Ecosystems Unit Plan

Learning Area: Science Year Level: 6

Band: Middle Years
Strands: Life Systems Proposed Duration:
Earth & Space Term 1 & 2
Key Ideas:
Life Systems
Students develop a shared understanding of the characteristics and behaviour of living
things and how they are interrelated and interdependent. They appreciate and report
on the place of humans in the earth’s ecology, and develop their understanding of,
explore future possibilities for, and act to contribute to, sustainable environments
Earth & Space
Students investigate, through field work and research, the central importance of the
earth’s role in sustaining life and how changes impact on life; and understand the
interaction of the atmosphere, the oceans and the earth’s surface.

Standard: 3
Outcome:
Life Systems
3.5 - Explains the interrelationships between systems within living things, and between
living things in ecological systems. They relate these ideas to the health of individuals
and to threats to the sustainability of ecological systems.
Earth & Space
3.1 - Describes the characteristics that sustain life on the earth and changes to these
characteristics and their impact over time.

Unit Description:
This unit of work will give students the opportunity to learn about ecosystems, through
research and observation.
By the completion of this unit students will be able to describe what an ecosystem is,
how an ecosystem works, the interdependence and interrelationships between plants
and animal life and how humans impact upon ecosystems.
It is important that students learn about ecosystems and their threats so they can take
measures to assist in the preservation of the earth’s ecosystems.

Essential Learnings: Key Competencies: Curriculum Links:

 Identity – a sense of  KC1 – using information  Arts
personal and group identity  KC2 – communicating  Design &
 Thinking – a sense of ideas Technology
creativity, wisdom and  KC3 – planning &  English
enterprise organising  Health & PE
 Interdependence – a  KC4 – working in teams  Languages
sense of being connected  KC5 – using maths  Maths
with others and their world  KC6 – solving problems  S & E
 Futures – a sense of  KC7 - using technology
optimism about their ability
to shape their futures
 Communication – a sense
of the power and potential
of literacy, numeracy and
ICT
Key Questions:
What is an ecosystem?
How does an ecosystem work?
Where can I find an ecosystem?
How are ecosystems threatened?
What can be done to help preserve an ecosystem?

Tasks for Enquiry:

Term 1
1. Prior Knowledge Activity. Silent writing in student’s journal about their understanding
of habitat, environment and ecosystem. Share with class.

2. Discussion about habitats, environment and ecosystems (see Appendix 1)

3. Students begin to look at resources that describe ecosystems. Create a word wall

4. Students continue to look at resources that describe ecosystems keeping in mind

that they will be visiting a local ecosystem (river) and their need to understand that
ecosystem. Ensure students complete some research into the River Torrens. Add to
word wall

5. Look further into food chains and food webs. Uncover differences. Relate to local
ecosystem (river). Introduce assessment (Book)

6. & 7. Visit river (see Appendix 2). Collect samples. Photograph samples
(animals/plants/area). Record findings. Complete journal entry.

8. Complete investigations into the animals and plants that were found at the river.
Refer to worksheets (see Appendices 3 & 4). Provide time to work on assessment.

Term 2
9. Investigate soil samples. Complete experiments to determine their properties along
with their acidity and alkalinity. Investigate types of plants that can grow in this type of
soil. Use Appendix 5. Discuss concept of erosion and how plants can assist in slowing
this process. Provide time to work on assessment.

10. Discuss how worms contribute to ecosystems. Watch video ‘Take on Technology’
about building an ideal worm farm. Discuss the best way to build a worm farm and the
materials needed. Provide time to work on assessment.

11. Build a worm farm. Review worm farm periodically during the unit of work. What are
the worms doing? What foods do the worms like/dislike, why/why not? What can we do
with the compost and liquid fertiliser? Provide time to work on assessment.

12. & 13. Discuss human impacts on ecosystems (see Appendix 6). Brainstorm how
ecosystems can be threatened. E.g. pollution, introduced vegetation, building a housing
development at river/ over wetlands. Complete some research about threats to
ecosystems and how they can be preserved. Introduce assessment (pamphlet).

14. Understand other ecosystems. Using their knowledge about the river, brainstorm
what may be found at other ecosystems. Discuss interrelatedness, food chains and food
webs. Make predictions. Have students briefly investigate one other ecosystem. Provide
time to work on assessment.
15. & 16. Write letter to Minister for Environment & Heritage. Explain to minister the
observations, investigations and experiments that have been completed. The class’s
suggestions for ways to preserve the ecosystem, including introducing new plant and
animal life. Explain suggested ways to reduce human impact through pollution and
development. Provide time to work on assessment.

Equipment/Resources (for detailed lesson plans):

Teacher Students
Books Books
Ecology: A practical introduction with Science in Our World: How the Earth Works
projects and activities
Science in Action: Book 1
R-10 Science: Classroom Guides for
Teachers
Investigating Australian Ecosystems
Heinemann Science in Context 1 & 2
Primary Connections, Schoolyard Safari
Science in Our World: How the Earth
Works Websites
http://www.rivers.gov.au/ramblers/rivram_rea
Websites sons.htm
http://www.sacsa.sa.edu.au/ http://www.watercare.sa.gov.au/wll/himp-
http://www.watercare.sa.gov.au/wll/him entry.html
p-entry.html http://www.watercare.sa.gov.au/wll/tact-
http://www.watercare.sa.gov.au/wll/tact- entry.html
entry.html http://library.thinkquest.org/11353/text/ecosy
stems.htm?tqskip1=1&tqtime=0519
http://www.rowa.org.au/pr_ttrs_pollution.php
Other Resources
Butcher’s paper Other Resources
Petri dishes/plastic containers Digital Camera
Handheld microscopes/magnifying Computer
glasses
Clipboards
Digital Camera

Assessment:
Formative Assessment
(Appendix 8)
Contributes to class
discussions
Observes, collects samples
and investigates samples
collected at the river.
Samples of students work -
worksheets from excursion
to river
Journal entry after visiting
Summative Student Self Assessment
Assessment (Appendix 11)
(Appendix 9) Students complete a self
A non-fictional book assessment at completion of the
composed for junior entire unit of work
primary students
(Appendix 10)
A pamphlet about
caring for the river
with the intended
audience being
visitors to the river.
the river

Describes threats to river

ecosystem

Describes how to preserve

a river ecosystem