Science 9: 4.

1 Sustainability: Connectedness

Time: 93 minutes Monday September 27th

Overview of lesson

In this lesson students will continue to learn about food chains and food webs. Students will be
working on their research projects and their food chain assignments. Students will be able to
recognize the interconnectedness of varied species within their food chains and webs. Students will
be looking at the conservation of their main animal to see how that helps the sustainability of the
animal. There will be a discussion on hunting practices and conservation and how that would affect
their food webs and do research about it. Students will look into sustainability practices around
animals and start thinking about their connection with the animal and conservation efforts.

BC Curriculum

Big ideas Core Competencies

The biosphere, geosphere, Questioning and predicting: Demonstrate a sustained

hydrosphere, and atmosphere are
interconnected, as matter cycles
and energy flows through them.
intellectual curiosity about a scientific topic or problem of
personal interest
Planning and Conducting
Collaboratively and individually plan, select, and use
appropriate investigation methods, including field work and
lab experiments, to collect reliable data (qualitative and
quantitative);

Assess risks and address ethical, cultural and/or

environmental issues associated with their proposed
methods and those of others

1, 2

Processing & analyzing data/information:

Experience and interpret the local environment;

Apply First Peoples perspectives and knowledge, other ways

of knowing, and local knowledge as sources of information;

Use knowledge of scientific concepts to draw conclusions

that are consistent with evidence;

Analyze cause-and-effect relationships 1, 2, 5, 6

Applying and innovating:

Contribute to care for self, others, community, and world

through individual or collaborative approaches;
 Transfer and apply learning to new situations;

Consider the role of scientists in innovation

1, 2, 5

Communicating:

Express and reflect on a variety of experiences, perspectives,

and worldviews through place 3

Assessment

Formative

Kahoot

Thumbs up

Work packages

Summative

Quiz

Food chain assignment

Learning objectives: Students will be able to …

Students will be able to classify consumers, producers, and decomposers.

Students will be able to design food chains.

Students will be able to summarize how energy moves through a food chain.

Students will be able to create a food web.

Students will be able to organize information in their food web.

Lesson guiding questions

What are consumers?

What are producers?

What are food chains?

What are decomposers?

How are consumers and producers connected?

How do consumer populations affect produces?

Compare and contrast a food web and a food chain?

What is a food web?

How does the interconnectedness of the animals diversify the food web?

How interconnected in the natural world?

What how conservation contribute to sustainability?

What are sustainability methods for hunting and trapping?

Resource List

PowerPoint, projector, worksheets, copier, Youtube

Sustainability vs Conservation: Key similiarities, key differences | Red, Green, and Blue
(redgreenandblue.org)

Science-Brief-Sustainable-Use-FINAL.pdf (fishwildlife.org)

what-is-sustainability.pdf (mcgill.ca)

Material and equipment

PowerPoint, smart board, food chain worksheets,

Sketchbooks to show them planning for paintings and such.

Lesson procedures

Intro 5 minutes

Overview of lesson

- Attendance
- Intro activity I do: art and how planning is important to connect with them.
- Food chain assignment
- Food web lecture and energy flow.
- Break
- Working on projects: get students to design
- Hand out progress reports

Body -50 minutes

Steps and procedures Where assessment occurs

8:48 am Activity #1: Attendance 5 minutes Call on students: This assessment allows me to see if
students were listening and understanding the
Have students handed back their food chain
instruction. The students
diagrams back to finish while I am doing
attendance. Have students get arranged in
their new seating plan. Explain to students
Thumbs up: throughout the lesson this assessment
“this may be temporary if you can show me
will occur to check on students understanding.
that you are taking responsibility in your own
learning and to help with distractions that
may occur during lecture and work time.”
Startup questions: to start to engage the students
thinking.

8:53 Activity #2: Start up activity intro about Check-ins: this form of assessment will allow me to
what I do. 5 minutes see what the students are reading about and what
they thinking about how they are doing, if they are
This is a small activity for students to get a
understanding content, and asking for help and giving
glimpse of the kind of work I do outside of
help them to answer them. This will be all through
teaching. This will allow me to connect to my
classes.
students and provide a way to have the
students connect with me. Give them an
overview about why I paint animals and how
I feel when I see them. Quiz: this is a summative assessment that will happen
at the beginning of class. Students will be able to
show what they know.
Have some personal sketch books and relate
to how my observations can relate to
observations they make in the science Differentiation
classroom or when we go outside. I use these
observations and photos to create paintings
or drawings. Exit slip: I will give the choice for students to verbally
tell me there exit slip or have them write it and hand
it in to me.
8:58 Activity #3: 10 minutes to work on food
chain assignment
Notes: have notes printed out for the students to
Give students 10 minutes to work on this and take notes on either fill in the blanks or having
then it becomes home work if it is not done. students write extra notes.
Let them know they are more than welcome
to come into the classroom at lunch to work
on it or if they need help with something. Chains: if student has trouble or is slow to produce
 work, cut out some of the workload for student to
focus on.
The computer lab in the library is booked if
anyone wants to do a PowerPoint. Tara will
be going down with anyone who would like
to do a PowerPoint presentation.

9:08 am Food web and energy flow lecture

15 minutes

Students will be learning about food webs

and how the energy transfers from one
organism to another. Before I get into the
lecture ask:

Before we begin: How are food webs

different from food chains?

Pause and wait.

Go through the diversity and complexity of

the food web and how it shows the
interconnectedness of many organisms and
plants.

Then teach them how 90% of the energy

transferred from one organism to the next
gets lost and only 10% is kept into the
organism.

Why is that? Why do you think 90% of energy

gets lost from organism to organism? Pause
and wait to allow the students to think.

Conservation means to protect or to reduce

wasteful use of the resource.

Sustainability means meeting our own needs

without compromising the ability of future
generations to meet their own needs.
9:33 am 10 minute Break: walking outside
around the track

9:45 Activity #4 Project planning and start

up

“Please use your class time wisely to get lots

done today. Give students the rest of the
class time to plan and work on their projects
to plan and to start creating posters. As
students are working on their planning, go
around the room
Consolidating showing students their quiz
5 minutes

Remind students their project is due on the October 1 st and let students know they are always
welcome to come in at lunch to finish projects and work as I can be in here at lunch.

Clean up 10:20 am

Please put away all materials for poster making, I will give you time tomorrow to work on your
projects.

Reflection