LESSON 1
TEACHERS NAME: Miss T. Grant
SUBJECT: Integrated Science
GRADE: 8A1
DATE: September 20, 2024
DURATION: 1 hour and 30 minutes
TOPIC: Ecosystem
ATTAINMENT TARGET:
At the end of the lesson, students should be able to:
Explain what an ecosystem is.
Elaborate on the components of an ecosystem.
ICT ATTAINMENT TARGETS
Communication and collaboration using technology
BENCHMARKS:
Students should:
Demonstrate concern for safety of self and others.
Recognize the importance of knowing about the different ecosystems and their
components
SPECIFIC OBJECTIVES:
Cognitive
During the lesson, students will:
1. Define what is an ecosystem with 95% accuracy
2. Describe the components of an ecosystem (biotic and abiotic) with 100% accuracy.
3. Identify living and non-living things in an ecosystem with 100% accuracy.
At the end of the lesson, students should be able to:
1. Summarize what they have learnt with 90% accuracy.
Psychomotor
During the exploration activity, students should be able to:
1. Label the components in a simple diagram of an ecosystem.
Affective
After the engagement activity, students should be able to:
1. Demonstrate an interest in the topic by giving undivided attention to the teacher.
During the class discussion, students should be able to:
2. Express their thoughts on why it is important to protect ecosystems.
3. Demonstrate a positive attitude towards learning about ecosystems by actively
participating in class discussions.
KEY SKILLS:
Communication, Applying Knowledge, Critical Thinking Skills, Cooperative Learning
KEY VOCABULARY:
Ecosystem, Abiotic factor, Biotic Factor
MATERIALS/RESOURCES:
Whiteboard marker, Projector, Computer, Blank cards, Markers
DIFFERENTIATION STRATEGIES TO MEET DIVERSE LEARNER NEEDS:
Class discussion: Conducting a class discussion encourages active participation from
students. Active engagement between students and teachers can benefit diverse
learners by providing them with opportunities to contribute and share their
perspective. This caters to oral and auditory learners.
Manipulatives: This will be used to engage students in a hands-on approach to the
concepts and it will be used to allow students to explore the concepts. Additionally, it
will aid kinesthetic learners’ interest in the lesson.
PowerPoint: The PowerPoint used will provide a multisensory learning experience
which caters to both visual learners. Visual learners will benefit from the visual
representation of each variable.
Targeting different senses within lessons: This strategy involves using numerous
materials to help students grasp the concept better. Using pictures and relevant
physical objects while teaching will appeal to those who are tactile, auditory, and
kinesthetic learners.
CONTENT:
What is an Ecosystem?
An ecosystem includes all living things (plants, animals, microorganisms) and non-living
things (water, air, soil) in a particular area. There are different ecosystems such as Forest
ecosystems, Pond ecosystems, Ocean ecosystems, Desert ecosystem etc.
Components of an Ecosystem
Abiotic Factor – These are non-living things such as Sunlight, Water, Air and Soil
Biotic Factor – These are living organisms such as plants, animals and bacteria.
Photos
PRIOR LEARNING:
Check to ensure students can:
Recall that organisms live in different environments.
LEARNING OUTCOME:
Students who demonstrate an understanding of the concepts can:
Explain what an Ecosystem is.
Describe the components of an ecosystem.
Identify the different components of an ecosystem.
ASSESSMENT CRITERIA:
Students will be assessed based on their ability:
Identify, remember, and grasp the meaning of the concept being taught.
Demonstrate an understanding of an ecosystem.
Describe the components of an ecosystem.
PROCEDURES/ACTIVITIES
ENGAGEMENT
Students will watch a video titled, “ECOSYSTEM - The Dr. Binocs Show” and they
will be instructed to pay keen attention to various terms such as Biotic and Abiotic.
Additionally, they will answer some question relating to the video.
Question 1: What is an Ecosystem?
Question 2: What are the components of an ecosystem?
EXPLORATION
For this activity, students will be given a set of cards with names of different objects
and organisms (e.g., Fish, tree, rock, sunlight, water, bear, flowers etc.) Students will be
asked to sort the cards into two groups: Living (Biotic) and Non-living (Abiotic). After
sorting, the class will discuss why each item was placed in its respective groups. This is done
so students understand the two components in an ecosystem.
EXPLANATION
Ecosystem and the components of an ecosystem (biotic and Abiotic factor) will be
explained to the students using PowerPoint. The different components will be identified and
discussed using the activity done in the exploration. Students will be informed that living
things depend on non-living things to survive (e.g., plants need sunlight and water) and
organisms also interact with each other (e.g., animals eating plants and plants providing
animals with oxygen). A diagram of an ecosystem will be shown to students, and they will
label the biotic and abiotic components. Students will be asked questions, and if there are any
misconceptions, time will be taken to clear them up.
ELABORATION
Students will be exposed to a scenario in which a particular ecosystem will consist of
different organisms. These students will suggest examples of biotic and abiotic components
found in that ecosystem.
EVALUATION
Students will be given questions to answer.
1. What is an Ecosystem? (2 marks)
2. What is the difference between Abiotic and Biotic factors? Give one examples of each.
(4 marks)
3. What are two abiotic factors that can be found in a forest ecosystem? (2 marks)
4. What are two biotic factors that can be found in an ocean ecosystem? (2 marks)
EXTENDED LEARNING:
Students will be instructed to research about Food chains in an ecosystem of their choice.
LINKS TO OTHER SUBJECTS: Biology, Agricultural Science
