EDUC3521 Curriculum Specialisation

Jessica Goldfinch
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Unit Plan- Understanding ecosystems using food webs and food chains.

Learning Area: Science Unit/Topic: Food Webs Strand: Biological Science

Unit Length: 4 weeks Class: Year 7 Lessons per week: Three single lessons (40 minutes) and one double lesson (80 minutes).
Strategies embedded:
Games (online and classroom), YouTube, Smart Boards, Think-Pair-Share, Jigsaw strategy, Internet, Social Issues.
Resources:
Science by Doing, Cool Australia.Org,
Capabilities:
Intercultural understanding, literacy, numeracy, ICT capability, critical and creative thinking, personal and social capability, ethical understanding.
Strands and sub-strands:
Science understanding - focuses on the important science concepts from across different areas of science Biological sciences
Science inquiry skills - focuses on skills essential for working scientifically Nature and development of science use and influence of science
Science as a human endeavor - focuses on the nature and influence of science Questioning and predicting planning and conducting processing and analysing data and
information evaluating communicating
Key Idea (content descriptions):
Interactions between organisms, including the effects of human activities can be represented by food chains and food webs (ACSSU112)

Elaborations:
Using food chains to show feeding relationships in a habitat
Constructing and interpreting food webs to show relationships between organisms in an environment
Classifying organisms of an environment according to their position in a food chain
Investigating the effect of human activity on local habitats, such as deforestation, agriculture or the introduction of new species
o Sustainability
Exploring how living things can cause changes to their environment and impact other living things, such as the effect of cane toads

Unit Aims and overview:

Know: The classification of groups within an ecosystem based on what they eat (herbivore, omnivore, carnivore).

The classification of organisms based on their role in the ecosystem (producer, consumer, decomposer).

The source of energy for all life processes.

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Understand: How energy flows within an ecosystem.

Why food chains are limited to three or four levels.

Do: Trace the flow of energy through living systems.

Construct working food chains and food webs

Explain why each organism is important to an ecosystem.

Describe how human activity influences ecosystems.

Standard(s):
They predict the effect of human and environmental changes on interactions between organisms
Students identify questions that can be investigated scientifically.
They plan fair experimental methods, identifying variables to be changed and measured. They select equipment that improves fairness and accuracy and describe how
they considered safety.

Assessment activities:
Diagnostic: Ecosystems activity and kahoot quiz
Formative: Concept map, construction of a food web, kahoot quiz
Summative: Group project (climate change and food webs)
Peer: Group project (climate change and food webs)
School and class context:
A class of 27, year 7 students
15 boys and 12 girls
One student is hearing impaired
Two students are in the gifted program
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4 WEEK UNIT PLAN- Understanding ecosystems using food webs and food chains.
Time line Learning Key Concepts & Skills Teaching and learning Activities Assessment Activities Resources and equipment
Cycle
Phase
Lesson 1 The living and non- Beginning: 10 minutes Diagnostic - Smartboard
living parts of - Introduce students to the topic: It is about ecosystems, the plants assessment: aspect of - Personalised
ecosystems. and animals that live in them, the way they change, and why and this activity is designed devices (tablet,
Share ideas about how we can manage our environment. to enable you to computer)
Engage the relationships - Introduce students to sciencebydoing student digital and review determine the - Internet access
between the the navigational features on the whiteboard. students prior learning
physical conditions - https://www.sciencebydoing.edu.au/curriculum/student/yr7/life/ related to the Year 6
in an ecosystem digital/ content description of
and; Middle: 25 minutes the Australian
The features of - Students are to work through the learning activity 1.1 with their Curriculum: Science:
the plants and learning partner (Figure A1) The growth and
animals that might - Probe students thinking with questions such as: survival of living things
live there. What is it about this environment that makes it good /unsuitable are affected by the
place for this plant/animal to live? What feature of this physical conditions of
plant/animal makes it well suited to this environment? Why do their environment.
you think this plant/animal doesnt live here?
- Students note their conclusions about where the organisms might
live in the table format suggested (Figure A1).
End: 5 minutes
- Teacher will explain that students will develop a glossary
throughout topic to identify key words.
- Students will as ecosystem to the glossary.
Lesson 2 Explore Animals can be Beginning: 5 minutes - Exhibit cards
categorised in - Teacher will explain that the terms describing what organisms eat - A3 paper
terms of what they can be applied to the groups of animals in the exhibits (Figure A2). - Coloured textas
eat - Organise students into groups and explain how to move between
o Herbivore exhibits (middle).
o Omnivore - Introduce overarching questions: What do these names tell you
o Carnivore about what an animal eats? And what examples can you give of
animals that belong to each category.
Give examples of Middle: 20 minutes
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animals that fit - In your group, discuss the question that is with the pictures in the
into each of the exhibit, and write an agreed answer on the A3 sheet provided
categories in the (Figure A3).
list - In your group, visit as many exhibits as time allows and add your
agreed answers to the questions on the sheets provided.
- When time is up return to the exhibit at which you started.
End: 15 minutes
- Teacher to facilitate the class presentation of final answers for
each exhibit.
- Discuss what the other groups have written on the sheet at this
exhibit and then present your groups answers to the exhibition
questions and any specific comments you want to make to the rest
of the class.
- After each group has presented, class is to discuss and agree to
answers of the two overarching questions: teacher will write on
board.
Lesson 3 Explain Develop a working Beginning: 10 minutes - Personal devices
and hypothesis - Students plan an investigation of a selected ecosystem to answer (tablet, computer)
Elaborate Develop data one of the questions provided: 1. What is the most common - Internet access
tables organism in the ecosystem you are studying? 2. Is the nature of
Develop any of the living things you observed related to the physical
appropriate conditions of the ecosystem? 3. Are there any interactions
methods and between any of the living things in the ecosystem?
surveying - Class agree on an ecosystem to explore (teacher may provide two
techniques or more options: i.e. wetland, bushland or grassland ecosystem is
ideal- local parks, gardens or creek beds or ponds are also
suitable.)
Middle: 25 minutes
- Each group should plan an investigation of the chosen ecosystem
to answer one of the three questions provided.
- Teacher will prompt students of what to include in their plan by
writing the following guiding questions on the board: 1. what you
will observe and any special strategies you should use. 2. What
equipment will you need? 3. How will you record your
observations?
- Teacher may explain different surveying techniques if students are
struggling counting animals/plants in quadrats, taking
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photographs of specific locations at set time intervals or capturing
and releasing small animals, if suitable traps are available. Physical
aspects of the environment that may be monitored include
temperature, salinity, acidity, wind, rainfall or mass of rubbish
- Teacher will review each investigation plan and encourage
students to revise any aspects not clearly described or which may
change or damage the ecosystem.
End: 5 minutes
- Teacher will recap lesson and make sure all investigations are
appropriate. Will outline what students need to do to be prepared
on the day of the excursion what to bring, what time etc.
Lesson 4-5 Explore Collect data Beginning: 20 minutes - Equipment needed
and Carry out an - Students will congregate at meeting point and leave in the bus for their approved
elaborate investigation 10-25 minute drive. research plan
Record data Middle: 40 minutes - Bus
- Students and teacher/s will arrive at location - Additional
- Teacher will address students and cover safety aspects of the day teacher(s)
before allowing students to begin their investigation - Field Guide of
- Students will carry out investigation Teacher to provide field ecosystem
guide of environment chosen to be investigated (Resource: Atlas
of living Australia at http://www.ala.org.au).
- End: 20 minutes
- Students will pack up equipment used and return back to school
with their results.

Homework: Answer the homework sheet using your results and bring to
the next class for discussion (Figure A4).
Lesson 6 Evaluate Analyse data sets Beginning: 5 minutes Formative assessment: - A3 paper
Present their - Recap the excursion students create a - Coloured textas
collected data and Middle: 20 minutes Concept Map linking all
explain how it - Students to discuss collected data with groups who tried to the scientific terms
helped answer answer the same question presented in the
their research - Report results and similarities/disparities in group results Why? activities so far
question. - 15 minutes
Show what they - Students to complete concept map to see how they are travelling
have learned so in the topic
far about - Use the terms provided by the teacher (an example will be
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ecosystems and included) (Figure A5).
the meanings of End:
terms used to - Students hand up their concept maps on their way out of the
describe them. classroom
- Teacher will collect and read maps. Provide feedback to students
on strengths and weaknesses in their understanding.
Lesson 7 Explore Animals can be Beginning: 5 minutes - Personal devices
and categorised based - Teacher will explain that organisms can be grouped based on their (tablet, computer)
explain on their role in the role in the ecosystem. - Smartboard
ecosystem - Introduce terms: producer, consumer and decomposer - Internet access
Students should Middle: 20 minutes
be able to use the - Teacher will use a jigsaw approach and sort class into groups of
following terms in three.
relevant context: - Each student in a group of three will be given the role of a
o producer producer, a consumer or a decomposer.
o consumer - Students will then join with members of other groups assigned the
o decomposer same piece of information (expert groups).
Work - Members of the expert group work collaboratively to learn the
collaboratively to material or solve the problem, then return to their original jigsaw
research the terms group to share their learning and piece together a clear picture of
above the topic.
Student-teaching - Students will be asked to use the following guiding questions as
as students relay prompts: Definition, why are they important? (what would happen
information to if they didnt exist), examples, interesting facts. These questions
their jigsaw groups will be on the board (powerpoint slide 2) (Figure A7).
- 10 minutes
- Students will be asked to return to their jigsaw groups and to write
down and explain their answers on a group sheet that has been
divided into three sections
- Ask for answers to questions for producer, consumer and
producer then use powerpoint presentation to clarify or add to
ideas by students (slides 3-5) (Figure A7).

End: 5 minutes
- Students add the terms: producer, consumer and decomposer to
their glossary
Lesson 8 Explain Correctly place Beginning: 10 minutes - Personal devices
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and animals into each - http://www.sheppardsoftware.com/content/animals/kidscorner/g (tablet, computer)
elaborate of the categories ames/producersconsumersgame.htm - Smartboard
in the list: - Students to use their electronic devices and play the producers, - Internet access
Students are to consumers, decomposers game to refresh content from previous
justify their lesson as the teacher will elaborate on these ideas in this lesson.
choices using Middle: 25 minutes
information learnt - Teacher will explain that consumers can be categorised into three
in previous lessons separate groups based on what they eat. Recap of previous
lessons.
- Students to complete sticky note activity: each students will be
assigned an animal (chosen by teacher to increase challenge) and
write them on a sticky note. They will stick them on the
whiteboard under three categories- herbivore, omnivore and
carnivore.
- Teacher will go through powerpoint slides 6-9: explain the
differences between herbivores, omnivores and carnivores (Figure
A7).
- Students will be able to move their sticky notes into a different
category if they believe they are in the incorrect spot.
- Teacher to go through answers with class.
End: 5 minutes
- Students add the terms: herbivore, omnivore and carnivore to
their glossary.

Lesson 9- Explain Students will be Beginning: 20 minutes Diagnostic - Smartboard

10 and able to: explain - Teacher introduces food chains using song on YouTube: assessment: Food web - Internet access
elaborate the relationships https://www.youtube.com/watch?v=iWfEn8J5xKM and food chain kahoot - Personal devices
represented in - Kahoot quiz (Figure A8) quiz will allow teacher (tablet, compiter)
food chains Middle: 50 minutes to assess students - A4 paper cut in half
Describe the - Teacher to go through slides 1-4 with students (Figure A9). knowledge and also (exit cards)
movement of - Get students to log onto sciencebydoing website and work recognise whether
nutrients and through the learning activity 2.2. terms such as
energy shown in - https://www.sciencebydoing.edu.au/curriculum/student/yr7/life/ producer, consumer
these diagrams digital/act2/act22.html and decomposer need
- Students are to complete each food chain individually (10 minutes to be readdressed.
each) and will discuss their findings in-between each module.
- Teacher can ask:
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Find a producer/consumer/herbivore/carnivore/ in this food chain
(revision of previous work).
Show me the pathway of the energy that comes originally from
the sun and is passed through a food chain.
End: 10 minutes
- Have students complete an exit card answering the following
questions: 1. Something new I learnt today? 2. Something I am still
unsure about after today?

Lesson 11 Explain Students will Beginning: 10 minutes - Identification cards

and begin to - Teacher will tell the class that they will be going outside to play a (coloured)
elaborate understand that game that will spark questions about the flow of energy within a - Cones to mark area
numbers of food chain. - Whistle
organism in - Teacher explains the rules of the game and hands out appropriate
terms of identification cards.
producer, - Students will be either a producer (green paper), herbivore (tan
consumer, paper), carnivore (red paper) or decomposer (white paper).
decomposer etc. - Based on the number of students 70% will be producers, 20% will
vary in numbers be herbivores, 5% will be carnivores, and 5% will be decomposers.
Students will Middle: 20 minutes
question why - As teacher you will play the role of sun - the giver of all life
this is the case. - Rather than having a steadily growing pile of dead students, the
teacher can give these students a second lease on life by issuing
them another card.
- Teacher may even experiment with the ecosystem by increasing
the number of carnivores and decomposers.
End: 10 minutes
- What did you feel when you played the game. Is this how a wild
animal might feel?
- What strategies did you use to avoid being caught? Do plants or
animals use these strategies?
- What strategies did you use to catch other students? Do plants or
animals use these strategies?
- If humans were introduced to this game, what rules would you
give them? What about disease? What about famine?
- MAIN QUESTION for students to take away with them that will
lead into next lesson: Why were there so many producers and less
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herbivores and then less carnivores again?

Lesson 12 Explain Students will know Beginning: 5 minutes - Smartboard

and that an energy - Teacher will refresh the question: Why were there so many
elaborate pyramid is a producers and less herbivores and then less carnivores again?
graphical model of Middle: 30 minutes
energy flow in a - Teacher will use think, pair, share strategy.
community. - Teacher will show students a picture of animals grazing in the
The different field. Teacher will ask students to think about where the energy
levels represent used by all organisms comes from, and how energy is cycled within
different groups of the ecosystem. Students will think, discuss with an elbow partner,
organisms that then share out with the rest of the class. Teacher will script
might compose a students answers on the board.
food chain. - Teacher will then introduce the energy pyramid using powerpoint
The difference slides 5-8 (Figure A8).
between primary, - How much energy is available at each trophic level, as energy
secondary and flows within an ecosystem?
tertiary consumers - Allow students to understand that 10% of energy is lost at each
trophic level.
End: 5 minutes
- Students will add the following terms into their glossary: Energy
pyramid, trophic level, primary consumer, secondary consumer
and tertiary consumer.
Lesson 13 Explain Students will be Beginning: 5 minutes Formative assessment: - Smartboard
able to model the - Teacher will recap food chains using song on YouTube: Food webs constructed - Internet access
flow of energy https://www.youtube.com/watch?v=iWfEn8J5xKM by students will be - Index cards
within a food web - Recap energy pyramid collected as formative - String
Understand that Middle: assessment - A4 paper to draw
all energy comes - Teacher will introduce the concept of food webs using powerpoint food webs
from the sun slides 9-10 (Figure A8).
Understand that - Teacher will play weaving the web game where students are
miniscule changes given index cards of animals which they hand around their neck
within an (Figure A10).
ecosystem can - Students stand in a circle with the SUN in the middle the sun
effect organisms starts a food chain passing its ball of string to a produced to a
at each trophic primary consumer to a secondary consumer tertiary
level consumer string is then cut and the sun starts a new food chain
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(students hold onto string and then pass it to the next person in
the food chain).
- The teacher may ask questions throughout the game, including:
What would happen in all the green plants died? What would
happen if a species were removed from the web? What if all
predators were removed?
- Answers could include: One or more of the organisms would die,
plants would not grow, the nature cycle would be destroyed
completely, there would be over population of species.
After this activity have students identify food webs from other
ecosystems using labels or pictures as well as arrows to indicate
the flow of energy.
Eg. Aquatic, desert, rainforest, artic or even urban (minimum of 3
food chains).
End: 5 minutes
- Teacher will recap the lesson
- Students will add the term food web to their glossary.
Homework: If not complete students will complete food web for
homework.
Lesson 14- Explore Humans can Beginning: 10 minutes - Personal devices
15 and impact - Teacher will collect food webs for formative assessment (tablet, computer)
elaborate ecosystems - Introduce the idea that human activities can negatively impact - Internet access
negatively local habitats
Give examples of - Can the students give any examples? Deforestation, agriculture,
these impacts climate change or the introduction of new species
Understand that Middle: 65 minutes
climate change is - Get students to log onto sciencebydoing website and work
a social issue through the learning activity 5.2.
List examples of - https://www.sciencebydoing.edu.au/curriculum/student/yr7/life/
climate change digital/act5/act52.html
- In groups discuss the following and report back to the class: 2-3
dot points for each: 1. The changes seen in the video in river and
coral ecosystems as a result of run off. 2. What do humans do to
cause the run-off of nutrients and sediments and the reduced
water flow described in this video? 3. Are these changes to aquatic
environments inevitable if humans are to farm and produce
enough food for growing human populations? Is there a way to
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reduce or stop the effects
- Introduce climate change as a social issue
- Get students to list examples of climate change this will lead into
next lesson
- Discuss as a class
End: 5 minutes
- Teacher will recap the impact that humans can have on the
environment and make the assessment clear to all students.
Lesson 16 Explain Students will Beginning: 10 minutes Summative - Smartboard
and understand how - Teacher will play Earth Hour video to engage students: assessment: Climate - Internet access
elaborate food webs and https://www.youtube.com/watch?v=WTuotGlZj60 change assignment - Personal devices
trophic levels are - Teacher will introduce the summative assessment piece for the students are to present - Assignment sheet
effected by topic: With Earth hour approaching on March 25th students will be their finding using a (Figure A12)
climate change asked to look at how climate change may affect the food webs and short film or animation
Work the trophic relationships within them teacher will hand out or anything else
collaboratively assignment sheet (Figure A10). approved by teacher.
to complete the Middle: 25 minutes
task - Students will be broken into groups of 4-5 to explore a number of Peer assessment:
different ecosystems and will investigate how these ecosystems Students will also be
might be impacted by climate change. assessed by each of
- Hearing impaired will be paired with a buddy and gifted students the other groups based
will be in different groups. on their presentation
- Students are asked to create a short film or animation sharing these marks will
their research resources for students are provided on the contribute to the final
assessment sheet (figure A10). grade. (Figure A12)
- Students will use assign roles to group members and begin
research.
End: 5 minutes
- Teacher will recap assignment
Lesson 17 Elaborate Students will Beginning: 5 minutes - Personal devices
work - Teacher will recap the assignment and allow students to work - Internet access
collaboratively collaboratively on the final product
and with ITC Middle: 30 minutes
- Students will work on group summative assessment
End: 5 minutes
- Presentations due in the next double lesson
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Lesson 18 Elaborate Explain why cane Beginning: 10 minutes - Smartboard
and toads were - Teacher will show video of an attempt to control a pest that went - Internet access
Evaluate introduced to very wrong: Cane toad - Personal devices
Australia - Sciencebydoing resource:
Propose an http://www.aljazeera.com/programmes/earthrise/2012/04/20124
explanation as to 1314033428343.html
why they became Middle: 25 minutes
a problem - Direct students to questions in notebook section in sciencebydoing
Identify some website and work through the learning activity 5.2 (Figure A11).
organisms - Explain that although students can discuss answers with others,
damaged by cane you want them to write individual answers in their Notebooks,
toads which will show what they have learnt and remembered about
Describe a method food webs and food chains from previous activities
used to try to - Students can access video through sciencebydoing student digital
control the cane and pause/rewind where necessary.
toad End: 5 minutes
- Recap that the presentation is due in the next and final double
lesson

Lesson 19- Evaluate Teacher to Beginning: 5 minutes Summative - Personal devices

20 recognise students - Teacher will address class group assignment assessment: Climate - Internet access
understanding of Middle: 65 minutes (40 minute presentations, 15 minutes kahoot quiz). change presentations - Smartboard
the unit of work - Presentations peer feedback sheets to be completed by each
group (figure A12)
- Students will then complete an updated kahoot quiz that will
formatively assess their knowledge of the topic.
End: 10 minutes
- Exit card: The most interesting thing I learnt during this unit of
work? The best lesson I had?
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Appendix
Figure A.1
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Figure A.2
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Figure A.3
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Figure A.4 Homework sheet

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Figure A.5
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Figure A.6
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Figure A.7
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Figure A.8
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Figure A.9
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Figure A.10
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Figure A.11
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Figure A.12
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LESSON PLAN: 1
Lesson Topic:
Curriculum Area: Biological sciences
Year level: 8
Brief description:
This unit of work has a duration of 4 weeks, which consists of 3 single lessons and 1 double lesson per week. Students who participate in this unit of
work will develop an understanding of ecosystems and how food chains show feeding relationships in a habitat, construct and interpret food webs to
show relationships between organisms in an environment, classify organisms according to their position in a food chain, investigate the effect of
human impact on local habitat and how living things can cause changes to their environment. The underpinning objective is for this lesson to connect
with the engage, explore and explain criteria of the 5 E model. This lesson has been designed to introduce the concept that animals can be
categorised based on their role in the ecosystem.

Learning objectives:
Interactions between organisms, including the effects of human activities can be represented by food chains and food webs (ACSSU112)
Animals can be categorised based on their role in the ecosystem
Students should be able to use the following terms in relevant context:
o producer
o consumer
o decomposer
Work collaboratively to research the terms above
Student-teaching as students relay information to their jigsaw groups
Lesson title:
Introduction to classifying organisms based on their position in the food chain
Strategy:
Jigsaw strategy
Lesson plan
Lesson sequence
Beginning: 5 minutes
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- Teacher will explain that organisms can be grouped based on their role in the ecosystem.
- Introduce terms: producer, consumer and decomposer

Middle: 20 minutes
- Teacher will use a jigsaw approach and sort class into groups of three.
- Each student in a group of three will be given the role of a producer, a consumer or a decomposer.
- Students will then join with members of other groups assigned the same piece of information (expert groups).
- Members of the expert group work collaboratively to learn the material or solve the problem, then return to their original jigsaw group to
share their learning and piece together a clear picture of the topic.
- Students will be asked to use the following guiding questions as prompts: Definition, why are they important? (what would happen if they
didnt exist), examples, interesting facts. These questions will be on the board (powerpoint slide 2) (Figure A7).
- 10 minutes
- Students will be asked to return to their jigsaw groups and to write down and explain their answers on a group sheet that has been divided
into three sections
- Ask for answers to questions for producer, consumer and producer then use powerpoint presentation to clarify or add to ideas by students
(slides 3-5) (Figure A7).

End: 5 minutes
Students add the terms: producer, consumer and decomposer to their glossary
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LESSON PLAN: 2
Lesson Topic: Food Webs
Curriculum Area: Biological sciences
Year level: 8
Brief description:
This unit of work has a duration of 4 weeks, which consists of 3 single lessons and 1 double lesson per week. Students who participate in this unit of
work will develop an understanding of ecosystems and how food chains show feeding relationships in a habitat, construct and interpret food webs to
show relationships between organisms in an environment, classify organisms according to their position in a food chain, investigate the effect of
human impact on local habitat and how living things can cause changes to their environment. The underpinning objective is for this lesson to connect
with the engage and explain criteria of the 5 E model. This lesson has been designed to introduce the concept that all living things in an environment
are related using a food web.
Learning objectives:
Interactions between organisms, including the effects of human activities can be represented by food chains and food webs (ACSSU112)
Interpret food webs to show relationships between organisms in an environment
Explore the impact of changing components within these systems
That food webs are made up of interconnected food chains.
Living things depend on other organisms to survive.
That different food webs exist in different ecosystems (i.e. marine, forest, desert etc.).
That environmental factors and human activity can impact food webs.
Apply understandings to design a food web in a chosen ecosystem
Lesson title:
Weaving the web
Strategy:
Games
Lesson plan
Lesson sequence
Beginning: 5 minutes
Students will watch The Food Chain Song on YouTube.
This will review previous concepts about food chains covered in previous lessons
eg. Vocabulary used to classify organisms (producer, consumer, decomposer, herbivore, carnivore and omnivore).
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https://www.youtube.com/watch?v=iWfEn8J5xKM
**NOTE: This song has subtitles that can be read by the hearing impaired student.

Middle: 20 minutes
Students will engage in a game called Weaving the Web that will help explore the idea that food chains interconnect to make food webs.
Students are given index cards of animals which they hand around their neck (Figure A10).
Students stand in a circle with the SUN in the middle the sun starts a food chain passing its ball of string to a produced to a primary
consumer to a secondary consumer tertiary consumer string is then cut and the sun starts a new food chain (students hold onto
string and then pass it to the next person in the food chain).
The teacher may ask questions throughout the game, including: What would happen in all the green plants died? What would happen if a
species were removed from the web? What if all predators were removed?
Answers could include: One or more of the organisms would die, plants would not grow, the nature cycle would be destroyed completely,
there would be over population of species.

**NOTE: This activity may go longer than the proposed time if students are asking questions and engaging fully in the activity. If this is the case, do
not cut the students off to complete the ELABORATE task. Also, game instructions will be provided to the hearing impaired student prior to the game
being played. This will ensure that student is familiar with the rules and does not miss any as the game progresses.

If time permits: 10 minutes

Have students identify food webs from other ecosystems using labels or pictures as well as arrows to indicate the flow of energy.
Eg. Aquatic, desert, rainforest, artic or even urban.

End: 5 minutes
Ask students to complete an exit card on the way out of the classroom. They will be asked to write down one thing that they learnt in the
lesson and answer the question: Where does all energy originate? ANSWER: The sun.