Unit Plan:

Science 7: Interactions and Ecosystems

Fall 2016
Robyn Volek

2 Robyn Volek
Science 7: Interactions and Ecosystems
Overview & Rationale:
This unit is designed to help students discover various
ecosystems and the interactions that occur within. Students will
understand different roles within an ecosystem, including our own role.
As students progress through the unit, they will be able to critically
think about our impact in our ecosystem and what we can do to help.
This unit will help students understand the need and responsibility we
have to maintain our ecosystem.
In my planning for this unit, I wanted to be creative and diverse
with my lessons. My interactive notebook gives students a learning
experience that caters to their varied needs. It also allows my students
to have all the content covered in a convenient location for studying.
With this notebook, I am not limited to note taking. I am able to add
investigation, research, and drawings to the notebook to enhance the
learning experience.
This unit creates the foundation for future education on
interactions and ecosystems. In Grade 8 and 9, students will utilize
information learned from this unit to study Mix and Flow of Matter,
Freshwater and Saltwater Systems, and Biological Diversity. I plan to
have this unit span 34 days, with extra flex/project days worked in.
Students will be assessed both formatively and summatively
throughout the unit. Formative assessment will be in the form of
entrance slips or exit slips, interactive notebook checks, observations,
and discussions. My summative assessments will consist of four
assignments, three quizzes, a project, and a unit exam. Students will
be given ample time and formative feedback throughout the process
before handing in. My assessments will be based upon the outcomes
in the program of studies, but will be mixed around to fit the flow of the
textbook.
Within this unit, I will ensure I accommodate all learners in my
classroom. I have created a unit plan that contains visual, auditory,
and kinesthetic stimulation. I have incorporated videos, lab activities,
outdoor activities, and discussions into my unit to engage all types of
learners. I believe that by incorporating this variety, I will be able to
engage all students in the classroom.
Majority of my lessons will include a quick review of the previous
topics through pre-assessments, discussions, or think-pair-share
activities. This form of repetition will allow me to observe how students
are progressing with the content, and I can see if more time or different
instruction methods are required.

Established Goals:
Unit A: Interactions and Ecosystems
Students will:
1. Investigate and describe relationships between humans and their
environments, and identify related issues and scientific questions
1.1 Illustrate how life-supporting environments meet the needs of
living things for nutrients, energy sources, moisture, suitable
habitat, and exchange of gases
1.2 Describe examples of interaction and interdependency within an
ecosystem (e.g., identify examples of dependency between
species, and describe adaptations involved; identify changing
relationships between humans and their environments, over time
and in different cultures as, for example, in aboriginal cultures)
1.3 Identify examples of human impacts on ecosystems, and
investigate and analyze the link between these impacts and the
human wants and needs that give rise to them (e.g., identify
impacts of the use of plants and animals as sources of food, fibre
and other materials; identify potential impacts of waste products
on environments)
1.4 Analyze personal and public decisions that involve consideration
of environmental impacts, and identify needs for scientific
knowledge that can inform those decisions
2. Trace and interpret the flow of energy and materials within an
ecosystem
2.1 Analyze an ecosystem to identify biotic and abiotic components,
and describe interactions among these components
2.2 Analyze ecosystems to identify producers, consumers and
decomposers; and describe how energy is supplied to and flows
through a food web, by:
2.2.1 Describing and giving examples of energy and nutrient
storage in plants and animals
2.2.2 Describing how matter is recycled in an ecosystem through
interactions among plants, animals, fungi, bacteria and other
microorganisms
2.2.3 Interpreting food webs, and predicting the effects of changing
to any parts of a web
2.3 Describe the process of cycling carbon and water through an
ecosystem
2.4 Identify mechanisms by which pollutants enter and move
through the environment, and can become concentrated in some

4 Robyn Volek
Science 7: Interactions and Ecosystems
organisms (e.g., acid rain, mercury, PCBs, DDT)
3. Monitor a local environment and assesses the impacts of
environmental factors on the growth, health and reproduction of
organisms in that environment
3.1 Investigate a variety of habitats, and describe and interpret
distribution patterns of living things found in those habitats (e.g.,
describe and compare two areas within the school grounds a
relatively undisturbed site and a site that has been affected by
heavy use; describe and compare a wetland and a dryland area in
a local parkland)
3.2 Investigate and interpret evidence of interaction and change
(e.g., population fluctuations, changes in weather, availability f
food or introduction of new species into an ecosystem)
3.3 Identify signs of ecological succession in local ecosystems (e.g.,
emergence of fireweed in recently cut forest areas, replacement of
poplar by spruce in maturing forests, reestablishment of native
plants on unused farmland)
4. Describe the relationships among knowledge, decisions and actions
in maintaining life-supporting environments
4.1 Identify intended and unintended consequences of human
activities within local and global environments (e.g., changes
resulting from habitat loss, pest control or from introduction of
new species; changes leading to species extinction)
4.2 Describe and interpret examples of scientific investigations that
serve to inform environmental decision making
4.3 Illustrate, through examples, the limits of scientific and
technological knowledge in making decisions about life-supporting
environments (e.g., identify limits in scientific knowledge of the
impact of changing land use on individual species; describe
examples in which aboriginal knowledge based on long term
observation provides an alternative source of understanding)
4.4 Analyze a local environment issue or problem based on evidence
from a variety of sources, and identify possible actions and
consequences (e.g., analyze a local issue on the control of the
beaver population in a nearby wetland, and identify possible
consequences)
Skill Outcomes
Attitude Outcomes
Initiating and Planning
1. Interest in science
Students will:
Students will be
1. Ask questions about the relationships
encouraged to:
between and among observable variables,
Show interest in
and plan investigations to address those
science-related
questions
questions and issues,
1.1 Identify science-related issues
and pursue personal
1.2 Identify questions to investigate arising
interests and career

from practical problems and issues

1.3 State a prediction and a hypothesis
based on background information or an
observed pattern of events
1.4 Select appropriate method and tools for
collecting data and information
Performing and Recording
Students will:
2. Conduct investigations into the
relationships between and among
observations and gather and record
qualitative and quantitative data
2.1 Research information relevant to a given
problem or issue
2.2 Select and integrate information from
various print and electronic sources or
from several parts of the same source
2.3 Use tools and apparatus effectively and
accurately for collecting data
2.4 Estimate measurements
Analyzing and Interpreting
Students will:
3. Analyze qualitative and quantitative data
and develop and assess possible
explanations
3.1 Identify strengths and weaknesses of
different methods of collecting and
displaying data
3.2 Compile and display data, by hand or
computer, in a variety of formats,
including diagrams, flow charts, tables,
bar graphs, and line graphs
3.3 Classify organisms found in a study plot
Communication and Teamwork
Students will:
4. Work collaboratively on problems; and use
appropriate language and formats to
communicate ideas, procedures and results
4.1 Communicate questions, ideas,
intentions, plans and results, using lists,
notes in point form sentences, data tables,
graphs, drawings, oral language, and other
means
4.2 Evaluate individual and group processes
used in planning, problem solving,
decision making and completing a task

possibilities within
science-related fields
2. Mutual respect
Students will be
encouraged to:
Appreciate that
scientific
understanding
evolves from the
interaction of idea
involving people with
different views and
backgrounds
3. Scientific inquiry
Students will be
encouraged to:
Seek and apply
evidence when
evaluating alternative
approaches to
investigations,
problems, and issues
4. Collaboration
Students will be
encouraged to:
Work collaboratively
in carrying out
investigations and in
generating and
evaluating ideas
5. Stewardship
Students will be
encouraged to:
Demonstrate
sensitivity and
responsibility in
pursuing a balance
between the needs of
humans and a
sustainable
environment
6. Safety
Students will be
encouraged to:
Show concern for
safety in planning,

6 Robyn Volek
Science 7: Interactions and Ecosystems
4.3 Defend a given position on an issue,
based on their findings
Key Concepts
Interactions and interdependencies
Environmental monitoring
Environmental impacts
Producers, consumers, decomposers
Nutrient cycles and energy flow
Species distribution
Succession
Endangered species
Extinction
Environmental management

carrying out, and

reviewing activities
Essential
Questions:
1. How do human
activities affect
ecosystems?
2. What methods can
we use to observe
and monitor
changes in
ecosystems?
3. How can we assess
the impact of our
actions on
ecosystems

Resources:
Science in Action 7
Smart board
Power point
Chrome books or computer lab
Videos & website links

Assessment Tool Overview

Assessment
Tool Title

Outcomes

Brief Description

FOR

AS

Entrance
and Exit
Slips

1, 2, 3, 4

Before and after many lessons, I will

assess student knowledge of previous
topics. These could be in the form of
individual discussions, group discussions,
sticky notes, or entrance/exit slips to
quickly assess student learning. This will
allow me to modify lessons based on
current knowledge and progress. These
will also give students a chance to check
their own understanding.

Observation
& Anecdotal
Notes

1, 2, 3, 4

During group and individual work I will

take notes to record student progress in
reference to each learning outcome.
Notes will be taken based on observation
and on student-teacher conversations.

OF

These notes will be used to gauge

student learning and assess whether to
pace lessons appropriately.
Observational notes will be taken during
some classes.
Interactive
Notebook

1, 2, 3, 4

This notebook is a creative way for

students to keep their notes in one place.
Majority of lessons we will be adding
notes into the notebook and some days
will require students to add in their own
examples. Every couple days, I will check
their notebooks to ensure they are
keeping up with their notes as well as
using relevant examples.

Assignment
, Lab
Activities,
or
Worksheets

1, 2, 3, 4

Four times throughout the unit, I will have

a written assignment for students to
complete to show their knowledge and
understanding on each section.
Assignments will be a series of questions
that are completed on the computer and
submitted through Google Classroom.
This gives me the opportunity to
formatively assess their work and give
them a chance to edit and re-submit. If
students prefer a different way to submit
or complete the assignment, I will allow
them to do so upon approval.
There will also be various lab/field
activities for students to do that require
them to record their findings, form a
hypothesis, and develop a conclusion.
These lab activities are spread out in the
unit and will reinforce topics studied prior.
This is an opportunity for students to
check up on their own learning and ask
questions for clarification.

Quizzes

1, 2, 3

Three times throughout the unit, I will

have either a quiz for students to
complete for that section of the unit. This
will allow me to see progression and
ensure students have understood the
content to the appropriate level and
prepare them for the final exam at the end
of the unit.

Final
Project

1, 2, 3, 4

The final project will encompass the entire

unit and gives students a chance to

8 Robyn Volek
Science 7: Interactions and Ecosystems
review before taking the final exam. This
final project will reinforce student
knowledge and ideas and allow them to
research what theyre interested in within
the unit
Unit Test

1, 2, 3, 4

The final will cover all the outcomes. This

will show me student understanding from
the whole unit.

Assessments
Title

Learning
Outcomes

Type

(Formative/Sum
mative)

Weighting

1.1 Illustrate how lifesupporting environments

meet the needs of living
things for nutrients, energy
sources, moisture, suitable
habitat, and exchange of
gases
1.2 Describe examples of
interaction and
interdependency within an
ecosystem
1.3 Identify examples of
human impacts on
ecosystems, and
investigate and analyze the
link between these impacts
and the human wants and
needs that give rise to
them

Observation
s

Entrance
or Exit
Slips

Interacti
ve
Noteboo
k

Formative

Formativ
e

Formativ
e

0%

0%

0%

Assignm
ents or
Lab
Activities
Formativ
e&
Summati
ve
30%

Quizzes

Final
Project

Final
Exam

20%

Formativ
e&
Summati
ve
20%

Summati
ve

Summati
ve
30%

1.4 Analyze personal and

public decisions that
involve consideration of
environmental impacts,
and identify needs for
scientific knowledge that
can inform those decisions
2.1 Analyze an ecosystem
to identify biotic and
abiotic components, and
describe interactions
among these components
2.2 Analyze ecosystems to
identify producers,
consumers, and
decomposers; and describe
how energy is supplied to
and flows through a food
web
2.3 Describe the process of
cycling carbon and water
through an ecosystem
2.4 Identify mechanisms by
which pollutants enter and
move through the
environment, and can
become concentrated in
some organisms

3.1 Investigate a variety of

habitats, and describe and
interpret distribution
patterns of living things
found in those habitats
3.2 Investigate and
interpret evidence of
interaction and change
3.3 Identify signs of
ecological succession in
local ecosystems
4.1 Identify intended and
unintended consequences
of human activities within
local and global
environments
4.2 Describe and interpret
examples of scientific
investigations that serve to
inform environmental
decision making
4.3 Illustrate, through
examples, the limits of
scientific and technological
knowledge in making
decisions about life
supporting environments

4.4 Analyze a local

environmental issue or
problem based on evidence
from a variety of sources,
and identify possible
actions and consequences

September 2016
Monday
5

Tuesday
6

Wednesday
7

Thursday
8

Friday
9

No School

Introduction/set up
notebook

Introduction/set up
notebook

1.1 Defining an
ecosystem &
learning about
basic needs

1.1 Defining an
ecosystem &
learning about
basic needs

12

13

14

15

16

1.1 Defining an
ecosystem &
learning about
basic needs

1.2 Interactions
among living things

1.2 Interactions
among living things

1.3 Human impacts

on ecosystems

1.3 Human impacts

on ecosystems
Section Assignment

19

20

21

22

23

Quiz 1
2.1 Ecosystems
have interactions
among producers,
consumers, &
decomposers
26

2.1 Ecosystems
have interactions
among producers,
consumers, &
decomposers

2.1 Ecosystems
have interactions
among producers,
consumers, &
decomposers

2.2 Food chains

2.2 Food chains

2.3 Food webs

27

28

29

30

2.3 Food webs

2.4 Matter cycles in

ecosystems

2.4 Matter cycles in

ecosystems
Section Assignment

Quiz 2
3.1 Investigating
the distribution of
living things

3.1 Investigating
the distribution of
living things

Monday
3

Tuesday
4

Wednesday
5

Thursday
6

Friday
7

3.2 Interactions &

changes occur in
ecosystems

3.2 Interactions &

changes occur in
ecosystems

3.3 Succession:
how ecosystems
change over time

3.3 Succession:
how ecosystems
change over time
Section Assignment

10

11

12

13

Quiz 3
4.1 There are
intended &
unintended
consequences
14

No School

4.1 There are

4.2 Information

4.3 There are

4.4 Using evidence

October 2016

intended &
unintended
consequences
17

18

from scientific
investigations can
assist some
decision making
19

4.4 Using evidence

from many sources
can help analyze a
local problem
24

Project/Flex

Project/Flex

Project/Flex

Review

25

26

27

28

Unit Exam

limitations to
scientific &
technological
knowledge
20

from many sources

can help analyze a
local problem
21

Daily Unit Schedule

Week 1 (September 6-9)
Lesso Main Activity
n
1
Student interest survey
& introduction to me
Set up interactive
notebook (table of
contents, glossary, first
page)
Hand out KWL chart &
have students fill in
what they know about
the essential questions
2
Finish up previous days
activities
Define interactions and
ecosystems. Come up
with examples of
ecosystems.
3
Defining population and
community.
Go to greenlearning.ca
to view different
ecosystems of Alberta

Living and non-living

things
Basic needs of
organisms

Week 2 (September 12-16)

Lesso Main Activity
n
5
Biotic versus abiotic
factor discussion & walk
Interactions among
factors
Symbiotic relationships
(foldable)
6
Watch videos on

Assessmen Materials
t
Student
Smart board
interest
Mind map
survey
copies to
KWL chart
paste in
(prejournal
assessme Rulers
nt)
Glue
Pencils
Journals
KWL charts
Observati
on &
discussion
Notebook
check

Notebook
check
Observati
on &

discussion

Entrance

slip

Observati
on &
discussion

Chrome
books
Smart Board
Population,
community,
ecosystem
circles
Smart Board
Entrance slips

Assessmen
t
Notebook
check
Observati
on &
discussion

Materials

Smart board
Foldable
paper
Scissors
Tape/glue

Smart board

Exit slip

symbiotic relationships
Create a symbiotic
relationship flow chart
Define adaptations
Play Darwins
adaptation game
Discuss how our actions
impact the environment
Dealing with our
garbage & garbage
solutions
Videos on
environmental issues
Garbage clean up
around the school or
town

Finish up dealing with

our garbage
Assignment 1 give
class time to work on it,
due on Monday

Week 3 (September 19-23)

Lesso Main Activity
n
10
Quiz 1 (10 min.)
Sorting producers and
consumers
Photosynthesis and
cellular respiration
11

12

Finish up photosynthesis
& respiration
Discuss scavengers and
decomposers

Finish up scavengers
and decomposers

Observati
on &
discussion
Notebook
check

Flow chart
material
Adaptation
material
Exit slip

Observati
on &

discussion
Exit slip

Smart board
Exit slips

Discussio
n&
observati
on
Assignme
nt 1
Discussio
n&
observati
on

Assessmen
t
Quiz 1
Notebook
check
Discussio
n&
observati
on
Exit slip
Discussio
n&
observati
on
Check
notebook
Observati
on &
discussion

Assignment 1
Chrome
books

Materials

Quiz 1
Foldable
materials
Photosynthesi
s&
respiration
pictures
Smart board
Exit slip

Pictures and
arrows for a
food chain

Define food chain

13

Demo activity outside

(grasshopper, frog,
snake)

14

Discuss how energy is

transferred
Draw/create a food
chain in their notebooks
Define a food web

Week 4 (September 26-30)

Lesso Main Activity
n
15
Web of life activity

16

17

Define cycles
Show students the
water cycle rap
Water cycle activity

Carbon cycle & carbon

cycle song
Section Assignment
(due Thursday)

18

Quiz 2 (10 min.)

Quadrant activity
outside

19

Finish the quadrant

activity
Watch a documentary
about diversity in rain
forests

Notebook
check
Exit slip
Observati
on &
discussion

Smart board

Pinnies
Poker chips
Pylons
Exit slip
Smart board
Food web
pictures
Exit slip

Exit slip
Notebook
check
Observati
on &
discussion

Assessmen
t
Observati
on &
discussion
Entrance
slip
Notebook
check
Observati
on &
discussion
Notebook
check
Assignme
nt 2
Observati
on &
discussion
Notebook
check
Observati
on &
discussion
Notebook
check
Observati
on &
discussion

Materials

String
Ecosystem
cards
Water cycle
diagrams
Kettle
Saran wrap
Cardboard
Smart board

Carbon cycle
printout
Assignment 2
Chrome
books
Smart board

Quiz 2
Quadrants

Smart board

Week 5 (October 3-7)

Lesso Main Activity
n
20
Define bio-invasion &
competition
Bring in examples of
mussels

Assessment

Materials

21

Define predation &

weather and how they
alter ecosystems

22

Define succession and

observe pictures at
different stages

Finish up succession
Assignment 3 (Due on
Friday)

23

24

Quiz 3 (10 min.)

What are the intended
and unintended
consequences of
human activities
Define biomagnification

Exit slip
Observatio
n&
discussion

Exit slip
Observatio
ns &
discussion
Notebook
check
Observatio
n&
discussion
Notebook
Check
Assignmen
t3
Observatio
n&
discussion
Quiz 3
Observatio
n&
discussion
Exit slip

Week 6 (October 11-14)

Lesso Main Activity
n
25
Discuss extinct,
endangered,
threatened definitions
If time, have students
do a mini research on
an animal of their
choice on the list

Mussels
Animal
survival
game (if
time)
Exit slip
Smart board
Exit slip
Hare/lynx
cycle
Smart board
Foldable
activity for
succession
Assignment
3
Chrome
books

Quiz 3
Exit slips
Materials for
bio
magnification
activity
Smart board

Assessment

Materials

Student
research
Notebook
check
Observatio
n&
discussion

Smart board
Chrome
books
Research
handout


26

Discuss how committee

reviews animals in
danger
Finish up previous
discussion/assignments

27

28

Investigate animal
activity animal
overpasses in Banff
Video on the
overpasses
What are the limitations
of science?
Ecological footprint
definition and finding
out our footprint
Worksheet on how
students can reduce
their footprint

Week 7 (October 17-21)

Lesso Main Activity
n
29
Finishing up ecological
footprints
Assignment 4 (due
Tuesday)

30

31
32
33

Project day
Option 1: Over the
hedge movie
assignment
Option 2: Environmental
issues report
Project day
Project day
Review day

Observatio
n&
discussion
Student
research
Observatio
n&
discussion

Smart board

Smart board

Handout
Observatio
ns &
discussion

Worksheet
Chrome
books

Assessmen
t
Assignme
nt 4
Handout
Observati
on &
discussion
Notebook
check
Project

Project
Project
Review
Observati

Materials

Assignment 4
Chrome
books

Movie
Project
Chrome
books

Review game
Crosswords

on &

discussion
Exit slip

Word
searches