decrease the amount of dissolved oxygen available for aquatic organisms like fish and plants.
    • This can lead to a process called ocean acidification. Ocean acidification can make the shells of many marine organisms (oysters, corals) weak and brittle.
  • Nutrients – Soil erosion due to increased water flow or extreme weather events, along with changes in the water cycle, can affect the availability and distribution of nutrients in the soil.
    Without water, organisms are unable to absorb nutrients from the soil and organisms that recycle nutrients are unable to survive. Phosphorous and nitrogen are often the limiting factors for plant growth.
  • Living/Nonliving Organisms – Organisms and species simply cannot survive in these conditions, either from dehydration or lack of a component necessary for their essential processes.
• For the next 1.5 to 2 weeks, they are going to observe how the basil plant (or another plant) responds to the conditions within their mesocosm. At the end of the two weeks, as a group they can discuss the results of their experiment.
• Discuss possible careers related to the topics explored in today’s workshop and what students will need (education, experience, etc.) to get into those careers.
  • Examples of careers related to environmental sustainability and climate change include:
    • Environmental Scientist
    • Climate Policy Analyst
    • Sustainability Consultant
    • Environmental Lawyer