Mountain Ecosystems Diorama
For a preview of this activity, watch the following YouTube video.
Ages: 8-12
General Theme: Ecosystems
Time: 5-10 class periods, depending on degrees of complexity
Materials:
Objectives: Students will identify the effects of elevation on ecosystems, and will be able to describe differences between the five mountain ecosystems in Colorado.
Class Period 1: Introduction to ecosystems and life zones.
Objective: Identify and describe defining characteristics about each ecosystem.
Class Period 2: Identify interactions between living and non-living organisms to create an ecosystem.
Objective: Write a cause/effect statement describing at least one interaction that occurs in each ecosystem.
1. Define Ecosystem again: A place where living and non-living things live and interact together.
2. Direct Instruction: A good "Cause/Effect Statement" has three parts:
The sentence should start with the word Because or Since.
The sentence should then describe a non-living feature.
Then explain how that non-living feature is suitable for a specific living organism.
3. Study Examples
Example 1: Because their is an abundance of water in the riparian ecosystem, the banks of rivers, lakes and streams are covered in abundant vegetation.
Example 2: Since the Lowland Shrub and Forest is at a low elevation, snow melts in early spring, the land is dry like a dessert in summer, and drought tolerant plants can grow successfully.
4. Research and Writing Practice: Allow students to use the Mammals, Plants or Birds Field Guide to study each of the five Rocky Mountain Ecosystems, and write a Cause/Effect Statement describing an interaction for each. Use the following worksheet as a guide, if necessary.
Class Period 3: Plant Identification in each ecosystem or life zone
Objective: Identify one tree/shrub and one flower that grows in each ecosystem, draw that plant, and write one interesting fact about each plant.
Class Period 4: Animal Identification in each ecosystem (or life zone)
Class Period 5: Create The Diorama
For a preview of this activity, watch the following YouTube video.
Ages: 8-12
General Theme: Ecosystems
Time: 5-10 class periods, depending on degrees of complexity
Materials:
Objectives: Students will identify the effects of elevation on ecosystems, and will be able to describe differences between the five mountain ecosystems in Colorado.
Class Period 1: Introduction to ecosystems and life zones.
Objective: Identify and describe defining characteristics about each ecosystem.
- Define Ecosystem: A place where living and non-living things live and interact together. For example, the Alpine Tundra is defined by high elevation, short growing seasons, and as a result willows and low-growing plants grow, and feed mountain goats and other animals that are adapted to survive these harsh conditions.
- Define Life Zone: The elevation range where certain ecosystems occur.Example: The Arctic Tundra ecosystem occurs between 11,200 and 14,000+ feet in elevation.
- Show the introductory ecosystem slide show.
- Use the Mammals, Plants or Birds Field Guide books as a reference to describe the defining characteristics of each Rocky Mountain ecosystem. Use the the following worksheet to guide the descriptions, if necessary.
Class Period 2: Identify interactions between living and non-living organisms to create an ecosystem.
Objective: Write a cause/effect statement describing at least one interaction that occurs in each ecosystem.
1. Define Ecosystem again: A place where living and non-living things live and interact together.
2. Direct Instruction: A good "Cause/Effect Statement" has three parts:
The sentence should start with the word Because or Since.
The sentence should then describe a non-living feature.
Then explain how that non-living feature is suitable for a specific living organism.
3. Study Examples
Example 1: Because their is an abundance of water in the riparian ecosystem, the banks of rivers, lakes and streams are covered in abundant vegetation.
Example 2: Since the Lowland Shrub and Forest is at a low elevation, snow melts in early spring, the land is dry like a dessert in summer, and drought tolerant plants can grow successfully.
4. Research and Writing Practice: Allow students to use the Mammals, Plants or Birds Field Guide to study each of the five Rocky Mountain Ecosystems, and write a Cause/Effect Statement describing an interaction for each. Use the following worksheet as a guide, if necessary.
Class Period 3: Plant Identification in each ecosystem or life zone
Objective: Identify one tree/shrub and one flower that grows in each ecosystem, draw that plant, and write one interesting fact about each plant.
- Explain that every plant is adapted to grow in a specific ecosystem. For example, some plants grow very well where it is dry, in the lowland shrub or forest ecosystem, but cannot grow in wet conditions.
- In the Plants Field Guide, show students the Where symbols in the Symbols Key (p. 12), and explain how to use this key throughout the book to identify where each plant grows.
- Allow time for students to identify one tree/shrub and one flower that grows in each ecosystem, draw that plant, and write one interesting fact about each plant.
Class Period 4: Animal Identification in each ecosystem (or life zone)
- Repeat the same procedure from class period 3.
- Identifying one Mammal and one Bird which lives in each ecosystem and write one interesting fact about each.
- Identify one Mammal and one Bird which migrates between different ecosystems between summer and winter.
Class Period 5: Create The Diorama
- Prior to class, or with students, create a large-scale visual representation of a mountain. On the map, label the elevations and define the ecosystems.
- Have students select their best Mammal and Plant drawing and description, then glue/vel-cro/tape each on the map in the appropriate ecosystem.
- Have students select their best Cause/Effect statement, and glue it onto the map, in the appropriate ecosystem.