Embedded Files
This is the teacher notes page identifying the outcomes addressed in these lessons. Copy each lesson link and send it to your students. For printable versions of these materials log into the teacher information section of the Department of Education.
Introduction
Introduction
During these lessons’ students will explore different biomes and identify the living and non-living components of the ecosystem and how they interact with one another.
Student are learning to:
describe the unique features of different biomes and ecosystems
identify the biotic and abiotic components of ecosystems and describe their relationships as energy and matter moved around the spheres.
Outcomes
SC5-4WS develops questions or hypotheses to be investigated scientifically
SC5-5WS produces a plan to investigate identified questions, hypotheses or problems, individually and collaboratively
SC5-6WS undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively
SC5-7WS processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions
SC5-9WS presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and representations
SC5-14LW analyses interactions between components and processes within biological systems
Students will learn that Earth is home to many different biomes. Students will identify that biome are collections of ecosystems with unique characteristics and, use terminology to describe the relationships between the living and non-living components.
Learning Intentions:
To describe the unique features of different biomes and ecosystems.
To discuss the relationship between biotic components and limiting abiotic components in an ecosystem.
To use appropriate terminology to authentically describe components of ecosystems.
To design a firsthand investigation to see the effects of abiotic components on plants.
Success Criteria:
I can identify examples and describe the features of different biomes around the world.
I can classify components of ecosystems as biotic and abiotic and explain how they interact.
I can use terms such as population, species, communities and limiting factors authentically when describing interactions within ecosystems.
I can design experiments that are valid, reliable and accurate to investigate the effect of changing abiotic components on plant growth.
Content:
LW2 Conserving and maintaining the quality and sustainability of the environment requires scientific understanding of interactions within, the cycling of matter and the flow of energy through ecosystems.
LW2a Students recall that ecosystems consist of communities of interdependent organisms and abiotic components of the environment.
LW2d Students analyse how changes in some biotic and abiotic components of an ecosystem affect populations and/or communities.
WS5.1c Students identify data to be collected for an investigation by selecting possible sources of data, including secondary sources, relevant to the investigation.
WS5.1d Students identify data to be collected for an investigation by justifying why variables need to be kept constant if reliable first-hand data is to be collected in controlled experiments.
WS5.2a Students plan first-hand investigations by planning and selecting appropriate investigation methods, including fieldwork and laboratory experimentation, to collect reliable data.
WS5.2b Students plan first-hand investigations by describing a logical procedure for undertaking a range of investigation types.
WS5.2c Students plan first-hand investigations by designing controlled experiments to collect valid first-hand data.
WS5.2d Students plan first-hand investigations by specifying the dependent and independent variables for controlled experiments.
WS6a Students conduct investigations by individually and collaboratively using appropriate investigation methods, including fieldwork and laboratory experimentation, to collect reliable data.
WS6c Students conduct investigations by selecting and using appropriate equipment, including digital technologies, to systematically and accurately collect and record data.
WS6d Students conduct investigations by using appropriate units for measuring physical quantities.
WS6e Students conduct investigations by reporting data and information, evidence and findings, with accuracy and honesty.
WS7.1b Students process data and information by selecting and using a variety of methods to organise data and information including diagrams, tables, models, spreadsheets and databases.
WS7.2b Students analyse data and information by describing relationships between variables.
WS7.2c Students analyse data and information by assessing the validity and reliability of first-hand data.
WS9a Students communicate by selecting and using in presentations, for different purposes and contexts, appropriate text types including discussions, explanations, expositions, procedures, recounts or reports.
WS9b Students communicate by selecting and constructing an appropriate table, type of diagram, table or graph (histogram or sector, column or line graph) to present information and show relationships clearly and succinctly using digital technologies as appropriate.
WS9c Students communicate by using appropriate units for physical quantities and symbols to express relationships, including mathematical ones.
WS9d Students communicate by proposing ideas that demonstrate coherence and logical progression.
Students will apply their understanding of the law of conservation to describe the flow of energy in ecosystems. They will be able to explain that all energy involved in the relationships between biotic and abiotic components of any ecosystem is simply a transfer or transformation of energy, rather than a creation or a destruction.
Learning Intentions:
To recall the roles of organisms in simple food chains and food webs.
To describe the movement of energy in ecosystems.
To interpret energy pyramid diagrams in terms of producers, primary, secondary and tertiary consumers and decomposers.
To explain the relative numbers of organisms in a population at trophic energy levels.
Success Criteria:
I can explain how energy moves in ecosystems.
I use my understanding of law of conservation to describe the movement of energy in closed systems.
I know the movement of energy from organism to organism is not efficient and that major losses occur at each step.
Content:
LW2 Conserving and maintaining the quality and sustainability of the environment requires scientific understanding of interactions within, the cycling of matter and the flow of energy through ecosystems.
LW2a Students recall that ecosystems consist of communities of interdependent organisms and abiotic components of the environment.
LW2c Students describe how energy flows through ecosystems, including input and output through food webs.
LW2d Students analyse how changes in some biotic and abiotic components of an ecosystem affect populations and/or communities.
WS6c Students conduct investigations by selecting and using appropriate equipment, including digital technologies, to systematically and accurately collect and record data.
WS7.1b Students process data and information by selecting and using a variety of methods to organise data and information including diagrams, tables, models, spreadsheets and databases.
WS7.1c Students process data and information by accessing data and information by using a range of appropriate digital technologies.
WS7.1e Students process data and information by identifying data which supports or discounts a question or hypothesis being investigated or a proposed solution to a problem.
WS7.2a Students analyse data and information by analysing patterns and trends, including identifying inconsistencies in data and information.
WS7.2b Students analyse data and information by describing relationships between variables.
WS7.2d Students analyse data and information by using knowledge of scientific concepts to draw conclusions that are consistent with evidence.
WS7.2e Students analyse data and information by evaluating conclusions and evidence, including identifying sources of uncertainty and possible alternative explanations.
WS8d Students solve problems by using cause-and-effect relationships to explain ideas.
WS8e Students solve problems by using models to explain phenomena and make predictions.
WS8f Students solve problems by applying critical thinking in considering suggested proposals, solutions and conclusions, including a consideration of risk.
Students will apply their understanding of the flow of matter in ecosystems to the carbon and nitrogen cycles. Students will then use their understanding of these cycles to explain the degredation of farmland.
Learning Intentions:
To know that matter must be recycled in closed systems such as biomes on Earth.
To describe the role of decomposers in food chains and webs in recycling nutrients such as carbon and nitrogen in the environment.
To describe the processes involved to recycle nitrogen.
Success Criteria:
I use my understanding of law of conservation to describe the movement of nutrients in closed systems.
I can describe the steps in the nitrogen cycle.
I apply critical thinking in considering solutions and conclusions about the movement of nutrients.
Content:
CW1 Scientific understanding changes and is refined over time through a process of review by the scientific community.
CW1b Students outline using examples how matter is cycled through ecosystems such as nitrogen.
WS6a Students conduct investigations by individually and collaboratively using appropriate investigation methods, including fieldwork and laboratory experimentation, to collect reliable data.
WS7.1a Students process data and information by selecting and using a variety of methods to organise data and information including diagrams, tables, models, spreadsheets and databases.
WS9d Students communicate by proposing ideas that demonstrate coherence and logical progression.
WS9e Students communicate by presenting scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations for specific audiences.
Resource Evaluation
Resource Evaluation
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