Presentation without answers ecosystems
- 1. By Rafael Rodríguez Pérez Year 5
- 4. Class discussion. Watch this video and tell your classmates how much you know about ecosystems. 1
- 5. Rotatory sheet technique. Look at this ecosystem, write one element that you can see in your notebook and pass it around. Then, add another element in your mate’s notebook. 1
- 6. - What living things are there in this ecosystem? There are… - What non-living things are there in this ecosystem? There are… Work in pairs. Use the previous activity and speak with your partner. Use these questions: 1 LANGUAGE HELP - There is singular or uncountable. - There are plural.
- 7. All the elements of an ecosystem interact. a. A rabbit interacts with a river because it drinks water. b. A tree interacts with the air because _____. c. The air interacts with the birds because _____. d. The birds interact with the clouds because _____. e. The clouds interact with the _____ because _____. f. The _____ interact with the _____ because _____. g. The _____ interact with the _____ because _____. Numbered heads together. Read this sentence, think and complete in groups. Be creative! 1
- 8. Picture dictation. Listen and draw living things (biocoenosis) green and non-living things (biotope) red. 1 A B
- 9. Picture dictation. Listen and draw living things (biocoenosis) green and non-living things (biotope) red. 1 In this ecosystem there is one mountain. It’s really high! There are three trees. They are not very tall. There is a snake. It’s looking at a rat. There is a river and a bear is drinking water from the river. We can see very much water. There are two fish swimming around a big rock. Wow! There is a submarine. Oh, no! A dangerous shark is coming! A B
- 10. a. Which picture represents a terrestrial ecosystem? b. Which picture represents an aquatic ecosystem? c. What is the difference between a terrestrial and an aquatic ecosystem? Work in groups. Look at your pictures from the previous activity. Discuss in group and answer: 1
- 11. 1-2-group. Classify the living things in this ecosystem into fauna (animals) and flora (plants). 1
- 12. In all ecosystems, there are living things grouped into species (horses, whales, poppies, oak trees, etc.). All the organisms of one species in an ecosystem make up a population. All the populations in an ecosystem make up a community. TPR. Read, listen and act out. 1
- 13. Hello, children! Now, you are not children anymore. The classroom is not a classroom anymore, it is an ecosystem. - In this wonderful ecosystem, there is a population of ducks. - In this area of the ecosystem, there is a population of frogs. - In this area of the ecosystem, there is a population of horses. - In this area of the ecosystem, there is a population of dragonflies. - In this area of the ecosystem, there is a population of crocodiles. - In this area of the ecosystem, there is a population of reeds. - In this area of the ecosystem, there is a population of oak trees. - In this area of the ecosystem, there is a population of palm trees. - In this area of the classroom, there is an ecosystem. There is a community of living things. In the community, there are three populations: elephants, bush and zebras. - In this area of the classroom, there is another ecosystem. There is a community of living things. In the community, there are four populations: sunflowers, mosquitoes, lizards and grass. TPR. Read, listen and act out. 1
- 14. Dictation. 1
- 15. Only the living things from the same species (community) can successfully reproduce. Dictation. 1 Thinking twins. In pairs, complete these diagrams. You can’t write if any of you don’t know the answers. BIOCOENOSIS (living things) FLORA Organisms of the same species
- 17. Terrestrial ecosystems are located on land and there is a lot of air in them. Pencils in the centre. Read and label the pictures. Remember to put your pencil cases in the centre and take them to write only when everybody knows the answers. 2 mountain grasslands – cold deserts – Mediterranean forests – Atlantic forests – deserts and steppes
- 18. Draw a real terrestrial ecosystem in Carmona and describe. Remember to use ‘there is’ and ‘there are’. 2 PARAGRAPH 1: INTRODUCTION PARAGRAPH 2: DESCRIPTION PARAGRAPH 3: CONCLUSION ORIGINAL AND CREATIVE TITTLE Use linkers: First of all, second, later, also, furthermore, because, so, however, on the one hand, on the other hand, then, instead of, finally, in conclusion, etc.
- 19. Individual activity. Read the characteristics of the terrestrial ecosystems and say what ecosystems they are. 2 Atlantic forests deserts & steppes mountain grasslands Mediterranean forests cold deserts They grow in regions with humid climate and cool summers. Bullfinches, bears and wolves live there. Temperatures are very high during the day and cold at night. Precipitation is scarce . There is very little vegetation. Camels and other animals are adapted to extreme conditions. There are herbaceous plants (soft and flexible). These plants can be used as pastures for cows, sheep… Grasses, clovers and wild flowers grow in humid regions. There are butterflies, grasshoppers, ladybirds and deer there. They grow in regions with a dry climate and warm summers. Eagles, lynxes and rabbits live there. Temperatures are very, very cold and there is little precipitation. The land is covered in snow and ice and there is very little vegetation. Polar bears and other animals are adapted to extreme temperatures.
- 20. LIFE AT THE TOP OF THE EARTH Tundras are very cold ecosystems. They are in the Arctic, where the weather is extremely cold, dry and windy. In some areas, there aren’t any trees. The Arctic tundra has temperatures from -12 ºC to -6 ºC. This means that the top layer of the soil is normally frozen. The name of this layer is permafrost. In winter, the permafrost is covered with a big layer of snow, and there aren’t plants visible. However, during the short summer, there are 24 hours a day of sunlight, the surface of the permafrost is not frozen, and flowers appear. There are some animal species in the Arctic tundra, such as Arctic foxes, polar bears, caribous, snow geese, etc. Unfortunately, as a result of global warming, temperatures are increasing. This is causing the permafrost to disappear and it is not good for this unique ecosystem. a. Tundra ecosystems are in the Arctic / Antarctic. b. Temperatures in tundra ecosystems are very high / low. c. The top layer of the soil is the tundra / permafrost. d. Winter in the Arctic tundra is long / short. e. Permafrost can disappear because of the global warming / snow. Read and circle the correct word. 2
- 22. Numbered heads together. Listen to the questions, discuss in groups and answer. 3
- 23. a. Does the sea have salt water or fresh water? b. And a river? c. Is there more salt water or fresh water on Earth? d. Which type of water can you drink? Numbered heads together. Listen to the questions, discuss in groups and answer. 3
- 24. 1-2-group. Look at these pictures, think and define each aquatic ecosystem in your notebook. Remember to name some animals that live there. 3
- 25. - Sandy beaches: They have high salinity. They are affected by tides and waves. There are seagulls, oystercatchers, sand fleas and sea worms. - Rocky shores: They have high salinity. There are a lot of rocks. There are algae. There are starfish, octopuses and sea anemones. - Open sea: They have high salinity. This is the deep sea far from the coast. There isn’t very much sunlight, so algae can’t grow. There are jellyfish, sea turtles, sardines, tuna, sharks, dolphins and whales. - Rivers: They have low salinity. The water is moving. There are otters and trout. - Lagoons: They have low salinity. The water doesn’t move very much. Plants can grow (reeds). There are frogs, water snakes, water beetles and ducks. Work in pairs. Take your partner’s notebook and complete his/her definitions. Use this information: 3
- 26. a. Terrestrial ecosystems are found on land and there isn’t any air in them. b. Aquatic ecosystems can be freshwater ecosystems (seas and oceans) and saltwater ecosystems (rivers and lakes). Discussion mates. In pairs, one of you will read one sentence and the other one will explain why it is incorrect. Later, you switch roles. 3
- 27. Work in pairs. Complete the unit diagram.