Introduction

In general, biodiversity refers to the variety and number of different species in a community. But in greater depth, biodiversity is described as the combination of genetic diversity, species diversity and ecosystem diversity. This helps us understand that biodiversity is the full variety of life forms on Earth, the genes they contain and the ecosystems they are part of. One of the key elements to biodiversity is the idea that everything is interconnected and relies on each other. This concept is extremely important in building a sustainable future and in helping conservationists do a much better job.

Living organisms are interdependent and require special conditions to survive. Understanding ecosystems and ecosystem diversity enables us to better protect our natural environment.

Activity outline

Students work in small groups and access information from the web, dictionary, library and/or textbooks.

This activity has three parts:

1. Students develop a definition of an ecosystem which is peer reviewed.

2. They use their definition to describe an ecosystem of their choice.

3. They attempt to locate up to ten ecosystems within 100km of where they live.

1. Ecosystem definition

Each group will use web-based references to produce a clear definition for an ecosystem. They should write their group name at the top of the page and print their definition (alternatively, could leave copies of documents on the school intranet). Each group is to peer review the definitions from two other groups and write their comments on the page or use ‘Track changes’ in a word document. Each group will review the feedback and refine their definition. The groups can then read out their definition to the class.

A good definition would be:'The living-things (biotic) that live in a specific area, how they interact with each other, and how they interact with the non-living (abiotic) environment around them'.

Stress to students the key concept of ecosystem interactions. It is important for students to understand that all living things are dependant on other living and non-living things. For example, the greater blue-ringed octopus (Hapalochlaena Lunulata) cannot survive without interacting with living things such as seaweed and crabs. Nor can it survive without specific non-living factors such as seawater, certain types of rocks and the right amount of sunlight.

2. Ecosystem description

Each group selects an ecosystem to describe in detail. Some examples include: Rainforests, Rock pools, Mallee Country, Deserts, Heathlands and Mountain forests.

Students are to apply their understanding of the definition of an ecosystem. They should then list in detail the interactions that occur in their ecosystem. They should also identify any important features of this ecosystem. For example, rainforests have a thick canopy covering and are moist and cool.

3. Mapping ten ecosystems

Use a regional map that has enough detail to find locations within 50 to 100km of the students’ homes.

Use a wide range of resources to locate up to ten ecosystems in this area. Give each ecosystem a descriptive name that is based on its most significant features.

For each ecosystem, shade an area or locate a place name where it would be found on the map.

Task:

1. Obtain a map.

2. Use map and other sources of information, including your own knowledge to locate up to ten ecosystems within at least 50 km and up to 100 km from your homes.

3. Locate a place or shade an area where each ecosystem is located.

4. Give each ecosystem a descriptive name that highlights its most important feature or features (does not need to be a scientific or official name).

Closing discussion

Discuss with students the following points:

What is the most important word in your definition of an ecosystem? (Interactions - nothing exists in isolation.)
What did we find out about ecosystem diversity? (Many different types of ecosystems exist and have varying defining features.)
How does understanding ecosystem diversity help with conservation? (The idea that everything is interconnected means that if we destroy one part of an ecosystem it has consequences for other living things.)

You might like to use a familiar thinking tool to organise students' ideas.

Extension

Consider extending the map creation activity to create an informative poster that can be shared with other classes with the aim of letting them know about all the different types of ecosystems that are close to them.

What's an Ecosystem?

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