Grade 6 Science — Term 3, Week 1
5 day-plan(s) · WeLearn JA SCI T3 G6
Day 1: Ecosystems and Their Components
Grade 6 Science · Term 3, Week 1 · 60 minutes
| Objectives | Describe ecosystems and their living and non-living parts. |
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| Materials | Ecosystem pictures, field observation |
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| Key vocabulary | ecosystem, biotic, abiotic, community, habitat |
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| Engage (starter) | "What makes up a complete ecosystem?" |
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| Develop (main) | Interactive: identify living (biotic) and non-living (abiotic) parts of an ecosystem; tap-to-reveal ecosystem components. |
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| Plenary (close) | Name a biotic and an abiotic factor. |
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| Assessment | Describes ecosystems. |
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| Teacher notes | Use Caribbean ecosystems. |
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Day 2: Food Webs and Energy Flow
Grade 6 Science · Term 3, Week 1 · 60 minutes
| Objectives | Build food webs and explain energy flow and loss. |
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| Materials | Food-web cards, arrows |
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| Key vocabulary | food web, producer, consumer, decomposer, energy |
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| Engage (starter) | "Where does energy go as it moves up a food web?" |
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| Develop (main) | Interactive: build food webs including decomposers; trace energy flow and loss at each level; tap-to-reveal energy flow. |
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| Plenary (close) | What role do decomposers play? |
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| Assessment | Explains energy flow. |
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| Teacher notes | Add decomposers at G6. |
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Day 3: Cycles in Nature
Grade 6 Science · Term 3, Week 1 · 60 minutes
| Objectives | Describe the water and nutrient cycles in ecosystems. |
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| Materials | Cycle diagrams |
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| Key vocabulary | water cycle, nutrient cycle, recycle, decompose |
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| Engage (starter) | "How does nature recycle its materials?" |
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| Develop (main) | Interactive: model the water cycle and a simple nutrient cycle; discuss decomposers returning nutrients; tap-to-reveal cycles. |
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| Plenary (close) | How are nutrients returned to the soil? |
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| Assessment | Describes natural cycles. |
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| Teacher notes | Connects to decomposers. |
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Day 4: Balance in Ecosystems
Grade 6 Science · Term 3, Week 1 · 60 minutes
| Objectives | Explain how ecosystems stay balanced and what disrupts them. |
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| Materials | Ecosystem model, scenario cards |
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| Key vocabulary | balance, population, disrupt, interdependence |
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| Engage (starter) | "What happens when an ecosystem loses its balance?" |
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| Develop (main) | Interactive: model changing a population and predict effects; discuss what disrupts balance; tap-to-reveal interdependence. |
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| Plenary (close) | Give one thing that can disrupt an ecosystem. |
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| Assessment | Explains ecosystem balance. |
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| Teacher notes | Reinforce interdependence. |
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Day 5: Review: Ecosystems
Grade 6 Science · Term 3, Week 1 · 60 minutes
| Objectives | Consolidate ecosystems, food webs, and cycles. |
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| Materials | Food-web cards, review stations |
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| Key vocabulary | review, ecosystem, food web, cycle |
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| Engage (starter) | "Ecosystem scientist challenge!" |
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| Develop (main) | Interactive: build food webs and model cycles at review stations. |
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| Plenary (close) | Build a food web and name a natural cycle. |
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| Assessment | Station accuracy. |
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| Teacher notes | Reinforce energy flow and balance. |
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