Course Profile Science, Locally Developed, Grade 10, Catholic

Unit 2: Earth and Space Science: The Environment

Time: 25.5 hours

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity 6

Unit Description

In this unit, students engage in learning activities that demonstrate some of the fundamental cycles of matter and the flow of energy. Students study the interrelationships of living organisms and their environment. They examine the manner in which weather affects different biomes in Canada. They study soil and water characteristics, wind and precipitation patterns, atmospheric pressure, and the relationships among animals, plants and microorganisms. In addition, they identify a local environmental issue and analyse it from a perspective that includes a practical course of action based on Catholic values related to stewardship and the common good.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE 1d; 2c,e; 3b,c,d,f; 7b,d,i.

Strand(s): Earth and Space Science

Overall Expectations: ESV.01; ESV.02; ESV.03.

Specific Expectations: ES1.01; ES1.02; ES1.03; ES1.04; ES1.05; ES1.06; ES1.07; ES2.01A; ES2.01B; ES2.01C; ES2.01D; ES2.01E; ES2.01F; ES2.02; ES3.01; ES3.02; ES3.03.

Activity Titles (Time + Sequence)

Activity 1	The Environment	2.5 hours
Activity 2	Biomes and Climate	6.5 hours
Activity 3	The Cycles, Chains, and Webs of Life	4.0 hours
Activity 4	Building a Community	5.0 hours
Activity 5	Field Study	4.5 hours
Activity 6	ScienceQuest Magazine	3.0 hours

Prior Knowledge Required

A number of key scientific concepts will have been covered in the intermediate division. These include the following:

Grade	Concepts
7	- composition and formation of the earth’s crust; - investigate the formation of the physical features of the earth’s crust; - identify factors that must be considered in making informed decisions about land use and explain their importance (water holding capacity, texture); - understanding of the interactions of plants, animals, fungi, and micro-organisms in an ecosystem; - interactions in an ecosystem and factors that affect the balance among the components of an ecosystem; - understanding of the effects of human activities and technological innovations, as well as the effects of changes that take place naturally, on the sustainability of ecosystems
8	- understanding of how the earth’s water systems were formed, the similarities and differences among them, and how they influence the climate and weather of the region in which they are located; - investigate the major features of the earth’s water resources (e.g., oceans, rivers, lakes, glaciers, clouds) and the effects of large bodies of water on global climate and ecosystems; - examine how humans use resources from the earth’s different water systems and identify the factors involved in managing these resources for sustainability (water cycle);
9	- impact of reproductive technology on food production - technologies associated with refinement and recycling

In addition to the general and specific expectations of this unit listed above, the student requires the following skills:

· the use of information technology and community resources for research purposes;

· an ability to work collaboratively within a group;

· a clear understanding of the inquiry process;

· an understanding of how to:

· write a feature article;

· make a cartoon;

· write a letter to the editor;

· construct a crossword.

Unit Planning Notes

Specific planning notes are found within the Planning Notes of each activity. A few general planning notes are listed below.

· The closed ecosystem activity (Activity 1, Part 2) requires: Elodea plants (or suitable alternatives), a 5-10 L jar per group of four, and an incandescent light source.

· Activity 1, Part 3 requires water-based markers and chart paper for brainstorming.

· Activity 2, Part 1 requires materials to create an anemometer, a barometer, and a hygrometer.

· Activity 2, Part 3 requires climatograms from each of the major Canadian Terrestrial Biomes.

· Activity 5 requires materials to construct a one-metre-square quadrat.

· Activity 6 requires newspaper/magazine articles as initial student resource pieces for the issue(s) to be researched for the ScienceQuest Magazine (Unit 1 Culminating Activity).

It is recommended that a learning log be used for this unit. Students could divide the log up into different sections. One for recording observations on the ecosystem; another for recording reflections related to Catholic Graduate Expectations; a third for recording reflections related to the specific expectations within the individual activities.

In addition, it is recommended that a daily routine be established for Units 2, 3, 4, and 5. A suggested routine is as follows:

1. Start each class with a review of the concept(s) learned from the previous class.

2. Link the previous class’s concept(s) to today’s concept(s).

3. Describe/explain the new concept to be studied.

4. Introduce the activity to be done, including all the necessary safety procedures.

5. Close each class by: making sure all materials are returned to their proper place; summarizing the key concept(s) learned; assigning any work to be done as follow-up to the activity or as preparation for the next class.

Teaching/Learning Strategies

· teacher-led lessons (whole class)

· teacher-directed and student-directed lab activities (group)

· teacher-led laboratory demonstrations (group)

· small group co-operative learning activities (group)

· brainstorming (group)

· research (individual)

· portfolio submissions (individual)

· selecting and integrating information (individual or group)

· data, information, and issues analysis (individual or group)

· teacher/student conferencing (individual or group)

· posting, displaying, and presenting products (individual or group)

· designing and producing magazine components (individual and group)

· teacher-led tutoring/coaching (individual or group)

· peer coaching (individual or group)

Assessment and Evaluation

Activity	Expectations	Category	Task	Tool	Type of Assessment
					D	F	S
1 (Part 1) 1 (Part 2) 1 (Part 3)	ES1.02 ES2.01A ES2.01C ES2.01E ES2.01F ES1.01 ES1.04 ES2.01A ES2.01C ES2.01E ES2.01F	K I I I I I K K I I I I	Classification Scheme Performance Performance Learning Log Lab Write-up Lab Write-up Lab worksheet Performance Performance Lab Worksheet Lab Worksheet	Marking Scheme Checklist/Rubric Checklist/Rubric Checklist Rubric Rubric Marking Scheme Checklist Checklist Marking Scheme Marking Scheme		X X X X X X	X X X X X
1	CGE 5a,f CGE2a,b,c	L L	Performance Performance	Checklist Checklist		X X
2	ES1.01 ES1.05 ES2.01F ES1.02 ES1.07 ES2.01E ES2.01F ES2.02	K K I K I C I	Quiz Peer review Nature Hike Presentation Presentation Climatogram Activity	Marking Scheme Checklist Rubric Rubric Checklist Rubric		X X	X X X X X
2	CGE 5a,f CGE2a,b,c,	L L	Performance Performance	Checklist Checklist		X X
3 (Parts1, 2, 3)	ES1.02 ES1.03 ES1.05 ES2.01E ES2.01F	K K K K I C	Reflection Food Web Mobile Quiz Worksheet Nature Diagram Food Web Mobile	Learning Log Checklist Marking Scheme Marking Scheme Checklist Checklist		X X X X X	X
3 (Parts 1, 2, 3)	CGE1e; 2b; 3f; 5a	L	Reflection	Learning Log		X
4	ES 2.01B ES 2.01D ES 2.01F ES 3.02 ES3.03	I I C MC	Formulate a Question Research Poster Job Ad	Process Rubric Process Rubric Product Rubric Checklist		X X X X
	CGE1d,2b,e, 3c,e, 4c, 5f,7i	L	Reflection	Checklist		X
5	ES1.02 ES 1.06 ES2.01A ES2.01C ES2.01E ES2.01F ES2.02	K K I I I I I	Lab Report Reading + Questions Field Study Field Study Lab Report Lab Report Lab Report	Marking Scheme Marking Scheme Checklist Checklist Marking Scheme Marking Scheme Marking Scheme		X X X	X X X X
	CGE5a,e,f;d	L	Group Work	Checklist		X
6	ES2.01B ES2.01D ES2.01F ES3.01	I I I MC	Letter to the Editor Feature Article Crossword Cartoon	Rubric (use Rubric in Appendix 1.4.4 from Unit 1) Rubric (use Rubric in Appendix1.1.3 from Unit 1) Checklist (use Checklist in Appendix 1.2.3, in Unit 1 modified for teacher use) Rating Scale (use Rating Scale in Appendix 1.3.4 in Unit 1)		X X X X
	CGE1d; 3c,d; 5a; f; 7b,d	L	Group Work	Checklist		X

K = Knowledge/Understanding D = Diagnostic

I = Inquiry F = Formative

C = Communication S = Summative

MC = Making Connections

L = Catholic Graduate Expectations Learning Skills

Resources

Text

Andrews, A. William. Investigation Terrestrial Ecosystems. Scarborough, Ontario: Prentice Hall Canada Inc., 1986. ISBN 0-13-503186-9 [teacher reference]

Andrews, A. William. Environmental Pollution. Scarborough, Ontario: Prentice Hall Canada Inc., 1978.
ISBN 0-13-370833-0 [teacher reference]

Andrews, A. Science 10 - An Introductory Study. Scarborough, Ontario: Prentice Hall Canada, Inc.
ISBN 0-13-794-629-5 [teacher reference]

Grace, E., et al. Sciencepower 10. McGraw-Hill Ryerson Ltd., 2000. ISBN 0-07-560364-0

Barrett, B. and J. Stratton. From Nature To Man. Toronto, ON: Wiley Publishers of Canada Ltd.
ISBN 0-471-83205-7

Candido, J., et al. Heath Science Connections 9. D.C. Heath Canada Ltd., 1987. ISBN 0-669-95269-9

Grace, E., et al. Sciencepower 10. McGraw-Hill Ryerson Ltd., 2000. ISBN 0-07-560364-0

Mardall, O.J., et al. Science Networks - Biology. Globe/Modern Curriculum Press. ISBN 0-88996-058-5

Maton, A., et al. Prentice Hall Science: Ecology-Earth’s Living Resources. Englewood Cliffs, NJ: Prentice Hall, 1994. ISBN 0-13-2255558-8

Partridge, Tony. Starting Science. Oxford Press, 1992. ISBN 0-19-914374-9

Rosen, S. Science Workshop Series: Biology: Dynamic Processes. (Globe Books) Prentice-Hall, 1992.
ISBN 0-835-90374-5

Ritter B., et.al. Nelson Science 10. Scarborough, ON: Nelson Thomson Learning, 2001.
ISBN 0-17-607501-1

Internet

Acid Rain: Do you need to start wearing a rain hat? http://ga.water.usgs.gov/edu/acidrain.html

What is acid rain?: http://pubs.usgs.gov/gip/acidrain/2.html

USGS Tracks Acid Rain: http://btdqs.usgs.gov/acidrain/arfs.html

What is acid rain?: http://www.epa.gov/acidrain/student/aciddef.html

Effects of acid rain on water: www.epa.gov/acidrain/student/water.html

Effects of acid rain of forest: www.epa.gov/acidrain/student/forests.html

Effects of acid rain on human-made materials: www.epa.gov/acidrain/student/mats.html

Effects of acid rain on people: www.epa.gov/acidrain/student/people.html

What can be done?: www.epa.gov/acidrain/student/todo.html

Molecular motion determines evaporation and condensation: www.usatoday.com/weather/wevapcon.htm

Water can exist in all three phases in the atmosphere: www.usatoday.com/weather/wwatphse.htm

Water Science for Schools: http://ga.water.usgs.gov/edu/

Where is Earth’s water located?: http://ga.water.usgs.gov/edu/eathwherewater.html

Follow a drip through the water cycle: http://ga.water.usgs.gov./edu/follodrip.html

Picture of the water cycle: http://ga.water.usgs.gov/edu/watercyclegraphic.htm

The Water Cycle: http://www.epa.gov/region07/kids/wtrcycle.html

Earth’s water distribution: http://ga.water.usgs.gov/edu.waterdistribution.html

Glaciers and icecaps: storehouses of fresh water: http://ga.water.usgs.gov/edu.earthglacier.html

Earth’s Water: Ground water: http://ga.water.usgs/gpv/edu/carthgw.html

How much water is there on (and in) the Earth?: http://ga.water.usgs.gov/edu.earthhowmuch.html

Rain: A valuable resource: http://ga.water.usgs.gov/edu/earthrain.html

Are raindrops shaped like teardrops?: http://ga.water.usgs.gov/edu/raindropshape.html

Why are raindrops different sizes: http://ga.water.usgs.gov/edu.raindropsizes.html

Earth’s water: Surface-water use: http://ga.water.usgs.gov/edu.earthswuse.html

Pesticides in ground water: http://ga.water.usgs.gov/edu.pesticidesgw.html

Land Biomes: http://www.challenge.state.la.us/k12act/biomes.html

Soil Horizon Nomenclature: www.soils.umn.edu/academic/classes/soil3125/doc/2chap3.htm

What is found on the school lawn?:
http://www-ed.fnal.gov/ntep/f98/projects/fnal/student/skills/wksheets/sclwn.html

Excel Graphing Tutorial: http://www-ed.fnal.gov/data/life_sci/data/tutorials/excel.shtml

Claris Works Graphing Tutorial: http://ed.fnal.gov/data/life_sci/data/tutorials/clwtutor.shtml

Videotape

Befriending the Earth: Dream of Earth Sciences Series. Thomas Berry in dialogue with Thomas Clarke. Mystic, Connecticut: Twenty Third Publications, 1990, 13-part series of videos.

Environmental Ethics: Ideas for Classroom Discussion. Durango, Colorado: Group for Telly Productions, 1994. CBC News for Review: 1996-1998.

The Earth Covenant. Global Education Associates [phone: (212) 870-3290].

Activity 1: The Environment

Time: 2.5 hours

Description

In this activity students classify the components of the environment; they investigate the water cycle and construct tools to measure various weather related phenomena. They also set up a closed ecosystem, which is the basis for their study of the cycling of matter and the flow of energy.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE 2a - listens actively and critically to understand and learn in light of gospel values;

CGE 2b - reads, understands, and uses written materials effectively;

CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE 5a - works effectively as an interdependent team member;

CGE 5f - exercises Christian leadership in the achievement of individual and group goals.

Strand(s): Earth and Space Science

Overall Expectations

ESV.01 - demonstrate and understanding of the living and non-living factors affecting ecosystems;

ESV.02 - investigate the relationships among the living and non-living components in the environment.

Specific Expectations

ES1.01 - identify and describe the principal characteristics of the hydrosphere and the four regions of the atmosphere;

ES1.02 - recognize that ecosystems are made of living and non-living parts that interact with one another;

ES1.04 - describe and illustrate the factors affecting heat transfer within the water cycle in the atmosphere (hydrosphere, solar energy, evaporation, condensation, transpiration, water table, precipitation);

ES2.01A - demonstrate knowledge of safety procedures when carrying out investigations in the laboratory or in the field and using materials, tools and equipment to measure quantities related to the environment;

ES2.01C - demonstrate the skills required to conduct an inquiry into issues related to the environment, using instruments, tools, and apparatus safely, accurately, and effectively;

ES2.01E - organize, record, and analyse the information gathered (e.g., charts, tables, graphs);

ES2.01F - communicate scientific ideas, procedures, results, and conclusions using appropriate language and formats (e.g., sharing in small groups, demonstrations, structured laboratory reports).

Planning Notes

· The teacher needs to obtain gravel, a dozen Elodea plants (or a suitable substitute), 5-10 L jars with lids, incandescent or plant growth lamps and light sources with timers, and a source of water from an established aquarium (later on, two snails and an algae-eating fish will be introduced into each ecosystem). Consider how to provide care for the animals (fish and snails) once the experiment is complete.

· One ecosystem for each group of four students is to be established.

· Students require a journal in which to record daily procedures and observations.

· The teacher needs markers and chart paper for the Waldo The Water Droplet activity.

· The teacher needs to gather materials for the lab on the water cycle (see Appendix 2.1.3).

· The teacher needs to be aware of students with special needs prior to structuring the groups.

· The teacher produces a class set of the Sacramentality, Stewardship, and Social Responsibility Student Resource Document (General Appendix A5).

Prior Knowledge Required

· Students need to be aware of safety precautions when working with water and electrical lighting.

· Grade 9 Mathematics - Students need to know how to construct line and bar graphs

· Grade 9 Geography - Students need to be familiar with reading maps and legends

Teaching/Learning Strategies

Part 1

1. The teacher reviews the concept of the environment with the whole class.

2. The teacher introduces the concept of classification and illustrates a sample classification scheme.

3. The teacher divides the students into groups of four, which serve as the groupings for both exercises in this activity (classification and ecosystem building).

4. The teacher instructs students to brainstorm 15 things that are found in the environment, and list them. Students are asked to classify the items according to criteria that they develop.

5. Students share their classification schemes with the class, and submit them to their teacher for assessment.

6. The teacher introduces the terms “biotic” and “abiotic” as they relate to ecosystems. The students, using ideas derived from their classification schemes, provide examples of biotic and abiotic components of an ecosystem. The teacher subdivides abiotic into human-made (plastics, glass, concrete) and natural (water, land, and air), and further subdivides biotic into protists, animals, plants, fungi, and bacteria.

7. The teacher distributes copies of the Sacramentality, Stewardship, and Social Responsibility Student Resource Document (General Appendix A5) to the class (one copy per student).

8. The students take turns reading parts of the Sacramentality Resource Document out loud, followed by a teacher-moderated whole class discussion on its contents.

9. The teacher instructs students to place the Sacramentality Resource Document in their notebooks for future reference.

Part 2

1. The teacher hands out an outline of the ecosystem inquiry (Appendix 2.1.1).

2. The teacher specifies Day 1 activities and safety precautions.

3. Students (in groups of four) begin building the ecosystem according to the instructions given.

4. Students record materials, procedures, and observations in their science journals.

5. The teacher monitors group work and assists students (the teacher may assess process using a suitable Process Assessment Rubric (see General Appendix A1).

Part 3

1. Students (working in their groups) add 50 mL of water and/or a small amount of gravel obtained from an established aquarium to their ecosystem.

2. Students write a great adventure story about the life and times of Waldo The Water Droplet (as “he” goes through the water cycle).

3. Students share their adventure with a partner.

4. Students move back into their original groups of four, and incorporate their individual stories into one poster-like diagram that illustrates the many adventures of Waldo The Water Droplet.

5. Students share Waldo The Water Droplet’s great adventure with the class.

6. The teacher conducts a whole class discussion relating Waldo’s great adventure to the water cycle.

7. Students (working in pairs) perform a lab activity that models the water cycle (see Appendix 2.1.2)

Assessment/Evaluation Techniques

Activity	Expectations	Category	Task	Tool	Type of Assessment
					D	F	S
1 (Part1) 1(Part2) 1(Part 3)	ES1.02 ES2.01A ES2.01C ES2.01E ES2.01F ES1.01 ES1.04 ES2.01A ES2.01C ES2.01E ES2.01F	K I I I I I K K I I I I	Classification Scheme Performance Performance Learning Log Lab Write-up Lab Write-up Lab worksheet Performance Performance Lab Worksheet Lab Worksheet	Marking Scheme Checklist/Rubric Checklist/Rubric Checklist Rubric Rubric Marking Scheme Checklist Checklist Marking Scheme Marking Scheme		X X X X X X	X X X X X
1	CGE 5a,f CGE2a,b,c,	L L	Performance Performance	Checklist Checklist		X X

K = knowledge I = Inquiry L = CGE Learning Skills

Accommodations

· Where the safety of a student is concerned he/she should be paired with a student that can conduct the lab in a safe manner or the task will need to be restructured to suit the abilities of the student.

· For further suggestions see General Appendix A4.

Resources

Print

Andrews, A. William. Investigation of Terrestrial Ecosystems. Scarborough, Ontario: Prentice Hall Canada Inc., 1986. ISBN 0-13-503186-9 [teacher reference]

Andrews, A. William. Environmental Pollution. Scarborough, Ontario: Prentice Hall Canada Inc., 1978. ISBN 0-13-370833-0 [teacher reference]

Andrews, A. Science 10 - An Introductory Study. Scarborough, Ontario: Prentice Hall Canada, Inc.
ISBN 0-13-794-629-5 [teacher reference]

Mardall, O.J., et al. Science Networks - Biology. Globe/Modern Curriculum Press. ISBN 0-88996-058-5

Maton, A., et al. Prentice Hall Science: Ecology-Earth’s Living Resources. Englewood Cliffs, NJ: Prentice Hall, 1994. ISBN 0-13-2255558-8

Maton, A., et al. Prentice Hall Science: Exploring Earth’s Weather. Englewood Cliffs, NJ: Prentice Hall, 1994. ISBN 0-13-400730-1

Internet

Molecular motion determines evaporation and condensation: www.usatoday.com/weather/wevapcon.htm

Water can exist in all three phases in the atmosphere: www.usatoday.com/weather/wwatphse.htm

Water Science for School: http://ga.water.usgs.gov/edu/

Where is Earth’s water located?: http://ga.water.usgs.gov/edu/eathwherewater.html

Follow a drip through the water cycle: http://ga.water.usgs.gov./edu/follodrip.html

Picture of the water cycle: http://ga.water.usgs.gov/edu/watercyclegraphic.html

The Water Cycle: http://www.epa.gov/region07/kids/wtrcycle.html

Earth’s water distribution: http://ga.water.usgs.gov/edu.waterdistribution.html

Glaciers and icecaps: storehouses of fresh water: http://ga.water.usgs.gov/edu.earthglacier.html

Earth’s Water: Ground water: http://ga.water.usgs/gpv/edu/carthgw.html

How much water is there on (and in) the Earth?: http://ga.water.usgs.gov/edu.earthhowmuch.html

Rain: A valuable resource: http://ga.water.usgs.gov/edu/earthrain.html

Are raindrops shaped like teardrops?: http://ga.water.usgs.gov/edu/raindropshape.html

Why are raindrops different sizes: http://ga.water.usgs.gov/edu.raindropsizes.html

Earth’s water: Surface-water use: http://ga.water.usgs.gov/edu.earthswuse.html

Pesticides in ground water: http://ga.water.usgs.gov/edu.pesticidesgw.html

Videotape

Befriending the Earth: Dream of Earth Sciences Series. Thomas Berry in dialogue with Thomas Clarke. Mystic, Connecticut: Twenty Third Publications, 1990, 13-part series of videos.

Environmental Ethics: Ideas for Classroom Discussion. Durango, Colorado: Group for Telly Productions, 1994. CBC News for Review: 1996-1998.

The Earth Covenant. Global Education Associates; phone: (212) 870-3290.

STV: Water (National Geographic Society Educational Catalogue #E81082, VHS); Examines water in our environment.

Water: A Precious Resource (National Geographic Society Catalogue # YC51240, VHS, 23 min.); Looks at where water comes from and how it is endlessly recycled.

Water Cycle/Oceanography - Bill Nye The Science Guy Series (Magic Lantern Communications Video Resources, #401-31-693, VHS, 50 min.); Bill examines the water cycle.

Appendices

Appendix 2.1.1 – Creating a Closed Ecosystem

Appendix 2.1.2 – Pollution and the Water Cycle

Appendix 2.1.1

Creating A Closed Ecosystem

Purpose: The purpose of this activity is to use a closed ecosystem to study the concepts of the cycling of matter and the flow of energy.

Background Information: The closed ecosystem is a good way to study the interactions between the abiotic and biotic components of the environment. In this system, the material parts of the environment will be contained within a bottle. The energy for the system, in the form of light, will come from outside the system. This is a model of our own planet where the sun provides energy for Earth and Earth provides the materials. God created the first living things on Earth. Since we cannot create life, we will import living things into our environment. Bacteria are very important to an ecosystem. One way to introduce bacteria into the closed ecosystem is to add water, and possibly a small amount of gravel, from an established aquarium. Bacteria will be present in the water and gravel of the established ecosystem and by adding these materials we will also add bacteria. Later we will add plants, and then animals. We will seal the ecosystem and study the interactions.

Materials

Each group requires:

Day 1

· A jar with a lid (5 to 10 L) (or a suitable alternative)

· Tap water

· Light source

Day 2

· 50 mL of water and/or a small handful of gravel from an established aquarium

· Gravel

Day 3

· Several sprigs of Elodea (or a suitable alternative)

Day 7-14

· This day will vary in different environments. The snails and fish should be added only after algae (green coating on the sides of the container) is visible.

· Two snails and one algae eating fish are then added.

Safety Precautions

· When working with water and electricity care must be taken not to electrocute yourself. Water will conduct electricity, and if any part of you is wet when you touch a plug or receptacle the electricity could pass into your body and cause your heart to stop beating. NEVER TOUCH ELECTRICAL APPLIANCES WHEN YOUR HANDS ARE WET OR IF YOU ARE STANDING IN OR TOUCHING WATER IN ANY WAY.

· When working with bacteria, plants or animals, care must be taken to wash your hands thoroughly after you have finished. If you do not wash your hands with soap and water you could introduce bacteria into your body and get very sick.

Procedure

1. Wash the jar, lid, and gravel in water. Do not use soap.

2. When everything is clean add gravel to the jar and then add water leaving a space of approximately 10 cm from the lid. Do not put the lid on.

Appendix 2.1.1 (Continued)

3. Let the jar sit for 24 hours to allow the chlorine to escape.

4. After 24 hours, add 50 mL of established aquarium water, and/or the gravel from an established aquarium. This will introduce the bacteria. Place the lid on the jar and place the jar under a light (to maintain a constant environment). Watch that the jar is not dangerously close to the light. The light must be one that promotes the growth of plants.

5. On the third day add several sprigs of Elodea. Close the lid and leave the jar under the light.

6. Once algae forms (single-celled green coloured plants that will appear as a “furry” green coating on the sides of the jar) animals can be introduced (one or two snails and a fish that can live on algae). Place the lid on the jar and observe the system daily.

Analysis: Keep your daily observations and procedures in a special section of your science journal. Date each entry and list the materials, procedures, and/or observations that you made that day. Initially you need to record each time you add something to the system, and make an observation that day and the next day. After the system is established, one observation per week will be required.

Your teacher will tell you when the inquiry is complete and when to submit your lab write-up. Your teacher will instruct you on what to do with the fish and snails when the experiment is complete. Follow clean up instructions given by the teacher carefully.

Questions

1. What do the bacteria do in the ecosystem?

2. What role does the plant play in the ecosystem?

3. Why do you need to wait until after algae was formed before adding the snails and the algae eater?

4. What role do the animals play in the ecosystem?

5. Why does the ecosystem require a source of light?

6. Draw a picture of your ecosystem and include the key components of the carbon and oxygen cycles (show where carbon dioxide is made and where it is used; show where oxygen is made and where it is used).

Appendix 2.1.2

Investigation

Pollution and the Water Cycle

Purpose: The purpose of the investigation is to show how water is purified in the water cycle and how pollutants become concentrated in the oceans.

Materials

· Large dishpan (sides of the dishpan must be taller than the 500 mL beaker)

· 500 mL beaker

· Plastic wrap

· Soil

· Water

· Small block

· String

Procedure

1. Mix a handful of soil with water in the beaker (500 mL) and shake until it is evenly mixed.

2. Pour the mixture in the dishpan.

3. Place the beaker in the middle of the dishpan.

4. Wrap the top of the dishpan in plastic wrap and secure it by tying string around the rim of the dishpan.

5. Place the wooden block in the centre of the plastic wrap over the beaker.

6. Place the dishpan in the sun.

7. Check the beaker later that day or the next day.

8. Record your observations.

Analysis

1. How did the water get into the beaker?

2. Why was the water in the beaker clean?

3. Why does the soiled water not end up in the beaker?

4. Compare this model to the water cycle:

· Which part represents the sun?

· Which part represents the ocean?

· Which part represents cooling in the upper atmosphere?

· Which part represents precipitation?

5. Why is this model not a perfect representation of the water cycle?

6. Why do lakes and oceans become more and more concentrated with pollutants?

7. What will happen to the oceans if we continue to put pollutants in our rivers and lakes?

Activity 2: Biomes and Climate

Time: 6.5 hours

Description

Students identify Canadian biomes by studying their biotic and abiotic components. They establish the relationships between climate, geography, and biome characteristics and complete the activity by drawing climatograms that are characteristic of particular biomes in Canada.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE 2a - listens actively and critically to understand and learn in light of gospel values;

CGE 2b - reads, understands, and uses written materials effectively;

CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE 5a - works effectively as an interdependent team member;

CGE 5f - exercises Christian leadership in the achievement of individual and group goals.

Strand(s): Earth and Space Science

Overall Expectations

ESV.01 - demonstrate and understanding of the living and non-living factors affecting ecosystems;

ESV.02 - investigate the relationships among the living and non-living components in the environment.

Specific Expectations

ES1.01 - identify and describe the principal characteristics of the hydrosphere and the four regions of the atmosphere;

ES1.02 - recognize that ecosystems are made of living and non-living parts that interact with one another;

ES1.04 - describe and illustrate the factors affecting heat transfer within the water cycle in the atmosphere (hydrosphere, solar energy, evaporation, condensation, transpiration, water table, precipitation);

ES1.07 - identify the major biomes in Canada and describe the climatic factors that contribute to their characteristics (climatogram, isotherm, precipitation);

ES2.01A - demonstrate knowledge of safety procedures when carrying out investigations in the laboratory or in the field and using materials, tools and equipment to measure quantities related to the environment;

ES2.01C - demonstrate the skills required to conduct an inquiry into issues related to the environment, using instruments, tools, and apparatus safely, accurately, and effectively;

ES2.01E - organize, record, and analyse the information gathered (e.g., charts, tables, graphs);

ES2.01F - communicate scientific ideas, procedures, results, and conclusions using appropriate language and formats (e.g., sharing in small groups, demonstrations, structured laboratory reports);

ES2.02 - compile data gathered through investigations in order to record and present results using charts, tables, labelled graphs, and scatter plots produce by hand or with a computer.

Planning Notes

· The teacher needs to be aware of students with special needs prior to structuring the groups.

· The teacher needs equipment to make an anemometer, a barometer, and a hygrometer (see Appendices 2.2.1, 2.2.2, and 2.2.3) and a model of each instrument for display.

· The teacher needs to compile data on Canadian biomes and prepare an information package for students to complete the chart in Appendix 2.2.6

· The use of a computer lab for biome information is recommended.

· The teacher needs to provide each student with a blank map of Canada.

· When generating class discussions on regions in Canada, the teacher should pose relevant questions relating to student experiences or prior knowledge.

· The teacher needs to gather sample climatograms for each terrestrial biome to be used in the Nature Hike activity. There should be one climatogram for each biome. Contacting the Geography department for assistance would be helpful.

· Materials required for this activity include: graph paper, protractor, ruler, pencil, coloured pencils, beaker, graduated cylinder, magazines, scissors, adhesive tape, and paper glue.

Prior Knowledge Required

· Students need to be aware of safety precautions when working with water and electrical lighting.

· Grade 9 Mathematics: Students need to know how to construct line and bar graphs.

Teaching/Learning Strategies

1. The teacher conducts an introductory whole group lesson on the hydrosphere and the four regions of the atmosphere, including a discussion about air pressure, wind, humidity; their causes, their effects, and the instruments used to measure them.

2. Students write a brief paper and pencil quiz on the lesson given in Strategy 1.

3. The teacher assesses the quiz using a suitable marking scheme.

4. Students, working in pairs, are assigned to one of three groups, the Anemometer Builders, the Barometer Builders, or the Hygrometer Builders

5. The teacher has a model of each instrument to be built at each of the building centres, along with instructions for building each instrument (see Appendices 2.2.1 to 2.2.3). Students, working in pairs, build their instrument, and prepare to present it to pairs from other building centres.

6. Students re-form into groups of three pairs, one pair from each centre. They demonstrate and explain their instrument to the others.

7. Students are responsible for completing a worksheet on each of the three models, and submitting the worksheet and the instrument to their teacher for assessment. They practise taking measurements with the instruments in preparation for their use in Activity 5: Field Study.

8. The teacher conducts a lesson on Canadian terrestrial biomes, and distributes an information package containing information to complete the chart in Appendix 2.2.6 on each biome in Canada.

9. Students engage in a whole class discussion on the characteristics of different regions of Canada (e.g., the arctic region is cold, has permafrost, snow, and characteristic animal and plant life). This discussion is meant to be diagnostic in nature.

10. The teacher divides the class into seven groups. Each group representing one of the seven terrestrial biomes found in Canada.

11. The teacher hands out an information package specific to the biome being studied.

12. Students use the chart in Appendix 2.2.6 to summarize information from the package.

13. The teacher hands out a blank map of Canada to each student. A copy of the assessment checklist in Appendix 2.2.9, and the Product Assessment Rubric in General Appendix A2 are also distributed and discussed in relation to the exercises - “Biome Map Drawing” and “Nature Hike.”

14. Students outline and colour the seven biomes on the map of Canada, using a different colour for each biome.

15. Students, in their groups, complete the activity called Nature Hike (Appendix 2.2.5)

16. The teacher monitors groups and provides assistance and feedback.

17. Student groups present their Nature Hike to the class.

18. Students complete the chart in Appendix 2.2.5 using information obtained from peer presentations of Nature Hike.

19. Students complete a self-assessment on Nature Hike (Appendix 2.2.8) and submit the self-assessment to the teacher for review. They also submit their biome map for assessment.

20. The teacher assesses the presentation of Nature Hike using the checklist in Appendix 2.2.9, and the biome map using a suitable product assessment rubric, see General Appendix A2.

21. The teacher introduces the climatogram and shows examples of typical climatograms.

22. The teacher demonstrates how to read a climatogram and students determine a location’s environmental conditions according to the climatogram (i.e., a biome’s environmental conditions).

23. Students complete an exercise on drawing and using climatograms to identify biomes
(Appendix 2.2.7).

24. Students hand in the activity on climatograms for assessment. (Use the Product Assessment Rubric in General Appendix A2 or suitable alternative.)

Assessment/Evaluation Techniques

Activity	Expectations	Category	Task	Tool	Type of Assessment
					D	F	S
2	ES1.01 ES1.05 ES2.01F ES1.02 ES1.07 ES2.01E ES2.01F ES2.02	K K I K I C I	Quiz Peer review Nature Hike Presentation Presentation Climatogram Activity	Marking Scheme Checklist Rubric Rubric Checklist Rubric		X X	X X X X X
	CGE 5a,f CGE 2a,b,c,	L L	Performance Performance	Checklist Checklist		X X

K = Knowledge I = Inquiry C = Communication L = CGE Learning Skills

Accommodations

· Where the safety of a student is concerned he/she should be paired with a student that can conduct the lab in a safe manner or the task is restructured to suit the abilities of the student.

· For further accommodations refer to General Appendix A4.

Resources

Print

Andrews, A.W. Environmental Pollution. Scarborough, Ontario: Prentice Hall Canada Inc., 1978.
ISBN 0-13-370833-0 [teacher resource]

Grace, E., et al. SciencePower 10. McGraw-Hill Ryerson Ltd., 2000. ISBN 0-07-560364-0

Mardall, O.J., et al. Science Networks – Biology. Globe/Modern Curriculum Press. ISBN 0-88996-058-5

Maton, A., et al. Prentice Hall Science: Ecology-Earth’s Living Resources. Englewood Cliffs, NJ: Prentice Hall, 1994. ISBN 0-13-2255558-8

Maton, A., et al. Prentice Hall Science: Exploring Earth’s Weather. Englewood Cliffs, NJ: Prentice Hall, 1994. ISBN 0-13-400730-1

Ritter B., et al. Nelson Science 10. Scarborough, Ont: Nelson Thomson Learning. 2001.
ISBN 0-17-607501-1

Internet

http://www.wichitaeagle.com/news/weather/book/make-a-barometer.html

http://sln.fi.edu/weather/todo/hygrometer.html

Land Biomes: http://www.challenge.state.la.us/k12act/biomes.html

CD-ROM

Biomes (Boreal Catalogue #73899-00, CD-ROM), Topics covered include: deciduous forest, coniferous forest, grassland, tundra, and desert.

Appendices

Appendix 2.2.1 – Making a Barometer

Appendix 2.2.2 – Making an Anemometer

Appendix 2.2.3 – Making a Hygrometer

Appendix 2.2.4 – Student Weather Recording Sheet

Appendix 2.2.5 – The Nature Hike

Appendix 2.2.6 – Canadian Terrestrial Biomes

Appendix 2.2.7 – Drawing and Using Climatograms to Identify Biomes

Appendix 2.2.8 – Nature Hike Self-Assessment

Appendix 2.2.9 – Presentation Checklist for Nature Hike

Appendix 2.2.1

Making a Barometer

Purpose: The purpose of the activity is to make a barometer and to record the air pressure changes over a week.

Background

A barometer is an instrument used to measure air pressure. A barometer can be used to make weather predictions. When the air pressure is high, it will press on the air in the bottle, forcing the both the balloon and the fixed end of the straw down causing the other end of the straw to move up. When the air pressure decreases, the air in the bottle will push up against the balloon and the straw will go down. On clear days the air pressure is usually high and the straw will point up. When the straw drops it means that low pressure is present and a storm may be coming.

Materials

· Balloon

· Jar (jam or peanut butter size)

· Elastic

· Drinking straw

· Tape/glue

· Scissors

· Ruler

· Cereal box

· White paper

Procedure

1. Cut the balloon in half removing the neck.

2. Stretch the balloon tightly over the mouth of the jar.

3. Use the elastic to hold the balloon on the jar.

4. Cut one end of the straw to look like a pointer.

5. Glue or tape the other end of the straw to the balloon. The end of the straw should be in the middle of the balloon.

6. Glue or tape the white paper to the cereal box.

7. Glue or tape the ruler in a vertical position (standing on one end) to the middle of the white paper.

8. Place the point of the straw in front of the ruler.

9. Record the reading on your chart and record the reading each day for a week.

10. Note the weather conditions as you record the pressure.

Analysis

1. Did the straw move up or down on sunny days?

2. Did the straw move up or down on rainy days?

3. What happens to the air in the jar when the straw moves down?

4. What happens to the air in the jar when the straw moves up?

5. Will the barometer work if the balloon is not sealed airtight?

Visit http://www.wichitaeagle.com/news/weather/book/make-a-barometer.html to see a diagram of a similar barometer to the one outlined here.

Appendix 2.2.2

Making an Anemometer

Purpose: The purpose is to make an anemometer to measure the velocity of the wind.

Materials

· Fishing line/strong thread (30 cm)

· Glue/tape

· Ping pong ball

· Student-constructed cardboard protractor

· Scissors

Procedure

1. Cut a length of string or line (30 cm).

2. Tape it to the centre point of the base of the student-constructed protractor.

3. Tape the ping pong ball to the other end of the string. Make sure that the ball can swing freely on the string without catching on the protractor or anything else.

4. Hold the anemometer away from your body (no wind); the string should hang straight down on the 90-degree mark of the protractor.

5. Take the anemometer outside (with the teacher’s permission) and point it into the wind. Ask your partner to read the angle that the string is at

6. Take several readings and note both the wind gusts and the average wind speed. Do not block the wind with your body

7. Note the readings on your sheet. Also note the general weather conditions that day.

Analysis

Use the chart below to convert your readings into wind speed

Angle Degrees	90	85	80	75	70	65	60	55	50	45	40	35	30
Km/h	0	9.3	13.2	16.3	19.0	21.6	24.0	26.4	29.0	31.5	34.4	37.6	41.5

1. Is there a relationship between the weather conditions and wind speed?

2. Is there a relationship between air pressure and wind speed?

Visit http://www.enoreo.on.ca/students/content/windspeed.html to see a diagram of an anemomter similar to the one outlined here.

Appendix 2.2.3

Making an Hygrometer

Purpose: The purpose is to make an instrument to measure the amount of moisture in the air.

Background

Human hair can be used to indicate the amount of moisture in the air. When air is high in moisture the hair will lengthen causing the pointer to point down. When the air is dry the hair will shorten causing the pointer to move up.

Materials

· a flat piece of wood (25 cm by 10 cm)

· 3 pieces of hair about 20 cm long (You may need to get a student with long hair to donate some hair)

· 2 nails

· hammer

· tape

· scissors

· flat piece of plastic (thin) or stiff thin cardboard

Procedure

1. Cut the flat piece of plastic into an arrow shape (about 8 cm long) to use as a pointer.

2. Put a hole in the pointer near the base opposite the pointed end.

3. Nail the arrow near the bottom of the board.

4. The arrow must rotated freely around the nail.

5. Twist three hairs together (each 20 cm long), tape one end to the board, and glue/tape the other end to the pointer between the nail and the pointed end.

6. Move the pointer so that it is level.

7. Use a ruler to mark a scale at the end of the pointer (in mm if you can).

8. Take the hygrometer outside (with your teacher’s permission) let it sit out of the sun for about ten minutes and record a reading.

9. Note the general weather conditions at the time.

Analysis

1. Does the hygrometer reading change between day and night?

2. Does the hygrometer reading change with the weather?

3. What is the reading on sunny days?

4. What is the reading on rainy days?

5. How does the reading reflect the amount of moisture in the air?

Visit http://sln.fi.edu/weather/todo/hygrometer.html to see a diagram of a hygrometer similar to the one outlined here.

Appendix 2.2.4

Student Weather Recording Sheet

Name:

Complete the chart each day for the duration of the investigation. You will need to get readings from other members of the class. The teacher will assign groups to work together.

Date

Weather Conditions

Barometer Reading

Hygrometer Reading

Anemometer Reading (avg.)

Anemometer Reading (gust)

Answer the analysis questions for each of the instruments (barometer, anemometer, hygrometer) and hand them in with the chart

Appendix 2.2.5

The Nature Hike

In this activity, your team will describe a nature hike for your peers around a biome of your choice. Your tour will describe abiotic factors such as wind, soil, temperature, precipitation, climate, etc. and biotic factors such as animal and plant life. Your team is to plan a hike that will visually demonstrate to your peers what your biome is like in appearance.

Your team will need to develop a plan to convey your biome to the class. The presentation will be in the form of a Nature Hike that displays your biome. A poster or/and brochure can be used to display your biome. The presentation can be set up as if you were taking a tour guide through a part of your biome, pointing out characteristics both living and non-living. Your group may decide to place pictures on posters around the classroom.

Tasks to be completed for your presentation:

· Magazines are used to gather pictures of animals and plants that can be posted in the classroom and/or made into a poster to be used during your hike.

· Use a beaker or graduated cylinder to demonstrate the amount of annual rainfall in your biome to show to the class.

· Colour the area or region on the map of Canada of where your biome is located.

· Develop a brochure for your biome as an advertisement for your biome (optional).

Complete the chart attached and use it to create your Nature Hike. You will also use the chart to fill in information from your peers’ Nature Hikes through their biome during their presentation.

Appendix 2.2.6

Canadian Terrestrial Biomes

Use the chart to compile information about your biome in the correct column. You will also use the chart to fill in information about other biomes that will be presented to you.

Biome	Climate of biome	Annual Rainfall	Plants	Animals	Other abiotic factors
Tundra
Boreal Coniferous Forest
Temperate Deciduous Forest
Grassland
Mountain
Temperate Rain Forest
Chaparral

Appendix 2.2.7

Drawing and Using Climatograms to Identify Biomes

In this activity you are given the temperature and precipitation data for three biomes found in Canada. Use the data to draw climatograms for the three biomes. You will then use your climatograms to answer the questions.

Problem: What can a climatogram tell us about a biome?

Materials

· graph paper (3 sheets)

· ruler

· pencil

· pencil crayons

Procedure

1. On each sheet of graph paper, draw axes. On the left-hand vertical axis, label it precipitation. On the right-hand vertical axis, label it temperature. On the bottom horizontal axis, label it the months of the year. Don’t forget your units for precipitation (cm) and temperature (°C). Create a scale that uses the space of the graph. The scales for each graph should be the same or consistent.

2. Plot the climatogram for Biome A on a sheet of graph paper. Use the data in Table 1. Give the climatogram a suitable title. Use a different colour for the temperature and precipitation graphs.

3. Repeat steps 1 and 2 for Biome B and Biome C.

Table 1

Month	Biome A		Biome B		Biome C
	Temp	Precipitation	Temp	Precipitation	Temp	Precipitation
Jan	0	10	-12	4	–35	3
Feb	2	9	-7	5	–30	2
Mar	4	13	-1	3	-21	1
Apr	12	10	5	3	-10	2
May	20	11	15	5	5	3
June	23	13	19	7	13	4
July	26	15	21	6	18	4
Aug	25	12	19	5	11	4
Sept	18	11	16	5	3	3
Oct	10	8	3	4	-20	3
Nov	8	8	-3	3	-35	2
Dec	1	10	-6	4	-41	2

Appendix 2.2.7 (Continued)

Analysis

For each of the following descriptions, you are to do two things:

a. State which biome best fits the description.

b. Explain why you chose that biome.

1. Has seasonal changes in temperature

2. Has the longest growing season

3. Has the highest total annual precipitation

4. Has a measurable snowfall

5. Has the driest soil

6. Has animals which enter a seasonal period of hibernation

7. Most closely resembles the biome you live in

8. Name the three Canadian biomes represented in this activity

· Biome A -

· Biome B -

· Biome C -

Answers:

Biome A – temperate deciduous forest

Biome B – grassland

Biome C – tundra

Appendix 2.2.8

Nature Hike Self-Assessment (CGE 2a, b, c, 5a)

Name: Biome:

To be completed after Nature Hike

Statement	I disagree strongly	I disagree	I agree	I agree strongly	Why I disagree or agree?
I contributed to my group and listened to others in my group.
My ideas were important in the group.
I understood the material I was reading.
I helped present the information to the class.
Everyone in our group shared her/his ideas and information with each other.
Our hike was organized and presentable.
I considered others viewpoints on tasks and presentation.
Everyone in our group worked together to meet the group goal.

APPENDIX 2.2.9

Presentation Checklist for Nature Hike

Item	Criteria	Yes	No
1	Location of biome correctly identified
2	Climatogram matches biome
3	Climate of biome correctly identified
4	Annual rainfall measured in beaker accurately
5	Animals from hike are correct for biome
6	Plants from hike are correct for biome
7	Other abiotic factors such as soil are correctly identified
8	Nature Hike contains relevant information for that biome
9	Nature Hike demonstrated the ecosystem of that biome

Activity 3: The Cycles, Chains, and Webs of Life

Time: 4.0 hours

Description

In this activity, students discover the cycling of carbon and oxygen in the environment. Students investigate food webs and food chains in various ecosystems and discover the relationships in ecosystems by constructing a food web mobile. The roles of producers, consumers, and decomposers are investigated throughout this activity.

Strand(s) and Expectations

Ontario Catholic School Graduation Expectations

CGE 1e - speaks the language of life, recognizing that life is an unearned gift and that a person entrusted

with life does not own it but that one is called to protect and cherish it:

CGE 2b - reads, understands, and uses written materials effectively;

CGE 3f - examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic, and ecological) for the development of a just and compassionate society;

CGE 5a- works effectively as an interdependent team member.

Strand(s): Earth and Space Science

Overall Expectations

ESV.02 - investigate the relationships among the living and non-living components in the environment.

Specific Expectations

ES1.02 - recognize that ecosystems are made of living and non-living parts that interact with one another;

ES1.03 - identify and explain the role of producers, consumers, and decomposers in food chains;

ES1.05 - describe the cycling of carbon and oxygen (e.g., photosynthesis, cellular respiration, carbon sedimentation, combustion);

ES2.01E - organize, record, and analyse the information gathered (e.g., charts, tables, graphs);

ES2.01F - communicate scientific ideas, procedures, results, and conclusions using appropriate language and formats (e.g., sharing in small groups; demonstrations; structured laboratory reports).

Planning Notes

· Collect a variety of pictures from magazines and newspapers of animals, plants and bacteria.

· Remind students to bring in magazines to cut up.

· These activities are not set up according to 75-minute periods. Overlap may occur.

· The teacher obtains a diagram/illustration of a natural scene that includes plants, animals, sunlight, and water.

· The lesson in Part 2 should include terms such as: herbivores, omnivores, carnivores, first-order (primary) consumer, second-order (secondary) consumer, first-order carnivore, tertiary consumer, saprophyte.

· Gather materials for constructing the food web mobile according to Appendix 2.3.2.

· Prepare copies of the Food Web Mobile Checklist (Appendix 2.3.3) and the Create a Food Web Mobile activity sheet (Appendix 2.3.2).

· Obtain glue and scissors.

· The teacher needs to be aware of students with special needs prior to structuring the groups.

Prior Knowledge Required

· Grade 7 - Interactions within Ecosystems

· Students need to be aware of common plants and animals within their local environment.

Teaching/Learning Strategies

Part 1

1. The teacher develops a lesson on photosynthesis and respiration. Word equations can be used to compare the reactants and products of each process.

2. Students generate ideas of how carbon dioxide and oxygen are produced in the atmosphere (the teacher can facilitate this as a whole class discussion).

3. The teacher distributes to each student, a photocopy of an illustration/diagram of a natural scene containing plants, animals, sunlight and water.

4. The teacher distributes the Carbon and Oxygen Cycles Assessment Rating Scale (Appendix 2.3.5) to each student in the class for review.

5. Students analyse the illustration/diagram in pairs, and discuss the pathways of carbon with each other. They then share their analyses with the rest of the class through a whole group discussion.

6. Students refer to Nelson Science 10, p. 62, and/or McGraw- Hill SciencePower 10, p. 46, on the carbon cycle and compare it to what they developed as pathways on their own.

7. Students draw pathways for abiotic and biotic components directly on the nature scene handout to illustrate the cycle of carbon (e.g., an arrow from the atmosphere to plants, and an arrow from water to the air, etc).

8. Students write captions beside the arrows (e.g., the carbon in the atmosphere is taken in by the plant).

9. Students hand in the completed illustration/diagram to the teacher for assessment.

10. The teacher distributes another nature scene diagram (similar to the one in Strategy 3) for students to illustrate the pathways oxygen takes through abiotic and biotic components of the environment.

11. Students submit the completed illustration/diagram for assessment.

Part 2

1. The teacher conducts a whole-group lesson on the roles of producers, consumers, and decomposers within the ecosystem.

2. Students write the definitions of producers, consumers and decomposers into their science notebooks.

3. The teacher gives a (whole group) introductory lesson on the concept of a food chain (e.g., grass is consumed by a mouse; the mouse is consumed by a snake; etc). Focus on local food chains so that the students can relate.

4. The teacher and students read aloud passages of a textbook for background information on food chains and food webs (see Nelson Science 10, pp. 10, 11, 34, and 35, and/or SciencePower 10, pp. 4 to 9).

5. Students complete (and submit for assessment) a worksheet (Appendix 2.3.1) on food chains and food webs.

6. The teacher demonstrates an example of a typical food web using an overhead transparency.

7. Students identify individual food chains within the food web through a whole class discussion.

8. Students record their findings in their science notebooks.

9. Students write a short paper and pencil quiz (the next day) on the concepts learned in this part of the activity.

10. The teacher assesses the quiz using a suitable marking scheme.

Part 3

1. Students, in groups of two or three, create a food web mobile (see Appendix 2.3.2 for an outline), and display their mobiles in a suitable location within the classroom.

2. The teacher assesses the food web mobiles using a suitable product assessment rubric (see General Appendix A2) or the Food Web Mobile Checklist (Appendix 2.3.3).

3. Students write at least three food chains from the food web mobile into their science notebooks, and identify the trophic classification of each organism within the food chain (e.g., first-order consumer, producer, etc.).

4. The teacher conducts a whole-group Socratic lesson on the features of the students’ food web mobiles (asking questions such as “Why are there more producers than consumers?” “What shape does your mobile have?” “What would happen if you removed an organism from your web?” “Which biotic factor is missing from this food web?”).

5. Students hand in the food web mobile for assessment (use the Checklist in Appendix 2.3.3).

6. Students complete a reflection in their learning log (Appendix 2.3.4)

7. Students submit the reflection to the teacher for assessment.

Assessment/Evaluation Techniques

Activity	Expectations	Category	Task	Tool	Type of Assessment
					D	F	S
3 (Parts 1, 2, 3)	ES 1.02 ES 1.03 ES 1.05 ES 2.01E ES 2.01F	K K K K I C	Reflection Food Web Mobile Quiz Worksheet Nature Diagram Food Web Mobile	Learning Log Checklist Marking Scheme Marking Scheme Checklist Checklist		X X X X X	X X
3 (Parts 1, 2, 3)	CGE1e; 2b; 3f; 5a	L	Reflection	Learning Log		X

Accommodations

· Where the safety of a student is concerned he/she should be paired with a student that can conduct the activity in a safe manner or the task is restructured to suit the abilities of the student.

· Please refer to General Appendix A4.

Resources

Print

Barrett, B. and Stratton, J. From Nature To Man. Toronto, ON: Wiley Publishers of Canada Ltd.
ISBN 0-471-83205-7

Candido, J., et al. Heath Science Connections 9. D.C. Heath Canada Ltd., 1987. ISBN 0-669-95269-9

Grace, E., et al. SciencePower 10. McGraw-Hill Ryerson Ltd., 2000. ISBN 0-07-560364-0

Maton, A., et al. Prentice Hall Science: Ecology-Earth’s Living Resources. Englewood Cliffs, NJ: Prentice Hall, 1994. ISBN 0-13-2255558-8

Partridge, Tony. Starting Science. Oxford Press, 1992. ISBN 0-19-914374-9

Rosen, S. Science Workshop Series: Biology: Dynamic Processes. (Globe Books) Prentice-Hall, 1992.
ISBN 0-835-90374-5

Ritter B., et al. Nelson Science 10. Scarborough, ON: Nelson Thomson Learning, 2001.
ISBN 0-17-607501-1

Video

Chemical Cycles In The Biosphere (Boreal Catalogue #74017-00, VHS, 18 min.); Demonstrates energy flow and cycles such as oxygen, carbon, and water.

Web of Life: Producer to Predator (Biology Essentials Series, Magic Lantern Communications Video Resources #T47-47-003, VHS, 28 min.); Looks at processes and relationships that occur in all ecosystems.

Looking at Ecosystems (National Geographic Society Educational Catalogue #E86307, VHS); Looks at relationships within ecosystems.

Appendices

Appendix 2.3.1 – Worksheet on Food Chains and Food Webs

Appendix 2.3.2 – Creating a Food Web Mobile

Appendix 2.3.3 – Food Web Mobile Checklist

Appendix 2.3.4 – Learning Log Reflection

Appendix 2.3.5 – Carbon and Oxygen Cycles Assessment Checklist

Appendix 2.3.1

Worksheet on Food Chains and Food Webs

A. Use the words in the box to fill in the blanks. Each word should be used.

carnivores omnivores herbivores

decomposers producers consumers

An ecosystem includes all the organisms in a specified area that interact with each other and the abiotic components of the ecosystem. There are three main classifications of organisms within an ecosystem. The group that makes its own food by using the energy from the sun is called ______________________ _______________________. The second is/are the __________________________________________, which cannot produce their own food and feed directly on plants and/or animals. The last group breaks down the dead organisms and returns nutrients back into the ecosystem. They are called _____________ ________________________________________. All three play major roles in an ecosystem.

Animals that only eat plants are called _________________________. Animals that feed on both plants and animals are called ________________________. Animals that feed only on other animals are called __________________________.

B. Answer the following questions in the spaces provided.

1. Why are decomposers important in the ecosystem? Describe their role in the ecosystem.

2. What do all levels in a food chain rely on directly or indirectly?

C. Complete the following food chains. In the space beside the food chain, describe the organism you added as either a “producer”, “herbivore”, or “first-order carnivore”. Draw arrows to represent the order of consumption.

1. clover	rabbit	_________________		_________________
2. grass _______________	bird	hawk		_________________
3. ____________________	small fish	trout	bear	_________________

Appendix 2.3.2

Creating A Food Web Mobile

Purpose: The purpose of this activity is to create a food web mobile.

Materials (per mobile)

· tape

· file cards

· magazines with picture of animals and plants in them (each group needs to find 10 producers, 5 herbivores, 3 omnivores, and 1 carnivore)

· fishing line or thin clear string/thread (19 different lengths, as outlined in strategy 3 of the procedure, for each group)

· coloured string or long pipe cleaners (three different colours)

· coat hanger

· glue

· scissors

· coloured pencils

Procedure

1. Using the magazines provided, find pictures of:

· 10 producers

· 5 herbivores

· 3 omnivores

· 1 carnivore

2. Glue each organism on one file card. Write the name of the organism and its classification in the ecosystem (e.g., first-order carnivore, producer, etc.) on the back of each file card.

3. Attach fishing line to each file card as follows:

a) For each producer, attach a 70-cm length of fishing line through a hole at the top of the file card (10 producers = 10 fishing lines, each 70-cm long)

b) For each herbivore, attach a 50-cm length of fishing line through a hole at the top of the file card (5 herbivores = 5 fishing lines, each 50-cm long)

c) For each omnivore, attach a 30-cm length of fishing line through a hole at the top of the file card (3 omnivores = 3 fishing lines, each 30-cm long)

d) For the carnivore, attach a 10-cm length of fishing line through a hole at the top of the file card (1 carnivore = 1 fishing line that is 10-cm long)

Attach all fishing lines to a coat hanger (total 19 lines). The lines that are attached to the file cards of the same role (e.g., producers) should be evenly spaced along the length of the coat hanger.

4. Each line should be spaced and tied along the coat hanger so that each attachment will use the smallest amount of line possible. Producers will hang the lowest, herbivores a little higher, omnivores a little higher still, with carnivore at the top.

5. Once connected to the coat hanger, you need to attach string between file cards. Each mobile will need:

· 7 green strings,

· 5 yellow strings,

· 3 red strings.

Appendix 2.3.2 (Continued)

Each colour of string will represent the following:

· If the animal eats only plants, it will have a green string attached to it.

· If the animal eats both plants and animals, it will have a yellow string attached to it.

· If the animal eats other animals, then it will have a red string attached to it.

6. Punch a hole in the bottom of the file cards. This will be used to attach different colours of string to the file cards. Attach one end of the string to one file card and the other end of the string to another file card. The connections of the strings between file cards will represent organisms that are consumed by other organisms. (For example: if you chose a rabbit as a herbivore, and grass as a producer, then a green string should be used with one end attached to the rabbit file card and the other end attached to the grass.

7. When all the cards are connected, hang your food web mobile in the classroom according to your teacher’s instructions.

Appendix 2.3.3

Food Web Mobile Checklist

By teacher-generated questions (see activity Part 3), student answers are assessed by the following criteria.

Item	Criteria ES 1.03	Yes	No
1	ten producers are correctly identified
2	producers are at the proper level in the mobile
3	five herbivores are correctly identified
4	herbivores are at the proper level in the mobile
5	three omnivores are correctly identified
6	omnivores are at the proper level in the mobile
7	a top carnivore is identified
8	carnivore is at the proper level
9	relationships between herbivores and producers are identified
10	relationships between omnivores and producers and herbivores are identified
11	relationships between carnivore and consumers are identified

Appendix 2.3.4

Learning Log Reflection (ES 1.02, CGE 1e; 2b; 3f; 5a)

Create a poem, verse, limerick, or written reflection on an animal and its environment. Include all factors that may affect their environment.

Questions to think about:

1. What animal do you know a lot about?

2. What does it eat? What animal might eat it?

3. Is it a carnivore, herbivore, or decomposer? Why?

4. What environment does your animal live in?

5. What role in the ecosystem does your animal play?

6. Effects of abiotic factors: LAWS - light, air, water, soil

7. How does your animal fit into the oxygen cycle? carbon cycle?

8. What factors does your animal depend on for survival? How can you change harmful ones?

Appendix 2.3.5

Carbon and Oxygen Cycles Assessment Checklist

Item	Criteria ES 1.05 – Component of Carbon cycle illustrated	Yes	No
1	Decomposition of plants and animals
2	Arrows drawn from atmosphere to plants
3	Arrows drawn from water to atmosphere
4	Arrows drawn to indicate carbon sedimentation (towards the ground)
5	Captions are written beside the arrows
6	Arrows drawn from animals mouths to atmosphere
7	The pathway that carbon cycles is clear to the reader

Item	Criteria ES 1.05 – Component of Oxygen cycle illustrated	Yes	No
1	Arrows drawn from plants into atmosphere
2	Arrows drawn from atmosphere to animals
3	Arrows drawn from water to atmosphere
4	Arrows drawn from atmosphere to decomposers
5	Captions are written beside the arrows
6	The pathway that oxygen cycles is clear to the reader

Activity 4: Building A Community

Time: 5 hours

Description

In this activity, students conduct library research on a topic related to environmental clean-up. They produce a poster that illustrates technological advancements that may be used to clean up the environment. They also research a career of their choice, related to environmental science, and produce a job ad on their chosen career that they add to their ScienceQuest magazine (Unit 1 Culminating Activity).

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE 1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;

CGE 2b - reads, understands, and uses written materials effectively;

CGE 2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life;

CGE 3b - creates, adapts, and evaluates new ideas in light of the common good;

CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE 3f - examines, evaluates, and applies knowledge of interdependent systems (physical, political, ethical, socio-economic, and ecological) for the development of a just and compassionate society;

CGE 4c - takes initiative and demonstrates Christian leadership;

CGE 5f - exercises Christian leadership in the achievement of individual and group goals;

CGE 7i - respects the environment and uses resources wisely.

Strand(s): Earth and Space Science

Overall Expectations

ESV.01 - demonstrate an understanding of the living and non-living things factors affecting the environment;

ESV.03 - describe and explain the effects of new technologies on the environment.

Specific Expectations

ES 2.01B - formulate scientific questions about the environment (e.g., How does industrial pollution affect the water supply? How does the number of prey in an area affect the number of predators in the same area? How do prevailing wind patterns affect the dispersion of air pollution?);

ES 2.01D - select information from various sources to answer the questions formulated;

ES 2.01F - communicate scientific ideas, procedures, results, and conclusions using appropriate language and formats (e.g., sharing in small groups; demonstrations; structured laboratory reports);

ES 3.02 - describe some of the technologies used in cleaning up the environment (e.g., Electrostatic air cleaners, water purifiers, smokestack scrubbers, catalytic converters, etc);

ES3.03 - identify and describe careers related to the field of environmental science (e.g., waste disposal technician, parks ranger, gardener, air quality control technician, meteorologist).

Planning Notes

· The teacher should make enough copies of Appendices 2.4.1, 2.4.2, and General Appendices A1, A2, A6, and A7 for the class

· The teacher books the library or computer lab for the research activities.

· The teacher may need to gather information on the topics in Appendix 2.4.2 to assist students.

· The teacher should confer with the school Guidance department and/or school teacher-librarian for career-related resources.

· The teacher needs to be aware of students with special needs prior to structuring the activity.

Prior Knowledge Required

· Students need to complete Activities 1, 2, and 3 in this unit before this activity.

· Students need to be familiar with the community they live in or one nearby.

Teaching/Learning Strategies

Part 1

1. Students individually choose a topic that deals with an environmental issue from the Environmental Issues Selection Sheet (Appendix 2.4.2). They conduct library/Internet research to find answers to the questions below their chosen topic on the Appendix.

2. The teacher reviews the concept of stewardship with the whole class, and reminds students to refer to the Sacramentality, Stewardship, and Social Responsibility Resource Document for guidance while searching for answers to their chosen questions.

3. The teacher distributes a copy of a suitable Product Rubric or other poster assessment tool (see General Appendix A2) and a suitable Process Rubric (see General Appendix A1) to each student in the class, discusses their contents with the class, and ensures that the class understands how they will be assessed in this exercise.

4. Students (individually) produce a poster (on bristol board or legal size paper) that illustrates technological advances that may be used to clean up various components of the environment according to the questions associated with their chosen topic.

5. The teacher provides students with the Job Ad Guide and Job Ad Assessment Checklist (General Appendix A6 and A7, respectively) and review their components with the whole group.

6. Students (individually) conduct print and/or Internet research to identify a career of their choice related to environmental science (e.g., waste disposal technician, parks ranger, gardener, air quality control technician, meteorologist).

7. Students individually produce a job ad, containing the components identified in the Job Ad Guide and Checklist, and submit the Job Ad to their teacher for assessment.

8. Students will add the assessed Job Ad to their portfolio, to eventually be included in their ScienceQuest magazine.

Assessment/Evaluation Techniques

Act	Expectation	Category	Task	Tool	Type of Assessment
					D	F	S
4	ES2.01B ES2.01D ES2.01F ES3.02 ES3.03	I I C MC	Formulate a Question Research Poster Job Ad	Process Rubric Process Rubric Product Rubric Checklist		X X X X
	CGE1d, 2b,e, 3c,e, 4c, 5f,7i	L	Reflection	Checklist		X

Accommodations

· For students who may have difficulty in writing, teacher-student conference is recommended.

· Please refer to General Appendix A4.

Resources

Print

Barrett, B. and J. Stratton. From Nature To Man. Toronto, ON: Wiley Publishers of Canada Ltd.
ISBN 0-471-83205-7

Candido, J., et al. Heath Connections 9. D.C. Heath Canada Ltd., 1987. ISBN 0-669-95269-9

Grace, E., et al. SciencePower 10. McGraw-Hill Ryerson Ltd., 2000. ISBN 0-07-560364-0

Partridge, Tony. Starting Science. Oxford Press, 1992. ISBN 0-19-914374-9

Ritter B., et al. Nelson Science 10. Scarborough, ON: Nelson Thomson Learning, 2000.
ISBN 0-17-607501-1

Internet

Recycle Guide: http://www.obviously.com/recycle/guides/shortest.html

Why Recycle?: www.recycle.co.uz/what.html

EPA Pollution Prevention: http://www.epa.gov.opptintr/p2home

EPA Global Warming: http://www.epa.gov.globalwarm/impacts/index.html

Recycle City: http://www.epa.gov.recyclecity/mainmap.htm

Landfill Resource Guide: www.rirrc.org/landfill/rescguid.shtml

How do Catalytic Converters Work?: www.clair.org/catconv.htm

Air Pollution Guide: www.environment.about.com/msubar.htm

Videotapes

Recycling (Magic Lantern Communications Video Resources #845-845-51, VHS, 30 min.); Looks at our throw-away mentality, waste management, and the problems these have created.

Appendices

Appendix 2.4.1 – Self-Checklist for Assessment of the model within the community

Appendix 2.4.2 – Environmental Issues Selection Sheet

Appendix 2.4.1

Self-Checklist for Assessment of the model within the community
CGE 1d, 2b, 2e, 3c, 3e, 4c, 5f, 7i

Statement	I disagree strongly	I disagree	I agree	I agree strongly	Why I disagree or agree?
Questions about my topic are answered to the best of my ability.
I can explain why technologies that help to clean up the environment are useful.
I understood the material I was reading.
The solution to the topic I found seemed useful.
I understand that all parts of a community interact with each another.
I understand that by doing a small part for the environment, I am helping the environment as a whole.
My model/poster was completed on time.
I planned ahead to complete the assignment on time.
I understand that resources are limited and we need to conserve them.
I can say that I have respect for the environment.

Appendix 2.4.2

Environmental Issues Selection Sheet

Instructions

· Each of the following topics deals with a pressing environmental issue/concern.

· Choose one topic to research.

· Use the questions below each topic as starting points to your research activities. Formulate more questions relating to your chosen topic as you conduct your research.

Topic: Pollution

1. Describe how pollution affects the environment.

2. What are some causes of pollution?

3. Research some technologies or methods that reduce the amount of pollution in the atmosphere.

Topic: Recycling/Composting

1. Where does the waste go?

2. What are some advantages of recycling and composting?

3. What materials/garbage can be recycled and composted?

4. What is the most effective way of sorting waste?

5. Research some technologies or methods that are used in recycling/composting.

Topic: Saving Energy

1. Describe ways that energy can be conserved (saved) in the home?

2. Describe ways that energy can be conserved (saved) in large buildings?

3. What are some advantages of saving energy?

4. Research some technologies that help conserve energy.

Topic: Transportation

1. How can we reduce the need for personal automobiles?

2. Research the effects that automobile transportation has on the environment.

3. Research some technologies that help to reduce the harmful effects of transportation on the environment.

Topic: Land Fills

1. Where, in a community, should the landfill be located?

2. How is a landfill maintained?

3. Research how a landfill can affect the environment.

4. Research new technologies that are used in modern landfill sites.

Topic: Water

1. How is water treated?

2. Why is it important to keep a clean water supply?

3. Research some technologies that help maintain clean water in our environment.

Activity 5: Field Study

Time: 4.5 hours

Description

Students perform a comparative study of a school lawn ecosystem with an ecosystem that has had less maintenance. Students use the quadrat technique to determine the percentage coverage of producers and the relative abundance of consumers. Students note the abiotic factors and the impact of human action on the ecosystem.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE 5a - works effectively as an interdependent team member;

CGE 5e - respects the rights, responsibilities and contributions of self and others;

CGE 5f - exercises Christian leadership in the achievement of individual and group goals;

CGE 7d - promotes the sacredness of life.

Strand(s): Earth and Space Science

Overall Expectations

ESV.02 - investigate the relationships among the living and non-living components in the environment.

Specific Expectations

ES1.02 - recognize that ecosystems are made of living and non-living parts that interact with one another;

ES 1.06 - identify the relationship between available resources and population size (e.g., clear-cutting rainforests and erosion, fertilizer use in farming);

ES2.01A - demonstrate knowledge of safety procedures when carrying out investigations in the laboratory or in the field and using materials, tools and equipment to measure quantities related to the environment (e.g., quadrats, barometer, hygrometer, anemometer);

ES2.01C - demonstrate the skills required to conduct an inquiry into issues related to the environment, using instruments, tools, and apparatus safely, accurately, and effectively;

ES2.01E - organize, record, and analyse the information gathered (e.g., charts, tables, graphs);

ES2.01F - communicate scientific ideas, procedures, results and conclusions using appropriate language and formats (e.g., sharing in small groups; demonstrations; structured laboratory reports);

ES 2.02 - compile data gathered through investigations in order to record and present results using charts, tables, labelled graphs, and scatter plots produce by hand or with a computer.

Planning Notes

· The teacher needs to spend 75 minutes organizing the groups and practising some of the techniques with the students (Estimating percentages: Appendices 2.5.1, 2.5.2, and 2.5.3).

· The field study requires approximately 75 minutes to complete.

· Students require an additional 75 minutes to collate their data and analyse it.

· The teacher may have students graph their results either on a computer package or by hand.

· The teacher needs to find a suitable area for a study: a school lawn and a more natural area.

· Materials need to be assembled (see Appendix 2.5.4).

· Quadrat and data recording sheets need to be copied for the class (Appendices 2.5.5, 2.5.6,
and 2.5.7).

· Permission to enter and study a property must be obtained (if required).

· Students are divided into groups of two for the purpose of conducting the study. The teacher needs to be aware of students with special needs prior to structuring the groups.

· The teacher provides each student with a copy of a suitable Lab Product Rubric (see General Appendix A3) and reviews it with them before beginning the quadrat activity.

· The teacher will make a copy of the Reading for Understanding exercise (Appendix 2.5.9) for each student in the class.

Prior Knowledge Required

· Use of a computer software program for graphing (if required).

Teaching/Learning Strategies

1. The teacher introduces the concept of quadrat analysis through the estimating percentage exercise (provide students with Appendices 2.5.1, 2.5.2, and 2.5.3).

2. The teacher divides students into groups of two.

3. Students work on the estimating percentage exercise in pairs.

4. The teacher monitors and assists students.

5. The teacher takes up the estimating percentage exercises with the whole class.

6. The teacher assembles materials for a quadrat study (Appendix 2.5.4).

7. The teacher reviews the procedure for the quadrat study (Appendix 2.5.4).

8. Students divide up responsibilities and tasks.

9. Students perform the quadrat study at the selected sites according to the instructions in Appendix 2.5.4 – A Comparative Quadrat Study of School Lawn Communities.

10. Students record their observations in the various charts (Appendices 2.5.5 and 2.5.6), and answer the questions in Appendix 2.5.7 – Abiotic Factors.

11. The teacher assesses inquiry skills using the Inquiry Skills Checklists (Appendix 2.5.8).

12. Students collate data, submit the worksheets, and answers to questions in Appendices 2.5.5 to 2.5.7.

13. The teacher distributes the Reading for Understanding exercise (Appendix 2.5.9) to students.

14. Students complete the Reading for Understanding exercise by carefully reading the passage and answering the questions that follow.

15. The teacher provides assistance where necessary by roving conference.

16. Students submit the completed exercise to the teacher for assessment.

Assessment/Evaluation Techniques

Act	Expectations	Category	Task	Tool	Type of Assessment
					D	F	S
5	ES1.02 ES1.06 ES2.01A ES2.01C ES2.01E ES2.01F ES2.02	K K I I I I I	Lab Report Reading + Questions Field Study Field Study Lab Report Lab Report Lab Report	Marking Scheme Marking Scheme Checklist Checklist Marking Scheme Marking Scheme Marking Scheme		X X X	X X X X
	CGE5a,e,f; 7d	L	Group Work	Checklist		X

I = Inquiry MC = Making Connections L = CGE Learning Skill K=Knowledge

Accommodations

· Where the safety of a student is concerned he/she should be paired with a student that can conduct the lab in a safe manner or the task is restructured to suit the abilities of the student.

· For further suggestions see General Appendix A4.

Resources

Teacher Resources: Print

Andrews, A.W. Investigating Terrestrial Ecosystems. Scarborough, Ontario: Prentice-Hall Canada Inc., 1986. ISBN 0-13-503186-9 [teacher resource]

Andrews, A.W. Environmental Pollution. Scarborough, Ontario: Prentice-Hall Canada Inc., 1978.
ISBN 0-13-370833-0 [teacher resource]

Internet

What is found on the school lawn?:
http://www-ed.fnal.gov/ntep/f98/projects/fnal/student/skills/wksheets/sclwn.html

Excel Graphing Tutorial: http://www-ed.fnal.gov/data/life_sci/data/tutorials/excel.shtml

Claris Works Graphing Tutorial: http://www-ed.fnal.gov/data/life_sci/data/tutorials/clwtutor.shtml

Videotape

Befriending the Earth: Dream of Earth Sciences Series. Thomas Berry in dialogue with Thomas Clarke. Mystic, Connecticut: Twenty Third Publications, 1990; 13-part series of videos.

Environmental Ethics: Ideas for Classroom Discussion. Durango, Colorado: Group for Telly Productions, 1994. CBC News for Review: 1996-1998.

The Earth Covenant. Global Education Associates [phone (212) 870-3290].

Appendices

Appendix 2.5.1 – Estimating Percentages Worksheet

Appendix 2.5.2 – Quadrat Grid Data Sheet

Appendix 2.5.3 – Sample Quadrat Analysis

Appendix 2.5.4 – A Comparative Quadrat Study of School Lawn Communities

Appendix 2.5.5 – Quadrat Study Data Table - Producers (Plants)

Appendix 2.5.6 – Quadrat Study Data Table - Consumers

Appendix 2.5.7 – Abiotic Factors

Appendix 2.5.8 – Inquiry Skills Checklists

Appendix 2.5.9 – Reading for Understanding-Environmental Factors and Population Size

Appendix 2.5.1

Estimating Percentages Worksheet

1. How many small squares are there in the big square (quadrat)?

2. Percent: There are 100 pennies in a dollar. One penny is one percent (1%) of a dollar. 25 pennies are 25% of a dollar. Percent means how many parts of 100 something is.

3. What percentage does each small square in the quadrat represent?

4. If something covered 5 squares - what percentage would it cover?

5. If something covered half of a square - what percentage would it cover?

6. The quadrat that you will be using will be one metre squared.

· How many centimetres long would each small square be?

· How many centimetres wide would each small square be?

· What area would each small square be?

7. Mark off a one metre square in your class (follow the teacher’s directions) and place several items in the square (texts, notebook, calculator) without overlapping. Draw each of those items (to scale) on the quadrat data sheet (in the same relative space as in the actual quadrat) (e.g., if a text was 30 cm by 20 cm – you would draw it in covering 3 squares by 2 squares).

8. Estimate the percentage coverage of each item in your quadrat.

· Item 1

· Item 2

· Item 3

· Item 4

· Item 5

· Item 6

· Item 7

9. What percentage of the quadrat was not covered by anything?

Appendix 2.5.2

Quadrat Grid Data Sheet
School Property Quadrat Study

Appendix 2.5.3

Sample Quadrat Analysis

Appendix 2.5.3 (Continued)

The sample quadrat above is an example of what a quadrat for a school lawn might look like. Notice that each type of plant has its own colour or shading.

1. Draw the grid back over top of the sample quadrat.

2. How many squares are in the quadrat?

3. What percentage of the quadrat is each small square equal to?

4. Estimate the percent coverage of each plant. Record your answers in the chart below.

Name of Plant	Number of Squares	Percent of Quadrat Covered
Blue grass
Plantain
Dandelion
Crabgrass
Rye grass
Bare ground

5. Which plant is the dominant plant? (most coverage)

6. Which plant has the least coverage?

Appendix 2.5.4

A Comparative Quadrat Study of School Lawn Communities

Purpose: To do a comparative lawn study using a maintained section of school property and a section that is not regularly maintained; to note abiotic factors such as air pressure, wind, and humidity.

Materials

· Quadrat square (1 metre square) or 4 metre sticks

· Data sheets

· Metric rulers

· Pencils

· Coloured pencils for coding

· Clipboard

· Anemometer (produced in Activity 2)

· Hygrometer (produced in Activity 2)

· Barometer (produced in Activity 2)

Procedure

The responsibilities (in your group) need to be divided up, each student needs to take turns recording data, marking out a site, counting and identifying plants and animals, measuring abiotic factors (wind speed, humidity, air pressure, sunlight, etc.).

1. Mark off a square metre of school lawn using metre sticks or a quadrat square. (Check with your teacher first)

2. Give a general description of the site. Is there a lawn? If so, is it cut on a regular basis? Are herbicides or pesticides used (ask the grounds-keeper)? Note any other conditions that might affect the site. Is it a pathway? Is it in a depression or on a hill? Is there lots of litter?

3. Measure the following three abiotic factors and note them on the Abiotic Factors sheet (Appendix 2.5.7).

· Measure wind speed using the anemometer.

· Measure humidity using the hygrometer.

· Measure the air pressure using the barometer.

4. Draw the location of all the items you find in your quadrat. Draw them to scale (i.e., Each small square represents 100 cm squared –10 cm by 10 cm). Don’t worry about identifying the plants if you don’t know them, just record a description of the plant.

5. Estimate the percentage coverage of each item in your quadrat and record it on the sheet.

6. Count the number of each item in your quadrat. If something is too numerous to count, like grass, just count the number in one small square (10 cm by 10 cm) and then multiply that number by the number of small squares that it covers. This is called “sampling.” Record your data and observations on the sheet.

7. Look for animals in your quadrat (insects, sow bugs, etc.). Count the number of each and watch them to see what they are eating or doing. Record this on your sheet. If you don’t know the name of the animal write a description of it.

8. Select a site that is not on the lawn (with your teacher’s permission) and has been left to grow on its own (without cutting or spraying). Repeat steps 1 through 7 for this site.

Appendix 2.5.4 (Continued)

Analysis

For the School Lawn Quadrat

· List the items that cover your quadrat in order of percentage, highest to lowest.

· Were there any items that seemed out of place? What were they, and how did they get there?

· Which animals were the most common?

· Which animals were missing that you might have expected to see?

· How does frequent cutting affect abiotic factors for the lawn community such as:

· amount of sunlight hitting the ground

· the wind speed close to ground level

· If this area was allowed to grow for 10 years without cutting or spraying what would it be like?

· How would this affect the number and diversity of plants and animals?

For the Less Maintained Quadrat (not cut or sprayed for weeds or bugs):

· List the items in the other quadrat in order of percentage coverage.

· Which plants seemed most adapted to this environment?

· Which animals were most abundant in this quadrat?

· Were there more animals in this quadrat? Why?

· Was there a greater variety of plants and animals in this quadrat? Why?

· Were abiotic factors such as amount of sunlight hitting the ground, or the wind speed close to ground level different in this quadrat?

· In one of the Biblical stories of creation, God asks us to look after creation. Do you think that using pesticides and having well kept lawns are the way God meant for us to look after creation? Refer to the Sacramentality, Stewardship, and Social Responsibility Resource Sheet distributed in Unit 1.

Appendix 2.5.5

Quadrat Study Data Table – Producers (Plants)

Name of Plant/Item (or a make up your own name)	Number Found In Whole Quadrat	Percentage of Quadrat Covered
Plant 1
Plant 2
Plant 3
Plant 4
Leaves
Bare Ground
Rocks
Litter
Other

* Remember that the total of all the percentages must equal 100.

Appendix 2.5.6

Quadrat Study Data Table – Consumers

Name of Consumer	Number Found in Whole Quadrat	What was the Consumer Doing or Eating?
Consumer 1
Consumer 2
Consumer 3
Consumer 4
Consumer 5
Consumer 6
Consumer 7
Consumer 8
Consumer 9

Appendix 2.5.7

Abiotic Factors

1. Write a general description of the site.

2. What influence have humans had on the site?

3. What factors contribute to the amount of light striking the ground?

4. What is the wind speed? What factors affect the wind speed at ground level?

5. What is the relative humidity? What factors affect the humidity at ground level?

6. Record the atmospheric pressure as “high”, “low”, or “normal”.

Appendix 2.5.8

Inquiry Skills Checklists

Name	Expectation	Description	Date
	ES2.01A	Uses materials in a safe manner
	ES2.01A	Uses materials in a safe manner
	ES2.01A	Uses materials in a safe manner
	ES2.01A	Uses materials in a safe manner
	ES2.01A	Uses materials in a safe manner
	ES2.01A	Uses materials in a safe manner
	ES2.01A	Uses materials in a safe manner
	ES2.01A	Uses materials in a safe manner
	ES2.01A	Uses materials in a safe manner
	ES2.01A	Uses materials in a safe manner
	ES2.01A	Uses materials in a safe manner
	ES2.01A	Uses materials in a safe manner
	ES2.01A	Uses materials in a safe manner
	ES2.01A	Uses materials in a safe manner
	ES2.01A	Uses materials in a safe manner
	ES2.01A	Uses materials in a safe manner
	ES2.01A	Uses materials in a safe manner
	ES2.01A	Uses materials in a safe manner

Name		Expectation		Description	Date
	ES2.01C		Uses instruments accurately
	ES2.01C		Uses instruments accurately
	ES2.01C		Uses instruments accurately
	ES2.01C		Uses instruments accurately
	ES2.01C		Uses instruments accurately
	ES2.01C		Uses instruments accurately
	ES2.01C		Uses instruments accurately
	ES2.01C		Uses instruments accurately
	ES2.01C		Uses instruments accurately
	ES2.01C		Uses instruments accurately
	ES2.01C		Uses instruments accurately
	ES2.01C		Uses instruments accurately
	ES2.01C		Uses instruments accurately
	ES2.01C		Uses instruments accurately
	ES2.01C		Uses instruments accurately

Appendix 2.5.9

Reading for Understanding

Environmental Factors and Population Size

Imagine that you noticed a pair of houseflies in your warm house on a cold day in December. Assuming that one of the flies was a female, and the other a male, we would expect them to reproduce. House flies lay up to 900 eggs at a time. If the house is warm (i.e., approximately 20 ºC), the eggs will hatch into larvae (a small worm-like stage of fly development) in approximately one day. The larvae go through several stages of development, and become mature houseflies in about a month. If the home remains warm, and the larvae find enough food to eat, there could be approximately 900 flies in your house by January (we’re assuming that all the larvae survive until they become mature flies)! If all goes well, hundreds of pairs of these flies will lay hundreds of eggs each, producing approximately 400 000 new flies by late February, and if this continues, you could have an additional 180 000 000 mature flies by the time you open your windows in late March (and maybe let some of those flies out!).

As you can see, the number of flies increases slowly at first (in this example, 2 flies became 900 flies in the first month), then very rapidly (900 flies became 400, 000 flies in the second month and 180 000 000 by the third month). Finding a breeding pair of flies in a house in December is not uncommon. Having a few hundred million flies in your home in March is highly unlikely! Why is this so? What factors in the environment prevent a breeding pair of organisms from becoming a population numbering in the billions in a relatively short period of time? One of the main reasons is that resources are in limited supply. There may be enough food in a typical house for a few dozen flies, but there usually isn’t enough for thousands of them. Also, there may be other insects in the house that compete with the flies for the little bits of food that humans leave behind. Many of the flies and their larvae starve to death. Many more are eaten by other insects in the home (predators), while still others die of “natural” causes (e.g., disease). If the home’s heating system were to break down, and the temperature in the house drop to the freezing point, many flies and larvae would die due to lack of warmth. While this doesn’t usually happen in your home, it does happen outdoors where most organisms live. All of these environmental factors help limit the population size of a particular organism.

Many environmental factors affect the population size of a particular organism. This is true in a “closed” environment such as a home, but also in an “open” environment such as the outdoors. Factors include:

· the availability of food and water,

· the availability of living space,

· climate,

· predators,

· disease,

· competition for available resources.

Questions

1. How many flies were in the house in December?

2. How many new flies were added in January?

3. How many new flies were added in February?

4. How many new flies were added in March?

5. Do you expect this pattern of increase in the fly population to continue? If so, why? If not, why not?

6. List the environmental factors that limit population size.

7. Which factor(s) changed when the person opened the window in March?

8. Suggest at least two other organisms that houseflies compete with for food in a home?

Activity 6: ScienceQuest Magazine

Time: 3 hours

Description

In this activity the students individually complete one product (e.g., crossword, cartoon) for inclusion in the ScienceQuest Magazine at the end of the course.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE 1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;

CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE 3d - makes decisions in light of gospel values with an informed moral conscience;

CGE 5a - works effectively as an interdependent team member;

CGE 5f - exercises Christian leadership in the achievement of individual and group goals;

CGE 7b - accepts accountability for one's own actions;

CGE 7d - promotes the sacredness of life.

Strand(s): Earth and Space Science

Overall Expectations

ESV.03 - describe and explain the effects of new technologies on the environment.

Specific Expectations

ES2.01B - formulate scientific questions about the environment (e.g., How does industrial pollution affect the water supply? How does the number of prey in an area affect the number of predators in the same area? How do prevailing wind patterns affect the dispersion of air pollution?);

ES2.01D - select information from various sources to answer the questions formulated;

ES2.01F - communicate scientific ideas, procedures, results and conclusions using appropriate language

and formats (e.g., sharing in small groups; demonstrations; structured laboratory reports);

ES3.01 - apply the concept of stewardship to the use of a technology that impacts on the environment (e.g., recycling/juice box containers, automobiles/acid rain, composting/land fill, etc.).

Planning Notes

· The teacher decides whether all students will research the same environmental issue or if students will be given a choice of several topics.

· The teacher creates several (same number as number of groups) learning centres in the class. The teacher needs to be aware of students with special needs prior to structuring the groups.

· The teacher provides students with articles on the topic(s) that students are to choose from at each learning centre.

· The teacher arranges for students to access a resource centre with the necessary resources available (if none are available the teacher provides the resource materials).

· The teacher bookmarks Internet sites for students (optional).

· The teacher provides students with Group Work Form (Appendix 2.6.1).

Prior Knowledge Required

· Familiarity with writing a feature article, letter to the editor, crossword, cartoon (practised in Unit 1).

Teaching/Learning Strategies

1. The teacher introduces the issue(s) that students choose from.

2. The teacher reminds students to refer to the Sacramentality, Stewardship, and Social Responsibility Student Resource Document to guide their thoughts as they work on their exercises in this activity.

3. Students visit various Issues Centres, where the teacher has laid out articles related to the chosen topic(s).

4. Each student selects one article to form the basis of his/her research.

5. Students conduct research in a suitable research centre (e.g., library), or in the class with teacher resource materials, and find one additional (per student).

6. Students complete the Group Work Form (Appendix 2.6.1).

7. Students conference with the teacher to confirm their selection.

8. Working in groups of four, students confer with each other as they individually complete their culminating activity sub-task (i.e., crossword, cartoon, etc.) for the magazine.

9. Students submit completed products to their teacher for assessment. The pieces are placed in the students’ portfolio for safekeeping. They will be used at the end of the course in the Unit 1 culminating activity, ScienceQuest magazine.

Assessment/Evaluation Techniques

Act	Expectations	Category	Task	Tool	Type of Assessment
					D	F	S
6	ES2.01B ES2.01D ES2.01F ES3.01	I I I MC	Letter to the Editor Feature Article Crossword Cartoon	Rubric (use Rubric in Appendix 1.4.4 from Unit 1) Rubric (use Rubric in Appendix1.1.3 from Unit 1) Checklist (use Checklist in Appendix 1.2.3, in Unit 1 modified for teacher use) Rating Scale (use Rating Scale in Appendix 1.3.4 in Unit 1)		X X X X
	CGE1d; 3c,d;5a;f; 7b,d	L	Group Work	Checklist		X

I = Inquiry MC = Making Connections L = Learning Skill K= Knowledge

Accommodations

· Where the safety of a student is concerned he/she should be paired with a student that can conduct the lab in a safe manner or the task is restructured to suit the abilities of the student.

· For further suggestions see General Appendix A4.

Resources

Print

Andrews, A. William. Investigating Terrestrial Ecosystems. Scarborough, Ontario: Prentice-Hall Canada Inc., 1986. ISBN 0-13-503186-9 [teacher resource]

Andrews, A. William. Environmental Pollution. Scarborough, Ontario: Prentice-Hall Canada Inc., 1978. ISBN 0-13-370833-0 [teacher resource]

Rosen, S. Science Workshop Series: Biology: Dynamic Processes. (Globe Books) Prentice-Hall, 1992. ISBN 0-835-90374-5

Internet

Acid Rain: Do you need to start wearing a rainhat? http://ga.water.usgs.gov/edu/acidrain.html

What is acid rain? http://pubs.usgs.gov/gip/acidrain/2.html

USGS Tracks Acid Rain: http://btdqs.usgs.gov/acidrain/arfs.html

What is acid rain? http://www.epa.gov/acidrain/student/aciddef.html

Effects of acid rain on water: www.epa.gov/acidrain/student/water.html

Effects of acid rain of forest: www.epa.gov/acidrain/student/forests.html

Effects of acid rain on human-made materials: www.epa.gov/acidrain/student/mats.html

Effects of acid rain on people: www.epa.gov/acidrain/student/people.html

What can be done? www.epa.gov/acidrain/student/todo.html

Videotape

Befriending the Earth: Dream of Earth Sciences Series. Thomas Berry in dialogue with Thomas Clarke. Mystic, Connecticut: Twenty Third Publications. 1990; 13-part series of videos.

Environmental Ethics: Ideas for Classroom Discussion. Durango, Colorado: Group for Telly Productions, 1994. CBC News for Review: 1996-1998.

The Earth Covenant. Global Education Associates [phone (212) 870-3290].

Appendices

Appendix 2.6.1 – Group Work Form (Teamwork)

Appendix 2.6.1

Group Work Form (Teamwork)

Expectation: ES3.01

You are to each find one article on acid rain that points out the causes, effects, and a solution to the problem. Record the Title of your article, where you got it from (source) and your name in the space below.

Article Title	Source	Student (who researched the article)
1
2
3
4

In the space below write three quotes from your article-one quote for each of the following: the cause of acid rain, the effects of acid rain and a solution to acid rain.

Title/Source/Date	Quote	Name
	Cause: Effect: Solution:
	Cause: Effect: Solution:
	Cause: Effect: Solution:
	Cause: Effect: Solution:

Appendix 2.6.1 (Continued)

In the space below list five key words that could be used in a crossword along with their definitions

Keyword	Definitions	Name
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5

Use the above information to produce a draft copy of the item that you will be making for the ScienceQuest Magazine.

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