Unit One

Chapter One
Sustainability of Ecosystem

Lesson Plan

Grade Level: 10
Subject: BIOLOGY [Feeding levels]
Date: From / / to / /
Duration time: 45 min per lesson x 2L
Goals:
 Students are introduced to nature cycles to illustrate the cycling
of matter through biotic & abiotic components of an ecosystem by
tracking carbon, nitrogen and oxygen.
 Learn about different trophic levels.

Objectives: At the end of this Chapter:

 Students will be able :
• To explain how a paradigm shift can change scientific word view in
understanding sustainability.
• To describe the mechanisms of bioaccumulation and explain its
potential impact on the viability & diversity of consumers at all
trophic levels.
• To explain why ecosystem different geographical locations & why
the ecosystem may respond differently to short term stress and
long –term change.
• To explain biotic & abiotic factors which keep natural populations
in equilibrium and relate this to the resource limits of an
ecosystem.
• Explain how biodiversity of an ecosystem contributes to its
sustainability.
• Plan changes to predict the effects of and analyze the impact of
external factors on an ecosystem.
 • Description of soil composition and fertility.
• Describe the role peer review has in the development of scientific
knowledge.
• Identify examples where scientific understanding about an
ecosystem developed.
• Compare the risks & benefits to the biosphere of applying new
scientific knowledge and technology to industrial process.
• Describe & apply classification systems & nomenclature with
respect to trophic levels in ecosystem.

1. Prerequisites: Begin by Ask students to speculate about some food

chains as a link between living organisms thin illustrating them.
2. Materials:
Power point presentation plus some u tube films about different
ecosystems.

Procedures: Teacher will

1. Ask student to think about some food chains then write them on
a sheet of paper.
2. Ask students then to exchange their papers with their colleges
to write to which ecosystem this chain relates.
3. Explain how the energy is captured from the sun.
4. Remind students with some feeding levels with their names.
5. Illustrate some of the pyramids used to explain the relationship
between living organisms.
6. Mention the law of calculating population in each ecosystem.
7. Solve questions.

Assignments:
 Let students Compare the types of ecosystems mention the
differences & the common factors between them.
  Analysis the different types of pyramids (number, biomass and
energy flow)
 Ask students to create a chart or poster summarizing the three
types of pyramids related to sustainability of an ecosystem.

Assessment: For self assessment, Students are asked to:

1. Analyze, Synthesize, and evaluate this lesson as homework.
Encourage students to use their textbooks to help them discover
possible answers.
2. Prepare a summary table of the major kinds of living organisms
according to the way of nutrition [feeding].
3. Search the Internet for danger caused to an ecosystem using
DDT.
4. Encourage students to formulate their own definition of the new
scientific terms. Suggest they include an explanation and a
summary for the way of sustain an ecosystem.

Notes:
Suggest that students use the internet for more video films about the
ecosystem.