Lesson
1
2
Unit Plan completed by
Brittnaye Warriner
Chantal Jabbour
Unit Plan - Grade 9 Biology: Sustainable Ecosystems
Clynton Lahner
 Note the bracketed Skills of Scientific Investigation (IP=Initiating and
Planning, PR=Performing and Recording, AI=Analyzing and
Interpreting, and C=Communication and Collaboration) in relation to the Curriculum Expectations
 The overall expectations for the unit include B1, B2, and B3, with specific expectations noted
 Each lesson is intended for a 75 minute period
 Lessons should be adapted in accordance with IEP and ELL needs and requirements
Acronyms:

A= Assessment

E=Evaluation

K/U=Knowledge and Understanding

T/I=Thinking and Inquiry

C=Communication

App=Application
Title and Description
Introduction to concepts/vocabulary/unit overview and Diagnostic Tool
 Define and discuss terms such as: ecosystem, biodiversity, environment, stewardship, sustainability
 Explain the difference between biotic
 Diagnostic Test on Ecology Basics and abiotic environmental components and how they interact
Ecosystems
 Ecosystems have communities, come in all sizes, and combine to make biomes
 Discuss the differences between species, population, habitat, community, and niche
Teaching and
Learning
Strategies
Whole group discussion
Concept Maps
Textbook
Vocabulary
Scavenger
Hunt
Activity:
Ecosystem
Field Study
Discussion
Evaluation and
Assessment
A:Diagnostic Test
Ecology basics
(Multiple choice questions)
20 questions
Curriculum
Reference
B 2.1 [C]
B 3.1
A:Worksheet
E:Skill: PR
(student participates in
Field study)
B 3.3
SNC1D Page 1 4/10/20

3
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5
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7
Biomes and the Biosphere
 Terrestrial biomes vs. aquatic biomes and the different types and characteristics of each
 The biosphere is a combination of the atmosphere, lithosphere, and hydrosphere
 These three components interact with each other to make up the physical environment
Nutrient Cycles and Energy Flow
 What is a nutrient? What is an element?



 Food Chains and food webs

Ecosystem Interactions
 Biotic interactions: competition, predation, the various kinds of symbiosis
 Characteristics of populations: equilibrium, carrying capacity
 Limiting factors, both biotic and abiotic



What do plants need to survive? What do animals need to survive?
Cycles – the water cycle, the nitrogen cycle, the carbon cycle
Energy flows through systems: photosynthesis and cellular respiration
Life Cycles
Food chain: producers, consumers, decomposers
Energy pyramids
Sustainability
All human societies depend on sustainable ecosystems characterized by maximum biodiversity
Discuss sustainable use of an ecosystem
Discuss major causes of decrease in biodiversity: habitat change, overexploitation, pollution, invasive species, and climate change
Text Readings
Discussion
Terrestrial biomes vs. aquatic biomes
Lecture
Lecture
Text Readings
Food chain and food web
Population
Graphs:
Carrying
Capacity
Lecture
Text Readings: causes of decrease in biodiversity
Unit Plan completed by
Brittnaye Warriner
Chantal Jabbour
Clynton Lahner
Oral Questioning
E:Skill- AI ;C
(text - research notes organized; student are able to communicate thoughts on note in discussion )
Written
Response to
Questions
E:Skill- PR
(written response recorded in a organised manner)
Visual
Representation:
Poster Diagram
E:Skill – PR
(represent thoughts on poster)
A:Graphical
Representation using computer technology
E: skill- AI
(ability to use computer to interpret data)
Text Responses
E:Skill- AI ;C
(text - research notes organized; student are able to communicate thoughts on note in discussion )
B 3.4
B 3.2
B 3.3
B 3.3
B 3.5
SNC1D Page 2 4/10/20

8
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13
Impacts on Ontario’s Ecosystems
 Stresses on our fresh water lakes (motor boats, sewage, docks, boat wakes, beaches, clearing shoreline), urban sprawl in the Niagara Escarpment region, and clear cutting on the boreal forest ecosystem
Assessing the Impact of Human Activities on Ecosystems
 Impact of human pollution
 Effects of acid rain
Measuring Disturbed and Undisturbed
Ecosystems
 Qualitative and Quantitative Data
 The use of computer technology to extrapolate data
Soil and Water
 Soil profiles (topsoil, sub soil, bedrock)
 Soil types (loam soil, clay soil, sandy soil)
 Soil acidity and its effects
 Human impacts on soil: soil erosion, crop rotation
 Water ecosystems and quality: aquatic organisms, dissolved oxygen, biological oxygen demand, acidity, phosphorus and nitrogen, heavy metals, and pesticides
Governments taking Action
 Students should research and become familiar with the Great Lakes Water
Quality Agreement
 See lab activity on water purification below
Conserving Biodiversity
 Species at risk: extirpated, endangered, threatened, special concern
 Conservation strategies: protecting species in man-made habitats, ex-situ conservation, in-situ conservation
Online articles
Google Search
Video: Frogs
(Indicator
Species)
Cooperative
Learning:
Group work
GIZMO:
“Growing
Plants”
Independent
Research
Video: Asian
Carps
Unit Plan completed by
Brittnaye Warriner
Chantal Jabbour
Clynton Lahner
Oral Questioning
E: skill-IP ( questioning on what words they will use to initiate Google search)
A: Exit Card
Thoughts on concepts in video
B 2.4 [IP,
PR, AI, C]
B 2.5 [PR,
AI, C]
B 3.5
B 1.1 [IP,
PR, AI, C]
B 1.1 [IP,
PR, AI, C]
Graphical
Representation
E: skill-C ability to work with and in group for graphic
A:Lab Report as provided on
GIZMO
A:Oral
Presentation
Great Lakes
Water and government taking action
Written
Response
(newspaper reporting on situation)
E:Skill-AI (report on satiation to community)
B 2.2 [PR,
AI, C]
B 2.5 [PR,
AI, C]
B 2.3 [IP,
PR, AI, C]
B 2.4 [IP,
PR, AI, C]
B 1.2 [AI, C]
B 2.2 [PR,
AI, C]
B 3.5
SNC1D Page 3 4/10/20

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Protecting Endangered Species
 Establishing protected areas, the roles of our parks and wilderness areas
 Creating action plans to restore ecosystems
 Preventing the introduction of invasive species
PowerPoint
Presentation
Assignment:
Action plan to restore ecosystem.
Environmental Stewardship
 Restore, reduce, renew: talk about how we are doing this in Ontario with the
Don River
 Discuss what it means to take care of our natural resources
 Ecological footprint: an estimate of how much land and water is needed to support your lifestyle
 As an in-class activity, students should review average footprints of various countries and then use one of the internet websites where they can calculate their personal EF
Small Group
Discussions
Web Activity: www.zerofootp
rintkids.com
Unit Plan completed by
Brittnaye Warriner
Chantal Jabbour
Clynton Lahner
A:Reflection
Response
(appropriate action plan using appropriate terminology and scientific reasoning)
B 1.1 [IP,
PR, AI, C]
B 1.2 [AI, C]
A:Activity Report
(assessment of on line web activity – activity will be printed and handed in)
B 1.2 [AI, C]
Sustainable Agriculture
 The effect that farming methods have on the environment
 The use sustainable farming practices such as integrated pest management, soil conservation, organic farming
 The relation between local sustainability and consuming locally produced foods
Guest Speaker
Discussion
Question and answer session lead by guest speaker
Participation
E: Skill-C (was there appropriate behaviour and interaction of the students with the guest speaker)
B 2.3 [IP,
PR, AI, C]
B 2.4 [IP,
PR, AI, C]
Other types of Sustainability
 Sustainable forestry
 Urban forests
 Sustainable construction
 Business sustainability
 Individuals and sustainability
Discussion:
Business vs.
Government
A:Class Debate
E: Skill-C (were the students been respectful of each other and the process
B 1.1 [IP,
PR, AI, C]
B 3.5
SNC1D Page 4 4/10/20

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Provincial and Federal Legislation
 The legislation used to protect special features or sensitive elements of terrestrial or freshwater ecosystems
Unit Review
 Review of unit concepts/ideas
Unit Plan completed by
Brittnaye Warriner
Chantal Jabbour
Clynton Lahner
Lecture
Web resource: www.dfompo.gc.ca/oce ans/marineare as
Whole group discussion unit
A:Opinion Paper on students own thoughts.
E:Skill-AI
(analyzing lecture and organizing own thoughts)
Participation
E:Skill-C
(Responses through discussion)
Independent Rubric Culminating Task
 Ecological Integrity in Canada’s National
Parks
Unit Test
 A test of knowledge acquired during unit
Independent Test
Accommodations for Special Needs and ELL:
Make basic accommodations for special needs students by providing these students with extra time, computer options, strategic seating, assistive technology, etc., as outlined in their Individual Education Plans (IEPs).
Provide additional practice sheets and diagrams as needed to allow students to practice naming and drawing of any sustainable ecosystem diagrams. If the range of abilities in your class is appropriate, consider a heterogeneous group tutoring (academic students on the same table as integrated student) approach during individual work time and review periods.
Gifted students can be challenged to complete extensions on topics covered in class to their everyday lives, such as classifying which ecosystems are sustainable in their local community, research new methods of sustainability in farming and how to implement them into local communities, etc.
EL learners will likely find the flashcards of use to them. They may also write any explanations or words that would be of help to them on their flashcards in their own language. Posting an ecosystem chart on the wall were the names and pictures of animals can be stuck on and the relationship between these animals can be written on
‘Post it’ and added to the chart.
B 1.2 [AI, C]
B1, B2, B3
B1, B2, B3
B1, B2, B3
SNC1D Page 5 4/10/20

Unit Plan completed by
Brittnaye Warriner
Chantal Jabbour
Clynton Lahner
Activity:
“Modelling a Wetland”
Plants can purify water as they live and grow. In this activity, students will investigate this process.
Purpose:
To model a wetland removing chemicals from water
Materials and Equipment:
50 ml beaker
2 large test tubes and stoppers
Warm water
Phenol red indicator
Straw
2 aquatic plants
Aluminum foil
Bright light source
Procedure:
1) Fill a beaker with 50 ml of water
2) Add five drops of phenol red solution to the beaker, and use a straw to blow bubbles into it until the solution just turns yellow
3) Fill two test tubes three-quarters full with the solution.
4) Place an aquatic plant into each test tube and seal each test tube tightly with a stopper.
5) Wrap one of the test tubes with aluminum foil. Put the foil-wrapped test tube in a dark place and place the unwrapped test tube under a bright light. After 20 min, observe each one.
Questions:
The colour change that occurred in step 4 was a result of removing carbon dioxide from the solution. Consider which tube the colour change occurred in, and explain how carbon dioxide is being removed.
Explain how this model demonstrates the ability of a wetland to purify water
SNC1D Page 6 4/10/20

Unit Plan completed by
Brittnaye Warriner
Chantal Jabbour
Clynton Lahner
Planning the Lesson
Title: N ATURE A REA C REATION AND A WARENESS
Curriculum Expectations :
List overall and specific expectations that are addressed.
Overall Expectations:
Biology
B1.
Assess the impact of human activities on the sustainability of terrestrial and/or aquatic ecosystems, and evaluate the effectiveness of courses of action intended to remedy or mitigate negative impacts;
B2.
Investigate factors related to human activity that affect terrestrial and aquatic ecosystems, and explain how they affect the sustainability of these ecosystems;
B3.
Demonstrate an understanding of the dynamic nature of ecosystems, particularly in terms of ecological balance and the impact of human activity on the sustainability of terrestrial and aquatic ecosystems.
Specific Expectations:
B1.1
assess, on the basis of research, the impact of a factor related to human activity ( e.g., urban sprawl, introduction of invasive species, overhunting/overfishing ) that threatens the sustainability of a terrestrial
B2.5
analyse the effect of human activity on the populations of terrestrial and aquatic ecosystems by interpreting data and generating graphs (e.g., data from Statistics Canada, Parks Canada, and other websites on: the concentration in water of chemicals from fertilizer run-off and their effect on the growth of algae; stressors associated with human use of natural areas, such as trampled vegetation, wildlife mortality from motor vehicles, and the removal of plants, animals, and/or natural objects; suburban developments and their impact on the food supply for animals such as foxes and racoons) [PR, AI, C]
B3.1
compare and contrast biotic and abiotic characteristics of sustainable and unsustainable terrestrial and aquatic ecosystems
B3.5
identify various factors related to human activity that have an impact on ecosystems (e.g., the introduction of invasive species; shoreline development; industrial emissions that result in acid rain), and explain how these factors affect the equilibrium and survival of ecosystems (e.g., invasive species push out native species and upset the equilibrium in an ecosystem; shoreline development affects the types of terrestrial and aquatic life that can live near lake shores or river banks; acid rain changes the pH of water, which affects the type of aquatic life that can survive in a lake)
Grade 9
Subject(s): Biology: Sustainable Ecosystems
Teaching / Learning Strategies
Inquiry
Research
Peer Teaching
Observations
Learning Goals
Knowledge and Understanding
What facts and information should students know?

Students should be familiar with the importance of having adequate species habitat and the basic components of terrestrial and aquatic ecosystems.
Some knowledge of local native species is advisable.
Skills
By the end of the lesson/task students will be able to….

The students will be able to say they have actively participated in stewardship activities and have developed actions they can take to enrich the environment.
Types of activities

Cooperative learning

Worksheet-based activity

Group activity

Poster activity
SNC1D Page 7 4/10/20

Enduring Understanding(s)/Big Idea(s):
Use a statement(s) to describe what the students should understand at the end of the lesson.
Biology

Ecosystems are dynamic and have the ability to respond to change, within limits, while maintaining their ecological balance.

People have the responsibility to regulate their impact on the sustainability of ecosystems in order to preserve them for future generations.
Relevance:
What do I know about my students’ lives and how can I connect their lives to this topic?

See if any students have ever had experience with any Animals or know anyone who has.

Ask students if they think ecosystem can impact their standard of living in the future, why or why not?
Media:
What popular media might I use to introduce and expand understanding?

Find up to date videos that explain how students have made a difference in a local ecosystem through something they did.
Accommodations

Increase time, space, amount
Use manipulatives
Extend
Modifications:
Scribe
Decrease time, space, amount

Oral explanation

Include visuals, models, cueing, organizers
Change seating, groupings

Peer tutor/Partner
Other: ____________________
What students require modified expectations of the curriculum?
How will I modify these expectations?
(Lesson Delivery):
What will I change to support students with special needs and/or
ELLs?
Unit Plan completed by
Brittnaye Warriner
Chantal Jabbour
Clynton Lahner
Essential Questions:
Open-ended guiding questions to promote deeper thinking:
Discuss, as a class, what is known about the area in question. Ask the students the following questions:




What species of animals are observed?
What species of plants/vegetation are observed?
Describe the terrain, soil, and/or water.
What is the state of the area? (Ex. presence of
 garbage?)
Is the area accessible to the public?
Connections:
What current event (Local, National, International) might spark interest in the Enduring understanding/Big
Idea?

Have a guest speaker in (such as a Wildlife
Biologist from a local Zoo and get them to talk about importance of Ecosystems)
Hands-on:
What experience, project or activity can students engage in throughout the culminating activity?

Students will visit the Toronto zoo and do the Zoo activity “Amphibians as Indicators of Ecosystem
Health,”

Students will create a poster to show local birds, amphibians, reptiles, fish and invertebrates and how will develop a habitat.
Differentiated Instruction, Modifications and
Accommodations (Assessment ):
What alternative ways will you offer the students to demonstrate their knowledge?
E.g., use a tape recorder to report, draw a picture, act in a play, write with spell check, etc.:
To accommodate the needs of students with learning difficulties:

Give students specific instructions as they complete each portion of the tour;

Ensure students are closely monitored during group work in order to prevent any problems before they occur.

Pair student with a peer who can support him/her read the text;
SNC1D Page 8 4/10/20

Critical Thinking
What critical thinking activities will you use to explore the topic?

Design habitat to specs

Judge whose habitat we will build.

Critique the poster

Other –.Think Pair Share
Assessment:
Assessment for Learning
(Diagnostic) How will you know what the students already
know and can do related to this topic?
(Formative) What evidence will show what the students
are learning as the lesson unfolds?
Assessment as Learning:
(Formative) What opportunities will you provide for peer
and/or self-assessment, setting/revisiting
learning goals?
Assessment of Learning:
(Summative) How will you know how well they understand
the big idea(s) and what knowledge and
skills have been gained? (could be the
culminating task)
Possible Assessment Strategies:
Discussion
Interview/Conference
Personal Reflection

Project
KWL
Pre Test

Observation


Work Sample
Checklist
Learning Log/Journal
Self-Assessment
Peer Assessment
Achievement Chart
Quiz
Oral Report

Presentation/Performance
Audio/Video/Technological

Rubrics
Other
Delivering the Lesson
Minds On:
Unit Plan completed by
Brittnaye Warriner
Chantal Jabbour
Clynton Lahner
Describe chosen critical thinking activity:

Students will do a self-evaluation of their own poster to show local birds, amphibians, reptiles, fish and invertebrates. The rubric for this self assessment will be created by the students.
Detailed description of Assessment Process and
Strategies:
Assessment of Learning:
 project.

Use the poster Rubric created by the class to evaluate student posters. (See attached for a possible rubric)

Students should also use the projects Rubric to assess their own project
Assessment Strategies

Observation

Self Assessment

Rubric

Rating Scale
Assessment Recording Devices

Checklist

Rubric
Use the Group Work Observations Checklist at regular intervals to assess student group work behaviours, and anecdotal notes to assess how well students are handling the research and inquiry process and connecting big ideas, throughout the student work periods for this
Introduction
Introduce students to the idea of either rehabilitating a nearby existing nature area or wetland or creating a nature-friendly space on school property. Remind the students that at the Zoo they passed by the Americas Wetlands ponds which includes habitat for birds, amphibians, reptiles, fish and many invertebrates. Will have a short
PowerPoint presentation showing the local natural areas and wetlands and will have a map of the school with suitable areas to develop the space.
Materials: projector and PowerPoint presentation.
What are the students doing? /What are you doing?
PRESENTATION DAY – N ATURE A REA
Presentations:
1.
Students will be introduced to this project on lesson 15
2.
Students will be given time to work on project and worksheet in a given lesson during the unit.
3.
Students will be shown a completed sample project.
4.
Give students 5-10 minutes to set up their displays, or allow students to come in early or stay in at recess to set up depending on when the posters are scheduled to begin.
5.
We will send a period after the unit on building the natural area and protection it.
SNC1D Page 9 4/10/20

Class Discussion

Discuss, as a class, what is known about the area in question.
Ask the students the following questions:
Guided Practice:
Nature Area Rehab/Creation Planning

Let the students know that they will be split into groups of 4-5 and each group will be in charge of a creating a plan on a poster, for a nature area on or near the school property. With the help of the attached worksheets each group will:
Independent Practice:
Poster
(will be done for homework.)
Consolidation
Will choose one of the groups posters and implement the natural area as a class after the unit is completed
Unit Plan completed by
Brittnaye Warriner
Chantal Jabbour
Clynton Lahner
Discussion




What species of animals are observed?
What species of plants/vegetation are observed?
Describe the terrain, soil, and/or water.

What is the state of the area? (Ex. presence of garbage?)
Is the area accessible to the public?
Worksheet

Create a food web, using animals that would be suited to the proposed nature area.

Develop a habitat (ex. what plant species/type of plants are present as producers, terrain/soil/water
 composition) for the location;
Develop a plan to allow controlled use of the area
On the Poster

Develop a habitat (ex. what plant species/type of
 plants are present as producers, terrain/soil/water composition) for the location;
Develop a plan to allow controlled use of the area
1.
Invite other classrooms to come and view the
‘natural area’ pre-determined time. Allow students to invite a family member(s) into the school to see the ‘natural area’ either during the scheduled time other classes are coming around to see the exhibits or at a pre-determined time such as curriculum night.
2.
Each group of students will remain at the area to act as tour guides/presenters as various groups of students or invited guests view their exhibit and ask questions. Students can reference any other data they have recorded on their exhibit while providing their tour.
Materials:
1.
Worksheet: see attachments
2.
Rubrics: see attachments
Additional Notes and Suggestions:

*Prior to working on the natural area we will need to get permission to go in and use the piece of land.
References www.torontozoo.com: Sustainable Ecosystems Activities .
Retrieved July 17, 2012, from www.torontozoo.com/.../docs/Grade9-S ustainable _ Ecosystems .doc
This site provided an example of a worksheet on Natural Areas.
Ontario Ministry of Education (2008).The Ontario Curriculum Grades 9-10 Science. www.edu.gov.on.ca/eng/ curriculum /secondary/ science 910_2008.pdf
This site provided Assessment criteria and expectations for the unit plan’s culminating activity.
SNC1D Page 10 4/10/20

P
RODUCERS
Algae
Apple Trees
Cattails
Dandelions
Duckweed
Grass
Milkweed Plants
Moss
Phytoplankton
Plantain
Pondweed
Queen Anne’s Lace
Raspberries
Sumac Trees
Waterlilies
Wildflowers
Wild Strawberries
D ECOMPOSERS
Bacteria
Fungi
Molds
Mushrooms
Worms
C
ONSUMERS
Crustaceans
Crayfish (O)
Freshwater Shrimp (H)
Zooplankton (H)
Insects
Ants (H,O, or C)
Aphids (H)
Backswimmers (C)
Blowflies (H,D)
Cicadas (H)
Cricket (O,S)
Damselflies (nymphs) (C)
Dragonflies (nymphs) (C)
Giant Waterbeetles (C)
Grasshoppers (H)
Honeybees (H)
Ladybugs (C)
Monarch Butterfly (H)
Mosquitoes (H,C)
Moths (H)
Praying Mantis (C)
Swallowtail Butterfly (H)
Wasps (O)
Water Boatmen (C)
Water Striders ©
Whirligig Beetles (C,S)
SNC1D
Other Invertebrates
Freshwater mussels
Leeches (S,C)
Slugs (H,S)
Snails (land or water) (O)
Birds/Waterfowl
Blue Jays (O)
Canada Geese (H)
Cardinals (O)
Chickadees (O)
Crow (S,H)
Grackles (O)
Great Blue Herons (C)
Hummingbirds (H)
Loons (C)
Mallard Ducks (O)
Nuthatches (O)
Owls (C)
Quails (O)
Raven (O,S)
Red-Tailed Hawks (C)
Red-wing Blackbirds (O)
Robins (O)
Sparrow (O)
Starlings (O)
Swallows (C)
Turkey Vultures (S)
Woodpeckers (C)
Reptiles
Brown Snake (C)
Eastern Painted Turtle (O)
Garter Snake (C)
Red-Bellied Snakes (C)
Snapping Turtles (C)
Water Snakes (C)
Amphibians*
American Toads (C)
Bullfrogs (C)
Green Frogs (C)
Newts (C)
Northern Leopard Frogs
(C)
Salamanders (C)
Spring Peepers (C)
Woodfrogs (C)
Mammals
Bats (C)
Beavers (H)
Black Bear (O)
Chipmunk (O)
Cottontail Rabbits (H)
Page 11
Unit Plan completed by
Brittnaye Warriner
Chantal Jabbour
Clynton Lahner
Cougar (C)
Coyotes (C)
Deer (H)
Eastern Grey Squirrels (O)
Lynx (C)
Mice (O)
Minks (C)
Moose (H)
Muskrat (O)
Porcupine (H)
Raccoons (O)
Red Foxes (O)
Skunks (O)
Snowshoe Hare (H)
Vole (O)
Wolves (C)
Fish
Bass
Carp
Minnows
Pumpkinseed
Rock bass
Salmon
Sticklebacks
Trout
Yellow Perch
H ABITAT C OMPONENTS
Dead Bark
Fallen Leaves, Branches
Holes
Logs
Pebbles
Rocks
Stones
Trees (misc. conifers and/or deciduous)
Vegetation (other)
*Most immature amphibians (ex. tadpoles) are herbivores
4/10/20

Unit Plan completed by
Brittnaye Warriner
Chantal Jabbour
Clynton Lahner
You have been hired as a consultant by the local school board to determine the feasibility of creating nature areas at some of the local schools. You would like to develop a draft plan for creating a nature area. Do the worksheet below, use the worksheet as a guide to making a poster of your plan.
In groups of 4-5 you will develop a plan for creating a nature area at your school, by completing the following pages.
Name of Nature Area: _____________________________________________________ /1
Group Members: _________________________________________________________
_______________________________________________________________________
Our nature area is (circle one): aquatic terrestrial aquatic and terrestrial /1
Species you would like to attract to the nature area
Remember that you are trying to make this realistic – use species that can be found in your general area (i.e., a wolf in downtown Toronto may not be realistic). The attached list is a suggestion only and you should not limit yourself to it.
Species of Producers in the Nature Area (list at least 4): /4
Species of Decomposers in the Nature Area (list at least 2): /2
Species of Consumers in the Nature Area – HERBIVORES (list at least 3): /3
Species of Consumers in the Nature Area – OMNIVORES (list at least 3): /3
Species of Consumers in the Nature Area – Carnivores (list at least 2): /2
SNC1D Page 12 4/10/20

Unit Plan completed by
Brittnaye Warriner
Chantal Jabbour
Clynton Lahner
Species of Scavengers in the Nature Area (list at least 1): /1
Habitat Components
These may be items that have already been included under species of producers and may also contain other vegetation and abiotic components (list at least 3). /3
Food Web
Use the attached pre-formatted sheet to create your food web using the species you have listed above. You may add to the sheet or omit some spaces – it is simply a starting point. Interspecies relations should be made evident by your food web. Use arrows showing the direction of energy consumption and use different colours to label your producers and consumers. /7
Public Use of the Area
List 2 measures that will be taken to ensure people do not interfere with the nature area ecosystem? /2
1. _______________________________________________________________________
_______________________________________________________________________
2. _______________________________________________________________________
_______________________________________________________________________
Maintenance of the Area
Although you are trying to create an ecosystem independent of humans, having Nature Areas in urban or suburban centres can cause issues. List 2 measures that will be taken to ensure that the area is maintained as a balanced ecosystem (example: garbage pick-up). /2
1. _______________________________________________________________________
_______________________________________________________________________
2. _______________________________________________________________________
_______________________________________________________________________
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Scavengers and
Decomposers
Carnivores
Omnivores
Herbivores
Producers
SNC1D
NATURE AREA FOOD WEB
Page 14
Unit Plan completed by
Brittnaye Warriner
Chantal Jabbour
Clynton Lahner
4/10/20

Unit Plan completed by
Brittnaye Warriner
Chantal Jabbour
Clynton Lahner
Group Members:_______________ Name of Nature Area:___________
Category
1 2 3 4
Student Teacher
Assessment Assessment
Main Idea
Poster is missing a title or statement of main idea.
Poster has a title that gives little information about the main idea of the poster.
Poster has a title that gives considerable information about the main idea of the poster.
Poster has a clear title which gives specific information about the main idea of the poster.
Effectiveness of Poster
Poster gives others limited understanding of the type of ecosystem with limited examples or illustrations.
Poster gives others some understanding of the type of ecosystem with vague examples or illustrations.
Poster gives others considerable understanding of the type of ecosystem with identifiable examples or illustrations.
Poster gives others a thorough understanding of the type of ecosystem with specific examples or illustrations.
Content
(Accuracy)
Poster depicts with limited accuracy the species
(producers, decomposers, consumers, scavengers), habitat
(vegetation, abiotic factors), and food web
(interspecies relations, energy consumption) appropriate for the given ecosystem.
Poster depicts with some accuracy the species
(producers, decomposers, consumers, scavengers), habitat
(vegetation, abiotic factors), and food web
(interspecies relations, energy consumption) appropriate for the given ecosystem.
Poster depicts with considerable accuracy the species
(producers, decomposers, consumers, scavengers), habitat
(vegetation, abiotic factors), and food web
(interspecies relations, energy consumption) appropriate for the given ecosystem.
Poster depicts with complete accuracy the species
(producers, decomposers, consumers, scavengers), habitat
(vegetation, abiotic factors), and food web
(interspecies relations, energy consumption) appropriate for the given ecosystem.
SNC1D Page 15 4/10/20

Applications/
Connections
Poster depicts a lack of appropriate societal efforts to ensure ecosystem preservation and ecosystem balance.
Poster depicts moderately appropriate societal efforts to ensure ecosystem preservation and ecosystem balance.
Poster depicts mostly appropriate societal efforts to ensure ecosystem preservation and ecosystem balance.
Poster depicts completely appropriate societal efforts to ensure ecosystem preservation and ecosystem balance.
Unit Plan completed by
Brittnaye Warriner
Chantal Jabbour
Clynton Lahner
Quality
(Appeal/
Creativity)
The poster lacks creativity and attractiveness in terms of graphics, design, layout, and neatness, and is distractingly disorganized or very poorly designed.
The poster is acceptably creative and attractive in terms of graphics, design, layout, and neatness, however fairly disorganized.
The poster is both creative and attractive in terms of graphics, design, layout and neatness.
The poster is exceptionally creative and attractive in terms of graphics, design, layout, and neatness.
Conventions
There are more than 5 spelling or grammar errors
(labels, title) on the poster.
There are 3-4 spelling or grammar errors
(labels, title) on the poster.
There are 1-2 spelling or grammar errors
(labels, title) on the poster.
There are no spelling or grammar errors
(labels, title) on the poster.
SNC1D Page 16 4/10/20

Unit Plan completed by
Brittnaye Warriner
Chantal Jabbour
Clynton Lahner
Group Work Observation Rubric
Names: ________________________________________________________
Criteria
Planning
Level 0
Group members did not collaborate to form an adequate plan.
Division of Work Workload was not balanced between group members at all
Group
Presentation
Knowledge and
Understanding
Contributed
Valuable
Information
Listen to Others’
Feedback
Score
Level 1 Level 2
Teacher Assessment
Group members barely collaborated to form an adequate plan
Workload was barely balanced between group members
Students did not present materials to classroom visitors with confidence
Students barely presented materials to classroom visitors with little confidence
Group members somewhat collaborated to form an adequate plan
Workload was somewhat balanced between group members
Students presented some materials to classroom visitors with some confidence
Students in the group did not demonstrate their knowledge and understanding
I did not contribute valuable ideas and information to the group activity
I did not listen or take others’ ideas into consideration
Students barely demonstrated their knowledge, or knowledge was limited to 1 or 2 students in the group
Some students in the group demonstrated limited knowledge and understanding
Student Self-Assessment
I barely contributed valuable ideas and information to the group activity
I barely listened or took others’ ideas into consideration
I somewhat contributed valuable ideas and information to the group activity
I somewhat listened or took others’ ideas into consideration
Level 3
Group members collaborated to form an adequate plan somewhat effectively
Workload was mostly balanced between group members .
Students presented most materials to classroom visitors with confidence
Most students in the group demonstrated a considerable amount of knowledge and understanding
I mostly contributed valuable ideas and information to the group activity
I listened or took others’ ideas into consideration most of the time
Level 4
Group members effectively collaborated to form an adequate plan
Workload was evenly balanced between group members
Students presented all materials to classroom visitors with strong confidence
All students in the group demonstrated a considerable amount of knowledge and understanding .
I contributed valuable ideas and information to the group activity
I always listened and took others’ ideas into consideration
/24 points
SNC1D Page 17 4/10/20

Unit Plan completed by
Brittnaye Warriner
Chantal Jabbour
Clynton Lahner
1. Poster Student Assessment Score: ____
Comments:
2. Poster Teacher Assessment Score: _____
Comments:
3. Work Group checklist Assessment Score: _____
Comments:
1 + 2 + 3 =___________ ÷ 3 = __________ ( Averaged Score)
Averaged Score (out of 24) + Worksheet Score (out of 31): ______ FINAL (out of 55 points)
SNC1D Page 18 4/10/20

Unit Plan completed by
Brittnaye Warriner
Chantal Jabbour
Clynton Lahner
Your Score:
Highest Possible Score: 50
Name:
Course Code: SNCID
Unit Test
Sustainable Ecosystems
Multiple Choice: For each of the following questions, circle the best answer.
1. What would happen to the following food chain if the producer was eliminated? (K) (1) grass-->mouse-->snake-->hawk
A) The animals would reproduce
B) The animals would starve
C) The snake would eat grass
D) The mouse would eat the snake
2. A group of organisms of different species that live and interact together is referred to as a(n): (K)
A) Ecosystem
(1)
B) Community
C) Population
D) Biome
3. Which of the following correctly summarizes the process of
photosynthesis?
(K)
A) carbon dioxide + oxygen sugar + water
B) carbon dioxide + sugar oxygen + water
C) carbon dioxide + water sugar + oxygen
D) sugar + oxygen carbon dioxide + water
(1)
SNC1D Page 19 4/10/20

Unit Plan completed by
Brittnaye Warriner
Chantal Jabbour
Clynton Lahner
4. The carrying capacity of a population is defined as: (K) (1)
A) The maximum number of individuals that can be supported indefinitely in an ecosystem.
B) The maximum number of offspring a species could produce if resources are unlimited.
C) The nutrient that are in the least supply and limits the population size.
D) The limited range of abiotic factors within which an organism can survive.
5. How is carbon dioxide made by producers and consumers?
(K) (1)
A) Photosynthesis
B) Cellular Respiration
C) Decomposition
D) Bioaccumulation
6. Biotic factors in an ecosystem may include: (K) (1)
A) bacteria, soil, and water
B) plants, animals, and bacteria
C) temperature, water, and soil
D) animals, fungi, and temperature
7. Decomposers are important to ecosystems because they: (K)
A) are at the highest level of the energy pyramid
B) change simple compounds into more complex ones
C) make nutrients available for producers to reuse
D) convert light energy into sugars through photosynthesis
8. Select the correct relations: (K)
(1)
(1)
A) Lithosphere: Land, Biosphere: Life, Atmosphere: Air, and Hydrosphere: Water
B) Hydrosphere: Life, Lithosphere: Water, Atmosphere: Air, Biosphere: Land
C) Biosphere: Life, Atmosphere: Land, Lithosphere: Water, Hydrosphere: Air
D) Atmosphere: Air, Lithosphere: Land, Biosphere: Water, Hydrosphere: Life
9. Which of the following relationships is most similar to the relationship below?
(K) (1) cloud : rain
A) seed : plant
B) mountain : valley
C) earth : sky
D) ocean : sea
SNC1D Page 20 4/10/20

Unit Plan completed by
Brittnaye Warriner
Chantal Jabbour
Clynton Lahner
(1) 10. Two abiotic factors that affect an ecosystem are: (K)
A) temperature and animals
B) plants and animals
C) water and bacteria
D) soil and water
11. An unusually cold winter causes the squirrel population to decrease. This is an example of temperature as a: (K) (1)
A) carrying capacity
B) limiting factor
C) climax community
D) pattern in space
12. A snake that eats an insect-eating frog is a: (K)
A) primary consumer (herbivore)
B) secondary consumer (carnivore)
C) tertiary consumer (carnivore)
D) primary producer (herbivore-consumed)
(1)
13. Biodiversity is a measure of the: (K)
A) Variety of nonliving things within an ecosystem.
B) Amount of resources shared by the human population.
C) Variety of species within an ecosystem.
D) Amount of renewable resources within an ecosystem.
(1)
14. In the following diagram, where is precipitation occurring?
(K) (1)
SNC1D
A) from D to A
B) from C to D
C) from B to C
D) from A to B
Page 21 4/10/20

Unit Plan completed by
Brittnaye Warriner
Chantal Jabbour
Clynton Lahner
15. To determine your ecological footprint, all of the following calculations are necessary, EXCEPT: (K) (1)
A) area of the house you need
B) amount of water you use
C) energy supply needed
D) amount of waste you produce
Short Answer: Answer using complete sentences in the space provided.
1. a) Explain why cellular respiration and photosynthesis are considered complementary processes. (A) (3)
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
______________________________ b) Provide an example of how human activities may interfere with these processes.(T) (3)
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
______________________________
SNC1D Page 22 4/10/20

Unit Plan completed by
Brittnaye Warriner
Chantal Jabbour
Clynton Lahner
2. a) Consider the following food web and list 2 consumers and 3 roducers.(K) (5)
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
______________________________
b) Draw one food chain that includes the sparrow. (T)
SNC1D Page 23
(3)
4/10/20

Unit Plan completed by
Brittnaye Warriner
Chantal Jabbour
Clynton Lahner
3. Briefly describe the predator-prey relationship illustrated in the following graph: (T) (2)
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
______________________________
4. Compare the amount of biomass that would be produced in the top carnivore in a short food chain with that which would be produced in the top carnivore of a long food chain. (T) (3)
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
_____________________________
5. Suppose you had to create an imaginary animal and it’s predators are snakes and bears. What adaptations would you give this animal to avoid being caught by snakes and bears? Include an illustration. (A) (4)
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
______________________________
SNC1D Page 24 4/10/20

6. List and describe 3 types of symbiosis. (A)
Unit Plan completed by
Brittnaye Warriner
Chantal Jabbour
Clynton Lahner
(4)
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
___________________________________
7. Identify the following limiting factors as either abiotic or biotic: (K)(4) a. Strong winds blow the seeds of a dandelion into a lake. The seeds fail to grow. _________________ b. A population of rabbits eats all of the available food, and their population starts to drop dramatically. ____________________ c. A mosquito transfers a disease to a population of bears in the forest. Many of the bears die. __________________ d. Plants fail to grow because it has not rained in weeks.
________________
8. Write a letter to your municipal, provincial, or national government stating a problem which you are concerned about and propose a realistic plan of action. (C) (4)
Long Answer: Respond in the area provided.
SNC1D Page 25 4/10/20

Unit Plan completed by
Brittnaye Warriner
Chantal Jabbour
Clynton Lahner
Unit Test
– Answer Key
Sustainable Ecosystems
Multiple Choice:
1. B
2. A
3. C
4. A
5. B
6. B
7. C
8. A
9. A
10. D
11. B
12. C
13. C
14. D
15. B
Short Answer: a) Photosynthesis and cellular respiration are considered complementary processes because carbon-dioxide is a by-product of cellular respiration and is used for photosynthesis, which produces oxygen needed for cellular respiration. b) There are many human activities that may interfere with these processed, such as automobile emissions increasing the amount of carbon dioxide in the atmosphere and planting more trees decreasing the amount of carbon dioxide in the atmosphere. (Note: other justifiable examples are accepted)
1. a) Possible answers include:
Producers = rosebush, oak tree, grass
Consumers = deer, wolf, rabbit, squirrel caterpillar, frog, sparrow, snake, hawk
b) Possible answers include: rose bush –> caterpillar –> sparrow -> hawk rose bush -> caterpillar -> sparrow -> snake oak tree -> caterpillar -> sparrow -> hawk oak tree -> caterpillar -> sparrow -> snake grass -> caterpillar -> sparrow -> hawk grass -> caterpillar -> sparrow -> snake
SNC1D Page 26 4/10/20

Unit Plan completed by
Brittnaye Warriner
Chantal Jabbour
Clynton Lahner
2. The graph shows that as the population of the prey increases then the predator population will increase. As the predators increase the number of prey decrease. Predators eat prey and maintain the health of the prey populations. The predators eat the old, sick, weak and injured in prey populations.
3. Each step in a food chain results in about 10 % of the biomass of the step below. This means that each additional step produces only one-tenth of the biomass that previously existed. The longer the food chain, the smaller the
4. amount of biomass produced in the top carnivore. marks
Making connections between science, technology, society, and the environment (e.g., assessing the impact of science on technology, people and other living things, and the environment)
5.
1
Makes connections between science, technology, society, and the environment with limited effectiveness
2 makes connections between science, technology, society, and the environment with some effectiveness
3
Makes connections between science, technology, society, and the environment with considerable effectiveness
4 makes connections between science, technology, society, and the environment with considerable effectiveness marks
Application of knowledge and skills
(e.g., concepts and processes, safe use of equipment, scientific investigation skills) in familiar contexts
6. a) abiotic b) biotic c) biotic d) Abiotic
8.
1 applies knowledge and skills in familiar contexts with limited effectiveness
2 applies knowledge and skills in familiar contexts with some effectiveness
3 applies knowledge and skills in familiar contexts with considerable effectiveness
4 applies knowledge and skills in familiar contexts with a high degree of effectiveness marks
Use of conventions, vocabulary, and terminology of the discipline in oral, visual, and/or written forms
(e.g., symbols, formulae, scientific notation, SI units)
1 uses conventions, vocabulary, and terminology of the discipline with limited effectiveness
2 uses conventions, vocabulary, and terminology of the discipline with some effectiveness
3 uses conventions, vocabulary, and terminology of the discipline with considerable effectiveness
4 uses conventions, vocabulary, and terminology of the discipline with a high degree of effectiveness
SNC1D Page 27 4/10/20