(a) |
Explain systems in terms of their type (e.g., open, closed and isolated), equilibrium (e.g., dynamic, static, stable and unstable) and their associated feedbacks (e.g., positive and negative). (K) |
(b) |
Create a representation of a feedback mechanism that is relevant to a specific biogeochemical (e.g., carbon, nitrogen, phosphorus and water) cycle. (S) |
(c) |
Explore Indigenous ways of understanding the role of matter and energy in the environment. (STSE, K) |
(d) |
Describe how human actions can affect the cycling of matter and flow of energy through ecosystems. (K, A, STSE) |
(e) |
Examine the role of photosynthesis, respiration and sinks in the cycling of carbon through the environment. (K, A) |
(f) |
Design and carry out an investigation to determine the effect of carbon dioxide levels on photosynthesis and/or to determine the effect of nitrogenous-based fertilizer on plant or algal growth. (S, A) |
(g) |
Compare the processes of nitrification and denitrification in terrestrial and aquatic ecosystems. (K) |
(h) |
Research the short-term and long-term effects of small-scale and large-scale agricultural practices on the cycling of phosphorus, nitrogen and other nutrients in an ecosystem. (K, A, STSE) |
(i) |
Analyze the interdependence between the water cycle and other biogeochemical cycles. (K, S) |
Project WILD activity guides are free to teachers who attend a Project WILD workshop. These workshops provide an opportunity to experience the activities and to actively plan how to use them in the classroom. A modest registration fee will cover workshop materials and expenses.