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    <pre style="white-space:pre-line"><code>the set  If they bring a photo they already have,   introduces their food chain to the others (e g  I am
                  they have to return it to the pond in the same way,   the Sun and I am the source of energy —I am an
                  which is a waste of time                       alga and I take energy from the Sun —I am a tad-
               2   Once all groups have their set, they can turn their   pole and I gain energy by eating algae—I am
                  fish into points, but only if they name the indi-  a snake and I gain energy by eating tadpoles ) In
                  vidual fish  To do this, they use an identification   this way, all groups present their food chain
                  key using which they can identify individual fish  3   The following is a discussion of the represen-
                  species                                        tatives most frequently mentioned in the food
               3   After the game, we discuss the real goal of the   chain (they are usually the ones they have had
                  game  and the  didactic  process  in  the  back-  the opportunity to observe), the need to list more
                  ground—when “hunting” for photographs they     food chains (realizing that the food chain is not
                  focus on the body shape and fin distribution,   the only way, but one of the possible ways) and
                  characteristic of individual fish, without having   understanding the concept of the food chain
                  to describe them verbally  Subsequently, when   (a common misconception is that it starts with
                  working with the key, these individual charac-  a top predator)
                  ters are verbalized and categorized  The result is
                  not only knowledge of the name of the fish, but  8. Human intervention in the pond habitat
                  especially the identification features essential for  Learning task context: In order to complete the last
                  determining the fish of the pond            point, i e  human interventions in the given habitat,
               4   We also discuss the possibilities of adapting this  it is necessary to have sufficient insight into the is-
                  didactic game and working with the identifica-  sue, which students usually lack  The reason may be
                  tion key for the category of primary school pupils  that they have never thought about the issue of the
                  while maintaining an algoheuristic procedure –  habitat in terms of a longer time horizon or interven-
                  nonverbal comparison, verbalized comparison,  tions in the landscape, or they do not have enough
                  name  It is possible to replace photos with draw-  personal experience with that issue  For this reason,
                  ings of the identification key used with a simpler  it is not possible for students to generate examples
                  dichotomous identification key with a limited  of positive and negative human impact on a given
                  number of items, possibly by reducing the num-  habitat, but they should rather discuss individual
                  ber of known representatives                human interventions

                 Notes for the organization: This learning task can  Aids: Cards – Human interventions in the habitat of
               be realized in a shady place under the dam of the  the pond, notebooks of different colours
               Budkovan pond, or in any area in the camp
                                                              Procedure:
               7. Food relations of the pond biotope—food chain  1   There are cards on the tables presenting human
               Learning task context: when students / pupils ob-  interventions in the pond  The task of each group
               tain sufficient information about plants and animals   of students is to read the example of the interven-
               living in a given biotope, they can group these organ-  tion given on the card and decide whether the
               isms according to food relationships and preferences,   intervention is positive or negative  They express
               without guessing or interconnecting the organisms   their opinion by marking a smiley or sad face in
               of unrelated biotopes  The simplest type of food   a notebook of their colour and attaching it next
               relationship is the food chain, which represents the   to the card with the picture facing down  This is
               possible flow of energy through the ecosystem     how they evaluate all types of interventions
                                                              2   If all groups have expressed themselves, one card
               Aids: Notes from previous learning tasks          after another is gradually taken, the number of
                                                                 positive and negative votes is compared, and the
               Procedure:                                        type of intervention is briefly discussed  Finally,
               1   Students get together in working groups  Their   the statements at the bottom of the card are read
                  task is to use their notes from previous learning  3   Finally, there will be a short joint discussion sum-
                  tasks to design one food chain, which will start   marizing the findings of the partial discussions—
                  with the Sun and further contain at least 3 living   that is, each intervention can have both posi-
                  organisms                                      tive and negative effects, depending on how it
               2   Once students have thought about it, everyone   is implemented, how it will affect the landscape
                  in the group will become one part in the food   and nature, and that human interests and profits
                  chain  The group stands up, holding hands in the   should not always be in the foreground
                  correct order (the Sun—… —top predator) and



               |   40</code></pre>
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