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3.3 describe the roles and interactions of producers, consumers, and decomposers within an ecosystem
(e.g., Plants are producers in ponds. They take energy from the sun and produce food, oxygen, and shelter
for the other pond life. Black bears are consumers in forests. They eat fruits, berries, and other consumers.
By eating other consumers, they help to keep a balance in the forest community. Bacteria and fungi are
decomposers. They help to maintain healthy soil by breaking down organic materials such as manure, bone,
spider silk, and bark. Earthworms then ingest the decaying matter, take needed nutrients from it, and return
those nutrients to the soil through their castings.)
3.4 describe the transfer of energy in a food chain and explain the effects of the elimination of any part of
the chain
NOTE: The ministry expectations listed above, correspond to those of the grade 7 curriculum. This
assignment is used to review food chains and how energy flows from one trophic level to the other. This
will create the basis for building on the new material that students will learn from the grade 9 curriculum,
where they will learn to make intricate food webs, understand that many food chains make up a single food
web, and study the trophic levels and the energy transfer between them more in depth.
a) Vocabulary: herbivore, carnivore, omnivore, food web, food chain, consumer, producer, decomposer,
ecosystem, biome, biosphere, population, trophic level
b) Language Skills/Language Features:
● Spell, Pronounce, Translate, Define, and Understand the Review Vocabulary words
● In response to questions about a chosen organism, provide Physical Characteristics (use words
describing size, shape, colouring, surface, habits, and behaviour)
● Construct short sentences to identify and briefly explain significance of chosen animal
Eg. The animal I have chosen is_____________. It has significance in my country/culture because________
● Conduct research in Language 1 → students may use any translation device to assist them
(dictionaries, online translator, etc.)
● Sort out important information about animal based on the questions provided on
worksheet/template
● present findings about chosen animal verbally
-students will work with a partner to research an animal, and answer -Look out for questions that
the questions on the handout they will be given might indicate
misunderstanding or
-Students will be assigned one of the organisms found in boreal confusion.
forests, or they an choose the animal they are interested in from the
list (Appendix B.1.A)
- Students will then research the animal that they choose and answer
the questions on the handout (Appendix B.1.B).
Note: to further accommodate ELLs the teachers can assign each pair
of students one of the four categories: herbivore, omnivore,
carnivore, and autotroph (plants). Students can then choose a
culturally significant organism, within their assigned category to
research. At the end the class can put together the “Cultural Class
Foodweb”. (Check Appendix F)
~15 C. CONSOLIDATION : Putting Together the Class Food Web -Assess the handout
Adapted from: http://nationalgeographic.org/activity/marine-food-
webs/ -Observe student
understanding and
-Each pair of students will very briefly present their finding about engagement during
their chosen animal presentation
-Students will then place their animal in the classroom’s Boreal Forest
Food Web, making sure that their animal is in the right spot in the
food web. Students will connect their organisms to the other
organisms that it preys on, or organisms that prey on it.
NEXT STEPS
-students will learn about the human impact on different ecosystems
-students will research and create a poster presentation about an
ecosystem in their own country that was affected by human activity.
Appendix Below:
Appendix B.1) PowerPoint
When you finish the worksheet, print a picture of the organism and place it on the board (show
the teacher the picture before printing it). Pay attention to where your organism fits in the
food web, and make sure to connect it to any other organisms that it feeds on, and the organisms
that feed on it. Remember to write the organism's name under the picture.
Each group member is expected to hand in the complete worksheet at the end of the activity.
1. Assigned Organism:
___________________________________________________________________________
Working with your partner, you will choose a culturally relevant organism (an animal/plant this
important in your culture) within the category that you are assigned.
The whole class will then come together to create a cultural class food web.
When you finish the worksheet, print a picture of the organism and place it on the board (show
the teacher the picture before printing it).Pay attention to where your organism fits in the food
web, and make sure to connect it to any other organisms that it feeds on, and the organisms that
feed on it. Remember to write the organism's name under the picture. Each pair of students will
then briefly present their animal to the whole class.
You can use online dictionaries and translators to help you with your research. You can also
create a list of vocabulary list for words that are new to you.
Each group member is expected to hand in the completed worksheet at the end of the activity.
1. Assigned Organism:
______________________________________________________________________________
______________________________________________________________________________
6. List the organisms that your organism preys on, if any (What does your organism eat?):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
7. List the organisms that prey on your organism (What organisms eat your organism?):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
9. Describe one human activity that has affected your organism? In what way did it affect
your organism?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
10. What is the cultural significance of your organism (Why is your organism important in
your culture?)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________