Garden Ecosystems are Awesome
Objectives
Students will learn the difference between living (biotic) and non-living (abiotic) things.
Students will understand what living things need to survive.
Students will understand that all parts of the garden ecosystem are inter-related and work together to sustain life.
Students will understand that within an ecosystem there may be many habitats.
STEAM Connections and Kentucky Academic Standards
NGSS
Life Science: Interdependent Relationships in Ecosystems - K-LS1-1, K-ESS2-2, K-ESS3-1, K-ESS3-3, 2-LS4-1, 3-LS4-3, 3-LS4-4, 5-PS3-1, 5-LS1-1, 5-LS2-1
Earth Systems: Earth Materials, Role of Water, Human Impact - 2-ESS2-2, 2-ESS2-3, 4-ESS2-2, 4-ESS3-2, 5-ESS2-1
Physical Science: Structure and Properties of Matter, 2-PS1-1
Cause and Effect, Patterns, Influence of Engineering
Technology
Use of technology for research, use of measurement tools
Engineering
Designing Model Gardens
Math
Measurement and Data
Art
Perceive, develop, and complete artistic work
Background
An ecosystem is an organization that includes all living organisms (biotic components) in an area as well as its physical environment (abiotic components), functioning together as a unit.
Plants, animals, insects, microorganisms, rocks, soil, water, air and sunlight are major components of many ecosystems. All types of ecosystems fall into one of two categories: terrestrial or aquatic. Within an ecosystem, there may be specific habitats: A habitat is the place where an organism naturally lives and grows. For example, within a garden, a spider may have its own habitat within the ecosystem of the garden.
Biotic Components - Biotic components are living organisms within a particular ecosystem. They include primary producers, herbivores, carnivores, omnivores, and decomposers.
Abiotic Components - Abiotic components are the non-living parts of the environment in which the organisms live, such as sunlight, water or moisture, soil, and so on. When describing an ecosystem, the non-living elements may often be overlooked. It is important to recognize and describe the abiotic parts, because they enable the rest of life to exist in the ecosystem. For example, sunlight provides the energy plants need for photosynthesis, the air or water provides the oxygen that animals need to breathe.
Plant Life - Plants are known as primary producers in an ecosystem. They obtain everything they need to flourish from the non-living parts of the ecosystem - specifically, from the soil, air or water. From these components, plants manufacture the organic compounds they use for food. For instance, through the process of photosynthesis, many green plants, such as flowers and trees, convert light from the sun into sugars on which they thrive. Plants in turn provide food to other members of the ecosystem - that’s why they’re known as producers.
Animal Life - All sorts of animals – bees, butterflies, beetles, spiders, deer, humans, birds, lizards, turtles, and so on, may be a part of the animal life of a particular ecosystem, depending on its locality. They are often known as consumers because they typically obtain what they need to live by consuming plants or other animals. Consumer animals can be divided into three main types: herbivores, carnivores and omnivores. Herbivores, such as rabbits and sheep, eat only plants. Carnivores, such as lions and sharks, mainly consume herbivores, while omnivores consume plants as well as herbivores.
Decomposer Organisms - When plants and animals in an ecosystem die, organisms called detritivores eat them. This process is known as decomposition; a familiar example of this is a garden compost pile. Types of detritivores include bacteria, worms and fungi. Essentially, detritivores complete the cycle of life in an ecosystem by converting the matter of dead animals and plants to inorganic nutrients, which are then used again by other, living plants – thus bringing the interaction of the elements of an ecosystem full circle.
Introduction
Ask students what they need to survive. Younger students will verbally answer, while older students can write down as many things as they can think of (food, shelter, warmth, water, oxygen, etc.) Discuss their findings, and the fact that all living things need the same things to survive (food, water, oxygen, shelter and a habitat).
Introduce the idea that all parts of an ecosystem are inter-related and work together to sustain life. See our digital presentation.
Ask students if they think a garden is an ecosystem.
Have them share out the parts of a garden ecosystem: sun, soil, rocks, air, water, plants, animals (insects, worms, spiders, rabbits), microorganisms and decomposers...AND the gardener, who manages the garden.
Ask, “What does the term abiotic mean?” Review examples of non-living components.
Ask, “What does the term biotic mean?” Review examples of living components.
Have students think of a garden. Which parts of a garden are abiotic and which are biotic? Remind students that animals and plants within an ecosystem depend on each other for their survival. What things are placed by humans? Within the garden ecosystem, there may be needs that come up due to weather issues such as lack of rain or temperature changes.
Explain how a rain gauge can be used to determine how much water the garden is receiving naturally and then determine if the garden needs to be watered by humans.
Demonstrate how a thermometer can be used to determine both soil and air temperature as they are components that may determine the growth and survival of plants in a garden. View “How to Use a Thermometer.”
Activities
Show students pictures or video clips of different types of gardens (include vegetable, flower or pollinator, water gardens and riparian gardens, which are designed to hold the soil in place). Be sure to show the abiotic parts of the gardens (rain, or sprinklers, or someone watering; soil). Download our digital presentation of slides.
Have students design and draw/color gardens showing both abiotic and biotic components based on the information they have just been given. The parts should be labeled—abiotic and biotic or living and non- living.
Introduce food chains or food webs within the ecosystem of a garden and then branch out into a study of ecosystems throughout the world. See the curriculum connection at the bottom of this page, which has printable cards for creating food chains.
Treasure Hunt in the Garden - Give students the Treasure Hunt worksheet and a pencil. Students are given 15 minutes to find the items on their sheets. Encourage them to help one another. When it is not possible to go outside and do the treasure hunt, display posters or pictures of gardens and have students use those to complete the activity. With either indoor or outdoor activity, ask students to defend their answers, as this will be a verbal evaluation of their understanding.
Grade 5 Extensions:
1) Ask students to describe the garden ecosystem using terms such as geosphere, biosphere, hydrosphere, and atmosphere, and have them explain how they work together.
2) Ask students to research engineering design and technologies that improve conditions in the garden ecosystem to ensure a harvest.
Companion Lessons
The Farm as an Ecosystem -In this lesson developed by Kentucky Agriculture & Environment in the Classroom and the Kentucky Department of Agriculture, Grade 3+ students will learn:
How a farm is an ecosystem
Identify the parts of the farm ecosystem and how they interact and depend on one another
Identify the producers and consumers in a farm ecosystem
Model the food chain/food web within a farm ecosystem
Learn how changes affect the farm ecosystem and availability of food
Identify the natural resources in a farm ecosystem and ways to protect them
Understand the size of their personal ecosystem