Program Description for Intermediate Science
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1 I Intermediate Science Course Overview G rade 7 G rade 8 Grade 9 Characteristics of Living Things (NS) Structures and Design (STS) Environmenta nvironmental Interactions (NS) Consumer Product Testing (STS) Diversity of Living Things (NS) Environmental Quality (STS) F orce and Motion (NS) M achines and Work (NS ) Electricity (NS ) Measuring Temperature e (ST) C hemicals and You (STS) Solutions and Substance s (STS) Heat Transfer (NS) Chemical Changes (NS) C hanges in the Land (NS) T he Earth s Crust (NS ) Oceanography (NS ) S tudent Project (NS) S tudent Project (NS ) Student Project (NS ) Page 121
2 Page 122
3 GRADE 8 SCIENCE Environmental Interactions Page 123
4 Page 124
5 Environmental Interactions Unit Overview This unit introduces the student to the subject of ecology and allows them to exploring related principles and concepts. The major emphasis is the nature of science although connections between science and technology are also elaborated. Page 125
6 Concept Intended Learner Outcome Type/Level After completion of this unit, the student will be able to: 1. The environment consists of both biotic and abiotic factors, each affecting the organisms living there. A. Define the following terms: i) environment - an organism's surroundings ii) biotic factors - the living or dead parts of an organism's surroundings iii) abiotic factors - the non-living parts of an organism's surroundings. B. Identify examples of both biotic and abiotic factors for the local environment. C. Define ecosytems as the network of interactions linking biotic and abiotic factors. C/U 2. Photosynthesis and cellular respiration are vital to the maintenance of life on this planet. A. Define photosynthesis as the process occurring in green plants that uses the sun's energy to convert water and carbon dioxide into food and oxygen. B. Relate the role of photosynthesis to the maintenance of life on this planet. C. Analyze photosynthesis and cellular respiration as being opposite reactions. D. Recognize that activities such as logging and other forms of deforestation impact negatively on oxygen levels on our planet. E. Appreciate the need for conservation of plant life on our planet. A Page 126
7 Print Resources Instructional Strategies/ Notes to Teacher Technology Links 1. S.D., pp S.P.T., pp c. The term ecosystem is not defined in S.P.T. Abiotic and Biotic factors can be studied by comparing communities near the school. (e.g., Ditch, Grassy Field, Pond Area, Seashore, Forest, or Bog) Videodiscs dealing with different ecosystems/biomes, etc. 2. S.D., pp. 220, 249 S.P.T., p. 14 2c. S.P.T., does not deal with cellular respiration. Page 127
8 Concept Intended Learner Outcome Type/Level After completion of this unit, the student will be able to: 3. A food chain describes the movements of energy through an ecosystem. A. Define food chain as the movement of food energy through an ecosystem from producers to different levels of consumers. B. Illustrate examples of food chains which would be found in Newfoundland and Labrador. C. Construct a food web from a list of common plants and animals found in the woods of Newfoundland and Labrador. D. Use the following terms in describing components of a food web: producers, consumers, decomposers, herbivores, carnivores, omnivores, predator and prey. C/U 4. Nutrient cycles outline the routes by which materials are recycled in nature. A. Define mutualism as a relationship between two species in which both species benefit from the relationship. B. Define commensalism as a relationship between two species in which one species benefits and the other is neither benefitted nor harmed. C. Define parasitism as a relationship between two species in which one benefits and the other is harmed. D. Give examples for each of the following relationships: mutualism, commensalism, and parasitism. E. Define niche as the organism's way of life including its habitat, food and interactions with other biotic and abiotic factors of the environment. C/U Page 128
9 Print Resources Instructional Strategies/ Notes to Teacher Technology Links 3. S.D., pp S.P.T., pp S.D., pp S.P.T., N/A Page 129
10 Concept Intended Learner Outcome Type/Level After completion of this unit, the student will be able to: 5. Living things interact with each other as well as their environment. A. Illustrate nutrient cycles to show how materials of our world are recycled. B. Appreciate the environmental value of recycling consumer products. A 6. Abiotic factors interact to affect the distribution and well-being of living things within an ecosystem. A. Define range of tolerance as the range within which abiotic factors can be tolerated and the organism survive. B. Give examples to illustrate the relationships between the abiotic factors and the variety of plants and animals which live in Newfoundland and Labrador. 7. Germination of seeds is affected by the abiotic factor of temperature. A. Conduct an investigation to determine the effect of temperature on the germination of radish seeds. S, C/U Page 130
11 Print Resources Instructional Strategies/ Notes to Teacher Technology Links 5. S.D., pp S.P.T., pp S.D., pp S.P.T., pp S.D., N/A S.P.T., pp Page 131
12 Concept Intended Learner Outcome Type/Level After completion of this unit, the student will be able to: 7. A community consists of populations of organisms living within the same area. A. Define species as a group of organisms that can naturally interbreed to produce fertile offspring. B. Define community as a group of interacting populations of two or more different species that live together in the same area. C. Define population as members of a species, (naturally interbreeding organisms) living within the same area. D. Describe examples of communities within his/her own area. E. Identify populations that exist in the various communities within his/her local area. F. Identify, through the use of reference guides, samples of the flora (plants) and fauna (animals) found in the local environment. G. Analyze a community (from field trips) with particular reference to: i) biotic and abiotic factors. ii) relationships exhibited among organisms iii) micro-environments iv) examples of food chains. v) examples of human influence H. Appreciate nature and the need to conserve areas for future generations to enjoy. C/U C/U S, C/U A Page 132
13 Print Resources Instructional Strategies/ Notes to Teacher Technology Links 8. S.D., pp S.P.T., pp. 8, 14, Page 133
14 Concept Intended Learner Outcome Type/Level After completion of this unit, the student will be able to: 9. Scientists use a variety of sampling techniques to estimate sizes of population. A. Define a sample as a randomly selected group representing an entire population of organisms. B. Estimate the size of a population using the quadrat sampling method. C. Estimate the size of a population using the mark-recapture method. D. Recognize that the accuracy of sampling is dependent upon sample size and the number of samples taken. E. Cite examples of how the mark-recapture has been utilized in Newfoundland and Labrador. F. Assess the impact of data from sampling techniques on wildlife and fishery management. S, C/U S, C/U C/U 10. A community undergoes a series of changes during its development. A. Define succession as the natural series of changes which occur in an area over time. B. Describe an example of succession occuring in the local environment. C/U 11.Humans have often upset the naturally occurring interactions which exist in natural communities. A. Identify examples of how humans have affected their environment. C/U Page 134
15 Print Resources Instructional Strategies/ Notes to Teacher Technology Links Use spreadsheet to analyze data from sampling activity. Sim Earth or other simulation software which allows user to vary certain conditions and observe the outcomes. Page 135
16 Page 136
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