Ecology · SHS1 Biology

Lesson notes

Learning Objectives

Indicator: 1.3.2.LI.2 - Describe the importance of ecological concepts in named habitats.

By the end of the lesson, learners can:

Explain why ecological concepts such as habitat, population, community, and ecosystem matter for understanding a named habitat (for example, the Mole National Park or a school compound).
Describe at least three ways in which the concept of a habitat helps conservationists protect endangered species in Ghana.
Use the concept of biotic and abiotic factors to predict what might happen to a named habitat if one factor is removed or altered.
Justify, with reasons, why understanding population size matters for managing resources such as fish stocks in Lake Volta or game in game reserves.
Apply the concept of carrying capacity to explain a real problem in a named Ghanaian habitat and suggest a practical solution.

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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.2 - Describe the importance of ecological concepts in named habitats.
Suggested placement: Semester 2, Week 2 (Week 22 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)

Individual-Based Learning: Learners in mixed-ability groups research to explain ecological terms (ecology, ecosystems, community, population, habitat, biome, biotic and abiotic factors, etc.) and cite examples of these from the ecological trips they embark on: learners learn to accept learners from different social, emotional, psychological and economic backgrounds: learners broaden their scope of understanding about real life situations of the environment.
Group-Based Learning: learners in mixed-ability groups analyse and discuss the various ecological terms in relation to the survival of ecosystems and the living things within them: the learner becomes an analytical critical thinker through the systemic examination of ecological terms; learners learn from one another and learn to accept the contributions of others in a group work.
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.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.