Unit/Lesson Title Lesson Duration Stage 5 Year 10 Class/Group

Ecosystems 62 mins 10Z

Rationale Syllabus Outcomes Syllabus Content
SC5-14LW analyses interactions between components and LW2 Conserving and maintaining the quality
processes within biological systems. and sustainability of the environment
requires scientific understanding of
interactions within, the cycling of matter
and the flow of energy through ecosystems.
Prior Knowledge Risk Assessment Resources
-biotic and abiotic factors -Students cutting themselves from broken glassware Beakers, test tubes, test tube rack, universal
-definitions relating to ecosystems -Spilling silver nitrate or the water samples indicator, silver nitrate, thermometer, water
samples, soil samples
Focus For Literacy Numeracy ICT
-Spelling -Grammar -measurement N/A
-Punctuation -Reading
Introduction:

Time Content/ Learning Experiences Teaching Strategies

5 mins -Recap about what they learnt from the previous lesson (abiotic and biotic factors). -Assess whether students have retained
-Explain that the students are in the Ashcroft Rainforest and that they need to test the abiotic information from the previous lesson
factors within their ecosystem to ensure it is habitable.
Body of Lesson:
Time Content/ Learning Experiences Teaching Strategies

2 mins -Students draw a table in their books to record data -These experiments will deepen students’
knowledge about abiotic factors and how
30 mins -Ask students to work in pairs and test the following abiotic factors: these factors influence the ecosystems
Light intensity around them.
-Students to create a scale (1-5) and rate the amount of light availability in the room.
Temperature
-Students measure the temperature of the water sample.
pH
-Students place a small amount of soil into a test tube, add small amount of distilled water to test
tube then add a few drops of universal indictor into the test tube. Repeat steps, minus distilled
water, for the water samples.
Salinity
-Same steps for testing pH of water except using silver nitrate instead of universal indicator.

-Students record their results in the table.

5 mins -Students clean up their experiments.

5 mins -Compare answers with other students as a class, teacher instruct students to write their answers
on the board for comparison.

10 mins -Students determine what type of biotic factors may live within this ecosystem based on their
results and their prior knowledge and write these in their books.
Conclusion:
Time Content/Learning Experiences Teaching Strategies

5 mins -Ask the students what they learnt today, in relation to abiotic factors and how to test various -Assess whether students understood
abiotic factors within an ecosystem abiotic factors and how to test them