>About this Guide
>Table of Contents
1. What you can do
5. Environmental Issues
6. Keystone species
7. Get Wet!-
Field Study Ideas
8. The Zoo Experience
9. Frogs & Friends
10. Case Studies
3.9 ONE THING AFTER ANOTHER
(Level: 7 : 10 acad : 10 appl :: Succession)
Purpose: To understand and identify the natural process of
succession in a pond and the factors which can alter it.
What You Need: mural paper :: crayons, markers,
What You Do:
Before this activity, students should have a basic
understanding of the concept of succession in a pond. You may
wish to review the "Wetland Succession" section in this unit with
them and, you may want to photocopy these pages, and the
illustrations of wetlands successional stages, for the students.
In this project, the students will create 4 murals to illustrate
the cross-section of the early, middle, late, and final stages of
- Divide the class into 4 groups. Group 1 will design a mural
of the early stages of succession as it appeared 500 years ago.
They should include the pioneer plant and animal life that
existed in the water and along the shore.
- Group 2 will design a mural of the middle stages of
succession as it appears today. They should include the changes
that have occurred in the plant and animal life that now exists
in the water and along the shore.
- Group 3 will design a mural of the late stages of succession
as it will appear 500 years from now. They should include the
changes that will occur in the plant and animal life existing in
the water and along the shore.
- Group 4 will design a mural of the final stages of succession
as it will appear 1000 years from now. They should include the
plants and animal life that will exist as a final community.
- Once completed, all 4 murals can be displayed in your
classroom or in the school illustrating the gradual change of a
pond community. Here each group explains how and why their mural
- List 3 natural factors that can affect the rate at which
- List 3 human activities that can affect the rate at which
Click here to see the answers to these questions.
Click here to see the list of activities for this unit.
- For primary students, ask students to name a few plants that
people eat. Have the students draw and colour a picture of these
plants. Ask them to include the sun, themselves, and a plant that
they like to eat. (Remind them that fruits and vegetables all
come from plants).
- For junior/intermediate students ask the students to
brainstorm in small groups, a list of things that plants do to
help the Earth. Combine all lists to make a class list. A few of
the important reasons are:
- plants use the sun's energy to make food, which eventually
animals and humans eat
- plants absorb carbon dioxide, so therefore filter the
- plants give off oxygen from photosynthesis which humans and
- plants provide shelter and habitat for wildlife
- plant roots help to hold soil, and therefore reduce
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