Unit Design
For
Ecology and Environmental Issues
Developed by
Christopher Trepanowski
Chandler Park Academy High School
Understanding by Design
Unit Design Worksheet
Unit Title: Ecology and Environmental Issues / Subject/Course: Biology IITopic: Interdependent Relationships in Ecosystems / Grade: 10 / Staff Name: Chris Trepanowski
Stage 1 - Desired Results
Established Goals (Next Generation Science Standards):
Content Goals:
1. 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.
2. HS-LS2-6 – Evaluate the claims, evidence, and reasoning that the complex interactions, in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
3. HS-LS2-7 – Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
Literacy Goals (Common Core State Standards):
WHST 9-10.1b – Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
RST 11-12.1 – Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
RST 11-12.7 – Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem.
CCSS.ELA-LITERACY.SL.9-10.4 – Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Understandings:
Students will understand that
1. populations and biodiversity can be analyzed using mathematical expressions.
2. ecosystems remain mostly the same unless affected by an extreme event.
3. humans can have both positive and negative effects on the environment and biodiversity. / Essential Questions:
1. When exposed to different factors, how big can a population get?
2. What happens to ecosystems when specific conditions change?
3. What is the relationship between human activities and the condition of the environment?
Students will know that
1. populations and biodiversity can be analyzed using mathematical expressions.
2. ecosystems remain mostly the same unless affected by an extreme event.
3. humans can have both positive and negative effects on the environment and biodiversity. / Students will be able to
1. analyze populations and biodiversity using mathematical expressions.
2. describe how ecosystems remain mostly the same unless affected by an extreme event.
3. design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
Unit Enduring Understanding:
Humans are part of a complex natural system of interacting and changing parts. / Unit Question:
How do ecosystems change over time?
Stage 2 - Assessment Evidence
Performance Tasks:
Goal – Your goal is to identify a local environmental issue and develop a plan to improve the area.
Role – You are a representative from an environmental consulting company.
Audience – Your potential clients are the local land owners/managers (city, county, state, private, etc.).
Situation – Your company has received significant funding to improve local ecosystems. The funding is not guaranteed until a plan is researched, developed, and approved.
Product – You and your group will need to research and identify a local environmental issue (provided to you by the teacher). You will research and brainstorm potential solutions for the problem. Your group will develop a written plan and visual presentation of the issue and your proposed solution. You will present your plan to the land owners/managers (classmates and teacher) in an attempt to win the opportunity to proceed with your project.
Standard – Your work will be judged by the accuracy of the information presented on the issue, the feasibility of the proposed plan, and the quality of the presentation. You will be scored using the following rubric.
Key Criteria:
Objective / Unsatisfactory / Satisfactory / Excellent / Points Earned
Information about environmental issue / Students minimally describe the environmental issue.
15pts / Students mostly describe the environmental issue (cause and consequences) without appropriate references or citations.
21pts / Students accurately and clearly describe the environmental issue (cause and consequences) citing appropriate references with proper citations.
30pts
Proposed plan / Students minimally describe their plan without rationalization or citations.
15pts / Students mostly describe, with some rationalization, their plan without appropriate or citations.
21pts / Students clearly describe and rationalize their plan giving appropriate references with proper citations.
30pts
Presentation and Visual display / Presentation contains some information about the environmental issue and proposed plan.
8pts / Presentation is neat and creative and includes information about the environmental issue and proposed plan.
11pts / Presentation is neat, organized, creative, and effective at conveying appropriate information about the environmental issue and proposed plan.
15pts
Total Score:
Other Evidence:
Before
Brainstorm – Students will brainstorm the types of activities that humans can be involved in that have an impact on the environment
KWL – Students will list what they know about ecology and environmental issues, answer a list of “anticipatory set- style” questions, and develop a list of questions they hope to answer during the unit / During
Daily reflections log – Students will make reflections at the end of each class period about in-class activities (What did you do? What did you learn? What is the significance of what you learned? What questions do you have?)
Reading – Students will read a National Geographic article entitled Within One Cubic Foot and complete discussion questions. Students will also read chapters on the Principles of Ecology (13) and Interactions Within Ecosystem (14) and complete reading guides
Inquiry Activities – Students will complete the Organic Matter in the Soil Lab investigation and other
Activities from MEECS Ecology and Biodiversity Lessons
Online Activities – Students will complete WebQuests and Data Analysis from classzone.com
Daily Assignments – Students will complete daily assignments related to daily content (vocabulary and connections) / After
Project – In groups students will complete a Local Environmental impact project and complete a group and self-evaluation
Unit Test – Students will complete a unit test after the teaching of all content and presentations has concluded.
Describe the assessment/s and state the prompt if applicable. X F X S
What type of scoring tools will be used for evaluation?
X Analytic rubric X Checklist
□ Holistic rubric X Answer Key
□ Criterion rubric □ Other
Student Self-Assessment and Reflection:
Students will use daily journals and class discussion as a self-reflection and assessment with their peers. The daily assignments will help the student and teacher evaluate the students’ understanding of course content. At the end of the unit the students will have a group/self-evaluation of their learning.
Stage 3 - Learning Plan
Differentiated Instruction:
Level C
1. Unit Vocab (20 points)
Choose: write definitions, Frayer Model, Draw a picture
All students must complete #’s 2-7 due on assigned dates.
2. Daily Reflection Log Book (3 pts/day)
3. Principles of Ecology (Chapter 13[1]) Reading Guide (10 points)
4. Interactions in Ecosystems (Chapter 14) Reading Guide (10 points)
5. Ecological Succession (Section 14.5) Packet (10 points)
6. Threats to Biodiversity (Section 16.4) Packet (10 points)
7. Invasive Species Worksheet (10 points)
Choose one of the following
8. Principles of Ecology (Chapter 13) and Interactions in Ecosystems (Chapter 14) Packet (Study Guide, PowerNotes, Reinforcement worksheets) (20 points)
9. Rewrite Principles of Ecology (Chapter 13) and Interactions in Ecosystems (Chapter 14) Guided Notes into Notebook including Section Summaries (20 points)
Level B
All students must complete #’s 1-5 due on assigned dates
1. Organic Matter in the Soil Lab (25 points)
2. Quick Lab Survivorship Curve (15 points)
3. Population Density and Growth Worksheet (15 points)
4. Schoolyard Biodiversity Analysis Activity (MEECS[2] 7) (15 points)
5. Within One Cubic Foot Reading Activity (15 points)
Choose one of the following:
6. WebQuest- Parrot Population (classzone.com) page 449 (15 points)
7. Data Analysis- Bison Population (classzone.com) page 449 (15 points)
Choose one of the following:
8. WebQuest- Invasive Species (classzone.com) page 507 (15 points)
9. Data Analysis- Frog Density (classzone.com) page 507 (15 points)
Level A
All students must complete both assessments
1. Local Environmental Impact Project (75 points)
2. Unit Exam (80 points)
Learning Activities:
Where are we going? Students will be presented with the unit objectives, unit calendar, and project guidelines at the beginning of the unit.
Hook and Hold? The students will be hooked with the focus the unit being on local concerns and issues. Also, the students’ interest will be held throughout the unit by frequent hands-on and outside of the classroom activities.
Equip? The students will be equipped for the expected performances by scaffolding instruction and activities along with frequent teacher guidance.
Rethink and Revise? Students will be encouraged to rethink and revise during their daily reflections. Also, throughout their project the teacher will intentionally pose questions that will force them to rethink their ideas.
Evaluate and reflect on learning? Students will evaluate and reflect on their own learning during their daily reflections and at the end of the unit in their group/self-evaluation.
Tailor? The lessons will be tailored to each student using the choices of the Layer Assessments. Also, each group will have a choice of which environmental issue to choose for their project.
Organize? The sequence of learning will be organized by beginning with an assessment of prior knowledge. After which, students will learn key vocab terms and concepts interwoven with work on their Performance Task. After, student presentations students will take a unit test.
Essential Vocabulary
Abiotic – of or characterized by the absence of life or living organisms.
Autotroph – any organism capable of self-nourishment by using inorganic materials as a source of nutrients and using photosynthesisor chemosynthesis as a source of energy
Biodiversity – the existence of a wide variety of plant and animal species in their natural environments
Biogeochemical cycle – movement of a chemical through the biological and geological, or living and nonliving, parts of an environment
Biomass – total dry mass of all organisms in an area
Biome – a complex biotic communitycharacterized by distinctive plant and animal Biotic- of or relating to living organisms species and maintained under the climatic conditions of the region, especially such a community that has developed to climax.
Carnivore – any other animal or any plant that feeds on animals
Carrying capacity – number of individuals that the resources of an environment an normally and persistently support
Chemosynthesis – the synthesisof organic compounds within an organism, with chemical reactions providing the energy source.
Commensalism – ecological relationship in which one species receives a benefit but other species is not affected one way or another
Community – a group of interdependent living things inhabiting the same region and interacting with each other through food and other relationships
Competition – ecological relationship in which two organisms attempt to obtain the same resources
Competitive exclusion – theory that states that no two species can occupy the same niche at the same time.
Consumer – an organism, usually an animal, that feeds on plants or other animals.
Decomposer – an organism, usually a bacterium or fungus, that breaks down the cells of dead plants and animals into simpler substances.
Density – dependent limiting factor- environmental resistance that affects a population that has become overly crowded
Density – independent limiting factor- environmental resistance that affects a population regardless of population density
Detritivore – An organism that feeds on and breaks down dead plant or animal matter, returning essential nutrients to the ecosystem.
Ecological equivalent – organisms that share a similar niche but live in different geographical regions.
Ecological niche – all of the physical, chemical, and biological factors that a species needs to survive, stay healthy, and reproduce in an environment.
Ecology – the branch of biology dealing with the relations and interactions between organisms and their environment, including other organisms.
Ecosystem – a system involving the interactions between a community of living organisms in a particular area and its nonliving environment
Emigration – movement of individuals out of a population
Energy pyramid – diagram that compares energy use by producers, primary consumers, and other trophic levels.
Exponential growth – dramatic increase in population over a short period of time.
Food chain – a series of organisms interrelated in their feeding habits, the smallest being fed upon by a larger one, whichin turn feeds a still larger one, etc.
Food web – model that shows the complex network of feeding relationships within an ecosystem
Generalist – consumer that eats many types of organisms
Habitat – combined biotic and abiotic factors found in the area where an organism lives.
Herbivore – an animal that feeds on grass and other plants
Heterotroph – an organism requiring organic compounds for its principal source of food.
Hydrologic cycle – pathway of water from the atmosphere, to Earth’s surface, below ground, and back.
Immigration – movement of individuals into a population
Keystone species – A species whose presence and role within an ecosystem has a disproportionate effect on other organisms within the system.
Limiting factor – environmental factor that limits the growth and size of a population
Logistic growth – population growth that is characterized by a period of slow growth, followed by a period of exponential growth, followed by another period of almost no growth.
Mutualism – ecological relationship between two species in which each species gets a benefit from the interaction
Nitrogen fixation – process by which certain types of bacteria convert gaseous nitrogen in nitrogen compounds
Omnivore – An organism that eats both plants and animals.
Parasitism – ecological relationship in which one organism benefits by harming another organisms
Pioneer species – organism that is the first to live in a previously uninhabited area
Population crash – dramatic decline in the size of a population over a short period of time
Population density – measure of individuals living in a defined area
Population dispersion – way in which individuals of a population are spread out over an area or volume
Predation – process by which one organism hunts and kills another organism for food.
Primary succession – establishment and development of an ecosystem in an area that was previously uninhabited
Producer – An autotrophic organism that serves as a source of food for other organisms in a food chain.
Secondary succession – reestablishment of a damaged ecosystem in an area where the soil was left intact
Specialist – consumer that eats only one type of organism
Succession – sequence of biotic changes that regenerate a damaged community or start a community in a previously uninhabited area
Survivorship curve – graph showing surviving members of each age group of a population over time
Symbiosis – ecological relationship between members of at least two different species that live in direct contact with one another
Trophic level – level of nourishment in a food chain
Sequencing the Learning
Monday / Tuesday / Wednesday / Thursday / Friday
KWL Anticipatory Set
Intro Activity/ Discussion
Principles of Ecology (Chapter 13) Guided Notes
Principles of Ecology (Chapter 13) Reading Guide (HW)
Daily Reflection / Review Reading Guide
MEECS (lesson 2) MDNR Non-Game Wildlife Poster Ecosystem Activity
Daily Reflection
Level C activities (HW) / Organic Matter in the Soil Lab (MEECS 3C)
Daily Reflection
Interactions in Ecosystems (Chapter 14)
Reading Guide (HW) / Interactions in Ecosystems (Chapter 14) Guided Notes
Population Growth Practice Worksheet
Daily Reflection / Review of population growth and density
Animated Biology (classzone.com)
Quick Lab Survivorship Curve (p 438)
Daily Reflection
Ecological Succession (Section 14.5) Packet (HW)
Monday / Tuesday / Wednesday / Thursday / Friday
Succession Discussion
MEECS (Lesson 7B) Schoolyard Biodiversity
Daily Reflection
Threats to Biodiversity (Section 16.4) Packet (HW) / Within One Cubic Foot Reading Activity
Level B Activities / Threats to Michigan Biodiversity MEECS (Lesson 8)
Daily Reflection / Invasive Species (MEECS Lesson 9)
Daily Reflection / Michigan’s Threatened Species (MEECS Lesson 10)
Daily Reflection
Monday / Tuesday / Wednesday / Thursday / Friday
Introduction to Local Environmental Impact Project
Begin working on project
Daily Reflection / Project workday
Daily reflection / Project workday
Daily reflection / Project Presentations
Daily reflection / Project Presentations
Group Evaluation
Self-Evaluation
Daily reflection
Monday / Tuesday / Wednesday / Thursday / Friday
Unit Review
Daily Reflection / Unit Exam
UBD Unit Design Worksheet / Saginaw Valley State University 2