Ecology · SHS1 Biology

Lesson notes

Learning Objectives

Indicator: 1.3.2.LI.1 - Analyse the interdependency of living organisms in their named habitats.

By the end of the lesson, learners can:

Define interdependency and explain what it means for organisms within a named habitat.
Identify and classify the living (biotic) and non-living (abiotic) components of a named Ghanaian habitat and describe their roles.
Construct and interpret at least two food chains and one food web from a named habitat, showing how energy flows between organisms.
Distinguish between the three main types of symbiotic relationships (parasitism, mutualism and commensalism) and give at least one local example of each.
Predict and justify what would happen to a named habitat if one component (living or non-living) were removed or altered.

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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.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.1 - Analyse the interdependency of living organisms in their named habitats.
Suggested placement: Semester 2, Week 4 (Week 24 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)

Group-Based Learning: in mixed-ability, all-inclusive group sessions, discuss the roles of the living (plants, animals, micro-organisms, etc.) and non-living (water, soil, air) components of the environment in ensuring stability within the ecosystem; learners work as a team and therefore develop team spirit; learners learn to respect others' views and present their disagreements in a very modest way. Analytical Talk-Based Approach: learners in mixed-ability groups analyse and predict the expected outcomes, if the non-living components of the ecosystem were absent in the environment, and examine the interrelationships between the living and non-living components of the environment and make inferences for a class presentation: learners learn from one another in group discussions; learners become analytical and develop independent thoughts.
Project-Based Learning: learners in mixed-ability, all-inclusive groups, design and discuss models to represent the interdependency of organisms to one another through feeding relationships such as food chains and food webs and symbiotic relationships such as parasitism, mutualism and commensalism: learners support one another socially and emotionally, and therefore develop strong social spirit; learners learn the act of public speaking through group discussions; learners become independent thinkers as they develop models of the lessons learnt.
Teaching and Learning Materials:
- * Computer/projectors/TV/smart phone * Pen drive
- and GESI
- * Pictures
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.