Mary

Quiring

2015

Lesson Plan
Subject: Biology 20
Topic: Ecology- Ecosystems
KSAs: 1, 3, 4, 5, 6, 7, 9, 10, 11, 13

Lesson Duration: 60 mins

Date: Feb. 6

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

GLOs:
1 Students will explain that the biosphere is composed of ecosystems, each with distinctive biotic and abiotic
characteristics
SLOs:
20-B1.2k Students will explain how terrestrial and aquatic ecosystems support a diversity of organisms through a
variety of habitats and niches
20-B1.3k Students will identify biotic and abiotic characteristics and explain their influence in an aquatic and a
terrestrial ecosystem in the local region
20-B1.4k Students will explain how limiting factors influence organism distribution and range

LEARNING OBJECTIVES
Students will:
1. Explain how ecosystems support biodiversity through the ecological roles of individual organisms
2. Identify biotic and abiotic factors that influence ecosystems
3. Explain the effect of limiting factors on the geographical range of organisms and populations

ASSESSMENTS
Observations: Observe how students collaborate
with each other during whiteboard pre-assessment
questions.

Key Questions: Whiteboard Review: What is a biome?

Example of a biome?

Written/Performance Assessments: Carrying Capacity worksheet

LEARNING RESOURCES CONSULTED

Resources: McGraw Hill Biology Textbook
Limiting Factors Video

MATERIALS AND EQUIPMENT

* Powerpoint
* Carrying Capacity worksheet in package (key)
* Competitive Exclusion Game- Licorice

PROCEDURE
Introduction (5 min.)
Have music playing as they enter the classroom- collect any safety contracts
Reminders from Yesterday
Whiteboard Review (with desk group members)

Body (50 min.)

Continue Lesson 3.3 (20 min.)
Go through powerpoint, notes, and examples with students * Video link for limiting factors in powerpoint
Discuss limitations on populations, carrying capacity and density-independent/dependent factors.
Play Competitive Exclusion Principle Race (Two competitive student volunteers will both have to eat as much licorice as they
can. One of them will have no restrictions (more qualified organism). The other student will have their hands behind their back and
(less qualified organism). The more qualified student will clearly have the advantage and would displace the other student
because they should be able to eat the majority of the licorice before the other one has the chance.

Carrying Capacity Worksheet (30 min.) Enter Attendance while they are working
Have students complete the carrying capacity worksheet individually and collect for marks.
Briefly go over worksheet if there are any questions or confusion. Put answer key on D2L so that they can use it to study for their
Quiz on Monday
**If time go through sampling with them (not on quiz)

Closure (5 min.)
Thank students for their participation in class and remind them of what we will be doing Monday (Ch. 3 Quiz)
Highlight study list for quiz (on D2L)

Mary Quiring

2015