Lesson title: An example of primary succession: Krakatau
Lesson date: 12.12.2013
One sentence summary: Primary succession will be reviewed through Krakatau case study.
Links to curriculum: IB ESS Grade 11
Length of lesson: 25 minutes
Objectives: After explaining the Krakatau case through a powerpoint presentation students will be able to define
what is primary succession.
Key vocabulary: Krakatau, volcanic eruption, primary succession.
Common misconceptions: Misconceptions about succession
Misconception
Reference*
Succession involves separate stages leading ultimately to a deterministic
climax.
Gibson 1996, Lavoie
1997
Communities change little over time.
D'Avanzo 2003
Without human intervention, old fields either remain largely barren or in a
perpetual state of weedy growth.
Brehm et al. 1986
Soil decreases in fertility over time.
Brehm et al. 1986
Soil is fertile only if humans intervene.
Brehm et al. 1986
As succession progresses, community is characterized by bigger plants and
bigger animals.
Brehm et al. 1986
The climax community is usually the final stage, long-lasting, and selfperpetuating.
Gibson 1996
http://ecomisconceptions.binghamton.edu/succession.htm
Teacher preparation: Powerpoint presentation will be prepared.
Time
allocation
min
2
Lesson outline
Announcements, general administration, tasks: Settling and greeting, introducing myself,
distributing worksheets which will be completed during the lesson.
Lesson starter: To spark interest:
5
Nice pictures of Krakatau will be shown to make students feel that it is such a beautiful, peaceful
place. Students will realize that it is a volcano and then, it will be mentioned that it is not always as
peaceful as it looks like in these photos. 1883 event will be explained with striking features about it
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Lesson core: Krakatau case study in terms of primary succession will be explained through a ppt
presentation. Time to time questions will be asked to students, such as
If all the newly established forms of life were newcomers, how, exactly, did they come?
Now, why is the species number in Krakatau is lower than the other islands?
Conclusions and closure: Review will be done through questioning:
What happened in Krakatau?
5
Which type of succession was observed and why?
In what other conditions it is possible to observe primary succession?
3
Final administrative or lesson tasks: It will be asked to students if they know about volcanoes in
Turkey. Reading suggestion: there is an interesting article about volcanoes in Turkey in this
month’s issue of National Geographic Turkey. If there is time the main idea of the article might be
summarized.
Summative assessment ideas: In the exam, students might be asked to explain primary succession through this
example.
Extensions, differentiated learning strategies, special learning need considerations, and cross-curricular
opportunities: This lesson will develop listening, writing and critical thinking skills of students.
Background information (Resources and references)
Nagle, G. & Davis, A. (2010) Pearson Baccalaureate: Environmental systems and societies for the IB diploma.
http://en.wikipedia.org/wiki/1883_eruption_of_Krakatoa
http://suite101.com/a/succession-on-krakatoa-elementary-science-lesson-a373568
http://volcano.oregonstate.edu/describe-1883-eruption-krakatau
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