Course Profile Science, Grade 10,
Academic, Public
Unit 2: The Sustainability of Ecosystems
Time: 24 hours
Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity 6
This unit provides opportunities to examine the impact of natural and external change on ecosystems. Students explore the functioning of an ecosystem and use appropriate scientific terms and examples to demonstrate their understanding. In the end-of-unit task they synthesize data from personal research and a variety of sources to participate in a group problem-solving activity in which they develop consensus about a local, national, or global ecological issue.
Strand(s): Biology
Overall Expectations: BYV.01D, BYV.02D, BYV.03D.
Specific Expectations: BY1.01D, BY1.02D, BY1.03D, BY1.04D, BY1.05D, BY1.06D, BY1.07D, BY1.08D, BY2.01D, BY2.02D, BY2.03D, BY2.04D, BY2.05D, BY2.06D, BY2.07D, BY3.01D, BY3.02D, BY3.03D, BY3.04D, BY3.05D, BY3.06D, BY3.07D.
|
Activity 2.1 |
Introduction |
150 minutes |
|
Activity 2.2 |
Structure of Ecosystems |
300 minutes |
|
Activity 2.3 |
Ecological Processes |
300 minutes |
|
Activity 2.4 |
Types of Ecosystems |
300 minutes |
|
Activity 2.5 |
Impact of Change: Diversity and Stability of Ecosystems |
225 minutes |
|
Activity 2.6 |
Town Hall Meeting on an Environmental Issue |
165 minutes |
· From Grade 7 Science and earlier: concepts and terminology (green plants; food chains, webs, pyramids; biotic, abiotic; biomes)
· From Grade 9 Geography: knowledge of ecozones
· From Grade 9 Science and earlier: how to design an experiment, control variables, and make observations
· From Grade 9 Science, Geography, and Mathematics: how to read and interpret graphs and charts
· From Grade 9 and earlier: note making and presentation skills
· Review information on sustainability and current approaches to environmental studies. While many of the topics mentioned in the expectations appear similar to those covered in the past this unit should be significantly different for three reasons. The first is that students are arriving with more understanding of ecosystem concepts than they were in the past, both because of the new curriculum and because environmental units were popular even before that. The second is that sustainability is a major focus in the Grade 9 Geography course and students should be ready to see the issue from a scientific viewpoint. The third is that the concepts covered extend beyond the traditional topics of ecology, which focusses on the study of natural ecosystems. The human impact on ecosystems is pervasive and any study of ecosystems has to acknowledge the social and economic impact on them.
· Read through all the activities ahead of time to review safety procedures, equipment, and materials required.
· Identify environmental issues related to your community (choose local issues, if possible, or broader issues that have local implications).
· Collect information and media articles about local environmental issues in advance. Contact the local conservation authority, regional stewardship council, outdoor education centre, or other government agencies for assistance. Consider contacting community members involved in the local issue for resources and as possible guest speakers.
· If a local issue is not available, consider choosing a global, national, or Canadian issue with local implication (e.g., global warming, ozone depletion, rezoning of farmland for other uses, etc.).
· Collect resources ahead of time in consultation with the teacher-librarian to support the end-of-unit task.
· The issue for the town hall meeting is the one chosen during Activity 2.1.1.
· Provide time for research throughout the unit.
· Assign roles to each student early in the unit so that everyone participates.
· Update the Futures/Career Wall with information on volunteer opportunities, in the community, related to environmental issues which can show the link between classroom work and community involvement. It also supports discussion about a career path being more than just a job. Career and education opportunities can be added as well.
· Consider the use of a response journal. If it was not used in Unit 1 this is a good unit to introduce it, as it can be used for reflective questions on the relationship between science and society.
· Locate school-ground or nearby sites to use for the field study in Activity 2.2 and arrange permission to be outside or off school property consistent with school and board policy.
· Plan the field studies for good weather, interspersing them with the in-class activities; if possible, have contingency plans for bad weather.
· Have students start bean plants for Activity 2.3 ahead of time.
|
Activity |
Strategy |
Description |
|
2.1: Introduction |
Brainstorming, group discussion |
Students practise role-playing and reaching consensus while being introduced to the topic of sustainability. |
|
2.2: Structure of Ecosystems |
Data collection in a terrestrial ecosystem |
Students investigate the structural components of an ecosystem by gathering data on the components and writing a report. |
|
2.3: Ecological Processes |
Lab activities, direct instruction, work at stations |
Students investigate photosynthesis and respiration to understand carbon cycling and energy flow, as well as studying other nutrient cycles. |
|
2.4: Types of Ecosystems |
Individual research |
Students use text and other resources to research types of ecosystems. |
|
2.5: Impact of Change: Diversity and Stability |
Graphing, case study analysis, direct instruction |
Students discuss change and stability in ecosystems and investigate changes in population and other factors through case studies. |
|
2.6: Town Hall Meeting on Environmental Issues |
Individual research, role playing |
Students research and play a role as part of a town hall meeting to resolve an environmental issue. |
|
Activity |
Task |
Tool |
Connection to Achievement Chart or Learning Skills |
|
2.1: Introduction |
KWL chart, group work |
Checklist |
Knowledge, Making Connections Teamwork |
|
2.2: Structure of Ecosystems |
Report on data collection and analysis |
Rubric |
Inquiry, Communication Teamwork |
|
2.3: Ecological Processes |
Lab report Quiz Materials cycling summary sheet |
Rubric, marking schemes |
Inquiry, Communication, Knowledge Organization |
|
2.4: Types of Ecosystems |
Presentation Test |
Rubric Marking schemes |
Knowledge, Communication, Making Connections |
|
2.5: Impact of Change: Diversity and Stability of Ecosystems |
Graph Case study abstract |
Checklist Rubric |
Inquiry, Communication, Knowledge |
|
2.6: Town Hall Meeting on Environmental Issues |
Summary sheet, follow-up report |
Rubric |
Inquiry, Communication, Making Connections |
www.unb.ca/web/forestry/centers/cwru/soe/title.htm
(Includes case study sites, as well as excellent overview of biodiversity)
www.schoolnet.ca/vp-pv/learning
(Learning for a Sustainable Future – has a variety of online curriculum
resources focussing on a variety of sustainability issues, as well as
information on workshops they offer.)
http://199.212.18.79/~ind/English/Home/default1.htm
(National Environmental Indicator Series – includes a variety of links,
including a listing of a variety of environmental issues.)
gbr.org
(The Green Brick Road-links to environmental issues as well as an excellent catalogue
of environmental education materials)
www.ontarionature.org/
(Includes a bookshop as well as connections for opportunities for involvement
in environmental projects across the province)
www.cciw.ca/eman-temp/intro.html
(Ecological Monitoring and Assessment Network – part of Environment Canada -
this site includes good links, and excellent background information on the
holistic framework being used to study ecosystems, including explanation of
ecozones. Case study sites may provide opportunities for students being
involved in data-gathering activities.)
www.cciw.ca/eman-temp/research/biodiversity.html
(Provides a good introduction to the three components of biodiversity –
species, structural, genetic.)
Marean,
John, et al. Issues for Today: Acid Rain, Genetic
Engineering, Herbicides and Pesticides, The Greenhouse Effect. Agincourt: GLC Publishing Ltd., 1985 ISBN 0-88874-038-7
This Canadian reference contains background reading and student investigations.
Teacher References
Nebel, Bernard J. and Richard T. Wright. Environmental Science, Seventh Edition. Prentice Hall, 2000. ISBN 0-13-835331-X (This is a teacher reference, a college level text with lots of good background information for this unit and for the weather unit as well.)
Miller, G. Tyler, Jr. Living in the Environment: Principles, Connections and Solutions. Wadsworth Publishing Co., 1996. ISBN 0 534-23898-X
Miller, G. Tyler, Jr. Environmental Science: Working with the Earth, 5th ed. Wadsworth Publishing Co., 1995. ISBN 0-534-21588-2
Environment with Canadian Environmental Issues Supplement. This book combines a college level textbook, Raven, P.H., et al. Environment. Saunders/Harcourt Brace College Publishing, 1995. ISBN 0-03-010588-9 with Leighton, Tony. Canadian Regional Environmental Issues Manual. Harcourt Brace, 1993. ISBN 0-03-097143-8
Person, Jane L. Environmental Science:
How The World Works and Your Place In Canada. JM LeBel Enterprises Ltd.,
1989. ISBN 0-92008-41-0
This teacher resource is a source of investigations and case studies relating
to environmental issues. There are also a Teachers Manual (ISBN 920008-43-2)
and a book of Investigations (ISBN 920008-42-1)
Time: 150 minutes
This activity is designed to introduce students to the end-of-unit task (a town hall meeting on an environmental issue) and to practise consensus-reaching skills. Students brainstorm a list of local, regional, and national environmental issues related to sustainability. They choose one of the simpler, more familiar issues to practise the Round Table Process; the remaining issues are considered for the end-of-unit task. Students participate in a round table simulation and attempt to reach consensus on the chosen issue. They identify the skills necessary for this process and create a list of skills and information they need to collect in order to participate in the end-of-unit town hall meeting.
Strand(s): Biology
Specific Expectations
BY3.03D - identify and research a local issue involving an ecosystem; propose a course of action, taking into account human and environmental needs; and defend their position in oral or written form;
BY3.02D - describe ways in which the relationships between living organisms and their ecosystems are viewed by other cultures.
Aspects of:
BY2.01D - through investigations and applications of basic concepts formulate scientific questions about observed ecological relationships, ideas, problems and issues;
BY3.06D - explain changes in popular views about the sustainability of ecosystems and humans’ responsibility in preserving them.
· Make arrangements to use the Library/Resource Centre for research.
· The purpose of this activity is to introduce students to the end-of-unit activity and begin the development of the knowledge and skills they require for that task. Three things are needed:
· an issue that meets these criteria:
- it is widely perceived to be a problem;
- there are differing points of view about it;
- there are scientific data that can be used to understand the issue and make decisions;
- there is enough common ground in the differing viewpoints that stakeholders can begin to work toward a consensus;
· a process for exploring the issue and reaching a consensus;
· scientific knowledge about the issue on which to base the discussion and recommendations for sustainability.
The last of these requirements – scientific knowledge is developed in Activities 2.2 to 2.5 or can be acquired by students using their inquiry skills. Activity 2.1 focusses on the remaining requirements, recognizing issues and developing a process to resolve them (such as the Round Table Process used here).
It would be daunting to acquire a new process and explore a complex issue at the same time. To facilitate learning, one of these must be subordinated to the other. This activity focusses on familiarizing students with the process they demonstrate in the town hall meeting at the end of the unit. Therefore, the issue chosen as the vehicle for doing that should be relatively simple and already familiar to students; it may be a school-related issue which has already engaged students.
· Consult with a drama teacher for strategies to make role playing more effective.
· Review TSM 3B: Reaching a Consensus as an approach to use with students.
· Previous knowledge about ecosystems, ecozones, ecological interactions, biotic and abiotic factors, and sustainability from Grade 7 Science and Grade 9 Geography
2.1.1 Student Activity: Students brainstorm a list of local environmental issues. Using criteria provided by the teacher (see Planning Notes), they select issues suitable for round table discussion. In consultation with the teacher, they choose an issue on which to practise consensus building in Activity 2.1.2; one of the remaining issues is selected for the end-of-unit town hall meeting (Activity 2.6). Students create lists of what they already know and what they need to know about the chosen issues (KWL or Know – Want to Know – Learn chart). For the Activity 2.1.2 issue, students and teacher together brainstorm a list of roles/viewpoints related to issue. Students are assigned roles to play in the round table discussion.
Teacher Facilitation: Introduce the end-of-unit task. Lead the brainstorming session and assist students in reaching consensus about which issue to study. Have media articles available to stimulate the brainstorming if required. Assign roles to each student for the round table discussion. To prepare students for an upcoming discussion of sustainability, provide a prompt for a journal response such as: “What did you learn about sustainability in Grade 9 Geography?”
2.1.2 Student Activity: Students use round table principles (see Appendix 2A) to simulate a round table discussion in small groups where each student represents a different stakeholder in the issue under discussion. Each student researches and argues the assigned viewpoint from prepared summary notes. Each position expresses some combination of considerations such as scientific, economic, ethical/moral, political, aesthetic, and cultural (including First Nations perspectives). After the activity, the whole class evaluates the experience using the following questions as a guide:
· Was consensus achieved at your table? If not, why?
· What part of the process was the most difficult?
· What do you consider to be the strong points of the round table process?
· What do you consider to be the weak points of the process?
· Which factors seemed to have the strongest impact on the final decision–economic, environmental, political, or social?
· What additional information did you need to reach consensus? Where might you get this needed information?
(Adapted from The Round Table Process: Building Strategies for Sustainable Development Education, p. 31.)
The class creates a list of information and skills needed to reach consensus. Guided by the teacher, they also evaluate their decisions by the criterion of sustainability: do their recommendations allow for present use without compromising future uses and the long-term viability of the ecosystem in question? Students record their reflections on the experience in their response journals.
Teacher Facilitation: Review the round table principles to be used. Assign students to groups and outline the task. Ensure that the topic under consideration is familiar to students; process is the focus of this activity. Lead a whole class discussion evaluating the experience, including an introduction to the concept of sustainability. Elicit from students the criteria for good teamwork skills and remind them to self-assess their behaviour during group work. Have students reflect on the experience in their response journals. Provide prompts such as: “The most important principle in a round table discussion is …”; “I found the round table process interesting because…”.
|
Task |
Tool |
Link to Achievement Chart |
Learning Skills |
|
KWL chart 2.1.1 |
Checklist |
Knowledge/Understanding, Making Connections |
|
|
Group work 2.1.2 |
Self-assessment |
|
Teamwork |
|
Summary notes 2.1.2 |
Checklist |
Inquiry |
|
· Write a series of six brief phrases on the board to summarize the round table principles or provide each discussion group with the principles paraphrased in clear, concise language.
· Confer with exceptional and ESL students prior to assigning roles for the town hall meeting; suggest roles you think would be appropriate and allow them to choose the roles they feel comfortable with. In some cases, it may be appropriate to allow students to use their own viewpoint rather than taking on a role.
The Round Table Process: Building Strategies for Sustainable Development Education. National Round Table on the Environment and the Economy (NRTEE), Ottawa, 1996. (613-992-7189)
Appendix 2A – Round Table Principles
Time: 300 minutes
Students develop an understanding of the biotic and abiotic components of an ecosystem by working in groups to collect qualitative and quantitative data in a terrestrial ecosystem. They then produce a report describing the components of the ecosystem and some of the interactions among them.
Strand(s): Biology
Specific Expectations
BY2.02D - through investigations and applications of basic concepts demonstrate the skills required to plan and conduct an inquiry into ecological relationships, using instruments, apparatus, and materials safely and accurately, and controlling major variables and adapting or extending procedures where required;
BY2.05D - through investigations and applications of basic concepts select and use appropriate vocabulary and numeric, symbolic, graphic, and linguistic modes of representation to communicate scientific ideas, plans, results and conclusions.
Aspects of
BY1.04D - examine the factors (natural and external) that affect the survival and equilibrium of populations in an ecosystem;
BY1.05D - examine how abiotic factors affect the survival and geographical location of biotic communities;
BY1.07D - compare a natural and a disturbed ecosystem and suggest ways of assuring their sustainability.
· This activity was designed to provide practice in data collection skills that students need for the final unit (aquatic ecosystem study).
· Students should already be growing beans for the next activity.
· Collect information about “normal ranges” for the ecosystem in question prior to this activity.
· Plan to intersperse these lab activities with those in Activity 2.3 (ecological processes) to take advantage of good weather. This also breaks up long periods of hands-on and long periods of teacher- directed activities.
· Arrange for permission for field trip activities consistent with board policy.
· Locate a nearby field or woods as a site to collect appropriate data or consider using the schoolyard itself.
· If a suitable terrestrial ecosystem is not available within walking distance, consider booking a field trip. This field trip may also be used to visit the wetland or aquatic ecosystem for data collection needed in the final unit.
· Obtain or create a map of the area to be studied. Use it to assign students to work areas and to identify the locations from which data were obtained.
· Determine the methods to be used for data collection and consider the use of probes as appropriate (e.g., soil pH, air and soil temperature, light, humidity).
· From Grade 4 and Grade 7 Science: food chains, webs, pyramids
· From Grade 7 Science: biotic and abiotic factors
2.2.1 Student Activity: Students tour the local environment including the schoolyard and other nearby ecosystems such as fields, roadside, park with trees, wetland area (even a ditch!), beach, woodlot, or forest. Students participate in a teacher-led discussion about the meaning of sustainability and the need to understand the structure and function of ecosystems from a scientific viewpoint in order to assess or manage sustainability. Students review the biotic and abiotic components of an ecosystem and identify procedures needed to collect data about the state of an ecosystem. In their notebook, they record names, definitions, and normal ranges for the factors they investigate in the chosen ecosystem. They determine the sequence of data gathering that they follow and prepare observation sheets.
Teacher Facilitation: The teacher emphasizes the need for scientific data about ecosystems in order to make decisions about their use by humans as a sustainable resource. The teacher defines a sustainable ecosystem as one in which natural resources are conserved, preserved, and restored; biodiversity is protected; energy sources do not pollute the atmosphere; and toxic emissions and waste are reduced or eliminated (The Round Table Process: Building Strategies for Sustainable Development Education. Ottawa: NRTEE, 1996, p. 21). Information about acceptable ranges for a variety of data (e.g., soil and air temperatures, soil characteristics, light, humidity, and species diversity) is provided to students. The teacher demonstrates the proper use of the instruments needed to collect data in the field, discusses the importance of not disturbing the ecosystem while collecting the data, and assists students to develop a plan for the gathering of data.
2.2.2 Student Activity: Students work in groups to practise techniques and collect the qualitative and quantitative data listed in Activity 2.2.1. These data include: soil and air temperature profiles; soil characteristics including moisture, organic matter, texture, structure, colour; light intensity; humidity; plant population study (using quadrats or transects); and any animal species observed. Students write a summary report on the ecosystem describing its biotic and abiotic components. They describe any correlation between abiotic factors and the distribution of organisms (e.g., certain plants are confined to shady places, some plants are found only in low-lying, moist soil, etc.).
Teacher Facilitation: Provide students with information about safety hazards (pollen, allergies, molds, bees, etc.) prior to the fieldwork. Remind students about their responsibility to leave the ecosystem as undisturbed as possible while collecting data. Suggest strategies for accomplishing this. Provide students with a map of the terrestrial ecosystem being studied. Provide students with the tools needed to measure the data and instruction in their use as needed. Assist students in collecting and recording sufficient data. Assess learning skills and data collection techniques.
|
Task |
Tool |
Link to Achievement Chart |
Learning Skills |
|
Report on data collection and analysis 2.2.2 |
Rubric from Grade 9 TSM |
Knowledge/Understanding, Communications |
|
|
Group work 2.2.2 |
Self-assessment |
|
Teamwork |
· Provide a suitable work area for students with physical challenges.
· Provide appropriate data tables, some students may need assistance in understanding the task or in organizing information on the page.
· Partner students with physical or visual challenges with students who are not similarly disabled.
· As an extension have students measure an insect population in the ecosystem using a capture/recapture method.
· Use a preliminary site visit for the discussion on components of an ecosystem.
· Break data collection into separate tasks.
· As an extension, if suitable ecosystems are available, have student collect data on two ecosystems for comparison.
Person, Jane L. Environmental Science:
How The World Works and Your Place In It – Investigations. Canada: JM LeBel
Enterprises Ltd., 1989. ISBN 920008-42-1.
This manual is one source of terrestrial population and soil studies.
Time: 300 minutes
In this activity students investigate the interaction of the components of an ecosystem as ecological processes. Students study the processes of photosynthesis and respiration through demonstrations and direct teacher instruction. These processes are linked to the various material cycles found in nature using the nitrogen cycle as the example. Students use their understanding of food chains and webs to show that energy flows one way through a system; it is not reused by organisms. Students also develop a controlled experiment to demonstrate the effect on plant growth of changing a selected abiotic factor.
Strand(s): Biology
Specific Expectations
BY1.01D - describe the processes of photosynthesis and cellular respiration as they relate to the cycling of energy, carbon, and oxygen through abiotic and biotic components of an ecosystem;
BY1.02D - illustrate the cycling of matter through biotic and abiotic components of an ecosystem by tracking nitrogen;
BY1.03D - explain the process of bioaccumulation and assess its potential impact on the viability and diversity of consumers at all trophic levels;
BY1.08D - explain how soil composition and fertility can be altered in an ecosystem and identify the possible consequences of such changes;
BY2.06D - design and conduct an investigation to examine the effects of one factor on soil composition and fertility and on water quality in an ecosystem.
Parts of: BY2.05D.
· The bean plants necessary for this activity should be started prior to this unit and students should be observing their growth and recording data in preparation for modifying the experiment.
· Supplement information on the nutrient cycles found in the textbook (if one is used) with other resources (books, videos, software, etc.).
· Student plans should be approved by the teacher prior to the start of the activity to assess experimental design and monitor safety.
· Students should have some background knowledge of ecological processes and biotic and abiotic factors from Grades 4 and 7 and the previous activities.
· Students should have experience in making and organizing observations, designing and performing experiments, taking notes, and working in small groups.
2.3.1 Student Activity: Students participate in a teacher-directed lesson on photosynthesis and respiration which is integrated with experimental demonstrations by student teams. In small groups students are assigned the setup for a demonstration of one aspect of the study of respiration and photosynthesis. A question sheet is completed to consolidate the experimental information. Students also contrast respiration and photosynthesis in a table and describe the resulting material cycle in an annotated diagram.
Teacher Facilitation: The teacher emphasizes that to study the effect of change on an ecosystem, we must first learn about the basic requirements of living things. The teacher explains the process of photosynthesis and respiration comparing the materials needed, conditions under which they occur, products released, and the energy transformations that occur. This is summarized in word and chemical equations. The complementarity of the processes is emphasized and the carbon/hydrogen/oxygen cycle that results is outlined.
The experiments performed by students confirm some aspects of the processes: the production of starch (sugar) by photosynthesis; the need for light in photosynthesis; the uptake of carbon dioxide and release of oxygen by photosynthesis; the release of carbon dioxide by respiration. To save time, different groups of students perform different experiments and observations and conclusions are shared with the whole class and consolidated on the question sheet provided. These are classic demonstrations and procedures can be found in most textbooks. Some stations can be short video clips and/or laser disc presentations.
2.3.2 Student Activity: Starting at least two weeks in advance, students working in small groups grow bean plants from seed under laboratory conditions. They make regular (daily or every two days) recordings of qualitative and quantitative observations to gain an understanding of plant growth patterns.
Teacher Facilitation: The teacher initiates this activity during the first unit (two to three weeks before the start of this activity) by leading a brainstorming session of what growing conditions should be provided to optimize growth (soil quality and quantity, temperature, light, water, etc.) and what observations should be made (height, diameter, mass, number of leaves, size of leaves, etc.). The teacher provides students with feedback on their design and observation techniques. The teacher points out the parallels and differences between a “controlled” ecosystem in the classroom, and the natural terrestrial ecosystem they study. The teacher emphasizes that by studying the effect of change on a controlled, classroom population such as the beans, we can gain some understanding of the effect a change of factor has on a whole, natural ecosystem.
2.3.3 Student Activity: Students in each bean-growing group come to a consensus as to which abiotic factor should be investigated by that group. Possible factors include temperature, pH, quantity or quality of water, quantity or quality of light, and soil nutrients (adjusted through the use of chemical fertilizers). Students design a modification to their original growth experiment that includes an adequate control, continue making observations, analyse the data, and reach a conclusion. Results are shared with the entire class so that all students have the same information. Students extend the results of their experiment by reflecting in their response journal about the impact this change would have on an entire ecosystem.
Teacher Facilitation: The teacher helps students use skills developed in Activity 2.1 to reach consensus about the abiotic factor. The teacher provides students with feedback and approves all experimental designs for safety and feasibility. The teacher provides some guiding questions to assist students in linking this activity to the concept of sustainability.
2.3.4 Student Activity: Students research the nitrogen cycle and briefly compare it to the carbon cycle with which they are already familiar. Students create an annotated diagram to demonstrate their understanding of the nitrogen cycle and how it relates to photosynthesis, respiration, and the flow of energy.
Teacher Facilitation: The teacher groups students for this activity and provides reference materials with the textbook being the primary source. The teacher provides direct instruction where needed about cycles in nature and the one-way flow of energy through the food chains of an ecosystem. The teacher also explains bioaccumulation, which is a consequence of this flow of nutrients through food chains when they contain contaminants. This explanation requires a review of pyramids of biomass covered in Grade 7.
2.3.5 Student Activity: Students complete a text-based activity on bioaccumulation through case studies.
|
Task |
Tool |
Link to Achievement Chart |
Learning Skills |
|
Quiz on respiration and photosynthesis 2.3.2 |
Marking scheme |
Knowledge/Understanding |
|
|
Lab report 2.3.2, 2.3.3 |
Rubric |
Thinking/Inquiry, Communication |
Organization |
|
Graphic organizers |
Checklist |
Knowledge/Understanding, Communication |
|
· Provide samples of organizers as models for student work.
· Play a game to reinforce the concept of bioaccumulation such as the activity from Project Wild.
Project Wild Canadian Wildlife Federation. Project Wild Activity Guide. Ottawa: Western Regional Environmental Education Council, 1995.
Time: 300 minutes
Students research and make presentations on different types of ecosystems. They develop notes which summarize the patterns and relationships in the information presented. A test is written to assess understanding of the concepts covered.
Strand(s): Biology
Specific Expectations
BY1.05D - examine how abiotic factors affect the survival and geographical location of biotic communities;
BY3.05D - identify and evaluate Canadian initiatives in protecting Canada’s ecosystems;
BY2.05D - through investigations and applications of basic concepts, select and use appropriate vocabulary and numeric, symbolic, graphic, and linguistic modes of representation to communicate scientific ideas, plans, results, and conclusions;
BY2.03D - through investigations and applications of basic concepts, select and integrate information from various sources, including electronic and print resources, community resources and personally collected data, to answer the questions chosen.
· Arrange for use of computers for work with presentation software and editing equipment to prepare videotapes; provide materials for students to make poster presentations and photo displays.
· Ensure availability of resources for biome research: Internet sites, textbooks, library materials, CD-ROMs.
· Prepare a model of the mixed-media presentation.
· Consult with a geography teacher regarding the approach taken to studying ecozones in Grade 9.
· Grade 9 Geography knowledge of ecozones and protection
· Biome concept from Grade 7
2.4.1 Student Activity: Building on the knowledge they developed in Activity 2.2 about local ecosystems students make notes on a teacher presentation on the biome in which they live and where the ecosystem they are studying is located. They make notes summarizing the information presented which acts as the templates for their own research of a second biome.
Teacher Facilitation: The teacher prepares a mixed-media presentation (as a model for the students) on the biome in which that community is located. For Ontario, this is a Temperate Deciduous Forest or a Northern Coniferous Forest. Within such zones there are sub-zones (such as the Carolinian forests of Southwestern Ontario and a mix of ecosystems such as lakes, ponds, streams, rivers, meadows, etc.) The purpose of this presentation is to acquaint students with the concept of a biome as a large geographical region with:
· similar climate, terrain and soil structure, dominant vegetation, and animal life throughout;
· a similar mix of ecosystems throughout its range.
The teacher helps students classify the distinguishing features of the biome and other information under headings and sub-headings, such as plant life (trees, shrubs, ground covers), animal life, climate, soil, effects of human activity, threatened species, protection programs in place, and relates it to the information they gathered in Activity 2.2.
2.4.2 Student Activity: Using the information from Activity 2.4.1 as a template, students working in small groups research another Canadian biome: Tundra, Alpine Tundra, Temperate Deciduous Forest, Northern Coniferous Forest, Grassland, Temperate Rain Forest, or Coastal Zone. All types should be covered within the class. Each group prepares and delivers a presentation that:
· summarizes the defining features of the biome in appropriate formats;
· provides pictorial examples of the ecosystems, vegetation, and animal life that characterize the biome;
· identifies human impacts, threatened species, and/or protection programs in that biome.
Information is gathered from a variety of sources and media types. The presentation should employ a variety of technologies: videotape, presentation software (such as PowerPoint™), photography, visual organizers.
2.4.3 Student
Activity: Students watch at least four presentations
representing four biome types and create a summary chart of the information as
preparation for a test on biomes and ecosystems.
Teacher Facilitation: Arrange a rotation so that each group sees a selection of biomes.
|
Task |
Tool |
Link to Achievement Chart |
Learning Skill |
|
Presentation 2.4.2 |
Rubric |
Communication, Knowledge/Understanding, Making Connections |
Initiative |
|
Summary chart 2.4.3 |
Checklist |
Thinking/Inquiry |
|
|
Test on biomes and ecosystem concepts 2.2, 2.3, 2.4 |
Marking scheme |
Knowledge/Understanding, Making Connections |
|
· Provide a template for recording information on other biomes.
· As an extension encourage additional research on protection programs to be displayed on the Futures/Career wall to demonstrate opportunities for student involvement in environmental issues.
· Provide exceptional and ESL students with a blank template of an organizer for making notes on respiration/photosynthesis/nitrogen cycle.
· Provide exceptional and ESL students with alternative reading material appropriate to their reading level but containing the necessary information.
· Allow additional time to write tests and quizzes to provide for the longer processing time required by exceptional and ESL students.
Time: 225 minutes
Students work individually or in pairs to analyse case studies dealing with the impact of change on ecosystems, including global examples. Students write a report about one or more case studies.
Strand(s): Biology
Specific Expectations
BY2.07D - analyse a population case study by producing population growth curves for each of the populations in the study, and use the graphs to explain how different factors affect population’s size and to predict the effect of varying factors;
BY1.04D - examine the factors that affect the survival and equilibrium of populations in an ecosystem;
BY1.06D - explain why different ecosystems respond differently to short-term stresses and long-term changes;
BY1.07D - compare a natural and a disturbed ecosystem and suggest ways of assuring their sustainability;
BY3.01D - assess the impact of technological change and natural change on an ecoysystem;
BY3.07D - describe careers that involve knowledge of ecology or environmental technologies.
· Review current understanding of the concepts of sustainability, stability, and biodiversity (including species diversity, structural diversity, and genetic diversity).
· Locate sources of population data which can be used for students to produce and analyse population growth curve (see Resources).
· Collect a wide variety of case studies to provide different case studies for as many students as possible. Ensure that each case study requires students to produce and analyse a population growth curve.
· Include some case studies that focus on global issues (such as rain forest depletion, ozone depletion, climate change, urbanization, etc.) which are different from the issue being considered in the town hall meeting.
· Develop print resource packages or a collection of accessible web sites with the assistance of the teacher-librarian.
· Experience in reading graphs and interpreting charts
2.5.1 Student Activity: In small groups students discuss what could happen in the future to the ecosystem they studied by identifying what factors could cause it to change and what factors would allow it to remain the same. They then participate in a follow-up class discussion and note making activity on the theory of change and stability in ecosystems relating it to other ecosystem in their region and their experience. The text could be used as a resource at this point.
Teacher Facilitation: Draw on their understanding of succession as a change that happens over time, but provide examples of stresses that may affect those changes, such as removing the largest trees, or introducing a new species, exposing the system to air or water pollution, or damage from human activity in the ecosystem through mowing or walking paths. Stable ecosystems, those that can resist external changes, are usually ones which are diverse. A forest usually has more species diversity than an adjacent field. It also has more structural diversity, more layers and niches. The teacher provides lead-in questions to the students, and circulates to encourage focussed discussion. Lead the follow-up discussion and provide guide questions and a format for note making.
Collect and assign appropriate population data and related information so that each individual in a group has a different population. Provide direction or a format for the analysis of the data.
2.5.3 Student Activity: Students work individually or in pairs to analyse a case study about the impact of change on an ecosystem. As part of their analysis they work individually to produce and analyse a growth curve for a population in an ecosystem, showing changes over time. They discuss their results with their partner, and then share their interpretation with another pair.
They interpret the information in the case study and write an abstract of it. They also identify careers related to their case study. They give a brief oral presentation on their case study to at least two other pairs and record the information from the other students in a summary chart. They then write a journal response or reflection.
Teacher Facilitation: Collect and assign case studies, ensuring that each case study has appropriate population data to graph. Provide direction of a format for the analysis of the data. Assist students with difficult concepts or terms in their case studies. Provide a prompt for reflection such as “What are the causes for changes taking place in ecosystems?”
|
Task |
Tool |
Link to Achievement Chart |
Learning Skills |
|
Graph 2.5.2 |
Checklist |
Knowledge/Understanding |
|
|
Case study abstract 2.5.2 |
Rubric |
Knowledge/Understanding, Thinking/Inquiry, Communication |
|
· Match the reading level of the case studies to student abilities.
· Employ some open-ended questions to allow for extensions.
· Provide examples of abstracts.
· Use UN Solutions Case Studies in addition to other case studies.
· For ESL students, consider case studies related to their countries of origin.
· Provide a framework of the case study report.
· As an enrichment activity, students could do a comparative analysis using data from two case studies.
Greater Fundy Case Studies
(excellent set of brief case studies showing the impact of deforestation on
terrestrial and aquatic communities, as well as models of what real scientists
do) UNB Forestry web site
http://www.unb.ca/web/forestry/centers/cwru/soe/title.htm
Population data suitable for
graphing
http://www.cciw.ca/eman-temp/reports/publications/nm97_eel/fig1.htm
UN Solutions and other web sites which
present case studies on sustainability projects around the world
http://www.cc.colorado.edu/Dept/EC/Faculty/Hecox/erichecox/
Time: 165 minutes
This culminating activity allows students to synthesize information from the unit by participating in a role playing activity. Each student plays a role in a town hall meeting about an environmental issue. Students research and collect the information required to play their role in the meeting. Consensus about a plan of action is reached at the end of the meeting.
Strand(s): Biology
Specific Expectations
BY3.03D - identify and research a local issue involving an ecosystem; propose a course of action, taking into account human and environmental needs; and defend their position in oral or written form;
BY3.01D - assess the impact of technological change and natural change on an ecosystem;
BY3.07D - describe careers that involve knowledge of ecology or environmental technologies, and use resources such as the Internet to determine the knowledge and skill requirements of such careers;
BY2.01D - through investigations and applications of basic concepts formulate scientific questions about observed ecological relationships, ideas, problems, and issues;
BY2.03D - through investigations and applications of basic concepts select and integrate information from various sources, including electronic and print resources, community resources, and personally collected data, to answer the questions chosen;
BY2.04D - through investigations and application of basic concepts analyse data and information and evaluate evidence and sources of information, identifying flaws such as errors and bias;
BY2.05D - through investigations and applications of basic concepts select and use appropriate vocabulary and numeric, symbolic, graphic, and linguistic modes of representation to communicate scientific ideas, plans, results, and conclusions.
· Stress the importance of reaching consensus in the time allotted.
· Consider sharing the results of the meeting with the community through local cable channels, newspapers, radio, etc., or in public display areas at the school or in the community, especially if the issue is a current local one.
· Skills and concepts developed throughout the unit
2.6.1 Student Activity: Students play a role in a town hall meeting about an environmental issue. The purpose of the town hall meeting is to reach consensus about a plan of action. Each student researches and collects information appropriate to his or her role and creates a one-page point-form summary. In developing their role they consider the following questions:
· What is your specific point of view?
· What training and background do you possess?
· What bias might you have?
· What information do you need to collect to best present your point of view?
· How will you most effectively present your information?
After the town hall meeting, each student writes a report in-role explaining the decision reached and the next steps to be taken.
Teacher Facilitation: Assign roles to each student. Possible roles include: representative of a municipal, provincial or federal government, member of the local chamber of commerce, member of a local environmental group, member of a conservation authority, member of a special interest group (e.g., the local anglers association), member of the local native band council, developer, land owner, scientist, member of a local citizen’s community group, union representative, farming representative, physician, etc. Roles chosen should be appropriate for the issue and represent a wide range of stakeholders.
Assist in the collection of appropriate information for each role. Students may need assistance in determining the particular viewpoint and/or bias of their particular role. Encourage students to collect information from a wide variety of sources including the Internet, local and national newspapers, magazines, journals, and publications from special interest groups. Caution students to examine the bias implicit in each source. Remind students to include scientific data similar to that which they collected during the terrestrial ecosystem study and to consider the impact of change on the data. Refer to Appendix A for a list of possible guiding questions for students as they prepare for the town hall meeting.
Prior to the town hall meeting, review the simulated round table discussion held at the beginning of the unit and the consensus-reaching skills which were developed. The teacher may act as moderator or assign this role to one of the students.
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Task |
Tool |
Link to Achievement Chart |
Learning Skills |
|
Presentation 2.6.1 |
Self-assessment checklist |
Communication, Making Connections |
Initiative |
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Summary notes 2.6.1 |
Rubric |
Communication |
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Follow-up report 2.6.1 |
Rubric |
Communication, Making Connections |
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· Conference with exceptional and ESL students prior to assigning roles for the town hall meeting; suggest roles you think would be appropriate and allow them to choose the role they feel comfortable with. In some cases, it may be appropriate to allow students to use their own viewpoint rather than taking on a role.
· Inform Resource Teachers (ESL and Special Education) of the nature of the assignment and solicit their assistance in helping exceptional and ESL students understand the nature of bias and the need to be able to detect it in the research materials they are using.
· Encourage special needs students to use highlighter to select salient material when reading newspapers or magazine articles.
· For large classes, the teacher may wish to consider assigning two students for each role. The students can then work in pairs during class time to do the research. A student requiring assistance could work with a more able one. Run separate town hall meetings in adjacent spaces with student monitors or on separate days with the other half of the class occupied on tasks elsewhere. Afterwards, the teacher can facilitate a class discussion comparing the consensus decisions reached by the two meetings.
· Have students create a name for their character and appropriate character traits to help them get “into” their roles.
Canadian Pulp and Paper Association. A Forest For All. (Curriculum resource kit which provides a model for a town hall meeting simulation.)
· The participants, as stakeholders, have full power to do everything possible (to negotiate and make decisions) to reach an agreement based on the principle of sustainable development.
· Sustainable development includes social and cultural considerations, not just economic and environmental factors.
· Every effort should be made to identify the key stakeholders in the issue and make sure that they are part of the round table.
· The debate and negotiating process is NOT a competition to see who can be the most persuasive or to see who can give up the least (or most). This is a time for co-operation, for compromise, for a positive approach to the task of reaching a solution that all stakeholders can accept.
· Participants should use their initiative, imagination, and creativity at all stages of the round table process.
· Participants should not feel discouraged if they do not arrive at consensus within the time allotted. In complex issues with many competing interests, few decisions please everybody. Whether consensus is achieved or not, the round table simulation can provide valuable insights into the real world of economic environmental decision-making.
(From The Round Table Process: Building Strategies for Sustainable Development Education, p. 30.)