Science Unit Oultine

Ecology 5 weeks
Unit Tile: Duration (weeks):
(3 x 60 minutes
lessons / week)
5 9
Stage: Year:
What is an ecosystem?
Key Concepts
How do living things interact with their surroundings?
/ Big Ideas
What are biotic and abiotic factors of an ecosystem?
(Essential How do abiotic chemicals (Nitrogen, Phosphorous, Carbon/Oxygen, water cycles)
Question) move through the ecosystem?
How do living things move through the ecosystem? (Food webs/chains)

(LW2)- Conserving and maintaining the quality and sustainability of the environment requires
Unit Context:
scientific understanding of interactions within, the cycling of matter and the flow of energy
(Scope and through ecosystems.
Sequence
Information) a) recall that ecosystems consist of communities of interdependent organisms and abiotic
components of the environment
b) outline using examples how matter is cycled through ecosystems, such as nitrogen
c) describe how energy flows through ecosystems, including input and output through food
webs
d) analyse how changes in some biotic and abiotic components of an ecosystem affect
populations and/or communities
e) assess ways that Aboriginal and Torres Strait Islander peoples' cultural practices and
knowledge of the environment contribute to the conservation and management of sustainable
ecosystems
f) evaluate some examples in ecosystems, of strategies used to balance conserving, protecting
and maintaining the quality and sustainability of the environment with human activities and
needs
Literacy Focus Numeracy Focus ICT Focus Differentiation

Cloze passages, Abundance calculations Website Extension questions requiring

comprehension and graphing skills creation on complex thought throughout
waste PowerPoints and question sheets.
reduction Extra question sheets always on
hand to give students who finish
work early.

Cross Curriculum Priorities

 Aboriginal and Torres Strait Islander  Asia and Australia’s engagement
 Sustainability
histories and cultures with Asia

General Capabilities
 Intercultural • Numeracy
 Critical  Ethical • Information understanding • Literacy • Personal
and understanding and and social
creative communicatio capability
thinking n technology
capability

Other learning across the curriculum areas

 Civics and citizenship  Difference and diversity • Work and enterprise
Outcomes

Values and Attitudes

Outcomes
SC4-1VA, SC5-1VA
appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of
the world around them
SC4-2VA, SC5-2VA
shows a willingness to engage in finding solutions to science-related personal, social and global issues, including
shaping sustainable futures
SC4-3VA, SC5-3VA
demonstrates confidence in making reasoned, evidence-based decisions about the current and future use and
influence of science and technology, including ethical considerations
Skills
Strand Outcomes
Conducting A student:
investigations
› undertakes first-hand investigations to collect valid and reliable data and information,
individually and collaboratively SC5-6WS

WS6 Students conduct investigations by:

a. individually and collaboratively using appropriate investigation methods, including
fieldwork and laboratory experimentation, to collect reliable data (ACSIS165, ACSIS199)

b. safely constructing, assembling and manipulating identified equipment

c. selecting and using appropriate equipment, including digital technologies, to
systematically and accurately collect and record data (ACSIS166, ACSIS200)
d. using appropriate units for measuring physical quantities
e. reporting data and information, evidence and findings, with accuracy and honesty
f. evaluating the effectiveness of the planned procedure, considering risk factors and
ethical issues, and suggesting improvements as appropriate
 Knowledge and understanding
Strand Outcomes
Living A student:
world
› analyses interactions
between components and
processes within biological
systems SC5-14LW
› explains how biological
understanding has advanced
through scientific discoveries,
technological developments
and the needs of society
SC5-15LW
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.
Students:
a. recall that ecosystems consist of communities of
interdependent organisms and abiotic components of the
environment (ACSSU176)
b. outline using examples how matter is cycled through
ecosystems such as nitrogen (ACSSU176)
c. describe how energy flows through ecosystems, including
input and output through food webs (ACSSU176)
d. analyse how changes in some biotic and abiotic components
of an ecosystem affect populations and/or communities
e. assess ways that Aboriginal and Torres Strait Islander
peoples' cultural practices and knowledge of the environment
contribute to the conservation and management of sustainable
ecosystems
f. evaluate some examples in ecosystems, of strategies used to
balance conserving, protecting and maintaining the quality and
sustainability of the environment with human activities and
needs

Knowledge & Workig Scientifically Content Teaching and Assessment Resources

Understanding Learning For Learning
Content Strategies
a. recall that a. individually and collaboratively . PowerPoint Question PowerPoint
ecosystems using appropriate investigation sheet on
consist of methods, including fieldwork and . Quadrat analyzing Quadrat
communities of laboratory experimentation, to Experiment abiotic and Experiment
interdependent collect reliable data (ACSIS165, biotic factors. Sheet
organisms and ACSIS199) Risk
abiotic b. safely constructing, assembling assessment
components of the and manipulating identified questions on
environment equipment the worksheet
(ACSSU176)
c. selecting and using appropriate Students will
equipment, including digital calculate
technologies, to systematically abundance of
and accurately collect and dandelion
record data (ACSIS166, plants in the
ACSIS200) school oval.
Class data will
be compiled
d. using appropriate units for
and students
measuring physical quantities
will graph the
e. reporting data and data
information, evidence and
findings, with accuracy and
honesty
 f. evaluating the effectiveness of
the planned procedure,
considering risk factors and
ethical issues, and suggesting
improvements as appropriate

b. outline using e. reporting data and . Students work Questions Carbon Cycle
examples how information, evidence and through Padlet on given in Padlet
matter is cycled findings, with accuracy and the Carbon Cycle Padlet must
through honesty Nitrogen and
be answered
ecosystems such . Internet research Phosphorous
and uploaded
as nitrogen on the Water Cycle videos
(ACSSU176) in the padlet.
cycle and PowerPoint
Students will
. Videos and also use
summary padlet to ask
PowerPoint on questions if
the Nitrogen and required
Phosphorous
Student
cycles.
presentations
.Students will
present in groups
on one of the 4
major cycles of
matter
c. describe how c. selecting and using appropriate Videos and Question Question sheet
energy flows equipment, including digital Readings on sheet to help
through technologies, to systematically Core Science 5
Food Webs students
ecosystems, and accurately collect and textbook for
analyse their
including input and record data (ACSIS166, Fieldwork around readings or
school
output through ACSIS200) the school internet based
food webs ecosystem.
grounds. readings
(ACSSU176) Students will Student-
analyse the created
ecosystem of the poster
school grounds
or a local park
and create a food
web poster from
what they see
d. analyse how e. reporting data and PowerPoint on Questions in PowerPoint
changes in some information, evidence and several Powerpoint
biotic and abiotic findings, with accuracy and environmental
components of an honesty Student
issues including
ecosystem affect reports
c. selecting and using appropriate pesticides, fire,
populations and/or
communities
equipment, including digital flood extinction,
technologies, to systematically drought, pH,
and accurately collect and salinity
record data (ACSIS166,
ACSIS200) Internet research
on these issues.
Students will
choose one
environmental
issue and write a
report on its
effects on an
Australian
ecosystem
e. assess ways that Readings on the worksheet Core Science 5
Aboriginal and use of fire in readings or
Torres Strait aboriginal land internet based
Islander peoples' management readings
cultural practices
and knowledge of worksheet worksheet
the environment
contribute to the
conservation and
management of
sustainable
ecosystems

f. evaluate some f. evaluating the effectiveness of Readings website

examples in the planned procedure, created by
ecosystems, of considering risk factors and Video on plastic
students on
strategies used to ethical issues, and suggesting bottles
the reduction
balance improvements as appropriate Handout of rubbish in
conserving,
explaining how to the
protecting and
maintaining the make the website environment
quality and In groups,
sustainability of students create a
the environment
website about
with human
activities and
different waste
needs reduction
strategies.
Summative Assessment Description: Outcomes Assessed:

Choose an Australian Ecosystem from the following: › analyses

interactions
a) The Daintree Rainforest
between
b) The Nullabor Plains components and
processes within
c) The Great Barrier Reef biological systems
SC5-14LW
d) The Gold Coast (or any other coastal environment)

Create a website about your chosen ecosystem which includes:

. The main features of that ecosystem:
what flora and fauna live there? What is the climate like? Is water abundant or
scarce?Is it rich in minerals and nutrients?
. How matter cycles through that ecosystem:
Diagrams appreciated in this section. Explain the food chain occurring in your
ecosystem. How are nitrogen, phosphorous, carbon/oxygen and water recycled
in this environment?
. What environmental issues are present in your ecosystem? Define the
issues and discuss their impacts.
Drought, eutrophication, erosion, the threat of extinction etc.
. Evaluate the effect of human interaction on your ecosystem
What are humans doing that harms your environment? What programs etc help
to minimize human impact on your environment?
Does the harm outweigh the good? Justify your answer

Evaluation of Teaching and Learning:

References:
Some suggested Teaching and Learning Strategies:
Thinking Skills Co-operative Learning Graphic Organisers
 Higher Order Thinking Skills  Think-pair-share  Mind Maps or Concept Maps
 Visual Representations  Jigsaw  Venn Diagrams
 Think all possibilities (TAP)  Brainstorming  Five Ws
 Predict, Explain, Observe  Numbered heads  PMI charts
 Y Chart or W Chart  Discussion  T charts
 Constructing Experiments  Expert Groups  Flow Charts
 Analogies  Round robin brainstorming  Frayer diagram