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2. If there is a different ecosystem supported in the area in
which you live, prepare cards for that ecosystem as well. For
example, if your school is near the coast, you may want to
include a rocky shore ecosystem with the following cards:

Sea lettuce Limpets Periwinkles
Whelks oystercatcher Kelp

Copepods Seagulls Ibis

crayfish Klipvis sandhoppers
crab otter Phytoplankton

Barnacles worms starfish

Day of lesson
3. Divide the learners into groups. Each group of learners will
be given a stack of biotic/abiotic playing cards

4. The learners should deal the cards until none remains.
One learner will lay out a card face up and state what is on
the card
The learner to the left of the first player will place a card on
the table and explain how it is related to the first card (E.g.:
The bear eats the berries. Sun allows the berries to grow. The
sun creates the wind on Earth. Pollen from the tree travels on
the wind. Etc.)

5. Each learner is allowed to play one card and attempt to
make a connection.
If a learner is not able to make a connection s/he must pass
on that round and the next player is allowed to play.

6. If a learner plays a card the other members of the group may
reject the play if a majority of the group does not accept the
reason for connection.

7. The player who plays all of his/her cards first is the winner of
this game.
Once the learners have completed the game you may end
the activity, shuffle the cards and play again, or trade cards
with a different group so they can view different organisms
and objects.

8. Once all groups have completed the activity, have the
learners answer the questions on the learner task sheet (this
can be completed on individual paper or a group paper).

Life and living | Ecosystems and food webs 29

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