Mapping Complex Biological Processes
Early in her General Biology course, Professor X introduces her students to basic ecosystem structures and functions, including concepts of one-way energy flow contrasted with the cycling of nutrients through the system. Students first look at linear models in order to learn how nutrients move through a group of organisms; they are shown simplistic food chains that include one example each of tertiary, secondary, and primary consumers that lead to a producer. Professor X then wants to represent for them much more complex food web systems, and decides that a mind mapping activity will help.
Instructional Goals
Professor X goals are to enable students to practice applying a challenging concept and demonstrate their grasp of it and related terminology.
Learning Strategies
Professor X has students map the complex relationships of organisms in an ecosystem using a digital mind-mapping tool so that they may save and share their maps.
Assignment
Her assignment instructions are:
WELCOME TO MY BACKYARD!
Your assignment is to consider the various organisms found in my backyard and, using the mind-mapping tool, demonstrate their trophic relationships, i.e., build a food web. You should find a way to represent their different roles (autotrophs/producers, heterotrophs/consumers at various levels, decomposers) and their functional relationships in the food web of this highly-simplified ecosystem. If you are not sure what a potential consumer might eat, try to find out by doing a little Web research.
Organisms- earthworms
- grass
- hawks
- Japanese beetles
- mosquitoes
- oak trees
- rabbits
- raccoons
- robins
- roses
- spiders
- squirrels
Begin by labeling each organism as an autotroph or heterotroph. Then, within the heterotrophs, consider the level(s) of consumerism for each organism. Keep in mind that each organism might have more than one consumer role. You might start by listing which of the other organisms is eaten by each one.
The next step might be to decide on an organizational strategy and then ways of distinguishing groups using shape and/or color. Each of these tasks could take several forms.
Add arrows indicating the direction of nutrient flow.
Sample Map
The images to the right illustrate how a student might develop a mind map for the assignment.
Related Resources
- See the Bibliography and Campus Resources on our Mind-Mapping TEL Activities Spotlight Issues page.
