Science and Health VI

I. OBJECTIVES

Lesson Plan

1. describe ecosystem 2.
identify biotic and abiotic components of ecosystem

II. SUBJECT MATTER Unit: Interrelationships in the Ecosystem Subtopic: Operational definition of ecosystem Reference: Villano, H. ( 2007). Cyber Science VI, p.72-78. Manila: REX PELC: II. 1.1.1 Materials metacards, pictures of the different types of ecosystem, manila paper, pen/marker Concepts: Ecosystem is the interrelationships of living and non-living things in the environment. Biotic components are those living things in the ecosystem such as animals, plants, bacteria, protists and fungi. Abiotic components are those non-living things in the ecosystem. These are the consumable resources and conditions affecting the ecosystem.

Processes: Communicating, describing, identifying, classifying, inferring

III.

LEARNING EXPERIENCES

A. Review 1. How do you take good care of your nervous system?

2. What are the different ways?

B. Motivation

1. Show the following words on the board using metacards. Let the pupils classify them. Ask 3
volunteers. For lower ability class, lead the pupils to classify the following into two, living and nonliving things. Stone Earthworm carbon dioxide Ferns water oxygen orchids mushrooms

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Sunlight 2. Ask: soil

Lesson Plan

Did your 3 classmates/volunteers classify the words in the same manner? What is their basis of classification? Why are the words grouped only into two?

C. Group Activity

1. Group the class into 5. Assign a picture of an ecosystem on every group such as forest, desert,
marine, pond, river ecosystem.

might be present on the picture that was assigned to them earlier. 4. Let them answer the following: - What can you see on the picture? - What are the living things and nonliving things that you could find on the picture? - How are the different things found on the picture related from each other? - How do they interact? - How do the nonliving things affect the living things? - Is it possible for the living things to survive/exist without the nonliving things? Why?

2. Let the pupils describe the picture that they have. 3. Pupils write on the manila paper the living things and nonliving things that they saw or, which

D. Reporting/Discussion 1. Leaders for the day present their output. 2. Let the class know that the pictures given to them are examples of ecosystem. 3. Ask the class to describe the picture. Encourage the class to generate the meaning of ecosystem based from the pictures given. 4. Tell the class that living things found on the picture are called biotic components and those nonliving things are called abiotic components of an ecosystem. 5. Get the pupils to infer that abiotic factors refer to the consumable resources and factors that affect the condition of an ecosystem e.g. food, water, space, temperature 6. Inform them that biotic components or community of an ecosystem includes all living things in the area which are grouped into producers (autotrophs), consumers (heterotrophs), and decomposers (sapotrophs). 7. Proceed in elaborating pupils answers on the activity. Let the class redefine what an ecosystem is. 8. Induce the class to give other examples of ecosystem either natural or man-made ecosystem. 9. Correct misconceptions e.g. biotic components depend only on other living things in order to survive. E. Generalization 1. Ask: What is an ecosystem? What makes an ecosystem?

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Pupils may consolidate all the things they have learned using a concept map.

Lesson Plan

(Key words should be provided for the lower ability class. Ask the class to explain their work.)

F. Application

1. How do abiotic components of ecosystem affect the biotic components of an ecosystem?

(Abiotic factors determine what types of organisms can survive in a particular environment.) IV. EVALUATION 1. What is an ecosystem? 2.What are the examples of an ecosystem? 3.Write specific examples of biotic and abiotic factors found in each ecosystem. Ecosystem 1. 2. 3. 4. 5. log School Pond Forest Rice field A rotting Biotic Factors Abiotic Factors

V. ASSIGNMENT A. Explore a mini-ecosystem. 1. Select a small area of ground to investigate. 2. Use a string to mark out 1 m by 1 m square. 3. Closely examine the area. You may use a magnifying glass. 4. Dig into the soil using a hand trowel. 5. Write down everything that you see using the chart below. Biotic Factors Abiotic Factors

Science and Health VI

Lesson Plan

B. What are the different interrelationships that occur in an ecosystem? Give examples of each.