Course: SNC1P
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 ecosystems
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)
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 .
Kruger Products is one of the companies in Canada that has adopted many eco-friendly strategies to protect the environment.
Readiness
Prior to this lesson, students will have an awareness of all specific course expectations for the sustainable ecosystems and human activity unit.
Terminology
All terms related to sustainable ecosystems and human activity unit
Materials
Computer with internet access
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
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
Pose the question to the class: “What components of the aquatic and terrestrial ecosystems will be changed if the biomass gasification technology is to come to your community?”
Assessment for
Learning
Anecdotal comments
STAO 2013 1

Groups of 3

Diorama, poster, PowerPoint presentation or map of your redesigned community
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.
Assessment of
Learning
Diorama, poster,
PowerPoint presentation or map
Students will pick one native animal that lived on the land but is no longer able to survive there along with a list of the biotic and abiotic 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.
Whole Class

Presentations
Description
Once the students have completed their projects, each student will then present to the class.
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 may 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 occasionally be overlooked in the development of communities?
How does the biomass gasification technology impact the ecosystem?
Assessment for
Learning
Anecdotal comments
STAO 2013 2