Aboriginal Lesson Plan

Class: Science20
Unit: Unit D
Topic: Changes in Living Systems
Purpose: What are the characteristics of an ecosystem? How do ecosystems
change over time? How do ecosystems respond to natural and human
interactions and what are the implications of this knowledge in terms of
protecting the environment for future generations?
Specific Learning Outcomes:
20-D1.2k Students will describe the key stages of primary succession in a
specific ecosystem and the nature of its climax community (Alberta
Education).
20-D1.3k Students will differentiate between primary and secondary
succession in a specific aquatic, terrestrial ecosystem, e.g., pond, river, lake,
forest, parkland, and compare natural and artificial means to initiate
secondary succession in an ecosystem, e.g., reforestation or regrowth after a
forest fire, flood or other natural fire, flood or other natural disaster, strip
mining, clear cutting, controlled burns by some Aboriginal groups promoting
grassland biome regeneration (Alberta Education).
20-D1.1sts Students will explain that society and technology have both
intended and unintended consequences for humans and the environment.
Assess habitat loss and the responsibility of society to protect the
environment for future generations (Alberta Education).
Instructional Objectives: Students will investigate the differences between
primary and secondary succession. In addition, students will explore the
importance of reforestation techniques and their use within the Aboriginal
community.
Major Concepts:
- Primary and secondary succession
- Habitat destruction and reclamation
Materials and Equipment: Writing materials. USB/adaptor. Science20

Textbook. Internet access/online resources. Debate signs.

Safety requirements/precautions: Students should be aware of their place
in the classroom. Maintain caution when students are actively moving within
the classroom during debate.
Introduction (10min):
Opening Question: What is Succession?
Inquiry based activity: Cut outs (10min)
- Students will work with three different images depicting varying levels
of succession.
- Students will organize the three phases of succession in order.
Answer: Primary, Secondary, and Climax Community.
Body (35min):
Direct Instruction- PowerPoint (15min)
Succession: The predictable pattern of change in an ecosystem.
Two forms of succession: primary and secondary succession
Primary Succession
- Pioneer species
- Climax community
Secondary Succession
Note Check/Student Summaries (5min)
- Students will turn to their partner, share and compare their notes, in
addition to providing a summary of the important notes covered.
Discussion (10min):
Probing Question: What are some intended and unintended consequences of
human interactions among ecosystems?
Answer: Pollution, Forest Fires, Clear Cutting.
Probing Question: What are some different reforestation techniques?
Focused Answer: Controlled Forest Fires. Commonly used among Aboriginal
Communities.
Direct Instruction- PowerPoint (5min)
Probing Question: What might some benefits be to controlled forest fires?

Benefits to controlled forest fires

Aboriginal uses and techniques
Transition into article - Australian forest fires (example)

Activity (25min):
Four Corners Debate: Australian firestorms prompt call to return to Aboriginal
bush control
1) Should the Aboriginal Community take lead on the issue of forest fire
control?
2) Should the Australian government reintroduce some style of Aboriginal
fire management?
-

Students will read the below article (10min).

Students will take a position based on the article. Students will either
choose to agree or disagree. Based on their position they will stand
and move to either side of the classroom where signs will be posted
(agree/disagree).
In groups, students will discuss their position and write 3-5 supporting
points (5min).
One representative from the group will be chosen to speak for the
group (10min).
Once both positions have spoken, students will have the opportunity to
switch sides and change their view on the issue.

ttp://www.theguardian.com/environment/2009/feb/09/fire-australia-aborigine
http://www.abc.net.au/science/articles/2010/12/06/3085726.htm
Closing (5min):
Class discussion/Wrap-up.
Evaluation (5min):
Exit Ticket- Socrative
1. What are the two forms of succession?
2. Define secondary succession.
3. How did you like the Four Corners Debate? What would you change?
http://www.socrative.com
Teacher Notes:

http://www.abc.net.au/science/articles/2010/12/06/3085726.htm
http://www.theguardian.com/environment/2009/feb/09/fire-australiaaborigine
http://reforestation.me/reforestation-methods/
https://powersource.pearsonschoolsystems.com/repository/schoolnet/is
ee/pdf/S1_Primary_and_Secondary_Succession_D.pdf
http://globalwarmingisreal.com/2012/03/22/the-benefits-ofreforestation/
http://www.socrative.com

References:
Alberta Education. (2007). Science20-30 [Program of Studies]. [Edmonton], Canada:
Alberta Education.
Authors: Julia Lis, Cheryl Pilipchuk, Jessica Lieu, & Julianna Salm