Exploring Ecosystems

Grade Levels

1 to 7 (adapt activities and complexity per grade)

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Unit Context

Unit 2: Exploring the Wonders of Science (Lesson 6 of 10)
Duration: 30 minutes
Class Size: 2 students

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Curriculum Connections (Alberta Science Program of Studies)

Kindergarten to Grade 3:

• Cluster: Habitat and Communities
• Learner Outcome:
  • Describe basic characteristics of local ecosystems and identify organisms found in them
  • Demonstrate understanding that living things are related to their environment

Grades 4 to 7:

• Strand: Life Science — Diversity of Life
• Specific Learner Outcomes:
  • Describe various ecosystems, both aquatic and terrestrial (e.g., forest, grassland, pond) and their biotic and abiotic components
  • Explain relationships between organisms and their environments (e.g., food chains, habitats)

Cross-Curricular Competencies Developed:

• Critical Thinking and Problem Solving
• Communication Skills
• Personal Growth and Well-being

Reference: Alberta Education Science K-7 Program of Studies (2018)
(Level-specific learning objectives will guide adaptations in activity depth.)

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Learning Objectives

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

• I can name at least two different ecosystems.
• I can list organisms that live in each ecosystem.
• I can describe basic features of those ecosystems.

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Success Criteria

• Students correctly name two ecosystems (e.g., forest, pond).
• Students identify at least three different organisms from each ecosystem.
• Students explain one characteristic or feature of each ecosystem (using simple vocabulary).

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Materials Required

• Tablet or screen for playing brief videos/slide shows
• Printed high-contrast images/photos of various ecosystems and their organisms (simplified captions)
• Simplified "Ecosystems at a Glance" dyslexia-friendly reading sheets (large font, coloured overlays if needed)
• Whiteboard or chart paper for mind mapping
• Art supplies for extension (shoe boxes, glue, paper, markers, clay) for diorama

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Lesson Procedure

1. Introduction (5 minutes)

• Begin with the “I can…” statements displayed visually.
• Engage students in an opening question: "Where do animals live? Can you name some places?"
• Show two images portraying distinct ecosystems: a forest and a pond.
• Read simplified captions aloud, pointing out key organisms and features.

Teacher Tip: Use a clear, slow voice with visuals to support dyslexic learners.

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2. Exploration of Ecosystems (10 minutes)

• Play a short, engaging video (~3-4 mins) showing 2-3 ecosystems and their inhabitants (forest, grassland, pond).
• Pause at key points to emphasise familiar organisms or highlights, e.g., “Look at this frog in the pond! What do you think it eats?”
• Use pictures on flashcards or tablet images for each ecosystem and ask students to name organisms they see.
• Record responses on the whiteboard/chart paper in two columns: Ecosystem / Organisms.

Differentiation:

• For younger students or those needing support, pair images with simple sentence strips or bullet points.
• Provide additional prompts for English Language Learners (e.g., picture-word matching activities).

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3. Interactive Activity: Ecosystem Matching (10 minutes)

• Provide students with printed images of organisms and ecosystems (cut-outs).
• Ask them to physically “place” organisms into their correct ecosystem category on a magnetic board or table.
• After sorting, discuss why each organism belongs to that ecosystem.
• Introduce concepts of habitats and food (simplified) through guided questions: “Why does a fish live in the pond? What does it need to survive here?”

Dyslexia-Friendly Feature: Visual matching reduces text-heavy tasks. Provide immediate verbal feedback.

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4. Wrap-Up & Reflection (5 minutes)

• Review “I can…” statements. Ask each student to share one ecosystem and name some organisms they learned.
• Use a thumbs-up/thumbs-down or happy face scale for students to self-assess their confidence in the success criteria.
• Highlight any interesting student discoveries or connections made.

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Assessment

• Ongoing informal observation during activities: ability to name ecosystems and organisms.
• Check student sorting activity accuracy.
• End of lesson oral reflection to assess understanding.

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Extension Activity (Optional)

• Invite students to create a diorama at home or next class:
  • Choose one ecosystem to build using a shoebox or small container.
  • Include organisms and environmental features creatively (drawings, clay models, natural materials).
• Students can present their diorama to the class, practicing communication.

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Differentiation Strategies

Challenge/Need	Strategies
Younger/Struggling Students	Use voice-over videos, large images & verbal cues, simplified text strips
Dyslexic Learners	Dyslexia-friendly texts (sans serif fonts, colour overlays), paired visuals
ESL Learners	Picture-word association, repetition, gestures during explanation
Advanced Learners	Research one local ecosystem in detail; extend diorama with food chains

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Teacher Reflection Notes

• Were students able to name ecosystems and organisms fluently?
• Did using videos and visuals help comprehension?
• How did the matching activity support student engagement?
• Consider adding tactile materials like animal toys next time for sensory support.
• Plan to review ecosystem relationships more deeply in Lesson 7.

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This plan supports engaging Alberta students in foundational science through multimodal learning tailored to diverse needs, fostering both knowledge and curiosity about ecosystems.