Science

Ecosystems

An AR classroom game for Grade 5. Learners can aim with their hands at the camera or play by tapping the screen.

This set has 4 rounds in an interactive sorting activity.

Curriculum indicatorว 1.1 ป.5/2

Play Host a classroom

A look before you play

Sample questions

A few real prompts from the game to help you choose an activity for your class.

01
Sort these into groups.
Sort into
- living component
- non-living component
- a tree
- sunlight
- an insect
- water
Read the explanation
An ecosystem contains both living and non-living parts, all connected.
02
Sort the living things into groups.
Sort into
- producer or consumer
- decomposer
- a rice plant
- fungi
- a rabbit
- bacteria
Read the explanation
Decomposers turn dead matter back into nutrients in the soil.
03
Sort the relationships into groups.
Sort into
- both sides gain
- one side loses out
- a bee and a flower
- a tick and a dog
- a myna bird and a buffalo
- mistletoe and a tree
Read the explanation
In some relationships both sides gain; in others one side loses out.

Before you play

Game teaching guide

What children will practise

Ecosystem sorting: living and non-living components, producers or consumers versus decomposers, relationships where both gain versus one loses, and water versus air pollution. Fits ว 1.1 ป.5/2 (relationships between living things) and ป.5/4 (caring for the environment).

What's in the worksheet

4 questions, a sorting game with four items each - A tree and an insect are living; sunlight and water are non-living - Fungi and bacteria are decomposers; a rice plant and a rabbit are producer or consumer - Bee and flower, myna and buffalo both gain; tick and dog, mistletoe and tree, one loses - Waste water into a canal is water pollution; car exhaust and forest burning are air pollution

How to use it in class

Use it after surveying a small ecosystem at school, such as the field or a pond, about 6 minutes in teams. After question 3, ask teams for more examples from home or the rice fields. Question 4 links to seasonal smoke haze from forest and stubble burning; ask for ways to reduce it. You can link it to a class and record it in the gradebook.

Common sticking points

- Question 3: putting myna and buffalo with one loses, thinking the bird pecks the buffalo. Explain that the bird eats ticks off it, so the buffalo gains. - Question 2: calling fungi producers because they grow from the soil like plants. Stress that fungi have no chlorophyll and cannot make food. - Question 1: calling water living because life needs it. Separate needed for life from being alive.