Aboriginal Lesson Plan
Class: Science20
Unit: Unit D
Topic: Changes in Living Systems
Purpose: What are the characteristics of an ecosystem? How do ecosystems change over
time? How do ecosystems respond to natural and human interactions and what are the
implications of this knowledge in terms of protecting the environment for future
generations?
Specific Learning Outcomes:
20-D1.2k Students will describe the key stages of primary succession in a specific
ecosystem and the nature of its climax community (Alberta Education).
20-D1.3k Students will differentiate between primary and secondary succession in a
specific aquatic, terrestrial ecosystem, e.g., pond, river, lake, forest, parkland, and compare
natural and artificial means to initiate secondary succession in an ecosystem, e.g., reforestation
or regrowth after a forest fire, flood or other natural fire, flood or other natural disaster, strip
mining, clear cutting, controlled burns by some Aboriginal groups promoting grassland biome
regeneration (Alberta Education).
20-D1.1sts Students will explain that society and technology have both intended and
unintended consequences for humans and the environment. Assess habitat loss and the
responsibility of society to protect the environment for future generations (Alberta Education).
Instructional Objectives: Students will investigate the differences between primary and
secondary succession. In addition, students will explore the importance of reforestation
techniques and their use within the Aboriginal community.
Major Concepts:
- Primary and secondary succession
- Habitat destruction and reclamation
Materials and Equipment: Writing materials. USB/adaptor. Science20 Textbook. Internet
access/online resources. Debate signs.
Safety requirements/precautions: Students should be aware of their place in the
classroom. Maintain caution when students are actively moving within the classroom during
debate.
Introduction (10min):
Opening Question: What is Succession?
Inquiry based activity: Cut outs (10min)
- Students will work with three different images depicting varying levels of
succession.
- Students will organize the three phases of succession in order.
Answer: Primary, Secondary, and Climax Community.
Body (35min):
Direct Instruction- PowerPoint (15min)
Succession: The predictable pattern of change in an ecosystem.
Two forms of succession: primary and secondary succession
Primary Succession
- Pioneer species
- Climax community
Secondary Succession
Note Check/Student Summaries (5min)
- Students will turn to their partner, share and compare their notes, in addition to
providing a summary of the important notes covered.
Discussion (10min):
Probing Question: What are some intended and unintended consequences of human
interactions among ecosystems?
Answer: Pollution, Forest Fires, Clear Cutting.
Probing Question: What are some different reforestation techniques?
Focused Answer: Controlled Forest Fires. Commonly used among Aboriginal Communities.
Direct Instruction- PowerPoint (5min)
Probing Question: What might some benefits be to controlled forest fires?
- Benefits to controlled forest fires
- Aboriginal uses and techniques
- Transition into article - Australian forest fires (example)
Activity (25min):
Four Corners Debate: “Australian firestorms prompt call to return to Aboriginal bush
control”
1) Should the Aboriginal Community take lead on the issue of forest fire control?
2) Should the Australian government reintroduce some style of Aboriginal fire
management?
-
-
Students will read the below article (10min).
Students will take a position based on the article. Students will either choose to
“agree” or “disagree”. Based on their position they will stand and move to either side
of the classroom where signs will be posted (agree/disagree).
In groups, students will discuss their position and write 3-5 supporting points
(5min).
One representative from the group will be chosen to speak for the group (10min).
Once both positions have spoken, students will have the opportunity to switch sides
and change their view on the issue.
ttp://www.theguardian.com/environment/2009/feb/09/fire-australia-aborigine
http://www.abc.net.au/science/articles/2010/12/06/3085726.htm
Closing (5min):
Class discussion/Wrap-up.
Evaluation (5min):
Exit Ticket- Socrative
1. What are the two forms of succession?
2. Define secondary succession.
3. How did you like the Four Corners Debate? What would you change?
http://www.socrative.com
Teacher Notes:
-
http://www.abc.net.au/science/articles/2010/12/06/3085726.htm
http://www.theguardian.com/environment/2009/feb/09/fire-australia-aborigine
http://reforestation.me/reforestation-methods/
-
https://powersource.pearsonschoolsystems.com/repository/schoolnet/isee/pdf/S1
_Primary_and_Secondary_Succession_D.pdf
http://globalwarmingisreal.com/2012/03/22/the-benefits-of-reforestation/
http://www.socrative.com
References:
Alberta Education. (2007). Science20-30 [Program of Studies]. [Edmonton], Canada:
Alberta Education.
Authors: Julia Lis, Cheryl Pilipchuk, Jessica Lieu, & Julianna Salm