Download 2016.17 Ecology, Ongoing Expectations

2016.17 Ecology, Ongoing Expectations
Big Ideas/Key Concepts:
 Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21 st century.
 Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling
technologies.
Ongoing Expectations
Note: Do not teach a separate unit at year’s beginning. Embed inquiry, tech/engineering, and math throughout all 4 quarters within
content where appropriate.
Honors Addendum
Note for Teachers of Honors: Do not teach this Honors Addendum at the end of the quarter. Embed the Honors Addendum within the regular
Scope & Sequence (see end of quarter).
Embedded Inquiry
CLE 3255.Inq.1 Recognize that science is a progressive endeavor that reevaluates and extends what is already accepted.
CLE 3255.Inq.2 Design and conduct scientific investigations to explore new phenomena, verify previous results, test how well a theory
predicts, and compare opposing theories.
CLE 3255.Inq.3 Use appropriate tools and technology to collect precise and accurate data.
CLE 3255.Inq.4 Apply qualitative and quantitative measures to analyze data and draw conclusions that are free of bias.
CLE 3255.Inq.5 Compare experimental evidence and conclusions with those drawn by others about the same testable question.
CLE 3255.Inq.6 Communicate and defend scientific findings.
Embedded Technology & Engineering
CLE 3255.T/E.1 Explore the impact of technology on social, political, and economic systems.
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CLE 3255.T/E.2 Differentiate among elements of the engineering design cycle: design constraints, model building, testing, evaluating,
modifying, and retesting.
CLE 3255.T/E.3 Explain the relationship between the properties of a material and the use of the material in the application of a technology.
CLE 3255.T/E.4 Describe the dynamic interplay among science, technology, and engineering within living, earth-space, and physical systems.
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2016.17 Ecology, Quarter 1
Big Ideas/Key Concepts:
 Understanding the cycling of matter, including biogeochemical cycles and ecological succession as well as using the first and second laws of
thermodynamics to describe the energy flow in an ecosystem.
Standards
Student Friendly “I Can” Statements
Nature of Science
CLE 3255.Inq.1 Recognize that science is a progressive endeavor that
reevaluates and extends what is already accepted.
Nature of Science
I can recognize that science is a progressive endeavor that reevaluates and
extends what is already accepted.
How Ecosystems Work
CLE 3255.1.2 Identify organisms based on how they obtain energy.
How Ecosystems Work
I can distinguish among herbivores, carnivores, omnivores, detritus feeders
and describe how herbivores, carnivores, omnivores, scavengers, and
decomposers obtain their energy.
ECO.WCE.1: Distinguish between photosynthesis and chemosynthesis
and their corresponding niche organisms.
I can distinguish between photosynthesis and chemosynthesis, and describe
organisms that occupy these niches in both terrestrial and aquatic habitats.
I can provide examples of the different types of consumers: primary,
secondary and tertiary.
I can explain and model examples of:
• food chain/food web
• producer/ consumer
• trophic levels
ECO.WCE.2: Model an ecological niche.
I can model niche differentiation in response to competition.
CLE 3255.3.1 Explain ecological niches within various habitats.
I can compare and contrast through research:
• specialist vs. generalist species
• fundamental vs. realized niche
• native species vs. non-native species vs. invasive species
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• indicator species vs. keystone species
I can communicate the importance of keystone species in ecosystem
stability.
ECO.WCE.3: Compare and contrast: commensalism, mutualism and
parasitism.
I can research the impact of symbiosis on species involved in the following
relationships:
• commensalism
• mutualism
• parasitism
CLE 3255.3.2 Relate species interactions such as competition, predation
and symbiosis to coevolution.
I can engage in argument with evidence, regarding the importance of
coevolution in species interactions, such as competition, predation and
symbiosis.
ECO.WCE.4: Mathematically model predator/prey interactions.
I can use a mathematical model to examine predator/prey interactions,
through data collection and analysis of a table/chart showing key role of
predator in maintaining stability of the prey population.
I can research and communicate information by which prey protect
themselves from predation.
ECO.WCE.5: Summarize principles of competitive exclusion and
resource partitioning.
I can summarize the principles of competitive exclusion and resource
partitioning.
I can model and analyze:
• primary, secondary and tertiary producers and consumers.
• the trophic levels of organisms represented in a food chain/web.
CLE 3255.3.3 Apply the first and second laws of thermodynamics to
explain the flow of energy through a food chain or web.
I can model the energy flow that occurs in an ecosystem using the 1st and
2nd Laws of Thermodynamics (increased entropy). I can use the model to
explain energy limitations in transfer, and the need for ongoing energy input.
I know the Rule of 10 and can determine the amount of energy that gets
passed on.
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CLE 3255.3.4 Analyze how biomass is related to trophic levels.
I can mathematically explain how a pyramid model illustrates the
relationship between biomass and trophic levels.
ECO.WCE.6: Investigate and create a Tennessee regional energy
pyramid model.
I can model a TN eco-region energy pyramid and include examples at each
level.
Succession/change in Ecosystems
CLE 3255.4.3 Evaluate the process of succession.
Succession/change in Ecosystems
I can explain the differences between primary and secondary biological
succession.
ECO.WCE.7: Explain the role of pioneer species in succession.
I can describe the role of lichen as pioneer species and explain its
importance to succession.
I can summarize how a disturbance contributes to succession and
ecosystem stability.
I can describe and model the succession process as well as note the length
of time that it takes for an ecosystem to progress from pioneer species to a
climax community.
ECO.WCE.8: Investigate and create a Tennessee regional succession
model.
I can investigate the stability and change of a local ecosystem, identifying
signs of primary or secondary succession, and make predictions regarding
future changes within this ecosystem.
I can explain how abiotic and biotic factors affect the transition of
ecosystems as they form climax communities.
CLE 3255.1.3 Relate specific animal behaviors and plant tropisms to
survival.
I can compare and contrast estivation, hibernation, and migration.
I can obtain information on behaviors such as fixed action patterns,
imprinting, imitation, habituation, trial and error, associative learningclassical conditioning and operant conditioning.
I can investigate animal behavior by journaling my observations of common
invertebrates: termites, isopods, mealworms or Bess beetles.
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I can model photo-, hydro-, gravi- and thigma- tropisms and explain their
role in plant survival.
CLE 3255.4.1/CLE 3255.4.2 Describe the flow of energy and matter
through various biogeochemical cycles of ecosystems.
I can model and explain each of the following biogeochemical cycles:
• water
• carbon
• nitrogen (include microbes)
• phosphorus,
• diagraming the flow of nutrients through ecosystems.
I can diagram the movement of carbon, through photosynthesis and
respiration.
I can construct an argument with evidence, regarding the importance of
microbes in nutrient cycling.
Honors Addendum
Note for Teachers of Honors: Do not teach this Honors Addendum at the end of
the quarter. Embed the Honors Addendum within the regular Scope & Sequence.
How Ecosystems Work
CLE 3255.4.1/CLE 3255.4.2
Describe the flow of energy and matter through various biogeochemical
cycles of ecosystems.
How Ecosystems Work
I can write informative text with graphics of matter cycling from the abiotic
parts of an ecosystem to the biotic and back to the abiotic again.
CLE 3255.3.3 Apply the first and second laws of thermodynamics to
explain the flow of energy through a food chain or web.
I can apply the 1st and 2nd Laws of Thermodynamics through the creation
and explanation of a food web using 20 organisms found in the Smoky
Mountains.
I can create and explain a model comparing and contrasting two organisms
that live in the same environment.
I can design an ecosystem in the classroom (terrarium, bottle biology, ecocolumn, etc.) from which I can journal my observations, conduct
experiments and long-term monitor.
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I can explain through models how plant tropisms help their survival.
I can explain through models that photosynthesis and cellular respiration
form a cycle in which the products of one are the reactants of the other and
are part of the water and carbon cycles.
I can model and explain energy flow from the sun through living organisms.
I can research how nutrient availability affects terrestrial and aquatic
ecosystems.
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