1. This PowerPoint presentation of an Ecology Activity, could be used in varying levels of Biology courses and Environmental Science courses. Because students will have the freedom to research any hypothesis established, the level of comprehension and difficulty can easily be altered depending on the course and the students taking the course. This “Eco-Column” activity is extremely hands-on and can be used to not only observe the impact each aspect of the Eco-Column (representative of Earth) has on one another, but also how each will react with the introduction of pollutants or changes in resources. Once students have learned the basics behind the “Eco-Column”, they may establish their own question—hypothesis—protocol—and data collection processes for this activity.
Students tend to have difficulty visualizing and understanding the inter-relationships within either extremely microscopic or macroscopic systems. When attempting to understand the components and interactions within ecosystems, students can grasp terminology and very basic ideas, but lack the understanding of how these impact one another on the larger scale of the entire planet. Because students have studied topics like “Ecology” or “Global Warming/Climate Change” in so many of their classes (beginning from elementary school on) they have become trained with certain responses. However, the students still cannot make predictions about the environment, and cannot connect individual ecological concepts and apply these to scenarios or the real-world. Thus, the Eco-Column would aim to give students the experience of observing a collection of ecosystems on a scale that is large enough to witness, but small enough to comprehend and manipulate. The Eco-Column would also allow students to take ownership of their own research, research protocol, data collection methods, and of course their own mini-ecosystem.
Allowing students to take ownership of their own research, research protocol, data collection methods, and their own mini-ecosystem would ultimately increase their motivation in science-education. Students will be able to use the more basic concepts taught in classes, to understand the more complex workings of their surroundings. Students will also be able to use this investigation to explore for themselves the living and nonliving components in ecosystems. Students will also be able to use the experience to collect observations, and conclude with their own scientific explanations rather than trust the knowledge of a teacher.
The “Eco-Column” can be used to address the following High School Content Standards:
(1) B2.5C: Describe how energy is transferred and transformed from the Sun to energy-rich molecules during photosynthesis.
(2) B3.1A: Describe how organisms acquire energy directly or indirectly from sunlight.
(3) B3.2A: Identify how energy is stored in an ecosystem.
(4) B3.2B: Describe energy transfer through an ecosystem, accounting for energy lost to the environment as heat.
(5) B3.2C: Draw the flow of energy through an ecosystem. Predict changes in the food web when one or more organisms are removed.
(6) B3.3A: Use a food web to identify and distinguish producers, consumers, and decomposers and explain the transfer of energy through trophic levels.
(7) B3.3b: Describe environmental processes (e.g., the carbon and nitrogen cycles) and their role in processing matter crucial for sustaining life.
(8) B3.4A: Describe ecosystem stability. Understand that if a disaster such as flood or fire occurs, the damaged ecosystem is likely to recover in stages of succession that eventually result in a system similar to the original one.
(9) B3.4C: Examine the negative impact of human activities.
(10) B3.5g: Propose how moving an organism to a new environment may influence its ability to survive and predict the possible impact of this type of transfer.
(11) B1.1A: Generate new questions that can be investigated in the laboratory or field.
(12) B1.1B: Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources of measurement error, the challenges of controlling variables, the accuracy of data analysis, logic argument, and/or the dependence on underlying assumptions.
(13) B1.1C: Conduct scientific investigations using appropriate tools and techniques.
(14) B1.1D: Identify patterns in data and relate them to theoretical models.
(15) B1.1E: Describe a reason for a given conclusion using evidence from an investigation.
(16) B1.1f: Predict what would happen if the variables, methods or timing of an investigation were changed.
(17) B1.1h: Design and conduct a systematic scientific investigation that tests a hypothesis. Draw conclusions from data presented in charts or tables.
The teacher will begin this activity by discussing with the students the purpose behind the “Eco-column” and the basic construction procedure. All students will begin with a similar “Eco-Column” set up, but will receive the opportunity to research different aspects of their mini-ecosystem. Once their columns are constructed and filled, students should begin their investigation by creating an overlying question they wish to investigate and answer. Based upon this question and the materials given, students should create a hypothesis. Once students have created a hypothesis, the teacher should facilitate the creation of research protocol and data collection. The students should be allowed freedom regarding the aspects they research, the type of data they will collect, and ways in which they will record their data. However, the teacher should review with the students the fundamental principles of scientific-investigation and non-bias, accurate ways in which they can conduct their research. Once the teacher has approved the students’ set ups and protocol, they begin their research “journey”. This activity can endure anywhere from one month to one semester depending on the needs of the class or curriculum. At the conclusion of the “Eco-Column” activity, students should discuss patterns witnessed from their individual observations, any explanations for these patterns, conclusions from their investigation (and reference back to their initial question and hypothesis) and discuss any research errors which may have occurred. Students can present their final material either as a lab report, a presentation, a poster, or a combination of all.
Along with the inquiry benefits to this activity, use of this PowerPoint will also aid in student learning and motivation. A prominent educational concern within my classroom at Thurston High School (Redford, MI) revolves around student attention and focus, comprehension of text and concepts, and overall student motivation. Most of my students find it difficult to focus on any concept for a long period of time, and so need the information to be divided up into individual chunks. This division of information can sometimes result in the understanding of individual concepts, accompanied by difficulty in connecting the individual concepts within a larger picture or scenario. Using this PowerPoint allows the students to focus on a single slide at a time, yet the “final product” pictures inserted throughout help to remind the students what they are working towards. Many of my students also have difficulty comprehending text, and would find the brief statements, questions, and headings easier to understand. The animations are kept to a minimum as not to distract from the overall content of the presentation, but add just enough excitement to the slides to keep the students interested throughout the directions and discussion. Equally as important, the PowerPoint presentation provides the students with colorful and large images describing the construction of their “Eco-Column” and also the final product they are aiming for. This allows the students to have a visual connection to the directions and investigation (before handling any materials), and also immediately connect with the materials during construction and investigation. The focus of the PowerPoint presentation is to aid in the student construction, and the very beginning of their investigation (however, there are not slides that accompany the investigation throughout its duration).

2. WHAT Are We Making? …an “Eco-Column” Teacher Notes:
Ask students what “Eco-Column” means. What do they think “eco” stands for? What do they think “column” means? If we combine the two words… what will we be making?
Ask the students what types of environments they see in the picture in the slide. What are some living components they see? What are some nonliving components they see?

3. WHY are we doing this? Study relationships
Study different environments
Create & Observe controlled ecosystem
Research
Teacher Information:
Ecology is the study of relationships among living and nonliving components within an environment and between different types of environments.
The Eco-Column provides an excellent way to model a controlled ecosystem in the classroom.
In using the Eco-Column you will also have the opportunity to develop your own “research setting”.

4. What does an Eco-Column Model?
Level 1 Atmosphere
Level 2 Biosphere
Level 3 Geosphere &
Decomposition
Teacher Notes:
The atmosphere is composed of any gaseous matter on earth. This can be used to measure not only the effect of types of gases on the rest of the eco-column, but also the effect of amounts of gases on the rest of the eco-column.
The biosphere is composed of any living matter on earth. This can be used to measure most obviously the effects of all other “spheres”, because living components will react to any changes/instability in a visible and obvious manner.
The geosphere and decomposition chamber is composed of sediment, soil and detritus feeders. Part of the decomposition chamber contains biosphere (but it is important to stress that though we classify areas of earth into different “spheres”, they are really all one interacting system). Using the geosphere and decomposition chamber we can study the effects of pollution and/or changing nutrient levels within soil, and the impact this may have on the other chambers of our eco-column.
The hydrosphere primarily focuses on all water aspects of our eco-column. If plants are added there is of course the connection to the biosphere. The hydrosphere allows us to also study the effects of pollution and/or changing nutrient levels within the soil, and the impact this may have on the other chambers of our eco-column.
Level 4 Hydrosphere

5. Overview of Level Contents:
What do “terrestrial”, “decompos-ition” and “aquatic” mean?
…our final product!
Teacher Notes:
Students may work in pairs to construct and observe their eco-columns.
Each group will need approximately (5) 2L soda bottles for construction. [You may want to have 6 per group just in case students cut a bottle incorrectly.]
The very top of the chamber will be exposed to air (but may be concealed later in the research to introduce and contain varying gases)

6. Overview of bottle assembly:
Stage 2
…our final product!
Stage 1
Teacher Notes:
Introduce to the students that they will CUT  TAPE  FILL  TAPE
Continue to remind them that when they are done their eco-column will look similar to the picture on the right side of the slide. Also remind them that they will be able to investigate any aspect of their column, and pollute it later in the unit!

7. Stage 1— Cutting the Bottles
1): Need 5 bottles
2): Lay out bottles
3): Label Bottles (1-5)
4): Mark cut lines
5): Cut bottles
6): Go to Stage 2 1 2 3
Teacher Notes:
Students will need 5 plastic 2L soda bottles.
Lay the soda bottles long-ways like in diagram above.
Use Masking Tape to label each Bottle (#1, 2, 3, 4, 5)
The dashed lines represent areas to cut along soda bottles. Make sure to look closely at this diagram and mark your cut lines.
Cut your soda bottles! Be Careful!
SAFETY NOTES!!
Students need to use sharper scissors. Dull, children’s scissors may not puncture bottle, and could cause them to slip and cut themselves. To make sure they cut through the bottle, suggest to the students that they pinch the sides of the bottle along their “cut lines”, and cut through the pinched region rather than rounded surface.
If students can not handle cutting these materials, set up a “Cutting Station” for students to bring bottles to…. And the teacher may complete this stage. Student should still set up their “cut lines” and order of bottles. 4 5

8. Stage 2—General assembly1 1
Lay out your Cut Bottles…
… Go to Stage 3 2 2 3 3
Teacher Notes:
Students should lay out their cut bottles like original lay out.
Make sure students have the correct ends of the bottles lined up (matched up). You may want to “approve” each group/student’s set up before allowing any further activity! 4 4 5 5

9. 1 2 3 4 5 Stage 3—Applying Tape Use tape to Connect 1 to 2 Use tape to
Teacher Notes:
You should extremely waterproof, durable tape (duct tape) to seal the bottles.
Students may notice that there are still some parts of the bottle not taped and sealed (Bottles #2to3, and #3to4). These bottles need to remain open so that they can fill in the 3 unique chambers of the column.
Encourage students to wrap 2-3 layers of tape around the edges of the bottles to make sure they are secure and tight! 4 5

10. Stage 4—Filling the Chambers
Bottles #1 & 2:
Soil, Water + Plant
Bottle #3:
Garbage + Water
Teacher Notes:
Terrestrial Chamber Directions 
- You will need distilled water, potting soil, and a terrestrial plant or seeds.
- Tie approximately a 3in piece of rope into a knot and drop through the bottle opening. (To secure the rope in the bottle you may want to keep the bottle-top on, and drill a hole through it for the rope.)
- Place some potting soil in the bottom of the bottle.
- Pot either your terrestrial plant/s or seeds into the soil.
- Set aside this chamber until the final taping!
Decomposition Chamber Directions 
- Place a mixture of soil, old fruit/food, leaves, grass, fruit flies and worms into this chamber.
- The order of the mixture does not matter.
- Add approximately 25mL of distilled water to the chamber.
- You want to make sure that the rope from your Terrestrial Chamber will reach down into the liquid of the Decomposition Chamber.
- To make sure that the liquid from the Decomposition Chamber does not ALL leak into the Aquatic Chamber, you may want to leave the bottle-top on and drill a hole.
Aquatic Chamber Directions 
- Place pebbles, sand or gravel in the bottom of the bottle.
- Fill the chamber up approximately ¾ full of distilled water.
- Add aquatic plants (plant them within sand/gravel).
- You may add fish to this aquatic chamber if desired! =)
Student Issues:
This part of the set-up can become messy very fast.
Remind the students of proper lab conduct.
Slowly take the students through the lab-room set up (material locations, garbage cans, paper towel, etc.) so that they may be responsible leaders in their own set-up and investigation.
Bottles #4 & 5:
Sand, Water + Plant
Fill chambers from the
bottom to the top!!!

11. Stage 5—Applying More Tape1
Use tape to
Connect 2 to 3 2
Use tape to
Connect 3 to 4 3
Teacher Notes:
1. Students will need help stacking their chambers. The chambers will be extremely tall and heavy on top of one another. Encourage students to help each other out.
Students should first stack chamber #3 on top of #4-5. Once they have the base taped and established, they should secure #1-2 on top of #3-4-5.
Once all chambers are sealed and connected, they should prop them up against a wall in a well lit area or underneath a UV light. 4 5

12. Now, let’s do some investigating!!..
Finished Product
Now, let’s do some investigating!!..

13. INVESTIGATING… Eco-Column Question Explanations, Conclusions
about
Question
Explanations,
Conclusions
& Predictions
Hypothesis
Patterns
Investigation Protocol
Observations
Data Collection