Download HSLS2-2

HSLS2-1 & HSLS2-2 2014
HS-LS2-1: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity
of ecosystems at different scales. [Clarification Statement: Emphasis is on quantitative analysis and comparison of the relationships
among interdependent factors including boundaries, resources, climate, and competition. Examples of mathematical comparisons
could include graphs, charts, histograms, and population changes gathered from simulations or historical data sets.] [Assessment
Boundary: Assessment does not include deriving mathematical equations to make comparisons.]
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. [Clarification Statement: Examples of mathematical representations
include finding the average, determining trends, and using graphical comparisons of multiple sets of data.] [Assessment Boundary:
Assessment is limited to provided data.]
Essential Questions
How are organisms
dependent on each other?
What is a carrying
capactity?
Have Humans reached their
carrying capacity?
How can you show
mathematically factors
affecting biodiversity?
Enduring Understandings
The survival of organisms is
affected by interactions with each
other and their environment, and
can be altered by human
manipulation.
Factors can affect diversity on
large or small scales. What affects
have humans had on biodiversity?
Labs, Investigation, and Student Experiences
Lab:
(1) Complete virtual lab on population biology- How
competition effects population? http://glencoe.mcgrawhill.com/sites/dl/free/0078757134/383928/BL_04.html
(2) Conduct lab on acid rain and seeds from Miller and Levine
Biology La Manual. Use vinegar and water solution and
determine the impact on various types of seeds, such as
peas, lettuce, and beans.
Modifications (ELLs, Special Education, Gifted and Talented)
· Teacher tutoring
· Peer tutoring
· Cooperative learning groups
· Modified assignments
· Differentiated instruction
· Native language texts and native language to English dictionary
· Response to Intervention (RTI) www.help4teachers.com and
www.docstoc.com , (search tiered lesson plan template
· Follow all IEP modifications/504 plan
Resources:
Text:
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HSLS2-1 & HSLS2-2 2014
Stability in an ecosystem
can be disrupted by natural
or human interactions.
Cumulative Progress
Indicators
Model how natural and humanmade changes in the environment
will affect individual organisms
and the dynamics of populations.
(5.3.12.C.2)
21st Century Life and
Careers
Common Core Standards
Connections
Content Statements
9.3HL.1-.6
9.3ST.1-.6
ELA/Literacy: RST.9-10.8 RST.1112.1 RST.11-12.7 RST.11-12.8
WHST.9-12.2 WHST.9-12.5 WHST.912.7
Mathematics: MP.2 MP.4
HSN.Q.A.1 HSN.Q.A.2 HSN.Q.A.3
HSS-ID.A.1 HSS-IC.A.1 HSS-IC.B.6
Desired Results
Students will be able to...
1. Understand that an ecosystem is a community of organisms
that interact with one another and with their physical
environment by a one-way flow of energy and a cycling of
materials.
2. Describe how changes in one ecosystem, (for example, due to
a natural disaster or extinction of a species) can have
consequences on local ecosystems as well as global ecosystems.
3. Categorize populations of organisms according to the roles
(producers, consumers, and decomposers) they play in an
ecosystem.
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4. Define the following ecological terms: habitat, niche,
population, community, symbiotic, competition, predation,
parasitism, commensalisms, and mutualism.
5. Be able to distinguish the physical, chemical, geologic and
biological features of habitats.
6. Explain how niches help to increase the diversity within an
ecosystem and maximize the number of populations that can live
in the same habitat.
7. Using models or graphic representations, demonstrate how
changes in biotic and abiotic factors affect interactions within an
ecosystem.
8. Describe how the biotic and abiotic factors can act as selective
pressures on a population and can alter the diversity of the
ecosystem over time.
9. Using graphs of population data of a predator and its prey,
describe the patterns observed. Explain how the interactions of
predator and prey generate these patterns, and predict possible
future trends in these populations.
10. Construct and analyze population growth curves to show
changes in a species over time.
11. Be able to recognize logistic versus exponential population
growth patterns in a graph.
12. Define the term "carrying capacity" and identify the carrying
capacity for a population in an ecosystem using graphical
representations of population data.
13. Describe how birth rate, death rate, emigration, and
immigration contribute to a population’s growth rate
14. Identify limiting factors in an ecosystem and explain why
these factors prevent populations from reaching biotic potential.
Predict the effects on a population if these limiting factors were
removed.
15. Explain why a population reaching unlimited biotic potential
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HSLS2-1 & HSLS2-2 2014
can be detrimental to the ecosystem.
16. Describe some factors that contribute to species becoming
“endangered.”
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HSLS2-1 & HSLS2-2 2014
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