Course Profile The Environment and Resource Management
(CGR4E), Grade 12, Workplace Preparation, Catholic
Unit 2: Ecosystems and the Need for Biodiversity
Time: 24 hours
Activity
2.1 | Activity 2.2 | Activity 2.3 | Activity
2.4 | Activity 2.5
Unit Description
In this unit,
students learn about ecosystem structures and processes. By investigating the
world around them and applying their knowledge to real-life situations,
students realize the complexity and fragility of living organisms and their
environment. The need for biodiversity and the importance of conserving natural
resources is explored, including the role of humans as part of the natural
world. Catholic students acquire a respect for every living organism put on
Earth and realize that each has a particular goodness and must therefore be
respected and helped. The unit concludes with students becoming involved in a
field study applying the knowledge and concepts acquired in the unit.
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Activity/ Time |
Learning Expectations |
Assessment |
Student Tasks |
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2.1 4 hours |
SSV.01, SS1.01,
SS2.02, HE1.03, GI2.05 |
Knowledge/Understanding · Roving Conferences |
· Organizer completion · Note taking · Observation and notes · Small group activity |
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2.2 4 hours |
SSV.02, SS1.03,
SS2.0, SS2.04, GI2.02 |
Knowledge/Understanding
Application · Observational Checklist |
· Flow diagrams · Video watching with note taking or questions · Small group activity · Cause and effect scheme |
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2.3 4 hours |
HEV.01, SS1.02,
SS1.04, SS2.03, HE3.01, GI2.06 |
Application
Thinking/Inquiry · Roving Conferences |
· Creation of food webs · Research of organism · Note taking from board · Class discussion \ · Predicting outcomes |
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2.4 5 hours |
GIV.01, SS3.03,
HE3.02, UC1.01, UC1.02, GI2.06 |
Thinking/Inquiry
Communication · Presentation Checklist |
· Brainstorming ideas · Class discussion · Note taking · Research and report · Map making · Electronic presentation |
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2.5 7 hours |
SSV.03, SS3.01,
SS3.02, GI2.01, GI2.03 CGE2c, CGE5b |
Thinking/Inquiry
Application Communication · Written Report Rubric |
· Presentation of biomes · Biome mapping and organizer · Field Study – Unit Culminating Activity |
Note: 2 hours are set-aside in this unit for the
course culminating activity.
Time: 4 hours
God himself created
Earth as a unique planet within the solar system. Interactions between the four
spheres and energy from the sun offer all of the elements needed to provide and
maintain various forms of life. Students examine the Earth’s spheres by
studying the components within them and the interactions between them. By
investigating the world around them, students apply this knowledge and verify
the many complex components that allow humans and other living things to occupy
Earth.
Ontario Catholic
School Graduate Expectations
CGE3c - thinks
reflectively and creatively to evaluate situations and solve problems.
Strand(s): Geographic Foundations: Space and Systems,
Human-Environment Interactions,
Methods of
Geographic Inquiry
Overall
Expectations
SSV.01 - explain
relationships between the Earth’s major components: the lithosphere,
atmosphere, hydrosphere, and biosphere.
Specific
Expectations
SS1.01 - demonstrate
an understanding of the role played by the atmosphere, the lithosphere, the
hydrosphere, and the sun in maintaining life on Earth;
SS2.02 - explain how
the biosphere, lithosphere, hydrosphere, and atmosphere interact;
HE1.03 - demonstrate
an understanding of the Earth as a finite system;
GI2.05 -use graphic
organizers to clarify, visualize, and interpret geographic information.
· Familiarity with note taking from observations
· Familiarity with concepts of distinct areas, e.g., deserts, wetlands, etc.
· The teacher could have an overhead illustration of the Earth’s spheres prepared ahead of time.
· The teacher should refer to board policies concerning safety for field trips/field work.
· Weather conditions may influence likelihood of outdoor field work, therefore, the teacher should have alternate teaching strategies in place that reflect those in this activity, i.e., video activity.
· The teacher should find an outdoor location on school property that accommodates the number of students in the class and is appropriate for the activity. The school policy regarding taking students out of the building should be referred to.
1. The teacher uses a spaceship analogy to
explain how Earth is moving through the solar system together with all elements
it needs to travel. The teacher poses the task for the students to create zones
within this spaceship to easily identify the various parts. After a few minutes
the teacher solicits the possibilities from the students. Ideas are discussed
as a class.
2. The teacher introduces the Earth’s spheres by
drawing a diagram on the board or on an overhead. The teacher identifies each
sphere on the diagram and labels it making connections to the student’s prior
ideas. A written definition for each sphere is provided to the students.
3. Given any three distinct areas
in the world, e.g., arctic, tropical rainforest, desert, wetland, students
create an organizer and give the characteristics of the areas using the spheres
as column headings.
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Earth’s Spheres |
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Type of Area |
Atmosphere |
Lithosphere |
Hydrosphere |
Biosphere |
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Arctic |
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Desert |
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4. Led by the teacher, the class discusses the
interactions between the spheres and discovers that the spheres are not
separate but in fact overlap in areas. The teacher asks the class to brainstorm
ways in which the spheres overlap. The teacher makes a note on the board using
points from the discussion.
5. Somewhere outdoors, students are given 10-15
minutes to take field notes regarding ways in which they witness interactions
between elements from the various spheres. In the classroom, a debriefing is
led by the teacher whereby students share their observations from the field.
6. The teacher explains the difference between a
closed system and an open system, once again using the spaceship analogy to
describe the difference. The teacher probes students for possible examples of
each. The teacher asks students what sorts of things are possibly entering the
Earth’s system.
7. Earth is the only known planet capable of
maintaining life. In small groups, students consider ways in which the various
spheres and the sun contribute to sustain life on Earth. Students also identify
ways in which the spheres and the sun work together in maintaining life on Earth.
The teacher ties together the ideas from the various groups by organizing them
on the board for the students to complete.
· A check of student organizer by the teacher to ensure completion and understanding of concepts related to the Earths’ spheres and the application to particular areas
· Informal roving conferences by the teacher to ensure understanding and provide feedback when students are noting interactions outdoors
· Probe questions by the teacher to confirm the students’ application of classroom knowledge to the world outside of school when discussing student observations from the outdoors
· Make available teacher/peer tutor assistance in note taking.
· Where necessary, provide copies of teacher board/overhead notes to students.
· Ensure that groups are equally balanced in both verbal and written ability.
Video – Earth: A Special Case (Planet Under Pressure series), TVO
Pastoral Constitution: On The Church In The Modern World - Gaudium et spes, No.36. Pope Paul VI
Time: 3 hours
Students are
introduced to ecosystems and the dynamic nature of the relationships within
them. God wills the interdependence of living things – to exist only in
dependence of each other, to complete each other, in the service of each other.
By producing a model ecosystem, students assess the fragility and complexity of
these systems by changing various conditions. Students gain an understanding
that changes in any of the ecosystem components affects the entire ecosystem; a
concept that is applied throughout the course.
Ontario Catholic
School Graduate Expectations
CGE2c - presents
information and ideas clearly and honestly and with sensitivity to others;
CGE5a -works
effectively as an interdependent team member;
CGE7d - promotes the
sacredness of life.
Strand(s): Geographic Foundations: Space and Systems, Methods of
Geographic Inquiry
Overall
Expectations
SSV.02 - explain key
ecological processes and their significance for ecosystem health.
Specific
Expectations
SS1.03 - demonstrate
an understanding of the role played by producers, consumers, and decomposers in
relationships between organisms;
SS2.01 - explain
relationships between the living and non-living components of ecosystems;
SS2.04 - explain how
and why some ecosystems are more fragile than others (e.g., the tundra compared
to a tropical rain forest);
GI2.02 - produce and
interpret maps, diagrams, charts, and models that illustrate geographic and
ecological concepts.
· Knowledge of ecosystems from Grade 10 Science curriculum
· Use of flow diagrams from previous courses in Geography or Science
· Ability to work in small groups and contribute to a common purpose
· The teacher should prepare chart paper and markers for small groups.
· The teacher may use a Grade 10 Science text for additional information.
· The teacher can make use of overheads that have the framework for students to work from for the various tasks.
1. The teacher introduces the term ecosystem by
using a bicycle or car analogy. A bicycle or car depends on all parts to
function; similarly, an ecosystem depends upon the interactions between
organisms and their surroundings. The teacher gives students a written
definition of ecosystem – a group of living organisms that, along with their
environment, form a self-regulating system through which energy and materials
are transformed.
2. The teacher explains that an ecosystem consists
of two main parts, a biotic part (living things) and an abiotic part
(non-living things). Students give examples of each of these and a short list
is created and written on the board.
3. The teacher describes how energy flows
through an ecosystem using the trophic level concept. Beginning with energy
from the sun, the teacher constructs a flow diagram continuing with the flow of
energy to producers and consumers at higher trophic levels.
4. Students add to the teacher-created flow
diagram by including real-life examples of producers and consumers. Students
share their answers within a class discussion and discuss how there may be many
organisms at the various trophic levels.
5. In small groups, students are
given a piece of chart paper and a marker in order to create a well-labelled
ecosystem using both biotic and abiotic parts and producers and consumers. They
must incorporate many examples of each and use flow lines to show the
interactions among the variables in their diagram. A member from each group
explains their diagram to the class.
6. Each student creates a cause and effect
scheme whereby they suggest possible ways in which an ecosystem could change,
e.g., Cause: clear-cutting a woodlot, Effect: loss of habitat, etc. The teacher
has students share some of the possibilities with the class.
· Probe questions to gauge individual students’ understanding of ecosystem components and interactions
· Teacher conferences with individual groups to assess their understanding of the group activity and the application of ecosystem concepts – the teacher provides feedback to the groups
· Formative teacher assessment of group discussions using a checklist while students are working in groups (Appendix 2.2.1)
· Students’ cause and effect schemes are checked by the teacher for completion and understanding and feedback is given in the form of anecdotal notes
· Create a balance within the group structures to reflect the varied abilities and needs of the students.
Environmental
Science: A Canadian Perspective. Prentice Hall Canada
Investigating
Terrestrial Ecosystems.
Prentice Hall Canada, 1986.
Environmental
Science: A Study of Interrelationships, 6th ed. McGraw Hill, 1998.
Video - Ecosystems
and the Biosphere (1996), Magic Lantern Communications
Video - Basic
Ecology (1999), Magic Lantern Communications
Video - Producers
Capture Solar Energy (1997), ACCESS
Introduction to
Biogeography and Ecology (Okanagan University College)
– http://www.geog.ouc.bc.ca/physgeog/contents/chapter9.html
Appendix 2.2.1 –
Observational Checklist for Assessing Group Discussions
Date:
______________________________ Time:
___________
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Student Names: |
Listens to others’ views without interrupting |
Contributes information or ideas when called
upon |
Modifies views when faced with new or
conflicting evidence |
Shows respect for ideas of others |
Stays focused on the task at hand |
Accepts an equal share of the workload |
Can be counted on to complete the work
assigned by the group |
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Adapted from Making The Grade,
O.S.S.T.F., 1987.
by permission of Susan Adamson, Director, Educational Services Department,
O.S.ST.F.
Time: 4 hours
Humans depend on
nature and are an essential part of ecosystems. Like humans, all organisms get
energy by consuming different foods and this energy moves through an ecosystem.
Students examine the food web model and take part in building a food web. The
complexity of food webs and the role of every organism, regardless of size and
including humans, is observed. Catholic students acquire a respect for every
living organism put on Earth and realize that each has a particular goodness
and must therefore be respected.
Ontario Catholic
School Graduate Expectations
CGE4b - demonstrates
flexibility and adaptability;
CGE7d - promotes the
sacredness of life;
CGE7i - respects the
environment and uses resources wisely.
Strand(s): Geographic Foundations: Space and Systems, Understanding
and Managing Change,
Methods of
Geographic Inquiry
Overall
Expectations
HEV.01 - demonstrate
an understanding of how humans depend on nature and are an integral part of
ecosystems.
Specific
Expectations
SS1.02 - explain the
role played by plants (e.g., phytoplankton, trees) in the growth of other
living organisms (e.g., providing food and oxygen);
SS1.04 - describe a
generalized food web;
SS2.03 - predict the
results when a species is removed from a food web;
HE3.01 - explain how
human use of toxic substances contaminates the food web;
GI2.06 - use a
variety of print, broadcasting, and electronic sources effectively to gather
information.
· Research skills with the Internet and library systems learned in other courses
· The food web exercise requires a large open space (possibly the gym, school foyer, or outdoors) and materials such as string, paper, and markers.
· The teacher should organize roles for the students ahead of time and prepare a food web key.
· Internet access, library access, additional text resources or a combination of these is required by students to research their role in the food web.
1. The teacher begins the lesson by asking
students about the origins of their food. A discussion with the class leads
them to realize that most of our food, directly or indirectly, comes from
nature. Also, most of our food is mass-produced.
2. Students compare human consumption and
sources of food with those of a wild animal. As a class, a list of differences
and similarities is created on the board.
3. The
teacher introduces the terms food chain and food web and distinguishes between
the two. Students give the teacher examples of organisms that are consumed by
more than one other organism, e.g., rabbits are consumed by wolves, foxes, owl,
hawks, etc. Students note that the connection or overlap of food chains is what
makes a food web.
4. The teacher assigns each student a role in a
food web by giving them a card (paper size) with their role written on it in
large print (Appendix 2.3.1). Students research their organism to determine what
they consume. Students assigned the role of a plant must research their needs
in order to prosper and also note what nutrients they provide when consumed.
5. Organized in a circle, students are given
string and in an orderly fashion each student must extend string to all of the
other organisms that they need to consume, creating a food web.
6. The teacher removes one living organism from
the food web and asks students to predict the effect(s) that would occur from
the loss. Each student chooses one other organism from the food web and repeats
the exercise noting the effects that would occur from the loss of that
particular organism.
7. The teacher debriefs with the class
soliciting the following ideas and making brief notes on the board:
· some organisms are sought after more than others and therefore their populations must be greater;
· the network of interactions and complexity of the food web created;
· the role of producers, consumers, and decomposers;
· the role of plants within the food chain – the repercussions from contamination in the soil and its progress through the food web;
· possible competition among organisms.
· Probe questions to gauge individual students’ understanding of food webs and their complexity- discussion follows
· Roving conferences by teacher to confirm understanding, provide feedback, and ensure effective research is performed by the students for their food web roles
· Create a balance within the group structures to reflect the varied abilities and needs of the students. Review cooperative groups skills.
· Provide a research information sheet for students with reading and organizing difficulties.
· Provide use of a scribe, if necessary, to record comparisons between human and wild animal food consumption.
· Alter text/readings/Internet sources to accommodate student needs.
· Allow for alternate presentation formats.
Video - Plant Diversity, Marlin
Appendix 2.3.1 – Food Web Organisms
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Prairie Community |
Willow Community |
Aspen Community |
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Sample
Organisms |
Humans |
Garter Snake Ants Grasses Prairie Vole Squirrels Coyote Grasshoppers |
Ducks Leaf beetle Frog Willow Spiders Insects |
Woodpeckers Rabbit Crow Owl Grouse Aspen Beetles Oriole Flicker |
Time: 5 hours
The world is
composed of a tapestry of unique natural regions each containing a wide array
of biodiversity. Students gain an understanding of the connection between
habitat destruction and the loss of biodiversity. Students discover the
importance of conserving Canada’s natural resources, the importance of
preserving biodiversity, and the role individuals play in protecting endangered
spaces and endangered species.
Ontario Catholic
School Graduate Expectations
CGE7j - contributes
to the common good.
Strand(s): Understanding and Managing Change, Geographic Foundations:
Space and Systems,
Methods of
Geographic Inquiry
Overall
Expectations
GIV.01 - use geographic
skills, methods, and technologies to gather and analyse information and make
decisions.
Specific
Expectations
SS3.03 - predict the
effects of the destruction of selected natural habitats on biodiversity;
HE3.02 - analyse the
distribution of endangered spaces and endangered species in Canada and account
for the patterns observed;
UC1.01 - provide a
rationale for the preservation of Canada’s natural resources and wild spaces
(e.g., wetlands, forests, natural habitats);
UC1.02 - explain why
preserving large spaces and wildlife corridors is necessary if we are to
preserve species;
GI2.06 - use a
variety of print, broadcasting, and electronic sources effectively to gather
information.
· Knowledge of types ecozones and regions from previous Geography courses
· Knowledge and skill at print and Internet search, as well as electronic presentation software
· The teacher provides a text or atlas reference to ecozones of Canada.
· If students have access to computers, the teacher should ensure their availability for a GIS task and for use to prepare electronic presentation.
· The teacher ensures that students have access to the Internet for this activity – alternate arrangements should be made such as library-based research.
· The teacher provides hard copy lists and/or appropriate websites for gathering information on species at risk.
· The teacher should review the methods and procedures for citing sources.
1. The teacher leads a discussion
with the class by asking students to define the term – biodiversity. (“the
variety of life,” biodiversity includes the full range of genes, species,
communities, ecosystems, functions, and evolutionary processes). Once a
suitable definition has been established, a teacher-led discussion explores the
factors that contribute to loss of biodiversity.
2. Students brainstorm while the teacher uses
their ideas to complete an organizer on the board using the following headings:
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Natural Causes of
Biodiversity Loss |
Human Causes of
Biodiversity Loss |
World Examples |
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Students record the information in their notebooks. The results are discussed as a class.
3. Using an atlas and a blank map of the world,
students create a map that provides location and causes of global biodiversity
loss. GIS could also be used to create the maps if access to computers is
available.
4. The teacher asks the students the following
question: How is the world like a large “jigsaw puzzle” of biodiversity? The
teacher elicits student responses and results are recorded on the board.
“Puzzle pieces” such as the tropical rain forest, African savanna, marine tidal
flats, interior grasslands, deserts, polar regions, etc., should be included in
the board outline. The teacher leads a discussion that centres on the notion
that each piece of the puzzle is interconnected and is essential to regional
and global survival.
5. Canada’s role in this global “jigsaw puzzle”
is explored. The teacher provides a brief review and discussion of selected
ecozones in Canada. Reference to an ecozone map from an atlas or text would be
useful. The teacher selects sample ecozones and uses probe questions to examine
the characteristics and possible causes of biodiversity loss in each zone. A
general discussion on endangered species and the need for protection introduces
the topic of species at risk.
6. The teacher introduces the topic of “species
at risk” by developing a vocabulary list providing definitions and explanations
for the terms pertinent to the topic. These include: endangered, threatened,
vulnerable, extirpated, extinct, sustainable, wildlife corridors, management
plan/strategies, recovery plan, habitat, fragmentation, keystone species,
wetlands.
7. Each student is given a list that names
species nationally recommended by the Committee on the Status of Endangered
Wildlife in Canada (COSEWIC) or named in the Index List of Vulnerable,
Threatened, Endangered, Extirpated or Extinct Species of Ontario (Issued by the
Ontario Ministry of Natural Resources). Using the Internet (see websites in
Resources section), students research and summarize the information for five
species by creating a chart in their notebooks using the headings below.
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Species at Risk |
Location in Canada |
Reasons for |
Management
Strategies |
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8. The teacher leads a discussion by having
students share their chart entries. The class shares various examples and
student opinions are probed and challenged by the teacher to provoke
discussion.
9. In pairs or individually, students select a
sample species from one of the lists, and research and prepare a short
electronic presentation on the selected species at risk. The presentation
includes:
a. a map showing the location of
species habitat;
b. background information on the
species and reasons why the species is stressed;
c. reasons why the species should
be preserved and protected;
d. a management strategy or
recovery plan that would protect and sustain the species at risk;
e. sources cited using an
approved method.
· Using the expectations being assessed, the teacher designs a checklist for the formative assessment of student contribution to class discussion
· A check of student notes by teacher to ensure completion and understanding of concepts and map – the teacher provides feedback and makes anecdotal notes
· Summative evaluation by the teacher of the Species at Risk electronic presentation using a checklist (Appendix 2.4.1) to ensure that all components are addressed and the information is accurate
· Alter length of subject material or format for students with writing difficulties.
· Enrichment for students may involve the use of GIS to create maps.
· Create a balance within the group structures to reflect the varied strengths, abilities, and needs of the group. Review cooperative group skills and the responsibilities of individuals.
· Alternate evaluation/assessment strategies may be devised to more accurately reflect student participation and effort.
Committee on the Status of
Endangered Wildlife in Canada (COSEWIC)
– http://www.cosewic.gc.ca.
Ontario Ministry of Natural Resources (OMNR) – http://www.mnr.gov.on.ca/MNR/fwmenu.html
Hummel, Monte, ed. Endangered Species. Toronto: Key Porter, 1989.
Hummel, Monte, ed. Protecting Canada’s Endangered Spaces. Toronto: Key Porter, 1995.
Naar, Jon and Alex J. Naar. This Land is Your Land. New York: Harper Collins, 1993.
Appendix 2.4.1 – Teacher Assessment - Presentation Checklist
Student Names:
_______________________________
_______________________________ Date:
__________________________
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Criteria |
Rarely 1 |
Sometimes 2 |
Most Times 3 |
Always 4 |
Comments |
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Students. … |
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- demonstrate a
detailed understanding of the topic; |
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- use visuals and
technology effectively; |
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- explain concepts
clearly and effectively; |
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- are able to
field questions pertaining to the topic; |
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- use new
terminology with accuracy; |
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- remain focused
on the task at hand during preparation; |
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- demonstrate an
equal part in preparing and delivering presentation. |
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Overall Comments:
Time: 7 hours
This activity is
designed to introduce students to the characteristics and spatial distribution
of global biomes. Students explore biomes by studying the components and
interactions of selected ecosystems within the local area. This activity is
designed as a practical hands-on activity for students to describe, identify,
and explain components of the natural environment. Students observe, collect,
organize, synthesize, and explain how various components of an ecosystem
interact with one another.
Ontario Catholic
School Graduate Expectations
CGE2c - presents
information and ideas clearly and honestly and with sensitivity to others;
CGE5b - thinks
critically about the meaning and purpose of work.
Strand(s): Understanding and
Managing Change, Geographic Foundations: Space and Systems,
Methods of
Geographic Inquiry
Overall
Expectations
SSV.03 - analyse the
spatial distribution of global biomes and explain the natural conditions that
shape these patterns.
Specific
Expectations
SS3.01 - describe
their local bioregion and selected ecosystems within it and identify the biome
within which it is located;
SS3.02 - explain how
various components of their local bioregion or of their local bioregion and
another ecosystem interact with one another (e.g., water, wind, soils,
vegetation, people);
GI2.01 - demonstrate
an understanding of the steps involved in the geographic inquiry process;
GI2.03 - use
cartographic conventions (e.g., scale, legend, direction, correctly).
· The teacher provides knowledge of ecozones and their characteristics from Grade 9 Geography
· Understanding of the expectations and responsibilities associated with outdoor field research and in school research (Students have to be fully prepared to observe, test, and gather data in an outdoor and classroom setting.)
· Familiarity with concepts and content generated in the previous activities of this unit
· Knowledge of slide show presentation software is essential for reporting in this activity
· Proper cartographic conventions used in previous Geography courses
· The teacher provides a text, atlas or online reference to ecozones of Canada.
· The teacher should refer to board policies concerning safety for field trips/field work.
· The teacher must decide on the number and type of field activities offered. Field activities are designed to be local in nature. The teacher must decide if students work in pairs or individually.
· Students are reminded that photographs could be used to record information. The teacher should provide a list of the materials required to complete each field and classroom exercise, e.g., sketch pad, camera, rubber boots, etc.
· The teacher should consult with library staff regarding availability of resources.
1 The teacher introduces the topic of the
Earth’s Terrestrial Biomes by explaining the meaning of the term biome. (Biomes
are terrestrial climax communities with wide geographic distribution. Biomes
describe what the world would be like if people had not altered the natural
environment.)
2. The teacher initiates discussion by asking
probe questions about the definition of biome.
· What does the word terrestrial mean?
· What is meant by a climax community?
· How does the term distribution relate to biomes?
· What would the local area be like if humans had not altered the landscape?
· How have humans altered the landscape in the past 300 years?
3. The teacher explains that the abiotic factors
(non-biological) – temperature and precipitation – play a dominant role in
determining the type and location of terrestrial biomes. The teacher discusses
the connection between temperature and precipitation and their influence
determining vegetation patterns. The teacher promotes discussion using probing
questions:
· Does the form of precipitation (rain or snow) make a difference?
· Will the amount of total annual precipitation influence vegetation distribution?
· Will seasonal precipitation make a difference? (wet or dry seasons?)
· What role do temperature extremes play in determining the location of biomes?
· Are there any other factors that may have a role in determining type of vegetation found in a biome, e.g., periodic fires, severe wind patterns, type of soils, organisms.
4. The teacher provides students with a blank
world map, an atlas, and a list of the major terrestrial biomes (a list is
provided below). Students locate and label the major world terrestrial biomes
on the map using proper cartographic conventions (this task could also be
completed using GIS, if available).
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Polar Ice Cap |
Tropical Seasonal Forest |
Mediterranean Scrub and Woodland |
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Tundra |
Temperate Grassland |
Tropical Savannah |
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Boreal Forest (Taiga) |
Desert |
Tropical Thorn Scrub/Woodland |
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Temperate Forest |
Tropical Rain Forest |
Mountain |
5. The teacher divides the class into 11 groups
based on the world biome regions listed above. (Do not assign the local biome
region to any group.) The characteristics of the local biome will be explored
at the end of Activity 2.5.
Each group researches their assigned biome region. Students briefly
present their findings to the class via a presentation.
All presentations include:
a) location of the biome on a
world map;
b) an analysis of the significant
abiotic factors: temperature patterns and precipitation patterns;
c) a completed climagraph or
hythergraph for a selected station located within the region;
d) an analysis of the significant
biotic factors: vegetation and animal life.
Students complete a comparison organizer during each group presentation.
Refer to Appendix 2.5.1.
6. In groups of three or four, students select
an appropriate site for a field activity from a location chosen by the teacher
such as forested areas, wetlands, meadows, or hedgerows. Each group’s site
should be a fair distance from each other but close enough that the teacher
could observe all of them conveniently.
7 During class time, students sketch the site
they have chosen and use video, sketch diagrams, digital photographs and/or 35
mm photographs to capture additional visuals of the site location.
8. Students construct a map of the study site.
The map includes significant biotic and abiotic characteristics of the selected
area. Completed maps must follow all cartographic conventions.
9. By using the visuals collected
in the sites, students describe and account for each of the following:
a) the
biotic characteristics of the area:
· describe the vegetation characteristics of the selected site - collect small samples of vegetation
· (leaves, flowers, buds, bark, etc.) and identify the various types of plants located in the area;
· describe animal life within the area - identify the various types of birds, animals, insects, etc.;
· that inhabit the area.
b) the abiotic characteristics of
the study area:
· describe and account for the abiotic components of the selected site(s);
· comment on the role temperature patterns, precipitation levels, and soil characteristics play in influencing the biotic characteristics of the area.
10. Students describe the interactions and
connections between the following components of the local biome:
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a) biotic and abiotic |
b) biotic and biotic |
c) abiotic and abiotic |
11. Each group creates a written report of the
field study site using all of the fieldwork they have gathered. The report must
include maps, pictures/sketches and text that pertain to the research of their
selected site.
· Formative teacher assessment of student understanding of concepts through the use of probe questions when discussing biomes
· A check of student notes and organizer by the teacher to ensure completion and understanding of concepts related to terrestrial biomes and to provide feedback to students
· Informal teacher observation of student interactions during group activities to ensure that students understand and remain on task
· Teacher assessment of student oral presentation on biomes using a checklist to ensure that all components are included and are of satisfactory quality
· Student assessment by peer and/or self using a checklist (Appendix 2.5.2)
· Summative evaluation by the teacher using a rubric designed to fit the field study of the local region and evaluation of the students’ report based upon the requirements of the teacher (Appendix 2.5.3)
· Organize student groupings so that the various skills of students are complemented.
· Provide opportunity for peer editing and support.
· Provide an alternate Research Information Sheet for students with reading and organizing difficulties.
· Gifted students may extend their understanding by researching more in-depth information.
· Alter length of subject material or format for students with writing difficulties.
Material and resources gathered from the local area.
Allaby, Michael. Biomes of the
World. Danbury, CT: Grolier Educational, 1999. Vol.1-9.
ISBN 0-7172-9341-6
Project Wild, Project Wild Activity
Guide. Ottawa, Ontario: Canadian Wildlife
Federation, 1991.
ISBN1-55029-044-4
Appendix 2.5.1 – World Biomes
Appendix 2.5.2 – Peer/Self-Assessment Observation Checklist
Appendix 2.5.3 – Local Field Work and Written Report Rubric
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Terrestrial Biome |
Abiotic Factors Temperature and Precipitation |
Biotic Factors Vegetation and Animal Life |
Location Of World Biome |
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Group Work
Student Name: _______________________________
Group Name:
________________________________ Date:
_______________________________
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Criteria |
Rarely 1 |
Sometimes 2 |
Most Times 3 |
Always 4 |
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- was willing to
have ideas questioned |
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- showed respect
for the ideas of others |
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- stayed focused
on the task at hand |
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- participated in
planning by volunteering information or ideas |
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- accepted an
equal share of the workload |
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- could be counted
upon to complete the task assigned by the group |
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- modified views
when faced with new ideas, information or evidence |
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Overall Comments:
Students Name(s):
___________________________________________________________________
Date: __________________________
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Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
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Knowledge/
Understanding Understands
ecosystems and their components |
- demonstrates
limited understanding of ecosystems |
- demonstrates
some understanding of ecosystems |
- demonstrates
considerable understanding of ecosystems |
- demonstrates
insightful understanding of ecosystems |
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Thinking/Inquiry Conducts research
effectively of the assigned site Analyses the
information collected critically |
- conducts
research with limited effectiveness - little critical
analysis performed on information |
- conducts
research with some effectiveness - some critical
analysis performed on information |
- conducts
research with considerable effectiveness - considerable
critical analysis performed on information |
- conducts
research with a high degree of effectiveness - thorough
critical analysis performed on information |
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Communication Written
communication in report format Use of visuals
(map and photos, video, etc.) |
- communicates in
report format with limited effectiveness - uses visuals
with limited effectiveness |
- communicates in
report format with some effectiveness - uses visuals
with some effectiveness |
- communicates in
report format with considerable effectiveness - uses visuals
with considerable effectiveness |
- communicates in
report format with a high degree of effectiveness - uses visuals
with a high degree of effectiveness |
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Application Transfers concepts
associated with biomes to the local area/site Making connections
between biotic and abiotic components |
- transfers
concepts with limited effectiveness - makes
connections with limited effectiveness |
- transfers
concepts with some effectiveness - makes
connections with some effectiveness |
- transfers
concepts with considerable effectiveness - makes
connections with considerable effectiveness |
- transfers
concepts associated with biomes with a high degree of effectiveness - makes
connections with a high degree of effectiveness |
Note: A student whose achievement is below Level 1
(50-59%) has not met the expectations for this assignment or activity.
Overall Comments:
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