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WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding by Design Template
Name: Mr. Dan Schuller Date: 12/8 – 12/12/14 Length of Lesson: 5 days Content Area: AP Env. Science – Unit 9
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STAGE I – DESIRED RESULTS
LESSON TOPIC:

Evolution and Biodiversity: Origins, niches, and


adaptations
Community Ecology: Structure, Species Interactions,
Succession and Sustainability
Population Dynamics, Carrying Capacity, and
Conservation Biology
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:

Evolution and Adaption

Ecological Niches and Adaptation

Speciation, Extinction, and Biodiversity

Community Structure: Appearance and Species Diversity

General types of species

Species interactions: Competition and Predation

Symbiotic Species Interactions: Parasitism, Mutualism, and
Commensalism

Ecological Succession: Communities in Transition

Ecological Stability and Sustainability

Population Dynamics and Carrying Capacity

The role of predation in controlling population size

Reproductive patterns and survival

Conservation Biology: Sustaining Wildlife populations

Human impacts on ecosystems: Learning from nature.
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives,
and skill focus)
MODULE B—Continuity and Unity of Life
ASSESSMENT ANCHOR BIO.B.4 Ecology
PA Standards – 4.5 Integrated Pest Management; 4.6: Ecosystems and
their Interactions; 4.7 Threatened, Endangered and Extinct Species; 4.8:
Humans and their Environment
SAI 1: Abilities necessary to do scientific inquiry.
ESSENTIAL QUESTIONS:

What is evolution, and how has it led to the current diversity of
organisms on the earth?

How does evolution affect the way organisms fit into their
environment?

What is an ecological niche, and how does it relate to changing
environmental conditions?

How do extinction of species and formation of new species affect
biodiversity?

What determines the number of species in a community?

How can we classify species according to their roles?

How do species interact with one another?

How do communities and ecosystems change as environmental
conditions change?

Does high species diversity increase the stability of ecosystems?

How do populations change in size, density, and make-up in
response to environmental stress?

What is the role of predators in controlling population size?

What different reproductive patterns do species use to enhance their
survival?

What is conservation biology?

What impacts do human activities have on populations,
communities, and ecosystems?
VOCABULARY:
Biological evolution; theory of evolution; microevolution;
macroevolution; gene pool; alleles; mutation; natural selection; gene
flow; genetic drift; variability; heritable; differential reproduction;
adaptation; artificial selection; directional natural selection; stabilizing
natural selection; diversifying natural selection; coevolution; niche;
habitat; fundamental niche; realized niche; generalist species; specialist
species; fit; convergent evolution; speciation; geographic isolation;
reproductive isolation; divergent evolution; extinction; background
extinction; mass extinction; adaptive radiation; physical appearance;
species diversity; species abundance; niche structure; edge effects;
species equilibrium model; native species; nonnative species; indicator
species; keystone species; intraspecific competition; interspecific
competition; interference competition; territoriality; exploitation
competition; competitive exclusion principle; resource partitioning;
predation; predator-prey relationship; pursuit; ambush; camouflage;
chemical warfare; warning coloration; mimicry; symbiosis; parasitism;
mutualism; commensalism; ecological succession; primary succession;
secondary succession; pioneer species; early successional plant species;
midsuccessional plant species; late successional plant species;
facilitation; inhibition; tolerance; disturbance; intermediate disturbance
hypothesis; climax community; balance-of-nature; stability; inertia;
constancy; resilience; precautionary principle; population dynamics; zero
population change; biotic potential; environmental resistance; carrying
capacity; minimal viable population; exponential growth; logistic
growth; overshoot; reproductive lag time; dieback; density-independent
population controls; density-dependent population controls; stable;
irruptive; irregular; cyclic; predator-prey cycles; top-down control;
bottom-up control; asexual reproduction; sexual reproduction; r-selected
species; k-selected species; survivorship curve; late loss; early loss;
constant loss; life table; conservation; conservation biology; wildlife
management; bioinformatics
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:








Explain the meanings of the all of the vocabulary terms.
Compare and contrast the roles mutation and natural selection have in
evolution.
Compare and contrast the general types of species
Compare and contrast the various species interactions and symbiosis.
Compare and contrast primary and secondary succession.
Compare and contrast the different reproductive patterns and survival.
Explain conservation biology
Idenitfy and explain the human impacts on ecosystems.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASKS:
 Study Packet: Key vocabulary/Case Studies/ Guest
Essays/Review Questions/Critical Thinking.
 Hubbard Brooks Field Research Activities
 Video “Voyage to the Galapagos”
 Fairchild Challenge.
FORMATIVE ASSESSMENTS:
 Classroom discussion
 Graphic organizers-visual representation
 Open ended questioning
OTHER EVIDENCE:
 AP Exam Practice: Multiple Choice.
 AP Exam Practice: Free Response.
 Current events
 Class participation
 Unit Exam
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
 Power Point Notes/Class
discussion
 Lab investigations
 Assignments (Class &
Home)
ACTIVE ENGAGEMENT
USED:
 Note taking
 Partnering
 Concept sketches
 Case Studies
SCAFFOLDING USED:
 Chunking
 Visual support
 Teacher Prompting
MINI LESSON:
 Hubbard Brooks Activities
MATERIALS AND
RESOURCES:
 Computer
 Computer projector
 Textbooks
 Folders
 Handouts
 Lab Materials
CONTENT AREA
READING:
 Chapter text
 Outside Reading
INTERVENTIONS:
 Redirection during class.
 1-to-1 assistance.
 Moving seat to a more
productive location.
 After class/school tutoring.
 Corrections on
assignment/exam.
 Extension to complete
assignment.
 Conference with other
staff. (Counselors or
administrators)
 Conference with parent.
ASSIGNMENTS:
 Chapter Study Packet
 Lab write ups/reports
 Lab investigation
handouts.
 Case Studies
 AP Exam Practice:
Multiple Choice.
 AP Exam Practice: Free
Response.
 Current events.

Fairchild Challenge.
MINI LESSONS
NUMBER/DATE
TOPIC
OBJECTIVE(S) By the
end of the lesson each
student will be able to:
PROCEDURES /
TECHNIQUES
DAY
Monday
68 B
12/8
Chapter 9
Study Packet
DAY
Tuesday
69 A
12/9
Community
Ecology
DAY
Wednesday
70 B
12/10
PA Mammals/
Animal Tracks
DAY
Thursday
71 A
12/11
Community
Ecology
DAY
Friday
72 B 12/12
Community
Ecology
Read and respond to
questions about
Chapter 9.
Explain the
characteristics of
communities and
populations.
Evaluate the knowledge
of PA Mammals and
their animal tracks.
Explain the
characteristics of
communities and
populations.
Explain the
characteristics of
communities and
populations.
Work on the Chapter
9 Study Packet
Power point notes
on Community
Ecology
Test on PA Mammals
and their animal tracks.
Power point notes on
Community Ecology
Power point notes
on Community
Ecology
Collect Study Packets.
To reach objectives
Homework:
Chapter 9 Study
Packet pgs. 1 & 2 Due
on Weds.
Chapter 9 Study
Packet pgs. 1 & 2
Due on Weds.
Lab
B – No Lab.
A – Virtual
Population Lab in
the Library.
Chapter 9 Study
Packet pgs. 3-5 Due
on Tuesday.
B – No Lab.
A – Virtual
Population Lab in the
Library.
B – No Lab.