「能量流動和物質循環」單元是屬於生態學領域討論的範圍，包含了物質、生物學和生態學的概念。在現行各版本國民中學七年級教科書中卻缺乏了物質相關概念的教學，且在相關研究中發現學生在學習本單元是有困難的。
本研究將研究對象分為實驗組和對照組，將基本物質和能量概念融入「能量流動和物質循環」單元並配合粒子模型的輔助，進行兩週實驗組教學和評量，對照組依原課程教學。評量的方式包括紙筆測驗、概念圖繪製及半結構式晤談，評量的分析方式包括量化和質化。紙筆測驗的結果是以學生的第二次段考自然科成績為共變數來進行共變數分析；學生所繪製的概念階層圖則是以自訂的分析架構進行評分，而後以t-test進行量化分析；半結構式晤談也是以自訂的分析架構進行評分，再以無母數統計方式進行量化分析，並就學生的回答文句進行質性的探討。
研究結果如下：1. 進行整合課程能促進學生在「能量流動和物質循環」概念的學習，其中又以高分群學生的效果較好。 2. 進行整合課程能促進學生在「光合作用和呼吸作用」概念的應用。3. 高分群學生在接受整合教學後較能表現出概念間的連結。4. 學生對於與較具體的概念進行的連結表現較好。
根據本研究的結果提出下列建議：1.自然科教師應嘗試進行適當的整合教學。2.部分生物科單元可移至九年級進行教學。3. 利用模型或圖形來增進學生的學習。

The topic, Energy flow and matter cycling, includes concepts relevant to matters, biology and ecology. Certain studies revealed that students have difficulties learning on this topic without teaching concepts of matters and energy previously. We designed integrated curriculums which incorporate concepts of matters and energy into this topic and use plastic models of molecules for promoting students’ learning, and we assessed effects of our curriculums through a paper-pen test and semi-structured interviews conducted on seven-graded students and through analyses on concept maps made by them. Our results revealed that the integrated curriculum promote students, especially the high achieved ones, learning concepts of this topic as well as concepts of photosynthesis and aerobic respiration. After taking the integrated curriculum, students can better demonstrate links among concepts. Depending on the results, the follows are our suggestions: 1.The science teacher should try to design appropriated integrated curriculum. 2. Certain biological concepts could be taught later, for example, to nine-graded students. 3. Use models or figures to promote students' learning.

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