Sample Lesson Plan

That’s Life!
Grades 6/7 Understanding Life Systems:
Biodiversity; Interactions within Ecosystems

Subtask 4
Description
Grade 6:
Explore schoolyard (or neighbourhood park) looking for a variety of plants (e.g., trees, flowers, bushes,
grasses) and animals (e.g., dogs, cats, birds, insects) and for diversity within those plants and animals
(e.g., different appearance, different behaviours, different habitats). Follow up this exploration and
examination with a discussion of the importance of a variety of plants and animals (e.g., maintaining
resiliency, source of useful products, danger of invasive species) using a variety of guiding questions
and media.
Grade 7:
Use plastic hoops to define a specific area (that includes the space above the ground) of the
schoolyard (or neighbourhood park). Within that area, look for a variety of living/biotic (e.g., trees,
flowers, birds, insects) and non-living/abiotic (e.g., soil, rocks, water) things, and classify them as biotic
or abiotic. Look for or predict interactions between these components, followed by further research
(using a variety of resources) to confirm their observations and predictions.
Big Ideas Big Ideas
Grade 6 Grade 7
A. Biodiversity includes diversity within species, A. Ecosystems are made up of
between species, and of ecosystems. (2,3) biotic and abiotic elements which
B. Classification (taxonomy) is a useful tool that depend on each other to
allows us to identify and classify components survive. (2, 3)
within a diverse system which is a beginning B. Ecosystems are in a constant
point to understanding the inter-relationships state of change. The changes may
among these components. (2, 3) be caused by nature or by human
C. Maintaining diversity is critical to the health of intervention. (1, 2)
the planet (because all living things are C. Human intervention can have
connected). (1, 3) both positive and negative impacts
D. Humans make choices that impact on on an ecosystem. (1)
biodiversity. (1)
Overall Expectations Overall Expectations
Grade 6 Science and Technology – Grade 7 Science and Technology – Interactions
Biodiversity within Ecosystems
1. Describe ways in which humans depend on and 1. Analyze the impact of natural events, human
affect biodiversity (C, D) activities, and technological innovations on the
2. Investigate the characteristics of and inter- sustainability of the environment and propose
relationships among living things (A, B) ways in which humans can act responsibly toward
3. Demonstrate an understanding of the the environment. (B, C)
importance of biodiversity within 2. Investigate the interactions in an ecosystem, and
species, within an ecosystem, and identify factors that affect the balance among the
between ecosystems (A, B, C) components of an ecosystem. (A, B)
3. Demonstrate an understanding of the
interactions of biotic and abiotic elements in
ecosystems. (A)

Combined Grades – Science and Technology 2007

Specific Expectations – Grade 6 Specific Expectations – Grade 7
Science and Technology – Biodiversity Science and Technology – Interactions within
1.1 investigate a local issue (e.g., the potential Ecosystems
removal of a nearby wetland or forest; 3.2 identify biotic (living) and abiotic (non-living)
attempts to re-introduce or rehabilitate a elements in an ecosystem, and describe the
species or habitat) related to biodiversity, interaction between the biotic and abiotic
considering different perspectives (e.g., components (e.g., between the hours of sunlight
members of the local community, business and the growth of aquatic plant life in a
owners, environmental groups, mine pond; between a termite colony and
owners), establish a defensible position a decaying log; between the soil, plants, and
related to the issue, create a plan of action
animals in a forest) within a ecosystem (e.g., a
related to that position and act on the plan
pond, a log, a forest)
2.2 examine a specific habitat (e.g., in a given
plot, pond, field, bog), observe the 3.3 identify and explain the interactive roles of
organisms found there, and use a producers, consumers, and decomposers,
classification system to classify those within an ecosystem (e.g., plants are
organisms producers in ponds, black bears are
3.1 identify and describe the characteristics consumers in forests, earthworms
of plants and animals, and use these are decomposers in soil)
characteristics to further classify various 3.4 examine food webs that show the transfer of
kinds of plants and animals (e.g., energy among several food chains, and
invertebrates---arthropods---insects; describe the effects of the elimination or
vertebrates---mammals---primates; seed--- weakening of any part of the food web
plants---flowering plants---grasses) 3.5 describe the importance of cycling of matter
3.3 describe ways in which biodiversity within within the environment (e.g., bears drag
species, is important for maintaining the salmon into the forests, where the remains
resiliency of those species (e.g., due to their decompose and add nutrients to the soil,
genetic differences, not all humans are which aids in plant growth; through crop
affected equally by infectious disease; some rotation, nutrients for future crops are created
species of bacteria have become resistant to from the decomposition of the waste matter
antibiotics [when resistant individuals survive of previous crops)
and reproduce])
3.4 describe ways in which biodiversity within
and among communities is important for
maintaining the resiliency of these
communities (e.g., variety of species of
wheat allows for some crop production in
adverse conditions; organisms from one
community may be used to re-establish
populations in similar communities;
communities with greater biodiversity
provide more sources of food and shelter
than those with less biodiversity)
3.5 describe the interrelationships among
species and between species and their
environment, and how these
interrelationships improve biodiversity
3.6 describe the many useful products that come
from a diversity of organisms (e.g., pain
relievers from willow trees; tofu from Soya
beans; silk from silkworms)
3.7 explain ways in which invasive species (e.g.,

Combined Grades – Science and Technology 2007

 zebra mussel, long horn beetle, purple
loosestrife) reduce the biodiversity in local
environments
Grouping Assessment and Evaluation
Whole Class, Small Groups, Individuals Assessment Strategies: observation, response
Teaching/Learning Approaches and Strategies journal (teacher-prepared recording device),
Scientific Inquiry (Research) question and answer, essay, classroom
Field Trip presentation
Questioning Process Assessment Tools: anecdotal records, checklist,
Oral Presentation rubric
Panel Discussion
Visual/Graphic Organizers
Subtask Components
Activate Prior Learning – Grades 6 and 7
1. In preparation for going outside teacher leads discussion about appropriate behaviours and safety
precautions (including personal safety, the safety of others, and care and respect for the
environment), and why that’s important (refer to the appropriate sections of STAO’s elementary
science and technology safety document, Be Safe! ) (shared).
2. Teacher reviews observational strategies (e.g., defining an area to explore, identifying what to look
for) and tools (e.g., magnifying lenses, digging tools, marking tools, temporary collection containers)
that can be used. Teacher demonstrates use of recording device that allows students to classify
observations as they are made (shared).
Set the Context – Grades 6 and 7
1. Teacher clarifies purposes of task including gathering data to inform discussions about biodiversity
and interactions within and between ecosystems (modeled).
Implement Teaching and Learning – Grade 6
1. In pairs or small groups, students use available tools to observe and record (in a teacher-prepared
recording device that enables ongoing classification and tallying) appearance, behaviour, habitats,
and numbers of plants and animals in a specified area (guided).
Implement Teaching and Learning – Grade 7
1. In pairs or small groups, students use a plastic hoop to define a specific area (that includes the
space above the ground) to investigate, and use available observational tools to observe and record
a variety of living and non-living things (in a teacher-prepared recording device that enables ongoing
classification into biotic and abiotic) (guided).
2. Students observe, predict, and record interactions between the living and non-living things, including
identifying the interactive roles of producers, consumers, and decomposers (guided).
Differentiate
Content: range of sophistication in terminology
Process: choice of topics and/or sources of information; varied (flexible) grouping
Product: choice of ways to present learning
Learning Environment: learning occurs both in the out of doors and in the school
Check for Understanding – Grades 6 and 7
1. Throughout the investigating, teacher observes and gives ongoing, specific feedback (directly
connected to identified overall and specific expectations) (guided).
2. Upon returning to the classroom, students share observations and insights, and ask questions
arising from their experiences (guided).
Practise and Apply – Grade 6
1. Using data from their observations, students compile data into a graphic representation of the
number of plants and animals observed (independent).
2. In order to get at the idea of invasive species, teacher poses guiding questions such as, “What plant

Combined Grades – Science and Technology 2007

 or animal was the most common, and what is the impact of that? What would the impact be if there
was much more of that plant or animal? What are the different ways that new plants or animals get
introduced to an existing habitat?” (guided).
3. Using data from their observations, students identify examples of food chains and other
interconnections (e.g., sun – plant – insect; tree and bird) (independent).
4. Students predict other components of one of the examples of a food chain observed that one might
expect to be there, and then discuss why it wasn’t observed (e.g., sun – plant – insect [missing bird])
(guided).
5. In order to get at the idea of the importance of diversity, teacher poses guiding questions, such as
“Why wasn’t it observed? Why would it be an important part of that food chain? If it isn’t there, what
would be the impact?” (guided).
6. In small groups, students view and discuss a series of images and text (e.g., DVD/video, website,
software, poster, textbook) showing examples of ecosystem resiliency, plants and animals providing
useful products, or the danger of invasive species; each group then prepares and presents a short
summary of what they learned (e.g., question and answer, persuasive essay, panel discussion)
(guided/independent).
Practise and Apply – Grade 7
1. Students, in pairs or small groups, use a variety of print and electronic sources of information to
investigate (and confirm their predictions) interactions between ecosystem components, including
energy transfer in food webs and cycling of matter (guided/independent).
Reflect and Close – Grades 6 and 7
1. In pairs or small groups (representing both grades), students refer to posted big ideas from both
grades to discuss memorable learnings. Each student shares one thing from their learning
experiences that will stay with them, and together look for connections between those memorable
learnings (guided/independent).
2. Consider having students represent those connections graphically, and share with the rest of the
class (guided/independent).

Combined Grades – Science and Technology 2007