Download Day 1 (Aug - GCHS PL-CS Program Review 13-14

1st 9 Weeks: Unit 2
1
Biology
Unit 2: Ecology
Unit Organizer:
 In what ways do organisms interact with each other and their environment?
Essential Questions:
 What is the ultimate external source of energy for all living things? If this source was no
longer available, are there any alternatives that could be utilized?
 How could limited resources lead to changes within populations?
 What are real life examples of animal behavioral adaptations to changes in the
environment, including those caused by humans?
 What elements are essential for living things and how are they cycled through the
environment?
 How are organisms impacted by the cycling of matter?
 What effects have humans had on climate change?
 How do community interactions lead to dynamic equilibrium in ecosystems?
 How do human actions affect global ecosystems?
 How do changes in components of Earth Systems affect living organisms?
 What type of growth rate occurs in natural populations?
CCA:
SC-HS-2.3.7 Students will:
 explain real-life phenomena caused by the convection of the Earth’s mantle;
 predict the consequences of this motion on humans and other living things on
the planet.
The outward transfer of Earth’s internal heat drives convection circulation in the mantle. This
causes the crustal plates to move on the face of the Earth. DOK 3
SC-HS-4.6.8 Students will:
 describe the connections between the functioning of the Earth system and its
sources of energy (internal and external).
 predict the consequences of changes to any component of the Earth system.
Earth systems have sources of energy that are internal and external to the Earth. The Sun is
the major external source of energy. Two primary sources of internal energy are the decay of
radioactive isotopes and the gravitational energy from Earth’s original formation. DOK 3
SC-HS-3.5.1 Students will
 predict the impact on species of changes to 1) the potential for a species to
increase its numbers, (2) the genetic variability of offspring due to mutation and
recombination of genes, (3) a finite supply of the resources required for life, or (4)
natural selection;
 propose solutions to real-world problems of endangered and extinct species.
1st 9 Weeks: Unit 2
2
Species change over time. Biological change over time is the consequence of the interactions
of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring
due to mutation and recombination of genes, (3) a finite supply of the resources required for
life, and (4) natural selection. The consequences of change over time provide a scientific
explanation for the fossil record of ancient life forms and for the striking molecular similarities
observed among the diverse species of living organisms. Changes in DNA (mutations) occur
spontaneously at low rates. Some of these changes make no difference to the organism,
whereas others can change cells and organisms. Only mutations in germ cells have the
potential to create the variation that changes an organism’s future offspring. DOK 3
SC-HS-3.5.2 Students will:
 predict the success of patterns of adaptive behaviors based on evidence/data;
 justify explanations of organism survival based on scientific understandings of
behavior.
The broad patterns of behavior exhibited by organisms have changed over time through
natural selection to ensure reproductive success. Organisms often live in unpredictable
environments, so their behavioral responses must be flexible enough to deal with uncertainty
and change. Behaviors often have an adaptive logic. DOK 3
SC-HS-4.6.4 Students will:
 describe the components and reservoirs involved in biogeochemical cycles (i.e.,
water, nitrogen, carbon dioxide, and oxygen);
 explain the movement of matter and energy in biogeochemical cycles and
related phenomena.
The total energy of the universe is constant. Energy can change forms and/or be transferred
in many ways, but it can neither be created nor destroyed. Movement of matter between
reservoirs is driven by Earth’s internal and external sources of energy. These movements are
often accompanied by a change in physical and chemical properties of the matter. Carbon,
for example, occurs in carbonate rocks such as limestone, in the atmosphere as carbon
dioxide gas, in water as dissolved carbon dioxide, and in all organisms as complex molecules
that control the chemistry of life. DOK 3
SC-HS-4.6.9 Students will:
 explain the cause and effect relationship between global climate and weather
patterns and energy transfer (cloud cover, location of mountain ranges, oceans);
 predict the consequences of changes to the global climate and weather patterns.
Global climate is determined by energy transfer from the Sun at and near Earth’s surface.
This energy transfer is influenced by dynamic processes such as cloud cover and the Earth’s
rotation and static conditions such as the position of mountain ranges and oceans. DOK 3
SC-HS-4.7.1 Students will:
 analyze relationships and interactions among organisms in ecosystems.
 predict the effects on other organisms of changes to one or more components of
the ecosystem.
Organisms both cooperate and compete in ecosystems. Often changes in one component of
an ecosystem will have effects on the entire system that are difficult to predict. The
1st 9 Weeks: Unit 2
3
interrelationships and interdependencies of these organisms may generate ecosystems that
are stable for hundreds or thousands of years. DOK 3
SC-HS-4.7.2 Students will:
 evaluate proposed solutions from multiple perspectives to environmental
problems caused by human interaction;
 justify positions using evidence/data.
Human beings live within the world's ecosystems. Human activities can deliberately or
inadvertently alter the dynamics in ecosystems. These activities can threaten current and
future global stability and, if not addressed, ecosystems can be irreversibly affected. DOK 3
SC-HS-4.7.3 Students will:
 predict the consequences of changes to any component (i.e., atmosphere, solid
Earth, oceans, living things) of the Earth System;
 propose justifiable solutions to global problems.
Interactions among the solid Earth, the oceans, the atmosphere, and living things have
resulted in the ongoing development of a changing Earth system. DOK 3
SC-HS-4.7.5 Students will:
 predict the consequences of changes in resources to a population;
 select or defend solutions to real-world problems of population control.
Living organisms have the capacity to produce populations of infinite size. However,
behaviors, environments, and resources influence the size of populations. Models (e.g.,
mathematical, physical, conceptual) can be used to make predictions about changes in the
size or rate of growth of a population. DOK 3
Vocabulary:
Predation, competition, symbiosis, mutualism, commensalisms, parasitism, abiotic factor, biotic
factor, biogeochemical cycles, producer, consumer, herbivore, omnivore, carnivore,
decomposer, community, population, species, biome, biosphere, ecosystem, food chain, food
web, habitat, niche, resource, trophic level, Adaptation, innate behavior, learned behavior,
classical conditioning, operant conditioning, competitive interactions, social interactions, cyclic
patterns, communication, carbon cycle, water cycle, evaporation, transpiration, condensation,
precipitation, nitrogen cycle, nitrogen fixation, denitrification, legumes, Law of Conservation of
Mass, Global warming, greenhouse effect, acid rain, immigration, emigration, population
density, logistic growth rate, exponential growth rate, carrying capacity, limiting factor, densityindependent limiting factors, density-dependent limiting factors
Timeline:
Day 1: Food Chains and Food Webs
EQ: How do changes in components of Earth Systems affect living organisms?
Goal: Students will be able to differentiate between a food chain and a food web.
Bell Ringer: Draw an example of a four member food chain.
Activities:
1. Food Chains—groups organize themselves into a food chain using provided cards
1st 9 Weeks: Unit 2
4
2. Web of Life Activity—students sit in a circle with their cards; start with a producer;
toss string to who could eat or be eaten by that person
3. Food Chain/Food Web Notes & Discussion
4. Vocabulary Chart
5. Food Chain/Food Web poster
Assessment/QOD: Differentiate between a food chain and a food web.
Day 2: Energy Flow, Food Webs, and Energy Pyramids
EQ: What is the ultimate external source of energy for all living things? If this source was
no longer available, are there any alternatives that could be utilized?
Goal: Students will be able to discuss the differences between a food web and an energy
pyramid.
Bell Ringer: What is the ultimate source of energy for all living things? Why?
Activities
1. Energy and the Environment Lesson
a. Read the introduction in groups.
b. List 15 organisms found in a specified ecosystem.
c. Arrange the listed organisms into trophic levels.
d. Make a poster of a food pyramid using your organisms.
e. Present the poster to the class.
f. Individually, construct a food web using the group’s food pyramid.
g. Answer the 3 questions for the activity.
Assessment/QOD: Distinguish between a food web and an energy pyramid.
Day 3: Community Interactions
EQ: How do community interactions lead to dynamic equilibrium in ecosystems?
Goal: Students will describe the 3 types of symbiosis and be able to give examples.
Bell Ringer: What is a niche? Give an example.
Activities
1. Community Interactions PowerPoint/Discussion/Notes
2. Lean On Me Lesson
a. Materials: Lean On Me handout and encyclopedias or laptops with internet
b. Assign a pair of organisms from the list provided to each group
c. Students are to research the relationship between the organisms using library
or internet resources.
d. Present the group findings and discuss.
e. Compile the class research in a chart.
f. Read the Tubeworms and Bacteria passage and answer the question.
3. Optional: Bird May Hold Clues to Role of Time in Teamwork article with combo notes
4. Vocabulary Chart (Niche, predation, symbiosis, mutualism, commensalism,
parasitism)
Assessment/QOD: What are 3 types of symbiosis? Give examples of each.
Day 4: Populations
EQ: How do community interactions lead to dynamic equilibrium in ecosystems?
1st 9 Weeks: Unit 2
5
Goal: Students will be able to analyze a graph and explain the relationship between
predators and prey.
Bell Ringer: Look at the graph on page 122. What does the dotted line show? What does
this mean?
Activities
1. Human population growth graphing activity
2. Populations PowerPoint/Discussion/Notes
3. Predator-Prey Simulation
a. Materials (per group): 200 small squares (1” from index cards), 50 large
squares (1/2 index card), data table, graph paper, colored pencils
b. Students simulate the predator prey interactions using the small squares
(prey) and large squares (predators).
Assessment/QOD: A disease kills most members of a predator population. What will be the
effect on the prey population? Draw a graph that shows this interaction.
Day 5: Limiting Factors & Resources
EQ: How could limited resources lead to changes within populations?
Goal: Students will be able to explain the differences between density-dependent limiting
factors and density-independent limiting factors.
Bell Ringer: Draw a graph that shows an exponential growth curve. Draw a second graph
that shows a logistic growth curve. The X-axis should be labeled “Time” and the Y-axis
should be labeled “Number of Individuals.”
Activities
1. Resources PowerPoint/Discussion/Notes
2. “Oh Deer!” Activity (Project Wild, pg. 36)
a. Activity emphasis food, water, and shelter as 3 density-dependent limiting
factors that influence carrying capacity.
b. Record the data during the activity. Graph and discuss the data so that
students can recognize that some fluctuations in wildlife populations are
natural as ecological systems undergo constant change.
3. Deer Population graphing activity
4. Niche vocabulary chart (assign as homework if needed)
5. Analyzing Data Activity on pg. 123
a. Graph population data for fruit flies and rabbits. Answer the questions.
b. Finish as homework if needed.
Assessment/QOD: What is a density-independent limiting factor? Give an example. What is
a density-dependent limiting factor? Give an example.
Day 6: Biogeochemical Cycles: The Water Cycle
EQ: What elements are essential for living things and how are they cycled through the
environment?
Goal: Students will be able to draw and explain the water cycle using key terminology.
Bell Ringer: What is transpiration? Draw a picture that explains this process.
Activities
1. Mid 9 weeks exam corrections
1st 9 Weeks: Unit 2
6
2. Biogeochemical Cycles: The Water Cycle PowerPoint/Notes/Discussion (stop after
water cycle)
a. Take notes using the water cycle diagram
3. Sing Water Cycle Song
4. Water Cycle Worksheet (pg. 2 of water cycle boogie)
5. Alternate Activity: United Streaming Video (or clips): Biology: The Science of Life:
Ecosystems: The Role of Abiotic Factors (15 minutes)
6. Alternate Activity: Analyzing Data Activity on pg. 123
a. Graph population data for fruit flies and rabbits. Answer the questions.
b. Finish as homework if needed.
Assessment/QOD: Draw a diagram showing the water cycle.
Day 7: Carbon-Oxygen Cycle
EQ: How are organisms impacted by the cycling of matter?
Goal: Students will be able to draw and explain the carbon-oxygen cycle using key
terminology.
Bell Ringer: What is the greenhouse effect? What gases are involved?
Activities
1. Finish Water Cycle or quiz corrections if needed
2. Introduce Carbon-Oxygen Cycle PowerPoint/Notes/Discussion (25 min)
3. The Carbon Cycle (11 min video from united streaming)
4. Draw a poster that shows the Carbon-Oxygen cycle in action in THEIR life (20 min)
a. Mini-posters
b. Individually
5. Global Warming
a. 4 min Video segment from Greatest Discoveries with Bill Nye (united
streaming)
6. Project about how the carbon-oxygen cycle affects your life (45 min)
a. Project Options: story, song, rap, poem, essay, comic strip
b. Must use key vocabulary: respiration, photosynthesis, carbohydrates (sugars),
decomposition, carbon dioxide, fossil fuels
c. May be completed individually or with a partner
7. Article Analysis: Hunters Target Global Warming
Assessment/QOD: Based on your knowledge of the carbon-oxygen cycle, what do you
think might happen if vast areas of forests are cleared?
Day 8: Nitrogen Cycle
EQ: How are organisms impacted by the cycling of matter?
Goal: Students will be able to Students will be able to explain how organisms obtain
nitrogen in a usable form and why they need it.
Bell Ringer: According to page 78, what are 2 processes in the nitrogen cycle that involve
bacteria?
Activities
Option 1 (Use Traveling Nitrogen Instructions on the Day 8 PPT)
1. In groups of 3, read the Nitrogen Cycle Handout and answer the questions. (15 min)
1st 9 Weeks: Unit 2
7
2. Fill in the Nitrogen Cycle Diagram (copied on the back of the nitrogen cycle
handout). This should go in their notes. (5 min)
3. Traveling Nitrogen Game (30 min)
a. Materials: 11 dice; Dice Codes for each Reservoir Station; Nitrogen Reservoir
Signs posted around the room; 11 small rubber stamps with ink pads; Key to
Stamps (teacher copy); Passport Worksheet (student copies)
b.Instructions: For this activity students are each playing the role of a nitrogen atom.
They will travel through the nitrogen cycle (i.e., to different stations around the
room) based on rolling dice. Tell students that they will each carry a nitrogen
passport with them and stamp it each time they get to a nitrogen reservoir station.
Then toss the die at the reservoir to find out what your next destination will be.
Write a note in the passport to indicate how you are getting from one place to
another based on what the die says.
4. Assessment of Traveling Nitrogen Game (20 min)
a. Students write a paragraph about their trip through the nitrogen cycle. Include
information about (1) where they went, and (2) how they got to each destination.
b. Must use key vocabulary: respiration, photosynthesis, carbohydrates (sugars),
decomposition, carbon dioxide, fossil fuels
c. Show students a diagram of the nitrogen cycle. Ask them to create a similar
diagram specifically documenting their journey through the nitrogen cycle.
Option 2
1. Nitrogen Cycle Diagram
2. Nitrogen Cycle Video (unitedstreaming: The Cycle Series: The Nitrogen Cycle; 14
min)
3. Nitrogen Cycle Notes
4. Nitrogen Cycle WebQuest
http://www.ext.vt.edu/resources/4h/virtualfarm/flash_mov/nitrogencycleintro.swf
a. Students use a computer simulation to see how the nitrogen cycle affects a
cattle farm.
b. Students use graphs and charts to make calculations to help the farmer run
the cattle farm.
5. Nitrogen Cycle Activity (optional; replace traveling nitrogen cycle game)
6. Nitrogen Cycle Poster
7. Analyzing Data pg. 79
Assessment/QOD: (1) Why do living things need nitrogen? (2) Plants and animals cannot use
nitrogen gas from the air. How do they get the nitrogen they need?
Day 9: Biodiversity & Succession
EQ: How do changes in components of Earth Systems affect living organisms?
Goal: Students will be able to explain the difference between primary succession and
secondary succession.
Bell Ringer: Read pg. 94-95. What is a pioneer species? Give an example.
Activities:
1. Unit 2 Quiz 2 (Biogeochemical Cycles)
2. Ecological Succession Notes/Discussion
1st 9 Weeks: Unit 2
8
3. Biodiversity Video: “Threats to Biodiversity: Why Should We Care?” (24 min)
4. Article Analysis (2 articles to choose from)
a. “Biodiversity—Too much of a good thing?”
b. “When Lava Flows and Glaciers Recede”
5. Succession Worksheet
6. Succession Activity
7. Midterm Review or Midterm Test Corrections
Assessment/QOD: What is the difference between primary succession and secondary
succession?
Optional Day 10: Greenhouse Effect & Global Warming
EQ: What effects have humans had on climate change?
Goal: Students will be able to explain global warming and the evidence that supports it.
Bell Ringer: What is global warming?
Activities
1. Video: An Inconvenient Truth
a. Video Questions
2. Read Ch. 6-4
a. Combo Notes
Assessment/QOD: What are 2 major changes affecting the biosphere today?
Optional Day 11: Biomes
Goal: Students will be able to identify the geographic locations and describe the dominant
plant and animal life in each of the major land biomes.
Bell Ringer: What is a biome?
Activities:
1. Video: Biomes (21 minutes)
2. Read pgs. 98-99
3. Biome Posters (10 groups of 2-3)
a. Posters must include the following:
i. Map showing geographic location of that biome
ii. Characteristic Abiotic factors
iii. Characteristic Dominant Plant life (list and show in artwork)
iv. Characteristic Dominant Animal life (list and show in artwork)
4. Students will present their biome poster to the class and teach the class about that
biome.
Assessment/QOD: List the 10 major land biomes and give one characteristic feature of each.
1st 9 Weeks: Unit 2
9
NOTE: 9 weeks exam will be Sept. 29-Oct. 2, 2009.
Mon. Sept 21-Tues. Sept. 22
Unit 2 Day 5
Wed. Sept 23 (Early Release)-Thurs. Sept 24
Unit 2 Quiz 1 (days 1-5)
Finish graphing activities (Human Population, Deer Population, Analyzing Data)
3A will need to begin Unit 2 Day 9 because of the assembly on 9/25
Article if needed on Thurs. or assigned as homework?
Fri. Sept. 25/Mon Sept. 28
Review for 9 weeks exam and begin Unit 2 Day 9 (succession only)
Tues. Sept. 29 – Fri. Oct. 2
9 Weeks exam
Finish Unit 2 Day 9 (biodiversity)
Planet Earth video (look for examples of biodiversity, symbiosis, predation, etc…)
Begin Unit 2 Day 6 after fall break
Oct 12-13: Unit 2 Day 6 (water cycle) and exam corrections
Oct 14-15: Unit 2 Day 7 (carbon cycle)
Oct 16-19: Unit 2 Day 8 (nitrogen cycle)
Oct 20-21 (ER): Unit 2 Quiz 2 (biogeochemical cycles, succession, biodiversity)
and begin Unit 3 Day 1 (organic molecules)