Ecology · SHS2 Biology

Lesson notes

Learning Objectives

Indicator: 2.3.2.LI.1 - Describe the characteristic features of a tropical Rainforest, Savannah, Desert, Lagoon, Estuary, Seashore, River Pond and Lake.

By the end of the lesson, learners can:

Identify and describe at least five characteristic features of the tropical rainforest, savannah, and desert habitats, including climate, vegetation, and soil type.
Distinguish between freshwater habitats (river, pond, lake) and coastal/marine-influenced habitats (lagoon, estuary, seashore) based on their physical and chemical features.
Compare and contrast the features of any two tropical habitats using a table or diagram.
Predict which organisms are likely to be found in a given habitat based on its characteristic features.
Justify, with reasons, why a particular habitat supports certain types of organisms and not others.

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Curriculum details

Strand: Diversity of living things and their environment (Strand 3)
Sub-strand: Ecology (3.2)
Content standard: 2.3.2.CS.1 - Demonstrate knowledge and understanding of major tropical ecological habitats and how living things are adapted to these habitats. 2.3.2.LO.1 Explain the features of various tropical habitats and how living organisms are adapted to these habitats.
Indicator: 2.3.2.LI.1 - Describe the characteristic features of a tropical Rainforest, Savannah, Desert, Lagoon, Estuary, Seashore, River Pond and Lake.
Suggested placement: Semester 2, Week 6 (Week 26 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. 78

Exemplars (from the NaCCA curriculum)

Experiential Learning: embark on an ecological trip to some tropical habitats, (e.g., lagoons, estuaries, freshwater, rainforest, savannahs, etc.); learners embrace cultural diversity by learning from different environments.
Initiating Talk-for-Learning Approach: discuss in detail the distinctive features of each of the types of tropical habitats and the special adaptations of organisms in these habitats; learners learn to tolerate other's views and present disagreements in a more constructive form.
Collaborative Learning: work in groups to prepare PowerPoint presentations (or summarise your points on a cardboard) on a given tropical habitat for critiquing and feedback by the entire class. Group base presentation allows each member to play a role, creating the spirit of teamwork and socio-emotional forbearances among one another.
Teaching and Learning Materials:
- * Binoculars * Tape measure
- * Hand lens * Secchi disk
- * Clinometer * Sweep net
- Specimen bottles
Assessment (2.3.2.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.