Ecology Unit Plan Template

Unit Overview
Unit Title
Stage 1 Biology: Ecosystems and Biodiveristy
Unit Summary
Students will be introduced to the ecological and biodiverse aspects of biology. The course includes
diversity in genetics, species and ecosystems. The unit also focuses on evolution and adaptations
which may be present in organisms in the world around them.

Year Level
Year 11
Approximate Time Needed
4 weeks
SACE links
Curriculum Links
State the Science Objectives to be undertaken (state the main concept/s not the elaborations)
Science Understandings:

Biodiversity is the variety of all living things and includes diversity in genetics, species, and
ecosystems.
Distinguish between a species, population, community, and an ecosystem.
Describe diversity in examples of:
Species
ecosystems.

In general, the higher the biodiversity of an ecosystem, the more stable it is.
Different species show different features that help maintain their reproductive isolation.
Reproductive isolating mechanisms may be pre-zygotic or post-zygotic.

Organisms have adaptations that help them survive and reproduce.

Discuss examples of adaptations (behavioural, structural, and physiological) in plants and animals

Ecosystems can be diverse, and can be defined by their biotic and abiotic components and the
interactions between elements of these components.
Distinguish between biotic and abiotic components of ecosystems.
Compare the characteristics of at least two ecosystems.
Patterns within a community include zonation and stratification.

Ecosystems include populations of organisms that each fills a specific ecological niche.
Describe a niche in terms of key indicators within the ecosystem, including habitat, feeding
relationships, and interactions with other species.
Keystone species play a critical role in the maintenance of their ecosystem.
Explain the significance of keystone species in their ecosystem.
Investigate how evidence of local examples of keystone species, such as the grey nurse shark (Carcharias taurus) and the red-
tailed cockatoo (Calyptorhynchus banskii), can be used to inform public debate about the conservation of critically endangered
species.
Useful website:
www.australiangeographic.com.au/topics/wildlife/2014/09/australias-keystone-endangered-species
Relate the concept of a keystone species to the large impact that would be experienced by an ecosystem if numbers of the
keystone species were to decline substantially.
Graphically represent the niche of different organisms to discover the extent of niche overlap.

Science Inquiry Skills:

Skills and applications tasks allow students to provide evidence of their learning in tasks that may:
 be applied, analytical, and/or interpretative
 pose problems in new and familiar contexts
 involve individual or collaborative assessments, depending on task design.

A skills and applications task may involve, for example:

 solving problems
 designing an investigation to test a hypothesis or investigable question
 considering different scenarios in which to apply knowledge and understanding
 graphing, tabulating, and/or analysing data
 evaluating procedures and identifying their limitations
 formulating and justifying conclusions
 representing information diagrammatically or graphically
 using biological terms, conventions, and notations.

As a set, skills and applications tasks should be designed to enable students to apply their science inquiry skills,
demonstrate knowledge and understanding of key biological concepts and learning, and explain connections with
science as a human endeavour. Problems and scenarios should be set in a relevant context, which may be
practical, social, or environmental.
Skills and applications tasks may include, for example:
 modelling or representing concepts
 developing simulations
 practical and/or graphical skills
 a multimodal product
 an oral presentation
 participation in a debate
 an extended response
 responses to short-answer questions
 a structured interview
 an excursion report
 a response to science in the media.

For this assessment type, students provide evidence of their learning in relation to the following assessment design
criteria:
 investigation, analysis, and evaluation
 knowledge and application.

Science as a Human Endeavour:

Students investigate a contemporary example of how science interacts with society. This may focus on one or more
of the key concepts of science as a human endeavor described on pages 11 and 12 and may draw on a context
suggested in the topics or relate to a new context.
Students could consider, for example, how:
 humans seek to improve their understanding and explanation of the natural world
 working scientifically is a way of obtaining knowledge that allows for testing scientific claims
 scientific theory can change in the light of new evidence
 technological advances change ways of working scientifically
 links between advances in science impact and influence society
 society influences scientific research
 emerging biology-related careers and pathways involve science.

Students access information from different sources, select relevant information, analyse their findings, and explain
the connection to science as a human endeavour.
Possible starting points for the investigation could include, for example:
 the announcement of a discovery in the field of biological science
 an expert’s point of view on a controversial innovation
 a TED talk based on a biological development
 an article from a scientific publication (e.g. Cosmos)
 public concern about an issue that has environmental, social, economic, or political implications.

Based on their investigation, students prepare a scientific communication, which must include the use of scientific
terminology.
The communication should be a maximum of 1000 words if written, or a maximum of 6 minutes for an oral
presentation, or the equivalent in multimodal form.

For this assessment type, students provide evidence of their learning in relation to the following assessment design
criteria:
 investigation, analysis, and evaluation
 knowledge and application.

Capabilities
Enter a list of capabilities that will be considered through this unit (see page 2-5)
 Literacy
 Information and communication technology capability
 Personal and social capability and
 Critical and creative thinking
Student Objectives/Learning Outcomes
Enter a list of objectives that you wish students to have understood by the end of the unit.
By the end of this project the student should be able to:
 Understand and apply the appropriate terminology when discussing ecological systems
 Explain abiotic and biotic factors and give examples of the interactions of both in between an
ecosystem.
 Understand the concept of evolution and how natural selection plays a key role in this.
 Discuss examples of adaptation (Behavioral, structural and physical) in plants and animals.
 Students should be able to distinguish between a species, population, community and
ecosystem and be able to describe the biodiversity in each.
 Use the internationally recognized classification naming system and understand the
advantages behind it.
 Explain how different species display a variety of features which may help maintain their
reproductive isolation.
Students should also understand the pre-zygotic and post-zygotic isolation mechanisms which
may be present between species.

Unit Details
Prerequisite Skills/Prior Knowledge
Students should be familiar with using the 6D’s of solution fluency for projects.
To be safe the 6D’s will be printed on the wall explaining what to do in the section.

Accommodations for Differentiated Instruction

Materials and Resources Required For Unit

 Print the challenge flyers and give to the students.

Print a checklist for the students to keep track of progress.

Printed Materials Name Define Discover Dream Design Deliver Debrief

Tom
Dick
And
Harry

Supplies 

Internet Resources

Other Resources

Summative Task
Overview
A summary of the summative task students will complete for this unit.
Students will produce and present a rollercoaster model to the class explain the theory behind how
works. They must show the areas were different forms of energy used. They must describe how the
energy transfers and transforms within a simple system.
Learning Requirements (see page 6 of Subject Outline)
A list of the Learning Requirements to be Assessed
Assessment Design Criteria (see page 36-37 of Subject Outline)
A list of the Assessment Design Criteria to be Assessed.
Lesson Overview for the Unit
A brief description for all 12 lessons (90 mins each) within the unit. Please place an asterisk* next to the 6 lessons you will be doing in detail.

Week 1 Wednesday Week 1 Thursday (Double) Week 2 Monday (Double)

(Single)
Objectives of Lesson: Objectives of Lesson: Objectives of Lesson:
Stomata prac and photosynthesis
Biodiversity Introduction: Autotrophs and Heterotrophs continued.
Common terms associated with Carnivores, Omnivore and Herbivores.
ecology: Predator Prey relationships Food chains and foodwebs quiz.
(population, species, community
and ecosystem) Trophic levels Photosynthesis:
1st, 2nd 3rd 4th Students should have a clear
Biodiversity: understanding of photosynthesis and
Genetic/Molar Intro to photosynthesis how it effects
(All genes and alleles (types of How does it work?
genes) within a specific area or What are chloroplasts and chlorophyll.
within a particular population
Week (Group of same species in same Food Webs/ Foodwebs
1 area)). (primary producers, consumers
decomposers)
Species
A variety of different species within
a particular area.

Ecosystem
Variety of different ecosystems
which exist.

Lesson Plan: Lesson Plan: Lesson Plan:

Welcome Class
1 State learning objectives 3 Venn Diagram on Board 5 Welcome and mini quiz
Min Min Welcome class in and create a class Venn Min Welcome class in and complete a mini
See Think Wonder
10 deforestation image. Diagram on the board. This should be quiz to recap the previous topics of the
Min This should get the students recapping yesterday’s homework. unit.
thinking and help to get them
mentally prepared for the lesson. 5 Briefly go through answers as a class
10 min and clear up any questions.
Ecology and the 3 levels of Min Autotrophs and Heterotrophs
Biodiversity Discuss and display the key features of
-genetic autotrophs and heterotrophs.
-species Focus on the two different types of 30 Continue the PowerPoint and discuss
8 -ecosystem diversity Min photosynthesis and leaf anatomy in
Min Autotrophs: Chemoautotrophs and more depth. It’s important to outline
Biotic & Abiotic Photoautotrophs. what the stomata’s look like in the
“Categorize this photo” PowerPoint slide so the students have
-Show initial photo first and get the Heterotrophs cannot produce their own 30 an idea of what they are searching for
students to categorize and discuss chemical energy and need to gain it from min in the practical.
5 what they can see in the photo. another organism.
min Then talk about abiotic and biotic -Carnivore, Omnivore, Herbivore
and see if the students can then -Talk about predator prey relationships. Practical:
categorize the photo using the Run through the practical slowly and
scientific language. Decomposers: show the students some of the key
Detritivore- steps. It’s important the students aim
Organization 5 Saprotrophs- to get a thin layer of epithelial cells, if
Individual-species-population- Min Role they play in the ecosystem. the layer is too thick then the students
community-ecosystem. s will not be able to view the stomata
Use the photos in the slide to help General Sherman Tree cells.
15 the students visualize. Display the tree on the PowerPoint and Once most of the students have
min Also use the organization pyramid create a poll with 3 options. completed this relate this back to
to test the student’s knowledge “Hands up if you think most of the carbon photosynthesis.
and see if they can answer what in this tree came from the soil, rain or air”
language fits into the image.
6
Then do a 1-minute recap to make min Veritasium Video
sure all students get it. 4 slide s Link this video back to the mass of the tree
tests with different images, and get and how much of that carbon is from the
students to vote whether it’s a air.
population, individual or
community. 15 Photosynthesis
min Discuss the processes of photosynthesis.
How stomata in leaves uptake CO2.
Biological species concept How the Chloroplasts provide a site for
Talk to the students about the reaction and chlorophyll provides the
biological species concept. Focus energy from the sun.
5 on questions to really get the Briefly talk about chlorophyll.
min students thinking.
(Ensure the students understand Mark Recapture Practical
that a species must be able to 20 This simulates to the students a common
produce fertile offspring). min trapping/tagging method for estimating
populations.
Glossary worksheet
Give the students time to complete
the glossary worksheet. If they do
10 not finish in time, then they should
min finish for homework.

Recap Food Chains/Foodwebs

Recap the lesson and revisit the 20M Discuss the key terminology and structure
learning objectives. Set the ins of food chains. Display how they work and
Rec students the task of creating a map the energy flow throughout the
ap venn diagram for Autotrophs and system.
heterotrophs.
Class Food chain/Food web
Rec Get the class to think of an ecosystem.
ap Then think of an animal within that
ecosystem.
Then begin to draw a food chain for that
particular animals and system.
Then next to it create a food web with the
class to show alternate pathways of energy
in that ecosystem.
*Label using the correct language (Trophic
levels, producers, consumers) *

Resources: Resources: Resources:

• https://www.youtube.com/watch?v=
Ecology and Biodiversity 2KZb2_vcNTg
PowerPoint. • Foodwebs and Photosynthesis
In class discussions and activities PowerPoint.
Glossary and homework sheets • Task sheets for homework
• In class discussions and activities
• Mark recapture practical
Differentiation: Differentiation: Differentiation:
Lots of diagrams and visual aids for
students with learning difficulties so that
 there is a range of visual, written and
verbalized differentiation.
Many sections which have complex
language will be slowed down and broken
down into laymen’s terms to make it easier
for the ESL students particularly but also all
students as a whole.

Wk 2 Wednesday (Single) Wk 2 Thursday (Double) Wk3 Monday

Objectives of Lesson: Objectives of Lesson: Objectives of Lesson:
NOTES TO FINISH FOODCHAINS AND PRAC Leaf Disc Practical skills lesson
WEBS This completion practical should display to
Students should have a clear students the process of photosynthesis. It will also
understanding of food chains and enable the students to test whether the size of the
foodwebs. leaf disc has an impact on the rate of
Students should understand all the key photosynthesis.
concepts behind foodwebs and be able to
apply these to foodwebs of their own.
Week Lesson Plan: Lesson Plan: Lesson Plan:
2
Running through the notes: Welcome students in and briefly recap Practical Skills
This lesson will focus on running through photosynthesis: This lesson will focus on improving the
the notes and clearing up any questions Talk about why the leaf discs might sink initially practical skills of the students as some
the students have in regard to the and then float after some time in the carbonate practical reports have been poor.
previous few lessons content. solution. Link this back to the photosynthesis
There will also be an exit card at the end practical. Practical Skills glossary:
of the lesson for the students to The glossary should help students to
complete so they can ask any further Discuss how the practical works. identify the key concepts/meanings
questions and display what they have Talk the students through the practical and discuss behind each of the practical language
learned during the lesson in regard to the key points to remember. Take time in skills.
recapping content.
 demonstrating and displaying how the gas is Practical Skills notes:
evacuated from the leaf discs. Create a hypothetical practical on the
It’s important the students understand the process board and create independent/dependent
so that they can correctly complete the practical. variables for the practical.
Go through all the steps required for a
Collating the data practical and focus on key areas.
Use SOCS or an online data entry form for the
students to enter their results. This way everyone Video Break
can have their own results as well as the class Watch a quick video on the practical and
average results. how it works to ensure the students
Assist and help groups which need help analyzing understand the content behind the
the data. practical.

Leaf Disc Practical Report

Then begin to run through the practical as
a class. This should help the under
achieving students see what they should
be aiming towards when writing.
Once most of the key concepts have been
covered and understood by the students.
Allow them the rest of the lesson to work
on their practical reports.

Resources: Resources: Resources:

https://www.youtube.com/watch?v=ZnY9_wMZZWI

Differentiation: Differentiation: Differentiation:

Lesson 7 Wednesday Single Lesson 8 Thursday Double Lesson 9 Monday Double

Objectives of Lesson: Objectives of Lesson: Objectives of Lesson:
Energy pyramids and Beak Practical Finalize Ecosystem energy flow
Discuss what energy is? Introduce Symbiotic Interactions
Week
3 What is biomass?

Lesson Plan: Lesson Plan: Lesson Plan:

Welcome the students in and question Welcome students in an announce what
them with “what is energy” we hope to cover in the lesson.
Students should give a variety of examples, Begin by recapping over previous knowledge
but it should hopefully lead them towards of the lessons.
the concept that it is chemical potential -Ask the students what are the 3 main types
energy. of pyramids?
Ask the students “Where is the energy -How do we measure these three pyramids?
held?” -Between the bonds -Which can be inverted?
Like a compressed spring analogy. -What does each pyramid measure?
-What scale does each pyramid use as
Where does the energy start in an measurement?
ecosystem?
Ask the students to explain the energy flow Go through the notes on ecosystem
through an ecosystem. Sun  pyramids.
PlantsAnimals
-Amoeba sisters’ videos and worksheets on
Analyse the African safari photos food chains, foodwebs and biodiversity.
Get students to discuss what they see within
the 3 images. They should hopefully be able -ecosystem bingo
to depict the ratios between the primary and
secondary consumers. Then get them to -Relationships ppt.
think about why this might be.
keywords to listen for: Energy, loss, food.

Make the ecosystem:

Build the mini ecosystem using fake turf.
Ask the students to help you apply the ratios
of consumers to the grass.
Scatter them on the grass.
Then ask if there is any way to lay them out
on the grass so it’s easier to visualize the
populations.
Should be able to make a pyramid structure.

Efficiency of plants:
Discuss what percentage of light is used by
the plants.
Use this to bring in the concept of energy
moving through the ecosystem.

Display the energy flow through the

system:
 Start the energy flow by displaying how
much energy is supplied by the sun. Then
how much is actually used by the plants.
Then display how it moves throughout the
food system.

Solidify:
Go through the worksheet as a class to
solidify the content. Make sure the students
understand how much energy is lost or
passed on with each trophic level.

Resources: Resources: Resources:

Differentiation: Differentiation: Differentiation:

Lesson 10 Lesson 11 Lesson 12

Objectives of Lesson: Objectives of Lesson: Objectives of Lesson:

Lesson Plan: Lesson Plan: Lesson Plan:

Week
4

Resources: Resources: Resources:

Differentiation: Differentiation: Differentiation: