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Montgomery County Schools
Montgomery County High School
Course/Grade: Biology/Pre-AP Biology
Unit Title: Ecology Unit
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
interrelationships and
interdependencies of
these organisms may
generate ecosystems
that are stable for
hundreds or thousands
of years.
DOK 3
Date
Common Core
Standards
DO
By the end of this lesson,
I CAN …
(Daily Learning Target)
Target
Type
(K,R,S,P)
Activity (ies)
Vocabulary
Formative
Assessment
Resources
I can define and provide examples of
biosphere, biome, ecosystem,
community, population, species,
habitat, and niche. (F.1.a)
I can discuss biotic and abiotic
factors that affect land and aquatic
biomes. (F.1.b)
SC-H-ET-U-2
Students will
understand that while
the total amount of
energy in the universe
is constant, the amount
7/31/2017
1 of 13
Montgomery County Schools
Montgomery County High School
Course/Grade: Biology/Pre-AP Biology
Unit Title: Ecology Unit
Date
Common Core
Standards
DO
By the end of this lesson,
I CAN …
(Daily Learning Target)
Target
Type
(K,R,S,P)
Activity (ies)
Vocabulary
Formative
Assessment
Resources
that is available for
useful transformations
is always decreasing.
Systems within the
universe will cease to
function once the
energy differential
becomes zero.
SC-HS-4.6.4
Students will:
•
describe the
components and
reservoirs involved in
biogeochemical cycles (
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
7/31/2017
I can discuss the role of beneficial
bacteria (e.g., in the recycling of
nutrients) (F.1.c)
2 of 13
Montgomery County Schools
Montgomery County High School
Course/Grade: Biology/Pre-AP Biology
Unit Title: Ecology Unit
Date
Common Core
Standards
DO
By the end of this lesson,
I CAN …
(Daily Learning Target)
Target
Type
(K,R,S,P)
Activity (ies)
Vocabulary
Formative
Assessment
Resources
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-H-ET-U-4
Students will
understand that many
elements and
compounds are
involved in continuous
cyclic processes where
they are stored by
and/or flow between
organisms and the
environment. These
processes require a
continuous supply of
energy to occur.
SC-HS-4.6.1
Students will:
7/31/2017
I can explain how energy flows
through ecosystems in one direction,
3 of 13
Montgomery County Schools
Montgomery County High School
Course/Grade: Biology/Pre-AP Biology
Unit Title: Ecology Unit
•
explain the
relationships and
connections between
matter, energy, living
systems and the
physical environment;
•
give
examples of
conservation of matter
and energy.
As matter and energy
flow through different
organizational levels
(e.g., cells, organs,
organisms,
communities) and
between living systems
and the physical
environment, chemical
elements are
recombined in different
ways. Each
recombination results
in storage and
dissipation of energy
into the environment as
heat. Matter and
energy are conserved in
each change.
DOK 3
Date
Common Core
Standards
DO
By the end of this lesson,
I CAN …
(Daily Learning Target)
Target
Type
(K,R,S,P)
Activity (ies)
Vocabulary
Formative
Assessment
Resources
from photosynthetic
Organisms to herbivores to
carnivores and decomposers. (F.1.d)
I can explain how the amount of life
any environment can support is
limited by the available matter and
energy and by the ability of
ecosystems to recycle the residue of
dead organic materials. (F.1.e)
I can explain how organisms
cooperate and compete in
ecosystems and how
interrelationships and
7/31/2017
4 of 13
Montgomery County Schools
Montgomery County High School
Course/Grade: Biology/Pre-AP Biology
Unit Title: Ecology Unit
SC-HS-4.6.1
SC-HS-4.7.5
Students will:
 predict the
consequences of
changes in
resources to a
population;
 select or defend
solutions to realworld 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,
7/31/2017
Date
Common Core
Standards
DO
By the end of this lesson,
I CAN …
(Daily Learning Target)
Target
Type
(K,R,S,P)
Activity (ies)
Vocabulary
Formative
Assessment
Resources
interdependencies of organisms may
generate ecosystems that are stable
for thousands of years. (F. 1. F)
I can diagram the flow of energy
using food webs, food chains, and
pyramids (e.g., pyramid of energy,
pyramid of biomass, and pyramid of
numbers. (F.1. g)
I can describe examples of
competition, symbiosis, and
predation. (F.1.h)
I can explain the concept of carrying
capacity. (F.1.i)
I can describe the growth of
populations, including exponential
and logistic growth (e.g., design and
conduct an experiment investigating
bacterial growth using appropriate
calculations). (F.1.j)
5 of 13
Montgomery County Schools
Montgomery County High School
Course/Grade: Biology/Pre-AP Biology
Unit Title: Ecology Unit
Date
Common Core
Standards
DO
By the end of this lesson,
I CAN …
(Daily Learning Target)
Target
Type
(K,R,S,P)
Activity (ies)
Vocabulary
Formative
Assessment
Resources
physical, conceptual)
can be used to make
predictions about
changes in the size or
rate of growth of a
population.
DOK 3
SC-H-I-S-4
•
Students will
examine existing
models of global
population growth and
the factors affecting
population change
(e.g., geography,
diseases, natural
events, birth/death
rates). Propose and
defend solutions to
identified problems of
population change
SC-HS-4.7.2
Students will:
 evaluate
proposed solutions
from multiple
perspectives to
environmental
problems caused
7/31/2017
I can explain the process of
ecological succession, and describe
the different communities that
result. (F1.k)
I can read and describe current
journal articles relating to
environmental concern (e.g., loss of
biodiversity, habitat loss, pollution)
(F.1.l)
I can discuss and evaluate the
6 of 13
Montgomery County Schools
Montgomery County High School
Course/Grade: Biology/Pre-AP Biology
Unit Title: Ecology Unit
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
Date
Common Core
Standards
DO
By the end of this lesson,
I CAN …
(Daily Learning Target)
Target
Type
(K,R,S,P)
Activity (ies)
Vocabulary
Formative
Assessment
Resources
significance of human interference
with major ecosystems (e.g., the loss
of genetic diversity in cloned crops
or animals). (F.1.m)
SC-H-I-U-1
Students will
understand that human
beings are part of the
Earth’s ecosystems.
Human activities can,
deliberately or
inadvertently, alter the
equilibrium in
ecosystems.
SC-H-I-U-2
Students will
understand that
7/31/2017
7 of 13
Montgomery County Schools
Montgomery County High School
Course/Grade: Biology/Pre-AP Biology
Unit Title: Ecology Unit
Date
Common Core
Standards
DO
By the end of this lesson,
I CAN …
(Daily Learning Target)
Target
Type
(K,R,S,P)
Activity (ies)
Vocabulary
Formative
Assessment
Resources
unique among
organisms, humans
have the capability to
impact other species
on a global scale both
directly (e.g. selective
breeding, genetic
engineering, foreign
species introductions)
and indirectly (e.g.
habitat crowding,
pollution, climate
change).
SC-H-I-S-1
I can explore ways to
eradicate or lessen
environmental
problems caused by
human interaction
(e.g., examine
programs for habitat
restoration or wildlife
protection,
automotive/industrial
emissions standards)
SC-H-I-S-5
I can analyze examples
of environmental
changes resulting from
the introduction,
removal, or
7/31/2017
8 of 13
Montgomery County Schools
Montgomery County High School
Course/Grade: Biology/Pre-AP Biology
Unit Title: Ecology Unit
Date
Common Core
Standards
DO
By the end of this lesson,
I CAN …
(Daily Learning Target)
Target
Type
(K,R,S,P)
Activity (ies)
Vocabulary
Formative
Assessment
Resources
reintroductions of
indigenous or nonindigenous species to
an ecosystem. Use
information to predict
future impacts of
similar changes in
other ecosystems
SC-H-I-S-7
I can explore the
causes, consequences
and possible solutions
to persistent,
contemporary and
emerging global issues
relating to
environmental quality
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
7/31/2017
I can describe the experiments of
Redi, Needham, Spallanzani, and
Pasteur to support or falsify the
hypothesis of spontaneous
generation. (D.1.a)
I can explain the biological definition
of evolution. (D.1.b)
I can differentiate among chemical
evolution, organic evolution, and the
evolutionary steps along the way to
aerobic heterotrophs and
9 of 13
Montgomery County Schools
Montgomery County High School
Course/Grade: Biology/Pre-AP Biology
Unit Title: Ecology Unit
required for life, or (4)
natural selection;
•
propose
solutions to real-world
problems of
endangered and extinct
species.
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
7/31/2017
Date
Common Core
Standards
DO
By the end of this lesson,
I CAN …
(Daily Learning Target)
Target
Type
(K,R,S,P)
Activity (ies)
Vocabulary
Formative
Assessment
Resources
photosynthetic autotrophs. (D.1.c)
I can discuss Darwin’s principle of
survival of the fittest and explain
what Darwin meant by natural
selection. (D.1.d)
I can explain the influences of other
scientists (e.g., Malthus, Wallace,
Lamarck, Lyell) and of Darwin’s trip
on the HMS Beagle in formulating
Darwin’s ideas about natural
selection. (D.1.e)
I can contrast Lamarck’s and
Darwin’s ideas about changes in
organisms over time. (D.1.f)
I can provide examples of behaviors
that have evolved through natural
selection (e.g., migration, courtship
rituals) (D.1.g)
I can design, perform, and analyze a
laboratory simulation of natural
selection on a working population
(e.g., teacher chooses prey items
[hard candy, marshmallows];
students choose feeding adaptation
[fork, toothpick, spoon] and hunt;
students record results and then
change prey or adaptation; and
students analyze results using
10 of 13
Montgomery County Schools
Montgomery County High School
Course/Grade: Biology/Pre-AP Biology
Unit Title: Ecology Unit
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-3.5.1
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.
Species change over
time. Biological change
7/31/2017
Date
Common Core
Standards
DO
By the end of this lesson,
I CAN …
(Daily Learning Target)
Target
Type
(K,R,S,P)
Activity (ies)
Vocabulary
Formative
Assessment
Resources
statistical methods) (D.1.h)
I can specifically describe the
conditions required to be considered
a species (e.g., reproductive
isolation, geographic isolation) (D.1.i)
I can describe the basic types of
selection, including disruptive,
stabilizing, and directional. (D.1.j)
I can explain how natural selection
and its evolutionary consequences
(e.g., adaptation or extinction)
provide a scientific explanation for
the fossil record of ancient life-forms
and the striking molecular
similarities observed among the
diverse species of living organisms.
(D.1.k)
I can discuss evidence from the fields
of geology, biochemistry,
embryology, comparative anatomy,
and comparative physiology that
points to shared evolutionary
relationships. (D.1.l)
I can explain how Earth’s life-forms
have evolved from earlier species as
a consequence of interactions of (a)
the potential of a species to increase
its numbers and (b) genetic
11 of 13
Montgomery County Schools
Montgomery County High School
Course/Grade: Biology/Pre-AP Biology
Unit Title: Ecology Unit
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
7/31/2017
Date
Common Core
Standards
DO
By the end of this lesson,
I CAN …
(Daily Learning Target)
Target
Type
(K,R,S,P)
Activity (ies)
Vocabulary
Formative
Assessment
Resources
variability of offspring due to
mutation and recombinations of
DNA. (D.1.m)
I can distinguish between
catastrophism, gradualism, and
punctuated equilibrium. (D.1.n)
12 of 13
Montgomery County Schools
Montgomery County High School
Course/Grade: Biology/Pre-AP Biology
Unit Title: Ecology Unit
Date
Common Core
Standards
DO
By the end of this lesson,
I CAN …
(Daily Learning Target)
Target
Type
(K,R,S,P)
Activity (ies)
Vocabulary
Formative
Assessment
Resources
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
7/31/2017
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