Antarctic Food Chain Game

(Primary)

Introduction:

Biodiversity is the variety of life and is essential to the survival of all species in the environment. Ecosystems combine all the different plants, animals and micro-organisms and the unique marine and terrestrial environments they exist in. The more diverse an ecosystem is, the more chance it has of surviving if one part of the system is damaged. Food chains and webs explain the relationship between organisms in an ecosystem. A food chain shows the flow of energy from the producers through the consumers.

Background:

The marine ecosystem in Antarctica is centred around the animals and plants of the Southern Ocean. The main marine animals in the Southern Ocean are whales, penguins, seals, seabirds, fish, squid and zooplankton (including krill). The plants in the marine Antarctic marine environment are mostly phytoplankton which are microscopic and are usually less that 1mm across. In spring, phytoplankton is produced in enormous numbers and forms the base of the Antarctic food chain. Krill (and other zooplankton) graze on phytoplankton. In turn, krill are the major food source for whales, penguins, seals and many birds.

Teaching and Learning Objectives:

Students will develop an understanding of the relationship between Antarctic producers (phytoplankton), grazers (in this case, krill) and predators (in this case, penguins) by role play.

Materials:

Something to identify phytoplankton, krill and penguins with (e.g., green and red spot stickers, hats, etc.)

Method:

1. Divide the class into three groups: phytoplankton, krill and penguins (ratio 4:3:1)
2. Form three large concentric circles: krill on the inside, penguins in the middle, and plankton form a large circle around the outside
3. The plankton are unable to move from their position. When the signal is given, the krill must try to get to the plankton. Penguins must try to catch the krill. Krill cannot be caught when they are in a crouching position (hiding under the ice) but can only move or get plankton when they are standing up. Krill must get plankton (by taging the plankton) in each round or they die and become plankton themselves in the next round. When a krill is caught by a penguin, it becomes a penguin. Penguins may only get one krill in each round, however, krill may get more than one plankton.
4. Each round should be approximately 20 seconds long.
5. At the end of each round record the results as follows:

   Round	Number of Krill	Number of Penguins	Number of Phytoplankton	Total

6. At the end of the game (play at least 5 rounds) discuss why the populations change each round.

Extension Activity:

Your class can design their own version of this game using other Antarctic animals. Examples of organisms you could use include: phytoplankton, zooplankton, krill, squid, fish, birds, penguins, seals and whales.

(Adapted from Antarctic Science – A resource book of ideas for teachers for National Science Week, 2007, ASTA)