SHS1 Biology · Semester 2 Week 1: Ecology

Lesson notes

Learning Objectives

Indicator: 1.3.2.LI.1 - Explain various Ecological terms.

By the end of the lesson, learners can:

Define ecology and distinguish between biotic and abiotic components of an environment, giving at least three examples of each.
Explain the terms population, community, ecosystem, habitat, niche, biosphere, and biome using local examples.
Describe the relationships and interactions among organisms in an ecosystem using ecological terms such as predation, competition, and symbiosis.
Identify the ecological factors that affect organisms in a named Ghanaian habitat and classify them as biotic or abiotic.
Use ecological terms correctly to describe observations made in a nearby ecosystem during a field visit or from video/picture evidence.

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Curriculum details

Strand: Diversity of Living and Thins and Their Environmnet (Strand 3)
Sub-strand: Ecology (3.2)
Content standard: 1.3.2.CS.1 - Demonstrate knowledge and understanding of ecological terms and the significance of ecological concepts. 1.3.2.LO.1 Apply the knowledge of ecological terms to describe the concept of ecology. 1.3.2.LO.2 Explain how the living and non-living components of the environment interact to ensure the sustenance of life. 1.3.2.LO.3 Explain and show how various simple ecological tools can be used to estimate the population of species in a given habitat. 1.3.2.LO.4 3.2.4.1: Explain the relevance of direct counting, gut examination and radioactive/tracer methods of determining the flow of energy in an ecosystem. 1.3.2.LO.5 Explain the methods of determining and comparing the efficiency of energy flow in pyramids of numbers, biomass and energy.
Indicator: 1.3.2.LI.1 - Explain various Ecological terms.
Suggested placement: Semester 2, Week 1 (Week 21 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 48

Exemplars (from the NaCCA curriculum)

Task-Based/Project-Base Learning: learners in mixed-ability, all-inclusive groups watch pictures/videos, or embark on a visit to a nearby ecosystem, making notes and discussing various terminologies associated with ecosystems and the relationships and interactions that exist among organisms in various ecosystems: learners show kindness and respect to one another in mixed ability groups; learners learn to accommodate one another in group work; learners become independent thinkers but also show respect to one another and acknowledge their strengths and weaknesses and learn how to help them.
Task-Based Learning: the whole class embarks on ecological trips/ecological tours to observe and study the effect of ecological factors in different habitats, and form mixed-ability, all-inclusive groups to report given their findings to be presented in class: learners learn to appreciate and respect the environment as they embark on ecological tours; learners develop courage, and improve their speech skills as they present group reports before other learners.
Teaching and Learning Materials:
- * Computer/Projectors/TV/Smart * Binoculars phone * Pen drive
- * Pictures * Tape measure/ surveyor's tape
- and GESI
- * Quadrats * * * Sweep net
- * Rain gauge
- * Secchi disk * Pooter
- Sample bottle
- Videos on different habitats
- Textbooks
Assessment (1.3.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.