Lesson Plan – How do ecosystems work?

Learning Intention:

Students will learn about how food webs work and the impact of the introduction of non-native species in an ecosystem.

In the lesson students will learn:

  • Living things depend on each other and the environment to survive ACSSU073
    • Learn about how animals require energy from food that can be found in the environment in which they inhabit
  • The growth and survival of living things are affected by physical conditions of their environment ACSSU094
    • Learn about the conditions that affect the survival of organisms in an ecosystem including the introduction of non-native species
  • Explore and draw conclusions from the data they collected (Under the Science Inquiry Skills provided by ACARA)

Timing:

This lesson is designed to be accomplished in a 60 minute time period, but you may find that your students benefit from additional time. This lesson can also be extended where students are able to write up a scientific report using the information they have collected and answered during the process of doing the worksheet.

Assumed Knowledge:

  • Animals are required to do a variety of things to survive – some of these behaviours are unique to the animal, others all living things have in common such as eating.
  • There are many different factors that affect an animal’s life such as predation, sickness etc
  • Animals have a finite lifespan

Preparation:

To facilitate a streamlined lesson, it would be useful to let the students know that their upcoming lesson involves the use of technology. Students can play Arludo games on any device with internet connectivity including laptops, tablets and smartphones. Quokkapocalypse is also embedded directly into the worksheet, so there is no need for students to download any apps for this lesson.

Australian Curriculum Points (ACARA)

 

Year 3

  • Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044)
  • Science involves making predictions and describing patterns and relationships (ACSHE050)
  • With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS053)
  • With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS054)
  • Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS055)
  • Compare results with predictions, suggesting possible reasons for findings (ACSIS215)
  • Reflect on investigations, including whether a test was fair or not (ACSIS058)
  • Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS060)

Year 4

  • Living things depend on each other and the environment to survive (ACSSU073)
  • Science involves making predictions and describing patterns and relationships (ACSHE061)
  • With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS064)
  • With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS065)
  • Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS066)
  • Compare results with predictions, suggesting possible reasons for findings (ACSIS216)
  • Reflect on investigations, including whether a test was fair or not (ACSIS069)
  • Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS071)

Year 5

  • How particular structural features and behaviours of living things enable their survival in specific habitats (AC9S5U01)
  • Pose investigable questions to identify patterns and test relationships and make reasoned predictions (AC9S5I01)
  • Plan and conduct repeatable investigations to answer questions, including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests; describing potential risks; planning for the safe use of equipment and materials; and identifying required permissions to conduct investigations on Country/Place (AC9S5I02)
  • Compare methods and findings with those of others, recognise possible sources of error, pose questions for further investigation and select evidence to draw reasoned conclusions (AC9S5I05)
  • Write and create texts to communicate ideas and findings for specific purposes and audiences, including selection of language features, using digital tools as appropriate (AC9S5I06)

Year 6

  • The growth and survival of living things are affected by physical conditions of their environment (ACSSU094)
  • Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions (ACSHE098)
  • Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE100)
  • With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS232)
  • Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS103)
  • Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital technologies as appropriate (ACSIS104)
  • Reflect on and suggest improvements to scientific investigations (ACSIS108)
  • Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts (ACSIS110)

NSW Syllabus Points

 

 Stage 2

  • A student compares features and characteristics of living and non-living things ST2-4LW-S
  • Collect data and identify patterns to group living things according to their external features, and distinguish them from non-living things (ACSSU044) SysT 
  • Identify that science involves making predictions and describing patterns and relationships (ACSHE050, ACSHE061) SciT
  • Describe how living things depend on each other and the environment to survive (ACSSU073)SysT
  • Identify that living things have life cycles (ACSSU072)
  • Conduct an investigation into the life cycle of plants and/or animals (ACSSU072)
  • Identify patterns and trends in gathered data (ACSIS057, ACSIS068)
  • Compare results with predictions
  • Suggest possible reasons for findings (ACSIS215, ACSIS216)

Stage 3

  • A student examines how the environment affects the growth, survival and adaptation of living things ST3-4LW-S
  • Plan and conduct a fair test to show the conditions needed for a particular plant or animal to grow and survive in its environment (ACSSU094) SciT
  • Understand that scientific and technological knowledge is used to solve problems and inform personal and community decisions (ACSHE083, ACSHE100) SciT 
  • Describe adaptations as existing structures or behaviours that enable living things to survive in their environment (ACSSU043) SciT
  • Describe the structural and/or behavioural features of some native Australian animals and plants and why they are considered to be adaptations ComT SciT 
  • Make and justify predictions about scientific investigations (ACSIS231, ACSIS232)
  • Employ appropriate technologies to represent data (ACSIS090, ACSIS107)
  • Compare data with predictions
  • Present data as evidence in developing explanations (ACSIS218, ACSIS221)

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