1.)As an introduction to the lesson, tell students to think about the things they need to survive. Have them to separate their needs into two columns. Column 1 should list things that come from biotic (living) sources. Column 2 should list needs from abiotic (nonliving) sources.
2.)Assign students to groups of 4 students (two girls and two boys, if possible). Have them to complete the attached assignment "Put Yourself in Gilligan's Shoes." Follow the instructions on the attached worksheet for completion of assignment.
3.)"Oh, Deer"- Have students to count 1-4 around the classroom until every student has a number. Students will form groups according to numbers. Students assigned the number 1 will represent deer. Students assigned the numbers 2, 3, and 4 will represent food, water, and shelter. Each individual student can be allowed to choose what they wish to represent or the teacher can assign food, water, and shelter to numbers 2, 3, and 4 respectively.
4.)Students will stand in two parallel lines facing away from each other. The deer will stand in one line and the food, water, and shelter will stand in the other.
5.)The students representing deer will sign indicating their need. For food, students (deer) should place their hands over their stomachs. For water, deer will place their hands over their mouths. For shelter, the deer will hold hands together over their heads. The deer can choose to look for any one of its needs for each round, but it can not change its mind after seeing what is available.
6.)The twos, threes, and fours need to pick a need (food, water, shelter) to represent. They will indicate what need they represent by using the paper signs the teacher made in advance or using the same hand signs as the deer.
7.)Once everyone is ready to begin, the teacher will count three. On three, the students will turn facing each other to see what ecosystem components are available. The deer run to capture the component they have indicated a need for.
8.)Each deer that reaches their habitat component takes that component back to the deer line. Any deer that fails to obtain their habitat component dies and becomes food, water, and shelter for the next round.
9.)The teacher will keep track of how may deer there are at the beginning of the game and at the end of each round. Continue the game for fifteen rounds (years). Then discuss.
10.)Students will chart the population growth data recorded by the teacher on the handout attached. Answer the questions that follow.