Unit title: Interconnected Worlds: Exploring Ecosystems
Key concepts:- Systems
Related concept:- Environment, Energy, Interaction
Global context:- Globalization and sustainability
Statement of Inquiry:- Organisms interact with their surroundings by exchanging substance and moving energy.
Learning outcomes:-
5E Inquiry Cycle:
Engage (E):
Kath Murdoch Inquiry Cycle:
Tuning In (Activating Prior Knowledge and Sparking Curiosity):
Possible Extension Activities:
Credit: https://g.co/gemini/share/8442fcc04980
https://g.co/gemini/share/e48310f37a69
Key concepts:- Systems
Related concept:- Environment, Energy, Interaction
Global context:- Globalization and sustainability
Statement of Inquiry:- Organisms interact with their surroundings by exchanging substance and moving energy.
Learning outcomes:-
- State the name given to an area where a certain organism lives.
- Describe the factors an environment contains.
- Give some examples of how organisms are adapted to where they live.
- Explain what communities, distribution and micro-habitats are.
- Describe some adaptations for living under water.
- Describe how some organisms are adapted to living in woodland and underground areas.
- Explain some adaptations for living in very hot and very cold areas.
- Explain why changes in habitats cause problems for organisms.
- List the changes that can happen in an environment.
- Describe how organisms respond to daily changes.
- Describe how animals respond to seasonal changes.
- Describe how plants respond to seasonal changes.
- Recall the meanings of the words predator, prey, herbivore and carnivore.
- Describe some adaptations of predators.
- Describe some adaptations of prey.
- Describe how animals are adapted to their sources of food.
- Draw food chains and webs and explain what they show.
- Recall the words used to describe different organisms in a food chain.
- Give examples of the sort of evidence needed to construct food webs.
- Give examples of how organisms compete.
5E Inquiry Cycle:
Engage (E):
- Habitat Encounter (Day 1): Present students with pictures of diverse environments (e.g., rainforest, coral reef, desert). Students brainstorm the types of organisms they might find in each location and discuss the challenges they might face. This activates prior knowledge and sparks curiosity about adaptations.
- Ecosystem Scavenger Hunt (Day 1): Divide the class into teams and send them on a scavenger hunt around the schoolyard or a designated outdoor area (if possible). Teams create a list of living and non-living things they encounter, considering how they interact with each other. This introductory activity encourages observation and initial exploration of an ecosystem.
- Adaptation Stations (Days 2-3): Set up stations showcasing adaptations for different environments (e.g., fish gills for aquatic life, thick fur for cold climates, camouflage for hiding from predators). Students rotate through stations, recording observations and discussing how adaptations enable survival.
- Food Chain Challenge (Day 4): Present students with pictures or models of various organisms. Challenge them to work in groups to create a food chain, considering the feeding relationships between different species. This activity allows them to explore the concept of energy flow within ecosystems.
- Teacher-led Discussion (Day 5): Facilitate a discussion about the various components of an environment (biotic and abiotic factors) and how organisms interact with them. Introduce the concept of adaptations and how they contribute to survival in specific environments.
- Habitat Diorama Project (Day 5): Students choose a specific environment (e.g., desert, coral reef) and create a diorama showcasing the organisms that live there and their adaptations. This project reinforces understanding of different habitats and adaptations.
- Environmental Impact Simulation (Days 6-7): Divide the class into groups, each representing a specific element within an ecosystem (e.g., plants, herbivores, carnivores). Simulate a human activity that disrupts the environment (e.g., deforestation) and observe how it impacts different groups. This activity encourages students to consider the consequences of human actions on ecosystems.
- Sustainable Solutions Debate (Days 8-9): Organize a debate on a proposition like "Technology is the key to solving environmental problems." Students research different solutions for promoting sustainability and present arguments for or against the proposition. This activity fosters critical thinking, communication, and consideration of real-world solutions.
- Ecosystem Quiz (Day 10): Assess students' understanding of ecosystems, adaptations, and food webs through a quiz that includes multiple-choice, matching, and short answer questions.
- Food Web Creation and Explanation (Day 11): Students create a food web depicting the interconnectedness of organisms in a chosen ecosystem. They then explain the energy flow represented by the web and the role of each organism. This summative assessment allows students to showcase their learning and understanding of complex interactions within ecosystems.
- Provide graphic organizers or visuals for students who need support with understanding complex ecological concepts.
- Offer extension activities or research opportunities for advanced learners to delve deeper into specific adaptations or environmental issues.
- Kinesthetic learners can benefit from activities like the scavenger hunt, diorama project, and simulations.
- This unit encourages students to develop scientific inquiry, critical thinking, communication, and collaboration skills through activities like observations, discussions, simulations, debates, and project presentations.
- The exploration of ecosystems, adaptations, and human impact aligns with the MYP Global Context of Globalization and Sustainability. Students consider the interconnectedness of living things and the importance of responsible interaction with the environment.
- Research and present on a specific endangered species and the threats it faces due to habitat loss or human activity.
- Design a public awareness campaign promoting sustainable practices or conservation efforts.
- Partner with a local environmental organization to participate in a restoration or monitoring project.
Kath Murdoch Inquiry Cycle:
Tuning In (Activating Prior Knowledge and Sparking Curiosity):
- Habitat Encounter (Day 1): Present students with pictures of diverse environments (e.g., rainforest, coral reef, desert). Students brainstorm the types of organisms they might find in each location and discuss the challenges they might face. This activates prior knowledge about familiar organisms and environments.
- Ecosystem Scavenger Hunt (Day 1): Divide the class into teams and send them on a scavenger hunt around the schoolyard or a designated outdoor area (if possible). Teams create a list of living and non-living things they encounter, considering how they interact with each other. This introductory activity encourages observation of an ecosystem, prompting students to think about its components and interactions.
- Adaptation Stations (Days 2-3): Set up stations showcasing adaptations for different environments (e.g., fish gills for aquatic life, thick fur for cold climates, camouflage for hiding from predators). Students rotate through stations, recording observations and discussing how adaptations enable survival. This allows students to actively investigate adaptations and their connection to specific environments.
- Food Chain Challenge (Day 4): Present students with pictures or models of various organisms. Challenge them to work in groups to create a food chain, considering the feeding relationships between different species. This activity allows them to explore the concept of energy flow within ecosystems and how organisms are connected.
- Teacher-led Discussion (Day 5): Facilitate a discussion about the various components of an environment (biotic and abiotic factors) and how organisms interact with them. Introduce the concept of adaptations and how they contribute to survival in specific environments. Students can refer back to their findings from the stations and scavenger hunt to solidify understanding.
- Habitat Diorama Project (Day 5): Students choose a specific environment (e.g., desert, coral reef) and create a diorama showcasing the organisms that live there and their adaptations. This project reinforces understanding of different habitats, adaptations, and how living and non-living things interact within an environment.
- Environmental Impact Simulation (Days 6-7): Divide the class into groups, each representing a specific element within an ecosystem (e.g., plants, herbivores, carnivores). Simulate a human activity that disrupts the environment (e.g., deforestation) and observe how it impacts different groups. This activity encourages students to consider the consequences of human actions on ecosystems and the interconnectedness of living things.
- Sustainable Solutions Debate (Days 8-9): Organize a debate on a proposition like "Technology is the key to solving environmental problems." Students research different solutions for promoting sustainability and present arguments for or against the proposition. This activity fosters critical thinking, communication, and consideration of real-world solutions for environmental challenges.
- Ecosystem Quiz (Day 10): Assess students' understanding of ecosystems, adaptations, and food webs through a quiz that includes multiple-choice, matching, and short answer questions. This provides a formal evaluation of their learning.
- Food Web Creation and Explanation (Day 11): Students create a food web depicting the interconnectedness of organisms in a chosen ecosystem. They then explain the energy flow represented by the web and the role of each organism. This summative assessment allows students to showcase their learning and understanding of complex interactions within ecosystems.
Possible Extension Activities:
- Research and present on a specific endangered species and the threats it faces due to habitat loss or human activity.
- Design a public awareness campaign promoting sustainable practices or conservation efforts.
- Partner with a local environmental organization to participate in a restoration or monitoring project.
Credit: https://g.co/gemini/share/8442fcc04980
https://g.co/gemini/share/e48310f37a69
ecology_textbook.pdf | |
File Size: | 1425 kb |
File Type: |
ecology_worksheets.pdf | |
File Size: | 4979 kb |
File Type: |