SACE Year 11 Biology (Organisms & Ecosystem)

Schedule Biodiversity and Ecosystem Dynamics (Part 1)

Term: 2 The Year 11 students begin a new unit by examining the big picture of ecosystems. Special focus will be placed
Duration: Weeks 1 - 5 on identifying biotic and abiotic factors, and examining and measuring biotic and abiotic factors in the field.
Lessons: (1) Tuesday 9.20 10.10 (1) Students develop an appreciation and understanding of the importance of biodiversity in relation to the
(2) Wednesday 1.45 3.15 (2) ecosystems, and delves into the importance of keystone species in the health of an ecosystem.
(3) Friday 9.20 10.55 (2)

Key Ideas Intended Student Learning

Biodiversity is the variety of all living things and includes diversity in
genetics, species, and ecosystems.
Distinguish between a species, population, community, and an
ecosystem.
Describe diversity in examples of:
species
ecosystems.
In general, the higher the biodiversity of an ecosystem, the more stable it
is.
Ecosystems can be diverse, and can be defined by their biotic and
abiotic components and the interactions between elements of these
components.
Distinguish between biotic and abiotic components of ecosystems.
Compare the characteristics of at least two ecosystems.
Patterns within a community include zonation and stratification
The biotic and abiotic components of ecosystems interact with each
other to capture, transform, and transfer energy.
Students will learn how to define and explain the following terms:
- Biodiversity - Ecosystem - Population - Community - Habitat
- Species - Producer/Autotrophs - Consumer/Heterotrophs
- Decomposers
Students learn about biodiversity in terms of (i) genetic, (ii) species and
(iii) ecosystem diversity.
Students will understand the concept that the stability and health of
ecosystems are dependent on its biodiversity; the higher the biodiversity
the higher the stability.
Students will be able to identify and distinguish between abiotic and
biotic factors in theory and in practical (field trips).
Students will learn that the interaction between biotic and abiotic factors
defines an ecosystem.
Students will be able to compare two (or more) different ecosystems
(and/or microhabitats) in terms of the interactions between biotic and
abiotic factors.
Students will learn about the zonation and stratification of
habitats/ecosystems and be able to relate the abiotic factors present to
the biotic factors present in different parts of a habitat.

Ecosystems include populations of organisms that each fills a specific
ecological niche.
Describe a niche in terms of key indicators within the ecosystem,
including habitat, feeding relationships, and interactions with other
species.
Keystone species play a critical role in the maintenance of their
ecosystem.
Students will learn to define an ecological niche and be able to provide
examples of specific organisms and their niches.
Students will gain understanding of what a keystone species is and
learn to appreciate the importance of keystone species in an ecosystem,
as well as their role in helping scientists determine the health of an
ecosystem.
Explain the significance of keystone species in their ecosystem.
Humans have significant impacts on ecosystems.
Students will examine the impact of human activities such as farming,
Explain how the destruction of habitats as a result of human activity
logging and waste disposal on various ecosystems.
speeds up changes in ecosystems and impacts on biodiversity.
Students will learn about ways in which scientists are able to measure
By measuring key aspects of the biotic and abiotic components of the the extent of the impact caused by human activities on particular
ecosystem, it is possible to make predictions relating to the impact of ecosystems through examining real-life case studies.
environmental change. Students will be encouraged to develop a personal stand on the
Describe how these predictions can help to develop strategies to controversial issues of development VS conservation.
minimise the adverse effects of such change.
SACE Capabilities
Literacy:
Students continue to enrich their biology-specific literacies such as the appropriate use of biological terms (eg. niche, biotic, heterotroph) in text production,
and the extraction of information from reputable sources (eg. journals, government environmental reports). Students will learn names of new tools and
methods used in ecology during the field trip (eg. transect, data logger) and subsequently add words into their repertoire of communicative biological terms.

Numeracy:
Students will gain exposure to ecological measurements using a variety of instruments (eg. UV meter, moisture meter). They will be provided with
opportunities to critically analyse and evaluate data obtained from these measurements.

Information and Communications Technology:

Students will be introduced to search engines such as Google Scholar to gain access to scientific journals and other resources for the extraction of reliable
information for research purposes.

Critical and Creative Thinking, Ethical Understanding & Personal and Social Capability
Particular focus will be placed on issues pertaining to conservation and humans negative impact on the environment. Students will be encouraged to reflect
on these real-world issues and form personal standpoints. Students will also be asked to look upon these issues from a third-person point of view so as to
offer different perspectives into the nature of ownership of our environment and our planet. Different views will be recognised and debates will be performed
in a safe, non-critical setting.
Throughout the program, students are also provided with several opportunities to work collaboratively in their learning process. Students perform peer
teaching and learning and exercise interpersonal sensitivities when listening or providing feedback to one another.

Timeline Overview
Week 1 Week 2 Week 3 Week 4 Week 5
Introduction Abiotic and Biotic Factors Field Trip / Practical + Ecological Niches Human Impact
Biodiversity and Ecological Zonation and Stratification Analysis and Discussion Keystone Species Conservation
Terms Preparatory Practical
 Assessment
Diagnostic and Formative:
A range of assessment methods including:
In-Class discussions
Oral Q&A
Concept Map
Practical Report
Written assignments/quizzes

Summative (SACE)
Assessment Type 1 - Investigation Folio: Practical Investigation
Part A Design of Experiment; Part B Field Trip; Part C Analysis and Discussion Report

All submitted assignments, with the exception of the field trip practical investigation report, will receive only qualitative feedback and will not be awarded a
grade.

Sequence of Teaching and Learning

Week Students Teacher Talk / Tasks / Key Questions / Resources Assignments

Introduction ()

Knowing the new teacher. IT set up

Relationship between the topic and the teacher Personal stories/ past experience with regards to ecology.
Mangrove blog, zoo-keeping photos.

Picture of a desert ecosystem. http://www.alicespringsdesertpark.com.au/kids/plants/

Do you know the actual identity of the animals and plants? Diagnostic
Identify: a species, a population, a community, some
abiotic factors, biotic factors, an autotroph, a heterotroph. Are there any decomposers? assessment
1 Is this picture a good representation of an ecosystem?
Worksheet
Ecological Terms (2) [diagnostic &
First, write down own definitions of the following terms: Worksheet: Definitions Blank (Ecology) formative
Biodiversity, Ecosystem, Habitat, Species, Population, assessment]
Community, Abiotic factors, Biotic factors,
Autotroph/Producer, Heterotroph/Consumer,
Decomposer.
Compare your definitions with those on the screen. Powerpoint slides
Pair assess definitions Do your definitions have similar meanings? Do you think yours is
better? If you cant decide, get your neighbours to have a look.

Submit Definitions worksheet
Picture of a Wetland ecosystem (link to practical/fieldtrip).
Mini field-trip; A short walk in the shrubs behind Paideia
Building
- Draw an overview plan of a selected 10m by 5m area
Biodiversity (1)
Class discussion (open style)
Read textbook (SASTA stage 1 biology workbook pp
316-317) regarding Genetic, Species and Ecosystem
Diversity.
Decide the type of diversity being shown in the pictures.
Extract the definition of all three types of diversity from the
previous reading.
1
Term 2 Assignments/Assessments elaboration ()
Health of an Ecosystem (1)
Video: Why is Biodiversity so important?
Understand analogy of ecosystem to a fabric weaved by
many threads. The more threads weaved together to form
the fabric, the more stable the fabric. Remove one thread
and the fabric might unravel a little or a lot, depending on
how supple the fabric is. Some threads act like a central
loop to hold all the other threads together. If that crucial
Definitions do not have to be memorised word-for-word; the
intended meaning just has to be expressed clearly and
accurately.
Lets have another go at a different ecosystem.
Can you locate examples that describe the ecological terms using
this picture?
Can you spot any biotic factors? What abiotic factors can you
identify/observe? What would be considered a population in our
backyard? Community? What kind of an ecosystem is this?
* Bring first-aid kit and Epipen
Provide clear key/legend. Imagine you are looking down like a
birds eye view.
Lets talk about biodiversity. What do you know about Observation
biodiversity? What issues in our world today regarding biodiversity [Diagnostic
have you heard of? Why is biodiversity important? Assessment]
What do you understand about the differences amongst the three
types of diversity?
Powerpoint (pictures of different examples of diversity)
Digest the meaning from the definitions. Do not simply copy the
words.
1 summative assignment this term, but several smaller quizzes
and worksheets throughout.
Field-trip + Practical investigation in weeks 2 & 3
IT set-up
https://www.youtube.com/watch?v=GK_vRtHJZu4
We will study more deeply about keystone species in a few weeks
time.
What are your thoughts about what is being said in the video?
Why does the fabric unravel when you pull a thread (why does the Observation/Q&A
 thread is removed all the other threads will disperse as
well.
The higher the biodiversity (the more threads), the more
stable the ecosystem (the stronger the fabric)
For next lesson: Predetermine expert area for each
member.
Interactions of Biotic and Abiotic Factors (1)
Jigsaw Peer Tutoring:
In groups of 4, each member* will be an expert in the one
of the following topics: (a) light and temperature, (b)
moisture and salinity, (c) nutrients and oxygen level, (d)
wind and wave/flow action.
(*already determined previous lesson)
Share knowledge and findings with the rest of the group.
Ice-cream stick Q&A
Recce Trip + Preparatory Practical to Purtinga
2 Wetlands (2)
Briefing purpose, go through the preparatory practical
worksheet/instructions, safety issues
Observe and record the abiotic factors and examples of
plant and animal species found around the creek.
Follow-up Laboratory session (): Examination of creek
water under microscope
Field-Trip Practical Discussion and Preparations ()
Go through actual field trip practical investigation
worksheet
disappearance of a species affect others?) [formative
assessment]
We will visit this topic again in week 5.
Choose abiotic factors. Home Task: Read Notes (from SACE
combined workbook pp 359 -364, 370-372) + Research
Why do we find certain organisms in certain environments?
Understand your abiotic factors well from the readings and your
own research. Suggest examples of organisms in specific
ecosystems are affected by these abiotic factors.
Refer to text (SASTA stage 1 workbook pp 346-349)
I will pick a name for each question; ice cream stick is returned to
pile so you can get called more than once Q&A [formative
assessment]
Practical worksheet
Practical worksheet
Students to wear boots, old clothes and hat
* bring first aid kit & epipen
[diagnostic &
formative
assessment]
What kind of living organisms can you observe or identify? Will
you classify them as heterotrophs or autotrophs?
Home Task: Read Notes (from SACE combined workbook 373
376, SASTA Stage 1 workbook pp 350-351)
 Zonation and Stratification (1)
Woodland, Wetland, Intertidal and Rainforest
Smartboard / Powerpoint
Look at the pictures. What kind of ecosystem is this? What kind of
zonation or stratification do you expect to be present? How will Worksheet [formative
each zone or stratum differ from one another? assessment]
Is it important to know this information? Why?
How will this information affect our field trip next week?

Extracted from SACE combined workbook pp 379 (qns 8 & 9)

In-class Worksheet (Zonation and Stratification)

Examples of ecological investigations

Population census/surveys
Microhabitat comparisons (abiotic and biotic
factors)
Relationship between abiotic factor and species
distribution

Choose an aim/hypothesis to investigate. Design Limit to suitability of methods with regards to site and instruments
experiment using theoretical knowledge studied so far. available

3 Submit practical design method for reviewing.

Field Trip / Practical (*special timetable)

Collection of data
Investigation Report
Post-trip debrief
[formative and
Writing of investigation report (focus on discussion; data summative
collection hypothetical). assessment; graded]
 Ecological Niches (1)
Analogy: Occupations/Jobs/Purpose in the big picture
Online Task: Choose a species and research on its diet,
predators that feed on it and preferred habitat(s) or
environmental conditions. Share within your table.
Form a Definition for the term ecological niche.
Keystone Species (1)
Video title: Some animals are more equal than others
Post-video Class Discussion
4 keystone species and the discovery of the concept of keystone
Case Studies:
Grey Nurse Shark (Carcharias taurus)
Australian Sea Lion (Neophoca cinerea)
Red Tailed Black Cockatoo (Calyptorhynchus
banksii)
Swamp Mahogany (Eucalyptus robusta) *refer to
Appendix A
Each table is given one case study. Read the given
excerpt, then as a group discuss the questions that follow.
Share with the class.
Reviewing Practical Investigation Report (1)
Catch Up of Content (1)
Human Impact on Environment (2)
5 Group, followed by Class Discussion
Species may be one you have recently come across during our
practical. Each person on the table should have a different
species.
What you have found is the ecological niche of the species. Do
any of the niches in your table coincide exactly?
Compare your own definitions with peers at the table and present
a combined/renewed definition to the rest of the class.
https://www.youtube.com/watch?v=hRGg5it5FMI
Remember the video on biodiversity we saw in week 1? Today we
will watch a video that focuses on the importance of predatory
species by Dr Robert Paine in 1969. [Science as a Human
Endeavour]
Case Studies excerpts
Home Task: Create a concept map for what your have learnt so Concept Map
far in Ecology: terms, biodiversity, abiotic and biotic factors, [formative
zonation/stratification, ecological niche, keystone species. assessment]
Individualised feedback and guidance to corrections/ correcting
misconceptions.
Discuss within your groups some real-world issues regarding the
Observation
environment you have heard about (or experienced the effects
yourself) in the past or recently.
[diagnostic
Are you concerned about these issues? Do you think your life will assessment]
be affected? Does it only matter if these issues affect us directly?
Introduction of alien species that led to extinction of native
species. Case Study: European rabbit (Oryctolagus
cuniculus
What is an alien species? Why can it be detrimental to
introduce new species into an ecosystem?
Religious practices in Asian countries: release of animals
as an act of compassion or is it?
Development leads to habitat fragmentation and
destruction: impact on biodiversity
Preparation for Class debate:
Class split into two groups for debate topic.
[Debate Topic: Development outweighs the importance of
conservation]
Climate Change: impact on biodiversity
Greenhouse effect and Global Warming
Using Indicator Species to assess environmental changes
Conservation efforts (3)
Video: Dian Fosseys Legacy Lives On
What website sources would you use?
Google: European rabbits introduced in Australia
Browse through a few results and select the website you would
choose to know more about the introduction of rabbits in
Australia. What website did you choose and why?
Observation
Choosing a government-based resource usually provides higher
reliability in the information given. When writing a research report, [diagnostic &
the sources you cite matters. formative
Do you know of other stories regarding introduced species? assessment]
Home Tasks:
Read Textbook (pp 415-419) regarding habitat
fragmentation and climate change. Write a short Reading Summary
summary or dot-points on the causes and effects of [formative
habitat destruction. assessment]
Think about this statement: Development outweighs the
importance of conservation. Do you agree or disagree?
You have read about some of the effects on the environment
cause by human developments. What is development and why do
we do it (for food, for land, for other resources).
Smartboard summary diagram
How does the increase in CO2 lead to global warming?
Relate back to what you know about keystone species. Is it the
same?
Indicator species are species that react quickly to changes. Its
presence, absence and abundance reflects the environmental
condition. Talk about algae bloom for eutrophication. Examples of
indicator species in South Australia: Yellow-footed rock-wallaby,
White-beauty spider orchid
http://video.nationalgeographic.com/video/short-film-
showcase/mountain-gorillas-survival-dian-fosseys-legacy-lives-on
As you watch this video, I would like you to take particular notice
about the work of conservation is it a pretty job just talking to

Sir David Attenborough (the narrator in the video)
Steve Irwin
Paris UN Climate Summit 2014
Check out some websites by searching above title (eg.
online news media) to get a quick overview of what goes
on in a climate summit.
Our role in conservation
Class Debate: Development outweighs the importance of
conservation
Reflections and Conversations on ecology,
environmental issues and conservation
Quizizz Online App: Combined Topical Class Quiz
people and advocating your cause? Notice the significance of
politics and civil affairs. Notice the irrevocable link between local
communities and nature in the act of conservation.
My personal encounter with Steve Irwin (show photos)
Take notice that articles from popular media tend to accentuate
(or downplay) certain features for the sake of entertainment and
an easy read. Which sites would you visit to obtain a more neutral
and reliable source of information?
Not just about the big names My friend Kathy Xu
What about you? Have you noticed certain practices that does not
complement sustainability? Eg. Lack of refill pack options in the
supermarket Can we do something about these seemingly
normal situations?
Online In-Class Quiz
[Formative]
Appendix A
Swamp Mahogany (Eucalyptus robusta)

The Swamp Mahogany is a keystone species on the New

South Wales Central Coast and Illawarra regions, where it
is one of few reliable winter flowering plants.

During winter when most other plants and trees in the

forest ecosystem do not flower, the Swamp Mahogany
continues to do so, providing a vital foraging resource for
many nectar seeking species. There have also been
research evidence that E. robusta is the only consistent
winter flowerer in the region and crucial to the survival of
many species of nectivorous fauna (nectar-feeding
animals).

Species that rely on the Swamp Mahogany for food include

threatened species such as the regent honeyeater, swift
parrot, yellow bellied glider, grey-headed flying fox and
many others.

Figure 1: Swamp mahogany flower. Illustrated by Lamese Larney 2002

(extracted from Meldrum, 2004)

Questions
1. Why is this species considered a keystone species in the NSW central coast and Illawarra
regions by some scientists?
2. What do you predict would be the effects of removing this species from another region where
other winter-flowering plant species can be found? Would the effects be similar?
3. Some of the fauna that rely on the Swamp Mahogany may be keystone species themselves.
What do you think would be the compounding effect of the loss of the Swamp Mahogany in the
above mentioned region?

References:

Community Environment Network (2008). Swamp Mahogany. Retrieved from: http://www.cen.org.au/projects/historic-projects-topmenu-

235/185-swamp-mahogany

Eucalyptus robusta. (2016, December 26). In Wikipedia, The Free Encyclopedia. Retrieved March 13, 2017,
from https://en.wikipedia.org/w/index.php?title=Eucalyptus_robusta&oldid=756782090

Meldrum, R. (2004). Protecting NSW Coastal Lowland Forest: The Central Coast Community Environment Network. Australasian Plant
Conservation: Journal of the Australian Network for Plant Conservation, 13(3), 20-21

Fiona Hong, 2017