Unit 7: ECE/AP Biology Ecology 10 Class Meetings. Essential Questions. Enduring Understanding and Unit Goal

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1 Essential Questions How do organisms and ecosystems interact? What are the relationships between organisms and their environment? How does ecology play a role in evolution? Enduring Understanding and Unit Goal EU# 1: Growth and homeostasis of a biological system are impacted by changes in the systems environment. o Explain that organisms respond to changes in the external environments (habitats). o Summarize how all organisms are affected by complex biotic and abiotic interactions. EU# 2: Diversity among and within biological systems affects interactions with the environment. o Investigate how environmental factors influence genotypic expression in organisms. o Investigate levels of variations within populations and population dynamics. o Examine how diversity of species within an ecosystem can be influence the stability of the ecosystem. EU# 3:Competition and cooperation are important aspects of biological systems. o Summarize the cooperative interactions within organisms that promote efficiency in the use of matter and energy in an ecosystem. o Explain the interactions between and within populations that influence patterns of species distribution and abundance. o Examine the distribution of Earth s ecosystems over time. Standards Common Core State Standards/College and Career Readiness Anchor Standards : CCSS.ELA-Literacy.RST Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. CCSS.ELA-Literacy.RST Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. CCSS.ELA-Literacy.RST

2 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades texts and topics. CCSS.ELA-Literacy.RST Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. Next Generation Science Standards: HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. HS-LS4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. MSMHS 21 st Century Learning Expectations Competency 1: Read and write effectively for a variety of purposes Competency 3: Employ mathematical problem-solving skills effectively Competency 4: Apply scientific knowledge and concepts to a variety of investigative tasks. Competency 7: Make decisions and solve problems in independent and collaborative settings Competency 6: Use Technology responsibly to create, research, synthesize and communicate information fluently. Competency 8: Take responsibility for his/her own learning and behavior. 2

3 Unit Content Overview Campbell Chapters: EU# 1: Growth and homeostasis are it relates to environmental conditions o Distribution of organisms - climates o Overall ecological principles relating to evolution of populations o Population models J and K survivalists o Homeostasis within ecological zones EU# 2: Natural Diversity within biological systems o Environmental factors and genotypic expression o Population variations o Ecosystem stability EU# 3: Competition and cooperation in biological systems o Competition and Predation o Population interactions resulting in distribution o Cooperative interactions in populations Learning Objectives Students will be able to Predict how changes in free energy availability affect organisms, populations and ecosystems. Explain how organisms respond to changes in their environment through behavioral and physiological mechanisms. Analyze data to identify phylogenetic patterns or relationships, showing that homeostatic mechanisms reflect both continuity due to common ancestry and change due to evolution in different environments.. Connect concepts across domains to predict how environmental factors affect responses to information and change behavior. Use representations and models to analyze how cooperative interactions within organisms promote efficiency in the use f energy and matter. Use data analysis to refine observations and measurements regarding he effect of population interactions on patterns of species distribution and abundance. Explain how the distribution of ecosystems changes over time by identifying large-scle events that have resulted in changes in the past. Predict consequences of human actions on both local and global ecosystems. Utilize Mathematical or computer models are used to illustrate and investigate population interactions within and environmental impacts on a community. Interpret mathematical models and graphical representations are used to illustrate population growth patterns and interactions. Understand the importance of keystone species within ecosystems and how elimination of them can dramatically impact the functioning and composition of an ecosystem. 3

4 Assured Learning Experiences Differentiated Instruction and Instructional Strategies (e.g): o Daily warm-ups and vocabulary reflections o PowerPoint lecture notes with skeletal components for note-taking o Flexible grouping o Concept maps and foldables o Exit slips o Graphic organizers o Creating real-world connections for students o Case-studies and independent reading o Outlining of texts and vocabulary root words o Reading and accountable talk discussions o Laboratory experiences o Bozeman Videos Interdisciplinary Connections: o Mathematics Statistics and graphing o Language Arts Accountable talks, reading, note-taking and interpretation of texts History famous scientists and discoveries Environmental Science/Marine Science ecological concepts and human influences Assessments FORMATIVE ASSESSMENTS: Close reading and vocabulary check-ups Outlining of textbook Warm up activities Check-ins with students and student groups Classroom discourse on case-studies Practice Short-response and Extended response questions Homework/Reading Checks DNA structure & replication models Case studies: You poured it and My Brother s Keeper Video: The 11 th hour with notes Ecosystem project/biome mapping Lab: Animal Behavior Lab: Competition/exclusion lab Lab: Computer population simulations SUMMATIVE ASSESSMENTS: 4

5 EU# 1: Quiz on Species distribution and ecological survival o Case Study questions EU# 2: Released essay questions on Ecosystems, populations and interactions EU#3: Practice question on species interactions and the result in genotypic expression Unit Test (Multiple Choice, matching, lab data interpretation, short answer) Unit Task Unit Task Name: Unit Test - EU#1, EU#2 and EU#3 Description: Students will be taking a unit test following the ecology unit. This test will simulate AP and ECE style questions so that students can see how the questions will be worded and how much recall compared to application they will have to do on the actual exams. Evaluation: Test key with variety of question in all areas on the Hess DOK chart. Unit Resources o Textbook (Biology in Focus, AP Edition by Urry, Cain, Wasserman, Minorsky, Jackson and Reece). o MSMHS School-wide Rubrics o Video clips o Internet animations/databases o Laptops o Biological manipulative models o Concept Charts AP 4 Big Ideas, Biological Molecules o Case Studies o Bozeman videos o AP and UCONN/ECE labs 5