Ecology · SHS3 Biology

Lesson notes

Learning Objectives

Indicator: 3.3.2.LI.1 - Describe the interdependency of living and non-living components of the environment.

By the end of the lesson, learners can:

Define ecosystem, biotic factors, and abiotic factors using locally observed examples from their school compound or community.
Explain at least three ways in which living things depend on non-living things (e.g., water, sunlight, soil, air) for survival.
Identify and describe at least four biological relationships among living things (e.g., predation, competition, commensalism, mutualism, parasitism, saprophytism) with Ghanaian examples.
Describe how non-living components (abiotic factors) influence the distribution and behaviour of organisms in a given habitat.
Demonstrate, through group discussion and presentation, how the removal of one component (living or non-living) can affect the stability of an ecosystem.

This lesson opens the Ecology topic for Semester 2. It focuses only on describing the interdependency of living and non-living components. The ecological importance of these interdependencies and detailed data collection and analysis are scheduled for later weeks and will not be covered here.

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Curriculum details

Strand: Diversity of Living Things and Their Environment (Strand 3)
Sub-strand: Ecology (3.2)
Content standard: 3.3.2.CS.1 - Demonstrate knowledge and understanding of the interaction between the living and non-living components of the environment to ensure the sustenance of life. 3.3.2.LO.1 Explain the interdependencies of living things and their environment and indicate the ecological importance of each. 3.3.2.LO.2 Accurately collect and analyse data, draw valid conclusions and inferences to address problems in the environment.
Indicator: 3.3.2.LI.1 - Describe the interdependency of living and non-living components of the environment.
Suggested placement: Semester 2, Week 1 (Week 21 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. 107

Exemplars (from the NaCCA curriculum)

Project-Based Learning: embark on field trips to various habitats in and around your community to investigate the interdependencies and interactions among living things (e.g., how producers and consumers interact in nature, how decomposers bring about decomposition, etc.). Write down the types and explanations of the biological relationships observed in the various habitats visited.
Talk-for-Learning: discuss how the living and non-living components of the environment interact and interdependent on each other to ensure successful living.
Teaching and Learning Materials:
- * Simulations and photos of different habitats of living organisms * Specimens of organisms specific to each habitat studied (e.g., mangroves in estuaries and lagoons, ghost crabs on sandy beaches) and how they interact. * Root nodules of legumes * epiphytes, commensals
- * Symbionts * Saprophytes
- Simulations and video clips on
- biological associations.
Assessment (3.3.2.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.