Grade 7, Cluster 1: Interactions Within Ecosystems · Web viewComplete the statements below, using terms from the Word Bank provided. Note: Terms can be used more than once. Word

Grade 7, Cluster 1: Interactions Within Ecosystems

Table of Contents

Unit Introduction Page 2

The Importance of Understanding Interactions in Ecosystems Page 3

Unit Activities Page 4

Essential Questions Page 5

Cross-Curriculum Connections Page 6

Assessment Page 7

Lesson #1: Unit Introduction Page 11

Lesson #2: What is an Ecosystem? Page 13

Who Wants To Be A Science Expert? (game) Page 15

Lesson #3: Photosynthesis and Cellular Respiration Page 16

While You Are Taking Care Of Your Plants ... Page 18

Blackline Master 7-B Page 19

Lesson #4: Ecological Pyramids and Food Webs Page 21

Create An Ecological Pyramid (worksheet) Page 23

Food Web (worksheet) Page 24

Lesson #6: Why I Learned To Stop Being Grossed Out Page 25

Vocabulary Quiz #1 Page 27

Lesson #7: Energy Transfer In Ecosystems Page 29

The Energy Game! Page 31

Lesson #8: Interacting with Nature: A Field Trip Page 32

Ecosystem Checklist Page 34

Lesson #9: Reflections on Nature Page 35

Lesson #10: Creating a Habitat Page 37

Assessment Rubric for Animal Habitats Page 39

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Lesson #11: Under the Microscope Page 40

Microscope Sketchpad Page 42

Lesson #12: Good Germs, Bad Germs Page 43

Assignment Handout for Microorganism Research Project Page 45

Assessment Rubric for Microorganism Research Project Page 46

Lesson #14: Design Your Own Ecosystem Page 47

Assignment Handout (Build Your Own Ecosystem) Page 49

Build Your Own Ecosystem Marking Rubric Page 50

Lesson #15: Unit Wrapup Page 52

Vocabulary Quiz #2 Page 54

Unit Self-Reflection Page 56

Outside Sources Page 57

Unit Introduction

Grade Three, Cluster One: Interactions within Ecosystems:

In this cluster, students investigate the complex interactions between organisms and their

environment. Students identify biotic and abiotic components of ecosystems and analyze the

cycling of matter that takes place within them. This includes an investigation of the transfer of

energy that occurs at various consumer levels, the implications of the loss of produers and

consumers to the transfer of energy, and the potential for bioaccumulation within an

ecosystem. Students explore ecological succession and assess the positive and negative impacts

of human interventions on this natural process. Students discuss environment, social and

economic factors that should be considered in the management and preservation of ecosystems.

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They propose a course of action that would help protect the habitat of a particular organism.

Students observe microorganisms with microscopes and discuss their beneficial and harmful

roles. Students consider how knowledge of microorganisms has imprved food production and

preservation techniques.

- From the Grade 5-8 Science Foundations for Implementation

The Importance of Understanding Interactions within Ecosystems:

Humans are an animal species, a biotic part of virtually every ecosystem around the

world and it is vitally important for young people to understand what previous generations

have often tried to ignore. Human populations and human needs have escalated dramatically

over the last century, from a population of around 2 billion in 1920 to 7.5 billion less than a

century later. About a quarter of all modern humans that have ever existed are living today,

and our impact on the natural world is colossal, occasionally positive, all too often sharply

negative.

In order to understand our impact on ecosystems, however, students must know what

an ecosystem is and the components of the ecosystem and the diverse interactions between

the biotic (living) and abiotic (non-living) elements of an ecosystem. They must understand the

cycling of matter and energy, and of the importance of every organism within the ecosystem,

including often unloved scavengers and decomposers, such as vultures and bacteria. They

should understand notions like bioaccumulation and ecological succession, that ecosystems are

finely balanced and easily disrupted, and that they are not powerless to help ecosystems.

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The purpose of the unit is not to deride modern society for its industrial or technological

advances- to put it bluntly, there are too many of us on Earth to give it up wholesale and in any

case, in Western societies at least, few can deny that more of us have lived better than ever

before. However, we must be considerate of the other organisms that share our planet with us.

We have to understand that there is only one Earth and that ecosystems, and on a wider scale,

the whole biosphere, are like living beings. If we totally disregard the needs of our planet, we

might find that biosphere will collapse, and us with it. We cannot live without the Earth, it is our

duty to learn as much as we can about it and do our best to protect its living and non-living

systems.

Unit Activities:

My goal for this unit is to challenge the traditional paradigm of Middle Years Science

education, wherein fun activities supplement traditional methods of educations, such as

lecturing and testing. As much as possible, students will be actively engaged in creative

assignments and activities that will test not just their understanding, but their creativity. Some

of these assignments will call upon students to reflect and create individually, others to work in

groups and some in a whole-class environment.

The major graded assignments for this unit will consist of the following:

1.) The creation of a functional animal shelter, which will be donated to an appropriate

non-profit agency, such as Brandon Riverbank Inc. or Ducks Unlimited for their use. The

animal shelters will be completed by table groups.

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2.) The conduction of a research project on one harmful or helpful role that

microorganisms play. These research projects will be done either in pairs or individually.

3.) The creation of a model of a functioning ecosystem, using animals of the students’ own

creation.

Other activities will include games such as the Energy Game and Who Wants To Be An

Energy Expert, hands-on activities like a field trip to the Riverbank Discovery Centre and the use

of microscopes, the examination of media such as the award-winning Planet Earth

documentary and educational YouTube videos, written worksheets and reflections, and even a

free snack with surprisingly educational results.

Essential Questions:

The list of fifteen outcomes presented in the Manitoba Science Curriculum is rather

daunting, but can be organized easily enough into key questions, which students must

understand in order to have successfully completed the unit.

1.) What is an Ecosystem? Students must know what an ecosystem is and all the parts that

comprise it.

2.) How do living things function within an ecosystem? Students must know the roles of

organisms in an ecosystem, from producers to apex predators. They must grasp the

transfer of energy and matter, and concepts like ecological succession.

3.) How do human beings interact with an ecosystem? Students should have a grasp of the

different ways that humans interact with their ecosystems, both positive and negative.

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They should have a sense of some ways in which they can encourage sustainability and

responsible practices, on an individual and social level.

Cross-Curriculum Connections:

It is difficult to satisfy all of the competing needs of a successful middle school

curriculum, and virtually impossible to do so if one adhered strictly to lesson plans that could

only relate to a single subject. While most of the material in this unit is decidedly Science-

oriented, there are significant connections to other subject areas present in the offered

material.

English Language Arts: There are significant links between the material in this unit and English

Language Arts, for much of the material relies on skills of reading, writing and representing that

are key to ELA. Research skills are a significant requirement of completing the unit successfully,

another skill that is of great importance in English Language Arts.

Social Studies: Material that has to do with development, sustainability and ecological

protection have significant crossover with elements of Grade 7 social studies that deal with

sustainable development and human impact on the environment. In many ways, the Science

material that is presented here supplements the Social Studies material on World Communities.

Physical Education/Health: Some of the activities involve direct physical activity, such as the

field trip to the Riverbank Discovery Centre, and the Energy Game, which can only be played

while up and walking around the classroom. The sections of the unit that deal with

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microorganisms are significant as well for a potential crossover into Health material, as

microorganisms play a major role in food production but also in the cause of disease.

Assessment:

Unit Assessment Philosophy:

The assessment of this unit and all other units that I teach is assessment not only of learning,

but for learning and as learning as well. Assessment is not something that simply happens at

the end of a unit, but occurs throughout it. It is not simply for the purpose of getting a grade-

indeed, getting a grade is decidedly secondary to the goals of both assessing the learning that

has taken place and facilitating further learning.

Assessment Techniques:

Observation:

Observation is an everyday activity in the classroom, with incidental notes taken so that

important observations or impressions can be recorded permanently. Not only will I go about

and examine student work, but I will engage them periodically in conversation about their work

and assess their understanding of the task at hand and the core knowledge and skills behind it

there.

Conferences:

Students will frequently engage in conferences with each other in which they will look at

each other’s work and give feedback on strengths and areas that need improvement. As well, I

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will occasionally speak with students, perhaps two or three times in the teaching of a cluster,

perhaps about a specific thing that they are working on, but perhaps about the unit generally. It

is there that I can not only get an impression of student learning, but it is also an opportunity

for students to communicate openly and honestly about any questions or concerns they may

have.

Reflections:

Students will be frequently called upon to write reflections upon both what they have

learned in instruction and upon the work they have done. Self-assessment will be an important

and ongoing process, giving the student a strong sense of their own strengths, weaknesses and

learning, while simultaneously granting the teacher the same perspective. These reflections

could be important in shaping instruction as the unit goes on- for example, if student reflections

generally show that there is not an understanding of the concept of ecological succession, I may

decide to include a quick review of the concept or possibly even another full lesson on it. I also

believe that the making of honest and thorough self-assessments is a skill in and of itself, and

students should be encouraged to do so often.

A final self-assessment will be given at the end of the unit, which will provide students

with an opportunity to reflect on the totality of their learning. This will also be paired with an

instructor evaluation in which they assess the performance of the teacher delivering the unit

instruction.

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Graded Work:

The provincial government requires there to be graded work as a feature of Middle

Years assessment. While this may not be ideal, there are a few principles that can be followed

in order to make it more valuable and less arbitrary for students. The first of which is to base

grades around a standard, wherein students whom meet the standard get good grades, as

opposed to simply passing. Graded work that meets the standard for the assignment, as set out

in the rubric will receive a grade of about 80 percent, leaving some room for those who exceed

standards to receive higher grades and giving some leeway for students who are approaching

or struggling with the standards.

There will be four elements of this unit which will be formally graded projects, with 20% of the

unit grade being reserved for the completion of minor assignments. Any student who

completes all of the work in the term will receive the full 20% for this.

Habitat Project: In this project, students will be creating a functional habitat for a particular

species of animal. The most important element of success in this project is functionality- the

animal should be able to actually live in the shelter designed, with creativity and a brief write-

up about the shelter and how it satisfies the needs of the animal in question also being called

for. This project is worth 25% of the total unit grade.

Microorganism Research Project: In this project, one or a pair of students will do research on

one harmful or helpful role that microorganisms play for us. The primary criteria for evaluation

will be the quality of the content in the project, the depth of the research done and the

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organization and quality of writing inside the project. This project is worth 20% of the total unit

grade.

Ecosystem Project: In this project, students will be creating their own ecosystem and are

expected to include all the functional levels of the ecosystem, including scavengers and

decomposers. Originality and creativity will also be important factors in this project, which will

be the most significant graded assessment piece in the unit, being worth 25% of the total unit

grade.

Vocabulary Quiz: Two vocabulary quizzes will be issued during the teaching of the unit, in order

to assess the knowledge of key vocabulary amongst students. The quizzes are each worth 5%,

for a total of 10%.

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Lesson #1: What Is An Ecosystem?Lesson Plan Mr. KeenSubject: Science Topic: Introduction to EcosystemsUnit: Interactions within Ecosystems Grade: Grade 7

Learning Outcomes: 7-1-01: Use appropriate vocabulary related to their investigations of interactions within ecosystems.7-1-02: Define ecosystem and describe various examples that range from the microscopic to the entire biosphere.

Assessment: Students will be assessed through observation of their interactions and contributions, with incidental notes taken. The student summaries will be examined as well, and this will count towards the unit work portion of their grade.

Connection to other Lessons: This lesson is intended to begin the unit and get students to think about the concept of an ecosystem.

Flexible Groupings: Students will discuss the video and information presented from it as an entire class.

Activating Strategies: Students will engage in a brief brainstorming session about what they think some of the key words and concepts, such as “ecosystem” and “biosphere” mean. The three Essential Questions of the unit will be introduced to the students.

Acquiring Strategies: Students will watch a portion of the BBC documentary Planet Earth, being directed to watch out for signs of functioning ecosystems.

Applying Strategies: Students will engage in a group discussion of the key concepts of ecosystems in relation to the video clip they have seen. Students will write a brief reflections on their reactions to the video and what they learned in it.

Learning Resources: Manitoba Science CurriculumPlanet Earth DVD

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Different Ways of Learning:Interpersonal Students Intrapersonal: Students will write about their own personal reactions and learning from the video. Verbal/Linguistic: Students will engage in class discussion and write a brief summary of Visual: Students will watch portions of Planet Earth.

Materials Used: Whiteboard/Smartboard

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Lesson #2: What Is An Ecosystem?Lesson Plan Mr. KeenSubject: Science Topic: Introduction to EcosystemsUnit: Interactions In Ecosystems Grade: Grade 7

Learning Outcomes: 7-1-01: Use appropriate vocabulary related to their investigations of interactions within ecosystems. 7-1-02: Define ecosystem and describe various examples that range from the microscopic to the entire biosphere. 7-1-03: Identify abiotic and biotic components of ecoystems that allow particular organisms to survive. 7-1-04: Describe ecological succession and identify signs of succession in a variety of ecoystems. Include: The natural process whereby some species are replaced by other species in a predictable pattern.

Assessment: After students do the lesson, they will engage in a game of Who Wants To Be A Science Expert?, in which students will be asked questions from the slides taken, with correct answers meaning prizes.

Connection to Other Lessons:This lesson picks up immediately after the previous lesson has left off, expanding student knowledge about ecosystems considerably.

Activating: Students will engage in a roundtable discussion of what was brought up last period, and then bring what they discussed to the class as a whole.

Acquiring: A PowerPoint lesson will be taught, giving the students an overview of the most important themes of the unit. The lesson will be stopped periodically to check on student understanding

Applying: After the PowerPoint lesson is over, the class will engage in a spirited round of Who Wants To Be A Science Expert, in which students will be put on the spot for a series of four questions. If they go through all of them correctly, they will gain a prize. The rules for Who Wants To Be A Science Expert are given below.

Learning Resources:

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Grade 7 Interactions Within Ecosystems Notes, by Kathy Lyons, Christ the Redeemer Catholic SchoolPowerpointSmartboard

Flexible Groupings: The class will engage in the lesson as a whole group, and play the game Who Wants To Be A Science Expert? Together as well.

Different Ways of Learning:Interpersonal: The class will have to help each other for the Who Wants To Be A Science Expert game. Verbal: The PowerPoint presentation will be viewed as well as watched.

Materials Used:Who Wants To Be A Science Expert

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Who Wants To Be A Science Expert? Rules: The student has to answer five questions correctly to win. They will get a small prize for participating and another one if they succeed in answering all questions successfully. I have no objection to offering small candies as a prize, but if schools are stubborn about this or you prefer something else, use stickers or some other small and cheap item students like in your class.

If the student does not know the answer to the question, they have three Lifelines: 50/50: The student eliminates two of the options, leaving the correct and one incorrect answer. Ask a Friend: The student can ask any one person in the classroom and get their feedback on an answer. Poll the Class: The student can poll the class, seeing how many raise their hands at each option.

Sample Questions:

A biotic part of an ecosystem is: a.) A living part of the ecosystemb.) A non-living part of the ecosystemc.) A robotic part of the ecosystemd.) A formerly living part of the ecosystem

In ecologic, consumers are the following:a.) Creatures that shop at Wal-Martb.) Creatures that consume energy without directly producing itc.) Creatures that eat primarily meatd.) Creatures that eat primarily plants

Which of the following creatures is NOT a parasite?a.) Leechb.) Tapewormc.) Orchidd.) Head Louse

Scavengers eat primarily the following: a.) Animalsb.) Plantsc.) Carriond.) Rocks

Ecological Succession is the following:a.) The process in which one species of apex predator replaces anotherb.) The process in which one part of an ecosystem separates from anotherc.) The process in which hippies leave urban society to live on communesd.) The process in which the species structure in a given ecosystem changes over time

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Lesson #3: Photosynthesis and Cellular RespirationLesson Plan Mr. KeenSubject: Science Topic: Introduction to EcosystemsUnit: Interactions within Ecosystems Grade: Grade 7

Learning Outcomes: 7-1-08: Compare photosynthesis to cellular respiration and explain how both are part of the cycling of matter and the transfer of energy in ecosystems.

Assessment: Students will complete Blackline Master 7-B, which will be assessed by the instructor and included as part of their unit work.

Connection to Other Lessons: This lesson will give more depth to the concept of energy cycling in an ecosystem and prepare the way for further discussion on the issue.

Activating: Students will watch a YouTube video on cellular respiration and photosynthesis on the Smartboard. http://www.youtube.com/watch?v=JwrQ_NbXWns

Acquiring: Students will complete Blackline Master 7-B

Applying: Students will be given bean seeds, which they will help in germinating and explain the needs of their growing plants using appropriate scientific terminology.

Learning Resources:

Flexible Grouping: Students will do their Blackline Masters individually, and they will work with their bean plants in pairs.

Different Ways of Learning: Interpersonal: Students will be working in pairs to take care of their bean plants. Kinesthetic: Students will work hands-on to help their bean plants germinate. Logical/Mathematical: Students will be precisely measuring how long it takes for their plant to germinate, as well as how much water to give it.

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Naturalistic: Students will gain a hands-on appreciation of how the processes of cellular respiration and photosynthesis work in the natural world. Verbal/Linguistic: Students will work on and complete Blackline Master 7-B.

Materials Needed: Bean Plants, bags, other appropriate materialsCopies of Blackline Master 7-B

How To Take Care of a Bean Plant

http://www.instructables.com/id/Make-a-Bean-Plant/

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http://www.instructables.com/id/Make-a-Bean-Plant/


While You Are Taking Care Of Your Plants …

1.) Why does your plant need sunlight in order to grow?

2.) How does your plant use water and nutrients?

3.) What does your plant produce as a byproduct of photosynthesis?

4.) Describe the conditions which are ideal for your plant.

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Photosynthesis and Cellular RespirationPart AComplete the statements below, using terms from the Word Bank provided. Note: Terms can be used more than once.

1. a. ___________________ is the process that green plants use to produce their own food.b. Plants must contain ___________________ to carry out this process.c. _______________+______________+______________ ______________+______________d. The substance considered to be a by-product of this process is ___________________.2. a. _____________ is the process that plants and animals use to change food into useable energy.b. ______________+______________ ______________+______________+______________c. The substances considered to be by-products of this process are ___________________ and___________________.

Part BAnswer the following questions:3. What relationship do you see between the substances in the two word equations in 1.c. and 2.b.?4. Why are green plants important to animals?5. What do animals provide for plants?

Look for:1. a. photosynthesisb. chlorophyllc. water, carbon dioxide, light energy, sugar, oxygend. oxygen2. a. cellular respirationb. sugar, oxygen, water, carbon dioxide, energyc. water, carbon dioxide3. Products of one process are used in the other process.4. Green plants give off oxygen, which animals require to live.5. Animals give off carbon dioxide and water, which plants need to produce their own food.Word Bank• water • oxygen • sugar• photosynthesis • carbon dioxide • cellular respiration• chlorophyll • energy • light energy

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Word Bank• water • oxygen • sugar• photosynthesis • carbon dioxide • cellular respiration• chlorophyll • energy • light energy


Lesson #4: Ecological Pyramids and Food WebsLesson Plan Mr. KeenSubject: Science Topic: Introduction to EcosystemsUnit: Interactions within Ecosystems Grade: Grade 7

Learning Outcomes: 7-1-09: Analyze food webs, using ecological pyramids, to show energy gained or lost at various consumer levels. 7-1-10: Analyze, using ecological pyramids, the implications of the loss of producers and consumers to the transfer of energy within an ecosystem.

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7-1-11: Explain, using ecological pyramids, the potential for bioaccumulation within an ecosystem.

Assessment: Students will complete the food web and ecological pyramid worksheets, which will be assessed and will count towards the classwork portion of the unit grade.

Connection with Other Lessons: This lesson will help solidify some of the most important concepts in the minds of students and will prepare them for upcoming assignments, including one where they must make their own functioning ecosystem.

Flexible Groupings: Students will complete an example of an ecological pyramid and a food web as a whole class before working individually on their worksheets.

Activating Strategies: Students will walk in to hear The Circle of Life from the Lion King, for which no context will be immediately offered.

Acquiring Strategies: Students will work as a class in order to complete the example ecological pyramid and food webs on the whiteboard. The ecological pyramid will be completed by questioning students, while individual students will come up to fill in links in the food web. While this is happening, the concept of bioaccumulation will be explained, as potential toxins become more and more concentrated in successive consumer levels. While an insect that a fish eats may be unharmed, the fish may be slightly harmed and the eagle that consumes the fish seriously harmed by a toxin.

Applying Strategies: Students will work to complete worksheets to reinforce their learning.

Learning Resources: Manitoba Science Curriculumhttp://www.boyscouttrail.com/webelos/w2/naturalist_worksheets.htm

Different Ways of Learning: Intrapersonal: Students will work individually to complete worksheets. Kinesthetic: Students will work hands on in making the food web at the front of the class. Musical: An appropriate song will be played to get students to think about the idea of cycling in ecosystems. Verbal/Linguistic: Students will do group discussion and writing. Visual: A Smartboard presentation will be made.

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http://www.boyscouttrail.com/webelos/w2/naturalist_worksheets.htm


Materials Needed:Computer and SpeakersWorksheets (example provided below)Whiteboard, markers, etc

Create An Ecological Pyramid:

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Make sure to correctly place producers, primary consumers (herbivores), secondary consumers (carnivores), tertiary consumers (apex predators), scavengers and decomposers on your pyramid! You’ll be doing this again for a much bigger assignment later on in the unit, so do your best work now!

Food Web

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Draw a line from each creature to what it would eat. Indicate if it is a herbivore (primary consumer), carnivore (secondary consumer) or omnivore

Lesson #6: How I Learned To Stop Being Grossed Out And Love Vultures And WormsLesson Plan Mr. KeenSubject: Science Topic: Introductions to Ecosystems

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Unit: Interactions within Ecosystems Grade: Grade 7

Learning Outcomes: 7-1-12: Provide examples of scavengers and decomposers and describe their role in cycling matter in an ecosystem.

Assessment: Students will be assessed on the quality of reasoning and thought shown in their groupwork and their grasp of basic concepts will be uncovered through careful questioning on they work on creating the school composting system.

Connection with Other Lessons: This lesson elucidates an important part of the ecosystem that is often ignored, that is, the role of scavengers and decomposers.

Flexible Groupings: Students will work in table groups to come up with examples of scavengers and decomposers in an ecosystem.

Activating Strategies: There will be a short Smartboard presentation on scavengers and decomposers and their role in the ecosystem, in which some of Kathy Lyon’s slides will be referenced. Students will also be shown fruit in various stages of decomposition and a composting bin (ideally one with worms).

Acquiring Strategies: Students will work in table groups to come up with some examples of scavengers and decomposers and how they might be helpful to the ecosystem in which they live in (for example, how hyenas and vultures clean up remains left by lions, how scavengers often disperse seeds through their droppings, how earthworms enrich and aerate soil).

Applying Strategies: Students will start a composting program in the school to allow decomposers to do their work properly within the ecosystem of the school environment. If possible, one with earthworms that works fairly rapidly would be ideal.

Learning Resources: Manitoba Science CurriculumKathy Lyon’s Grade 7 Interactions within Ecosystems PowerPoint notesPlanet Earth DVD

Different Ways of Learning: Kinesthetic: Students will be working hands-on in order to create a composting system in the school.

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Interpersonal: Students will be working in groups to create a food pyramid. Logical/Mathematical: Students will have to logically consider the creation of composting bins and the logistics of delivering one to each classroom. Naturalistic: Students will be coming up close and personal with elements of nature. Verbal/Linguistic: Students will be writing and communicating their examples of scavengers and decomposers orally.

Materials Needed: Composting BinsWorms (hopefully)Moldy bread, rotting fruit

How to Compost: (We will be using a garbage bin or two)http://www.ehow.com/how_3541_begin-compost-pile.html

MMSM will give recycling bins and composting bags for free. They host a Waste Reduction School Challenge in Brandon Schools.

Vocabulary Quiz #1

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http://www.ehow.com/how_3541_begin-compost-pile.html


What is an ecosystem? a.) Just the non-living things in a given areab.) Just the living things in a given areac.) The totality of all life on Earthd.) A community of living organisms in conjunction with non-living elements

What is the biosphere?a.) The living and non-living organisms in a certain areab.) The global sum of all ecosystemsc.) All living things on Earthd.) Another word for ecosystem

What is ecological succession?a.) The transition from one ecosystem to anotherb.) The process of change between one set of living organisms and anotherc.) The process of change in the species structure of an ecological community over timed.) The change between a natural environment and a human-dominated one

What is a producer?a.) An organism that consumes other lifeforms to gain energyb.) A part of the ecosystem that is particularly full of lifec.) An organism that produces energy directly without consuming another organismd.) An organism that produces energy for itself without any imputs

What is a consumer? a.) An organism that that consumes plantsb.) An organism that consumes large amounts of resources in an ecosystemc.) An organism that must eat animals in order to lived.) An organism that cannot directly produce its own energy

What is bioaccumulation?a.) The accumulation of toxic substances in high-order consumersb.) The accumulation of large numbers of a certain species

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c.) The state of natural increase within an ecosystemd.) The state of biological overcrowding in an ecosystem

What is photosynthesis?a.) A process used by animals in order to directly transform sunlight into energyb.) A process used by plants to turn energy into carbon dioxidec.) A process used by plants to turn energy into oxygend.) A process used by plants to directly transform sunlight into energy

What is cellular respiration? a.) The process in plant cells that break down nutrients into energyb.) The process in animal cells that break down nutrients into energyc.) The process in cells that processes oxygen for continued lifed.) The process in cells that breaks down nutrients into energy

What is a scavenger?a.) An organism that feeds on herbivores onlyb.) An organism that feeds off of leftover food of other organismsc.) An organism that eats garbage left over from peopled.) An organism that feeds on carnivores only

What is a decomposer? a.) An organism that consumes producersb.) An organism that preys on apex predatorsc.) An organism that breaks down abiotic elements of an environmentd.) An organism that breaks down dead or dying organisms

Lesson #7Lesson #7: Energy Transfer in EcosystemsLesson Plan Mr. KeenSubject: Science Topic: Introduction to Ecosystems

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Unit: Interactions within Ecosystems Grade: Grade 7

Learning Outcomes: 7-1-09: Analyze food webs, using ecological pyraminds, to show energy gained or lost at various consumer levels.7-1-10: Analyze, using ecological pyramids, the implications of the loss of producers and consumers to the transfer of energy within an ecosystem.7-1-12: Provide examples of scavengers and decomposers and describe their role in recycling matter in an ecosystem

Assessment: Student participation will be observed, with incidental notes taken. After the game is finished, there will be a brief discussion of the salient points made in the game.

Connection to other Lessons: This lesson will help impress upon the students the actual workings of an ecosystem in a fun and interactive way.

Flexible Groupings: This is a whole class activity, so there are no groupings as such.

Activating Strategies: Preparing for LearningStudents will quickly do a KWL related to any existing knowledge or conceptions they have about the vital words and concepts that will be dealt with in the Energy Game.

Acquiring Strategies: Integrating and Processing LearningA brief classroom lesson with a Smartboard Presentation will be taught to give students a working knowledge of the concepts that they need. They will be handed a copy of an ecological pyramid, with the appropriate levels placed on.

Applying Strategies: Consolidating LearningStudents will play the Energy Game, in which all players are trying to

Learning Resources: Manitoba Science Curruculum

Different Ways of Learning: Intrapersonal: Students will be doing their own ecosystem checklists.

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Interpersonal: Students will be communicating with each other about their observations and reflections. Kinesthetic: Students will be encouraged to pick up and handle artifacts and possibly animals from the Riverbank area, though only with the permission of the tour guide. Logical/Mathematical: Students will be encouraged to keep track of what they see on their ecosystem checklists. Naturalistic: Students will be experiencing nature directly, rather than simply observing a program or hearing a lecture. Student responses to the natural environment can be captured in their reflections. Verbal: Students will be talking with each other about their observations and experiences, both on the trail (as appropriate) and in the classroom after they return. Visual: Students will be encouraged to sketch something on their checklists, whether it be a plant or an animal.

Resources Used: Coloured Paper (to represent the plant energy)Stick-On Tags (for players to identify themselves)

The Energy Game!

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All ecosystems are based upon the transfer of energy between levels, as producers are eaten by consumers and consumers prey upon each other, which energy being recycled back into the ecosystem by scavengers and decomposers. What the Energy Game tries to do is model the transfer of energy between levels in an ecosystem.

Rules: (Assuming a class of 25 students)

Group Composition: 18 students will be herbivores (first-tier consumers)6 students will be carnivores (second-tier consumers)2 students will be scavengers

Herbivores can directly pick up food energy in the form of plants, represented by pieces of paper left around the room, some in large packs, others singly, in various locations. Only they can gather up the energy which directly fuels the ecosystem. Carnivores go around the room and engage the herbivores in a game of rock, paper, scissors, and must win 2/3 matches in order to seize the energy from the herbivore, which must find new energy. Scavengers get energy by taking energy from the predators, including the apex predator. Any energy that the scavengers or decomposers take is left in the room for an herbivore to pick up.

After playing rock, paper, scissors with one other person, you must leave that person and find another person.

Be fair and honest with each other.

The idea with the game is that you will create a relatively self-sustaining ecosystem, with energy dynamically flowing from one to the other. While the game is going on, at any time, the teacher can remove elements from the game in order to disrupt the functioning of the system. Without herbivores, there is no energy flow because no one can actually eat the plants. Without carnivores, there is simply endless accumulation with herbivores. Scavengers make sure that energy doesn’t stay with the carnivore. Removing any one element makes it extremely difficult for the rest of the system to function.

Lesson #8 Interacting with Nature: A Field Trip to the Riverbank Discovery CentreLesson Plan Mr. KeenSubject: Science Topic: Introduction to EcosystemsUnit: Interactions within Ecosystems Grade: Grade 7

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Learning Outcomes: 7-1-01: Use appropriate vocabulary related to their investigations of interactions within ecosystems.7-1-05: Identify and describe positive and negative examples of human interventions that have an impact on ecological succession or the makeup of ecoystems.7-1-06: Identify environmental, social and economic factors that should be considered in the management and preservation of ecyosystems.

Assessment: Students will complete ecosystem checklists, which will be assessed by the teacher. They may not be complete, but will all demonstrate signs of observation. Students will discuss their findings and observations with each other, and I will listen in on their conversations.

Connection to other Lessons: This lesson will serve as a summation of their prior experiences, as they get to observe a natural habitat in its entirety, and additionally will serve as a springboard to two other lessons.

Flexible Groupings: Students will be broken up into pairs, who will work together on their ecosystem checklist. These pairs will also serve as a “buddy system” for such occasions such as bathroom or water breaks, and as a basis of splitting up the group if there are too many for a given tour.

Activating Strategies: Preparing for LearningBefore the field trip, students will do a brainstorming sessions on what they expect to find at the Riverbank Discovery Centre, relative to what they have been taught. Students will be primed on what to expect before they go there.

Acquiring Strategies: Integrating and Processing LearningOn the walking path, students will be listening to the tour guide as they explain features of the wetlands environment as well as both positive and negative human intervention. They will be filling out their ecological checklists as well as jotting down notes for their reflection if they desire.

Applying Strategies: Consolidating LearningThe whole class will briefly return to their brainstorming session before and compare what they found to what they thought they would find previously. They will be invited to discuss their

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findings, thoughts and connections with each other in table groups, as the instructor will go around taking notes about their findings.

Learning Resources: Manitoba Science CurriculumBrandon Riverbank Discovery Centre

Different Ways of Learning: Intrapersonal: Students will be doing their own ecosystem checklists. Interpersonal: Students will be communicating with each other about their observations and reflections. Kinesthetic: Students will be encouraged to pick up and handle artifacts and possibly animals from the Riverbank area, though only with the permission of the tour guide. Logical/Mathematical: Students will be encouraged to keep track of what they see on their ecosystem checklists. Naturalistic: Students will be experiencing nature directly, rather than simply observing a program or hearing a lecture. Student responses to the natural environment can be captured in their reflections. Verbal: Students will be talking with each other about their observations and experiences, both on the trail (as appropriate) and in the classroom after they return. Visual: Students will be encouraged to sketch something on their checklists, whether it be a plant or an animal.

Resources Used: Ecosystem Checklists (to be prepared by the instructor)Transportation and on-Site Supplies

Ecosystem Checklist: Use the back to write any incidental notes which you think might be useful for your reflection.

While exploring the Riverbank I discovered:

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Evidence of ecological succession __Evidence of animal alteration to the ecosystem __Evidence of positive human intervention in the ecosystem __Evidence of negative human intervention in the ecosystem __Evidence of energy transfer in the ecosystem __A producer __A consumer (herbivorous) __A consumer (carnivorous) __A scavenger __Evidence of decomposers __Something I did not expect to find __What was it? _____________________________________________

SKETCH: Mr. Keen loves to draw and he’d like you to as well! Draw an interesting creature or feature you saw at the Riverbank Discovery Centre.

Lesson #8: Reflections on NatureLesson Plan Mr. KeenSubject: Science Topic: Human Interactions with EcosystemsUnit: Interactions within Ecosystems Grade: Grade 7

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Learning Outcomes: 7-1-05: Identify and describe positive and negative examples of human interventions that have an impact on ecological succession or the makeup of ecoystems.7-1-06: Identify environmental, social and economic factors that should be considered in the management and preservation of ecyosystems.7-1-07: Propose a course of action to protect the habitat of a particular organism within an ecosystem.

Assessment: Student reflections upon their visit to the Riverbank Discovery Centre will be assessed.

Connection to Other Lessons: This lesson is intended as a follow-up to the field-trip that occurred in the previous session. During this class, students will also be informed about the upcoming project of creating habitats for animals and will be expected to begin looking online for ideas for creating bird shelters.

Flexible Groupings:The reflection writing will be an independent-work assignment.

Activating Strategies: Students will engage in a class discussion and brainstorming session regarding their visit to the Riverbank Discovery Centre.

Acquiring Strategies: Students will take the content of the discussion and their notes from the visit to the Riverbank and use it to write a reflection on their trip and a proposal for themselves or a group to do something to protect a creature’s habitat, whether it be as simple as cleaning up garbage or as intensive as a tree-planting program.

Applying Strategies: Students will be invited to follow through with their proposals. If any proposal here is sufficiently meritorious, the whole class might engage in making it happen.

Learning Resources: Manitoba Science CurriculumThe imaginations of students

Different Ways of Learning:

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Interpersonal: Students will engage in a class discussion about their field trip to the Riverbank. Intrapersonal: Students will be engaging in a personal reflection. Naturalistic: Students will be invited to consider an ecological perspective on all matters. Verbal/Linguistic: Students will engage in speaking during the class discussion and writing their reflections.

Resources Used: Whiteboard and markersChart paper

Lesson #9: Creating a HabitatLesson Plan Mr. KeenSubject: Science Topic: Human Interactions w/EcosystemsUnit: Interactions within Ecosystems Grade 7

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Learning Outcomes: 7-1-05: Identify and describe positive and negative examples of human interventions that have an impact on ecological succession or the makeup of ecosystems. 7-1-07: Propose a course of action to protect the habitat of a particular organism within an ecosystem.

Assessment: The animal habitat that is created using this project will be a graded project, and is worth 20% of the final unit grade. In addition, students will write a self-reflection on the project. Functionality will be the most important of the criteria, with aesthetics being secondary.

Connection to other Lessons: This lesson flows from the previous lesson and follows from the field trip to the Riverbank Discovery Centre.

Activating Strategies: Students will engage in a discussion of habitats and form groups. They will have been told to find ideas for a habitat to create online and will make definite plans in the first class.

Acquiring Strategies: Students will build shelters with their groups, being given class time to construct their habitats, but also able to take their shelters home to work on them if they desire.

Applying Strategies: Students will present their habitats to a representative of Brandon Riverbank Inc., Ducks Unlimited or another appropriate agency which will come to the classroom to speak with students about their project and take their work.

Flexible Groupings:Students will be able to freely choose groups for this project, with each group consisting of four to five students.

Learning Resources: Manitoba Science Curriculum

Different Ways of Learning: Interpersonal: Students will be working with each other to create a shelter. Kinesthetic: Students will be working hands-on to create a functioning animal shelter.

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Logical/Mathematical: Students will need to use precise measurements in order to create their shelters. Visual: Students will be decorating their animal shelters appropriately.

Materials Required:Wood (of various sizes)Tools (including screws and nails, though any power tools MUST be used by the teacher)

Special Note:The school shop teacher will be contacted regarding possible collaboration and assistance with any projects that require woodworking. Students will be able to use ordinary hammers and nails under supervision with proper precautions, but absolutely cannot use any power tools unless under the supervision and explicit agreement of the shop teacher.

Assessment Rubric for Animal Habitats:

Functionality:

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1= Not Meeting Standard. The habitat created is wholly unfit or even dangerous for an animal to inhabit. 2= Approaching Standard. The habitat created is marginally fit for animal inhabitation and may require some modification before being offered to Brandon Riverbank Inc. or Ducks Unlimited. 3= Meeting Standard. The habitat created is fit for animal inhabitation and does not require modification to be offered to Brandon River Bank Inc. or Ducks Unlimited. 4= Exceeding Standard. The habitat created is innovative and provides for more than an animal’s basic needs, or the habitat is a large, ambitious model for a larger creature that meets the standard of Brandon Riverbank Inc. or Ducks Unlimited.

Grade on Functionality

Aesthetics and Creativity: 1= Not Meeting Standard. The habitat shows no signs of creativity or appealing visual design. 2= Approaching Standard. The habitat shows some signs of creativity or appealing visual design. 3= Meeting Standard. The habitat created shows significant signs of creativity and appealing visual design. 4= Exceeding Standard. The habitat created displays “out of the box” thinking regarding visual aesthetics and creativity.

Grade on Aesthetics and Creativity

Total Grade: (Grades for Functionality and Aesthetics and Creativity added, divided by 2)

Lesson #11: Under the Microscope: Observing Microscopic LifeformsLesson Plan Mr. KeenSubject: Science Topic: Introduction to EcosystemsUnit: Interactions within Ecosystems Grade: Grade 7

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Learning Outcomes: 7-1-13: Demonstrate proper use and care of the microscope to observe microorganisms. Include: Preparing wet mounts beginning with the least powerful lens; focussing; drawing specimens; indicating magnification.

Assessment: Students will be observed, and their ability to properly use the microscope will be examined. They will also draw a sketch of the organisms they see in the samples, which will be assessed as well.

Connection to other Lessons: This lesson will begin a subunit on microorganisms, which will be carried on in the next lesson.

Flexible Groupings:Students will work in pairs drawn from their table groups.

Activating Strategies: Students will see a Smartboard presentation showing clips and images of microorganisms of various types.

Acquiring Strategies:Students will watch the two following videos, in order to learn some of the essentials of using a microscope.

James Finlay- Using a Microscopehttp://www.youtube.com/watch?v=0c6P8mu6Ec4James Finlay- Making Wet and Dry Mount Slideshttp://www.youtube.com/watch?v=ZjQVQ8gT0A8

Applying Strategies: Students will use their microscopes in order to example slides of pond water and make sketches of the organisms that they find within it.

Learning Resources: Manitoba Science CurriculumJames Finlay

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http://www.youtube.com/watch?v=ZjQVQ8gT0A8

http://www.youtube.com/watch?v=0c6P8mu6Ec4


Different Ways of Learning: Interpersonal: Students will be working together to use the microscopes. Kinesthetic: Students will work hands-on in order to use the microscopes. Visual: YouTube videos will be used to teach the most important parts of how to use a microscope. Students will be making sketches of the lifeforms they encounter.

Materials Needed:MicroscopesMaterials for preparing mountsPond Water

Microscope Sketchpad: Draw what you see in the microscope here!

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Lesson #12: Good Germs, Bad GermsLesson Plan Mr. KeenSubject: Science Topic: Introduction to EcosystemsUnit: Interactions within Ecosystems Grade: Grade 7

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Learning Outcomes: 7-1-14: Identify beneficial and harmful roles played by microorganisms7-1-15: Research and describe human food production or preservation techniques that apply a knowledge of micro-organisms

Assessment: Students will produce a brief report on one beneficial or harmful role played by microorganisms, which will be assessed. Additionally, their participation in the roundtable discussion will be assessed and incidental notes taken.

Connection to Other Lessons:This lesson continues a discussion of microorganisms.

Activating: Students will be treated to a snack, provided there aren’t any horrible allergies in the group. Something baked, and yogurt. Probiotic yogurt. And then we’re gonna talk about what probiotic actually means.

Acquiring: A brief lesson about beneficial and harmful micro-organisms will be delivered via PowerPoint while the kids finish up their snack. There will be a subsequent discussion, where students come up with ideas for further research about beneficial and harmful microorganisms.

Applying: Students will work either individually or in pairs to do a research project on one helpful or harmful role that microorganisms play in the environment.

Learning Resources:Manitoba Science Curriculum

Different Ways of Learning:Interpersonal: Students will work together in order to do their research. Kinesthetic: Students will, literally, get their hands on the product of beneficial microorganisms. They will, in fact, eat them. Verbal: Students will discuss the idea of beneficial and harmful microorganisms as a class, and then present their findings.

Resources Used: Baked goods (could be toast, or a half muffin or something similar)Yogurt

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Bowls, spoons, etcMoldy bread (to demonstrate a harmful role that microorganisms play)

Microorganism Research Project:Assignment Handout

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Your mission, should you choose to accept it (but you should, because this is worth marks) is to

find a partner if you wish and do a research project on one helpful or harmful role that

microorganisms play in natural and humanmade environments. Your research project will take

the ultimate form of a 1-2 page typed or written report (if you have large writing, it might be

longer- I can tell) which will be presented orally. This will be a graded assignment which is

worth 15% of your total unit grade.

You should use more than one source for your research- while I support and heartily endorse

Wikipedia as a whole, it is not a sufficient resource by itself. If I may make a humble suggestion,

scroll to the bottom of a Wikipedia article and check out the links! Suddenly, your one source

has become three, or five, or a dozen. There is also the possibility of finding material in a non-

online source, though the library. You will be given some class time in order to do this project,

but it may be necessary for you to do some work on your own time.

Your project needs to explore one harmful or helpful role that microorganisms play in some

detail and contain an introduction, body and conclusion, with correct sentence and paragraph

structure. You will be graded on the quality of your research and content, and on the quality of

your writing and organization.

Microorganism Research Project Assessment Rubric

Research and Content

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1 = Not Meeting Standard. There is little or no discernable research, and the content is significantly less than sufficient for the purposes of the assignment. (Should be 1-2 pages)2= Approaching Standard. Students used one source for research, such as Wikipedia. The content is of approximately the right length, but does not cover the material in any depth. 3= Meeting Standard. Students used 1-2 additional sources in addition to a general reference work such as an encyclopedia or Wikipedia. The content is interesting, sufficient in quantity and shows understanding of the material. 4= Exceeding Standard. Students used 3 or more additional sources and have extensive, well-researched and interesting content that show a real interest and grasp of the subject material.

Grade on Research Content

Organization and Writing

1= Not Meeting Standard. There is no discernable organization (no real introduction or conclusion) and the writing is of extremely poor quality, with large numbers of spelling and grammatical errors. 2= Approaching Standard. There is a scheme of organization but it is basic and may be flawed. The writing may have several spelling and grammatical errors, but mostly be accurate and understandable. 3= Meeting Standard. There is a rational scheme of organization, introduction, body, conclusion. The writing is good, with few spelling or grammatical errors. 4= Exceeding Standard. There is a solid scheme of organization, not just introduction, body and conclusion, but also solid organization of all paragraphs. The writing is excellent, with no spelling or grammatical errors.

Grade on Writing and Presentation

Total Grade (The average of the two grades)

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Lesson #14: Design Your Own EcosystemLesson Plan Mr. KeenSubject: Science Topic: Introduction to EcosystemsUnit: Interactions within Ecosystems Grade: Grade 7

Learning Outcomes: 7-1-01: Use appropriate vocabulary related to their investigations of interactions within ecosystems. 7-1-02: Define ecosystem and describe various examples that range from the microscopic to the entire biosphere. 7-1-03: Identify abiotic and biotic components of ecoystems that allow particular organisms to survive.7-1-09: Analyze food webs, using ecological pyramids, to show energy gained or lost at various consumer levels.7-1-12: Provide examples of scavengers and decomposers and describe their role in recycling matter in an ecosystem

Assessment: This is a graded assignment, and the rubric for the assignment is provided below. Additionally, observation and incidental notes will be made throughout the completion of the project.

Connection to other Lessons: This project will demonstrate the knowledge that students have gained regarding the functioning of an ecosystem.

Flexible Groupings: This is a whole class activity, so there are no groupings as such.

Activating Strategies: Preparing for LearningStudents will be engaged in a brief whole-class exercise to review their knowledge of the elements of an ecosystem, and will place a few examples of real-world creatures at all of the following relevant levels.

Acquiring Strategies: Integrating and Processing LearningStudents will engage in group work to create an ecosystem of their own devising, using creatures they themselves have made up, in an ecosystem that can either be inspired by real-world ecosystems or totally fictional ones.

Applying Strategies: Consolidating Learning

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Students will engage in in-class presentations of their finished ecosystems, giving them a chance to show off their hard work and receive comments and constructive criticism from their peers.


Different Ways of Learning: Intrapersonal: Students will be doing their own individual reflections upon their project. Interpersonal: Students will be communicating with each other about their observations and reflections. Kinesthetic: Students will be working hands-on to create their posters. Logical/Mathematical: Students will be encouraged to think through the problems involved in creating an ecosystem in an organized and logical manner, including the number of predators relative to prey and similar considerations. Verbal: Students will be presenting their finished product to each other. Visual: Students will be engaged in making their posters visually attractive, as well as drawing the creatures placed upon them.

Resources Used: Posterboard and Art Supplies (for the students to make their posters)

Assignment Handout (Build Your Own Ecosystem)

You and your group are astronauts who have just touched down on a strange planet, filled with bizarre life forms. You have been charged with the mission of discovering the workings of the ecosystem of the new planet you have landed on, with all the best instruments available to medical science and the best training a Grade Seven science class can give you …

For this assignment, you will create an example of a functioning ecosystem, which must contain the following elements:

1) Abiotic elements (soil, rocks, water, etc)2) Biotic elements (plants, animals, microorganisms)3) A food pyramid containing producers, consumers (both herbivores and carnivores),

scavengers and decomposers.

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You will create a visual presentation of your ecosystem with appropriate captions on a piece of posterboard (this will be provided) as well as a brief (1-2 pages) writeup about the functioning of the ecosystem your group has created. All of the creatures in the ecosystem must either be your own original creation or from folklore (nothing can be used from copyrighted material like Harry Potter or Lord of the Rings) and it should demonstrate your understanding of the principles behind a functioning ecosystem.

Your ecosystems will be presented in class and displayed prominently outside of the classroom. Class time will be given to complete the assignment, but it may be necessary to do some of the work for this assignment on your own time.

This is an important graded assignment, worth 25% of your unit grade.

Good Luck! I look forward to seeing your completed ecosystems.

Assessment Rubric (Build Your Own Ecosystem)

Content (All necessary information is present on the project)

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1 = Not Meeting Standard. Significant elements of necessary information (ecological pyramid, producers and consumers, scavengers and decomposers) are absent from finished ecosystem. 2= Approaching Standard. One of the major elements may be missing, or all are present but are presented in a rudimentary or basic fashion. 3= Meeting Standard. All major elements are present and are explained fully. 4= Exceeding Standard. Additional, relevant elements are present, or all major elements are presented in great detail.

Grade on Content

Presentation (All information and images are presented neatly and attractively)

1 = Not Meeting Standard. Presentation is sloppy or makes material very difficult to understand or read properly. Spelling and grammatical errors are frequent in finished poster. 2= Approaching Standard. Presentation is basic, but material is generally readable. There may be some writing errors on the poster, but generally few. 3= Meeting Standard. Presentation is attractive and functional. There are few or no errors on the poster. 4= Exceeding Standard. Presentation shows signs of great thoughtfulness and attention to functional design. There are no writing errors on the poster.

Grade on Presentation:

Creativity (Unique and interesting concepts and creatures presented, creative visual design)

1 = Not Meeting Standard. Creatures are from a copyrighted work, or actual animals. Little or no creativity shown in design. 2= Approaching Standard. Creatures are very slightly altered versions of actual animals. Only slight creativity shown in design.

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3= Meeting Standard. The creatures designed show a strong degree of creativity. The design is attractive and shows signs of creativity. 4= Exceeding Standard. The creatures designed are extremely creative and are well-tailored to the ecosystem. The design is creative, striking, there may be additional elements.

Grade on Creativity:

Reflection (Individual reflection shows signs of serious consideration and self-assessment of work done)

1= Not Meeting Standard. Reflection is incomplete and shows no signs of self-assessment. 2= Approaching Standard. Reflection is complete, but basic and has only minimal signs of honest self-assessment, including either/or strengths or areas of improvement. 3= Meeting Standard. Reflection is complete. There is an honest self-assesment, including both strengths and areas of improvement. 4= Exceeding Standard. Reflection is complete. There is thorough, in-depth self-assessment, including strengths and areas of improvement.

Grade on Reflection:

Total Grade: (All four grades added together and divided by four.

Vocabulary Quiz #2

What does biotic mean?a.) The animals of an ecosystemb.) The non-living elements of an ecosystem

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c.) The living elements of an ecosystemd.) The plants of an ecosystem

What does abiotic mean? a.) The non-living elements of an ecosystemb.) The deceased elements of an ecosystemc.) The living elements of an ecosystemd.) The bacteria of an ecosystem

What is a food web?a.) A dynamic depiction of the feeding connections in a communityb.) Another term for a spiderwebc.) An orderly succession of feeding connectionsd.) All of the things a given creature might eat

What is an ecological pyramid?a.) A triage system for distressed ecosystemsb.) A graphic representation of the biomass at each tropic levelc.) A complex depiction of feeding connections across communitiesd.) All of the things an apex predator may eat

What is a microorganism?a.) An organism smaller than a mouseb.) An exceptionally large organismc.) An organism that is smaller than the average persond.) An organism that cannot be seen with the naked eye

What is a habitat?a.) Another word for biosphereb.) Another word for ecosystemc.) Any space in which organisms lived.) The space in which an organism makes its home

What is an organism?a.) A living thingb.) A microscopic lifeformc.) An animal

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d.) A plant

What is sustainable development?a.) A method of development that disregards the environmentb.) Development that goes on, whatever the costc.) Development that takes into account the capacity of the environmentd.) Development of a natural environment into an artificial one

What is ecology?a.) The study of plants and animalsb.) The study of the interconnections of living things and the environmentc.) The study of ecological pyramids and food websd.) The study of the whole biosphere

What is a tropic level?a.) The position a creature has in the food chain or ecological pyramidb.) The biological density of a particular ecosystemc.) The level of pollution in a particular ecosystemd.) The level of sustainable development of a particular region

Lesson #15: Unit WrapupLesson Plan Mr. KeenSubject: Science Topic: What Is An Ecosystem?Unit: Interactions within Ecosystems Grade: Grade 7

Learning Outcomes:

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7-1-01: Use appropriate vocabulary related to their investigations of interactions within ecosystems. 7-1-02: Define ecosystem and describe various examples that range from the microscopic to the entire biosphere.

Assessment: Student interaction with each other in the discussion groups and with the entire class will be observed and incidental notes taken. Students will write a self-reflection on the unit.

Connection to other Lessons: This lesson will be wrapping up the unit.

Flexible Groupings: Students will be numbered off into three discussion groups to discuss the Essential Questions of the course. Student self-assessments will be written individually.

Activating Strategies: Preparing for LearningStudents will be shown another clip demonstrating an ecosystem in work from Planet Earth. They will be reintroduced to the Essential Questions and put into table groups to discuss them.

Acquiring Strategies: Integrating and Processing LearningStudents will spend about half the period discussing their Essential Question in their discussion group, writing down what they’ve learned about them

Applying Strategies: Consolidating LearningStudents will share their brainstorming in class with each other. Students will also write a brief self-assessment on the unit.


Different Ways of Learning: Intrapersonal: Students will be doing their own individual self-assessments. Interpersonal: Students will work together to do the group reflections. Verbal: Students will be presenting their finished product to each other. Visual: Students will be able to visually examine their finished group reflections as well as listen to the presentation.

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Resources Used: Posterboard and Art Supplies (for the students to make their posters)

Interactions within Ecosystems Self-Assessment:

1.) The part of the unit I enjoyed the most was ….

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2.) One part of the unit I struggled with was …

3.) One area that I felt that I excelled in was …

4.) One thing I would do differently or like to change would be …

Outside Sources:

“Photosynthesis and Cell Respiration Song”. http://www.youtube.com/watch?v=JwrQ_NbXWns

Manitoba Science Curriculum, Grades 5-8, A Foundation for Implementation.

Planet Earth DVD, from the BBC.

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http://www.youtube.com/watch?v=JwrQ_NbXWns


Grade 7 Interactions Within Ecosystems Notes, by Kathy Lyons, Christ the Redeemer Catholic School.

“How to make a Bean Plant”. http://www.instructables.com/id/Make-a-Bean-Plant/

"The Circle of Life". The Lion King OST.

"Beginning a Compost Pile". http://www.ehow.com/how_3541_begin-compost-pile.html

Multi-Material Stewardship Manitoba. http://www.simplyrecycle.ca.

Brandon Riverbank Inc. http://www.riverbank.mb.ca

James Finlay- “Using a Microscope”. http://www.youtube.com/watch?v=0c6P8mu6Ec4

James Finlay- “Making Wet and Dry Mount Slides” http://www.youtube.com/watch?v=ZjQVQ8gT0A8

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http://www.youtube.com/watch?v=0c6P8mu6Ec4

http://www.simplyrecycle.ca/

Documents

Grade 7, Cluster 1: Interactions Within Ecosystems · Web viewComplete the statements below, using terms from the Word Bank provided. Note: Terms can be used more than once. Word