Grade 7: Interactions Within Ecosystems Catlin Adams, Russ Kraychuk, Nick Onischuk, Michael Rainnie, Shawn Ryckman Grade 7: Interactions Within Ecosystems

Cluster 1 1) How does language help to understand ecosystems? Combination of: 7-1-01 – Use appropriate vocabulary related to their investigations of interactions within ecosystems (include biosphere, abiotic, biotic, photosynthesis, etc.) 7-1-02 – Define ecosystem and describe various examples that range from the microscopic to the entire biosphere

1) How does language help to understand ecosystems? Educational strategies: -Brainstorming -Discussion -Video/Virals Assessments: -Visual Assignment (PowerPoint, presentation, video) -Short writing piece

Cluster 2 2) Outline ecological succession within an ecosystem Combination of: 7-1-03 – Identify abiotic and biotic components of ecosystems that allow particular organisms to survive. 7-1-04 – Describe ecological succession and identify signs of succession in a variety of ecosystems (ie. Some species replace others in different ecosystems)

2) Outline ecological succession within an ecosystem Educational Strategies: -Diagram discussion -Walk around -Interactive websites Assessments: -Diagram test -Create your own ecological succession cycle

Example

Cluster 3 3) How is human activity influencing today’s ecosystem? Combination of: 7-1-05 – Identify and describe positive and negative examples of human interventions that have an impact on ecological succession or the makeup of ecosystems . 7-1-06 – Identify environmental, social and economic factors that should be considered in the management and prevention of ecosystems. 7-1-07 – Propose a course of action to protect the habitat of a particular organism within an ecosystem.

3) How is human activity influencing today’s ecosystem? Educational Strategies: -Guest speaker from conservation -Videos -Discussion -Before/after photo discussion Assessments: -Environmental debate -Group assignment -Newspaper, video, podcasts

Cluster 4 4) How is energy created and transferred in ecosystems? Combination of: 7-1-08 – Compare photosynthesis to cellular respiration, and explain how both are part of the cycling of matter and the transfer of energy in ecosystems. 7-1-09 – Analyze food webs, using ecological pyramids, to show energy gained or lost at various consumer levels. 7-1-10 – Analyze, using ecological pyramids, the implications of the loss of producers and consumers to the transfer of energy within an ecosystem. 7-1-11 – Explain, using ecological pyramids, the potential for bioaccumulation within an ecosystem.

4) How is energy transferred within an ecosystem? Educational Strategies: -Field trip to greenhouse -Modeling/role playing Assessments: -Observation -Quiz

Cluster 5 5) What roles do micro-organisms play in ecosystems? 7-1-12 – Provide examples of scavengers and decomposers, and describe their role in cycling matter in an ecosystem. 7-1-13 – Demonstrate proper use and care of the microscope to observe micro-organisms. 7-1-14 – Identify beneficial and harmful roles played by micro-organisms. 7-1-15 – Research and describe human food production or preservation techniques that apply a knowledge of micro-organisms.

5) What roles do micro-organisms play in ecosystems? Educational Strategies: -Petrie dishes -Experiments -Microscope uses -Demonstrations Assessments: -Lab report -Science fair

Grading Each assignment is given a number of marks in three different categories: Knowledge and understanding Scientific Inquiry Process Design process/problem solving Example- a quiz could have 5 marks in knowledge and understanding, 5 marks in scientific inquiry process, and 5 marks in design process/problem solving. These marks are then calculated in each category separately so that the students are given a mark into each of the three categories. Then these three categories are combined to give the overall mark.