Ecology

Curriculum details

Strand

Diversity of Living and Thins and Their Environmnet (Strand 3)

Sub-strand

Ecology (3.2)

Content standard

1.3.2.CS.2 - Demonstrate knowledge and understanding of how the living and non-living components of the environment interact to ensure the sustenance of life. 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.2 - Explain the outcome of the interdependency of living organisms in their environment.

Suggested placement

Semester 2, Week 5 (Week 25 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.

Source document note

The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

• content standard text - p.44: the learning-outcome token is visibly printed `1.X1.3.2.LO.2` under section 1.3.2; `1.3.2.LO.2` is used as the import association

Curriculum reference

NaCCA curriculum document, p. 50

Exemplars (from the NaCCA curriculum)

Observational/Talk-Based Learning: in mixed ability, gender-responsive groups, learners observe the activities of living things within the community (animals serving as agents of pollination, fungi and bacteria causing decomposition, trees providing shade for animals, etc.): learners develop team spirit by working in groups; learners develop critical competencies such as being very observant; learners improve on the ability to talk in public.
Collaborative-Based, Talk for Learning Approaches: in mixed-ability, all-inclusive groups, learners watch video documentaries, listen to audio, study visuals and read from the library and the internet, the interactions of living things in some tropical habitats, and propose and discuss hypotheses to explain what would happen if living things exist as independent, isolated entities: learners develop digital literacy by operating digital materials; learners collaborate with one another and support themselves socially and
emotionally to achieve set goals; learners improve on oratory.
Analytical-Based Learning: Learners in mixed-ability groups, analysed the proposed hypotheses, discuss and critically examine the importance of the interdependencies of living things, and the results of such interdependencies in named ecosystems: learners develop critical independent thoughts through analysis; learners become self-initiating.
Teaching and Learning Materials:
- * Computer/projectors/TV/smart phone * Pen drive
- and GESI
- * Pictures
Assessment (1.3.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.