School Ground Naturalization Project

Topic: Life Systems: Interactions Within Ecosystems (Grade 7)

Strand: Science and Technology

Specific Lesson Goals: Understanding Basic Concepts

• identify living (biotic) and non-living (abiotic) elements in an ecosystem

• identify populations of organisms within an ecosystem and the factors that contribute to their survival in that ecosystem

• investigate ways in which natural communities within ecosystems can change, and explain how such changes can affect animal and plant populations

Developing Skills of Inquiry, Design, and Communication

• formulate questions about and identify the needs of various living things in an ecosystem, and explore possible answers to these questions and ways of meeting these needs (e.g., research the population levels of a species over time and predict its future levels on the basis of past trends and present conditions; determine how the structure of specific plants helps them withstand high winds, live on the surface of water, or compete for sunlight);

• plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair test and identifying criteria for assessing solutions;

• compile qualitative and quantitative data gathered through investigation in order to record and present results, using diagrams, flow charts, frequency tables, bar graphs, line graphs, and stem-and-leaf plots produced by hand or with a computer (e.g., use a chart to record the number of producers and consumers in a particular habitat);

• communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, oral presentations, written notes and descriptions, charts, graphs, and drawings

Relating Science and Technology to the World Outside the School

• describe the conditions in an ecosystem that are essential to the growth and reproduction of plants and micro-organisms, and show the connection between these conditions and various aspects of the food supply for humans;

• explain the long-term effects of the loss of natural habitats and the extinction of species (e.g., loss of diversity of genetic material, both plant and animal);

• identify and explain economic, environmental and social factors that should be considered in the management and preservation of habitats

Topic: Cells, Tissues, Organs, and Systems (Grade 8)

Strand: Science and Technology

Specific Lesson Goals: Understanding Basic Concepts

• describe, using their observations, differences in structure between plant and animal cells;

• explain how the structure of the roots, stem, and leaves of a plant permit the movement of food, water, and gases;

• compare the structure of different plants (e.g., cactus, coniferous tree, moss) and show how their structure enables them to live in specific conditions;

Developing Skills of Inquiry, Design, and Communication

• plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair test and identifying criteria for assessing solutions;

• compile qualitative and quantitative data gathered through investigation in order to record and present results, using diagrams, flow charts, frequency tables, graphs, and stem-and-leaf plots produced by hand or with a computer (e.g., use a diagram to present an estimate of the number of cells in a petri dish);

• communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, oral presentations, written notes and descriptions, charts, graphs, and drawings (e.g., create a simulation illustrating movement of water and nutrients between cells and through various organs and systems).

Topic: Chemistry (Grade 9)

Strand: Science

Specific Lesson Goals: Understanding Basic Concepts

• recognize compounds as pure substances which may be broken down into elements by chemical means;

• describe, through observations, the evidence for chemical changes (e.g., changes in colour, production of a gas, formation of a precipitate, production or absorption of heat, production of light);

Developing Skills of Inquiry, Design, and Communication

• select and integrate information from various sources, including electronic and print resources, community resources, and personally collected data, to answer the questions chosen;

• gather and record qualitative and quantitative data using an appropriate format, and analyse the data to explain how the evidence gathered supports or refutes an initial hypothesis

• communicate scientific ideas, procedures, results, and conclusions using appropriate SI units, language, and formats, and evaluate the processes used in planning, problem solving, decision making, and completing the task

Preparation time: If possible, allot 1-2 class periods to introduce the concepts of a school ground naturalization project as well as the project requirements. In addition 2-3 class periods will be required for students to work on the assignments for each of the following sections: microclimates, soil information and current vegetation. The teacher should allow students to work outside at the site that is to be naturalized to allow the students to become familiar with the site. Each group should determine the best potnetial naturalized project area and be prepared to back up their choices. The teacher should encourage students to gather the background research/resource information ahead of time and to bring the resources with them for outside work at the site.

Length of Lesson: 6 hours (approximate)

Resources required:

• thermometer

• La Motte Soil Testing Kit

• magnifying glass