SHS1 Biology · Semester 2 Week 10: Ecology

Lesson notes

Learning Objectives

Indicator: 1.3.2.LI.1 - Explore the methods of determining pyramids of numbers, biomass and energy, and compare the efficiency of energy flow in them.

By the end of the lesson, learners can:

Construct pyramids of numbers, biomass and energy from given data for a named ecosystem.
Explain how direct counting, gut examination and radioactive/tracer methods are used to gather data for constructing ecological pyramids.
Compare the efficiency of energy flow across the three types of ecological pyramids, stating which type is most reliable and why.
Analyse the advantages and limitations of each method of determining energy flow in an ecosystem.
Critique peers’ interpretations of ecological pyramid data in a respectful and constructive manner during group discussions.

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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.5 - Demonstrate knowledge and understanding of energy flow and efficiency in an ecosystem with emphasis on ecological pyramids. 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 - Explore the methods of determining pyramids of numbers, biomass and energy, and compare the efficiency of energy flow in them.
Suggested placement: Semester 2, Week 10 (Week 30 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. 54

Exemplars (from the NaCCA curriculum)

Task-Based Learning Approach: learners in mixed-ability, all-inclusive groups watch videos or presentations on the methods of determining energy flow in the various ecological pyramids, analyse and discuss the efficiency, advantages and disadvantages of the various methods and discuss their findings: learners contribute to discussions on what they learn from the videos and presentations, thereby building confidence; learners critique their peers' opinions during discussions and express disagreement in humble and constructive ways.
Differentiated Learning Approach: learners in mixed-ability groups are given different tasks to create timeline charts on the key stages involved in the estimation of energy flow based on the various methods discussed, and prepare a report for presentation.
Teaching and Learning Materials:
- * Computer/projectors/TV/smart phone * Pen drive * Pictures * Specimens of organisms in different habitats
Assessment (1.3.2.AS.1). 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.