Science in Action 7 Topics A, B, and CGrade Seven Science About the Lesson Plans ‘These lesson plans were designed to be used in Hutterite Colony schools. They structured so that students ean work independently on the lesson afier an initial introduction by the teacher. Teachers are encouraged to guide as much of the reading as they possibly can, as some concepts might prove to be difficult for many students. An effort was also made to minimize the amount of equipment needed; howeve outcomes, some equipment may need to be ordered from science education supply companies, Most other required materials are found in the typical colony school or at home. to meet learning Required Resources Science in Action 7 (Addison Wesley) ~ student textbook Equipment That Must Be Purchased Topic B: Plants for Food and Fibre © Glass beakers (various sizes) © Seeds ~ bean and com Topic C: Heat and Temperature © Hot plate © Tube thermometers Retort stands and ring clamps (nice to have, but not essential) Topic D: Structures and Forces # Force meters (various sizes) + Balance scale Topic E: Planet Earth © Rocks and minerals collection Assessment © At least two tests are provided for each unit + Inaddition, a final unit test is also provided for each unit. Each is multiple choice. © There isa Year End Review, which has exercises to help students recall the basic concepts covered in all the units. + A Year End Test is included that covers all five grade seven topics. It has 90 questions and is multiple choiceGrade Seven ScienceScience Grade Seven ‘Outcomes Science Grade Seven Outcomes Skills Outcomes Students will ‘Ask questions about the relationship between and amon observable variables, and plan investigations to address those questions, ‘© Identify science-related issues, © Identify questions to investigate arising from practical problems and issues. ‘© State a prediction and a hypothesis based on background information or an observed pattern of events. Select appropriate methods and tools for collecting data and information, Performing and Recording Students will. Conduet investigations into the relationships between and among observations, and gather and record qualitative and quantitative data, ¢ Research information relevant to a given problem or issue, «Select and integrate information from various print and electronic sources or from several parts of the same source. vely and accurately for collecting data, Analyzing and Interpreting Students will: Analyze qualitative and quantitative data, and develop and assess possible explanations. # Identify strengths and weaknesses of different methods of collecting and displaying data. + Compile and display data, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, bar graphs and line graphs. Communication and Teamwork Work collaboratively on problems: and use appropriate language and formats to communicate ideas, procedures and results. ‘© Communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language and other means. + Evaluate individual and group processes used in planning, problem solving, decision making and completing a task. «Defend a given position on an issue, based on their findings.Science Grade Seven ‘Outcomes Attitude Outcomes Interest in Science Saudents will be encouraged to Show interest in science-related questions and issue, and pursue personal interests and career possibilities within science-related fields. Mutual Respect Students will be encouraged to: Appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds Scientific Inqui Students will be encouraged to: Seek and apply evidence when evaluating alternative approaches in investigations, problems and issues. Collaboration Students will be encouraged to Work collaboratively in carrying out investigations and in generating and evaluating ideas. Stewardship Students will be encouraged to: Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and a sustainable environment. Safety Snudents will be encouraged to Show concern for safety in planning, carrying out and reviewing activities.Topic Science Grade Seven Outcomes ns and Ecosystems : Interact Overview: Ecosystems develop and are maintained by natural processes and are affected by human action, To foster an understanding of ecosystems, this unit develops student awareness of ecosystem components and interactions, as well as natural eycles and processes of change. Building on this knowledge, students inves ate human impacts and engage in studies that involve environmental monitoring and research, By reflecting on their findings, students become aware of the intended and unintended consequences of human acti y, and recognize the need for responsible decision making and action, Focusing Questions © How do human activities affect ecosystems? © What methods can we use to observe and monitor changes in ecosystems, and assess the impacts of our actions? Key Concepts ‘The following concepts are developed in this unit and may also be addressed in other units at other grade levels. The intended level and scope of treatment is defined by the outcomes below. = _ interactions and interdependencies - species distribution - environmental monitoring, = succession = environmental impacts - endangered species = producers, consumers, decomposers ~extinetion = nutrient cycles and energy flow ~ environmental management Outcomes for Science, Technology and Society (STS) and Knowledge Students will 1 Investigate and describe relationships between humans and their environments, and identify related issues and scientific questions. « illustrate how life-supporting environments meet the needs of living things for nutrients, energy sources, moisture, suitable habitat, and exchange of gases © describe examples of interactions and interdependency within an ecosystem « identify examples of human impacts on ecosystems, and investigate and analyze the link between these impacts and the human wants and needs that give rise to them + analyze personal and public decisions that involve consideration of environmental impacts, and identify needs for scientific knowledge that can inform those decisions Trace and interpret the flow of energy and materials within an ecosystem. © analyze an ecosystem to identify biotic and abiotic components, and deset these components, + analyze ecosystems to identify producers, consumers, and decomposers; and describe how energy is supplied to and flows through a food web, by: = describing and giving examples of energy and nutrient storage in plants and animals = describing how matter is recycled in an ecosystem through interactions among plants, animals, fungi bacteria and other microorganisms = interpreting food webs, and predicting the effects of changes to any part of a web describe the process of cycling carbon and water through an ecosystem, ibe interactions among iiiScience Grade Seven Outcomes © identify mechanisms by which pollutants enter and move through the environment, and can become concentrated in some organisms 3. Monitor a local environment, and assess the impacts of environmental factors on the growth, health and reproduction of organisms in that environment # investigate a variety of habitats, and describe and interpret distribution patterns of li found in those habitats '* investigate and interpret evidence of interaction and change ‘© identify signs of ecological succession in local ecosystems ing things 4. Describe the relationshi environments ‘© identify intended and unintended consequences of human activities within local and global environments © describe and interpret examples of scientific investigations that serve to inform environmental decision making among knowledge, decisions and actions in maintaining life-supporting the limits of scientific and technological knowledge in making decisions about life-supporting environments analyze a local environmental issue or problem based on evidence from a variety of sources, and identify possible actions and consequences Topic B: Plants for Food and Fibre Overview: Humans have always depended on plants as a source of food and fibre, and to meet a variety of other needs, To better meet these needs, technologies have been developed for selecting and breeding productive plant varieties and for maximizing growth by modifying growth environments. Long-term sustainability requires an awareness of the practices humans use and an examination of the impacts of these practices on the larger environment. Focusing Questions How do we produce useful plant products? What techniques do we use, what knowledge are these techniques based on, and how do we apply these techniques in a sustainable way? Key Concepts The following concepts are developed in this unit and may also be addressed in other units at other grade levels. The intended level and scope of treatment is defined by the outcomes below. ~ needs and uses of plants - plant varieties = plant propagation and reproduction ~ selective breeding - _ life processes and structure of plants ~ monocultures - fertilizers and soil nutrients ~ resources management - chemical and biological controls, ~ sustainabilityScience Grade Seven Outcomes nce, Technology and Society (STS) and Knowledge Outcomes for S Students with 1. Investigate plants uses; and identify link among needs, technologies, products and impacts illustrate and explain the essential role of plants within the environment © describe human uses of plants as sources of food and raw materials, and give examples of other uses © investigate trends in land use from natural environments to managed environments © investigate practical problems and issues in maintaining productive plants within sustainable environments, and identify questions for further study 2. Investigate life processes and structures of plants, and interpret related characteristics and needs of plants in a local environment © describe the general structure and functions of seed plants © investigate and interpret variations in plant structure, and relate these to different ways that plants are adapted to their environment gate and interpret variations in needs of different plants and their tolerance for different 1g conditions © describe the processes of diffusion, osmosis, conduction of fluids. transpiration, photosynthesis and gas exchange in plants ‘© describe life cycles of seed plants, and identify example methods used to ensure their germination, growth and reproduction 3. Analyze plant environments, and identify impacts of specific factors and controls ‘© describe methods used to increase yields, through modifying the environment and by creating artificial environments investigate and describe characteristics of different soils and their major components identify practices that may enhance or degrade soils in particular applications describe and interpret the consequences of using herbicides, pesticides and biological controls in agriculture and forestry 4, Identify and interpret relationships among human needs, technologies, environments, and the culture and use of living things as sources of food and fibre ‘© investigate and describe the development of plant varieties through selective breeding, and identify related needs and problems ‘© investigate and identify intended and unintended consequences of environmental management practices ‘© identify the effects of different practices on sustainability of agriculture and environmental resourcesScience Grade Seven Outcomes Topic C: Heat and Temperature Overview: ‘The production, transfer and transformation of heat energy plays an important role in meeting human needs. In learning about heat, students investigate sources and uses of heat energy and consider the impact of resource usage on our long-term ability to meet energy needs. In focusing their studies, students explore different applications, investigate the scientific principles involved and consider questions about the nature of heat, The particle model of matter is introduced to help students explain their observations and understand relationships between heat and temperature. Focusing Questions ‘What heat-related technologies do we use to meet human needs? Upon what scientific principles are these technologies based? What implications do these technologies have for sustainable use of resources? Key Concepts The following concepts are developed in this unit and may also be addressed in other units at other grade levels. The intended level and scope of treatment is defined by the outcomes below. = heat energy needs and technologies = change of state = thermal energy* ~ heat transfer ~ particle model of matter = insulation and thermal conductivity = temperature ~ thermal energy sources = thermal expansion ~ energy conservation * Note: The terms heat energy und thermal energy may both he used inthis unit, Heat energy is the more faniar tem for younger students and is useful in introducing the topic. Thermal energy isthe prefered sientifc term and should be introduced during the unit to hep prepan students fr later rad Outcome for Science, Technology and So y (STS) and Knowedge Students will 1, Illustrate and explain how human needs have led to technologies for obtaining and controlling thermal ‘energy and to increased use of energy resources investigate and interpret examples of heat-related technologies and energy use in the past © trace linkages between human purposes and the development of heat-related materials and technologies © identify and explain uses of devices and systems to generate, transfer, control or remove thermal energy © identify examples of personal and societal choices in using energy resources and technology 2. Describe the nature of thermal energy and its effects on different forms of matter, using informal observations, experimental evidence and models © compare heat transmission in different materials + explain how heat is transmitted by conduction, convection and radiation in solids, liquids and gases + describe the effect of heat on the motion of particles; and explain changes of state, using the particle model of matter distinguish between heat and temperature; and explain temperature, using the concept of kinetic energy and the particle mode! of matter viScience Grade Seven ‘Outcomes, © investigate and describe the effects of heating and cooling on the volume of different materials, and identify applications of these effects Apply an understanding of heat and temperature in interpreting natural phenomena and technological devices ‘© describe ways in which thermal energy is produced naturally describe examples of passive and active solar heating, and explain the principles that underlie them compare and evaluate materials and designs that maximize or minimize heat transfer explain the operation of technological devices and systems that respond to temperature change describe and interpret the function of houschold devives and systems for generating, transferring, controlling or removing thermal energy investigate and describe practical problems in controlling and using thermal energy 4, Analyze issues related to the selection and use of thermal technologies, and explain decisions in terms of advantages and disadvantages for sustainability © identify and evaluate different sources of heat and the environmental impacts of their use © compare the energy consumption of alternative technologies for heat production and use, and identify related questions and issues ‘* identify positive and negative consequences of energy use, and describe examples of energy conservation in their home or community Topic D: Structure and Forces Overview: Structure can be found in both natural and human-constructed environments, serving a variety of purposes and taking a wide range of forms. In learning about structures, students investigate the properties of materials used, and test them under different loads and forces. They examine different ways that structural components are configured, analyze forces involved, and investigate resulting effects on structural strength and stability. As part of their study, students also examine construction methods used in the past and the present, and learn how science and technology link together in developing safe and efficient designs that meet human needs, Focusing Questions: How do structures stand up under load? What forces act on structures, and what materials and design characteristics contribute to structural strength and stability? viiScience Grade Seven Outcomes Key Concepts ‘The following concepts are developed in this unit and may also be addressed in other units at other grade levels, The intended level and scope of treatment is defined by the outcomes below. = structural forms = deformation = material strength and stiffness = structural stability = joints = modes of failur = forces on and within structures (loads and ~ performance requirements stresses) = margin of safety direction of forces Outcomes for Science, Technology and Society (STS) and Knowledge Students will: Describe and interpret different types of structures encountered in everyday objects, buildings, plants and animals; and identify materials from which they are made © recognize and classify structural forms and materials used in construction, # interpret examples of variations in the design of structures that share a common function, and evaluate the effectiveness of the designs © describe and compare example structures developed by different cultures and at different times; and interpret differences in functions, materials, and aesthetics © describe and interpret natural structures, including the structure of living things and structures created by animals identify points of failure and modes of f lure in natural and built structures Investigate and analyze forces within structures, and forces applied to them. © recognize and use units of force and mass, and identify and measure forees and loads © identify examples of frictional forces and their use in structures + identify tension, compression, shearing and bending forces within a structure; and describe how these forces can cause the structure to fail © analyze a design, and identify properties of materials that are important to individual parts of the structure infer how the stability of a model structure will be affected by changes in the distribution of manss within the structure and by changes in the design of its foundation Investigate and analyze the properties of materials used in structures ‘© devise and use methods of testing the strength and flexibility of materials used in a structure # identify points in a structure where flexible or fixed joints are required, and evaluate the appropriateness of different types of joints for the particular application compare the structural properties of different materials, including natural materials and synthetics © investigate and describe the role of different materials found in plant and animal structures Demonstrate and describe processes used in developing, evaluating and improving structures that will ‘meet human needs with a margin of safety ‘© demonstrate and describe methods to increase the strength of materials through changes in design ‘identify environmental factors that may affect the stability and safety of a structure, and describe how these factors are taken into account viiiScience Grade Seven Outcomes © analyze and evaluate a technological design or process on the basis of identified criteria, such as costs, benefits, safety and potential impact on the environment Topic E: Planet Earth Overview: The scientific study of Earth is based on direct observation of landforms and materials that make up Earth’s surface and on the sample evidence we have of Earth’s interior. By studying this, evidence, we discover patterns in the nature and distribution of Earth’s materials, and in the kinds of changes that take place. This knowledge can be used in developing models for geologic structures and processes ~ models that help both scientists and students enlarge their understanding of their observations, and guide further investigations and research. Focusing Questions ‘What do we know about Earth ~ about its surface and what lies below? What evidence do we have, and how do we use this evidence in developing an understanding of Earth and its changes? Key Concepts The following concepts are developed in this unit and may also be addressed in other units at other grade levels. The intended level and scope of treatment is defined by the outcomes below. = strata = geological time scale = rocks and minerals = fossil formation rock cycle: formation of igneous rock, ~ weathering and erosion metamorphism and sedimentary = sudden and gradual/incremental change processes = development of models based on ~ mountain formation; folding and faulting observation and evidence = crustal movementiplate tectonies ‘Outcome for Science, Technology and Society (STS) and Knowledge Students will: 1. Describe and demonstrate methods use interpreting its component materials, * investigate and interpret evidence that Earth's surface undergoes both gradual and sudden change «interpret models that show a layered structure for Earth’s interior; and describe, in general terms, evidence for such models «identify and explain the purpose of different tools and techniques used in the study of Earth explain the need for common terminology and conventions in describing rocks and minerals, and apply suitable terms and conventions in describing sample materials the scientific study of Earth and in observing and Identify evidence for the rock eycle, and use the rock cycle concept to interpret and explain the characteristics of particular rocks. # distinguish between rocks and mineralsScience Grade Seven Outeomes ‘¢ describe characteristics of the three main classes of rock — igneou: metapmorphic # describe local rocks and sediments, and interpret ways they may have formed * investigate and interpret examples of weathering, erosion and sedimentation sedimentary and 3. Investigate and interpret evidence of major changes in landforms and the rock layers that underlie them investigate and interpret patterns in the structures and distribution of mountain formations © interpret the structure and development of fold and fault mountains ‘* describe evidence for crustal movement, and identify and interpret patterns in these movements ‘© identify and interpret examples of gradual/ineremental change, and predict the results of those changes over extended periods of time 4. Describe, interpret and evaluate evidence from the fossil record describe the nature of different kinds of fossils, and identify hypotheses about their formation explain and apply methods used to interpret fossils describe patterns in the appearance of different life forms, as indicated by the fossil record identify uncertainties in interpreting individual items of fossil evidence; and explain the role of accumulated evidence in developing accepted sciemtific ideas, theories and explanations.Topic A Interactions and EcosystemsScience Grade Seven Topic A: Interactions and Lesson Plans. Grade Seven Topic A: Interactions and Ecosystems systems Contents Part I: Relationships Exist Between Living Things and Their Environments Lesson One Humans Have an Impact on Their Environment Lesson Two Feosystems, Lesson Three ‘The Needs of Living Things Lesson Four Interactions Among Living Things Lesson Five Human Impacts on Ecosystems Lesson Six Garbage Solutions Lesson Seven Interactions and Ecosystems, Part I Review Lesson Bight Interactions and Ecosystems, Part I Test Part II: Cycles in Ecosystems Lesson Nine Producers and Consumers Lesson Ten Photosynthesis and Cellular Respiration Lesson Eleven Scavengers and Decomposers Lesson Twelve Food Chains Lesson Thirteen Food Webs and Food Pyramids Lesson Fourteen Matter Cycles in Ecosystems Lesson Fifteen Interactions and Ecosystems, Part II Review Lesson Sixteen Interactions and Ecosystems, Part II Test 9 10 uScience Grade Seven Topie A: Interactions and Ecosystems Lesson Plans Part III: Monitoring and Observing Changes in Ecosystems Lesson Seventeen ‘The Distribution of Living Things in an Environment Lesson Eighteen Interactions and Changes Occur in Ecosystems. Lesson Nineteen Factors That Can Affect Change Lesson Twenty Succession Lesson Twenty-one Interactions and Ecosystems, Part fll Review Lesson Twenty-two Interactions and Ecosystems, Part III Test Part IV: Maintaining Sustainable Environments Lesson Twenty-three Intended and Unintended Consequences: Lesson Twenty-four Information from Scientific Investigations Can Assist Environmental Decision Making Lesson Twenty-five ‘The Limits to Scientific and Technological Knowledge Lesson Twenty-six Ecological Footprints Lesson Twenty-seven Interactions and Ecosystems, Part IV Review Lesson Twenty-eight Interactions and Ecosystems, Part IV Test Culmination Lesson Twenty-nine Interactions and Ecosystems Culmination (Final Examination)Science Grade Seven Topic A: Interactions and Ecosystems 4 Lesson Plans, Lesson One Concept: Humans Have an Impact on Their Environment Resources/Materials: Science in Action 7, pages 2~ 7 Worksheet #7A.1 (optional, student copies) Introduction: Introduce the Textbook. Allow students a minute or so to flip through the textbook to give them and idea of the content of the grade seven science program. Explain that it is quite varied ~ something for everyone. Introduce the Unit. Ask students to find a common thread among ploughing a field, building a house, and harvesting trees (people manipulating natural environment). Discuss how when something changes in any environment, the other things in that environment are affected Explain that /nveractions and Ecosystems focuses on the relationships among things in any particular environment. Procedure: Have students tum to textbook, pages 2 and 3, Explain that these pages are an outline of the ideas that are covered in the unit. Each unit in Science in Action 7 begins with such an outline. the concept of ecosystem. Guide the reading on textbook, pages 4 — 6, Be sure to us Finally, guide the reading of textbook, page 7. Be sure to explain that society refers to a group of people who abide the by the same basic values and laws. If you like, have students do the Give Ita Try activity on textbook, page 6 OR Distribute Worksheet #7.1, Go over the directions, if possible. OPTIONAL. Have students make a title page for the unit. Assignments: i 2-7, Read Science in Action 7, pag Do the Give It a Try activity on page 6 OR Do Worksheet #7A.1 OPTIONAL. Make a title page for the unitence Grade Seven Topic A: Interactions and Beosystems Worksheets Interactions and Ecosystems Directions: Pages 4 7 of Science in Action 7 may help you with the questions. 1, What is an ecosystem? a. What are the names of some of organisms you think might live in the ecosystem photographed on left? b. How is the land in the right-hand photograph different from the land in the left-hand photograph? c. How would the types of organisms that live in the left-hand photograph be different from those that live in the right-hand photograph? Wosbee #74.Science Grade Seven Topic A: Interactions and Beosystems Worksheet Interactions and Ecosystems Directions: Pages 4-7 of Science in Action 7 may help you with the questions. 1. What is an ecosystem? ivan nlivin . ‘oven where bioht und abiotic Factors vateract a, What are the names of some of organisms you think might live in the ecosystem photographed on left? Answers will vary worm: coyotes. gaahers, bees, buttert les = geass, wild Flowers ~ b. How is the land in the right-hand photograph different from the land in the left-hand photograph? left > more natuewl stale ‘right > more impacted by human ackuidy c. How would the types of organisms that live in the left-hand photograph be different from those that live in the right-hand photograph? + likely fewer burrowing animals and those animals that preyon themon right photo more cultured plants on the rightScience Grade Seven Topic A: Interactions and Ecosystems Lesson Plans Lesson Two Concept: Ecosystems Resources/Materials: Science in Action 7, pages 8 ~ 11 Worksheets #7A.2a and #7A.2b (optional, student copies) Introduction: Have students turn to textbook, page 8. Have them list all the living things in the picture(boy, trees, grass, etc.). Then the nonliving things (clouds, air, sunlight, rock, etc.) Discuss how the living and nonliving things are interacting, (Boy sitting on rock. Trees and grass living in soil.) Explain that the photograph shows an ecosystem. Procedure: 1. Explain that in science we use words to represent very specific ideas. Textbook pages 8 ~ 11 tell you about some of those ideas. Guide the reading of textbook, pages 8 ~ 1, if possible, On the board, make an outl ALTERNA’ 1¢. Students are to make notes using the outline. ELY. Have students do Worksheets #7A.2a and #7A.2b, sosystems Ecosystem — Biotic Factors — Population ~ Community — 4. Have students do the Give Ita Try activity on textbook, page 9. Ass ignments: 1, Read Science in Action 7, pages 8 11 2. Make notes about what you read OR Do Worksheets #7A.2a and #7A.2b. 3. Do the Give It a Try activity on page 9.Science Grade Seven Topic A: Interactions and Ecosystems Worksheets Ecosystems Directions: Use Science in Action 7 to help you with these questions. 1. Define ecosystem. 2. Define biotic factors. 3. Define abiotic factors. 4, Examine the rotting log ecosystem on page 9 of your textbook. List three biotic and three abiotic factors. Biotic: Abiotic: 5. Define species. 6. What are five examples of species? Worksheet #7 2aScience Grade Seven Topic A: Interactions and Ecosystems. Worksheets 7. Define population 8. What is the population at your colony of a. people? b, dogs? d. flies? 9. Define community. 10. Could you consider your school to be a community? Explain why or why not. Worksheet 174.26Science Grade Seven Topic A: Inter Worksheets Ecosystems sions and Ecosystems Directions: Use Science in Action 7 to help you with these questions. 1. Define ecosystem. tureu where living thi feract we c tii non-livag 2. Define biotic factors. 3. Define abiotic factors. tnon-living things 4, Examine the rotting log ecosystem on page 9 of your textbook. List three biotic and three abiotic factors. Answers may Vary Biotic: faves, gnass, trees oe Abiotic: snow, sunlight cold temperature 5. Define species. -liviay things of the e that ace lo repmduce 6. What are five examples of species? Answers will Vary tion; mountan i lan tree, sedgeScience Grade Seven Topic A: Interactions and Ecosystems. Worksheets 7. Define population. number oP the sumespecics that Ive together ia the e area : ee 8. Whats the population at your colony of a. people? b. dogs? d. flies? tetany 4o count _—probobly thousands 9. Define community. ull the populations of diftereat specios that lwe wad interact — 10. Could you consider your school to be a community? Explain why or why not. Nes = hus tung tongs Hout vaterace oe orksheot HA. 2bScience Grade Seven Topic A: Interactions and Eeosystems Lesson Plans sson Three Concept: The Needs of Living Things Resources/Materials: Science in Action 7, pages 12 ~ 15. Introduction shelter). Discuss whether the same applies to all organisms Worksheets #7A.3a and #7A.3b (optional, transparency or copied on chart) Ask students what they need in order to survive. (Most will probably say food, clothing, Procedure: 1 Have students turn to textbook, pages 12 - 14, Have students read to find out what living things need to live and how they get them, 2. Have students make notes on pages 12 and 13 or copy them from a transparency or chart of Worksheets #7A.3a and #7.3b. 3. Then distribute Worksheet #7A.3c. Go over the directions, if necessary. 4. OPTIONAL. Do the Check and Reflect questions from textbook, page 15 in your notebook. Assignments: 1, Read textbook, pages 12-15. 2. Make notes on The Needs of Living Things or copy them from transparency or chart of Worksheets #7A.3a and #7A.3b. 3. Do Worksheet #7A.3e 4. OPTIONAL. Do the Check and Reflect questions from textbook, page 15.The Needs of Living Things 1. Water — makes up the majority of all living things 2. Food — gives us nutrients 3. Energy — necessary for us to move about and for our organs to function4. Oxygen — need t to 0 break down food to provide energy 5. Suitable Living Conditions — can survive only in certain temperatures, and must a certain amount of shelterScience Grade Seven Topic A: Interactions and Ecosystems Worksheets The Needs of Living Things Directions: Use Science in Action 7, pages 12 ~ 15 to help you with the questions. 1. Complete the chart below to show how you meet your basic needs. BASIC NEED HOW I MEET THAT NEED Water | Food Energy Oxygen Suitable 2. Think about how David Blaine survived buried for seven days. Number each of the needs in order of importance. 1 = the most important and 5 = the least important. Then tell why you numbered the needs the way you did water food energy oxygen suitable living conditions Worksheet #7A.36Science Grade Seven Topie A: Interactions and Ecosystems Worksheets The Needs of Living Things Directions: Use Science in Action 7, pages 12 — 15 to help you with the questions. 1. Complete the chart below to show how you meet your basic needs. 7 ee BASIC NEED HOW I MEET THAT NEED ae Le wnat you deval | food you eat Food eat | Energy food | Z oo ___| Oxygen + breathe ate | | — | Suitable tiving |" Clothvag | conditions. ‘appropnek shelter | | 2. Think about how David Blaine survived buried for seven days. Number each of the needs in order of importance. 1 = the most important and 5 = the least important. Then tell why you numbered the needs the way you did. 2% water f food _2__ energy oxygen __ 5 suitable living conditions Oxygen-noost impoctant; caanot sunave Sor move than, « few minu = oni Fo Kunci - David Blaine cou ita out +n fer Worksheet 478.36Science Grade Seven Topic Ai Interactions and Ecosystems 7 Lesson Plans ssson Four Concept: Interactions Among Li ing Things Resourees/Materials: Science in Action 7, pages 16 ~ 19 Worksheets #7A.4a and #7A.4b (student copies) Introduction: Discuss different relationships people have with each other: * People do things for each other ~ both people are happy * One person always seems to be taking advantage of the other person — one person is happy; the other is not Explain that with all living thing of them there are different kinds of relationships. Today's lesson is about three Procedure: 1. Have students turn to textbook, pages 16 ~ 19. Guide the reading, especially of pages 16 and 17. Have students make notes on the three types of symbiotic relationships and on adaptations. Distribute Worksheets #7A.4a and #7A.4b. Go over the directions, if necessary. 4, OPTIONAL. Have students do the Check and Reflect questions on textbook, page 19. Assignments: 1. Read textbook, pages 16 ~ 19. 2. Make notes on symbiotic relationships and adaptation. 3. Do Worksheets #7A.4a and #7.4b, 4. OPTIONAL. Do the Check and Reflect questions on textbook, page 19,Science Grade Seven Topic A: Interactions and Ecosystems Worksheets Symbiotic Relationships Directions: Use Science in Action 7, pages 16 ~ 19 to help you with the questions 1. For each of the following tell what kind of symbiotic relationship is described a. The clownfish lives among the tentacles of the sea anemone. The clownfish protects the anemone from anemone-eating fish, and in turn the stinging tentacles of the anemone protect the clownfish from its predators b. People sometimes become ill when tape worms up to 1 m in length settle into living in their stomachs and intestines. The tape worm lives off the partly digested food of a person. Meanwhile, the people suffered. c. Hermit crabs use empty no longer used gastropod shells to protect their bodies % 4. A bird called the Egyptian plover picks food caught between the teeth of the Nile crocodile. f. The ox pecker is a small bird that lands on the backs of rhinoceroses and zebras. The ox peckers eat parasites that in the skin of rhinoceroses and zebras. The ox peckers get food and the rhinoceroses and zebras get pest control. g. The deer tick gets its food from the white-tailed deer, without killing it. The deer is harmed because it loses blood to the tick The deer could possibly get infected h. The imperial shrimp hitches a ride on the large sea cucumber. The shrimp get a free ride through places that have lots of food. The sea cucumber is not affected one way or the other. ‘Worksheet #78 40Science Grade Seven Topie A: Interactions and Ecosystems Worksheets i. The goby fish lives amongst the tentacles of the sea urchin. When touched, these tentacles are poisonous. The goby fish gets protection from the sea urchin. The sea urchin is neither advantaged nor disadvantaged i. Many fleas make their homes next to a dog's skin. The fleas bite the dog for its blood. The dog, meanwhile, is very uncomfortable and loses some of its blood k. The siboglinid tube worm has a type of bacteria that lives inside its body. The tube worm cannot digest food on its own. It relies on the bacteria to break down the food The bacteria gets food that the tube worm has eaten and the tube worm’s food is broken down by the bacteria |. Honey bees go from flower to flower to gather honey. While doing this the bees transport polien from one blossom to the next. This way the flower will be able to produce seeds. The bees get their food 2. Organisms have developed adaptations over the years to help them survive in their environment. Tell how each of the following adaptations helps the organism survive. a. The great blue heron has a long neck b. Many insects like flies have very large eyes __ c. Most trees have waxy leaves. d. Deer have a very good sense of smell e. Fruit tree blossoms are always bright and colourful orkshest #7A 4bScience Grade Seven Topic A. Interactions and Ecosystems Directions: Use Science in Action 7, pages 16 ~ 19 to help you with the questions. 1 Worksheet, For each of the following tell what kind of symbiotic relationship is described. a. The clownfish lives among the tentacles of the sea anemone. The clownfish protects the anemone from anemone-eating fish, and in turn the stinging tentacles of the anemone protect the clownfish from its predators voutualism b. People sometimes become ill when tape worms up to 1 m in length settle into living in their stomachs and intestines. The tape worm lives off the partly digested food of a person. Meanwhile, the people suffered. parasitism c. Hermit crabs use empty no longer used gastropod shells to protect their bodies -Ccammensalisna ___ d. A bird called the Egyptian plover picks food caught between the teeth of the Nile crocodile eautualisen parasitism f. The ox pecker is a small bird that lands on the backs of rhinoceroses and zebras. The ox peckers eat parasites that in the skin of rhinoceroses and zebras. The ox peckers get food and the rhinoceroses and zebras get pest control mutuals in = g. The deer tick gets its food from the white-tailed deer, without killing it. The deer is harmed because it loses blood to the tick The deer could possibly get infected parasitism h. The imperial shrimp hitches a ride on the large sea cucumber. The shrimp get a free ride through places that have lots of food. The sea cucumber is not affected one way or the other. —CommensalismyScience Grade Seven Topie A: Imeractions and Ecosystems Worksheets i. The goby fish lives amongst the tentacles of the sea urchin. When touched, these tentacles are poisonous. The goby fish gets protection from the sea urchin. The sea urchin is neither advantaged nor disadvantaged commersalisim j. Many fleas make their homes next to a dog’s skin. The fleas bite the dog for its blood The dog, meanwhile, is very uncomfortable and loses some of its blood pa. casitism _ k. The siboglinid tube worm has a type of bacteria that lives inside its body. The tube worm cannot digest food on its own. It relies on the bacteria to break down the food. The bacteria gets food that the tube worm has eaten and the tube worm's food is broken down by the bacteria. routualism | Honey bees go from flower to flower to gather honey. While doing this the bees transport pollen from one blossom to the next. This way the flower will be able to produce seeds. The bees get their food. PATA 2. Organisms have developed adaptations over the years to help them survive in their environment. Tell how each of the following adaptations helps the organism survive. a. The great blue heron has along neck _+Cun stick heudiat water inseurdr of fro. c. Most trees have waxy leaves. - water runs off d. Deer have a very good sense of smell.» smel| encmues e. Fruit tree blossoms are always bright and colourful. -attract ber ith _pollidate Worksheet #74Science Grade Seven Topic A: Interactions and Ecosystems, 8 Lesson Plans Lesson Five Concept: Human Impacts on Ecosystems Resources/Materials: Science in Action 7, pages 20 ~ 22 Worksheets #7A.5a and 7A.5b (optional, student copies) Several different types of drink containers - optional (i.c., glass bottles, plastic bottles, cans, tetra packs, etc.) Introduction: Have students turn to textbook, page 20. Read the /nfoBit. Discuss the impact that humans had on the ecosystem and also who they tried to come up with a solution. Discussion Questions: “Before the toad tunnels, what kind of impact did humans have on the toads?” ‘After the toad tunnels ,what kind of impact did humans have on the toads?” “Who do you think made the decision to build the toad tunnels?” “What scientific knowledge would have been required before building the toad tunnels?” Tell students that this lesson deals with some of the negative impact that humans had had on ecosystems. Procedure: ig of textbook, pages 20 and 21, if possible. Lead the discussion to these main © Humans have an impact any ecosystem in which they live. # Negative impacts are not always intentional An understanding of the interaction within an ecosystem is necessary if we are to minimze the negative impact. @ Science and technological knowledge are useful in helping to understand and provide solutions to ecosystem problems. 20 and 21 Have student make notes textbook, pag: OR Distribute Worksheet #74 Sa 3. Have students read and do the Decision Making Activity on textbook, page 22. OR Distribute Worksheet #7.5b, which is an abbreviated version of the activity outline on textbook, page 22. Assignments: 1. Read textbook, pages 20 — 22. 2. Make notes on textbook, pages 20 and 21 OR do Worksheet #7A.Sa. 3. Do the Decision Making Activity on textbook, page 22 OR do Worksheet #7A.5b.Science Grade Seven Topic A: Interactions and Ecosystems. Worksheets Human Impacts on Ecosystems Directions: Use Science in Action 7 to help you with the questions. 1. One or more of the words in each sentence is incorrect. Cross out those words and write the correct words above the ones you crossed out a. Humans rarely have an impact on the ecosystems in which they live. b. Negative impacts are almost always intentional. ¢, An understanding of the interactions within an ecosystem is necessary if we are to maximize the negative human impact, d. Science and technological knowledge are harmful in helping to understand and provide solutions to ecosystem problems. 2. Humans can have positive and negative influences on their environment. Fill the chart to. tell about three of each of these. Positive Impacts Negative Impacts Worksest #78 SaScience Grade Seven Topic A: Interactions and Ecosystems. Worksheets Drink Containers Directions: Think about the different types of drink containers. Each has its advantages and disadvantages, 1. In the following chart, outline the advantages and disadvantages of using the various types of drink containers. Think about safety, cost, waste, energy, and recycling Drink Container + - glass bottle plastic bottle | | a tetra pack foil pouch —_| __ Making drinks from drink erystals 2. In your opinion, which of the different drink containers will have least negative impact on the environment. Support your answer. ‘Worksheet #7A.SbScience Grade Seven Topic A: Interactions and Ecosystems Worksheets Human Impacts on Ecosystems Directions: Use Science in Action 7 to help you with the questions. 1, One or more of the words in each sentence is incorrect. Cross out those words and write the correct words above the ones you crossed out. always a. Humans farely have an impact on the ecosystems in which they live. Usually unnteahonal b. Negative impacts are S intentional. c. An understanding of the interactions within an ecosystem is necessary if we are to minimize Teximize the negative human impact hel 4. Science and technological knowledge are Aeferfutin helping to understand and provide solutions to ecosystem problems. 2. Humans can have positive and negative influences on their environment. Fill the chart to tell about three of each of these. Arowees may vary Positive Impacts Negative Impacts toad tunnels government set aside land | peshuder for conservation _— —— eee | sanitary land (ls | clearing land. for developmen Worksheet 7A SaScience Grade Seven Topic A: Interactions and Ecosystems Worksheets Drink Containers Directions: Think about the different types of drink containers. Each has its advantages and disadvantages. 1. Inthe following chart, outline the advantages and disadvantages of using the various types of drink containers. Think about safety, cost, waste, energy, and recycling i Drink Container + - | glass bottle hi gher cost +n be reused scan break easily plastic botle less costh GLU up landhls qusckly convenient _ _ a ~ 1 Cc less costly fll up landtill | tetra pack Convenience Fil Up lanai {) | - ; : foil pouch takes les maternal frit up la adh | | convenvence ee oe —s | | Making drinks from rust prepare before crn erytals less cosy deinksrg 2, In your opinion, which of the different drink containers will have least negative impact on the environment. Support your answer. Answers may Vay Glassbettle cun be veused many times belore tis thrawa Aly Worksheet #7 3bScience Grade Seven Topic A: Interactions and Ecosystems Lesson Plans Lesson Six Concept: Garbage Solutions Resources/Materials: Science in Action 7, pages 23 and 24 Worksheet #7A.6 (student copies) Introduction: With students discuss ways that we can reduce the amount of garbage we produce. Procedure: 1 2, Have students turn to textbook, page 23. Guide the reading With students make notes on ways to get rid of our garbage: Garbage Solutions Composting Reusing Recycling Landfill Sanitary landfill Distribute Worksheet #7A.6. Go over the directions, if nec: OPTIONAL. Do the Check and Reflect questions on textbook, page 24 Assignments: Read textbook, page 24 Make notes on garbage solutions. Do Worksheet #7A.6. OPTIONAL. Do Check and Reflect, page 24.Science Cirade Seven Topic A: Interactions and Ecosystems Worksheet Landfills and Sanitary Landfills Directions: Use Science in Action 7 to fill the chart and the Venn diagram comparing and contrasting landfills and sanitary landfills, Landfills Only Both Landfills and Sanitary Sanitary Landfills Only Landfills Worksheet 474.6Science Grade Seven Topic A: Interactions and Ecosystems Worksh Landfills and Sanitary Landfills Directions: Use Science in Action 7 to fill the chart and the Venn diagram comparing and contrasting landfills and sanitary landfills. ~ Landfills Only | Both Landfills and Sanitary Sanitary Landfills Only I Landfills . leak + wastes Spread 2. te9 3 designed not to lewk grund and compacted \ Psoil layered |' more enviisnmentally “layer o 31 bt befwoon wable ! Ferdly -wastes ave buned- solid ware ‘waste Spreud A ere ud . /nuess gud ‘ enerenoeatl $reeully.\ __. /=scil laored between oe - Re | : \ swastes buned wna lange hole _ a used forsoled Worksheet #7A.6Science Grade Seven Topic A: Interactions and Ecosystems 10 Lesson Plans Lesson Seven Concept: Interactions and Ecosystems, Part I Review Resources/Materials: Science in Action 7, page 25 Inieractions and Ecosystems, Part [ Review Sheets (student copies) Introduction: Refer students to textbook, pages 25. With students read the section Focus on Social and Environmental Context. Explain that when making decisions in a social context, we are referring to what society feels is important and right. The environmental context has to do with how human decisions will affect the environment Procedure: L._ Review briefly some of the main ideas: © Humans have an impact on the environment © Ecosystems are communities of biotic and abiotic factors, All living things have the same basic needs Symbiotic relationships Harmful effects of humans on ecosystems Garbage solutions 2. Distribute the Interactions and Ecosystems, Part | Review Sheets. Have students work on them, OR 3. Have students do th Assess Your Learning questions on textbook, page 25 4. Check the questions you assigned as a group, if possible. Assignments: 1. Do the Interactions and Ecosystems, Part I Review Sheets OR 2. Do the Assess Your Learning questions on textbook, page 25.Science Grade Seven Topic A: Interactions and Ecosystems, Part | Interactions and Ecosystems, Part | Review 1. What is an ecosystem? 2. Name five biotic and five abiotic factors present in an ecosystem close to your schoolyard 3. Define each of the words in the chart and give an example of each. Word Definition Example Population | CommunityScience Grade Seven Topie A: Imeractons and Ecosystems, Part} Review 4, What are five needs of all living things and their importance? Need Importance 5, Explain each type of symbiotic relationship and give an example. ~ What It Is Like Example Commensalism Parasitism. 6. What is an adaptation? Give two examples.Science Grade Seven Topic A: Interactions and Ecosystems, Part 1 Review 7. Think of two examples where human activity has had an impact on an ecosystem, These ‘examples can come from your textbook or from what you know. Tell whether the consequences of this impact were intended or unintended. Type ] Intentional or ] eee Unintentional? | Positive | | Negative 8. What are seven different ways that we can deal with garbage? 9. Describe a way that science and technology have helped to reduce unintended human impacts on an ecosystemScience Grade Seven Topic A: Interactions and Ecosystems, Part | Review Interactions and Ecosystems, Part | Review 1. What is an ecosystem? 2. Name five biotic and five abiotic factors present in an ecosystem close to your schoolyard Answers muy var - a lott __ Definition” Spe living things of the sume kinil dandelion thut ave able lo repaduce Population ll individuals of one species 25 humans ta the | livay in a certain place ut the sume time clus Community | all populahons of di Pferent species class eam feolamy hung andinterachiny im the sume placeScience Grade Seven Topic A: Int Review 4. What are five needs of all living things and their importance? Need Importance tions and Ecosystems, Part | water mort Panyorgunism ts water provides nutnents energy Need energy te Surchin - —_|— a oxygen Need oxygen te break down Food conditions __ [in certain conditions 5. Explain each type of symbiotic relationship and give an example ‘Type of Relationship ~ What It Is Like both speues benefit Mutualism: Commensalism | Tech organism 1s only able 1 saves ponswens Wunvary Example“ goby Fish | snappiag shame one species benefit; the | some biateut insets off | other does not benefit noe cities colle nob really 1st harmed atlected one species benehts othen Parasitism : speues Is harmed 6. What is an adaptation? Give two examples. morquit/ humen Parheilar enviranment Fisin tv gills ‘ A ‘dandelion bus long fap wot con survive dry coinduhens 2Science Grade Seven Topic A: Interactions and Ecosystems, Part | Review 7. Think of two examples where human activity has had an impact on an ecosystem. These examples can come from your textbook or from what you know. Tell whether the consequences of this impact were intended or unintended Answers will vary Type T Description ~~ Intentional or | —_ intentional? Positive | toad tunnels allow bead to go lAtentional Under voad Soest Ke munagement led te dedine m beaver population Negative 8. What are seven different ways that we can deal with garbage? a recyuling — 5 : c. burning Uincinecating d. household huzadous waste ope cations a © reusing lana fills 9. sanitary landfills 9. Describe a way that science and technology have helped to reduce unintended human impacts on an ecosystem. Mswers May VaryLesson Eight Coneept: Interactions and Ecosyst Resources/Material Science Grade Seven Topic A: Interactions and Ecosystems, Lesson Plans. ms, Part I Test Interactions and Ecosystems, Part I Test (student copies)Science Grade $ -ven Topic A: Interactions and Ecosystems, Part 1 Review Interactions and Ecosystems, Part! Test 1. Match the words and phrases with their meanings. | a. abiotic b, adaptation c. biotic d. commensalisms e. community f. ecosystem g. mutualism h. parasitism i. population j.. sanitary landfill k. species |. unintended impact area where living things interact with other living and non-living things living things non-living things living things of the same kind that are able to reproduce all individuals of one species living in one place at the same time all populations of different species living and interacting in the same place relationship where one species benefits, and the other species neither benefits nor is harmed relationship where both species benefit. relationship where one species benefits and the other is harmed a characteristic of an organism that enables it to survive in a particular environment way of disposing of garbage that is more environmentally friendly than a garbage dump results of an action that were not planned or foreseen 2. Michelle has made a count of all the spruce trees in the schoolyard. She has determined the of spruce trees. eoce species community population typeScience Grade Seven Topic A: Interactions and Eeosystems, Part I Review Use the following information to answer question 3. Birds called cattle egrets spend time in herds of cattle. As the cattle are grazing, they stir up | insects, which the egrets eat. The cattle are not bothered by the egrets at all 3. The relationship between the cattle egrets and the cattle is an example of adaptation. mutualism: parasitism commensalism. goon Use the information below to answer question 4. | Grasshoppers have developed spiracles on the sides of their abdomen, ‘The spiracles enable the | grasshopper to take oxygen from the air. 4, You can infer from the information that spiracles are a type of adaptation. species, unintended impact. population. apocp Use the information below to answer question 5, In areas where irrigation is practised, the water that travels down the ‘hes but not used by the farmers is | directed to a lowland area, ‘The water then collected to form a type of wetland. This was a way of handling all the extra water. Soon all kinds of wetland organisms like pond weeds and ducks were making their homes in these wetland ecosystems. It was a pleasant surprise to the irrigation farmers. 5. You can tell from the information that the extra irrigation water turing into a wetland ecosystem was an unintended impact of human action an intended impact of human action a negative result of human action a concern for irrigation experts. aeceScience Grade Seven Topic A: Interactions and Ecosystems, Part | Review 6. List five needs of living things. Tell why each is important. Need 7. Write A for abiotic factor and B for biotic factor. sunlight soil _ water grass earthworm dandelion sparrow warmth 8. Give an advantage and a disadvantage for using each of the following: Item Advantage Disadvantage Paper plate Glass fruit juice jar Dandelion sprayScience Grade Seven Topie A: Interactions and Ecosystems, Part | Review 9. Give an example where science and technology were used to lessen the unintended human impacts on an ecosystem4. Match i | a. abiotic | e. community [! population fp Science Grade Seven Topic A: Interactions and Ecosystems, Part 1 Review Interactions and Ecosystems, Part | Test the words and phrases with their meanings. b. adaptation c. biotic d, commensalisms f ecosystem g. mutualism h, parasitism j. sanitary landfill k. species 1. unintended impact area where living things interact with other living and non-living things living things non-living things living things of the same kind that are able to reproduce all individuals of one species living in one place at the same time all populations of different species living and interacting in the same place relationship where one species benefits, and the other species neither benefits nor is harmed relationship where both species benefit. relationship where one species benefits and the other is harmed a characteristic of an organism that enables it to survive in a particular environment way of disposing of garbage that is more environmentally friendly than a garbage dump results of an action that were not planned or foreseen 2. Michelle has made a count of all the spruce trees in the schoolyard. She has determined the of spruce trees. a. species b. community ¢. population d. typeScience Grade Seven Tapic A: Interactions and Ecosystems, Part | Review Use the following information to answer question 3. Birds called cattle egrets spend time in herds of cattle. As the cattle are grazing, they stir up | insects, which the egrets eat. The cattle are not bothered by the egrets at al. 3. The relationship between the cattle egrets and the cattle is an example of adaptation. mutualism, parasitism. commensalism, eon a Use the information below to answer question 4. | Grasshoppers have developed spiracles on the sides of their abdomen, | grasshopper to take oxygen from the air he spiracles enable the 4, You can infer from the information that spiracles are a type of a._adaptation. B. species. c._ unintended impact. d. population Use the information below to answer question 6. In areas where irrigation is practised, the water that travels down the ditches but not used by the farmers is | directed to a lowland area, The water then collected to form a type of wetland. This was a way of handling all the extra water. Soon all kinds of wetland organisms like pond weeds and ducks were 1g their homes in these wetland ecosystems. It was a pleasant surprise to the irrigation farmers. 5. You can tell from the information that the extra irrigation water turning into a wetland ecosystem was a_an impact of human a . an intended impact of human action c. anegative result of human action d. aconcem for irrigation experts.Science Grade Seven Topic A: Interactions and Ecosystems, Part | Review 6. List five needs of living things. Tell why each is important. Why the Need Is Important water Orgunisms ave mostly water spovide nutments “needed by systems of the organisa to Runction | Oxygen - used to break down food © suitable living | al lorganisms require /flemte cond trons varwurives , need for space, etc« Certain temperate — 7. Write A for abiotic factor and B for biotic factor. Ab sunlight A_ soil A_ water B grass B earthworm 8 dandelion ®_ sparrow A warmth 8. Give an advantage and a disadvantage for using each of the following: —————ee ee Item Advantage Disadvantage Paper plate Convenience fill up landfill —— | Glass fruit juice jar | Yeusuble must be washed Dandelion spray | ged nd oF dundelurs may negatively af fect | other organi rnsScience Grade Seven Topic A: Interactions and Beosystems, Part | Review 9. Give an example where science and technology were used to lessen the unintended human impacts on an ecosystem. Ans went may vawy evelo £ ad |Science Grade Seven Topic A: Interactions and Eeasystems 12 ‘Lesson Plans. Lesson Nine Concept: Producers and Consumers Resources/Materials: Science in Action 7, pages 26 ~ 28 Worksheets #7.9a and #7A.9b (optional, student copies) Introduction: Review the terms ecosystem, biotic factors, and abiotic factors. Explain that the next part of the unit concentrates on how the biotic factors rely on the abiotic factors. Today’s lesson is about classifying biotic factors. Procedure: 1. Ask “What is it that green plants ean do that lions, horses, and people cannot do?” (make their ‘own food) 2. Explain that plants use sunlight to combine carbon dioxide and water to make a food called which in turn the plant can convert to carbohydrates Animals, including humans, cannot do this. 3. Discuss that animals cannot make their own food like plants can, so they get food by eating plants or eating other animals that eat plants, 4. Have students turn to textbook, pages 26 - 28. Guide the reading to the pages (first section of page 28 only). 5. In their notebooks, have students define the words producer, consumer, herbivore, and omnivore, give two examples of each. ‘Then have them do the Give Ita Try at textbook, page 27. arnivore, OR 6. Distribute Worksheets #7A.9a and #7A.9b. Go over the directions, Assignments: 1. Read Science in Action 7, pages 26 ~ 28 2. In notebooks, define producer, consumer, herbivore, carnivore, and omnivore. Give examples. Do Give Ira Try, page 27. oR 3. Do Worksheets #7A.9a and #7A.9b,Science Grade Seven Topic A: Interactions and Ecosystems Worksheets Producers and Consumers Directions: Use Science in Action 7, pages 26 - 28 to help you with the questions. 1. Explain what it means when the elements in an ecosystem are interdependent? Give an example. 2. Define the words and give two examples of each Producer Examples Consumer Examples: 3. Consumers can be divided into three categories. Use the web to tell explain what each is and give two examples of each Examples Examples. Examples Carnivore Herbivore Omnivore CONSUMERS Worksheet #74.99Science Grade Seven Topie A: Inteaetions and Ecosystems Worksheets 4, Asa human, you are an omnivore. Think of your favourite foods for three meals, one breakfast, one lunch, and one supper. Show the main ingredients. Use a flow chart to explain what the foods were made from. Then tell whether each is a producer, herbivore, carnivore, or omnivore. An example is started so you get the idea. Breakfast Cheerios - oats (producer) = sugar. ——— sugar beet (producer) Milk — cow’s milk ———b cow (herbivore) Breakfast Luneh Supper ‘Worksheet 478.90Science Grade Seven Topic A: Interactions and Ecosystems Worksheets Producers and Consumers Directions: Use Science in Action 7, pages 26 - 28 to help you with the questions. 1. Explain what it means when the elements in an ecosystem are interdependent? Give an example. depend on euch athe : y fears the othe 2. Define the words and give two examples of each Producer _grecia plant {con muke own food Examples: Consumer see! eat Examples: 3. Consumers can be divided into three categories. Use the web to tell explain what each is and give two examples of each Examples Exawpes Examples Carnivore Herbivore Omnivore eat other eat plants animals eut botrplunts and anirals | — I CONSUMERS Workshent #7A 9aScience Grade Seven Topic A: Interactions and Ecosystems Worksheets 4, As ahuman, you are an omnivore. Think of your favourite foods for three meals, one breakfast, one lunch, and one supper. Show the main ingredients. Use a flow chart to explain what the foods were made from. Then tell whether each is a producer, herbivore, carnivore, or omnivore, An example is started so you get the idea Breakfast Cheerios - oats (producer) - sugar ———p st rar beet (producer) | Milk ~ cow's milk ———p cow (herbivore) l Examples Breakfast Eggs —> chicken (herlavore) Bacon 7 piy lomnivow) Toust - bread whest (producer) Luneh Spoghettiand Meatballs - spaghetti + whest(peducer) = meatball > cow (herbivore) Salad - lettuce (paducer} tnmato (praduce) Cucumber (producer) Supper Steak + cow(hervivoe) Apple Pie - crust > wheat(peaucer) Potatoes Lpruuser) = laed -pig (omnwow) oe -apples ( peancer) as (producer) ‘Worksheet #798Science Grade Seven Topic A: Interactions and Ecosystems 13 Lesson Plans. Lesson Ten Concept: Photosynthesis and Cellular Respiration Resources/Materials: Sciene Introduction: Review that plants are producers and can make their own food us and carbon dioxide. Action 7, pages 28 ~ 31 Worksheet #7A.10 (student copies) energy from the sun Explain that plants go through two important processes that are important to consumers ~ photosynthesis and cellular respiration. Procedure: 1 On the board write the heading photosynthesis. ‘Then write the equation: carbon dioxide + water = oxygen + glucose. Explain that during photosynthesis, plants use the sun’s energy to convert carbon dioxide and water into oxygen and glucose. This happens only during the daytime. On the board write the heading cellular respiration. Then write the equation: glucose + oxygen Discuss the similarities in these processes. 4. Have students tum to textbook, pages 29 ~ 31. Guide the reading, as itis quite technical. 5. Distribute Worksheets #7A.10a and #7A.10b. Go over the directions, if necessary, Assignments: 1. Read Science in Action 7, pages 29 31 2. Do Worksheets #7A.10a and #7A.10b,Science Grade Seven Topic A: Interactions and Ecosystems. Worksheets Photosynthesis and Cellular Respiration Directions: Use Science in Action 7, pages 29 - 31 to help you with the questions. 1. Photosynthesis, a. Raw Materials: What two raw materials are used in photosynthesis and from where do they come? From where do plants get the energy to carry out photosynthesis? b. Products: What two products result from photosynthesis? c. Importance: Tell about why photosynthesis is important to humans and to the ecosystem. 2. Cellular Respiration a. Raw Materials: What two raw materials are used in cellular respiration and from where do they come? b. Products: What two products result from cellular respiration? Worksheet 47.103Science Grade Seven Topic A: Interactions and Ecosystems Worksheets ¢. Importance: Why is cellular respiration important for organisms that consume green plants? 3. The Important Link Between Photosynthesis and Cellular Respiration Write equations for photosynthesis and cellular respiration in the boxes. PHOTOSYNTHE: CELLULAR RESPIRATION Worksheet 478.108Science Grade Seven Topic A: Interactions and Eeosystems Worksheets Photosynthesis and Cellular Respiration Directions: Use Science in Action 7, pages 29 — 31 to help you with the questions. 1. Photosynthesis. a. Raw Materials: What two raw materials are used in photosynthesis and from where do they come? water soil = _ carigon didvide -ay From where do plants get the energy to carry out photosynthesis? Sg b. Products: What two products result from photosynthesis? Oxon Glucose toad) _ c. Importance: Tell about why photosynthesis is important to humans and to the ecosystem, Get aimed energy 1a form of suyucs(stuches a “get oxygen way fo get Sun's enengy 2. Cellular Respiration a. Raw Materials: What two raw materials are used in cellular respiration and from where do they come? alucose = plaat — cierto oe b. Products: What two products result from cellular respiration? Carbon dipyide waterScience Grade Seven Topie A: Ineractions and Ecosystems Worksheets c. Importance: Why is cellular respiration important for organisms that consume green plants? en shoved 1. Vn cellular vespreahm, green plants could at survive, Without Gen plats, consumers could vot survive 3. The Important Link Between Photosynthesis and Cellular Respiration Write equations for photosynthesis and cellular respiration in the boxes. PHOTOSYNTHESIS | light energy Carbon divvide + water —> /\ food + oxygen yj od+ oxygen > | Carbon dissiile + water + energy thut can be used by living taings sisheet #78108Science Grade Seven Topic A: Interactions and Ecosystems 14 Lesson Plans Lesson Eleven Concept: Scavengers and Decomposers Resources/Materials: Science in Action 7. pages 31 ~ 34 Worksheet #7A.11 (optional, student copies) Introduction: Discuss with students the reason that all the dead organisms don’t just pile up. What happens to them? Why don’t you see carcases all over the place? Explain that nature has a way of dealing with dead organisms ~ decomposers. Introduction 1, Explain that there is a cyclical nature to nutrients. Nutrients are mostly minerals that are in the St The are dissolved in water. Plants absorb minerals when they absorb water. The nutrients are necessary for plants to grow and stay healthy. When consumers eat plants, those same nutrients are being passed on, Even when we eat meat, those nutrients are being passed on to us. 2. When plants and animals die, organisms called decomposers break down the organisms so finely that the nutrients once more become part of the soil. They are then dissolved in the moisture in the soil and the whole process starts again, This is called the Nutrient Cycle, Have students turn to textbook, pages 31 ~33. Guide the reading, if possible 4, Have students write two paragraphs, one on scavengers and another on decomposers. OR Distribute Worksheet #7A.11. Go over the directions, if necessary, 6. OPTIONAL. Do the Check and Reflect questions on textbook, pages 33 and 34. Assignments: 1. Read Science in Action 7, pages 31 ~ 33. 2. Write a paragraph each on scavengers and decomposers. OR Do Worksheet #7A.11 3, OPTIONAL. Do the Check and Reflect questions on textbook, pages 33 and 34,Science Grade Seven Topic A: Imeraetions and Ecosystems Worksheets Scavengers and Decomposers Directions: Use the information on Science in Action 7, pages 31 — 33 to help you with the questions. Underline the best answer. 1. Which statement does not tell how decomposers and scavengers are alike? Both are consumers. Both get energy and nutrients from wastes and dead organisms. Both do not kill their own food. Both do not need energy from food. aoc 2. Which of the following is true about scavengers? Crows, hyenas, foxes are scavengers. Scavengers eat only freshly killed meats, Scavengers do not usually kill for their own food A scavenger will never kill its own food eoce 3. Which of the following is not true about decomposers? Fungi, earthworms, and bacteria are examples of decomposers Decomposers are consumers Decomposers break down the waste and dead organisms. All decomposers are harmful to your health aoce 4, Explain why decomposers are essential to all ecosystems. In your explanation, you must use the words decompose, nutrients, plants, dead, decaying, and essential. ‘Worksheet #7A.11Science Grade Seven Topic A: Interactions and Ecosystems Worksheets Scavengers and Decomposers Directions: Use the information on Science in Action 7, pages 31 ~ 33 to help you with the questions. Underline the best answer. 1. Which statement does not tell how decomposers and scavengers are alike? a. Both are consumers. b. Both get energy and nutrients from wastes and dead organisms c. Both do not kill their own food 4d. Both do not need energy from food 2. Which of the following is true about scavengers? a. Grows, hyenas, foxes are scavengers. b. Scav eat only freshly killed meats. c. Scavengers do not usually kill for their own food d. A scavenger will never kill its own food 3. Which of the following is not true about decomposers? a. Fungi, earthworms, and bacteria are examples of decomposers. b. Decomposers are consumers. c. Decomposers break down the waste and dead organisms. d._ All decomposers are harmful to your health. 4, Explain why decomposers are essential to all ecosystems. In your explanation, you must use the words decompose, nutrients, plants, dead, decaying, and essential. Anawees may vary Decomposers brew down dead anddecaying plans aad cuownuls . Whea they daotnis, nutweats are veleesedials S01 A od wots ace essérhul tp ecosystems because they recycle meter Without them. dead ovgancsms and organism wasle woud —Science Grade Seven Topie A: Interactions and Eeosystems. 15 Lesson Plans. Lesson Twelve Concept: Food Chains Resources/Materials: Science in Action 7, pages 35 ~ 38 Worksheets #7A.12a and #7A.12b (student copies) Introduction: Discuss the reasons why we have to eat. (get energy and get nutrition). Explain that we get both of these from the foods we eat. We also get energy directly from the sun. Procedure: 1. Recall with students that energy from the sun is necessary for green plants to carry out photosynthesis. Explain that when a herbivore eats a green plant, the energy is transferred from the plant to the herbivore, [fa carnivore eats the herbivore, that same energy gets transferred again, Discuss that nutrients get transferred through food the same way. Review that last lesson students learned that nutrients get recycled (producers, consumers, decomposers, and back to producers, etc). This is referred to as the Nutrient Cycle. The flow of energy is not a cycle; it is one way. Producers rely on a constant supply of energy from the sun, 4, Have students tum to textbook, pages 35 — 38, Have them read the pages independently. Distribute Worksheets #7A.12a and #7A.12b, Go over the rections, if necessary 6. OPTIONAL. Do the Check and Reflect questions on textbook, page 38. Assignments: 1. Read Science in Action 7, pages 35 ~ 38 2. Do Worksheets #7A.12a and #7A.12b. 3. OPTIONAL. Do the Check and Reflect questions on textbook, page 38.Science Grade Seven Topic A: Interactions and Ecosystems Worksheets Food Chains Directions: Use Science in Action 7, pages 35 — 38 to help you with the questions. 1, Look at the food chains illustrated on textbook, page 36. The “arrow” in a food chain is tead “is eaten by" For example, the first food chain would read The apple is eaten by the human. Write the other two food chains on textbook, page 36 in words. b. 2. What type of organism is always first in a food chain? 3. Write your own food chains. Pick four foods (at least one plant and at least one animal product) that you have eaten recently. Write a food chain for each of the foods. An example is done to show you what to do Example: meatball barley ———> cow > human Worksheet 74.124Science Grade Seven Topic A: Interactions and Beosystems. Worksheets By eating food, we get two nutrients and energy. Nutrients are recycled, while energy is a one- way path. 4, Look at the illustrations at the top of textbook, page 37. Fill in the boxes to show how the nutrient cycle works. Use the words coyote, soil, decomposers, rabbit, and dandelion. THE NUTRIENT CYCLE 7A - 5, Now using the same illustrations, fill n the boxes to show how energy from the sun is transferred. Use the words coyote, rabbit, sun, and dandelion. THE FLOW OF ENERGY \ N \ unusable or ‘waste” energy Worksheet #74, 128Science Grade Seven Topic A: Interactions and Ecosystems Worksheets Food Chains Directions: Use Science in Action 7, pages 35 ~ 38 to help you with the questions 1, Look at the food chains illustrated on textbook, page 35. The ‘arrow’ in a food chain is read “is eaten by’. For example, the first food chain would read The apple is eaten by the human. Write the other two food chains on textbook, page 35 in words. b. Seeds ue euten by Hae mouse “The mouse is eaten by the foe, c Algac_ave caken by the water Hea The water lea is eaten lay the damsel lly nymph — _ 2. What type of organism is always first in a food chain? -producer 3. Write your own food chains. Pick four foods (at least one plant and at least one animal product) that you have eaten recently. Write a food chain for each of the foods. An example is done to show you what to do. Example: meatball barley ———*® cow —————* human Avswers will vary Worksheet #7A.12Science Grade Seven Topie A: Interactions and Ecosystems Worksheets By eating food, we get two nutrients and energy. Nutrients are recycled, while energy is a one- way path. 4, Look at the illustrations at the top of textbook, page 37. Fill in the boxes to show how the nutrient cycle works. Use the words coyote, soil, decomposers, rabbit, and dandelion. THE NUTRIENT CYCLE (plants) aerate 5 | | 5, Now using the same illustrations, fill in the boxes to show how energy from the sun is transferred. Use the words coyote, rabbit, sun, and dandelion THE FLOW OF ENERGY l sun —+] dandelion rE N \ N unusable or “waste” energy Worksheet #7412Science Grade Seven Topic A: Interactions and Ecosystems 16 Lesson Plans. Lesson Thirteen Concept: Food Webs and Food Pyramids Resources/Materials: Science in Action 7, pages 39 ~ 43, Worksheets #7A.13a and #7A.13b (optional, student copies) Introduction: Ask students to classify themselves as a producer, consumer, or decomposer (consumer), Then ask students to classify themselves as a herbivore, carnivore, or omnivore (omnivore). Explain that almost all consumers eat more than one type of food. Speculate as to why (if supply of one food is low, can eat something else). For this reason, all consumers are part of more than one food ehain, We sometimes put several food chains together to make a food web. Procedure: 1. It would be impossible to put all food chains present in any one ecosystem onto one food web. There are just too many. 2. What food webs do show is how what happens to one organism in an ecosystem affects many organisms in that ecosystem. In addition, changes in abiotic factors affect organisms in an ecosystem in the same way. 39 and 42. Guide the readin, 3. Have students turn to textbook, pagk 4. Food Pyramid, Food pyramids show the number of organisms it takes to support other organisms higher up the food chain. All the energy and nutrients are not passed on from on organism to the next when food it eaten. Most of the energy and nutrients are used by an organism to grow and carry out body processes. Only 10% is actually passed on when it is eaten Have students make their own notes on what they read on textbook, pages 39 and 42. OR 6. Do Worksheet #7A.13a and #7A.13b. 7. OPTIONAL. Asa class do the activity on textbook, pages 40 and 41 8. OPTIONAL. Do the Check and Reflect questions on textbook, page 43, Assignments: 1. Read Science in Action 7, pages 39 and 42. 2, Make notes on what was read, OR 3. Do Worksheets #7A.13a and #7A.13b. 4. OPTIONAL. Do Check and Reflect, page 43.Science Grade Seven Topic A: Interactions and Ecosystems Worksheets Food Webs Directions: Use Science in Action 7, pages 39 and 42 to help you with the questions. 1. What is a food web? 2. Examine the food web on textbook, page 42. a. What do you think would happen to the rabbit population if most of the owls died from hunting? Why? What would happen to the grass and wildflowers? Why? b. What do you think would happen to the snake population if most of the frogs were killed? Why? What would then happen to mouse population? Why? 3. Pretend that acid rain killed all the organisms in an ecosystem except for the mushrooms and all that were left were the mushrooms. What would happen to the mushroom population? Why? Worksheet 970.138Science Grade Seven Topic A: Interactions and Eeasystems Worksheets 4, The bottom of page 39 shows an example of a food pyramid. Not all food pyramids look exactly like this one. What is the same about all food pyramids is that it takes 10 organisms at one level of the food pyramid to support 1 organism one step up. Make a food pyramid for each of these food chains. a. grass frog __» snake b. grass > mouse ————> snake c. algae > water flea —» damselfly nymph —_——» dragonfly Workshee #74136Science Grade Seven Topic A: Interactions and Ecosystems Worksheets Food Webs Directions: Use Science in Action 7, pages 39 and 42 to help you with the questions. 1, What is a food web? f vibe, e a. 2. Examine the food web on textbook, page 42 a. What do you think would happen to the rabbit population if most of the owls died from hunting? Why? “ncredse —> no owls fs hunt them | What would happen to the grass and wildflowers? Why? « 3 ; 10 od wi b. What do you think would happen to the snake population if most of the frogs were killed? Why? ‘decrease —> less frod Or snakes What would then happen to mouse population? Why? ‘inweace > fewer snakes 3. Pretend that acid rain killed all the organisms in an ecosystem except for the mushrooms and all that were left were the mushrooms. What would happen to the mushroom population? Why? At fest (ncease 3 move fnod for mathaens. Then decreae ‘ i al LEUSES Worksheet 7A. 138Science Grade Seven Topic A: | Worksheets ctions and Ecosystems 4, The bottom of page 39 shows an example of a food pyramid. Not all food pyramids look exactly like this one, What is the same about all food pyramids is that it takes 10 organisms at one level of the food pyramid to support 1 organism one step up. Make a food pyramid for each of these food chains. a. grass frog snake \ snoke lo fogs Joo yrass b. grass ———* mouse snake [ snake 10 mue 100 geass c. algae » water flea —» damselfly nymph dragonfly | drugontly lo damseitl, nymphs 100 water Fleas loo ulgue Workshest #713Science Grade Seven Topic A: Interactions and Ecosystems. 7 ‘Lesson Plans. Lesson Fourteen Concept: Matter Cycles in Ecosystems Resources/Materials: Science in Action 7, pages 44 ~ 47 Worksheets #7A.14a and #7A.14b (student copies) Introduction: recycled Review how energy flows in a food chain. It is not recycled. However, nutrients are Review that students have learned how the nutrient cycle works. Explain that there are several other cycles in an ecosystem, Two of them are the water eycle and the carbon cycle. Procedure: 1. Since most students will be familiar with the water cycle, only a quick review will most likely be necessary, Explain that carbon is a substance that is black in colour in its pure form. However, it takes on new characteristics when combined with other pure substances. For example, when carbon is combined with oxygen it forms a gas, carbon dioxide, which is clear. 3. Have students turn to textbook, pages 44— 47. Guide the reading. 4. Have students make their own notes on the pages. OR 5. Distribute Worksheets #7A. 14a and #7A.14b. Go over the direetions, if ne 6. OPTIONAL. Do the Check and Reflect questions on textbook, page 46. Assignments: 1. Read Science in Action 7, pages 44 — 47. 2. Make notes. oR 3. Do Worksheets #7A.14a and #7A.14b, 4, OPTIONAL. Do Check and Reflect. Page 46.Science Grade Seven Topic A: Interactions and Ecosystems Worksheets Matter Cycles in Ecosystems Directions: Use Science in Action 7, pages 44 ~ 47 to help you with the questions. 1. Write a paragraph telling how nutrients are recycled in an ecosystem: 2. What are the three main processes that are part of the water cycle? Explain each of them: a. 4, Besides evaporation, tell about three other ways that water vapour gets into the air a b. Worksheet 78.18Science Grade Seven Topie A: Interactions and Ecosystems Worksheets 5. In the space below draw a flow chart that illustrates the water cycle, Your flow chart should use the words evaporation, condensation, and precipitation. 6. Fillin the spaces to tell about the carbon cycle Millions of years ago carbon substances changed into fuels such as : and These are usually found in the ground 7. What are four sources of carbon dioxide in the air? 8. In photosynthesis plants take in , Sunlight, and water to produce food and oxygen. 9 add other forms of carbon to the soil and to the water. __in combination with food to release lular respiration. 10. Animals and plants use __ the energy they need to survive. Thi called 11. Explain the role of a naturalist. 12. Explain what an ethnobotanist does. Worksheet #7314Science Grade Seven Topic A: Interactions and Ecosystems Worksheets Matter Cycles in Ecosystems Directions: Use Science in Action 7, pages 44 ~ 47 to help you with the questions 1. Write aGaragraph teling how nutrients are recycled in an ecosystem. “plaats alosarb dissolved nutiacat Ramsel 2. What are the three main processes that are part of the water cycle? Explain each of them, evapamtion- water fm lakes, soil tums bo water Vapouc pee ee b. Condensation wate vapour coo a = _——Sse dimples sod thus frenas clouds -preupitaion” water falls bo earth as rain, snew, ba’ SPAIN _ 4. Besides evaporation, tell about three other ways that water vapour gets into the air. a bur ae ad_cacs add wiler vapourScience Grade Seven Topic A: Interactions and Ecosystems Worksheets 5. Inthe space below draw a flow chart that illustrates the water cycle. Your flow chart should use the words evaporation, condensation, and precipitation ndensehon Lo co > evaporation Precipitation RK 6. Fill in the spaces to tell about the carbon cycle Millions of years ago carbon substances changed into fuels such as _Co co ,and qulucal gas These are usually found in the ground 7. What are four sources of carbon dioxide in the air? ~ Prom the ittustva tion » 46 cellulor respieution by plan onumily Onimuls /peaple people Suel-bucning Factmes cuod curs motor velutes e derompoers Factores 8. In photosynthesis plants take in__ Carbon dicxile —_, sunlight, and water to produce food and oxygen 9. Decompasers ___add other forms of carbon to the soil and to the water. 10. Animals and plants use _Oxyyen in combination with food to release the energy they need to Survive. This is called cellular respiration » o 14, Explain the role of a naturalist. a ‘know lunderstand mare about preserving / patechay nuturel envionmest 12.Explain what an ethnobotanist does. _- studies Abonginwl culhures 4s fod out how the, use plants Worksheet 7a 14hScience Grade Seven Topic A: Interactions and Ecosystems 18 Lesson Plans Lesson Fifteen Concept: Interactions and Ecosystems, Part IT Review Science in Action 7, pages 48 and 49 (optional) Interactions and Ecosystems, Part II Review (student copies) Resources/Material Introductiot about why the concepts ar Explain that the second section of the unit is now finished. It is time to review and think important, Procedure: 1. With the class, do some or all of the questions in the Focus On Social and Environmenal Context section on textbook, page 49. These questions require higher level thinking skills and may need instructor guidance. 2. Distribute the Interactions and Ecosystems, Part II Review Sheets. Have students work on them independently. 3. Go over the review sheets as a class, if at all possible 4, ALTERNATELY/OPTIONAL. Do the 4 and 49. sess Your Learning questions on textbook, pages 48 Assignments: 1. Do the Interactions and Ecosystems, Part II Review sheets, 2. OPTIONAL. Do the Assess Your Learning questions on pages 48 and 49.Science Grade Seven Topie A: Interactions and Beosystems, Part I Review Interactions and Ecosystems, Part Il Review What is it that producers do that no other organisms can do? Tell about each of these types of consumers a. herbivore b. carnivore c. omnivore Write an equation to show what happens when plants carry out photosynthesis. What are two reasons why photosynthesis is important? Write an equation to show what happens during cellular respiration, . Answer true or false. ____ Neither decomposers nor scavengers kill for their own food _____ Some decomposers can be helpful, while others are harmful A food chain starts with either producer or a consumer. A primary consumer is always a herbivore Food chains help show how energy is transferred from one organism to another. Energy does not flow in a cycleScience Grade Seven Topic A: Interactions and Ecosystems, Pat I Review Every organism gives off waste energy, which is not transferred to another organism. A food web shows how food chains are linked in an ecosystem. Food pyramids are a good way to show that energy and nutrients are never wasted in an ecosystem. In nature nutrients are recycled. The water cycle includes the processes of evaporation, precipitation, and condensation Photosynthesis is part of the carbon cycle Explain why there are fewer carnivores than herbivores in an ecosystem What would happen if you got rid of all the decomposers in an ecosystem? Identify the producers, consumers, and decomposers in the following description “As | was walking through a grassy meadow filled with holes from a colony of Richardson's ground squirrels, | came upon the rotting skeleton of a mouse-like creature called a vole. Flies swarmed around what was left of the carcass. Nearby, | saw a patch of mushrooms, Producers Consumers DecomposersScience Grade Seven Topic A: Interactions and Ecosystems, Part Il Review 10. Tell about two different careers that are related to the flow of eneray or the cycling of matter in an ecosystem a. 11. Write the meaning of the food chain in words. cattail_____» muskrat ______» mink ‘What would happen to the mink population if the muskrat population were to suddenly decrease? Tell whyScience Grade Seven Topic A: Interactions and Ecosystems, Part II Review Interactions and Ecosystems, Part II Review What is it that producers do that no other organisms can do? make oi foot — . = — Tell about each of these types of consumers. a. herbivore eats plants DS CT eS avd c. omnivore cats bata plants wi animals Write an equation to show what happens when plants carry out photosynthesis. (sunlight) + carbon diowie twatec= Oxygen + glucese (foe What are two reasons why photosynthesis is important? stores assugers/ wverts sua snto_chemsud energy Cstarchel provides oxygen _ Write an equation to show what happens during cellular respiration (hood) glucose t oxygen = Cargon disside +water tlenergy) Answer true or false, __[__ Neither decomposers nor scavengers kill for their own food _T__ Some decomposers can be helpful, while others are harmful _E _ A tood chain starts with either producer or a consumer TT Aprimary consumer is always a herbivore.(or an. ovnaivore) _T__ Food chains help show how energy is transferred from one organism to another. “T__ Energy does not flow in a cycleScience Grade Seven Topie A: Interactions and Ecosystems, Part If Review =X. Every organism gives off waste energy, which is not transferred to another organism [__ A food web shows how food chains are linked in an ecosystem F_ Food pyramids are a good way to show that energy and nutrients are never wasted in an ecosystem. In nature nutrients are recycled. The water cycle includes the processes of evaporation, precipitation, and condensation. “T__ Photosynthesis is part of the carbon cycle, Explain why there are fewer camivores than herbivores in an ecosystem Attakes oppeximately ten herbivies In suppoct one cachwvoes What would happen if you got rid of all the decomposers in an ecosystem? Deud animal and plant waste will pile up.as would dead — badte Identify the producers, consumers, and decomposers in the following description. “As | was walking through a grassy meadow filled with holes from a colony of Richardson's ground squirrels, | came upon the rotting skeleton of a mouse-like creature called a vole. Flies swarmed around what was left of the carcass. Nearby, | saw a patch of mushrooms Producers _gruss Consumers vol rds’: Squurel Decomposers flies, mushmamsScience Grade Seven Topic A: Interactions and Eeosystems, Part I Review 10. Tell about two different careers that are related to the flow of energy or the cycling of matter in an ecosystem. Answers may Vary, und cia indude a. Naturalist - strives to presewe/ protect ecosystems >. ethnobatanist=studies how Aboriginal cules used plants 11. Write the meaning of the food chain in words. Ce es cotta is eaten by muskwat muskrat is eaten by miak — What would happen to the mink population if the muskrat population were to suddenly decrease? Tell whyScience Grade Seven Topic A: Interactions and Ecosystems Lesson Plans Lesson Sixteen Concept: Interaetions and Ei ystems, Part I] Test Resources/Materials: Interactions and Ecosystems, Part II Test (student copies)a Je, i Science Grade Seven Topic A: Interactions and Ecosystems, Part I Test Interactions and Ecosystems, Part II Test 1. Match the words with their meanings. carnivore b. cellular respiration ©. consumer d. decomposer food chain £ food pyramid &. food web h. herbivore photosynthesis j.. omnivore Kk. producer I. scavenger green plant link-up of possible food chains in an ecosystem animal that eats plants process where carbon dioxide and water are used to produce oxygen and food organisms that break down animal and plant waste and dead organisms pathway of energy and nutrient flow from one living thing to another animals that seeks and consumes other animals animal that eats what others have already killed diagram that shows the number of organisms it takes to support an organism at the top of a food chain process where oxygen and food are used to produce carbon dioxide and water animal that eats both plants and animals living thing that relies on other living things for food 2. Answer T for true and F for false Only green plants are producers __. Photosynthesis takes place during the daytime as well as at night Photosynthesis converts the sun's energy into chemical energy. Cellular respiration takes place only in plants.Science Grade Seven Topie A: Interactions and Eeosystems, Part I Scavengers usually do not kill for their own food Fungi, mould, and bacteria are examples of scavengers Some decomposers are harmful, while others are helpful A producer is always the first link in a food chain, ____ Energy flows from one organism to another in a cycle. Nutrients flow from one organism to another in a cycle, All energy from one organism gets passed on to the next organism Decomposers add carbon to the soil and to the air. Explain how photosynthesis and cellular respiration are connected. Explain what would happen if there were no decomposers. Explain the food chain below in words. grass _» gopher » coyoteScience Grade Seven Topie A: Interactions and Ecosystems, Pant It Test 6. Examine the food web below. Then answer the questions. garter snake mouse frog ca > a rabbit grasshopper a. What would happen to the rabbit population if there was a drought and the grass did not grow well? Tell why b. What would happen to the frog population if there was a big increase in the grasshopper population? Tell why 7. What three processes are involved in the water cycle? 8. What are two ways that carbon gets released into the air?Science Grade Seven Topie A: Interactions and Ecosystems, Part If Test 9. How do green plants help recycle carbon? 10. Describe a career that is related to the flow of energy or the cycling of matter through an ecosystem.Science Grade Seven Topic A: Interactions and Ecosystems, Part Il Test Interactions and Ecosystems, Part II Test 1. Match the words with their meanings a. camivore b, cellular respiration . consumer d. decomposers e. food chain food pyramid 2. food web h, herbivore i. photosynthesis j. omnivore k. producer L. scavenger k_— green plant —G__ link-up of possible food chains in an ecosystem animal that eats plants __1__ process where carbon dioxide and water are used to produce oxygen and food __ organisms that break down animal and plant waste and dead organisms _€_ pathway of energy and nutrient flow from one living thing to another __U_ animals that seeks and consumes other animals | animal that eats what others have already killed £ diagram that shows the number of organisms it takes to support an organism at the top of a food chain b__ process where oxygen and food are used to produce carbon dioxide and water _— animal that eats both plants and animals C___ living thing that relies on other living things for food 2. Answer T for true and F for false. T__ Only green plants are producers F_ Photosynthesis takes place during the daytime as well as at night Photosynthesis converts the sun's energy into chemical energy _F_ Cellular respiration takes place only in plants.Science Grade Seven Topic A: Interactions and Eeosystems, Part I Test Scavengers usually do not kill for their own food. F_ Fungi, mould, and bacteria are examples of scavengers. Some decomposers are harmful, while others are helpful A producer is always the first link in a food chain E__ Energy flows from one organism to another in a cycle ___T. Nutrients flow from one organism to another in a cycle. F_ All energy from one organism gets passed on to the next organism. “T__ Decomposers add carbon to the soil and to the air Explain how photosynthesis and cellular respiration are connected to gluwse and oxygen, while cellule mesprcation uses guurose and owgen f podiwe caroon dioxide aad water. Explain what would happen if there were no decomposers. i d L Explain the food chain below in words grass ___y gopher » coyote grass ts eaten by the yopher; yopheris eaten by the cayateScience Grade Seven Topic A: Interactions and Ecosystems, Part I Test 6. Examine the food web below. Then answer the questions. garter snake mouse _— frog a — NN rabbit grasshopper a. What would happen to the rabbit population if there was a drought and the grass did not grow well? Tell why. decredse- not enauyinte eat _ b. What would happen to the frog population if there was a big increase in the grasshopper population? Tell why. nurease — mon for Fag 0 eat 7. What three processes are involved in the water cycle? 8. What are@wa) /s that carbon gets released into the gir? ; : Raewer’s Senay Vary un Wording avd Speci combustia ahScience Grade Seven Topic A: Interactions and Ecosystems, Part I Test 9. How do green plants help recycle carbon? lokide uni fer 40 na 10. Describe(a)career that is related to the flow of energy or the cycling of matter through an ecosystem. Answens may vary calist - studiScience Grade Seven Topic A: Interactions and Ecosystems 20 Lesson Plans Lesson Seventeen Concept: ‘The Distribution of Living Things in an Environment Resources/Materials: Science in Action 7. pages 50 -54 Worksheet #7A.17 (student copies) Introduction: Ask “ If you were to go out into the schoolyard, what kinds of living things do you think you might see?” Remind students to think of both plant and animal life, including ants, worms, etc. Then ask, “If you compared a spot where humans constantly and regularly go with a place where humans rarely go, what might you notice?” Tell students that today’s lesson has to do with the distribution of living things in an ecosystem Distribution has to do with both the types and populations of the species you would find in a particular area. Procedure: 1. Other than the extent of human activity, have students speculate as to what other factors might affect the distribution of living things in a particular area. (soil, temperature, wind, humidity, amount of sunlight, etc.) 2. Have students tun to textbook, page 50. Guide the reading of pages 50 and 51 3. Asaclass or in small groups, have students come up with a list of factors that affect the types and populations of species you would find in a particular area. Have them make notes: Example: ‘The Distribution of Living Things in an Feosystem The distribution of living things in an ecosystem refers to the types and populations of species you would find in that ecosystem. It depends on such factors as soil water temperature ‘© amount of human contact © wind humidity amount of sunlight © other plants © other animals 4. Distribute Worksheet #7A.17. Go over the dir ions, if necessary. HIGHLY RECOMMENDED. Have students do all of even some of the /nguiry Activity on textbook, pages 52 and 53 6. OPTIONAL. Do the Check and Reflect questions on textbook, page 54. Assignments: I. Read Science in Action 7, pages 50 and 51. 2. Make notes and do Worksheet #7A.17. 3. HIGHLY RECOMMENDED. Do the Jnguiry Activity on pages 52 and 53. 4, OPTIONAL. Do the Check and Reflect questions on page 54.Science Grade Seven Topie A: Interactions and Ecosystems Worksheets The Distribution of Living Things in an Ecosystem Directions: Use Science in Action 7, pages 50, 51, and 54 to help you with the questions 1. What is meant by the “distribution of living things in an environment"? 2. Describe two different things humans could do that would have an impact on living things, in your schoolyard. a 3. What changes in the distribution of living things would come about in a wetland if there was a severe drought? 4, Examine the picture on Science in Action 7, page 54. It shows both a wetland and dry- land areas in a park. Fill the chart below, listing the living thins you see in each area. [Living Things in the Wetland | ——__Living Things in the Dry Land Worksheet 974.17Seience Grade Seven Topic A: Interactions and Ecosystems. Worksheets The Distribution of Living Things in an Ecosystem Directions: Use Science in Action 7, pages 50, 51, and 54 to help you with the questions 4. What is meant by the “ 2 So i wo the Savirnment = istribution of living things in an environment"? 2. Describe two different things humans could do that would have an impact on living things in your schoolyard. ingwees way vabry nS — 3. What changes in the distribution of living things would come about in a wetland if there was a severe drought? 4. Examine the picture on Science in Action 7, page 54. It shows both a wetland and dry- land areas in a park. Fill the chart below, listing the living thins you see in each area, ____ Living Thin; frog turtle mallard oily catiail sedge | Workshest 470.17Seience Grade Seven Topic A: Interactions and Eeasystems 2 ‘Lesson Plans Lesson Eighteen Concept: Interactions and Changes Occur in Ecosystems Resources/Materials: Science in Action 7, page 55 Worksheets #7A.18a and #7A.18b (student copies) Introduction: Explain that in the previous lesson students learned about factors that might affect the distribution of living things in an ecosystem. Today's lesson investigates these ideas further. Procedure: 1, Have students turn to textbook, page 55 and read the first two paragraphs. Clarify that many negative consequences of changes made to ecosystems are not intentional; in fact, they were made with the best of intentions, 2. With students read and discuss the Give It a Try activity on textbook, page 55 3. Distribute Worksheets #7. 18a and #7A.18b, which require that students write down their responses to the Give It a Try activity Assignments: 1. Read Science in Action 7, page 55 2. Do Worksheets #7A.18a and #7A.18b.Science Grade Seven Topic A: Interactions and Eeosystems Worksheets ‘To Change or Not to Change Directions: Use Science in Action 7, page 5 to help you with the questions Examine the two illustrations below. Then answer the questions. Forest scene before the fire Forest scene a few years from now , we = From Science in Action 7, Teacher's Resource Package 1. What kinds of biotic things populated the forest before the fire? 3. Where are those living things now?Science Grade Seven Topic A: Interactions and Ecosystems Worksheets 6. How do you think the second forest scene will look 20 years from now? 50 years from now? 100 years from now? Worksheet 474.18Science Grade Seven Topic A Worksheet ‘To Change or Not to Change Directions: Use Science in Action 7, page 55 to help you with the questions. Examine the two illustrations below. Then answer the questions Forest scene before the fire Forest scene a few years from now From Science in Action 7, Teacher's Resource Pack 1. What kinds of biotic things populated the forest before the fire? Ferns, brats mammals 1G. cusses 2. What kinds of abiotic factors supported those biotic things? Sualiynt, soil, tempecatice moisture - 3. Where are those living things now? “Woost ave gone + maved or died same extublisiny themselves again 5 Doyou think humans should try to stop fires started by natural causes? Why? niswers ray very “ipayhe if they theubea lumens _ —_ Pices can achuully give & forest new lf senatlia 4 smaller sad es le Hhave becuse let Competition Mom mave rmahure tee.Science Grade Seven Topic A: Interactions and Ecosystems Worksheets 6. How do you think the second forest scene will look 20 years from now? Mio plant) aininanl Spec te —™—“—t™—“—O—C—CsSS 0 years from now? even woo) t m 100 years from now? mahure $C 7. Do you think this forest has burned before? pabuldy 8. Does a fire benefit a forest in any way? Explain your answer. * le! te Li wvta tavest ae. Ay WU “1 _ to get established. ‘Workshect #7A. 18Seience Grade Seven Topic A: Interactions and Ecosystems 2 Lesson Plans Lesson Nineteen Concept: Factors That Can Affect Change Resources/Materials: Science in Action 7, pages 56 ~ 61 Worksheet #7A.19 (optional, student copies) Introduction: Review that human action can alter the distribution of living things in an ecosystem, but that many changes occur naturally ~ such as severe weather. Read the following: It was common for people to have rabbits as pets in Europe in the 1700°s and 1800°s. By the early 1800°s rabbits were introduced to Australia. In 1859 a man named Robert Austin released twelve rabbits on his ranch near in the Australian state of Victoria, His idea was that he would give them some time to ‘multiply; then he could hunt the rabbits for sport. Of course, the rabbits did not stay only on Mr. Austin’s property. They spread and multiplied. In fact, within a few years there were millions of them. They ruined erops and pushed out other species of grass-eating animals. They ate so much of the grass that soil erosion by wind and floods resulted. ‘This rabbit invasion is seen today as the single most serious change to Australia’s ecosystems in history. Procedure: 1. Have students speculate about other consequences of the rabbit release might be. Have students tur to textbook, pages 56, 57, and 60. Guide the reading of these pages. 3. Have students make notes on the pages. 4. Distribute Worksheet #7A.19, OPTIONAL. Have students do the Experiment on Your Own activity outlined on textbook, page 61. This activity will take several weeks to complete. 6. OPTIONAL, Do the Check and Reflect questions on page 60. Assignments: 1, Read Science in Action 7, pages 36, 57, and 60. 2. Make notes. R 3. Do Worksheet #7A.19, 4, OPTIONAL. Do the Experiment on Your Own activity outlined on textbook, page 61 5. OPTIONAL. Do the Check and Reflect questions on textbook, page 60.Science Grade Seven Topic A: Interactions and Ecosystems Worksheets Changes in Ecosystems Directions: Use Science in Action 7, pages 56, 57, and 60 to help you with the activity Complete the web to show how ecosystems can change through bioinvasion, competition, predation, and weather. Bi invasion Competition CAUSES OF CHANGES. IN ECOSYSTEMS Predation Weather Worksheet 78.19Science Grade Seven Topic A: Interactions and Beosystems Changes in Ecosystems Directions: Use Science in Action 7, pages 56, 57, and 60 to help you with the activity. Complete the web to show how ecosystems can change through bioinvasion, competition, predation, and weather. Competition Bioinvasion accidental eet peaee Inteoductton of @ nvn- ahve Species species inle @ comin, ‘involves ynoe than one species gring utter the sa | resources cum tube over becuase of Fone species can darasnuke, decreasing the populatim of othens the specs have po natural tnemics ~ CAUSES OF CHANGES “OSYSTEMS ) Predation sone Species hunts another ‘ Booding, deougiat, \ighlnid | For Foca weather extremes u rect | suvvival and populations |. populattiin of the hunter of wegunisins is affected by populations of py Worksheet #719Science Grade Seven Topic A: Interactions and Feosystems, 23 Lesson Plans Lesson Twenty Concept: Succession Resources/Materials: Science in Action 7, pages 62 ~ 64. Introduction: Review how the distribution of living thi Worksheet #7A.20 (student copies) igs changes with time. Also review some of the reasons for change: bioinvasion, competition, predation, and weather. Tell students that changes in ecasystems occur inevitably because nothing stays constant. This change is called succession. Procedure: n that the word pioneer means first or earliest. Sometimes something will happen, causing all living things in a particular area to die or have to leave. This happens when there i significant volcanic eruption or when part of a mountain slides off. It can takes years centuries for the area to support as much life as it once did. The first organism to begin growing in this area is called a pioneer species. even Have students turn to textbook, pages 62 and 63. Guide the reading as it may be challenging for some. Distribute Worksheet #7A.20. Do the Check and Reflect questions on page 64. OPTIONAL. Make a four-panel illustration, showing the succession from no life to a climax community, Assignments: Read Science in Action 7, pages 62 and 63 Do Worksheet #7A.20. Do the Check and Reflect questions, on textbook, page 64 OPTIONAL. Make a four-panel illustration, showing succession from no life to a climax communityScience Grade Seven Topic A: Interactions and Eeosystems, Worksheets Succession Directions: Use Science in Action 7, pages 62 and 63 to help you with the questions 1. Define each of the following terms: a. succession b. pioneer species c. primary succession d, secondary succession e. climax community 2, Why is it that lichens are usually the pioneer species? 3. Why do you suppose that carnivores are never pioneer species? Worksnest 478.20,Science Grade Seven Topic A: Interactions and Ecosystems Worksheets Succession Directions: Use Science in Action 7, pages 62 and 63 to help you with the questions. 1. Define each of the following terms: a. succession 4 yaredictulole pattera of chuinge (ate “ Beet b. pioneer species fr is Wo he © J (aa ene baloituct c. primary succession formation ola new commmuntly ia what was Chat d. secondary succession fovmalum of a y dy vin ve gage e. climax community yenerally stulle communby Hout bua a wide ange of specie 2. Why is it that lichens are usually the pioneer species? suited ty gaw vn yucky luven aod 2 break downa sack 3. Why do you suppose that camivores are never pioneer species? Worksheet #7A.20,Science Grade Seven Topic A: Interactions and Ecosystems 24 ‘Lesson Plans. Lesson Twenty-one Concept: Interactions and Beosystems, Part III Review 08) Resources/Materials: Interactions and Ecosystems, Part II] Review Sheets (student copies) Science in Action 7. page7 Introduction: Explain that this section of the unit is now almost complete. It’s time for review. Procedure: 1. Discuss some of the main ideas: Changes in ecosystems are constant and inevitable The distribution of living things in an ecosystem if affected by natural and human factors + Human activity can have intentional and unintentional consequences. # Succession describes how ecosystems change over time Asa class discuss the Social and Environmental Context questions on textbook, page 65. Distribute the Interactions and Ecosystems, Part III Review Sheets. Haye students work on them independently. Go over them as a class, if possible. 4. OPTIONAL. Have students do the Assess Your Learning questions on textbook, page 65. Assignments 1. Do the Interactions and Ecosystems, Part [1 Review Sheets, 2. OPTIONAL. Do the Assess Your Learning questions on textbook, page 65.1 Science Grade Seven Topic A: Interactions and Ecosystems, Part II Review Interactions and Ecosystems, Part III Review Think about some of the changes that occur in ecosystems that were mentioned in this section of the unit. What are three examples natural causes of change and three examples of changes caused by humans? Natural: a. A farmer wants to estimate the number of grasshoppers in his field. How can he do this without actually trying to count them all? Explain each of the following types of change and give an example of each. a. Bioinvasion _ example: b. Competition example:Science Grade Seven Topic A: Interactions and Ecosystems, Part II Review c. Predation example: d. Weather: example: Use the words to fill the spaces: succession, lichens, primary succession, pioneer species, climax community, secondary succession. is a predictable pattern of change in which species gradually artive and establish themselves in a community. __ occurs in areas where no life existed because there was no soil. Many times are the in these areas because they are suited to grow in barren, rocky places Plants and animals continue to arrive and establish themselves until a stable community of a diverse number of species that is not easily replaced if formed. This is referred to as occurs in places where an area was destroyed, but previously supported life. New plants and animals living in an abandoned vacant lot would be an exampleScience Grade Seven Topie A: Interactions and Ecosystems, Part IIL Review 5, What is meant by an unintended consequence of human action? Give an example. example: 6. Examine the graph showing the lynx and snowshoe hare populations on page 60. Explain in your own words how the populations of these two animals are connected 6. Why is it important to monitor an ecosystem?Science Grade Seven Topie A: Interactions and Ecosystems, Part III Review Interactions and Ecosystems, Part Il Review 1. Think about some of the changes that occur in ecosystems that were mentioned in this section of the unit. What are three examples natural causes of change and three examples of changes caused by humans? Va. _ Aaswees may vary a. extinction of dinasauns >. forest tracted loy lightning 2. A farmer wants to estimate the number of grasshoppers in his field. How can he do this without actually trying to count them all? vmark of a quadeut (I mx lm); counat number of geusshopaers; mualtiplay hut number loy the number of square metresiin tne fel oo 3. Explain each of the following typgs of change and give an example of each. agate a ae a. Bioinvasion Species vatyeduced bo tramon Setar oa _ example eae mussel _iavaiiing Phe ere cuereene b. Competition _| re Species competing fac the same veroune example: wheat aod wildoats compete for sun witer, nutrient _Science Grade Seven Topic A: Interactions and Ecosystems, Part I Review c, Predation Ove animal hunts aaother for food example -gucecsouke town Frog ——- d. Weather: _Caindutin: alot masphere cause Flood dmught, Atgbtaay, high/Law te inpentiures example: lightning starts toast de — Use the words to fill he spaces: succession, lichens, primary succession, pioneer species, climax community, secondary succession. Successian __is a predictable pattem of change in which species gradually arrive and establish themselves in a community. _primnaoy Suc cessiz occurs in areas where no life existed because there was no soil. Many times [icheas are the proneer - in these areas because they are suited to grow in barren, rocky places. Plants and animals continue to arrive and establish themselves until a stable community of a diverse number of species that is not easily replaced if formed. This is referred to as a_ulimar community Seerandary successinn —_ occurs in places where an area was destroyed, but previously supported life. New plants and animals living in an abandoned vacant lot would be an example.Science Grade Seven Topic A: Interactions and Ecosystems, Part II Review 5. What is meant by an unintended consequence of human action? Give an example. A human action was carned out tov one oumpoe, ut vesuller na change not foresee : example: Shps camiag hom Euan votwdueed the 2¢br4 musid, 6, Examine the graph showing the lynx and snowshoe hare populations on page 60. Explain in your own words how the populations of these two animals are connected Lyny population decewuies whe hoepopulabas is tow. fs the — vutealur al lyny cbecreases, Yhe haw population sturts to ase. Ais He hare population w'ses so does He byiny population. 6. Why is it important to monitor an ecosystem? Can determine how an ecosystem chunges 2260 Ome Thus allows us to Vink chunges with these postillecauses.Science Grade Seven Topic A: Interactions and Ecosystems Lesson Plans. Lesson Twenty-two Concept: Interactions and Ecosystems, Part III Review Test Resources/Materials: Interactions and Ecosystems, Part I Review Test (student copies) 25Science Grade Seven Topic A: Intera Test Interactions and Ecosystems, Part Ill Test 1s and Ecosystems, Part Il 1. Match the words and phrases with their meanings. a. bioinvasion b, climax community cc. competition d. pioneer species e. predation f prey Pi y 2. primary succession h, secondary succession ees ecosystem with a diverse number of species that is not easily replaced by other communities the first species to arrive, usually lichen occurs when an animal hunts other animals for food introduction of a non-native species into a community an animal that is being hunted for food occurs when two or more species go after the same resources formation of a new community in what was once a barren habitat formation of a new community in a destroyed or greatly changed community 2. Decide whether each of these types of changes are most often caused by humans (H) or by nature (N). _____ predation ____ weather bioinvasion ____ competition. 3. Describe a way that you could determine the population of dandelions in your schoolyard without having to count all the dandelions in the entire schoolyard.Science Grade Seven Topic A: Interactions and Ecosystems, Part I] Test Glenside Colony is brand new. To help keep things clean and less muddy, a layer of gravel has been spread between the sidewalks and driveways. After several weeks, colony members began to notice tiny plants appear amongst the gravel. What kind of succession is this? Tell why. Provide an example of how human impact has affected the presence of living things in your schoolyard Flooding often happens during late spring. How might a natural change like a flood affect a prairie ecosystem? People travelling into Canada are not allowed to bring in live plants or animals without special permission. Why?Science Grade Seven Topic A: Interactions and Ecosystems, Part II Test Answer T for true and F for false __ Dinosaurs became instinct because of human actions. Wetland organisms dying because of poisoning by pesticides sprayed by farmers. on their crops is considered to be an intentional consequence. Itis believed that rats first came to North America on ships from Europe. Soon the rats multiplied and infested buildings in many cities. This would be an example of bioinvasion __ Coyotes hunting rabbits and gophers would be examples of predation. Lightning can cause forest fires. No good ever comes from these fires. Wheat growing after a farmer has ploughed his or her field is the beginning of a primary succession, Monitoring occurs when people keep a watchful eye on changes in an ecosystem. Whey is it important to monitor an ecosystem?Science Grade Seven Topie A: Interactions and Ecosystems, Part Ill Test Interactions and Ecosystems, Part Ill Test Match the words and phrases with their meanings. b. climax community c. competition pioneer species e. predation f. prey primary succession h, secondary succession lo ecosystem with a diverse number of species that is not easily replaced by other communities _d.- the first species to arrive, usually lichen _€ _ occurs when an animal hunts other animals for food _4___ introduction of a non-native species into a community _£ an animal that is being hunted for food L_ occurs when two or more species go after the same resources _-4__ formation of a new community in what was once a barren habitat __|h_ formation of a new community in a destroyed or greatly changed community Decide whether each of these types of changes are most often caused by humans (H) or by nature (N). _N_ predation _N_ weather HH _ bioinvasion _N__ competition Describe a way that you could determine the population of dandelions in your schoolyard without having to count all the dandelions in the entire schoolyard. Mark ot? [mx lm square Cosnt numiue of dardelion in -H we Multiply Hoot number lay the wuimloer ob squaic “eoetin. 1 the school yacdScience Grade Seven Topie A: Interactions and Ecosystems, Part II Test 4, Glenside Colony is brand new. To help keep things clean and less muddy, a layer of gravel has been spread between the sidewalks and driveways. After several weeks. colony members began to notice tiny plants appear amongst the gravel. What kind of succession is this? Tell why Seconday. The aca whee colany was built once supported {fe and was disturbed by hava wetuity . The by plants. wee wast likely fron the oteuadgeutamseil claws, _ — 5. Provide an example of how human impact has affected the presence of living things in your schoolyard. Answees may vary Typenctaesuls thal once lival wa the aces are pmlalaly gone. Ferhups playgound was plaaled in geass —2 bew wild giresser. 6. Flooding often happens during late spring. How might a natural change like a flood affect a prairie ecosystem? many plants fanioauls killed 7. People travelling into Canada are not allowed to bring in live plants or animals without special permission, Why? nt to prevent ti ani yabeduction ol disease “Ce haastelScience Grade Seven Topic A: Interactions and Ecosystems, Part IIL Test 8. Answer T for true and F for false. EF _ Dinosaurs became instinct because of human actions. F_ Wetland organisms dying because of poisoning by pesticides sprayed by farmers on their crops is considered to be an intentional consequence. T__ itis believed that rats first came to North America on ships from Europe. Soon the rats multiplied and infested buildings in many cities. This would be an example of bioinvasion. | _ Coyotes hunting rabbits and gophers would be examples of predation. F__ Lightning can cause forest fires. No good ever comes from these fires FE. _ wheat growing after a farmer has ploughed his or her field is the beginning of a primary succession 9. Monitoring occurs when people keep a watchful eye on changes in an ecosystem. Whey is it important to monitor an ecosystem? : ( c tonne if thereScience Grade Seven Topi¢ A: Interactions and Ecosystems 26 Lesson Plans Lesson Twenty-three Concept: Intended and Unintended Consequences Resources/Materials: Science in Action 7, pages 66 ~ 72 Worksheets #7.23a and #7.23b (optional, student copies) Introduction: Review with students that the actions of humans and of nature can lead to changes in ecosystems. Lead students to the understanding that changes to ecosystems most often affect humans. If humans want to live a healthy and comfortable life, they must ensure their actions affect ecosystems around the world negatively. Procedure: 1. Have students tur to textbook, page 66. Discuss the meaning of the section heading and then guide the reading Next discuss the meanings of intended and unintended consequences. Be sure that students appreciate the fact that we want certain things to happen when we take actions — these are the intended consequences, However, sometimes we do not fully understand how our actions will affect other factors in an ecosystem, These effects are the unintended consequences. 3. Have students read textbook, pages 67 ~ 71 independently. 4, In their notebooks, students should define intended and unintended consequences. Then write paragraphs summarizing the information on textbook, page 69. OR 5. Do Worksheets #7A.23a and #7A.23b. 6. Have students do the Decision Making activity on textbook, page 70. 7. OPTIONAL. Do the Check and Reflect questions on textbook, page 71. 8. OPTIONAL. Do the Try This at Home activity on textbook, apge 72. Assignments: 1, Read Science in Action 7, pages 66 ~71 2. Define intentional and unintentional consequences and then write paragraphs summarizing, textbook, 69. OR Do Worksheets #7A.23a and #7A.23b. Do the Decision Making activity on textbook, page 70 3 4. 5. OPTIONAL. Do Check and Reflect, page 71. 6. OPTIONAL. Do Try This at Home, page 72.Science Grade Seven Topic A: Interactions and Eeosystems Worksheets Intended and Unintended Consequences Directions: Use Science in Action 7, pages 66 - 711 to help you with the questions 1. What are intended consequences? 2. What are unintended consequences? 3. Think about the examples from your textbook in the chart below. Tell about the intended and unintended consequences of each. Putting out all the fires in Yoho National Park (page 20) Unintended Consequences Putting garbage into garbage dumps. (page 21) | Releasing starlings into New York's Central Park (pageS6) © People wanted Central Park to be a place filled different kinds of birds for people to enjoy. Using DDT to kill mosquitoes. Argentinian farmers spray | grasshoppers. ‘Worksheet #74230Science Grade Seven Topic A: Interactions and Ecosystems Worksheets 4, Define these terms. Give three examples of each. a. extinct examples: b. endangered examples: c. threatened examples: 5. Why do species become threatened, endangered, and extinct? 6. Environmentalists are very concerned that so many plant and animal species are becoming extinct, endangered, or extinct? Why do you think should humans care about this fact? Worksheet 97.286Science Grade Seven Topic A: Interactions and Ecosystems Worksheets Intended and Unintended Consequences Directions: Use Science in Action 7, pages 68 - 71 to help you with the questions. 1. : tl What are intended consequences? 2. What are unintended consequences? * vesul- e vin 3. Think about the examples from your textbook in the chart below. Tell about the intended and unintended consequences of each Human Action Intended Consequences Unintended Consequences Putting out all the fires in Yoho National Park (page 20) res did not spread | slow bewver pap ulation Putting garbage into garbage dumps. (page 21) sgetad of garage seepage of hue Chemicals rato water supply | # People wanted Central Park to place filed different kinds of birds for people to enjoy. | “pielem in Farmers” | Using DDT to kill mosquitoes. «decreme tn malang Cases elds andeuvparts Falling woh +more rats | Argentinian farmers spray grasshoppers. Worksheet #78234 fewer grasshoppers fever Swausar’s hawksScience Grade Seven Topic A: Interactions and Ecosystems Worksheets 4. Define these terms. Give three examples of each, Nngwers may vary a extinet_Sprcies_na_lainger ania’ uoyullrewe, om eucth —___ examples: _pyssenger 9 icon b. endangered _prguaisms ue so Wace Hey are ia sencus danger of extinction examples: beluga whale ©. threatened specs whose numbers ave declining examples: wood loismn 5. Why do species become threatened, endangered, and extinct? Vv ent is cl 6. Environmentalists are very concerned that so many plant and animal species are becoming extinct, endangered, or extinct? Why do you think should humans care about this fact? extin it affect other orgunis whi tun, atler sk\lothers . Many f Phe soecies affect bwmans duredly or ndive tly Worksheet 970.236Science Grade Seven Topic A: Interactions and Ecosystems 7 Lesson Plans Lesson Twem Concept: Information from Scientific Investigations Can Assist Environmental Decision Making Resources/Materials: Science in Action 7, pages 73 ~ 75 Worksheet #7A.24 (student copies) Introduction: Discuss: Do you think people should take responsibility for the impact they have on the environment? How can people know what actions they should take? Explain that today we will take a look at some ways people have used scientific investigations to try to help solve environmental problems. Procedure: 1. Have students turn to textbook, pages 73 ~ 75. Guide the reading of this anecdote about saving the peregrine falcon, once an endangered species. It is an example of how scientific investigation can help in environmental decision making. 2. Have students read the Give It a Try activity on textbook, page 73. Then distribute Worksheet #724, 3. OPTIONAL. Have students do the Check and Reflect questions on textbook, page 75. Assignments: 1. Read Science in Action 7, pages 73 ~ 75. 2. Do Worksheet #7A.24. 3. OPTIONAL. Do Check and Reflect, page 75Science Grade Seven Topic A: Interactions and Evosystems Worksheets | Investigating the Elk Population Directions: Use Science in Action 7 to help you do this activity | Ecologists are scientists who study the relationships among living things and their environment. For example, ecologists study the birth and death rates of elk so they can predict the future of their population. Imagine that the size of the elk population in a small town located in the Rocky Mountains suddenly decreased. How could you find out what happened to the elk? Think about such things as. bioinvasion weather competition predation movement human activities On the following lines, list some of the specific things you would want to find more about Worksheet 470.24Science Grade Seven Topic A: Interactions and Ecosystems Worksheets Investigating the Elk Population Directions: Use Science in Action 7 to help you do this activity Ecologists are scientists who study the relationships among living things and their environment. For example, ecologists study the birth and death rates of elk so they can predict the future of their population. Imagine that the size of the elk population in a small town located in the Rocky Mountains suddenly decreased. How could you find out what happened to the elk? Think about such things as bioinvasion weather competition predation movement human activities Answers may vary On the following lines, list some of the specific things you would want to find more about ‘Keep track of elk fram yeur ty yeu seus to Seusoy “Keep track af the other Pucts (listed above) “Sec if ther isa velutimslup between the elk population and one or more of thefubs Workset #7024Science Grade Seven Topic A: Interactions and Ecosystems 28 Lesson Plans Lesson Twenty-five Concept: The Limits to Scientific and Technological Knowledge Resources/Materials: Science in Action 7, pages 76 and 77 Introduction: Explain that many things that scientists have observed or discovered in nature seem to be unexplainable. That is, they do not know enough about the situation to figure out why they are happening, Procedure: Have students turn to textbook, pages 76 and 77. Have them read the pages to learn about two cases in which scientists have not been able to figure out the reasons for things they have observed. Stress that there is a reason for these events, but scientific knowledge to date cannot explain them. 2, Have students read textbook, pages 76 and 77 independently. 3. Assign the Check and Reflect questions on textbook, page 77. Assignments: 1 5 Read Science in Action 7, pages 76 and 77. Do Check and Reflect, page 77.Science Grade Seven Topic A: Interactions and Ecosystems 29 Lesson Plans Lesson Twenty-si Concept: Ecological Footprints Resources/Materials: Science in Action 7, pages 78 ~ 82 Worksheet #7A.26 (optional, student copies) Introduction: Hold up a common object like « pen or pencil. Discuss the natural resources it took to manufacture the item: For example ~ a pencil Wood- tree Lead ~ graphite Paint oil Dye in the paint ~ could be a plant produet Machine to make the pencil ~ steel fom iron ore Electricity to run the machine — hydro, wind, or coal-fired generator ‘© Floor of the factory ~ cement, gravel, sand + Walls for the factory ~ steel from iron ore ‘Insulation for the walls and ceiling of the factory * Clothing for the workers Conclude that even a small thing like a pencil uses a lot of ferent resources. Procedure: 1. Discuss how many different things we use each day and the amount of materials and energy are used to make them. Explain that the measurement of this amount is referred (o as the ecological footprint. Explain that Canadians have one of the highest ecological footprints on earth. One of the reasons is because we are quite wasteful. Environmentalists agree that Canadians need to reduce their environmental footprints if our world is to be sustainable. 3. Have students turn to textbook, pages 78 ~ 82. Guide the reading, if possible, 4. In their notebooks have students make notes on environmental footprint and list factors that can reduce environmental footprint. 5. Distribute Worksheet #7.26. Go over the directions, if necessary, 6. Have students do the Decision Making Activity, page 80. 7. OPTIONAL. Do the Check and Reflect questions on textbook, page 82, Assignments: Read Science in Action 7. pages 78 ~ 82 Make notes on ecological footprint and how to reduce it Do Worksheet #7A.26. Do the Decision Making Activity, page 80. OPTIONAL. Do Check and Reflect. page 82. waeneScience Grade Seven Topic A: Interactions and Ecosystems Worksheets Ecological Footprints Directions: Use Science in Action 7, pages 78 — 82 to help you with the questions. 1. What is meant by the term ecological footprint? 2. What is the ecological footprint of the average Canadian? 3. What is the ecological footprint of the average person in the world? 4. Why are Wackernagell and Rees concerned about the ecological footprint per person worldwide? 5. Assume the people in your community have the same per person ecological footprint as the average Canadian. Calculate your community's ecological footprint 6. List ways that we can reduce our ecological footprint. Workshee 470.26Science Grade Seven Topic A: Interactions and Ecosystems Worksheets Ecological Footprints Directions: Use Science in Action 7, pages 78 ~ 82 to help you with the questions. 1. What is meant by the term ecological footprint? medsuce of the amet of matenuh (vescurceal andcnorgy = 2. What is the ecological footprint of the average Canadian? 21 — 3. What is the ecological footprint of the average person in the world? 2.2 ha = = 4. Why are Wackernagell and Rees concerned about the ecological footprint per person worldwide? at the present rate of consumption, we use more than the earth cin suppoct _ 5. Assume the people in your community have the same per person ecological footprint as the average Canadian. Calculate your community's ecological footprint 2.2% population = 6. List ways that we can reduce our ecological footprint. ‘reduceamounts of water, energy, matenals we use recycle Workshect #7A.26Sciene Grade Seven Topi A Inertions and Ecosystems 30 Lesson Twenty-seven a Concept: Interactions and Ecosystems, Part IV Review Resources/Materials: Interactions and Ecosystems, Part III Review (student copies) Introduction: Explain that this section of the unit is now almost complete. It is time to review Procedure: 1, Have students turn to textbook, page 83, Do the Social nad Environmental Context questions as a group. 2. Briefly review the concepts covered in Part IV of the unit Sustainability Intended and unintended consequences of human aetions Scientific investigations as a way to help with decision making about the environment The limitations of scientific and technological knowledge Ecological footprint 3. Distribute the Interactions and Ecosystems, Part III Review sheets. Have students complete them independently. If possible, check them as a class. 4. OPTIONAL of ALTERNATELY. Do the Assess Your Learning questions on textbook, page 83. Assignments: 1, Do the Interactions and Ecosystems, Part III Review sheets. 2. OPTIONAL or ALTERNATELY. Do the Assess Your Learning questions on textbook, page 83Science Grade Seven Topic A: Interactions and Ecosystems, Part IV Review Interactions and Ecosystems, Part IV Review 1. Explain the terms intended consequence and unintended consequence. Give an example of each a. intended consequence example: b. unintended consequence example: 2. Explain the terms. a. threatened b. endangered ©. extinct 3. Underline all the statements that are true. a. Species only become extinct because of human action b, Human activities can lead to loss of habitat for plants and animals. c. Atthe present rate, the world can sustain its consumption level, but it cannot increase d. The building of dams and factories is not a concern because the species that are affected can always find new places to establish themselves.Science Grade Seven Topic A: Interactions and Ecosystems, Part IV Review ‘e. Monitoring devices help scientists gather information that can help an ecosystem f. The average Canadian’s ecological footprint is one of the highest in the world. g. The amount of water we use is not related to the idea of ecological footprint. 4, Tell about three ways that the people in your community could reduce their impact on local ecosystems a 5. Some scientists believe that one of the reasons that the Vancouver Island marmot's, populations are decreasing is due to the increasing yearly snowfall where they live Describe an investigation that you could do to see whether there is a relationship between the snowfall and the declining numbers of marmots.Science Grade Seven Topic A: Interactions and Ecosystems, Part 1V Review Interactions and Ecosystems, Part IV Review 1. Explain the terms intended consequence and unintended consequence. Give an example of each. Answees ay voy a. intended consequence ipate ’ action - example: _SPraying b. unintended consequence e of i example: -gadlen vegetal 2 Som daondelins Seva 2. Explain the terms. a. threatened_populatianof u species dechacd b. endangered species wave it 1 f be inc _ - c. extinct_none of the species t helt day wher on Carty 3. Underline all the statements that are true. a. Species only become extinct because of human action, b. Human activities can Jead to loss of habitat for plants and animals. c. At the present rate, the world can sustain its consumption level, but it cannot increase. d. The building of dams and factories is not a concern because the species that are affected can always find new places to establish themselves.Science Grade Seven Topic A: Interactions and Ecosystems, Part IV Review €. Monitoring devices help scientists gather information that can. f_The average Canadian’s ecological feotprintic-one-of-the highest in the world g. The amount of water we use is not related to the idea of ecological footprint. Tell about three ways that the people in your community could reduce their impact on local ecosystems. Answers may vary a Kewye pap ra ‘Some scientists believe that one of the reasons that the Vancouver Island marmot's populations are decreasing is due to the increasing yearly snowfall where they live Describe an investigation that you could do to see whether there is a relationship between the snowfall and the declining numbers of marmots. Keep tack of mourmot population and yearly saaefall. — Then determmne if therers a relutioshs belween thetunScience Grade Seven Topic A: Interactions and Ecosystems Lesson Plans. sesson Twenty-eight Concept: Interactions and Beosystems, Part II] Test Resourees/Materials: Interactions and Ecosystems, Part III Test (student copies)Science Grade Seven Topic A: Interactions and Feosystems, Part IV Test Interactions and Ecosystems, Part IV Test 1. Match the words and phrases in the box to their meanings. 1 | |. DDT b. ecological footprint c. endangered | | 4. extinct e, peregrine f, sustainable g. threatened | _____ a chemical pesticide used to kill insects a species that no longer exists anywhere on Earth a species that is in serious danger of becoming extinct using resources in a way that does not use them up completely a type of falcon that was saved from extinction scientific and environmental knowledge a species whose numbers are declining a measurement of the amount of materials and energy each person uses every day Use the following information to answer questions 2 and 3. = zB): Many of the Dyak people of Indonesia were dying of a disease called malaria. Malaria was carried a | certain type of mosquito. To address the situation the mosquitoes were sprayed. It worked. ‘The number of cases of people dying from malaria decreased. However, another problem arose, the spray used to the mosquitoes also Killed a species of wasp that ate caterpillars that ate the roofs of people's houses. The result was that roofs were falling on people’s heads. 2. The decrease in the number of people dying from malaria is an example of an intended consequence an unintended consequence. a human action. carelessness, aesDsh = There are approximately | Science Grade Seven Topic A: Interactions and Ecosystems, Part 1V Test 3. Roofs falling is an example of aeoe an intended consequence. an unintended consequence. a human action, carelessness. 4. Which of the following would not be considered a cause of extinction? eoon bioinvasion ‘extreme changes in weather and climate overhunting sunshine and clouds Use the following information to answer question 5. 20 000 grizzly bears in North America. At one time there were more than 100 000. Research shows that the grizzly bear population is declining each year. 5. From the information above you can conclude that the grizzly bear population is aoc extinct. endangered threatened. unhealthy. Use the following information to answer questions 6 and 7. People travelling from other countries are not allowed to bring into Canada exotic animals and birds such as snakes, parrots, lizards, and alligators. 6. Which of the following is not a reason that people are not allowed to bring such animals and birds into Canada? a. b. The Canadian government would like to reduce the numbers of pets people keep. The Canadian government would like to reduce the number of incidences of bioinvasion The Canadian government wants to ensure that diseases are not brought into the country The Canadian government wants to ensure that species of threatened and endangered animals are not brought into the country.Science Grade Seven Topic A: Interactions and Feosystems, Part IV Test 7. From the information you can infer that the Canadian government is too strict. the Canadian government should have stricter laws. c. the bringing in of certain exotic animals and birds will be harmful to ecosystems in Canada. d, some people have become rich selling exotic animals and birds. op Use the information below to answer question 8. | The small town of Pemberton, British Columbia grows seed potatoes for many farmers in other parts of | the world. Since 1949 the area has been quarantined, ——————— 8. From the information you can conclude that Pemberton potatoes are good-tasting the growers of the seed potatoes do not want to risk any diseases infesting their potatoes, the people of Pemberton prefer not to make friends with people outside their town Pemberton is only good for growing seed potatoes. oo ao 9. Tell about three ways you could reduce your impact on the ecosystem a. = b. ©. 10. Explain how did scientific information help to save the peregrine falcon?Science Grade Seven Topie A: Interactions and Ecosystems, Part IV Test 11. How does the golden toad of Costa Rica demonstrate the limitations to scientific and technological knowledge? 12. Describe two ways the people in your community could reduce their ecological footprints when it comes to how much energy they consume. aScience Grade Seven Topic A: Interactions and Ecosystems, Part IV Test Interactions and Ecosystems, Part IV Test 1, Match the words and phrases in the box to their meanings. a. DDI b. ecological footprint cc, endangered d. extinct e. peregrine f. sustainable g. threatened | ee ee _G__ a chemical pesticide used to kill insects _A__ aspecies that no longer exists anywhere on Earth _C._ asspecies that is in serious danger of becoming extinct _£ using resources in a way that does not use them up completely © atype of falcon that was saved from extinction scientific and environmental knowledge Y__ a species whose numbers are declining lb ameasurement of the amount of materials and energy each person uses every day Use the following information to answer questions 2 and 3. Many of the Dyak people of Indonesia were dying of a disease called malaria. Malaria was carried a certain type of mosquito. To address the situation the mosquitoes were sprayed. It worked. The number of cases of people dying from malaria decreased. However, another problem arose, the spray used to kill the mosquitoes also killed a species of wasp that ate caterpillars that ate the roofs of people's houses. The result was that roofs were falling on people’s heads. 2. The decrease in the number of people dying from malaria is an example of 2 an intended consequence @n unintended consequence. cc. a human action. d. carelessnessScience Grade Seven Topic A: Interactions and Ecosystems, Part IV Test 3. Roofs falling is an example of a. an intended consequence an unintend nce. c. a human action. d. carelessness. 4. Which of the following would not be considered a cause of extinction? a. bioinvasion b. extreme changes in weather and climate c. overhunting d._sunshine and clouds Use the following information to answer question 5. | There are approximately 20 000 grizzly bears in North America. At one time there were more than 100 000. Research shows that the grizzly bear population is declining each year. 5. From the information above you can conclude that the grizzly bear population is extinct. endangered. threatened. unhealthy elo oe Use the following information to answer questions 6 and 7. People travelling from other countries are not allowed to bring into Canada exotic animals and birds such as snakes, parrots, lizards, and alligators 6. Which of the following is not a reason that people are not allowed to bring such animals and birds into Canada? a_The at would like to reduce the numbers of pets people keep. The Canadian government would like to reduce the number of incidences of bioinvasion c. The Canadian government wants to ensure that diseases are not brought into the country. d. The Canadian government wants to ensure that species of threatened and endangered animals are not brought into the country. 2Science Grade Seven Topi¢ A: Interactions and Ecosystems, Part lV ‘Test 7. From the information you can infer that a, the Canadian government is too strict. b. the Canadian government should have stricter laws. c_the bringing in of certain exotic Is and birds will be harmful to ecosystems in Canada d. some people have become rich selling exotic animals and birds. Use the information below to answer question 8. ‘The small town of Pemberton, British Columbia grows seed potatoes for many farmers in other parts of the world. Since 1949 the area has been quarantined 8. From the information you can conclude that a. Pemberton potatoes are good-tasting b. the growers of the seed potatoes do not want to risk any diseases infesting their 0 cc) the people of Pemberton prefer not to make friends with people outside their town. d. Pemberton is only good for growing seed potatoes. 9, Tell about three ways you could redueg your impact on the ecosystem inswers Muy Vaey a. take brie? showeas - — b. turn of Ligints when not to the rem ©. take only what you will eat, not move _ 10.Explain how did scientific information help to save the peregrine falcon? —populerhun was morntored “captive breeding mga was established " peregnne Fulcans were then releused unto the envirenmeutScience Grade Seven Topic A: Interactions and Ecosystems, Part IV Test 11. How does the gold toad of Costa Rica demonstrate the limitations to scientific and technological knowledge? tesemalners hivens idea Why the glen trad became cada 12. Describe two ways the people in your community could reduce their ecological footprints, when it comes to how much energy they consume. Ainswers muy Vary a ieuceice eh.Science Grade Seven Topic A: Interactions and Ecosystems 32 Lesson Plans Lesson Twenty-nine Concept: Interactions and Ecosystems Culmination NOTE: Teachers should choose one or more of these activities to culminate this unit, depending on your students’ needs, abilities, available resources, your time constraints, and other relevant factors. Case Study: Forestry Harvesting Resources/Materi Is: Science in Action 7, page 84 Encyclopedias, reference books, ete. 2. Project: Design a Land-Use Plan Resources/Materials: Science in Action 7, pages 86 ~ 88 Unit Reviews: Interactions and Ecosystems Resources/Materials: Science in Action 7, pages 89 - 91 dresses 4. Create a Poster, Play, or Picture that summarizes the main concepts of the unit or an issue covered in the unit. 5. Final Examination Resources/Materials: Interactions and Fosystems, Final Examination (student copies)Science Grade Seven Topic A: Interactions and Ecosystems Final Examination Interactions and Ecosystems Final Examination Directions: Write the letter for the best answer to each question on the answer sheet. Do not write in this booklet. 1. Which of the following lists only biotic factors? elm trees, ants, woodpecker, sunlight, squirrels southwest wind, stones, water, soil, heat trout, frogs, willow, dragonfly, red-winged blackbird nutrients, energy, oxygen, carbon dioxide, water aocn Use the information below to answer questions 2 and 3. Wetland Desert Rain forest Ocean Schoolyard 2. Which of the following could be a name for the list? Ecosystems Climates Predation Tropical Areas aoc 3. Which statement best tells how the items in the list are alike? Allare cover with very large areas of land and water. All are flooded regularly. All are found only in warmer areas of the world All have living and nonliving things that interact. aocm 4. A population is living things of the same kind that reproduce. the number of species of the same kind that live in the same area all living things that interact in the same area the number of nonliving things in an area eocm 1Science Grade Seven Topie A: Imeractions and Ecosystems Final Examination 5. Which of the following would not be considered a one of the needs of all living things? a. water b. food c. energy d. shelter Use the following information to answer questions 6 and 7. 1. Orchids live by attaching themselves to the branches of a tree, ‘The tree neither benefits nor is harmed, while the orchid benefits because it receives access to light. Leeches live by attaching themselves to a fish. They then suck the fish's blood, which weakens the fish. The snapping shrimp builds a sand burrow, which it shares with the goby fish. ‘The ‘goby fish wams the shrimp when danger is near by a flick ofits tail. Then both hide in the burrow. 6. Which of the above is an example of mutualism? 1 2 3 1 aoc and 3 7. Which of the above is an example of commensalisms? a b.2 3 d. tand3 Use the information below to answer question 8. fins lungs pointed bill large eyes 8. Allof the above are parts of fish. adaptations. accommodations. found in mammals. aocScience Grade Seven Topic A: Interactions and Ecosystems Final Examination Use the information below to answer question 9 This black bear was spotted near Thunder Bay, Ontario with a large plastic jar lodged on its head. The photograph was taken on July 21, 2010. 9. You can infer from the information above that human actions have an impact on ecosystems. black bears must be killed when they get close to where people live the bear was young and had no mother, people should always use a landfill aoce 10.An organism that can make its own food is called a a. consumer b. herbivore c. decomposer. d. producer. 11. Which of the following statements is true? Carnivores can eat both animals and plants. Herbivores are a type of consumer. Omnivores are sometimes called first-order consumers Decomposers are predators. aoc 12. What happens during photosynthesis? carbon dioxide and water are used to produce oxygen and glucose energy and carbon dioxide are used to produce glucose and oxygen. carbon dioxide and glucose are used to produce oxygen and water. carbon dioxide and oxygen are used to produce water and glucose aocScience Grade Seven Topic A: Ineractions and Ecosystems Final Examination 13. Cellular respiration is a process responsible for producing oxygen. producing food in plants. releasing energy that is stored in food animals producing food aoc 14. How are scavengers and decomposers alike? a. Both kill animals for their own food. b. Both eat only plants ¢. Both feed off the remains of living things that are killed by other consumers d. Both are rarely seen during the daytime. Use the information below to answer question 15. Activities of Some Decomposers ‘© Yeast feeds on sugars and releases carbon dioxide. This is what makes breads and cakes rise © Some types of E. coli are found in your large intestine, They help break down nutrients in the food you eat. In the process, they manufacture several vitamins that your body needs. | © Some types of B. coli are decomposers that break down food and produce a | poisonous chemical * Some plant roots are home to millions of bacteria that produce nitrogen, which then | becomes a nutrient for the plant. 15. You can conclude from the information that, a. all decomposers are harmful b. all decomposers are helpful c. decomposers are all found inside the body. d. decomposers can be helpful or harmful 16. Why are decomposers considered to be essential to an ecosystem? a. They break down dead and decaying organisms so that nutrients are released back into the soil. b. They ensure that too many organisms do not die. c. They ensure there is a balance between animals and plants d. They ensure that poisonous plants do not survive.Science Grade Seven Topic A: Interactions and Ecosystems Final Examination Use the information below to answer questions 17 ~ 19, algae ——p water flea ———» dragonfly nymph > frog ——» garter snake 17. The above is an example of a food pyramid food chain. food list food web aosm 18. You can tell from the information that algae is a herbivore consumer. carnivore. producer. noon 19. What is most likely to happen if the frog population suddenly goes down? The garter snake population will go up The dragon fly nymph population will go up. The algae population will not be affected The water flea population will immediately go up aoop 20.Which of the following is not true about energy in an ecosystem? a. It flows in a cycle. b. Itcomes from the sun c. Itis transferred from organism to organism when food is eaten d. Itis necessary for organisms to survive 21.4 food pyramid illustrates that in a food chain a. it takes 10 organisms to support the next organism in the food chain. b. the organism at the top is the most important ¢. the organism at the bottom is the most important. d. it takes only one producer to support many consumers.Science Grade Seven Topic A: Interactions and Ecosystems Final Examination Use the information below to answer question 22. 22. You can tell from the information above that a. the squirrel and fox are both herbivores. b. the grasshopper and the frog are both carnivores. c. the mouse is an omnivore. d. the snake and fox are both omnivores. 23. Evaporation, condensation, and precipitation are all processes in the nutrient cycle oxygen cycle. carbon cycle. water cycle. aoc 24. One of the main parts of the carbon cycle is a. the burning of fuels such as wood, coal, and oil b. transpiration c. precipitation. d. the absorption of water through a plant's roots. 6Science Grade Seven Topic A: Interactions and Beosystems Final Examination 25. Organisms become extinct because of a. natural occurrences. b. human actions. c. the sun's energy d. both natural and human causes. Use the information below to answer question 26. ] Purple loose strife was introduced to North America when people from England brought it from England to plant in their gardens. Soon it spread to many areas of the continent. It spread so fast that it has pushed native species of plants out of the way, especially in wetlands. 26. The change described is an example of competition bioinvasion a b. c. predation. d. weather, Use the information below to answer question 27. Typical Cycle of Lynx /Snowshoe Hare Populatic 27..From the information above you can infer that it takes ten hares to support one lynx. the lynx is a carnivore. the snowshoe hare population is affected the lynx population the lynx and snowshoe hare are not part of the same ecosystem. aocScience Grade Seven Topic A: Interactions and Beosystems Final Examination 28.A forest ecosystem that is a hundred years old is an example of aeco a pioneer species. a climax community. a young forest. primary succession. 29. Lichens growing after a volcanic eruption would be considered Use the information below to answer questions 30 and 31 The field boss at aoc pioneer species. a climax community. a young forest primary succession ilenside Colony decided to drain a wetland in the middle of one of the fields. Once drained, he had the men clear away the grass, trees, and other vegetation. Now the tractors and other machinery would not always have to drive around the marshy area, This would save a lot of time and bother. ‘The next year colony members noticed | that there were more gophers in the area where marsh once was. They realized that the fox family that once lived in the wetland had moved. They no longer hunted the gophers, so the number of gophers inereased. 30. The purpose of getting rid of the wetland was 31 a b. c. d to make more land available for crops. to make work for the men at Glenside. to support the ecosystem. to get rid of the foxes. You can infer that the increase in the gopher population was aoc an intended consequence a planned event an unintended consequence a problem that would soon go away.Science Grade Seven Topic A: Interactions and Ecosystems Final Examination 32.A endangered species is one a. that is extinct. b. whose population is declining c. whose population is so low that it is in danger of extinction. d. whose population was decreasing but is now on the rise. 33. The best way to help keep a species whose population is close to extinction is a. to monitor the population and try to figure out what is causing it to decline. let nature take its course. take pictures of the species. Introduce more predators into the ecosystem, s ao 34. Scientists not being able to figure out why the golden toad of Costa Rico became extinct illustrates a. how science tries to assist species that are in danger. b. the limitations to scientific and technological knowledge c. how careless the government of Costa Rico is. d. that there were too many species in the toad's ecosystem 35.When the population of a species declines, it is an indication that a. the species is unable to adapt to changing conditions in the ecosystem quickly enough b. human action has had a positive affect on the species. c. a natural disaster is about to occur d. none of the above. 36. The measure of the amount of resources and energy a person uses each day is referred to as reduction. preservation adoption. ecological footprint eoon 9Science Grade Seven Topic A: Interactions and Ecosystems Final Examination 37.Which of the following is not true? Canadians are some of the highest users of resources and energy in the world. The average person in the world has an ecological footprint of 2.2 ha At the present rate, the world cannot sustain its present levels of using resources and energy. The amount of resources used in North America is far less than those used in poorer countries. Use the following information to answer question 38 Reducing Recycling Reusing 38.A good heading for the list would be aoc Ways to Reduce Your Ecological Footprint Ways to Make Business Wealthy Keeping Resources Industries Alive Catchy Songs 10Science Grade Seven Topic A: Interactions and Ecosystems. Final Examination Name: = Interactions and Ecosystems Final Examination Answer Sheet dl 14, 27. 2 15 28 Bo 16 29. 4 7 30. 5 18 31 6 19 32. a = 20 33. 8 2a 34 9 22 35. 10 23. 36. 4 24, 37. 12 25. 38. 13. 26Name: _ 10. "1 12. 13, Pree Pr rRR RE Science Grade Seven Topic A: Interactions and Ecosystems Interactions and Ecosystems Final Examination 14, 15, 16. 17. 18, 19, 20 24 22. 23. 24 25, 26. Final Examination Answer Sheet 2 ie 30. a 31 C 32 C ch 0) 34. _b Sie aTopic B Plants for Food and FibreScience Grade Seven Topic B: Plants for Food and Fibre > Lesson Plans. Grade Seven Topic B: Plants for Food and Fibre Contents Part I: Plant Structures and Processes Lesson One Plants Contribute to Satisfying Our Basic Needs 3 Lesson Two The Body of Seed Plants 4 Lesson Three, Plant Processes: Moving Water, Making Food, Usi 5 Lesson Four Plant Processes: Moving Substances In and Out of Cells, 6 Exchan i Lesson Five Reproduction of Seed Plants 7 Lesson Six Plants for Food and Fibre, Part I Review 8 Lessons Seven Plants for Food and Fibre, Part | Test 9 Part II: Using Plants to Satisfy Human Needs Lesson Fight The Role of Plants in the Environment and in Mecting Human Needs Wl Soil as a Resource ‘The Ways in Which Plants Are Grown and Used for Human Needs, Lesson Nine Plants for Food and Fibre, Part II Study Guide 12 Lesson Ten Plants for Food and Fibre, Part [I Test 13 Lesson Eleven Plants for Food and Fibre Culmination 14Science Grade Seven Topic B: Plants for Food and Fibre Lesson Plans Lesson One Concept: Plants Contribute to Satis! ing Our Basic Needs Resources/Materials: Science in Action 7, pages 92 ~ 97 Worksheet #7B.1 (optional, student copies) Introduction: Read the news article found on textbook, page 95. Discuss how plants helped to save the students’ lives, Procedure: 1 5 Explain that people use plants in two basic ways: they eat it and they use the plant itself to make things. Discuss the title of the unit, Most students will understand the idea that plants provide us with food, but some may not understand the concept of fibre. When we talk about using plants for ‘fibre, we refer to using parts of the plant for its strength. For example, when we cut up a tree and ‘saw it into lumber, we are using the tree for its fibre. When we twist the cotton plant blossoms and make it into thread to make cloth, we are using its fibre. Briefly go over the unit outline on textbook, page 93. Then guide the reading of textbook, pages 94-96, Challenge students to ima Have them work in small groups to make them to survive. They should think about ine they are in a similar situation as the teenagers stranded in Elk Point list of the plants in your local area that would help © Food * Clothing + Shelter They ean record their ideas on Worksheet #7B.1 or do it in their notebooks. Note: This is basically the Give It a Try activity on textbook, page 96. OPTIONAL. Make a title page for the unit, Assignments: Read Science in Action 7, pages 92 ~ 97. Do the Give [ta Try activity on textbook, pag #7B1 OPTIONAL. Make a title page for the unit. 96. Record ideas in notebooks or on Worksheet