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

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

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

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

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

6. Example

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

8. 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

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

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

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

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

13. 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.