Ecosystem · JHS1 Science

Lesson notes

Learning Objectives

Indicator: B7.3.3.1.1 - Analyse the components of ecosystems and identify the interactions within.

By the end of the lesson, learners can:

Define an ecosystem and explain why it is considered a self-sustaining unit, using examples such as a pond, a forest, or a school compound.
Group ecosystems into terrestrial, aquatic, and arboreal categories and give at least two examples of each.
Identify and list the biotic (living) and abiotic (non-living) components found in each category of ecosystem.
Compare and contrast organisms found in different ecosystems, explaining at least one key difference between organisms in terrestrial and aquatic ecosystems.
Explain how at least two components (biotic or abiotic) in an ecosystem affect one another, using specific examples.

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Curriculum details

Strand: Systems (Strand 3)
Sub-strand: Ecosystem (3.3)
Content standard: B7.3.3.1 - Recognise the components of and interdependences in an ecosystem, and appreciate their interactions
Indicator: B7.3.3.1.1 - Analyse the components of ecosystems and identify the interactions within.
Suggested placement: Term 2, Week 3 (Week 15 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: Science, Common Core Programme (JHS1-JHS3), 2023, p. 21
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

1. Describe an ecosystem as a self-sustaining unit in which components interact. E.g. a pond, a forest and many others.
2. Group ecosystems into terrestrial, aquatic and arboreal categories.
3. Identify and list the components, such as biotic and abiotic, of each category of ecosystem.
4. Differentiate among organisms in the different ecosystems mentioned in Exemplar 2.
5. Explain how the components of the different ecosystems affect one another.