Sustainability
Lesson 3 - Ecological Design of My Community
Course: SNC1P
Curriculum Expectations
Learning Goals
B2 investigate some factors related to human activity that affect
terrestrial or aquatic ecosystems, and describe the consequences that
these factors have for the sustainability of these ecosystems
B3 demonstrate an understanding of characteristics of terrestrial and
aquatic ecosystems, the interdependence within and between
ecosystems, and the impact humans have on the sustainability of these
ecosystem
At the end of this lesson, students will
know what components of the aquatic
and terrestrial ecosystem would be
affected if the biomass gasification
technology was to come to the
community.
B2.2 investigate the characteristics and interactions of biotic and abiotic
components of a terrestrial or aquatic ecosystem, and describe the
importance of these components in a sustainable ecosystem
B3.5 identify some factors related to human activity that have an impact
on ecosystems (e.g., the use of fertilizers and pesticides; altered
shorelines; organic and conventional farming; urban sprawl), and
explain how these factors affect the equilibrium and survival of
populations in terrestrial and aquatic ecosystems (e.g., fertilizers
change the fertility of soil, affecting what types of plants can grow in it;
pesticides leach into water systems, affecting water quality and aquatic
life; shoreline development affects the types of aquatic life and
terrestrial vegetation that can live by lake shores or river banks; urban
sprawl wipes out fields and woods, destroying wildlife habitats)
Instructional Components and Context
Readiness
Materials
Prior to this lesson, students will have an
awareness of all specific course expectations for
the sustainable ecosystems and human activity
unit.
Computer with internet access
Terminology
All terms related to sustainable ecosystems and
human activity unit
Resources
1. Access to all images, videos, reports, and brochures in the
media room,
http://www.sustainability2015.ca/media_room.html
2. Video: Learn about Kruger Products’ commitment to reduce
its energy consumption and GHG emissions, and the
innovative technology it incorporated in its New Westminster,
BC mill,
http://www.sustainability2015.ca/media_room.html
Minds On (15 minutes)
Connections
Whole Class ⇒ Introduction Video, Assign Groups
Description
Show the video titled, “Learn about Kruger Products’ commitment to reduce its energy
consumption and GHG emissions and the innovative technology it incorporated in its New
Westminster, BC mill”, http://www.sustainability2015.ca/media_room.html
Assessment for
Learning
Pose the question to the class: “What components of the aquatic and terrestrial ecosystem
would be changed if the biomass gasification technology was to come to your community?”
STAO 2013
1
Action! (45 minutes)
Groups of 3 ⇒ Diorama, poster, PowerPoint presentation, graphic organizer, or map
of your redesigned community
Assessment of
Learning
Description
Students will research what the community looked like prior to humans moving into the
area. Students will compose an inventory of the native plants, water systems, and animals
that would have lived on the land.
Students will pick one native animal that lived on the land but is no longer able to survive
there. Students will create an inventory of the abiotic and biotic needs of that animal.
Examples include: habitat requirements, food and water sources, and space requirements.
Students should answer the question: Why is that animal no longer able to survive on the
land? Students should list additional factors that could affect this animal’s ability to survive
in this habitat alongside humans.
Students will make an inventory of the services and sites that are important in their
community. Examples include: transportation, housing, schools, retail, waste management,
and water.
Students will research Kruger Products’ biomass gasification technology using the images,
videos, reports, and brochures found in the Kruger Products Media Room,
http://www.sustainability2015.ca/media_room.html
Using the three inventories, students will redesign the community to include the biomass
gasification technology in a way that would meet the human needs and promote a
sustainable ecosystem.
The diorama, poster, PowerPoint presentation or map, should be appealing, with many
images or other graphics.
Consolidation (15 minutes)
Whole Class ⇒ Presentations
Description
Once the students have completed their projects, each student will then present to the
class.
Assessment of
Learning
After presentations, the presenters will have the opportunity to answer student and teacher
questions and comments. Students will share their thoughts on the presentations and the
teacher will act as facilitator.
Class discussion could include:
-
Challenges that you came across in developing a new community that would meet
the needs of humans and promote a sustainable ecosystem.
Would there be any changes that could easily be made in your community to make it
more ecologically friendly?
Why would the natural environment sometimes be overlooked in the development of
communities?
How does the biomass gasification technology impact the ecosystem?
STAO 2013
2