Lesson 1

Year: 8

Lesson length: 90 mins + 20min (recess)

Date: 01.11.2013

Title of lesson: What is a ecosystem and why are they important

Curriculum area: Science
Theme/Topic: Ecology
Prescribed Focus Areas:
Knowledge & Understanding:

4.8: Describes features of living things

4.10: Identifies factors affecting survival of organisms in an ecosystem
4.11: Identifies where resources are found and describes ways in which they are
used by humans

Skills:

4.17: Evaluates the relevance of data and information

Syllabus Outcomes:

Knowledge and Understanding:

4.1.b) Describe (using examples including those developed by Aboriginal peoples)

ideas developed by different cultures to explain the world around them.
4.5.d) Analyse reasons why different cultures or groups within society, Including
Aboriginal people, may have different views in relation to scientific issues.
4.8.2.a) Classify living things according to structural features and identify that they
have patterns of similarities and differences
4.8.2.b) Identify a range of plants and animals using simple keys

Preparation/Resources:

NOTE: This lesson will back onto recess and excursion/permission note will have been
organised and confirmed earlier.
Overview: Students will be introduced to the concept of an ecosystem, giving
examples of different ecosystems students will learn how an ecosystem comes about,
what are the characteristics of an ecosystem and resources that can be gained within
an ecosystem and also from outside an ecosystem.
Student will be aware that we are going down to the beach rock pools and therefore
should be prepared: I.e. hats, comfortable shoes and a bottle of water.

Segment
Introductio
n

Lesson Outline

Acknowledgement of country (or welcome if Aboriginal

student from country is present and willing).
Introduce concept of ecosystem and describe elements of

Time
Appro
x 25

Body

an ecosystem:
o Interactions between all the elements of an ecosystem
Outline biotic and Abiotic Factors
Outline how energy is transported in, around and out of an
ecosystem via the food chain.
The sun is the most significant source of energy in an
ecosystem usually.
Students to watch this clip that ties the whole discussion
together (only watch up to 8:35) :
o http://www.youtube.com/watch?v=v6ubvEJ3KGM
Outline activity: Students will find a small ecosystem (rock
pool or other ecosystem approved by teacher). They will
sketch and photograph a few organisms within the
ecosystem that they will use to research back at school.
o Students will use this research later to do an icon
presentation (see following lesson plans).
Students travel with teacher and teachers aid to the local
beach rock pools (5mins walk).
When at the rock platform we will talk about the Aboriginal
land that we are standing on (the Murramarang Country).
Teacher gives a brief overview of the Aboriginal history of the
area (i.e. paleontological and historical importance). Fun
fact: The Murramarang people were the first people to be
spotted by captain cook in 1770. Talk about the importance
of conserving the area and being respectful of the
environment around us.
Students should pick their icons carefully, noting down why
they chose each particular icon. They will be required to
include this in their presentation.
Students are to choose their icons individually, however they
are permitted to gather their evidence in small groups.
(cameras provided in groups with names on camera bag to
for collection at end of lesson).
Students are advised to take photographs and notes of the
surrounding areas, as this will be helpful when preparing their
icon presentations.

mins

60
mins

Conclusion

Tie up lesson:
o Importance of this particular ecosystem to the
Murramarang tribe as a possible food source.
Encourage students to think about how working in this
location made them feel as opposed to learning in the
classroom back at school. Students should use 3mins to
reflect on these things and write these reflections
down.
o Teacher collects cameras and papers notes.
Walk back to school.

25mins

Assessment Strategies:

Observation is the main informal strategy used in this lesson. The main significance
of this lesson is to connect with country and the icons students are choosing. Their
choice has to be within the realms of the ecology activity but as long as they
adhere to that there is not a lot of assessment in this particular lesson.

Note: These lessons are based on the resources available on previous professional
experiences.
Works Cited
Australian Association for Mathematics Teachers. (2001, - -). Make it Count: Pedagogy
and Classroom Practices. -, -.
Biermann, S., & Townsend-Cross, M. (2008). Indigenous Pedagogy as a Force for Change.
The Australian Journal of Indigenous Education , 146-154.
Fogarty, W., & Schwab, R. G. (2012). Indigenous Education: Experiential Learning and
Learning Through Country. Aboriginal Economic Policy Research , 1-20.
Iseke-Barnes, J. M. (2008). Pedagogies for Decolonizing. Canadian Journal of Native
Education , 123-148.
Wiki Space. (2013, - -). 2012 Best Aboriginal Pedagogy Practice. Retrieved October 23,
2013, from Wiki Spaces:
http://8ways.wikispaces.com/2012+Best+Aboriginal+Pedagogy+Practice