Outcome
7-1-01 Use appropriate vocabulary related to their investigations of
interactions within ecosystems.
Include: ecosystem, biosphere, abiotic, biotic, organisms,
ecological succession, photosynthesis, cellular respiration,
ecological pyramid, bioaccumulation, scavengers,
decomposers, micro-organisms.
7-1-02 Define ecosystem, and describe various examples that range
from the microscopic to the entire biosphere.
Include: a place on Earth where living things interact with
other living things as well as non-living things.
7-1-03 Identify abiotic and biotic components of ecosystems that
allow particular organisms to survive.
7-1-04 Describe ecological succession and identify signs of
succession in a variety of ecosystems.
Include: the natural process whereby some species are replaced
by other species in a predictable pattern.
7-1-06 Identify environmental, social, and economic factors that
should be considered in the management and preservation of
ecosystems.
Examples: habitat preservation, recreation, employment,
industrial growth, resource development...
Related Learning Activities and
Textbook Pages
- Look in the glossary
- Make flash cards
- Use these words to answer
questions
- Looked at a picture to list
elements (initially focussed on
biotic, but then after practice
learned about abiotic)
- Worksheet with globe
“Ecosystems”
1.) biotic
2.)abiotic
3.)Interacting
***Must have all three to be an
ecosystem
**** ecosystems can be
microscopic to the whole Earth
-continued with our list from pictures
ex – desert, ocean, rainforest
-Page 258-259
-worksheet (ecosystem concept map)
-Quiz (10 marks)
-diagrams with 10 abiotic and 10
biotic
-common mistakes were getting the
words mixed up or forgetting that
plants were alive.
-expanded our thinking and
vocabulary to include temperature,
wind, pollution, wind direction,
Page 296- 299
-paragraphs to go with flip books or
comic strips
-notes
-common mistakes – mixing up
primary and secondary, thinking that
seasonal changes were succession
Notes with Shoal Lake. We thought of
who would be affected or responsible.
What factors needed to be
considered. Then, broke into groups
and did the same with a chosen
ecosystems. (on big chart paper)
7-1-08 Compare photosynthesis to cellular respiration, and explain
how both are part of the cycling of matter and the transfer of
energy in ecosystems.
Include: photosynthesis: water + carbon dioxide + light energy
= sugar + oxygen in the presence of chlorophyll; cellular
respiration: sugar + oxygen = water + carbon dioxide + energy.
7-1-09 Analyze food webs, using ecological pyramids, to show energy
gained or lost at various consumer levels.
Include: producers; primary, secondary, and tertiary
consumers
7-1-10 Analyze, using ecological pyramids, the implications of the
loss of producers and consumers to the transfer of energy
within an ecosystem.
7-1-11 Explain, using ecological pyramids, the potential for
bioaccumulation within an ecosystem.
7-1-12 Provide examples of scavengers and decomposers, and
describe their role in cycling matter in an ecosystem.
Include: micro-organisms.
7-1-14 Identify beneficial and harmful roles played by microorganisms.
Examples: beneficial — aid in digestion, composting, food and
vaccine production; harmful — cause disease, food spoilage...
-
Diagrams on the board (tree and
ginger person)
- List of questions 1-15
- Chemical equations
- Related it to matter transfer
(part of the carbon cycle)
- Page 290-293 in text
-page 274-275
-invasion of exotic species (zebra
mussels)
-notes (started with Mrs. C) used
blocks to make a pyramid
Page 275 has really good questions
- “Deadly Links” game outside
- Watched videos online DDT
- Page 276-277
Page 268-269
-also included in notes about food
chains/webs and pyramids
Page 266-267
Page 268-269
T-chart on the board to be copied in
notes.
Study Stage 1: Turn each outcome into a question or questions. Review the material and activities
covered and then write out a detailed answer to the questions.
Study Stage 2: Predict what type of question Mrs. Shwaluk will ask. Try to make up a sample question
and answer it.
Study Stage 3: Make sure that you go over your material in many different ways so that the information
is in your head instead of just in your binder/text
Study Stage 4: You understand the material so much that you can apply it or relate it to new situations
that were not specifically covered in class.
Write Test Thursday, November 27, 2014