1. Interrelationships In The Ecosystem

2. CFQ’s Essential Questions
What is the effects of massive deforestation in our environment?
How do your members in the community help prevent further
destruction of the environment?

3. Unit Questions
How do we take good care of living things in our science lesson?
How does human activities affects the cycles in an ecosystem?
How can mankind restore the balance in nature?

4. Content Questions
What is the importance of forest and forest ecosystem?
How does oxygen cycle help our ecosystem?

5. Learning Objectives
At the end of the unit, the students will be able to;
understand what is the interrelationships in the ecosystem
explain the oxygen and carbon cycle
answers’ the questions about the ecosystem
appreciate the importance of all things in the environment
work cooperate in small groups
Think critically, and use their creativity in demonstrating their learning.

6. Standards
Give information to the pupils using different types of questions.
Demonstrate them what is the cycle each kind of ecosystem.
Connect it to daily lives so that they can appreciate the beauty of our nature.
Allow them to interact the discussion.
Encourage rational/specific attitude to issues related to population and development.
Enhance awareness about nomadic communities.

7. Unit Summary
In this unit, the student understand the facts about the interrelationship in the ecosystem. An ecosystem consists of the biological community of living things together with the abiotic or non living environment. Interrelationships are complex and varied and can be based on a number of different criteria. Organisms can be related in their feeding patterns and these interrelationships diagrammed in food chains or food webs. Other interrelationships are seen by looking at competition for resources like food and shelter and cooperation. 7

8. This transfer of solar energy from plants to animals, and eventually to decomposers when they die, is called a food chain. When the transfer of energy from food becomes interlinked, the overlapping food chains now become a food web. All living things need food. An ecosystem has materials that plants and animals need in order to live through oxygen and carbon cycles. The importance of forests and the forest ecosystem. Deforestation affects the world’s climate and the human activities and the cycles in an ecosystem. After understanding the cycle of an ecosystem, they make a group activities. 8

9. Unit summary “continuation”
They collaborate/sharing ideas about the topic. Students are in closer touch with each other through peer interaction than staff are with them. For the project, each group make a presentation through powerpoint about the cycle of the interrelationships in the ecosystem. 9

10. Calendar of Activities
WEEK 1
WEEK 2
Day 1
Introduction of the topic
Review-last week discussion
Discuss (the importance forest)
Day 2
Discussion (food chain and food web)
Group collaboration
Discuss (deforestation)
Day 3
Classroom activity
Human activities and the cycles in an ecosystem
Day 4
Discussion (food nutrient cycle)
Oral
Group activities
Day 5
Discussion (oxygen and carbon cycle)
Interactive quiz
Review

11. Day 1 Divide students into 3 groups.
WEEK 3
WEEK 4
Day 1 Divide students into 3 groups.
Discuss about their project presentation.
Day 1
Discussion (rapid population growth and balance of nature)
Day 2
Project rubric
Discuss (rapid population growth)
Group activity, coping with population growth
Day 3
Interactive quiz
Collaboration-about the project
Day 4
Discussion (rapid population growth)
Project presentation
Day 5
Long quiz
Late presentation
Reflection

12. Rubric CRITERIA 3 2 1 Total Content
Student presents major points and fully supports them with convincing arguments, ideas and data.
Student presents major points and partially supports them with convincing arguments, ideas and data.
Student oversimplifies topic or fails to present major points.
Organization
Student presents information in logical, interesting sequence which audience can follow.
Student presents information in sequence which audience can follow.
Audience cannot understand the presentation because their is no sequence of information.

13. All slides present one idea and a few supporting facts.
Text
All slides present one idea and a few supporting facts.
Most slides present one idea and a few supporting facts.
Most slides present multiple ideas and too many words.
Font
Font on all slides is large enough to be read at a distance.
Font on most slides is large enough to be read at a distance.
Font on all slides is too small to be read at a distance.
Contrast
There is good contrast between the font and background on all slides.
There is good contrast between the font and background on most slides.
The lack of contrast between the font and background makes the text impossible to read.

14. Bibliography/works cited list is properly formatted and complete.
Images and layout
All slides contain high-quality image per slide which helps audience understand the content. Layout is visually pleasing.
Most slides include high-quality image which helps audience understand the content. Layout uses most space appropriately.
Images are distracting decorations that create a busy feeling and detract from the content. Layout is cluttered and confusing.
Citations
Bibliography/works cited list is properly formatted and complete.
Bibliography/works cited list is complete, but not properly formatted.
Student does not list sources used for research.

15. Student uses text on slides as prompts for original narration.
Presentation
Student uses text on slides as prompts for original narration.
Student reads text on slides and elaborates comfortably.
Student just reads text on slides.
Subject knowledge
Student answers all questions clearly and completely.
Student answers most questions.
Student is unable to answer questions.
TOTAL POINTS 15

16. THE ENVIRONMENTALIST