Lesson Title: Subject: Grade(s):

Eco-hierarchy Science 10
Name: Date: Lesson #
Taver Rice April 11, 2017 2

Rationale:
(lesson context and reasons why lesson matters)

All life on our planet is connected to each other and to the nonliving environment around them through energy and matter
cycling. Understanding the interconnected nature of life allows us to make informed decisions at the individual, community
and global levels to sustain these life giving conditions. This is the second lesson in a unit that will introduce students to the
many interconnected relationships that exist on our planet. Students will learn more vocabulary, about the eco-hierarchy as a
system of organization, and continue exploring relationships between the abiotic and biotic factors in the biosphere.

Curriculum Connections : https://curriculum.gov.bc.ca

Core Competency

Curricular Competency

-students will know the abiotic and biotic elements in ecosystems

(define abiotic, biotic and can identify biotic and abiotic factors in given scenario or diagram)

Big Ideas:

-biotic and abiotic factors interact with each other in an ecosystem

Content:

-students can identify the different levels of the eco-hierarchy

-students are introduced to idea of energy flow

Learning Intentions Activity Assessment

Students Will be able to:

Identify different levels of -apply words to diagrams Formative - observation,

ecological organization from -sort words from smallest to vocabulary check
small to large largest

Prerequisite Concepts and Skills:

For student success

-understand abiotic and biotic

-recognize common animals and what they eat

Materials and Resources with References/Sources:

For Teacher For Students

Word sort bags Pen and paper
Eco hierarchy slideshow textbook
worksheet

Differentiated Instruction (DI):

Accommodations

-students can show comprehension by applying terms appropriately

Organizational/Management Strategies:
Anything special to consider?

Possible Aboriginal Connections / First Peoples Principles of Learning

http://www.bced.gov.bc.ca/abed/principles_of_learning.pdf
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/aboriginal_education
_bc.pdf

Lesson Activities

Teacher Activities Student Activities Pacing

Introduction

Yesterday -abiotic, biotic Students watch and note, then share 10

Herring spawn video - id 2 biotic and 2
abiotic factors plus connections
Limiting factor - dig deeper, what could
realistically change

-pond diagram - what could realistically

change?
-ocean diagram - what could realistically
change?

Learning goal: understand terms related to

levels of eco-hierarchy

Adding a few more words today

Show unlabelled slide

-what do you notice about the different -students share observations 5
sections of the picture? What do they
show?

Word sort: organism, population, 15

community, ecosystem, biosphere -students gather words
Apply words to picture
Check with a friend, change -students sort words
Share - confident? 1 word -students check and change
 -students volunteer 1 word they feel pretty
confident about

show labelled pic - talk about meanings

-students arrange words
-arrange words from smallest to largest 15
-students add habitat, species
-add words habitat, species
-guess where they go
-volunteer?
-clarify meanings
-students divide words under abiotic and
-which levels contain just biotic factors? biotic headings
Just abiotic factors? Both?

-vocab so far: abiotic, biotic, organism,

population, community, ecosystem,
biosphere, habitat, species
-students use pic to provide example for
-ecosystem picture based on illustration each term, either writing or drawing 15
Ex. organism, population, community,
ecosystem - can draw it if you want

-biosphere is missing - include definition in 10

your own words
-------
------------------------------------------------ ------------------------------------------------
Ecohierarchy worksheet Ecohierarchy worksheet

To hand in:1 word feel confident about with -students write 1 word feel confident about
definition with definition in own words and 1 word
1 word unsure about feel unsure about

Closure

Which level of organization do you think is -students write out response 10

the most important in the environment and
why?

Reflections: