Ecosystems and Biodiversity

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Overview

This 60-minute lesson is designed for Grade 5 students in British Columbia, aligned with the BC Curriculum (Grade 5 Life Sciences). It will explore the concept of ecosystems and biodiversity, highlighting the interdependence of plants, animals, and their environments in BC’s natural habitats. Students will engage in an interactive, inquiry-based experience that promotes scientific thinking, observation, and communication skills.

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Curriculum Connections

BC Science Curriculum – Grade 5: Life Sciences

• Big Idea: Living things are diverse, can be grouped, and interact in their ecosystems.
• Curricular Competencies:
  • Questioning and Predicting: Make observations about familiar and unfamiliar objects and events.
  • Planning and Conducting: Participate in guided investigations to explore components of ecosystems.
  • Processing and Analyzing Data and Information: Interpret observations and share findings.
  • Communicating: Use oral and written language to share ideas and information.
• Content:
  • Ecosystems and Biodiversity: Interactions among organisms and with their habitats, including the impact of disturbances on ecosystems.

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Learning Objectives

By the end of this lesson, students will be able to:

1. Describe what an ecosystem is and identify its key components (plants, animals, non-living things).
2. Explain the importance of biodiversity in maintaining balanced ecosystems.
3. Describe examples of local BC ecosystems and some species that live there.
4. Identify ways human activities can affect biodiversity.
5. Communicate their understanding through group discussion and a creative activity.

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Materials and Resources

• Whiteboard and markers
• Chart paper and coloured markers
• “Ecosystem Mats” – A3 laminated mats depicting various BC ecosystems (e.g., Coastal Rainforest, Grasslands, Freshwater Lake) with pictures of plants, animals, and abiotic elements
• Blank 5x7 cards (for species/element names)
• Sticky tack or Velcro dots
• “Biodiversity Impact” scenario cards (simple problem statements about pollution, deforestation, invasive species, etc.)
• Science notebooks / journals
• Colour pencils and crayons

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Lesson Activities

1. Introduction & Activating Prior Knowledge (10 min)

• Quick think-pair-share: Ask students "What is an ecosystem?" and “Can you name any ecosystems you know in British Columbia?”
• Write key ideas on the board, guiding students towards recognizing ecosystems as communities of living and non-living things interacting.
• Briefly introduce biodiversity and stress its importance to healthy ecosystems.

2. Ecosystem Mats Exploration (20 min)

• Divide class into 5 groups of 5 students. Assign each group one “Ecosystem Mat.”
• Give groups sets of blank species/element cards. Their task: place the cards onto the mat correctly, identifying where each organism or non-living element belongs in the ecosystem.
• Circulate to facilitate discussion, prompting explanations of why they placed each item where they did.
• Each group selects 2 organisms and discusses their roles (food source, shelter, predator, etc.).

3. Biodiversity Impact Scenarios (15 min)

• Each group draws one “Biodiversity Impact” card, describing a simple human-caused change (e.g., logging, pollution, introducing invasive species).
• Groups discuss how their ecosystem would be affected by this change, thinking about the plants, animals, and balance.
• Groups summarize their scenario and impact to report back.

4. Group Sharing and Reflection (10 min)

• Groups present their ecosystem, key species, and impact scenario briefly (2 minutes each).
• Whole-class discussion on importance of protecting biodiversity and ways students/families can help.

5. Exit Ticket: Personal Action (5 min)

• In their science notebooks, students write one new thing they learned and one action they can take to help protect ecosystems in their community or school.

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Assessment

Formative

• Teacher observation during group activities: Look for students’ ability to identify organisms and abiotic components and describe interactions.
• Questioning during presentations to assess comprehension of biodiversity and impact concepts.

Summative

• Science notebook exit ticket: Evaluate clarity, understanding of key concepts, and personal connection to protecting ecosystems.

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Extensions & Differentiation

• Extension: Students research a local endangered species and present an “ecosystem diary” from that species’ point of view.
• Support: Provide sentence starters and visuals for ELL or students requiring additional scaffolding during sharing.
• Allow use of drawing and labelling instead of writing if needed.

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Teacher Reflection

• Did students demonstrate understanding of ecosystems beyond just naming components?
• Were all students actively engaged in discussions?
• How effective were the scenario cards in promoting critical thinking about human impact?
• What adjustments can improve inclusive participation?

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This lesson builds meaningful connections between students’ local environment, scientific inquiry, and responsible citizenship, fully aligned with the BC Ministry of Education’s Science curricular competencies and content for Grade 5.