Download BIOLOGY TARGETS Unit 1 – Ecological Interactions

Name:___________________________________________________________ Period:_______ Date:_____________________________
BIOLOGY TARGETS
Unit 1 – Ecological Interactions
Remember…
 I can connect two or more targets together into one cohesive idea or explanation.
 I can recall lab/activity concepts, skills, and results from this unit as specific examples of the targets.
 I can use the BioThemes to connect the content and labs/activities in a detailed and reflective manner.
TARGET
1.1
I can distinguish between the biotic and abiotic components of an ecosystem.
1.2
I can distinguish between habitat and niche.
1.3
I can explain the competitive exclusion principle, which states that no two
species can inhabit the same niche so they must adapt, migrate, or become extinct.
1.4
I can provide examples of a(n) organism, population, community and
ecosystem, and distinguish between these levels of organization, from simple to
complex.
1.5
I can list and describe the 3 largest habitat types in Illinois.
1.6
I can define biodiversity and explain the 3 levels of biodiversity: species
diversity, ecosystem diversity, & genetic diversity.
1.7
I can analyze and explain biodiversity issues and the causes and effects of
extinction.
1.8
I can explain what fecal coliform is, how it gets into waterways, and the potential
consequences for the health of the affected body of water.
1.9
1.10
I can explain what a benthic macroinvertebrate is and describe the two types of
life cycles these organisms can go through (complete vs. incomplete
metamorphosis).
I can discuss why benthic macroinvertebrates are used as “biological indicators”
of the water quality in a local waterway, such as the Middle Fork of the North
Branch of the Chicago River.
1.11
I can recognize that, and describe how, human activities can deliberately or
inadvertently alter the equilibrium in ecosystems.
1.12
I can define symbiosis and distinguish between the three types of relationships in
a community: commensalism, parasitism, and mutualism, providing an
example of each.
1.13
I can explain the influences that affect population dynamics, such as competition,
limiting factors, birth/death rate, and immigration/emigration.
1.14
I can illustrate and interpret the features of the following population growth
curves: exponential growth - J curve, logistic growth - S curve (including
carrying capacity and population crash), and predator/prey.
1.15
I can describe the factors that affect carrying capacity.
1.16
I can predict the consequences of an invasive species on the survival of other
populations of organisms.
1.17
I can describe and provide an example of a producer/consumer ecological
relationship and a predator/prey ecological relationship.
1.18
I can predict how changes in one population might affect other populations based
upon their relationships in a food web.
1.19
I can use a food web to identify and distinguish producers (autotrophs),
consumers (heterotrophs), and decomposers.
1.20
I can explain and diagram the flow of energy through trophic levels of a food
web, and can explain the 10% rule of available energy as it applies to each
trophic level.
1.21
I can explain why each of the following ecological pyramids looks the way it
does: an energy pyramid, a pyramid of numbers, and a pyramid of biomass.
1.22
I can describe energy flow through an ecosystem, accounting for energy dissipated
to the environment as heat.
1.23
I can describe how nutrient cycles transfer matter crucial for sustaining life.
1.24
I can explain how matter (water, carbon/oxygen, and nitrogen) cycles through
biotic and abiotic components of an ecosystem.
1.25
I can identify what decomposers are and explain how they contribute to the cycle
of matter in an ecosystem.