Interactions Newsletter
The Ontario Journal of Environmental Education
The mission of OSEE is to support and inspire educators teaching environmental education in Ontario
Volume 27, Number 1 www.osee.ca January 2015 
CONTENTS
Ontario Envirothon
Author: Allison Hands
Great Lakes Food Web Card Game
Author: Ellen Murray
Ontario Envirothon
Building Tomorrows Green Leaders
We inevitably have an impact on the environment. We consume its resources and alter natural systems, creating interconnected environmental challenges. To face these emerging issues we will need to engage youth in environmental management in new and innovative ways. So how can we best prepare the youth of today to become the green leaders of tomorrow who will develop bigger and brighter ideas that address major challenges to our natural environment?
Since 1994, the Ontario Envirothon has challenged over 10,000 high school students to explore basic science concepts, increase their awareness of natural systems and explore natural resource career options with professionals employed in the field. In addition, the Ontario Envirothon program develops important critical thinking, problem solving, teamwork and communications skills in participants.
Perhaps most importantly, the Ontario Envirothon is a unique, valuable and powerful program because sustainability is in the minds of today’s youth. The Ontario Envirothon creates youth that are more confident, knowledgeable, articulate, and collaborative, skills that are vital in making a sustainable future a reality.
How does the Ontario Envirothon work?
Students in grade 9 through 12 participate in the Ontario Envirothon program in teams of 5. Participants spend September through March learning about soils, water, forests and wildlife using resources provided to each school. Students then participate in hands-on workshops in their region in which they are trained and tested on their ability to carry out key resource management techniques.
Tests are populated with practical as well as theoretical knowledge questions such as:
- identify a tree species and measure its height with the provided tools
- analyze and label the soil profile shown in a soil pit
- describe the steps your team would take to manage an invasive species such as garlic mustard
- collect and identify Benthic Macroinvertebrates (BMI). What does the presence or absence of different species of BMI indicate about the health of the aquatic ecosystem?
As a teacher, how can you get involved?
Regional programs take place in up to 20 communities across Ontario. Visit www.ontarioenvirothon.ca to locate the regional event nearest you. Most regions will hold at least one workshop day prior to the regional competition at which students receive field training to prepare for the competition. At the competition, teams vie for the opportunity to advance to the Ontario Envirothon championship which will be held in May 2015 at the Fleming College campus in Lindsay, Ontario. Students have the opportunity to win great prizes at the Championship and the chance to represent Ontario at the North American Envirothon to be held in Missouri in the summer of 2015.
As a parent, why should your child get involved?
Teachers see the Ontario Envirothon program as a way to celebrate and encourage students’ interest in the environment and as an opportunity to build fundamental skills. Envirothon alumni have also identified the program as a formative experience which resulted in their decision to pursue schooling and careers in the natural resources sector. The program provides a unique opportunity for your child to be a part of a larger network that celebrates youth interest in the environment and to experience new ideas, perspectives, and cultures throughout Ontario.
Ellen Murray
Great Lakes Food Web Card Game
This game was designed to review ecosystem concepts for grade 9 science students. The game is based on the Great Lakes food web poster done by Jan C. Porinchak for the New York Sea Grant project which can be found at http://www.seagrant.sunysb.edu/Images/Uploads/PDFs/Poster-GLecosystem.pdf. This poster can be ordered from the New York Sea Grants project.
When I use this game in class I display the colour poster or a colour printout on an overhead projector or a SmartBoard and ask students to describe parts of the ecosystem. Next they get the Student Handout with the species names, a small black and white copy of the poster diagram and the questions. Each student does questions 1-5 before each team gets a set of food web cards.
There are 22 organism cards, 18 cards for the consumers on the poster and I have added four extra cards. All seven poster producers are on one extra card and two extra cards are for algae/diatoms and phytoplankton (producers not on the poster). This was needed to make the food chains work. Zooplankton were added as well, since they are crucial to aquatic food webs. Zooplankton were added as well, since they are crucial to aquatic food webs. Question 7 forces students to focus on these organisms. Questions 9-10 allow the student to focus on the consumer cards that were dealt to them. It is better to have larger teams of 5 than smaller teams of 3 so each student has a manageable number of cards. Questions 11-17 are designed for co-operative learning, with the students sharing the knowledge from their cards. I suggest printing the game cards on card stock heavy paper or laminating them to make them last for more years.
This game has been a big hit with my students asking for the cards to help review for the test and the exam. Sometimes I split the game over two classes, doing the first page of the worksheet in the first class. If splitting the game over two periods, you must be sure that Question #8 is completed carefully (where students are instructed to put a * on their organisms on the diagram). At the start of the second class they can get back their cards by using the * on the diagram.
This game only works well in classrooms with few ESL students. Be sure there is only one ESL student per team so the others can help them read the cards.
Materials:
- copies of student handout with the Species Names for the Great Lakes Food Web Diagram (1 page) and Great Lakes Food Web Worksheet (2 pages)
- pencil crayons
- overhead or SmartBoard to project colour copy of the food web poster or colour poster (order from website)
- 8-10 sets of food web cards, one for each team of 4-5 students
Note: There is an error in the species name list at the website.
The lamprey is at #14 and this game fixed the problem by moving the lamprey to #9 so all the species numbers correctly match the black and white poster. The other challenge is that water fleas are really crustaceans not insects. The information on the cards was compiled from Wikipedia and other web sites. Sometimes I simplified the foods consumed to limit the possible food chains. All handouts and print material can be found under Teacher Resources.
Species Names for Great Lakes Food Web Diagram
The common name, followed by the scientific name. The * shows invasive or nuisance Great Lakes species.
- Cattail (Typha angustifolia)*
- Purple loosestrife (Lythrum salicaria)*
- Jointed spikerush (Eleocharis equisetoides)
- Common reed (Phragmites australis)
- Curly-leaf pondweed (Potamogeton crispus)*
- Eurasian watermilfoil (Myriophyllum spicatum)*
- Water chestnut (Trapa natans)*
- Common carp (Cyprinus carpio)*
- Sea lamprey (Petromyzon marinus)*
- Smallmouth bass (Micropterus dolomieu)
- New Zealand mud snail (Potamopyrgus antipodarum)*
- Zebra mussel (Dreissena polymorpha)*
- Rusty Crayfish (Orconectes rusticus)*
- White perch (Morone americana)*
- Chinook salmon (Oncorhynchus tshawytscha)*
- Walleye (Sander vitreum)
- Deep water scuplin (Myoxocephalus thompsoni)
- Round goby (Neogobius melanostomus)*
- Banded mystery snail (Viviparus georgianus)*
- Yellow perch (Perca flavescens)
- Daphnia or water fleas (Daphnia sp.)
- Amphipods or freshwater shrimp (Gammarus fasciatus)*
- Invasive amphipod or Invasive freshwater shrimp (Echinogammarus ischnus)*
- Fishhook water flea (Cercopagis pengoi)*
- Alewife Alosa pseudoharengus)*
From the poster by Jan C. Porinchak http://www.seagrant.sunysb.edu/Images/Uploads/PDFs/Poster-GLecosystem.pdf (for the New York Sea Grant project)
Great Lakes Food Web Worksheet
Work in teams of 4.
1. On the Great Lakes diagram colour all the producers (#1-7) green.
2. What are three important abiotic factors in this ecosystem?
3. What is the common name of a freshwater shrimp?
4. Name two different crustaceans in the food web.
5. What is the scientific name of a walleye fish? ______________________________
6. When everyone is done #1-5 send the partner whose first name starts with the letter closest to Z to get your species cards.
7. Find and put the 4 EXTRA CARDS in the center of your table. Draw and label one example of each of the extra organisms on your Great Lakes diagram.
8. Deal the remaining cards to all the teammates. Take a few minutes and read your cards.
On your Great Lakes diagram put a * on each organism card you have.
9. Use only the cards in your hand to answer these questions. You might have to leave an answer blank.
a) Which of your organisms are herbivores? ______________________________
b) Which of your organisms are omnivores? ______________________________
c) Which of your organisms are carnivores? ______________________________
d) Which of your organisms are detritivores? ______________________________
e) Which of your organisms is the smallest on the Great Lakes diagram?
f) Which of your organisms is not a fish? _____________________
g) Which of your organisms eats the most different species? Name all the organisms eaten.
10. What are three other interesting facts on your cards?
a)
b)
c)
The following questions require you to share your cards with your teammates.
11. a) Make a food chain by putting cards on the table in order. Remember to start with a producer. Now add one consumer card from each person. Write out the food chain in the space below. Take back your cards.
b) What is the producer in your food chain? ______________________________
c) What is the top level predator in your food chain?
d) What organism is at the third trophic level in your food chain? __________________
e) How many trophic levels are in your food chain? __________________
f) What is the first level consumer in your food chain? _______________
g) Which organism do you think has the largest population? Explain why.
12. Between partners find and explain two examples of competition between your organisms. Be sure to name the competing organisms and name the resources being competed for.
13. a) Which organism is an example of a parasite? ______________________________
b) Which of your species cards would this parasite likely attack?
14. What species could be in a commensalistic relationship with zebra mussels? Explain.
15. How did two different invasive species arrive in the Great Lakes? Use specific details from the cards.
a)
b)
16. What is a limiting factor in the population of invasive round goby?
17. Describe two relationships between yellow perch and other organisms.
Collect your cards. There must be 22 cards to hand in to your teacher.
Teacher Resources
Looking for ideas to green your lesson? Check out these great resources below for a plethora of amazing ideas and activities!
- Food Web card game
- Bird Studies
- Project FLOW
- Rethink Resources
- Use Less Stuff
- 2015 International Year of Soils: Healthy Soils for a Healthy Life
Upcoming Events
Don’t miss these exciting events!
- February 2 World Wetlands Day http://www.worldwetlandsday.org/
- Feb http://gbbc.birdcount.org/ 14-17 Great Backyard Bird Count
- Feb 27 International Polar Bear Day Thermostat Challenge http://www.polarbearsinternational.org/our-work/international-polar-bear-day
- March 21 International Day of Forests http://www.un.org/en/events/forestsday/
- March 22 World Water Day http://www.unwater.org/worldwaterday/
- March 23 World Meteorological Day http://www.wmo.int/worldmetday/
- March 28 (the 27th in schools) Earth Hour http://www.earthhour.org/
Funding:
The Toyota Evergreen Learning Grounds Greening Grants provides up to $3,500 for schools, up to $2,000 for daycares. There are 4 deadlines throughout the year.
http://www.evergreen.ca/get-involved/funding-opportunities/school-ground-grants/
Recycling:
Your school can help reduce waste by signing up with http://www.terracycle.ca/en-CA/