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Year 9 Science Ecology and Earth ScienceAssessment Criteria Items 1-10

Knowledge and Comprehension - 30 marks

Complete two of these tasks

1. Crossword Assessment Matrix (15 marks)Read through Chapter 9.1. Identify the key terms used. Create a crossword using these terms. You must provide clues which define or give examples of the terms.

Assessment Criteria Marks Allocated

Crossword uses an extensive list (up to 15) of terms found in chapter 9.1 of Pearson Text.All clues use the correct terminology

15

Cross word uses between 10-15 of terms found in the Chapter 9.1 of Pearson text. Most terms provided use correct terminology. Some terms not clearly explained.

13

Crossword uses most (up to 10) of the terms found in the Chapter 9.1 of Pearson text.Most terms provided use correct us of terminology. Some terms not clearly explained.

10

Crossword uses up to 7 words correctly 7Crossword includes less than 7 terms correctly. 3

2. Watch a YouTube clip on Continental drift & create a glossary of scientific terms (15 marks)

Assessment Criteria Marks Allocated

An extensive glossary is given with a list of up to 10 key ideas.Ideas accurately explained using correct scientific terminology.Website correctly referenced giving the appropriate url

15

Glossary given has list of up to 8 key ideas Ideas accurately explained using correct scientific terminology.Website correctly referenced giving the appropriate url

13

Glossary given has a list of up to 7 key ideas Ideas explained with some inaccuracies.Website correctly referenced giving the appropriate url

10

Glossary has less than 7 ideas explained using basic terminology. 7Glossary includes less than 7 with significant errors. 3

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3. 9.1 Ecosystems page 288Complete questions 1-5, 7 & 14 (15 marks)

Question Score Possible marks1. 12. 1 ½3. 2 ½4. 2 ½5. 1 ½ 7. 214. 4

4. Describe the human impact on two animals (15 marks)

Select two animals who have suffered as a consequence of human impact.

You may like to consider some that you have encountered on the Luther Journey

Present your information on an A4 fact sheet.

1. Name your two animals and give their scientific name (1 mark)2. Describe each of the animals ecosystems by

(i) Identifying the abiotic factors that influence their survival (2 marks)(ii) identifying the biotic factors that influence their survival (2 marks)

3. Explain which of these factors have changed as a result on human impact (6 marks)4. Draw a food chain/web for each of the animals (4 marks)

5. 9.3 Food webs worksheet or 97 Q2,5,6,12,13,15 (15 marks)9.3 Food webs

Marksallocated

Possible marks

Page 297 Marks allocated

Possible marks

1 4 ½ 2 52 1 5 4 3 3 6 1 4 4 12 25 1 13 26 1 ½ 15 1Total Total

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6. 10.1 Rebuilding Gondwana and 10.3 Tectonics, flora and fauna worksheets (15 marks)

The above worksheets will be provided by your teacher

10.1 Gondawana

Marks Allocated

Possible marks

10.3 Tectonics Flora and fauna

Marks allocated

Possible marks

1 1 1 22 2 2 13 1 3 24 2 4 15 2 5 1Total 8 7

7. Interpreting lyrics of a song (15 marks)

Find a song which you believe talks about the environment.

Complete the sentence.

I think this song is about……….

Make sure your response relates to the environment. (3 marks)

Research 2-3 other people’s opinions. This could be done, using the internet, asking a peer or family member.

Explain their thoughts (2 marks each)

Research the science behind the environmental issue and explain it using scientific terminology (5 marks)

After considering other people’s opinions, now complete the sentence.

Now I think….. (3 marks)

8. Continental drift 250 word description (15 marks)Before completing the reading answer the question.

I think Continental drift means….. (2 marks)

Using chapter 10.1 and other resources describe Continental Drift to a Year 7 student.

Your descriptions should include;

A clear explanation of Continental drift using Wegner’s ideas (2marks) Recognises what Hess’s ideas contributed to the work (2 marks) Describe magnetic striping (2 marks) How plates move (2 marks) Rifting and Continental drift (2 marks)

How do you think technology has enabled these theories to be supported? (1 mark) Now I think……. (2 marks)

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9. Playdoh and Continental Drift (15 marks)Consider the information on Hwk sheet 10.3 Tectonics, flora and fauna and your text.

Using playdoh model continental drift over 4 periods of time. Then using either a stop animation or photos show these changes.

Your playdoh model should contain evidence illustrating

Four periods of time and continental drift (4 marks) The location of fossil evidence in Australia (3 marks) A brief description or image of each species identified. Note: this can be either flora or fauna (3

marks) Fossil evidence on other continents supporting the continental drift theory (3 marks) Presentation clear and easy to follow (2 marks)

10. 9.7 Dung beetles and 6.1 A food web worksheets (15 marks)9.7 Dung beetle

Mark allocated

Possible marks

6.1 A food web

Mark allocated

Possible marks

1 1 1 22 2 2 23 2 3 24 25 2Total 9 Total 6

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(Application and Analysis 20 marks - Complete one activity)

11. Draw a food web for an aquatic ecosystem (20 marks)Your food web must contain

Mark Allocated

Possible Mark

1. Common names and scientific names of all species identified /52. Identify the producers, 1st order consumers, 2nd order consumers herbivores, omnivores

and carnivores/5

3. Suggest which animals compete for food /24. Construct a food pyramid of biomass to describe the energy flow for one food chain /35. Take out one animal and suggest what might happen to the other species /5

12. Watch a YouTube clip or animation explaining one of the following Cycles of Nature. Carbon, Nitrogen or Water. (20 marks)Before completing the reading answer the question.

1. I think a Cycle of Nature means….. (2 marks)

2. Read through the Cycling of Matter- Carbon and Nitrogen sheet. Explain in your words how either the carbon, nitrogen or water cycle through nature (6 marks)

3. View either a YouTube clip or work through one of the animations provided in the links below:

http://www.windows2universe.org/earth/climate/carbon_cycle.html

http://www.pbslearningmedia.org/resource/lsps07.sci.life.eco.nitrogen/the-nitrogen-cycle/

http://interactivesites.weebly.com/clouds--water-cycle.html

Describe the key parts for one of the cycles viewed on youtube or in the animation. (6 marks)

4. Compare the two sources of information. Identify the similarities between the sheet and your selected youtube clip/animation. (2 marks)Identify any differences between the resources. (2 marks)Indicate which version you found easier to understand and explain why. (2 marks)

5




13. Sitting in your backyard look for evidence of different organisms and construct a food web of its ecosystem (20 marks)Your food web must contain:

Mark Allocated

Possible Mark


and carnivores/5


14. Make a labelled diorama of an aquatic ecosystem (20 marks)Your diorama must contain:

Mark Allocated

Possible Mark


and carnivores/5


15. 9.2 Questions 7-11, 16 from Text pg 297 (20 marks)Question Marks allocated Possible marks7 38 39 310 311 616 2Total 20

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16.

IntroductionTo study an ecosystem we begin by determining which organisms are present. However, understanding the ecosystem requires us to do more than just compile a list of plants and animals it contains.

To understand how an ecosystem functions, we need to know how the organisms of the ecosystem interact with each other (who eats whom). In order to do this we need to observe some feeding relationships. These are not always easy to see but can be deduced through the movement of energy and nutrients from organism to organism through the ecosystem.

Energy and nutrients enter most ecosystems when plants capture light energy from the sun and by the process of photosynthesis convert carbon dioxide and water into sugar.

Producers – photosynthetic organisms

Herbivores – consumers that feed directly on producers

Carnivores - consumers that eat other consumers

Scavengers and detritivores – consumers that eat dead plants and animals and there waste

Decomposers – consumers that break down dead material (e.g. bacteria and fungi)

The feeding relationship between organisms can be summarised in a food chain. Since organisms often have more than one food source, food chains often interlink to a form food web. A food web describes the feeding interactions in the community.

Part A: Around a grapevineThese observations were made at a grapevine in a suburban garden.Organism ObservationGrapevine deciduous vine, flowers in spring, fruit (grapes ripen in autumn)Vine moth larva (caterpillar) feed on vine leavesYeast (fungi) grows in juice of damaged grapesVinegar fly feed on yeastsBlackbird feeds on grapes and other soft fruits, vine moth larvae, earthworms, spiders & snails,

permanent resident of gardenEarthworm feeds on decaying leavesSnail feeds on decaying leavesSilver eye migratory bird which feeds on insects and fruitsBlack house-spider feeds on adult vine mothsBee feeds on nectar and pollen

Procedure1. Write grapevine at the bottom of your page. Write the name of and draw arrows to, those organisms that

use the grapevine as a food source. The ‘grapevine’ includes leaves on the vine. Leaves on the ground and grapes.

2. Add the names of the organisms that feed on those that use the grapevine as a source of food. Draw arrows to indicate the feeding relationships. Make sure the arrow head always points towards the organism that

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To eat or be eaten!

does the eating. In this way it is possible to trace the flow of energy and nutrients from one organism to the next.

3. Finally check through the data and make sure you have not left out any observations about the feeding relationships. Redraw your food web in a clearer form. (4 marks)

4. From your food wedWrite down the food chain where the black bird acts as:

i. A herbivoreii. A first-order carnivore

iii. A second-order carnivore (3 marks)

Part B: Around a eucalyptIn part of the garden nearby, eucalypt and other native species were growing. The following observations were made in this area.Organism ObservationEucalypts various species that flower from spring to autumn, flowers produce large amounts of pollenCup moth larvae feed on eucalypt leavesSawfly larvae feed on eucalypt leavesWattlebird feeds on nectar, pollen, fruits (including grapes) and insects Silver eye migratory bird which feeds on insects and fruitsOrb web spider feeds on flying insectsBee feeds on nectar and pollenBeetle feeds on eucalypt flowersEarthworm feeds on decaying leaves

Procedure1. Using the method described in Part A, construct a food web for this community (4 marks)

Discussion

These two sets of data suggest that some organisms move between the two communities in search of food. This links the two food webs.

1. From the data, explain which organism provides this link. (1 mark)2. It has been observed that insect species such as vine moths, vinegar flies and cup moths disappear from the

food web during wintera. For each of the 3 insects listed above, explain why this occurs.b. Suggest how these insects survive to reappear each spring (4 marks)

3. While Silver-eyes appear during the fruit season but leave afterwards, only to reappear the next year, blackbirds remain as permanent residents. What feeding habits to blackbirds possess that enable them to survive all year in this community? (2 marks)

4. Earthworms are also year-round inhabitants of two communities. Explain how earthworms are able to survive and remain active throughout the winter when many insects cannot. (2 marks)

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17. Write a poem or song about a Cycle in nature (20 marks)Read the information sheet. Cycling of Matter- Carbon and Nitrogen or use the provided web links




Write a poem to highlight the key ideas covered in the information sheet for either the carbon or nitrogen cycle

Criteria Very High Standard (5)

Good Standard (4)

Satisfactory (3)

Below satisfactory (2)

Not satisfactory (0)

Theory Students include all 4 processes listed on the cycles of nature sheet with additional information

Students include 4 processes listed on the cycles of nature sheet


Students include 2-1 processes listed on the cycles of nature sheet

Students include no processes

Accuracy Information given for all 5 processes is accurate.

Information given for 4 processes is accurate.

Information given for processes is mostly correct

Information for processes contains large inaccuracies

No information regarding processes provided

Understanding Clear evidence that all 5 processes have been understood.

Evidence that most of the processes have been understood

Some processes understood others contain inaccuracies

Basic understanding of 1 or 2 processes

No understanding shown

Use of language Students have used language clearly with correct conventions. Poem flows

Students have used mostly clear language with correct conventions. Poem flows

Students have some errors in language use. Poem generally flows

Poem contains significant language errors

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18. Read an article highlighting the consequences of human action on an ecosystem (20 marks)

Marking Criteria for Newspaper Article Marks1. State the newspaper that published the article and the date of printing.

(1 mark)2. What conclusions are suggested by the headline?

(2 marks)3. Who did the investigation, what is their reputation?

(2 marks)4. Who paid for the investigation?

(1 mark)5. Where was the investigation carried out?

(1 mark)6. Where did the scientists report their research?

(1 mark)7. Write a summary of the newspaper article. This should be at least 5 sentences long as a minimum requirement.

(5 marks)8. From the information given, try to write an outline or plan of the experiment used (consider the steps that would be followed and variables controlled).

(2 marks)9. What do other scientists say about the research? Are there other interpretations of the results?

(2 marks)10. Would you be able to make a decision based these articles? State your own opinion about the issue. How might you get more information?

(3 marks)

Total 20 marks

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19. Photograph or find an image of 3 organisms and describe their adaptations that assist its survival (20 marks)

For each image give the following;

• Organism’s name (3 marks)• A description of each of the environments and the factors that may influence the

organism’s survival. This should include the

o abiotic factors (physical environment) and o biotic factors (living organisms) that live in the same location

(6 marks)

• A description of the key adaptations for each organism, identifying these as either o behavioural, o physical, structuralo physiological (11 marks)

20. Complete both worksheets 6.1 Rates of cycling and 6.3 Carbon dioxide emissions

(20 marks)Read through the handouts provided and answer the given questions

Questions 6.1

Marks allocated Possible marks Questions6.2

Marks allocated Possible marks

1 2 1 62 5 2 23 3 3 24 2 4 25 2 5 46 1 6 47 28 3Total 20 20

Total /2

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(Synthesis and Evaluation 25 marks - Complete one activity)

21. Create a Claymation of Stop animation that demonstrates one cycles of nature (25 marks)Read the information sheet. Cycling of Matter- Carbon and Nitrogen or use the provided web links





Good Standard (4)

Satisfactory (3)



Theory Students include all 4 processes listed on the cycles of nature sheet with additional information





Accuracy Information given for all 5 processes is accurate.

Information given for 4 processes is accurate.

Information given for processes is mostly correct

Information for processes contains large inaccuracies

No information regarding processes provided






Use of language Students have used clear language making it easy for the audience to follow

Students have used mostly clear language

Students have some errors in language use.

Significant language errors

Creativity Students have used creative tools to illustrate ideas

Students have mostly been creative to illustrate ideas

Students have presented ideas

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22. Using the music from a well-known song, change the lyrics to explain human impact on an ecosystem (25 marks)

Marking Criteria for changing song lyrics Marks1. Ecosystem prior to human impact identified

(4 mark)2. Human behaviour having impact identified

(2 marks)3. How does this affect the ecosystem? (You could consider both abiotic and biotic factors)

(8 marks)4. Accuracy of information

(4 mark)5. Clear understanding of impacts communicated

(4 mark)6. Use of language

(3 mark)

Total 25 marks

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23. Write a newspaper article highlighting the consequences of Human action an ecosystem (25 marks)You may like to consider writing about a part of your experience on the Luther journey.

Chapter 9.3 Natural and Human impacts could also provide you with some ideas

You will be assessed on the following

Marks

Components The article contains six components of a news story

who what whenwhere whyhow 12 marks

Organization The article is written with the most important information first. 3 marks

Headline & Leading Sentence

The story contains an interesting headline and leading sentence which hooks the reader.

3 marks

Language: All sentences are concise and well written. Much detail is included. Appropriate scientific language is used throughout. There are no spelling or grammatical errors.

5 marks

Paragraphs The article contains short paragraphs that flow together. The last paragraph ends with a quote or catchy phrase.

2 marks

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24 Practical investigation text page 299 (25 marks)

Effects of temperature or coloured light on photosynthesis

You will need to design a practical which either investigates the effect of Temperature or coloured light on photosynthesis

Section of Practical report Marks allocated

Score

Title/Date/Name 0

Aim -Explain what will be investigated in this investigation (independent and dependent variable clearly identified)

2

Hypothesis-What are the predicted outcome/s 2

Materials-list all in DOT POINTS2

Methods: Past tense and paragraphs. (diagrams and photos should be included and labelled eg Figure 1: Set up of equipment)

4Results: Tables and graphs where appropriate and units always, observations 3

Discussion

1. State the results and explain referring to any relevant theory how they support or reject the hypothesis?

2. Were there any problems encountered? 3. How were they overcome?4. Identify any sources of error in the experiment5. What is one area that could be investigated further?

3

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Conclusion- Reread your aim. Make a statement suggesting whether or not your aim Hypothesis was supported or rejected.

2

Total Marks 25

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25. Practical investigation text page 311 (25 marks)

Detergents and plants

You will need to design a practical which investigates the effect of detergents on plants

Section of Practical report Marks allocated

Score

Title/Date/Name 0

Aim -Explain what will be investigated in this investigation (independent and dependent variable clearly identified)

2

Hypothesis-What are the predicted outcome/s 2

Materials-list all in DOT POINTS2

Methods: Past tense and paragraphs. (diagrams and photos should be included and labelled eg Figure 1: Set up of equipment)

4Results: Tables and graphs where appropriate and units always, observations 3

Discussion

1. State the results and explain referring to any relevant theory how they support or reject the hypothesis?

2. Were there any problems encountered? 3. How were they overcome?4. Identify any sources of error in the experiment5. What is one area that could be investigated further?

3

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Conclusion- Reread your aim. Make a statement suggesting whether or not your aim Hypothesis was supported or rejected.

2

Total Marks 25

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26. Discovery or Hoax (25 marks)

Congratulations on your new discovery!Or did you lie?

People are now asking for descriptions and drawings of the carnivorous mammal you discovered.To save embarrassment you need to make a very convincing presentation which includes;• Organism’s name (1 mark)• A description of each of the environments and the factors that may influence the

organism’s survival. (1 mark) This should include the abiotic factors and other biotic factors that live in the same location. (4 marks)

• A detailed drawing of the animal highlighting its major features and adaptations that enable it to survive in its environment. (6 marks)

• A description of the key adaptations, identifying these as either behavioural, physical, structural or physiological. (8 marks)

• Include a body system that is significantly different to our own. (Physiological adaptations) (5 marks)

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Assessment Matrix - Discovery or Hoax NAME_______________________

Criteria Very High Standard Good Standard Satisfactory Below satisfactory Not satisfactory

Environment Description

Students include excellent descriptions of both living and non-living environmental factors.

Reference to the survival of the organism considered.

Both grassland and swamps have been considered

Students have included good descriptions of most living and non-living environmental factors. Some reference made to survival of the organism.

Both grassland and swamps have been considered.

Simple description of environment provided. Some examples of living and non-living factors. Some reference to each of the environments.

Basic description of Swamp or grassland provided lacking examples

No environmental description provided.

Diagram of organism

Diagram of organism is neat and clearly labelled.Name of organism is clearly evident.A large number of adaptations which make it unique have been identified.Physical, structural, physiological and behavioural have been considered.

Diagram of organism is neat and contains most labels. Name of organism is given. A good number of adaptations have been identified. An example of each physical, structural, physiological and behavioural have been considered

Diagram of organism has been provided. Some structures labelled. Name given. Some adaptations have been identified. Limited examples of physical, structural, physiological and behavioural adaptations given.

Basic diagram provided.

Minimal labels

Minimal adaptations considered.

No diagram of organism submitted

Physical/ structural/ behavioural adaptations

Clear and accurate descriptions of structural and behavioural adaptations provided. Reference to survival in each of the environments considered for each structure and behavior.

Good description of structural and behavioural adaptations provided. Reference to survival in both environments made on some occasions.

A description of some structural and behavioural adaptations. Little reference made about the impact structures have on survival in both environments.

Basic descriptions of either structural or behavioural adaptations given. Little or no reference to the impact structures

No structures labeled or identified as physical, structural or behavioural

Physiological adaptations

Students have identified a body system and either made significant changes to enable it to survive in both environmentsor created a new system to assist its survival

Students have identified a body system and made some changes to enable it to survive in both environments.

An attempt to discuss some physiological changes has been completed

Basic attempt at physiological changes.

No physiological adaptations identified or described

Comments _____________________________________________________________________________________________________________________

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27. Create a podcast that compares two cycles of nature. Highlight any differences and similarities between the two.Read the information sheet. Cycling of Matter- Carbon and Nitrogen or use the provided web links





Good Standard (4)

Satisfactory (3)



Theory Cycle 1 Students include all 4 processes listed on the cycles of nature sheet with additional information





Theory Cycle 2 Students include all 4 processes listed on the cycles of nature sheet with additional information










Use of language Students have used clear language making it easy for the audience to follow

Students have used mostly clear language

Students have some errors in language use.

Significant language errors

Comparisons Similarities

Students have accurately identified the major similarities between the systems

Students have identified most similarities between the systems

Students have identified some similarities with errors

Minimal similarities

ComparisonsDifferences

Students have accurately identified the major differences between the systems

Students have identified most differences between the systems

Students have identified some differences with errors

Minimal differences

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28 Two conflicting reports on global warming (25 marks)Select two articles which have conflicting views around global warming.

Outline the two arguments presented and then indicate which argument you feel is strongest and why.

You will be assessed on the following

Marking Criteria for Comparison of Reports Marks1. State the source of both reports.

(1 mark)2. Are both reports from a reputable source?

(1 mark)3. Who wrote the articles?

(1 mark)4. What conclusions are suggested by first glance at the two headlines?

(2 marks)5. Where were both investigations carried out?

(2 marks)6. Write a summary of the first report. This should be at least 5 sentences long as a minimum requirement.

(5 marks)7. Write a summary of the second report. This should be at least 5 sentences long as a minimum requirement.

(5 marks)8. What do other scientists say about the research? Are there other interpretations of the results?

(2 marks)9. Are there any obvious errors or conflicting accounts in either article?

(2 marks)10. Comment on which argument you feel is strongest, and explain why you have selected this article.

(2 marks)11. State your own opinion about the issue. How might you find out more information?

(2 marks)

Total 25 marks

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29 6.1 Practical Nitrogen cycle game page 182 Pearson 10 Complete 6.1 Practical- Nitrogen cycle game Pearson


Good Standard (4)

Satisfactory (3)



Results Students have accurately drawn the Nitrogen cycle describing processes including stay squares

Students have drawn the nitrogen cycle describing most processes

Students have drawn parts of the nitrogen cycle

Students have parts of the cycle with some errors

Students have not drawn cycle

Discussion Q1 Comparisons Similarities

Students have accurately identified the major similarities between practical nitrogen cycle and nitrogen system in the text.

Students have identified most similarities between practical nitrogen cycle and nitrogen system in the text.

Students have identified some similarities with errors

Minimal similarities

DiscussionQ1 Differences

Students have accurately identified the major differences between practical nitrogen cycle and nitrogen system in the text.

Students have identified most differences between practical nitrogen cycle and nitrogen system in the text.

Students have identified some differences with errors

Minimal differences

Understanding Q2 & Q3

Student have accurately identified where carbon moves slowly and quickly through the cycle

Students have identified where carbon moves slowly and quickly

Students have identified where carbon moves slowly or quickly

Minimal understanding of speed of movement


Understanding Q4

Students have accurately articulated the parts of the cycle they understand and find confusing

Students have identified parts of the cycle they understand and find confusing

Students have identified some parts of the cycle they understand or find confusing

Students have made minimal comments about understandings

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30. Complete the changes in ecosystems II biomagnification worksheet below (25 marks)

(15 marks)

Obtain a food web of your own aquatic ecosystem that is impacted on by mercury (4 marks)

Construct a food pyramid as per page 293 of your text for a food chain (3 marks)

Explain the species that will have the most mercury due to biomagnification and use your skills in mathematics to support your decision (3 marks)

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