Summary
Students use Scratch programming language to create a model (aka an “ecosystem simulator” or “ecosim”). This simulator models the population dynamics of the arctic fox and the tundra vole in the Varanger Peninsula in Northern Norway. However, you can change the “costumes” of the sprites and the names of the sprites to match a predator-prey model in any ecosystem you’d like. We’ve an opening predator-prey activity to help introduce this concept if students are unfamiliar or you’d like to have them experience the pred-prey interaction before they create the model.
Materials and Preparation
Opening activity: (Pika vs Weasels)
- Each group needs:
- 200 small squares cut from index cards (approximately 1 inch squared)
- 50 large squares cut from index cards (cut index cards in half)
- Playing surface (desk, table or marked area on floor)
- see activity for additional details
For Scratch coding:
- Chromebooks or other computers
- A teacher account on Scratch (free)
- Printouts of coding solutions (linked below)
Content:
- Students should have basic understanding of food webs
- You may want to use scratch tutorials to help students get started.
Learning Objectives
Opening Activity
For younger grades, the teacher may choose to have students play a game of sharks and minnows outside to introduce the idea of predator-prey relationships.
Students can then complete the pikas vs. weasels introduction activity to learn more about predator-prey interactions. You can change the organisms to model any predator-prey interaction you wish.
Activity Overview
First, students will remix the blank ecosimulator.
Each day, the students will add code for each component of the ecosystem. Some days may need to be split into multiple sessions.
The order of components is as follows:
- Producer
- Primary Consumer
- Secondary Consumer
- Human
View the Background information for more details.
The completed code can be found below:
- Solution Code For Producer.docx
- Solution Code For Primary Consumer.docx
- Solution Code For Secondary Consumer.docx
- Solution Code For Human.docx
Reflection
Students will experiment by changing the initial values, reproduction rates, and movement speeds of the predators and prey to create the longest-lasting (or more accurately, most stable) ecosystem model. Students will then explain what they did to make the ecosystem as stable as possible and what might lead to its collapse.
Educators can use various methods to assess for understanding. Consider having students create an artistic representation of their process and what conditions create the most stable ecosystem.
Supporting Documents
This simulator models the population dynamics studied by the Climate-ecological Observatory for Arctic Tundra (COAT).
Scratch (https://scratch.mit.edu/)
Additional Standards Information:
NGSS: MS-LS2 Ecosystems: Interactions, Energy, Dynamics
- DCI LS2.A: Interdependent Relationships in Ecosystems
Standards:
Polar Literacy Principles:
Humans are a part of the Polar system. The Arctic has a rich cultural history and diversity of Indigenous Peoples.
Resource Developed By
To learn more about this project
View Project
Made possible with funding by the U.S. National Science Foundation Award #2221990. The information contained here is those of the author(s) and does not necessarily reflect the views of the U.S. National Science Foundation.