Science7 Interact Eco Unitplan Amandayost

Amanda Yost (001179306)
Unit Plan: Interactions and Ecosystems

Unit A: Interactions and
Title of Unit Ecosystems Grade Level 7
Subject Science Time Frame 28 classes
Developed By Amanda Yost
Learning Outcomes
STS and Knowledge:
Section 1:
1. Investigate and describe relationships between humans and their environments, and identify related issues
and scientific questions.
 1.1 - illustrate how life-supporting environments meet the needs of living things for nutrients, energy
sources, moisture, suitable habitat, and exchange of gases
 1.2 - describe examples of interaction and interdependency within an ecosystem (e.g., identify
examples of dependency between species, and describe adaptations involved; identify changing
relationships between humans and their environments, over time and in different cultures - as, for
example, in aboriginal cultures)
 1.3 - 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 (e.g., identify impacts of the use
of plants and animals as sources of food, fibre and other materials; identify potential impacts of waste
products on environments)
 1.4 - analyze personal and public decisions that involve consideration of environmental impacts, and
identify needs for scientific knowledge that can inform those decisions
 2.1 - analyze an ecosystem to identify biotic and abiotic components, and describe interactions among
these components
Section 2:
2. Trace and interpret the flow of energy and materials within an ecosystem.
 2.2 - analyze ecosystems to identify producers, consumers and decomposers; and describe how energy
is supplied to and flows through a food web, by:
o describing and giving examples of energy and nutrient storage in plants and animals
o describing how matter is recycled in an ecosystem through interactions among plants,
animals, fungi, bacteria and other microorganisms
o interpreting food webs, and predicting the effects of changes to any part of a web
 2.3 - describe the process of cycling carbon and water through an ecosystem
Section 3:
3. Monitor a local environment and assess the impacts of environmental factors on the growth, health and
reproduction of organisms in that environment.
 3.1 - investigate a variety of habitats, and describe and interpret distribution patterns of living things
found in those habitats (e.g., describe and compare two areas within the school grounds - a relatively
undisturbed site and a site that has been affected by heavy use; describe and compare a wetland and a
dryland area in a local parkland)
 3.2 - investigate and interpret evidence of interaction and change (e.g., population fluctuations,
changes in weather, availability of food or introduction of new species into an ecosystem)
 3.3 - identify signs of ecological succession in local ecosystems (e.g., emergence of fireweed in recently
cut forest areas, replacement of poplar by spruce in maturing forests, reestablishment of native plants
on unused farmland)
Section 4:
4. Describe the relationships among knowledge, decisions and actions in maintaining life-supporting
environments.
 2.4 - identify mechanisms by which pollutants enter and move through the environment, and can
become concentrated in some organisms (e.g., acid rain, mercury, PCBs, DDT)
 4.1 - identify intended and unintended consequences of human activities within local and global
environments (e.g., changes resulting from habitat loss, pest control or from introduction of new
species; changes leading to species extinction)
 4.2 - describe and interpret examples of scientific investigations that serve to inform environmental
decision making
 4.3 - illustrate, through examples, the limits of scientific and technological knowledge in making
decisions about life-supporting environments (e.g., identify limits in scientific knowledge of the impact
of changing land use on individual species; describe examples in which aboriginal knowledge - based on
long-term observation - provides an alternative source of understanding)
 4.4 - analyze a local environmental issue or problem based on evidence from a variety of sources, and
identify possible actions and consequences (e.g., analyze a local issue on the control of the beaver
population in a nearby wetland, and identify possible consequences)
Skill:
Section 1:
Initiating and Planning
 identify science-related issues (e.g., identify a specific issue regarding human impacts on environments)
 identify questions to investigate arising from practical problems and issues (e.g., identify questions,
such as: "What effects would an urban or industrial development have on a nearby forest or farming
community?")
 state a prediction and a hypothesis based on background information or an observed pattern of
events (e.g., predict changes in the population of an organism if factor X were increased, or if a species
were introduced or removed from the ecosystem; propose factors that will affect the population of a
given animal species)
 select appropriate methods and tools for collecting data and information (e.g., select or develop a
method for estimating a plant population within a given study plot; design a survey as a first step in
investigating an environmental issue)
Performing and Recording
 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 (e.g., compile information on a global environmental issue from books, magazines,
pamphlets and Internet sites, as well as from conversations with experts)
 use tools and apparatus effectively and accurately for collecting data (e.g., measure factors, such as
temperature, moisture, light, shelter and potential sources of food, that might affect the survival and
distribution of different organisms within a local environment)
 estimate measurements (e.g., estimate the population of a given plant in a one square metre quadrat,
and use this figure to estimate the population within an area of 100 square metres)
Analyzing and Interpreting
 identify strengths and weaknesses of different methods of collecting and displaying data (e.g., compare
two different approaches to measuring the amount of moisture in an environment; analyze information
presented by proponents on two sides of an environmental issue)
 compile and display data, by hand or computer, in a variety of formats, including diagrams, flow charts,
tables, bar graphs and line graphs (e.g., illustrate a food web, based on observations made within a
given environment)
 classify organisms found in a study plot
Communication and Teamwork
 communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences,
data tables, graphs, drawings, oral language and other means (e.g., present findings from an analysis of
a local issue, such as the control of the beaver population in a nearby wetland)
 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 (e.g., make a case for or against on an
issue, such as: "Should a natural gas plant be located near a farming community?")
Attitude:
Interest in Science
Students will be encouraged to: Show interest in science-related questions and issues, and pursue personal
interests and career possibilities within science-related fields (e.g., take an interest in media reports on
environmental issues, and seek out further information; express an interest in conducting scientific
investigations of their own design; develop an interest in careers related to environmental sciences)
Mutual Respect
Students will be encouraged to: Appreciate that scientific understanding evolves from the interaction of ideas
involving people with different views and backgrounds (e.g., show awareness of and respect for aboriginal
perspectives on the link between humans and the environment)
Scientific Inquiry
Students will be encouraged to: Seek and apply evidence when evaluating alternative approaches to
investigations, problems and issues (e.g., take the time to accurately gather evidence and use instruments
carefully; consider observations, ideas and perspectives from a number of sources during investigations and
before drawing conclusions and making decisions)
Collaboration
Students will be encouraged to: Work collaboratively in carrying out investigations and in generating and
evaluating ideas (e.g., consider alternative ideas, perspectives and approaches suggested by members of the
group; share the responsibility for carrying out decisions)
Stewardship
Students will be encouraged to: Demonstrate sensitivity and responsibility in pursuing a balance between the
needs of humans and a sustainable environment (e.g., assume personal responsibility for their impact on the
environment; predict consequences of proposed personal actions on the environment; consider both immediate
and long-term consequences of group actions; identify, objectively, potential conflicts between responding to
human wants and needs and protecting the environment)
Safety
Students will be encouraged to: Show concern for safety in planning, carrying out and reviewing activities (e.g.,
select safe methods and tools for collecting evidence and solving problems; assume personal responsibility for
their involvement in a breach of safety or in waste disposal procedures
Essential Question(s)
1. How do human activities affect ecosystems?
2. What methods can we use to observe and monitor changes in ecosystems, and assess the impacts of
our actions?
Prior Knowledge and Skills: Key Concepts
 How to make and fill a t-table.  interactions and interdependencies

 Ability to understand and communicate in  environmental monitoring
English.  environmental impacts
 General understanding of ecosystems.  producers, consumers, decomposers
 nutrient cycles and energy flow
 species distribution
 succession
 endangered species
 extinction
 environmental management
Prior Understandings Where Does This Lead?

(Outcomes at previous course, skills, etc.) (Future outcomes in the same course, following
grade-level classes, etc.)
 Grade 4, Topic A: Waste & Our World  Grade 9, Unit A: Biological Diversity
 Grade 5, Topic E: Wetland Ecosystems  Science 20, Unit D: Changes in Living
 Grade 6, Topic E: Trees & Forests Systems
 Science 30, Unit A: Living Systems Respond
to Their Environment
 Biology 20, Unit B: Ecosystems & Population
Change
 Biology 30, Unit D: Population & Community
Dynamics
Assessment
( ( ( ( ( ( ( ( (
(10 (11 (12 (13 (14 (1 (16
Title 1 2 3 4 5 6 7 8 9 (17)
) ) ) ) ) 5) )
) ) ) ) ) ) ) ) )
Learning Type
Outcomes (Formative
S F F F F S F F F S F S F F S S S
/
Summativ
e)
Weigh 1
5 15 15 10 10 30
t (%) 5
Section 1 x X X
1.1 - illustrate how life-
supporting environments meet
the needs of living things for X
X X
nutrients, energy sources,
moisture, suitable habitat, and
exchange of gases
1.2 - describe examples of
interaction and
interdependency within an
ecosystem (e.g., identify
examples of dependency X
between species, and describe
adaptations involved; identify X X
changing relationships
between humans and their
environments, over time and in
different cultures - as, for
example, in aboriginal
cultures)
1.3 - identify examples of
human impacts on ecosystems,
and investigate and analyze
the link between these impacts
and the human wants and X
needs that give rise to
X X
them (e.g., identify impacts of
the use of plants and animals
as sources of food, fibre and
other materials; identify
potential impacts of waste
products on environments)
1.4 - analyze personal and
public decisions that involve
consideration of X
environmental impacts, and X X
identify needs for scientific
knowledge that can inform
those decisions
2.1 - analyze an ecosystem to
identify biotic and abiotic
components, and describe X X X
interactions among these
components
Section 2 x X X
2.2 - analyze ecosystems to
identify producers, consumers
and decomposers; and
describe how energy is
supplied to and flows through
a food web, by: X X X X
 describing and giving
examples of energy
and nutrient storage
in plants and animals
 describing how
matter is recycled in X
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
2.3 - describe the process of
cycling carbon and water X X X
through an ecosystem
Section 3 x X X
3.1 - investigate a variety of
habitats, and describe and
interpret distribution patterns
of living things found in those
habitats (e.g., describe and X X X
compare two areas within the
school grounds - a relatively
undisturbed site and a site that
has been affected by heavy
use; describe and compare a
wetland and a dryland area in
a local parkland)
3.2 - investigate and interpret
evidence of interaction and
change (e.g., population X X
fluctuations, changes in
weather, availability of food or
introduction of new species
into an ecosystem)
3.3 - identify signs of ecological
succession in local
ecosystems (e.g., emergence
of fireweed in recently cut X X
forest areas, replacement of
poplar by spruce in maturing
forests, reestablishment of
native plants on unused
farmland)
Section 4 x X X
2.4 - identify mechanisms by
which pollutants enter and

move through the X X
environment, and can become
concentrated in some
organisms (e.g., acid rain,
mercury, PCBs, DDT)
4.1 - identify intended and
unintended consequences of
human activities within local
and global environments (e.g., X X
changes resulting from habitat
loss, pest control or from
introduction of new species;
changes leading to species
extinction)
4.2 - describe and interpret
examples of scientific X X
investigations that serve to
inform environmental decision
making
4.3 - illustrate, through
examples, the limits of
scientific and technological
knowledge in making decisions X X
about life-supporting
environments (e.g., identify
limits in scientific knowledge of
the impact of changing land
use on individual species;
describe examples in which
aboriginal knowledge - based
on long-term observation -
provides an alternative source
of understanding)
4.4 - analyze a local
environmental issue or
problem based on evidence
from a variety of sources, and X X
identify possible actions and
consequences (e.g., analyze a
local issue on the control of the
beaver population in a nearby
wetland, and identify possible
consequences)
Assessment FOR Assessment OF

Assessment Tool Brief Description Learning Learning
Students will create a title page to get them thinking about all
(1) Title Page X
that the unit entails.
As a class, students will make a t-table of the biotic/abiotic

(2) T-table X
factors they saw on the schoolyard walk.
“What are the 5 basic human needs? Why could or couldn’t

(3) Exit Slip #1 David Blaine have survived longer in the coffin?” X
*Written or verbally w/teacher
In partners, students will describe verbally, write, or act-out
(4) Symbiotic
one of the symbiotic relationships (mutualism, X
Presentation
commensalism, parasitism).
“Explain the impact a person has on their environment if they
(5) Exit Slip #2 X
cut down a raspberry bush.”
(6) Quiz #1 Students will be quizzed on content from section 1.0 of Unit A X
Students will research about producers, consumers,

(7) Research Activity X
decomposers while working through the worksheet.
“Give one example of a helpful decomposer and one example
(8) Exit Slip #3 X
of a harmful decomposer.”
“What is an example of a food chain? Draw/write the
(9) Exit Slip #4 organism, and label the producer, consumer and X
decomposer.”
(10) Quiz #2 Students will be quizzed on content from section 2.0 of Unit A. X
(11) Estimate
Students complete a worksheet on estimating the population
Population X
of mice using a quadrate system.
Worksheet
(12) Quiz #3 Students will be quizzed on content from section 3.0 of Unit A. X
“What are two unintended and one intended consequence(s)

(13) Exit Slip #5 X
of human activities that have impacted ecosystems?”
(14) 4.2 & 4.3 Students use the textbook to complete short-answer
X
Worksheet questions regarding sections 4.2 & 4.3.
(15) Ecological Students will write ways to reduce their ecological footprint
X
Footprint on the footprint cut-out.
(16) Vocabulary Throughout the unit, students are to complete their

X
Sheet vocabulary sheet and hand it in at the end.
Students will work in partners or group of 3 to create their

(17) Final Project X
own ecosystem. Requirements are given on hand-out.
# Lesson Lesson Activities

Title
Outcome(s):
-
Overview:
First Day  Class intros/name tag/summer activities.
of School  Start title page making (*some time tomorrow, due after long weekend).
1 Teaching and/or Learning Strategies:
Title Page  Relationship building.
Notes/Materials:
Wed,  Paper for name tags (*COLLECT at END of CLASS)
Sept 1  Paper for title pages (hole-punched)
 Materials/tools for title pages (rulers, markers, pencil crayons, etc.)
Resources:
Outcome(s):
STS & Knowledge:
2.1 - analyze an ecosystem to identify biotic and abiotic components, and describe
interactions among these components.
Skills:
3.2 - Analyzing & Interpreting - compile and display data, by hand or computer, in a variety of
formats, including diagrams, flow charts, tables, bar graphs and line graphs (e.g., illustrate a
Intro to food web, based on observations made within a given environment)
Inter- 4.1 – Communication & Teamwork - communicate questions, ideas, intentions, plans and
actions results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral
2 and Eco- language and other means (e.g., present findings from an analysis of a local issue, such as the
systems control of the beaver population in a nearby wetland)
Unit Attitude:
(1.1) Unit A: Safety
Overview:
*Vocab  Go over unit schedule (important dates/events)
Words  Go on walk in schoolyard (students note what they see/feel).
Sheet*  Make list of everything students saw/felt.
 Biotic vs abiotic factors (w/time to fill in vocab sheet).
 As a class, make a t-table of which is a biotic/abiotic factor.
Thurs,  *Give more time to work on their title page (Due Wed next week).
Sept 2 Teaching and/or Learning Strategies:
 Place-based learning
Notes/Materials:
 Whiteboard marker (for writing list) OR use computer doc.
 Vocabulary Words Sheet! (fill-in-the-blank + example)
Resources:
 Science in Action 7 (textbook)
Week 2
Outcome(s):
Basic STS & Knowledge:
Needs 1.1 - illustrate how life-supporting environments meet the needs of living things for nutrients,
(1.1) energy sources, moisture, suitable habitat, and exchange of gases.
Skill:
3 1.1 – Initiating & Planning - identify science-related issues (e.g., identify a specific issue
Tues, regarding human impacts on environments.
Sept 7 4.1 – Communication & Teamwork - communicate questions, ideas, intentions, plans and
results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral
language and other means.

Attitude:
Unit A: Interest in Science.
Overview:
 Go through “DKfindout” site with students. Stop on Tundra ecosystem image.
 Students complete their own t-tables (alone/partner). Share as a class.
_
 Watch “What Living Things Need” video. Have discussion about the 5 basic needs of
living things.
 Buried Alive discussion activity (p. 14)
 Exit slip #1 (verbally to teacher or written)
Teaching and/or Learning Strategies:
 Flexible grouping
Notes/Materials:
 T-tables (paper)
 Exit slip #1 (paper)
Resources:
 Tundra ecosystem https://www.dkfindout.com/us/animals-and-nature/habitats-and-
ecosystems/tundra/
 “What Living Things Need” https://www.youtube.com/watch?v=2xiAacSg4bI
Outcome(s):
STS & Knowledge
1.2 - describe examples of interaction and interdependency within an ecosystem (e.g.,
identify examples of dependency between species, and describe adaptations involved; identify
changing relationships between humans and their environments, over time and in different
cultures - as, for example, in aboriginal cultures)
Overview:
Symbiotic  *Title page DUE
Relations  Presentation on symbiotic relationships and adaptation (w/time to fill in vocab
4 hips sheet).
(1.2)  Watch adaptation video (~6.5 mins)
 In partners, students will describe (verbally, written, or acted-out) one of the
Wed, symbiotic relationships (mutualism, commensalism and parasitism). *Students may
Sept 8 share with class, but must share with me. (completion mark)
 Flexible grouping
Notes/Materials:
 Slides for presentation
Resources:
 Adaptation Video https://www.youtube.com/watch?v=n3OWsRFtTeI
 *Student Activity (p.4)
http://tinabatrascience.weebly.com/uploads/2/5/4/1/25410784/symbiosis_3.pdf
 Symbiotic relationship examples (if needed)
https://examples.yourdictionary.com/examples-of-symbiosis.html
Outcome(s):
STS & Knowledge:
1.3 - 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 (e.g., identify
impacts of the use of plants and animals as sources of food, fibre and other materials; identify
potential impacts of waste products on environments)
1.4 - analyze personal and public decisions that involve consideration of environmental
impacts, and identify needs for scientific knowledge that can inform those decisions
Attitude:
A: Stewardship
The Overview:
Human  *Let students share work from prev. day if haven’t already.
5 Impact  Presentation on human impacts on ecosystems (w/time to fill in vocab sheet).
(1.3)  Watch “Ecological Concerns” video. Discuss what happened when buffalo vanished?
(i.e., loss of food source, etc.).
*Book  Exit slip #2
Laptops*  Review (for Quiz #1 tomorrow) (quizizz link below)
Thurs,  Exit slip
Sept 9 Notes/Materials:
 Exit slip paper
 Book Laptops!
Resources:
 Human impacts on ecosystems https://www.conserve-energy-future.com/various-
human-activities-that-affect-ecosystem.php (for pres info)
 Quizizz Quiz #1 Review https://quizizz.com/admin/quiz/6105cfdaf221a2001cf04026
 “Ecological Concerns” vid. https://vimeo.com/97353888
Outcome(s):
STS & Knowledge:
1.1-1.4 & 2.1
Overview:
 Go over quiz expectations.
Quiz #1  Quiz 1
 Quiz #1 (summative)
Fri, Sept Notes/Materials:
10  Quiz #1 (bring to class)
Resources:
 T.M. materials
Week 3
Outcome(s):
STS & Knowledge:
2.2 - 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
7 Interactio Skills:
ns Among 3.2 – Analyzing & Interpreting - compile and display data, by hand or computer, in a variety of
Producers formats, including diagrams, flow charts, tables, bar graphs and line graphs.
, 4.1 – Communication & Teamwork - communicate questions, ideas, intentions, plans and
Consume results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral
rs, and language and other means.
Decompo Overview:
sers  *Go over quiz results/answers (students make corrections)
(2.1)  What did everyone eat yesterday?
 Explain that living things need energy, and they get this energy by either being a
*Laptops producer, consumer or decomposer.
/
Compute  Give students worksheet to complete using laptops/textbooks (research activity

rs/ resource)
Textbook  *Collect work at end of class?
s* Teaching and/or Learning Strategies:
 Student-lead inquiry
Tues, Notes/Materials:
Sept 14  *BOOK LAPTOPS/Computer Lab
 Worksheets (*Fill in vocab sheets?)
 Pre-made groups?
Resources:
 Research activity (in groups of 3) https://education.eol.org/lesson_plans/6-
8_FoodWebs1_ProducersConsumersDecomposers.pdf
Outcome(s):
Interactio STS & Knowledge:
ns Among 2.2 - analyze ecosystems to identify producers, consumers and decomposers; and describe
Produc., how energy is supplied to and flows through a food web, by:
Consum.,  describing and giving examples of energy and nutrient storage in plants and animals
and Overview:
8 Decomp.  Give students time to complete P,C,D worksheet using laptops/textbooks (research
(2.1) activity resource)
 *Go over/collect work at end of class? (completion mark)
*Laptop/ Teaching and/or Learning Strategies:
Textbook  Student-lead inquiry
* Notes/Materials:
*Possible  *LAPTOPS/Computer Lab
School  Worksheets (*Fill in vocab sheets)
Pictures* Resources:
Wed,  Research activity (in groups of 3) https://education.eol.org/lesson_plans/6-
Sept 15 8_FoodWebs1_ProducersConsumersDecomposers.pdf
Outcome(s):
STS & Knowledge:
Photo- Overview:
synthesis  Brief look into photosynthesis.
9 (2.1)  Watch photosynthesis video.
 Presentation (see pages 29-31 for info) (w/time to fill in vocab sheet)
Thurs,  Mini-quiz in presentation (formative assessment).
Sept 16  *Students draw diagram of photosynthesis (on vocab sheet)
 Mini-quiz
Notes/Materials:
Resources:
 Photosynthesis video: https://www.youtube.com/watch?v=3pD68uxRLkM
Week 4
Outcome(s):
STS & Knowledge:
Consume  describing and giving examples of energy and nutrient storage in plants and animals
rs: Overview:
Scavenge  Go over answers for P.C.D. worksheet activity (last two days)
rs &  Decomposers video (~3 mins)
10 Decompo  Presentation on helpful vs. harmful decomposers (w/time to fill in vocab sheet)
0 sers  Exit Slip #3
(2.1) Teaching and/or Learning Strategies:
 Exit slip
Tues, Notes/Materials:
Sept 21  Paper for exit slip
Resources:
Decomposers video: https://www.youtube.com/watch?v=uB61rfeeAsMm
Outcome(s):
STS & Knowledge:
Food Overview:
Chains  Brief presentation on food chains (w/time to fill in vocab sheet)
11 (2.2)  Class activity (groups, paper with part of food chain on it (see p. 35), rearrange and
point when complete).
Wed,  Exit slip #4
 Exit Slip
Notes/Materials:
 Papers with food chain parts (multiple chains)
Resources:
Outcome(s):
STS & Knowledge:
Food 2.2 - analyze ecosystems to identify producers, consumers and decomposers; and describe
Webs how energy is supplied to and flows through a food web, by:
(2.3)  describing how matter is recycled in an ecosystem through interactions among
Matter plants, animals, fungi, bacteria and other microorganisms
12 Cycles in  interpreting food webs, and predicting the effects of changes to any part of a web
Ecosyste 2.3 - describe the process of cycling carbon and water through an ecosystem
ms (2.4) Overview:
 Give students fill-in-the-blank worksheet for video.
Thurs,  Watch Bill Nye Food Webs video.
Sept 23  Go over answers (quickly).
 Presentation on water cycle and carbon cycle (*Show pp. 45-46 online link)
 *Give students time to fill in their vocab sheets.
 Follow-along video
 Mini-quiz (within pres)
Notes/Materials:
 Bill Nye Worksheet
Resources:
 Bill Nye Food Webs video: https://www.dailymotion.com/video/x3jyupd
 “Bill Nye Food Web – Teach With Fergy” for worksheet
 Textbook
https://elliottclasswebsite.weebly.com/uploads/1/3/5/8/13585749/interactions___e
cosystems_text_book_pages.pdf
Week 5
Outcome(s):
STS & Knowledge:
Section  describing how matter is recycled in an ecosystem through interactions among
2.0 plants, animals, fungi, bacteria and other microorganisms
13 Review  interpreting food webs, and predicting the effects of changes to any part of a web
2.3 - describe the process of cycling carbon and water through an ecosystem
Overview:
Tues,  Review for section 2.0
Notes/Materials:
 Review sheet
Resources:
 T.M. materials
Outcome(s):
STS & Knowledge:
 describing how matter is recycled in an ecosystem through interactions among
Quiz #2 plants, animals, fungi, bacteria and other microorganisms
14  interpreting food webs, and predicting the effects of changes to any part of a web
Wed, 2.3 - describe the process of cycling carbon and water through an ecosystem
Sept 29 Overview:
 Go over quiz expectations.
 Quiz #2
 Quiz as summative assessment.
Notes/Materials:
 Bring quizzes
Resources:
Outcome(s):
STS & Knowledge:
Distributi 3.1 - investigate a variety of habitats, and describe and interpret distribution patterns of living
on of things found in those habitats.
15 Living Skill:
Things in Initiating & Planning – 1.3 – state a prediction and a hypothesis based on background
the information or an observed pattern of events.
Enviro. Performing & Recording – 2.4 - estimate measurements.
(3.1) Analyzing & Interpreting – 3.2 - compile and display data, by hand or computer, in a variety of
formats, including diagrams, flow charts, tables, bar graphs and line graphs.
Thurs, Communication & Teamwork – 4.1 - communicate questions, ideas, intentions, plans and
Sept 30 results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral
language and other means.
Overview:
 Go over Quiz #2 answers/results.
 3.1 Presentation (w/ time for vocab sheet)
 Lab Activity: Estimating a Population Using Quadrat Sampling. (worksheet)
 *Time to complete worksheet tomorrow
 Hands-on Activity
Notes/Materials:
 Worksheets (Estimating pop)
Resources:
 T.M. materials
Outcome(s):
STS & Knowledge:
3.1 - investigate a variety of habitats, and describe and interpret distribution patterns of living
things found in those habitats.
Skill:
Distributi Initiating & Planning – 1.3 – state a prediction and a hypothesis based on background
on of information or an observed pattern of events.
Living Performing & Recording – 2.4 - estimate measurements.
Things in Analyzing & Interpreting – 3.2 - compile and display data, by hand or computer, in a variety of
16 the formats, including diagrams, flow charts, tables, bar graphs and line graphs.
Enviro. Communication & Teamwork – 4.1 - communicate questions, ideas, intentions, plans and
(3.1) results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral
CONT. language and other means.
Overview:
Fri, Oct 1  Continue Lab Activity: Estimating a Population Using Quadrat Sampling. (worksheet)
 *Worksheet due at end of class (completion mark)
 Hands-on Activity
Notes/Materials:
 Worksheets (Estimating pop)
Resources:
 T.M. materials
Week 6
Outcome(s):
STS & Knowledge:
3.2 - investigate and interpret evidence of interaction and change (e.g., population
fluctuations, changes in weather, availability of food or introduction of new species into an
Survival ecosystem)
Activity Skill:
17 (3.2) Initiating & Planning – 1.3 - state a prediction and a hypothesis based on background
information or an observed pattern of events.
Tues, Oct Communication & Teamwork –
5 4.1 - communicate questions, ideas, intentions, plans and results, using lists, notes in point
form, sentences, data tables, graphs, drawings, oral language and other means.
Attitude:
A - Scientific Inquiry
Overview:
 3.2 Presentation (w/ time for vocab sheet)
 Survival in the Field Activity (pp. 58-59)
 Class activity
Notes/Materials:
 **Materials for activity (see p. 58)
 Paper(s) to record outcomes
Resources:
Outcome(s):
STS & Knowledge:
3.3 - identify signs of ecological succession in local ecosystems (e.g., emergence of fireweed in
recently cut forest areas, replacement of poplar by spruce in maturing forests,
reestablishment of native plants on unused farmland).
Success- Overview:
ion (3.3)  Watch video on succession (10 mins).
18 & Review  Vocab sheet time.
 Section 3.0 review (Quiz #3 tomorrow).
Wed, Oct Teaching and/or Learning Strategies:
6  Educational video
Notes/Materials:
 Review sheet/material
Resources:
 Succession video: https://www.youtube.com/watch?v=jZKIHe2LDP8
Outcome(s):
STS & Knowledge:
3.1 - investigate a variety of habitats, and describe and interpret distribution patterns of living
things found in those habitats.
3.2 - investigate and interpret evidence of interaction and change (e.g., population
fluctuations, changes in weather, availability of food or introduction of new species into an
ecosystem)
Quiz #3 3.3 - identify signs of ecological succession in local ecosystems (e.g., emergence of fireweed in
19 recently cut forest areas, replacement of poplar by spruce in maturing forests,
Thurs, reestablishment of native plants on unused farmland).
Oct 7 Overview:
 Go through quiz expectations.
 Quiz #3
 Quiz as summative assessment
Notes/Materials:
 Bring quizzes
Resources:
 T.M. material
Week 7
Outcome(s):
STS & Knowledge:
Intended 2.4 - identify mechanisms by which pollutants enter and move through the environment, and
& Un- can become concentrated in some organisms (e.g., acid rain, mercury, PCBs, DDT).
intended 4.1 - identify intended and unintended consequences of human activities within local and
Cons- global environments (e.g., changes resulting from habitat loss, pest control or from
20 equences introduction of new species; changes leading to species extinction).
of human Overview:
activities  Go over Quiz #3 answers/results
(4.1)  *Play “Eco-Jenga”
 Presentation (read through textbook, pp. 66-71)
Tues, Oct  Exit slip #5

 Exit slip
Notes/Materials:
 Paper for exit slips
Resources:
 Textbook
https://elliottclasswebsite.weebly.com/uploads/1/3/5/8/13585749/interactions___e
cosystems_text_book_pages.pdf
 Eco-Jenga resource https://science.discoveryplace.org/stay-at-home-
science/explore-what-causes-an-ecosystem-to-collapse
Outcome(s):
STS & Knowledge:
4.2 - describe and interpret examples of scientific investigations that serve to inform
environmental decision making.
Enviro. 4.3 - illustrate, through examples, the limits of scientific and technological knowledge in
Decision- making decisions about life-supporting environments (e.g., identify limits in scientific
Making knowledge of the impact of changing land use on individual species; describe examples in
(4.2-4.3) which aboriginal knowledge - based on long-term observation - provides an alternative source
21 of understanding).
*Textboo Overview:
ks  Presentation on sections 4.2 & 4.3.
needed*  Students use textbooks for worksheet (“Section 4.2 and 4.3 Short”).
 *Will have time to complete tomorrow.
Wed, Oct Teaching and/or Learning Strategies:
13  worksheet
Notes/Materials:
 Bring worksheets
Resources:
 T.M. material
Outcome(s):
STS & Knowledge:
4.4 - analyze a local environmental issue or problem based on evidence from a variety of
sources, and identify possible actions and consequences (e.g., analyze a local issue on the
Ecological control of the beaver population in a nearby wetland, and identify possible consequences).
Footprint Overview:
(4.4)  *Students have some time to work on their worksheets
22  Presentation on ecological footprints
*Comput  Students use computers to find their ecological footprint (website)
ers*  *Students note their results for tomorrow’s activity. (tell teacher)
 Class sharing/discussion
Thurs, Teaching and/or Learning Strategies:
Oct 14  Technology for educating
Notes/Materials:
 Paper to note student results
 *BOOK laptops/computer
Resources:
 Footprint calculator https://www.footprintcalculator.org/
Outcome(s):
STS & Knowledge:
4.4 - analyze a local environmental issue or problem based on evidence from a variety of
sources, and identify possible actions and consequences (e.g., analyze a local issue on the
control of the beaver population in a nearby wetland, and identify possible consequences).
Skill:
Initiating & Planning – 1.3 - state a prediction and a hypothesis based on background
How Can information or an observed pattern of events. – 1.4 - select appropriate methods and tools for
You collecting data and information.
23 Reduce Communication & Teamwork – 4.1 - communicate questions, ideas, intentions, plans and
Your results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral
Ecological language and other means.
Footprint Attitudes:
? A – Stewardship
Fri, Oct Overview:
15  Students complete footprint activity.
 *Collect and take pictures at the end. (DUE end of class)
Notes/Materials:
 Bring footprint papers (*make own example)
Resources:
 Inspiration from https://www.overshootday.org/kids-and-teachers-
corner/classroom-activities/
Week 8
Outcome(s):
STS & Knowledge:
Final *All sections from Unit A.
24 Project Overview:
(Day 1)  Give students handout for final project (Create your own ecosystem)
 Students have time to work on project.
*Laptops Teaching and/or Learning Strategies:
/Comps*  Self-guided project
Notes/Materials:
Tues, Oct  Bring handouts for final project
19  *Laptops/computers/textbooks
Resources:
Outcome(s):
STS & Knowledge:
25 Project Overview:
(Day 2)  Students have time to work on project.
*Laptops  Self-guided project
/Comps* Notes/Materials:
 Bring handouts for final project
Wed, Oct  *Laptops/computers/textbooks
20 Resources:
Outcome(s):
Final STS & Knowledge:
Project *All sections from Unit A.
26 (Day 3) Overview:
 Students have time to work on project.
Notes/Materials:
Thurs,  Bring handouts for final project

Oct 21  *Laptops/computers/textbooks
Resources:
Week 9
Outcome(s):
STS & Knowledge:
Project Overview:
(Day 4)  Students have time to work on project.
*Laptops  Self-guided project
/Comps* Notes/Materials:
 Bring handouts for final project
Tues, Oct  *Laptops/computers/textbooks
26 Resources:
Final Outcome(s):
Project STS & Knowledge: *All sections from Unit A.
(Day 5, Overview:
DUE)  Students have time to work on project.
28  *Project AND Vocab sheet DUE at end of day
Notes/Materials:
Wed, Oct  *Laptops/computers/textbooks
27 Resources:

Science7 Interact Eco Unitplan Amandayost

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Amanda Yost (001179306)

Unit Plan: Interactions and Ecosystems

Subject Science Time Frame 28 classes

Developed By Amanda Yost

Prior Knowledge and Skills: Key Concepts

 How to make and fill a t-table.  interactions and interdependencies

Prior Understandings Where Does This Lead?

which pollutants enter and

Assessment FOR Assessment OF

As a class, students will make a t-table of the biotic/abiotic

“What are the 5 basic human needs? Why could or couldn’t

Students will research about producers, consumers,

“What are two unintended and one intended consequence(s)

(16) Vocabulary Throughout the unit, students are to complete their

Students will work in partners or group of 3 to create their

# Lesson Lesson Activities

language and other means.

Compute  Give students worksheet to complete using laptops/textbooks (research activity

Tues, Oct  Exit slip #5

Thurs,  Bring handouts for final project

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