Download Ecology - Princeton ISD

Campus: Princeton High School
Author(s): Jody Gerber and Meaghan
Hodapp
Date Created / Revised: July 12, 2016
Six Weeks Period: 1st
Grade Level & Course: PAP Biology
Timeline: 14 days
Unit Title: Unit 2: Characteristics of Life & Ecology
Stated
Objectives:
TEK # and SE
Lesson # 1
B(10) Science concepts. The student knows that biological systems are composed of multiple
levels. The student is expected to:
(C) analyze the levels of organization in biological systems and relate the levels to each other and
to the whole system.
B(11) Science concepts. The student knows that biological systems work to achieve and maintain
balance. The student is expected to:
(B) investigate and analyze how organisms, populations, and communities respond to
external factors;
(C) summarize the role of microorganisms in both maintaining and disrupting the health of
both organisms and ecosystems; and
(D) describe how events and processes that occur during ecological succession can change
populations and species diversity. (READINESS STANDARD)
B(12) Science concepts. The student knows that interdependence and interactions occur within an
environmental system. The student is expected to:
(A) interpret relationships, including predation, parasitism, commensalism, mutualism, and
competition among organisms (READINESS STANDARD)
(B) compare variations and adaptations of organisms in different ecosystems;
(C) analyze the flow of matter and energy through trophic levels using various models,
including food chains, food webs, and ecological pyramids; (READINESS STANDARD)
(D) recognize that long-term survival of species is dependent on changing resource bases
that are limited;
(E) describe the flow of matter through the carbon and nitrogen cycles and explain the
consequences of disrupting these cycles; and
(F) describe how environmental change can impact ecosystem stability. (READINESS
STANDARD)
See Instructional Focus Document (IFD) for TEK Specificity
Key
Understandings
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Living organisms are interdependent (bacteria, protists, fungi, plants, and animals)
Organisms interact within their environment.
Systems are arranged in increasing orders of complexity. Living things are sequenced in an
increasingly organized manner.
Matter and energy in ecosystems pass through food webs.
At each trophic level in a food web, energy is used and lost to the environment.
Available resources and environmental conditions have an impact on population size.
Ecosystems have been shaped by geography, climate, and evolution to support a
characteristic group of organisms that interact with one another.
Matter is recycled through systems and various cycles, such as the carbon and nitrogen
cycles.
Environmental change can impact ecosystem stability.
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Misconceptions
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Key Vocabulary
Suggested Day
Events and processes occurring during succession may eventually lead to a new, stable
ecosystem.
Human activities effect the environment in both positive and negative ways
Students may think that energy accumulates in an ecosystem, so a top predator has all
of the energy from the organisms below it.
Students may think that a species high on the food web is a predator to everything
below it.
Students may think the arrows in a food web point to what an organism eats rather than
representing the flow of energy. (This causes students to place all arrows in a food web
in the wrong direction.)
Students may think that producers receive their energy through the absorption of
nutrients.
See vocabulary words for each day. Understanding vocabulary is imperative for students if they are
going to pass STAAR. Use these words repeatedly.
Instructional Procedures
Materials, Resources, Notes
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)
5E Model
Day 1- August
30
Evaluate
Explore
Explain
Elaborate
10(C) analyze the levels of organization in biological
systems and relate the levels to each other and to the whole
system.
Evaluate
Quiz: Lab Safety and Scientific Method
Topic: Characteristics of Life
Objective of the Day: Recognize the eight characteristics
of life.
Students will identify the 8 characteristics of life that all
living things. All living things…
1. are interdependent
2. are composed of cell
3. need energy (Metabolism)
4. maintain homeostasis
5. grow and develop
6. reproduce
7. pass DNA to their offspring (Heredity)
8. respond and adapt to stimuli
Explore
o Ask: What makes something alive?
o Set up 5 stations with 1 organism from each
kingdom (picture or live specimen like a bird,
plant, mushroom, microscope with Protista, and
bacterial culture).
o Bubble Map: Need large piece of paper for each
station with a bubble map drawn on it.
o Students will rotate through each station and
identify characteristics that makes the organism
ALIVE.
o Allow 2-3 minutes/station (use online timer)
Materials
 Large paper
 Markers
 Online timer
 Pictures or live specimen of
each kingdom (not
archeabacteria)
 Copy notes for each student
 Post-it notes
 Homework “Characteristics of
life”
Resource: Page 6 in textbook
Notes:
 This activity is the spring board
for the topics discussed the rest
of the year.
 Students will Identify 8
characteristics of life that all
living things share.
 Start introducing prefixes, root
words and their meaning.
o a or an – without/not
o sex – joining of egg & sperm
o auto - self
o hetero - other
o homeo – same
o bio – life
o ology – study of
Key Vocabulary Words
o
o
OR
Have students collaborate and decide as their
paired groups what makes something living.
Using whiteboards, have students write down
their lists. After a few minutes let them discuss
with their group (of 4) to compare ideas. Once
ideas have been established in each group, they
will write their ideas they have decided what
makes something living. One student from the
group will then go to the board to start grouping
the ideas on the class board with other groups.
What you hope to establish is a consensus for
what characteristics define living.
Explain
o Post large papers at the front of the room and
identify which characteristics are common to ALL
the organisms.
o Have students take notes (web-notes)
Elaborate (homework)
o
Complete characteristics of life homework sheet.
Students will use what they learned to identify
what determines characteristics of living things.
Closing task, product, or question of the day: Define
and give examples of the characteristics of life
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Biology
organism
cell
unicellular
multicellular
sexual reproduction
asexual reproduction
metabolism
autotroph
heterotroph
DNA
homeostasis
stimuli
adapt
Day 2 – August
31
Engage
Explore
Explain
Explore
Topic: Levels of Organization
Objective of the day: Analyze the levels of organization
and relate them to each other.
B.10C Analyze the levels of organization in biological
systems and relate the levels to each other and to the whole
system.
Engage
*Entry ticket: List and describe the characteristics of lifegive 3-5 minutes then discuss
o What is the relationship between the (parts of a
structure) and the (structure as a whole)?
o Use a common system that students will
understand to identify the levels of organization.
 Example: letters  words  sentences 
paragraphs  chapters  books  library
Explore
o Card Sort – the levels of organization (working in
pairs)
o Have students peer-evaluate each other levels of
organization
o allow 5 – 10 minute
Explain
o Have Students use cards to fill in notes
o Discuss biotic and abiotic factors
Homework: Study for quiz:
 Characteristics of life/Levels of organization
Closing task, product or question: Students will
complete the vocabulary review successfully.
Day 3September 1
Evaluation: Quiz over Characteristics of life/Levels of
organization
Evaluation
Explore
Topic – Ecological Succession and environmental
changes
Objective of the day: Describe how succession can
change populations and species diversity. Analyze the
flow of matter and energy through models including
food chains, webs and ecological pyramids.
B.11D describe how events and processes that occur
during ecological succession can change populations and
species diversity. (READINESS STANDARD)
Materials
 Copy and cut-out example of
level of organization. Glue
magnet strip on back to be use
on white board
 Color copy and cut-out card sort
 Place card sort in snack size
baggies
 Copy student notes
 Color copy and cut-out card sort
for biotic vs. abiotic factor
Resources – page 846
Notes
 Systems are arranged in
increasing orders of complexity.
Living things are sequenced in
an increasingly organized
manner.
 Levels of organization will be
repeated throughout the year.
 Use both pictures and verbiage
 Make sure students understand
Cellstissueorgansorgan
systemsorganisms
Key Vocabulary words
o atom
o molecules
o cells
o tissues
o organs
o organ systems
o organism
o population
o community
o ecosystem
o biosphere
o Biotic factor
o Abiotic Factor
Materials
 Place in snack size baggies
 Find pictures on the internet of
primary and secondary
succession
 PPT and Notes
 Color copy and cut-out African
Grassland Food web/group.
Resources – Page 340 – 342
 Study Jams: Changes in
Ecosystem
Explore
o Vocabulary Review of Ecology: Card sort- students
will peer check between 2 and 3 groups. Students
will take pictures of their card sort
o
HW-POGIL- Succession worksheet
Closing task, product or question: Describe the
difference between primary and secondary succession.
Day 4September 2
Topic – Flow of Energy through an ecosystem (food
chain, food web, and ecological pyramids)
Engage
Explore
Explain
Explore
Evaluate
Objective of the day: Analyze the flow of matter and
energy through models including food chains, webs
and ecological pyramids.
B.11D describe how events and processes that occur
during ecological succession can change populations and
species diversity. (READINESS STANDARD)
B.12C analyze the flow of matter and energy through
trophic levels using various models, including food chains,
food webs, and ecological pyramids; (READINESS
STANDARD)
Engage
o Show Study Jam video: Changes in Ecosystems
(students will watch as quiz is turned in)
Explore
o Use pictures and have students identify the stages
of primary and secondary ecological succession
o Describe how events and process that occur during
ecological succession change population and
species diversity (examples: fires, hurricanes,
glaciers, volcanic eruptions).
o What kinds of plants and animals are able to live in
each step? Why?
Explain
o PPT and notes
o Video of volcano succession (youtube.com)
o PPT and Notes (interactive)-use scholastic videos
(food chains and food webs)
Closing task, product or question: Describe how
succession is always occurring around us to your
partner.
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
Notes
POGIL worksheetsSuccession and Ecological
Pyramids
Key Vocabulary words
o Succession
o Pioneer species
o Primary Succession
o Secondary Succession
o Biodiversity
o Mature community
o Species
o Diversity
o Habitat
o Food Chain
o Trophic Level
o Omni
Materials:
 Go to www.study
jam.scholastic.com
 Click on ecosystems.
 PPT and Notes
 Copy student notes
 https://www.youtube.com/watch
?v=TLpc71YOtcE –Volcano
succession video *2015 new
 Color copy and cut-out African
Grassland Food web/group.
Place in snack-size baggie
Resources: Pages 345 – 349
 Go to www.study
jam.scholastic.com
 Click on ecosystems. There are
many good videos to choose.
Notes
 Students may think the arrows in
a food web point to what an
organism eats rather than
representing the flow of energy.
(This causes students to place
all arrows in a food web in the
wrong direction.)
 Many of the vocabulary words
students learned in 7th and 8th
grade
Key Vocabulary words
o Autotroph
o Heterotroph
o Herbivore
o Carnivore
o Producer
o
o
o
o
o
o
o
o
o
o
o
Day 5September 6
Topic – Flow of Matter through an ecosystem (carbon
and nitrogen cycle)
Engage
Explain
Explore
Elaborate
Objective of the day: Describe the flow of matter in
cycles and summarize the importance of bacteria to the
nitrogen cycle.
B.12E describe the flow of matter through the carbon and
nitrogen cycles and explain the consequences of disrupting
these cycles;
B.11C summarize the role of microorganisms in both
maintaining and disrupting the health of both organisms and
ecosystems;
Engage
Entry ticket: Analyze a food chain and food web to
determine trophic levels. Discuss in each group.
Explain
o PPT and Notes (interactive)
Explore
o Create a food web
o Explain the 10% rule
 Students should be able to predict how much
energy is available at each trophic level using
the 10% rule
Evaluate
o Use their food web to create an ecological pyramid
HW: POGIL Ecological pyramids
Closing task, product or question: Create an ecological
pyramid from a food web (student created).
Primary Producer
Omnivore
Decomposers
Trophic levels (primary,
secondary and tertiary)
Food chain
Food web
ecological pyramids
biological magnification (391)
toxin
rule of 10
biomass
Materials
o Copy notes for students
o POGIL worksheets over
cycles-condensed
Resources – Page 350 – 354
Notes
o Go to www.study
jam.scholastic.com
o Click on ecosystems. There
are many good videos to
choose from.
o Water Cycle is NOT a tested
TEK. This should be for
engage (review) only.
Key Vocabulary words
o Primary Producer
o Omnivore
o Decomposers
o Trophic levels (primary,
secondary and tertiary)
o Food chain
o Food web
o ecological pyramids
o biological magnification
(391)
o toxin
o rule of 10
o biomass
Day 6September 7
Engage
Explain
Elaborate
Topic: Nutrient Cycles
Objective of the Day: Describe the flow of matter in
cycles and summarize the importance of bacteria to the
nitrogen cycle.
B.12E describe the flow of matter through the carbon and
nitrogen cycles and explain the consequences of disrupting
these cycles;
B.11C summarize the role of microorganisms in both
maintaining and disrupting the health of both organisms and
ecosystems;
Engage
o Show Study Jams video – The Water Cycle.
o Water cycle (Review only)
Explain
o Show Study Jams video – The Carbon Cycle
o PPT and Notes over Carbon Cycle (Gallery Walk)
o Show Study Jams video – The Nitrogen Cycle
o PPT and Notes over Nitrogen Cycle (Gallery Walk)
o Additional:
 worksheet over cycle (individually) POGILCycles
 have students draw, label, and explain each
step (group)
Materials
 Study Jams
 Notes for students to
copy/print powerpoint to
copy
Key Vocabulary words
o Carbon cycle
o Carbon
o Oxygen
o Product
o Reactants
o Photosynthesis
o Cellular Respiration
o Nitrogen Cycle
o Nitrogen fixation
o Nitrogen-fixing bacteria
o Decomposition
o Combustion
Elaborate
o Predict what would happen if a farmer planted bean
plant if there were no nitrogen-fixing bacteria in the
soil?
Closing task, product or question: Explanation of
cycles
Day 7September 8
Explain
Explore
Elaborate
Topic: Nutrient Cycles (continued)
Objective of the Day: We will journey through the
nitrogen cycle and determine how nitrogen gets taken
out and put back into the environment.
B.12E describe the flow of matter through the carbon and
nitrogen cycles and explain the consequences of disrupting
these cycles;
B.11C summarize the role of microorganisms in both
maintaining and disrupting the health of both organisms and
ecosystems;
Explore
 Nitrogen cycle Game
Elaborate
 Students are at trace their own path through the
nitrogen cycle
o Draw picture and use 4 color
o State how they got to each step
o Group discussion
Homework:
Materials
 Dice
 Copy 11 Nitrogen Reservoir
 Copy passport/student
Resources
Notes
Vocabulary
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
Complete Nutrient cycles worksheet-POGIL
Study jams video-symbiosis
Closing task, product or question: Describe the
consequences of having too little or too much nitrogen
in the soil as a farmer?
Day 8September 9
Explain
Explore
Elaborate
Topic – Types of Interaction (symbiosis)
Objective of the day: Interpret relationships among
organisms.
Objective of the Day: We will differentiate between
ecological relationships, such as predation, parasitism,
commensalism, mutualism, and competition.
B.12A interpret relationships, including predation,
parasitism, commensalism, mutualism, and competition
among organisms (READINESS STANDARD)
Explain
o PPT and notes
o Use spoons to evaluate if students understand
Explore
o Card sort or worksheet (gallery walk)
Elaborate
o Give students several symbiotic problems to work
as pair- peer evaluate answers (following day)
Homework:
 POGIL-Ecological Relationships
Closing task, product or question: Interpret
relationships between predation, parasitism,
commensalism, mutualism and competition among
organisms.
Day 9September 12
Evaluate
Engage
Explain
Explore
Evaluation (Types of Interaction con’t)
 Review homework
 Quiz next class
Topic - Biomes
Objective of the day: Compare variations and
adaptation of organisms in different ecosystems and
analyze how organisms, etc. respond to external
factors.
B.12B compare variations and adaptations of organisms in
different ecosystems;
B.11B investigate and analyze how organisms,
populations, and communities respond to external factors;
Engage
 Use Disney cartoon movies which depict biomes and
have them compare to biomes
Materials
 PPT and Notes
 Copy notes for each student
 Spoons: red (+), black (-) and
white (n)
 Copy worksheet or copy
symbiotic card sort, cut, and
place in snack size baggies
 Gallery walk of scenarios
Resources – Pages 362 – 370
Notes
 Students enjoy working with the
spoons. As a teacher it is easy
to see if students understand
symbiotic relationships.
Key Vocabulary words
 Symbiosis
 Mutualism
 Parasitism
 Commensalism
 Host
 Predation
 Predator
 Prey
 Competition
Materials
 Copy quiz
 Copy biome booklet for each
student
Resources – page 371 - 378
 www.studyjams.com
Notes
 Ecosystems are characterized
by their biotic and abiotic
factors.
 Overview of the major biological
communities (Biomes)
 Identify major factors that define
a biome (rainfall and temp)
Key Vocabulary words
o Biome(s)
Examples:
 Tundra – Happy Feet/Ice Age
 Taiga – Brother Bear
 Deciduous – Robin Hood, Bambi
 Grasslands – Spirits, Lion King
 Desert – Prince of Egypt, Aladdin
 Rainforest – Jungle Book, Tarzan
Explain
o Briefly explain the 6 major biomes
o POGIL-Biomes of North America- 15 minute
maximum reviewing
o
o
o
o
o
o
o
o
o
Climate
Tundra
Taiga
Deciduous
Grassland
Desert
Rainforest
Marine
Freshwater
Explore
 Show Study Jams – Biomes
Closing task, product or question: Exit ticket- students
to compare/contrast two biomes in accordance to
plants/animal adaptations.
Day 10September 13
Evaluate
Elaborate
Explain
Elaborate
Evaluate
 Quiz-Succession, food webs, food chains,
ecological pyramids, cycles
Topic – Biomes (con’t)
Objective of the Day: Compare variations and
adaptations of organisms in different ecosystems and
how they respond to external factors.
B.12B compare variations and adaptations of organisms in
different ecosystems;
B.11B investigate and analyze how organisms,
populations, and communities respond to external factors;
Elaborate
o As students come into room play Mr. Parr’s Biome
song. After the bell rings have students listen to the
song (4:03 minutes)
http://www.youtube.com/watch?v=0A5eeE93uEA
Explain or Biome Rotation
o Use PPT to add to students’ information about
biomes or Biome Rotation (6 rotations)
o Have students rotate with the stations and collect
information about each biome: temp, rainfall, plant
adaptations, and animal adaptations
o Focus on plant and animal adaptations in each
biome
Elaborate
o Biome puzzle
Closing task, product or question: Complete the Biome
rotation and briefly explain to your group each biome.
Materials
 6 rotation folders (one for each
biome)
 Copy and cut-out biome puzzle.
Put in snack-size baggies.
 Copy quiz for each student
Resources – page 371 - 378
 Mr. Parr Science Songs (online)
Notes
 Homework: USA Biome
coloring
Key Vocabulary words
 Biome(s)
 Climate
 Tundra
 Taiga
 Deciduous
 Grassland
 Desert
 Rainforest
 Marine
 Freshwater
Day 11September 14
Engage
Explain
Elaborate
Career and Technology Day- will take some of 2nd, all of
3rd, and some of 4th period time onlyTopic – Environmental Changes (pollution)
Objective of the Day: Recognize long-term survival of
species are dependent on limited resources.
B.12D recognize that long-term survival of species is
dependent on changing resource bases that are limited;
B.12F Describe how environmental change can impact
ecosystems (READINESS STANDARD)
Engage
o Have students list as many types of pollution as
they can
Explain
o PPT and notes over pollution and biomagnification
Elaborate
o Per group of students (4), students will read on
ecological changes articles and describe the
environmental change that has impacted the
environment. OR
o Complete Worksheet as a group-Environmental
changes in Ecosystems (see P drive).
Homework
o Students need to study for a quiz over symbiosis
and biomes
Closing task, product, or question: Students will
collaborate with other groups on their comparisons to
their worksheets/articles.
Materials
 Articles related to environmental
changes
 Worksheet-Environmental
changes in Ecosystems
 PPT and notes (P drive)
Resources
Notes
o During the presentation
focus on plant and animal
adaptations to each biome
Key Vocabulary words
o See previous day
Resources – Page 385 – 395
Notes
 Human activities affect the
environment in positive and
negative ways
 Identify types of pollution and
their effect on living organisms
Key Vocabulary words
o Pollution (water, air, soil,
sound, visual, thermal)
o Deforestation
o Acid rain
o Chlorofluorocarbons (CFC)
o PCB
o Ozone
o Global warming
o Greenhouse effect
o Biological Magnification
o Extinction
o Endanger
o Species
o Renewable resources
o Nonrenewable resources
o Overpopulation
Day 12September 15
Evaluation
o Quiz over symbiosis and biomes
Materials
Resources – Page 396 – 400
Evaluate
Explain
Explore
Topic – Environmental Solutions
Notes
B.12F Describe how environmental change can impact
ecosystems (READINESS STANDARD)
Explain
o Finish notes over solutions to pollution
Key Vocabulary words
 Sustainability
 Reduce, Recycle, Reuse
 Conversation
 Alternative energy
Topic – Carrying Capacity
Materials
Objective of the day: Describe how environmental
change can impact ecosystems and recognize species
survival is dependent on resources.
B.12D recognize that long-term survival of species is
dependent on changing resource bases that are limited;
B.12F Describe how environmental change can impact
ecosystems (READINESS STANDARD)


Copy Kaibab Activity
Resources – pages 322 -323
Notes
Key Vocabulary words
 Carrying Capacity
 Limiting Factors
 Species
Explain
o PPT and notes carrying capacity and factors that
affect carrying capacity
o This should take very little time to explain
o
Explore
o Homework Kaibab Lab
Closing task, product or question: Students will
complete the analysis of Kaibab lab. Include TALKS
and DRYMIX.
Day 12September 16
Engage
Freaky Friday HOCO2016
Topic: Carrying Capacity (cont)
Objective of the day: Describe how environmental
change can impact ecosystems and recognize species
survival is dependent on resources.
Materials
o Oh Deer! Activity from
Laying the Foundation
o Poker chips
o
B.12D recognize that long-term survival of species is
dependent on changing resource bases that are limited;
B.12F Describe how environmental change can impact
ecosystems (READINESS STANDARD)

Engage-Biology Classes together as herds
o Oh Deer! Activity (Laying the Foundation)- students
can start making connections between resources
and survival of a deer species. (15 minutes max)
o Discuss as a whole what happened over the
seasons.
Closing task, product or question: Students will be able
to provide examples of limiting factors in an
ecosystem.
Day 13September 19
Review Six weeks Test
Evaluation: Six Weeks Test
Review for
Evaluation
Materials
 Copy review sheet for students
Resources
Notes
 Use higher-level thinking
questions
Key Vocabulary words
Day 14September 20
Six weeks test
Materials
 Copy test for each student
Evaluation
Accommodations
for Special
Populations
After six weeks test, Students will work on Homework:
Bozeman video: Biological Molecules
Accommodations for instruction will be provided as stated on each student’s (IEP)
Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.