Isopods, Crickets, and Rye (Oh My!)

By: Leah

Mr. Ben’s science class our 4^th graders have just finished a unit on ecosystems in which they made their very own “ecocolumns”. These columns are made of a terrarium and aquarium joined into one entity, and they represent a mini but well-functioning model of an interdependent ecological system. The students have been taking care of their ecololumns for several weeks now, and it has been interesting to see these things sprout right before our eyes.

This terrarium needs a haircut.

Students first made the terrarium by plugging an upside-down soda bottle with gravel and dirt. They then added the soil and planted some rye, alfalfa, and mustard seed in designated areas within the soil. After watering and charting the growth of the plants, the students added crickets and isopods (rolly pollies) to the mix. Mr. Ben got the honor of giving out isopods, and I was in charge of the cricket box (I may or may not have whimpered during cricket distribution day).

Underneath the terrariums we attached the aquariums, which consisted of empty soda bottles with the tops cut off. Add a little water, gravel, elodea, and duckweed, and you have yourself a little ecosystem. We also added fish to the mix, but sadly many of them went to fish-heaven in the days between storage and use. When it comes to live science materials, things can’t always be predictable!

Beyond actually making the ecocolumns, the students also conducted an experiment where they purposefully polluted certain columns and made others into controls to see the effects of fertilizer and acid rain on their ecosystems. The end results were not too drastic, but the students were able to notice even subtle differences between the ecocolumns and practice their observation skills with things like the color, texture, height, and size of its contents.

Thirsty, anyone?

My 4^th graders really enjoyed doing this project, and it was surprisingly simple for something that conveyed so much information. Students were able to have a direct, hands-on experience with something that mattered to them (each pair of students made and “branded” their own ecosystem) and they were able to visualize a larger concept in the comfort of their own desks. Here’s to good science!

Beware the dreaded rolly polly…

P.S. Many thanks to Mr. Ben for being the class isopod wrangler.