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Download A Local Ecosystem - Thalgarrah Environmental Education Centre
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Think Feel Act A Local Ecosystem Content Focus * Abundance, distribution and diversity of species is determined by biotic and abiotic factors. * There is a flow of energy and matter in an ecosystem. Outcomes This program contributes to the following Preliminary course outcomes, where a student: P2: applies processes that are used to test and validate models, theories and laws of science, with particular emphasis upon first‐hand investigations in biology. P7: describes the range of organisms in terms of specialisation for a habitat. P8: analyses the interrelationships of organisms within the ecosystem. P12: discusses the validity and reliability of data gathered from first hand investigations and secondary sources. P13: identifies appropriate terminology and reporting styles to communicate information and understanding in biology. P14: draws valid conclusions from gathered data and information. P15: implements strategies to work effectively as an individual or as a team member. P16: demonstrates positive values about and attitudes towards both the living and non‐living components of the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science. Sequence of Learning Experiences * Students are shown a slideshow to give them background knowledge of woodlands as an ecosystem. * Observe and list plants and animals of the woodland ecosystem. * In groups, students locate examples of trophic interactions between species of the woodland ecosystem using a GPS. Students identify examples of predation, parasitism, mutualism and commensalism in the ecosystem and the role of organisms in each of these relationships. * Students observe the setting up of a belt transect. * In groups, students trial a range of methods to measure tree height, discussing validity of each method. * In groups, students measure a range of abiotic factors within the woodland ecosystem using both direct observation and a variety of equipment including a data logger. This information is recorded in tables. * In groups, students complete a cross‐section along the established transect to show plant distribution. * In groups, students measure abundance of an indicator plant in the local environment. * In groups, students formulate an hypothesis to explain their earlier observations of plant abundance. This hypothesis should contain one variable abiotic factor that can be tested. * Students complete a description of adaptations of a plant and an animal of the woodland ecosystem. * In groups, students investigate a number of behavioural adaptations of local animals. * Students discuss the human impacts upon the woodland ecosystem. Thalgarrah Environmental Education Centre Rockvale Road, Armidale NSW 2350 P: 02 6775 1736 F: 02 6775 1681 E: [email protected] W: www.thalgarrah-e.schools.nsw.edu.au Using quadrats to determine the abundance of a species. Students completing soil pH test. Completing a profile sketch along a transect. A typical example of the forest where the field studies take place. Using GPS to locate points of interest in the Local Ecosystem Study.
