Science 7/8 Interactions and Ecosystems

Lesson
Title/Focus

Biomagnification & Unintended Consequences

Date

October 24, 2016

Subject/Gra
de Level

Science 7/8

Time
Duratio
n

35 minutes

Unit

Interactions and Ecosystems

Teacher

Robyn Volek

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

2. Trace and interpret the flow of energy and materials within an ecosystem
3. Monitor a local environment, and assess the impacts of environmental factors
on the growth, health, and reproduction of organism in that environment
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
3.3 Identify signs of ecological succession in local ecosystems
4.1 Identify intended and unintended consequences of human activities within local
and global environments

LEARNING OBJECTIVES
Students will:
1. Discover aspects of biomagnification

ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:

Student work
Discussions
What is biomagnification?
How do our impacts affect ecosystems
Notebook

LEARNING RESOURCES CONSULTED

Science 7 Text

MATERIALS AND EQUIPMENT

Smartboard
Notebooks

PROCEDURE
Prior to lesson

Videos:
Aral Sea: https://www.youtube.com/watch?v=FzvEW1FHc60
Lake Peigneur sinkhole: https://www.youtube.com/watch?v=ddlrGkeOzsI
Johnstown Dam Disaster: https://www.youtube.com/watch?v=IoObkmYseXY
Aral Sea: https://www.youtube.com/watch?v=5N-_69cWyKo
Biomagnifiaction: https://www.youtube.com/watch?v=TZk6vcmLcKw
DDT Lets put it everywhere: https://www.youtube.com/watch?v=UiCSvQvVys

Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda

Introduction
Entrance slip on succession

Time

What is succession?
I expect students to be respectful of all members of the
classroom. I expect students to work well in a group setting or
individually. I expect students to try their best in my classroom.
1. Entrance Slip
2. Unintended Consequences
3. Biomagnification

5 min

Transition to Body
Body
Adapted from a template created by Dr. K. Roscoe

Time

Learning Activity
#1

Assessments/
Differentiation:

Science 7/8 Interactions and Ecosystems

Discuss with students what unintended consequences
means. Watch videos on the aral sea and other disasters.
Discuss what biomagnification is. Watch videos on
biomagniciation and DDT. In notebook, write in definition of
biomagnification and add to glossary.
When students are done writing, we will go to the gym and do a
biomagnification activity. I have printed out 36 shrimps (half of
them are toxic but the students do not know the difference). We
will do a simple food chain experiment. Shrimplittle fishbig
fisheagle. After they complete the food chain, we will discuss
how many toxins the eagle ended up happening.
Assessments: Discussion & Observation. I will be able to
individually assess student understanding of biomagnification.

30 min

Differentiation: I have auditory, visual, and kinesthetic

components mixed into this lesson. I will have modified notes
for some students for their journals.
Learning Activity
#2

Assessments/
Differentiation

Learning Activity
#3
Assessments/
Differentiation

Closure
Assessment of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson

Time

Discussion
Observation
Observations of student work
Discussions and positive feedback
Tomorrow, we will discuss extinct, endangered, and threatened
species.

Sponge
Activity/Activities
Reflections from the
lesson

Adapted from a template created by Dr. K. Roscoe