Documente Academic
Documente Profesional
Documente Cultură
Standard: 3
Outcome:
Life Systems
3.5 - Explains the interrelationships between systems within living things, and between
living things in ecological systems. They relate these ideas to the health of individuals
and to threats to the sustainability of ecological systems.
Earth & Space
3.1 - Describes the characteristics that sustain life on the earth and changes to these
characteristics and their impact over time.
Unit Description:
This unit of work will give students the opportunity to learn about ecosystems, through
research and observation.
By the completion of this unit students will be able to describe what an ecosystem is,
how an ecosystem works, the interdependence and interrelationships between plants
and animal life and how humans impact upon ecosystems.
It is important that students learn about ecosystems and their threats so they can take
measures to assist in the preservation of the earth’s ecosystems.
3. Students begin to look at resources that describe ecosystems. Create a word wall
5. Look further into food chains and food webs. Uncover differences. Relate to local
ecosystem (river). Introduce assessment (Book)
6. & 7. Visit river (see Appendix 2). Collect samples. Photograph samples
(animals/plants/area). Record findings. Complete journal entry.
8. Complete investigations into the animals and plants that were found at the river.
Refer to worksheets (see Appendices 3 & 4). Provide time to work on assessment.
Term 2
9. Investigate soil samples. Complete experiments to determine their properties along
with their acidity and alkalinity. Investigate types of plants that can grow in this type of
soil. Use Appendix 5. Discuss concept of erosion and how plants can assist in slowing
this process. Provide time to work on assessment.
10. Discuss how worms contribute to ecosystems. Watch video ‘Take on Technology’
about building an ideal worm farm. Discuss the best way to build a worm farm and the
materials needed. Provide time to work on assessment.
11. Build a worm farm. Review worm farm periodically during the unit of work. What are
the worms doing? What foods do the worms like/dislike, why/why not? What can we do
with the compost and liquid fertiliser? Provide time to work on assessment.
12. & 13. Discuss human impacts on ecosystems (see Appendix 6). Brainstorm how
ecosystems can be threatened. E.g. pollution, introduced vegetation, building a housing
development at river/ over wetlands. Complete some research about threats to
ecosystems and how they can be preserved. Introduce assessment (pamphlet).
14. Understand other ecosystems. Using their knowledge about the river, brainstorm
what may be found at other ecosystems. Discuss interrelatedness, food chains and food
webs. Make predictions. Have students briefly investigate one other ecosystem. Provide
time to work on assessment.
15. & 16. Write letter to Minister for Environment & Heritage. Explain to minister the
observations, investigations and experiments that have been completed. The class’s
suggestions for ways to preserve the ecosystem, including introducing new plant and
animal life. Explain suggested ways to reduce human impact through pollution and
development. Provide time to work on assessment.
Assessment:
Formative Assessment Summative Student Self Assessment
(Appendix 8) Assessment (Appendix 11)
Contributes to class (Appendix 9) Students complete a self
discussions A non-fictional book assessment at completion of the
composed for junior entire unit of work
Observes, collects samples primary students
and investigates samples
collected at the river. (Appendix 10)
A pamphlet about
Samples of students work - caring for the river
worksheets from excursion with the intended
to river audience being
visitors to the river.
Journal entry after visiting
the river