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Students use their laptops to create detailed profiles of different ecosystems using digital tools like Canva or Google Slides. They should include key characteristics, climate data, native species, and food webs. Students can then present their profiles to the class and store the information in their exercise books.

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Using Google Earth or similar virtual tools, students take a 'virtual field trip' to different ecosystems around the world. They document their observations in their exercise books, noting climate patterns, vegetation, and human impacts. They should include sketches and detailed notes about what they observe.

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Students create a detailed comparison matrix in their exercise books comparing different ecosystems (e.g., tropical rainforest, desert, tundra). They research using their laptops and organize information about climate, biodiversity, adaptation strategies, and human interactions. They can use color coding and illustrations to make it visually appealing.

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Using online mind-mapping tools like Mindmeister or Coggle, students create interactive food webs for specific ecosystems. They should include at least 15 species and show energy flow through the system. Students can then draw simplified versions in their exercise books for future reference.

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Students work in pairs to create a news report about current issues affecting a specific ecosystem (e.g., coral bleaching, deforestation). They research using their laptops and prepare a script in their exercise books. The final report can be recorded as a video or presented live to the class.

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Students choose three organisms from different ecosystems and create detailed reports about their adaptations. Using their laptops for research, they should explain how each adaptation helps the organism survive in its ecosystem. Findings should be documented with diagrams in their exercise books.

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Students use their laptops to access climate data for different ecosystems. They create climate graphs using spreadsheet software and analyze the patterns. In their exercise books, they should explain how climate influences ecosystem characteristics and draw connections between climate patterns and biodiversity.

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Students conduct research using their laptops to identify major threats to different ecosystems. They create a threat assessment matrix in their exercise books, ranking threats by severity and suggesting possible solutions. This can include both local and global threats.

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Students create blog-style entries in their exercise books about transition zones between ecosystems (ecotones). They use their laptops to research these unique areas and document the special characteristics of species that live in these transition zones. They should include annotated diagrams and examples.

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Students research and document the various services that ecosystems provide (e.g., water filtration, carbon storage, pollination). Using their laptops, they find real-world examples and create an illustrated guide in their exercise books showing how these services benefit human societies.

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Students create a detailed world map in their exercise books showing major ecosystem distributions. Using their laptops for reference, they color-code different biomes and add annotations about key characteristics. They should include factors that influence ecosystem distribution such as latitude, altitude, and ocean currents.

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Students use their laptops to research examples of ecosystem restoration projects around the world. They document the recovery process, challenges, and successes in their exercise books. They should include before and after comparisons and evaluate the effectiveness of different restoration strategies.