IE7.2

Catholic Faith Permeation for this outcome:

  • Our faith tells us to be stewards of God's creation - CCC #307 - To human beings God even gives the power of freely sharing in his providence by entrusting them with the responsibility of "subduing" the earth and having dominion over it.  God thus enables (us) to be intelligent and free causes in order to complete the work of creation to perfect its harmony for (our) own good and that of (our) neighbours.
  • The story of Adam and Eve from Genesis 2, 3, reminds us to live a balanced relationship with the environment; it was God's plan that people would take care of the environment, and in return nature would provide the things that people needed to live.      Reference:Unit 4, Topic 2  Believe in Me - Year 7
  • The food web reminds us of the important interactions we have with God through His creation:  CCC #372, Canticle of the Creatures/Prayer of St. Francis.
  • CCC #373 - God made man and woman to work together and complement each other; their interactions affect the interactions within nature.
  • Genesis 2:20 - "And Adam gave names to all cattle and to the fowl of the air, and to every beast of the field..." This quote from scripture relates well to the importance of how creatures all have a name and purpose in their interactions within the ecosystem that God has created.  This invitation to name God's creatures helps shape creation; just as the producers/consumers/decomposers all have an important role to play in God's creation.
  • Genesis 2, 3 tells the great story of the creation of man and woman: woman was created equal to man in shaping and directing creation.  Together, Adam and Eve brought new life to the world; as they built their relationship, they shared their life with God and the on-going creation of the world. Reference: CCC #296, #307

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Indicator:
a. Illustrate the ecological organization of life within the biosphere, using examples of species, populations, communities, ecosystems, and biomes).
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Indicator:
b. Provide examples of ecosystems of varying sizes and locations, including their biotic and abiotic components.
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c. Conduct a field study to observe, record (using sketches, notes, tables, photographs, and/or video recordings), and identify biotic and abiotic components of a local ecosystem.
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d. Show respect for all forms of life when examining ecosystems.
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e. Examine the biotic and abiotic components of distant ecosystems using photographs, videos, or online resources.
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Indicator:
f. Choose and use appropriate instruments (e.g., magnifying glass, thermometer, light meter, hand-held microscope, and digital camera) safely, effectively, and accurately to observe and illustrate biotic and abiotic components of ecosystems.
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g. Compile and display ecological data to illustrate the various interactions that occur among biotic and abiotic components of ecosystems.
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h. Identify strengths and weaknesses of different methods of collecting and displaying ecological data (e.g., compare field observations of an ecosystem with observations from a video or television program, compare a food chain with a food web).
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i. Classify organisms in a variety of ecosystems as producers, consumers, or decomposers and further classify consumers as herbivores, carnivores, or omnivores.
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j. Interpret interdependence within natural systems by constructing food chains and food webs to illustrate the interactions among producers, consumers, and decomposers in a particular ecosystem.
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k. Construct a classification key, using appropriate scientific terminology, which will enable classmates to differentiate between producers, consumers, and decomposers.
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l. Provide examples of organizations in Canada that support scientific research related to ecosystems (e.g., environmental conservation groups, federal and provincial government departments, agricultural and marine institutes, universities, and colleges).
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