Teaching Sequence

Work through this resource material in the following sequence:

20 minutes	Part B: Thinking About Interactions
40 minutes	Part C: Habitat Display Proposal
20 minutes	Part D: Proposal Feedback
5 minutes	Reflection

Part A: Introduction - Flipped Classroom

Prior to participating in this lesson, students should complete the flipped classroom activity available on the Student Worksheet.

In this activity, students are asked to conduct research online in order to complete a table containing vocabulary that will come up in the lesson. Students could complete this activity independently or in pairs.

The table below shows the answers in red.

Hint: Students can use Google Images to help them find examples.

Role	Explanation	Example
Producer (Autotroph)	Gains energy from sunlight, air, soil	Plants, lichen, algae
Consumer (Heterotroph)	Gains energy from eating (consuming)	Animals
Decomposer	An organism that breaks down organic matter (usually dead or decaying matter)	Bacteria, fungi, some insects, worms, snails, slugs
Carnivore	An animal that only eats meat	Lion, shark, predators, Tasmanian devil
Herbivore	An animal that only eats plants	Deer, cows, gazelle, rabbits, kangaroos
Omnivore	An animal that eats both plants and animals	Dogs, rats, chicken, possums, bandicoots
Predator	Hunts other animals	Any carnivore or omnivore
Prey	Is hunted by animals	Herbivores and non-apex predators

Part B: Thinking About Interactions

Step 1.

Begin this lesson by going over the vocabulary from the lesson preparation using the answers in the table above to guide you.

Step 2.

Now explain to students that they will be watching a clip about food webs and energy pyramids. As they watch, invite them to record anything they find interesting or important:

Food Webs and Energy Pyramids: Bedrocks of Biodiversity (https://youtu.be/-oVavgmveyY)

Step 3.

Once complete, invite students to work independently to answer the following questions about this clip (also available on the Student Worksheet):

What does a food chain show us?
Suggested answer: It shows us one pathway in an ecosystem or one set of interactions.
In what direction do the arrows point in a food chain?
Suggested answer: In the direction of energy flow, so towards the animal that is doing the eating.
What is the difference between a food chain and a food web?
Suggested answer: A food chain shows just one pathway and a food web shows all of the interactions in an ecosystem (multiple food chains).
How does biodiversity help an ecosystem survive?
Suggested answer: If one part of the food web is removed there are enough plants and animals to support the rest of the ecosystem.
What did you find interesting or important about this clip?

Step 4.

Show the trophic level pyramid. Explain that there are more producers than consumers, which is why they have the largest step in the pyramid. Each step is called a trophic level. Producers gain energy from the sun and that energy is partially transferred up through the pyramid as each level is consumed.

Tropic Level Pyramid

Part C: Habitat Display Proposal

Step 1.

Inform the class that they have been tasked by the local museum to create a habitat display for newly discovered insects. Professor Blathers runs the museum and wants you to make sure the habitat is as accurate as possible, so the insects can be cared for at the highest standard. You must design a habitat display proposal to be approved by Professor Blathers before construction begins.

Step 2.

Place students into groups of three to four. Give each group an animal from Bush Blitz’s list of recently discovered species and the corresponding information (from the Bush Blitz Information Sheet).

Explain the group roles:

One person is the timekeeper. Their job is to make sure the group finishes on time.
One person is the manager. Their job is to keep everyone focussed and make sure you are all on task.
One person is the cheerleader. Their job is to keep it positive and encourage everyone to contribute.
OPTIONAL - One person is the coordinator. Their task is to have the final say if the group can’t decide on something.

Step 3.

Explain the requirements of the display:

Each habitat display proposal must meet the following requirements:

Your animal must be an insect
The trophic levels must be proportional: There must be more producers than there are consumers
There must be at least one food chain shown, involving your animal
You must label at least one of each: Producer, Primary Consumer, Secondary Consumer, Decomposer, Carnivore, Herbivore, Omnivore
You must label or describe at least one predator-prey relationship
Consider the scenario: A human-lit bushfire destroys half of your habitat. The majority of organisms burnt are producers. Answer the question and display your answer on your habitat:
- What would happen to the primary and secondary consumers with half of the producers gone from the ecosystem?
  Suggested answer: The primary consumers won’t have enough to eat, so their population levels will decrease. With the primary consumers reduced, the secondary consumers would then not have enough to eat and their population would reduce.
Optional: For at least two animals, describe adaptations that help it survive
Professor Blathers wants the insect to be safe, so all other consumers will be shown using pictures or models.

Depending on your school’s resources you could have the groups complete the proposals in various ways:

Draw the display on paper
Draw on the computer using a graphics program such as Photoshop or Canva
Use plasticine models or other craft equipment.

Part D: Proposal Feedback

Step 1.

Instruct students to spread out around the room and display their habitat proposals for others to learn from.

Step 2.

Explain that students will visit each display and look at the habitat, as well as read the information provided. Each student must write something positive and something constructive on a sticky note to leave next to the habitat display of each project.

Step 3.

Instruct students to return to their own habitat display proposal and read the sticky notes before answering the reflection questions.

Reflection

Invite students to work independently to answer the following questions (also available on the Student Worksheet):

What positive note did you most appreciate reading?
What constructive notes (choose at least two) did you find most helpful?
How would you adapt your display, after reading the feedback? Describe three things you would change or improve.

Differentiated Learning

Extension -

In pairs, students can choose any type of ecosystem and draw a food web. One student will choose any of the species and remove it from the food web. They must then describe the impact that removal will have on each species in the food web.

Provisions for Learning Support -

For the display proposal, the teacher could provide printed images that the group must arrange into a food chain. Information and labels such as producer, consumer, etc. can be printed and the group must match them.

Teacher Reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching practice today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

Backyard Bush Blitz - Ecosystem Interactions

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