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, paint/paint brushes

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 succession.

1. 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.
2. 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.
3. 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.
4. 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.
5. 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 has changed.

Questions:

1. List 3 natural factors that can affect the rate at which succession occurs.
2. List 3 human activities that can affect the rate at which succession occurs.

Click here to see the answers to these questions.
Click here to see the list of activities for this unit.

Extensions:

1. 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).
2. 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 air
   • plants give off oxygen from photosynthesis which humans and animals breathe
   • plants provide shelter and habitat for wildlife
   • plant roots help to hold soil, and therefore reduce erosion