Intertwined

Just as ecosystems are interconnected to one another, so too are the things within them. Every plant and animal has a role in sustaining the ecosystem in which it lives. Even the rocks and minerals present have a role.

Within an ecosystem, living creatures tend to fall into three distinct categories:

• Producers – Typically plants and algae who get their energy from photosynthesis (light from the sun). Producers provide food for plant eating consumers
• Consumers – Plants or animals that feed on producers. Consumers who only eat plants are called Primary consumers. Some consumers are called secondary consumers, these tend to be carnivores who feed on plant eating consumers
• Decomposers – animals, plants, fungi or bacteria that feed on dead organisms. Decomposers break down the minerals and nutrients in the dead organisms, these are recycled into food for producers.

Each of these living organisms form part of a food chain that, in turn, connects to other chains to make a food web where all things are interdependent on the others. Changes, such as deforestation, over-hunting or pollution impacting these webs can cause ecological imbalance or collapse.

Large natural disasters can also impact food chains. Bushfires, floods, and changes in global temperatures can disrupt whole ecosystems. While recovery does occur, some ecosystems can take decades or centuries to return to their pre-disaster state. Some ecosystems adapt and change but, sadly, some never fully recover.

Rocks and non-living things play a role in these ecosystems too. Rocky outcrops and boulders provide the perfect habitat for plants, moss, and fungi to grow on their craggy surfaces and within cracks and cervices. Rocks can be warmed by the sun which can allow plants to thrive in an otherwise hostile environment and give animals like reptiles a place to bask. Rocks can also provide an opportunity for species to reach above the ground level and have access to more sun, air, and water. Rocks and fallen trees provide places for animals to live, in and under them, providing shelter from the weather and from predators.

Activities

• As a class, make a list of plants and animals seen in the local area, they can be both native or introduced species (don’t forget bugs!). Firstly, categorise them by plant or animals and then by their class (bird, mammal, reptile etc). Then, through discussion of the behaviours observed, reorganise the animals as to whether they fill the role of a producer, a consumer, or a decomposer.
   
• Biomes can be large or small. While a town or school can sit within a larger biome region, smaller micro-biomes or communities can be located within.
  • Draw a map of the school, either create one or use a screen shot from an internet map search. In groups, have students explore the school yard and identify distinct biomes or habitats within the yard. Eg. The school sports oval is a large open grassy field, a shaded garden area has many bushes and trees, underneath a deck is dark and cool, a large, asphalted area is baking hot and windy these could be considered separate biomes. What plants and animals are similar? What is different?
     
• Choose an animal or ask students to choose a favourite animal. Ask them to design a new garden at the school that would suit this type of animal. Have them consider the temperature needed (maybe they will need to build a big roof or dig a pool), what kind of plants will they need to include? What other animals will need to live in the garden to support their chosen animal?