Environmental Interdependence (Environmental Awareness) Classroom Activity

The Classroom Activity introduces students to the context of a performance task, so they are not
disadvantaged in demonstrating the skills the task intends to assess. Contextual elements include:
an understanding of the setting or situation in which the task is placed, potentially unfamiliar
concepts that are associated with the scenario; and key terms or vocabulary students will need to
understand in order to meaningfully engage with and complete the performance task. The Classroom
Activity is also intended to generate student interest in further exploration of the key idea(s). The
Classroom Activity should be easy to implement with clear instructions.
Please read through the entire Classroom Activity before beginning the activity with students to
ensure any classroom preparation can be completed in advance.
Throughout the activity it is permissible to pause and ask students if they have any questions.
Resources Needed:

Chart paper, whiteboard, or a chalkboard

Markers or chalk
One piece of paper and pencil for each student. (Students who need an accommodation may
use their preferred tool for writing.)

Learning Goal:

Students will understand the context of the key concepts related to the topic:
o
o

As humans we have an impact on the environment, good or bad, that is larger in scope
than ourselves.
We live in a system that is dependent on all the parts working together.

Environmental Interdependence Classroom Activity

[Purpose: The facilitators goal is to familiarize students with the key concepts they will need to
successfully complete the performance task.]
[Before students enter the classroom, write the following quote on the board: When we try to pick out
anything by itself, we find it hitched to everything else in the universe. John Muir]
Facilitator says: Today, in preparation for your performance task, we are going to have a discussion
about interconnectedness. To start, take one minute to think about what John Muir meant when he
made the statement I have written on the board.
[Read the quote out loud. Give students one minute to think about the answer. The facilitator may
also ask students to jot down their answers if he or she would like to. Then elicit responses from the
class as a whole. Exemplar response: Muir is pointing out that everything is interconnected.]
Facilitator says: All living things are interconnected because they are dependent upon other living
things and their non-living surroundings for survival. Its easy to see this by examining an
ecosystem.
[Draw a circle at the top left hand side of the board. Describe what you are doing for students who
are visually impaired. Write Sun inside the circle and say the word out loud (see Figure 1).]

Facilitator says: All energy in an ecosystem comes from the sun. Producers convert sunlight into
energy by using processes such as photosynthesis.
[Write the word Producers to the right of the sun and say the word out loud (see Figure 1). Describe
what you are doing for students who are visually impaired.]
Facilitator says: Can anyone think of an example of a producer?
[Elicit student responses. Correct responses might include trees and plants. Draw one of the
responses, such as a tree, beneath the word Producers.]
Facilitator says: Consumers cannot make their own energy like producers can, so they must eat
instead. Humans are consumers because we have to eat for energy.
[Write the word Consumers to the right of the word producers and say the word out loud (see Figure
1).]
Facilitator says: Who can tell me what the three types of consumers are?
[Take one minute to elicit student responses. Correct responses:

Herbivores: eat only plants

Carnivores: eat only animals
Omnivores: eat both plants and animals

If all of the correct responses are not given, provide them. Write all three correct responses on the
board beneath the word Consumers (see Figure 1). Say each of the correct responses out loud.]
Facilitator says: Can someone give me an example of an herbivore, carnivore, or omnivore?
[Elicit student responses. Correct responses might include:

Herbivores: rabbits and squirrels

Carnivores: coyotes and mountain lions
Omnivores: bears and raccoons]

Facilitator says: There are also decomposers.

[Write the word Decomposers to the right of the word consumers and say the word out loud (see
Figure 1).]
Facilitator says: Decomposers return organic materials to the environment by breaking down dead
organisms. Can someone give me an example of a decomposer?
[Elicit student responses. Correct responses might include bacteria, fungi, or worms.]
Facilitator says: The other elements of an ecosystem are soil, the atmosphere, and water.
[When you say soil, draw a line beneath the picture of the plant, leaf, or tree and label it with the
word Soil. When you say atmosphere, draw a line above the words producer, consumer, etc., and
label it with the word Atmosphere. When you say water, draw a river or lake and label it with the word
Water (see Figure 1). For students who are visually impaired, describe what you are doing as you
write.]
Facilitator says: Everything in the ecosystem is interconnected. The sun gives energy to plants;
herbivores and omnivores eat plants for energy; and carnivores eat herbivores and omnivores for

energy. When something dies, decomposers break it down and plants can then use those organic
materials. Everything is dependent upon air and water.
[As you speak, draw a line connecting each of the elements of the ecosystem.The final product
should look something like Figure 1 below.]
Figure 1

Sun

Producers

Atmosphere

Consumers

Decomposers

Herbivores: only eat plants

Carnivores: only eat animals

Soil

Omnivores: eat both plants and

animals

Water

Next, divide students into groups of four to five.

[The following section can be modified to accommodate various teacher-student interaction types
such as teacher-led discussion with the entire class, teacher-student discussion for remote locations
with a single student, or small groups.]
Facilitator says: Now, in your groups, I want you to think about different events that might impact
the ecosystem we have drawn on the board.For example, what happens if a fire destroys the
producers or there is an increase in the amount of rain the ecosystem receives? Take three minutes
to think of an event and write down the impact it would have on the ecosystem.
[Take 2-3 minutes to elicit student responses.Correct responses will vary.Exemplar response: People
could hunt the carnivores.This would lead to more omnivores and herbivores surviving, which could
result in more producers being eaten and more competition among omnivores and herbivores for
producers.]

Facilitator says: As you can see, changing one component of an ecosystem impacts the ecosystem
as a whole.This applies to everyone, even if you live in a city.For example, according to the Food and
Agriculture Organization of the United Nations, at least one-third of the worlds agricultural crops
depend upon pollination provided by insects and other animals.So if something happens to those
pollinators, then it has an impact on the amount of food available to everyone in the world.Can
anyone think of other ways humans and the environment are interconnected?
[Take two to three minutes to elicit student responses. Correct responses will vary. Correct
responses might include:

When scientists create ways to grow crops more efficiently, it has a positive impact on food
costs.
National parks are designated by humans. The wildlife in those parks benefit from this
designation because they are preserved and protected.
Humans can predict which areas are going to be prone to things like earthquakes, and this
can influence whether or not we settle in those areas.

Facilitator says: You will learn more about environmental interdependence in the performance task
you will be completing. You are now ready to complete your performance task.