Biology 2015-2016
Unit I: Ecology
Quarter 4, 4 weeks
Standards Addressed
During Unit
Overview
Students he distribution and abundance of organisms is determined by the interactions between organisms,
SC.912.E.7.1
and between organisms and the non-living environment. Energy and nutrients move within and between
biotic and abiotic components of ecosystems via physical, chemical and biological processes. Human
activities and natural events can have profound effects on populations, biodiversity and ecosystem processes
SC.912.L.17.9
Fundamental Skills:
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Highlighted Nature of
Science Standards
SC.912.L.17.2
SC.912.L.17.4
Science laboratory safety practices including an SDS.
SC.912.L.17.5
SC.912.L.17.8
SC.912.L.17.11
SC.912.L.17.13
SC.912.L.17.20
Coherence
In the grade prior students…
This a working document that will continue to be revised and improved taking your feedback into consideration.
Biology Unit I Ecology
Pasco County Schools, 2015-2016
Biology 2015-2016
Textbook Resources
Laboratory Investigations
Invasive Scavenger Hunt; Data lab (human population growth, etc)
Pearson Biology Chapters 3, 4, 5, 6
Pond/Estuary visit with cameras to aid in creating food web (can be virtual is
needed); Hawaiian Islands as case study for Biodiversity, succession
Science Assessment Resources
EOC key terms: EOC Key terms are presented in glossary or flash card format
depending on your preference. You may also access them through Quizet.com at:
http://quizlet.com/_6s71t
EOC Success for Me Student and Teacher Resource page
Population Size, Food Webs, Human Impact
http://assessment.aaas.org/topics
Deeper Learning Opportunities
Scientific Argumentation or CER (Claim, Evidence, Reasoning):
Activity 3: Desert Snakes
Activity 9:Surviving Winter in the Dust Bowl
Activity 28: Misconceptions about Interactions between Organisms
POGIL:
Population Growth Activity
Additional Resources
Literature Connections:
Reading from Rachel Carson’s Silent Spring for biomagnification; Any article on
2010 Gulf BP Oil Spill; “Wump World” Children’s Book
Technology Connections: Online Resources
http://videos.howstuffworks.com/discovery/27994-assignmentdiscovery-chemical-cycles-video.htm Biosphere, water and carbon
cycles
http://science360.gov/obj/video/00ff6f54-deec-44f9-9097797d2370a379 Invasive species
http://science360.gov/obj/video/b31add19-0fcf-46d5-a20a9cb132462af3 Disappearing Red Shrimp
http://science360.gov/obj/video/16b1151b-7a27-4242-a0965d38d18c2a2c Hidden Oil Plume (oil spill in the Gulf)
http://www.schooltube.com/video/661b2cb3a331b29f9c2c/Bill-Nye-theScience-Guy-Its-The-Food-Web Bill Nye w/Hip Hop activator
*Copy of Scientific Argumentation in Biology book and Biology POGIL book
provided to each HS
This a working document that will continue to be revised and improved taking your feedback into consideration.
Biology Unit I Ecology
Pasco County Schools, 2015-2016
Biology 2015-2016
Unpacking the Standards: What do we want students to Know, Understand and Do (KUD)
The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard to assist PLCs in answering question #1, “What do we expect all students to learn?” It is important for PLCs to study the
standards in the unit to ensure that all members have a mutual understanding of what student learning will look and sound like when the standards are achieved. Additionally, collectively unwrapping the standard will help with the
creation of the uni-dimensional scale (for use with students). When creating a KUD, it is important to consider the standard under study within a K-12 progression and identify the prerequisite skills that are essential for mastery.
Unit I : Ecology
Essential Question: What are the threats to the preservation of our environment and its natural resources?
Standards:
SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
SC.912.L.17.9 Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the
reduction of available energy at successive trophic levels.
SC.912.L.17.2 Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature.
SC.912.L.17.4 Describe changes in ecosystems resulting from seasonal variations, climate change and succession.
SC.912.L.17.5 Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity.
SC.912.L.17.8 Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, nonnative species.
SC.912.L.17.11 Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.
SC.912.L.17.13 Discuss the need for adequate monitoring of environmental parameters when making policy decisions.
SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
Important interactions occur between living and nonliving things and these nonliving things get recycled within an environment.
This a working document that will continue to be revised and improved taking your feedback into consideration.
Biology Unit I Ecology
Pasco County Schools, 2015-2016
Biology 2015-2016
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Know
Do
Declarative knowledge: Facts, vocabulary, information.
Procedural knowledge: Skills, strategies & processes that are transferrable to other contexts.
Water, carbon, nitrogen, and phosphorous are cycled on Earth.
Short-term (seasonal) and long-term (succession) changes impact an
ecosystem.
Population size and carrying capacity are influenced by factors such as
births, deaths, immigration, emigration, and other limiting factors.
The loss of biodiversity by manmade factors causes both temporary
and potentially permanent consequences.
Introduced invasive and non-native species can affect biotic as well as
abiotic factors of an established ecosystem.
Food webs are used to represent how energy is transferred through
an ecosystem.
Sustainable resource management and sound environmental
practices can sustain renewable and nonrenewable energy and
protect the natural environment.
The costs and benefits of renewable and nonrenewable resources,
such as water, energy, fossil fuels, wildlife, and forests, need to be
continually evaluated.
It is essential to adequately monitor environmental parameters when
making policy decisions.
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Explain the flow of materials through the water, carbon, nitrogen, and
phosphorous cycle.
Formulate hypotheses as to how chemistry, geography, light, depth,
salinity, and temperature affect distribution of aquatic life.
Analyze and discuss the impact that seasonal changes and succession
may have an ecosystem.
Explain the effects of births, deaths, immigration, emigration, and
limiting factors on population size and carrying capacity.
Explain the consequences of the loss of biodiversity resulting from
natural and well as manmade activities.
Analyze the impact of the introduction of invasive and non-native
species on an ecosystem.
Explain how energy is transported within the different trophic levels of
a food web.
Differentiate between renewable and nonrenewable energy and
resources and the costs and benefits to properly monitor and sustain
these resources.
Explain human impact of our environmental system and discuss how
human lifestyle may affect sustainability of these systems.
This a working document that will continue to be revised and improved taking your feedback into consideration.
Biology Unit I Ecology
Pasco County Schools, 2015-2016
Biology 2015-2016
Unit: I Ecology
Grade Concept: Resources (adapted from Bay County Schools)
Sample Scale
Score 4.0
Score 3.5
Score 3.0
In addition to Score 3.0, in-depth inferences and applications that go
beyond what was taught.
I can do everything at a 3.0, and I can demonstrate partial success at score 4.0.
The student:
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Score 2.5
Score 2.0
Score 1.5
Score 1.0
Can evaluate the costs and benefits of renewable and
nonrenewable resources, such as water, energy, fossil
fuels, wildlife, and forests.
Can discuss the need for adequate monitoring of
environmental parameters when making policy decisions.
Sample Performance Tasks
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Research renewable and nonrenewable resources and create an
energy policy designed to protect environmental resources while
providing for the nation’s energy needs.
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Analyze environmental data from several sources and present their
findings that support or reject the s
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Evaluate possible environmental impacts resulting from the use
of renewable and/or nonrenewable resources.
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Evaluate possible environmental impacts resulting from the use
of renewable and/or nonrenewable resources. Students should
focus on the environmental costs and benefits of using those
resources, not specific prevention technologies or devices, or
other mechanisms used to prevent pollution.
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Organize a table to classify resources and provide examples of their
impact on the environment.
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Identify the cause and effect of various environmental practices.
I can do everything at a 2.0, and I can demonstrate partial success at score 3.0.
The Student:
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Can classify resources as renewable and nonrenewable
but are unable to interpret the impact of these resources
on the environment.
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Can understand why monitoring is needed, not on how
the monitoring is used.
I can do everything at a 1.0, and I can demonstrate partial success at score 2.0.
With help, a partial understanding of some of the simpler details and
processes and some of the more complex ideas and processes.
This a working document that will continue to be revised and improved taking your feedback into consideration.
Biology Unit I Ecology
Pasco County Schools, 2015-2016
Biology 2015-2016
Concept: Recycling of Matter
SC.912.E.7.1
Analyze the movement of matter and energy through the different biogeochemical
cycles, including water and carbon.
Driving Questions
How does matter and energy get
recycled through the different
biogeochemical cycles?
Vocabulary
SC.912.L.17.9
Water cycle, Carbon cycle, Nitrogen
Use a food web to identify and distinguish producers, consumers, and
cycle,
Phosphorous cycle
decomposers. Explain the pathway of energy transfer through trophic levels and
the reduction of available energy at successive trophic levels.
Concept: Factors effecting Distribution of Life
SC.912.L.17.2
Explain the general distribution of life in aquatic systems as a function of
chemistry, geography, light, depth, salinity, and temperature.
Resources
Ch 3 – The Biosphere
Ch. 3.4
http://videos.howstuffworks.com/
discovery/27994-assignmentdiscovery-chemical-cyclesvideo.htm Biosphere, water and
carbon cycles
Driving Questions
How do different abiotic factors affect
the distribution of life in terrestrial and
aquatic environments?
Resources
Ch. 3.1, Ch. 4 – Ecosystems &
Communities
Ch.4.4 & 4.5
Vocabulary
Abiotic, Biotic, Salinity, Depth,
Temperature, Biomass, Aquatic
Biomes
This a working document that will continue to be revised and improved taking your feedback into consideration.
Biology Unit I Ecology
Pasco County Schools, 2015-2016
Biology 2015-2016
Concept: Natural Changes in the Environment
SC.912.L.17.4
Describe changes in ecosystems resulting from seasonal variations, climate
change and succession.
Driving Questions
Resources
How do natural changes affect life forms Ch. 3.1, Ch. 4.1, 4.2, 4.3 & 4.4
within an ecosystem?
Vocabulary
Temperature, Seasons, Adaptation,
Primary succession, secondary
succession, pioneer species, biotic
factors, abiotic factors, niche
Concept: Population Size and Carrying Capacity
SC.912.L.17.5
Analyze how population size is determined by births, deaths, immigration,
emigration, and limiting factors (biotic and abiotic) that determine carrying
capacity.
MA.912.S.3.2
Driving Questions
Resources
What factors affect the carrying capacity Ch. 5 – Populations
and size of a population?
Ch. 5.1 & 5.2
Vocabulary
Immigration, Emigration, Births,
Deaths, Limiting Factors
This a working document that will continue to be revised and improved taking your feedback into consideration.
Biology Unit I Ecology
Pasco County Schools, 2015-2016
Biology 2015-2016
Concept: Loss of Biodiversity
Driving Questions
Resources
How do humans impact biodiversity? Ch. 6 – Humans in the Biosphere
SC.912.L.17.8
Recognize the consequences of the losses of biodiversity due to catastrophic
events, climate changes, human activity, and the introduction of invasive, nonnative species.
Vocabulary
Ch. 6.2, 6.3 & 6.4
http://science360.gov/obj/video/0
Pollution, Extinction, Biodiversity, Global 0ff6f54-deec-44f9-9097797d2370a379 Invasive species
warming, Invasive, Noninvasive
http://science360.gov/obj/video/b
31add19-0fcf-46d5-a20a9cb132462af3 Disappearing Red
Shrimp
http://science360.gov/obj/video/1
6b1151b-7a27-4242-a0965d38d18c2a2c Hidden Oil Plumes
Concept: Food Web
SC.912.L.17.9
Use a food web to identify and distinguish producers, consumers, and
decomposers. Explain the pathway of energy transfer through trophic levels and
the reduction of available energy at successive trophic levels.
Driving Questions
How is energy transfer represented
using a food web?
How might the energy levels vary at
successive trophic levels?
Vocabulary
Producers, Consumers, Decomposers,
Trophic levels
This a working document that will continue to be revised and improved taking your feedback into consideration.
Biology Unit I Ecology
Resources
Ch. 3.2, 3.3
http://www.schooltube.com/video
/661b2cb3a331b29f9c2c/Bill-Nyethe-Science-Guy-Its-The-Food-Web
Activator
http://videos.howstuffworks.com/
discovery/27997-assignmentdiscovery-the-food-web-video.htm
Food chains v. food web
Pasco County Schools, 2015-2016
Biology 2015-2016
Concept: Policies towards Renewable Nonrenewable Energy
Driving Questions
SC.912.L.17.11
How do we determine the cost and
benefits of preserving the Earths
Evaluate the costs and benefits of renewable and nonrenewable resources, such
resources?
as water, energy, fossil fuels, wildlife, and forests.
Vocabulary
SC.912.L.17.13
Discuss the need for adequate monitoring of environmental parameters when
making policy decisions.
Concept: Sustaining the Environment
SC.912.L.17.20
Predict the impact of individuals on environmental systems and examine how
human lifestyles affect sustainability.
Fossil fuels, Forest, Wildlife,
Renewable, Nonrenewable
Resources
Ch. 6.1, 6.2
http://science360.gov/obj/video/d
e111fd3-5fb6-49ae-a02f11558b417011 Green Revolution:
Wind Power
http://science360.gov/obj/video/7
6babe89-e450-482d-ae216ee662c4125e Wave Energy
Driving Questions
What are the effects of our lifestyle on
the environment?
Cost v. benefit of using resources
Vocabulary
Resources
Ch. 6.1, 6.2
http://science360.gov/obj/video/f
e1cf37e-884a-4eb4-951c283867ae6b81 Renewable Energy
Sustainability, Lifestyle
Review “resources”
This a working document that will continue to be revised and improved taking your feedback into consideration.
Biology Unit I Ecology
Pasco County Schools, 2015-2016
Biology 2015-2016
BIOLOGY EOC- Content Limits
SC.912.L.17.9
Items referring to organisms in food webs are limited to the impact of changes in matter or energy in trophic levels.
Items addressing food webs will require application of the knowledge of roles of organisms in a food web to describe energy
pathways rather than the identification of producers, consumers (primary, secondary, tertiary), and decomposers.
Items will not require knowledge of specific organisms or their feeding habits.
Items assessing biogeochemical cycles are limited to the water cycle and the carbon cycle.
Items referring to the biogeochemical cycles may address but will not assess photosynthesis and cellular respiration in isolation.
SC.912.L.17.5
Items referring to chemical factors in aquatic systems are limited to pH, oxygen, carbon dioxide, nitrogen, phosphorous, and
salinity.
Items referring to geography in aquatic systems are limited to water depth, latitude, temperature, underwater topography, and proximity
to land.
Items will not require the identification of oceanic zones.
Items referring to reduction in biodiversity may include examples of catastrophic events, climate changes, human activities, and the
introduction of invasive and nonnative species, but they will not assess specific knowledge of these.
Items referring to reduction in biodiversity will focus on the consequence and not require knowledge of the specific event that
led to the reduction.
Items addressing climate change are limited to biodiversity and population dynamics contexts.
SC.912.L.17.20
Items referring to renewable and nonrenewable resources will focus on the environmental costs and benefits of using those
resources and not on identifying examples of renewable and nonrenewable resources.
Items will not require knowledge of specific environmental regulations, pollution prevention technologies or devices, or other
mechanisms used to prevent pollution.
Items assessing a scientific claim are limited to impacts on the environment and renewable and nonrenewable resources.
This a working document that will continue to be revised and improved taking your feedback into consideration.
Biology Unit I Ecology
Pasco County Schools, 2015-2016