• Divide the class into groups and ask them to choose an area they would like to study. • Try and have a variation of areas across the class e.g. damp, shady, sunny, and so on. • Ask learners to mark off a quadrat area in size and study the area, answering the questions to the activity in their workbooks.


Background knowledge


Ecosystems are affected by night and day so it would be a good idea for learners to have a look at their ecosystems at a different time of day, or at least think about what it would be like at night.


Assessment guidelines


Use the criteria below to assess learners and allocate a mark. Give learners feedback on their performance to prepare them for formal assessment. Criteria


Yes


The learner(s): followed the instructions in the Learner’s Book and understood what to do.


answered all the questions. wrote up a report on their findings in summary form. Extension/Extension activity


Suggest to learners that they mark off a quadrant somewhere else and study the ecosystem, for comparison.


Unit 2 Feeding relationships Learner’s Book pages 26–29 Unit overview


In this unit, the role of plants, animals, and micro-organisms as producers, consumers and decomposers in ecosystems are investigated. Teaching guidelines


• Show the learners some video clips or pictures/photographs of animals hunting in a game reserve, or caterpillars eating leaves, and so forth on.


• Ask them to identify the herbivore, omnivores, producers and consumers. 35 3


3 3


Partly 2


2 2


No 0


0 0


Total: 9 marks


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