Identify some possible feeding relationships between the different populations of organisms in this community.How would describe the specific area that this community inhabits?.

Some other examples include: crustaceans such as crabs or crayfish, jellyfish, octopus, other fish species, perhaps a reef shark. Which other types of organisms would you expect to find in this community, but you cannot see in this photo?.Identify the different populations of organisms that make up this underwater community which is part of the ocean.ĭifferent fish populations, turtles, seaweed, corals, sponges, plankton.This has only been included in the Teachers Guide as many learners might not be familiar with an underwater environment.Īn underwater community. This is a possible extension activity if you would like to do it with your learners. They will also look at how the population interacts with the environment. When a scientist studies a population they might study how the population grows and the factors that affect how the population increases or decreases. You can help them come to the answers by asking leading questions, such as, how would the scientists compare the habitats of the two populations? How would they compare how well the penguins are doing in each population?Īnswer: Some aspects that they could compare between the populations are: growth rate of the population, the number of deaths and births in a given time frame, what the penguins in each population eat, what are the natural enemies/ predators of each population of penguins, which other species do the populations of penguins interact with in their environment, how many times per year do they reproduce, do they build shelters, is there any human impact on the penguins etc.Ī population is a group of organisms of the same species that live in the same area at a specific point in time and they can interbreed with each other. What are some aspects of each population that they could compare?ĭiscuss this with your learners. Group work, research, public speaking, debatingĪctivity: Finding solutions to environmental problemsĪctivity: Individuals who make a differenceĮxtension question to ask your learners: Another group of scientists wants to compare the population of penguins at Boulders Beach in Cape Town with another population in Antarctica. Reading, identifying, describing, writingĢ.7 Conservation of the Ecosystem (1.5 hours) Investigating, observing, taking measurements, describing, analysing, writing, working in groupsĪctivity: Identify the type of interaction between organismsĢ.4 Energy flow: food chains and food webs (3 hours)Īctivity: Energy transfer in an ecosystemĬlassifying, identifying, evaluating, describing, writingĪctivity: Identifying food chains and food websĪctivity: The critically endangered Riverine RabbitĪctivity: Assessing the impacts of a natural disasterĪctivity: Assess your impact on the environmentĪctivity: Distinguish between types of adaptations Identifying, listing, describing, writing Identifying, observing, analysing, describing, writingĪctivity: Abiotic components in a grassland ecosystem The slides contain an overview of the concepts introduced in this section. This is made explicit in the text in this introductory section and learners are given short activities to allow for meaningful engagement with these concepts. Learners are introduced to the basic concepts of ecology and the four levels in which ecological interactions are grouped for research and studying purposes.

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