· web viewthe goal of the bhasd science department is to immerse our k-12 students in the...

District Overview:The goal of the BHASD Science Department is to immerse our K-12 students in the investigation of the nature and behavior of matter, energy, and living organisms which will prepare them for more advanced studies, as well as help to recognize the role of science in their everyday lives. The students’ K-12 experience will encourage and facilitate engagement in the areas of science, technology and engineering to prepare them for future careers. Students will partake in lab investigations, communication of ideas, analysis of data, application of skills, and inductive and deductive reasoning to process learning in a manner that facilitates growth. All of these aspects are key elements for successful engagement in civic, college, or career contexts.

Grade 10 Biology I Description:Biology I is an academically rigorous course recommended for the student who is planning to pursue higher education. Science as a method of inquiry is emphasized throughout the year. This course is structured around a series of major themes; biochemistry, cellular anatomy and physiology, evolution, genetics and classification of organisms. In addition to content area of study, a focus is placed on communication, organizational skills, efficient note-taking, study skills, and application of issues to life experiences.

Grade 10 Biology I Units:

● Unit 1: Characteristics of Life and Scientific Method

● Unit 2: Introduction to Chemistry

● Unit 3: Biochemistry

● Unit 4: Cells

● Unit 5: Homeostasis and Cell Processes

● Unit 6: Cellular Energy

● Unit 7: Reproduction

● Unit 8: Genetics

● Unit 9: Evolution

● Unit 10: Population Genetics

● Unit 11: Ecology

Subject: Biology I Grade: 10 Suggested Timeline: 2 weeksUnit Title: Characteristics of Life and Scientific Method

Unit Overview/Essential Understanding: This unit provides an introduction to living organisms’ characteristics. It outlines the topics discussed throughout the year to form a basis for the class that all organisms are made of cells and can be characterized by common aspects of their structure and functioning. A reinforcement of the scientific method is used to thoroughly define causation and relationships among variables in experiments.

Essential Questions:

● How is life defined?

● How are experiments and their data analyzed?

Unit Objectives: The students will be able to:

● Describe how various organisms demonstrate characteristics of life

● Determine whether an organism is living or nonliving based on set criteria

● Classify an organism’s behavior as portraying a particular characteristic of life

● Determine independent and dependent variables

● Evaluate hypotheses and scientific questions

● Make conclusions based on graphical data

Focus Standards Addressed in this Unit:

● HSL03 - Multicellular organisms have a hierarchical structural organization.

● BIO.A.1.1.1 - Describe characteristics shared by all prokaryotic and eukaryotic organisms.

● BIO.B.3.3 - Apply scientific thinking, processes, tools, and technologies.

Important Standards Addressed in this Unit:

● RST.3.5.D - Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9 and 10 texts and topics.

Misconceptions:

● Students assume that all living organisms need oxygen.

● Data that does not support a hypothesis makes students think that their hypothesis was “bad.”

● A theory in the scientific context is very different from “theory” in common vernacular.

Concepts/Content:● All living organisms are organized

and made of cells, maintain homeostasis, reproduce, evolve, metabolize, are ruled by heredity, are interdependent, respond to stimuli, and grow and develop.

● Steps of the scientific method● Scientific terms used to describe

experiments and their results

Competencies/Skills:● Give evidence for an argument● Compare and contrast

characteristics of living organisms● Make observations of organisms

and apply them to generalized concepts

● Compare, contrast, and utilize scientific terminology as it applies to the scientific method

Description of Activities:● 7 things that are true about… list● “Is it living?” analysis● Controlled experiment and scientific method

analysis

Assessments:● Determination of virus’ life status● Summative quiz including matching, multiple choice, and extended response questions

Interdisciplinary Connections: Additional Resources:

● ELA – structuring arguments ● District approved textbook● Various objects (plants, fruit, pictures of organisms, etc.)

Subject: Biology I Grade: 10 Suggested Timeline: 3 weeksUnit Title: Introduction to Chemistry

Unit Overview/Essential Understanding: This unit reviews basic chemistry concepts from general science, highlighting the energy in bonds. This leads to a study of water and how its polarity gives it so many unique properties. All properties are related to necessities of life.

Essential Questions:

● What principles of chemistry are important to living organisms?

● How are the unique properties of water necessary for life?

Unit Objectives: The student will be able to:

● Diagram the structure of an atom

● Use the periodic table to find information about an element’s atoms

● Differentiate between ionic and covalent bonds

● Describe characteristics of covalent and ionic compounds

● Describe how polarity and hydrogen bonding give water its special properties

● Relate properties of water to needs of living organisms

Focus Standards Addressed in this Unit: ● 3.4.10.A - Explain concepts about the structure and properties of matter.● BIO.A.2.1 - Describe how the unique properties of water support life on earth.

Important Standards Addressed in this Unit:● 3.2.C.A2 - Explain how atoms combine to form compounds through both ionic and covalent bonding.● WST.3.6.A - Write arguments focused on discipline-specific content.

Misconceptions:● Students think the periodic table has to be memorized not read and interpreted.● The need for water is typically simplified to “remaining hydrated,” as opposed to the myriad of properties that help organisms survive

(i.e. capillarity in plants, density of ice for fish, etc.).

Concepts/Content:● Atoms and molecules● Ionic and covalent bonds● Polarity and hydrogen bonds● Properties of water

Competencies/Skills:● Describe and classify materials

based on bonding between atoms and characteristics

● Use models to demonstrate properties of water

Description of Activities:● Periodic table practice● Water lab stations

Assessments:● Summative quizzes ● Water lab conclusions

Interdisciplinary Connections:● General Science and Chemistry – reinforcement and building

concepts

Additional Resources:● District approved textbook● Lab equipment (glassware, molecular models, etc.)

Subject: Biology I Grade: 10 Suggested Timeline: 4 weeksUnit Title: Biochemistry

Unit Overview/Essential Understanding: The biochemistry unit encompasses the role of carbon, chemical reactions, the importance of enzymes, macromolecules, and builds the foundations for the idea that chemical reactions provide energy to drive necessary functions in living organisms.

Essential Questions: ● Why is carbon the ideal elemental building block of organic compounds?● How do enzymes help to regulate the chemical reactions of living organisms?


● Identify molecules as organic and classify their type

● Comprehend chemical reactions and classify them as synthesis or decomposition, endothermic or exothermic, etc

● Evaluate diets based on macromolecule sources and functions

● Describe the function of an enzyme

● Design an experiment to determine the optimum conditions for an enzyme

Focus Standards Addressed in this Unit: ● 3.1.B.A7 - Analyze the importance of carbon to the structure of biological macromolecules.● BIO.A.2.2 - Describe and interpret relationships between structure and function at various levels of biochemical organization.● HSL10 - Sugar molecules are carbohydrates with hydrocarbon backbones.● HSL11 - Chemical reactions are driven by matter and energy flowing through different organizational levels of biological systems. ● HSL12 - Energy flows through systems by means of chemical reactions.● BIO.A.2.3 - Explain how enzymes regulate biochemical reactions within a cell.

Important Standards Addressed in this Unit:● 3.1.C.A2 - Describe how changes in energy affect the rate of chemical reactions.● 3.1.C.A7 - Illustrate the formation of carbohydrates, lipids, proteins, and nucleic acids.● WST.3.6.I - Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day

or two) for a range of discipline-specific tasks, purposes, and audiences.

Misconceptions:● Students often think that all the parts of food have the primary function of giving organisms energy.

Concepts/Content:● Organic compound formation and

breakdown● Biological macromolecules’

structure, function, and source● Enzyme function and limitations

Competencies/Skills:● Use a model to illustrate how cells

use Carbon, Hydrogen, Oxygen, Nitrogen and Sulfur to synthesize biological macromolecules.

● Compare the functions of various macromolecules in regards to needs of living organisms.

Description of Activities:● Carbon polymer lab● Enzyme labs (pineapple, catalase, lactase)

Assessments:● Enzyme graph and optimal conditions packet● Summative unit test

Interdisciplinary Connections:● Health – nutritional needs

Additional Resources:● District-approved textbook● Lab equipment (glassware, pineapple, jello, H2O2, etc.)

Subject: Biology I Grade: 10 Suggested Timeline: 3 weeksUnit Title: Cells

Unit Overview/Essential Understanding: Cells are the basic unit of structure and function of living organisms. They are organized to complete all life functions. This unit allows students to better understand systems and how the parts work together to complete a task. It provides a quick review of the parts of cells and focuses on how organelles and then cells function in groups.

Essential Question:

● How are cells structured to complete all necessary life functions?


● Identify cell parts

● Differentiate between prokaryotes and eukaryotes

● Apply needs of organisms to organelle function


● 3.1.B.A5 - Relate the structure of a cell’s organelles to their functions.

● HSL02 - Compare cellular structure and their functions in prokaryote and eukaryote cells.

● HSL06 - Within cells, special structures are responsible for particular functions.

● HSL07 - All organisms are made of cells and can be characterized by common aspects

Important Standards Addressed in this Unit:● BIO.A.1.2 - Describe relationships between structure and function at biological levels of organization.

● WST.3.6.F - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Misconceptions:● Many students feel that all cells have all organelles instead of particular organelles based on that cell’s function.

Concepts/Content:● Eukaryotic and prokaryotic cells● Parts of cells● Plant vs. Animal cells

Competencies/Skills:● Create a model to explain,

compare and contrast the structure and function of prokaryote and eukaryote cells and plant and animal cells

● Model endosymbiosis● Describe how 3 or more cell parts

work together to complete a task

Description of Activities:● Cell diagram extension● Cell city

Assessments:● Summative unit test

Interdisciplinary Connections:● ELA – gathering information from nonfiction texts

Additional Resources:● District-approved textbook● Cell models● Lab equipment (microscopes, various cell type slides, etc.)

Subject: Biology I Grade: 10 Suggested Timeline: 3 weeksUnit Title: Homeostasis and Cell Processes

Unit Overview/Essential Understanding: Systems and feedback mechanisms allow living organisms and ecosystems to maintain homeostasis. This unit describes the necessary components of systems required to allow a feedback mechanism to function. Cellular processes that contribute to these mechanisms include passive and active transport.

Essential Question:

● How do organisms keep the balances necessary for maintaining life?


● Determine which type of feedback mechanism is being used in a given situation

● Describe system components

● Compare and contrast passive and active transport

● Predict how particular substances will be transported by the cell


● HSL04 - Organisms maintain homeostasis in response to changing conditions.

● BIO.B.4.2 - Explain mechanisms that permit organisms to maintain biological balance between their internal and external environments.

Important Standards Addressed in this Unit:● BIO.A.4.1 - Identify and describe the cell structures involved in transport of materials into, out of, and throughout a cell.● WST.3.6.D - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on

addressing what is most significant for a specific purpose and audience.

Misconceptions:● The ideas of positive and negative feedback are often counterintuitive to social definitions.

Concepts/Content:● System components (sensors,

control center, communication systems, targets)

● Positive and negative feedback mechanisms

● Passive and active transport

Competencies/Skills:● Construct a model to illustrate the

similarities and differences between active and passive transport processes.

● Utilize a model to explain how various molecules enter and leave a cell.

Description of Activities:● Homeostasis simulation● Tonicity lab exercises


Interdisciplinary Connections:● Health – maintaining homeostasis in different exercise

conditions

Additional Resources:● District-approved textbook● Internet-based simulations● Various lab equipment (beakers, water, salt, vinegar, eggs,

celery, elodea, etc.)

Subject: Biology I Grade: 10 Suggested Timeline: 4 weeksUnit Title: Cellular Energy

Unit Overview/Essential Understanding: The energy unit encompasses the union of biochemistry, cells, and cell transport. Photosynthesis and cellular respiration are outlined. The efficiency, similarities, and needs of the processes are discussed. The conclusion of the unit relates the processes to the cycle of energy through living organisms and is revisited in the ecology unit.

Essential Question: ● How is energy obtained and transferred through living organisms?


● Explain the processes of photosynthesis and cellular respiration

● Contrast photosynthesis with cellular respiration

● Describe the need for light independent reactions

● Explain the need for anaerobic cellular respiration

Focus Standards Addressed in this Unit: ● HSL09 - Photosynthesis is the process in which light energy is transformed into chemical energy.● HSL13 - Energy is transferred from one system to another as a result of chemical reactions.● HSL14 - Anaerobic cellular respiration follows a different and less efficient chemical pathway to provide energy in cells.● HSL18 - Photosynthesis and cellular respiration provide most of the energy for life processes.

Important Standards Addressed in this Unit:● BIO.A.3.2 - Identify and describe how organisms obtain and transfer energy for their life processes.● 3.1.B.A2 - Identify the initial reactants, final products, and general purposes of photosynthesis and cellular respiration.

● WST.3.6.I - Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Misconceptions:● Students often think that plants do not need oxygen.

Concepts/Content:● ATP energy● Photosynthesis● Cellular respiration● Fermentation

Competencies/Skills:● Construct a model to support

explanations of the process of photosynthesis by which light energy is converted to stored

● Construct a model that illustrates the biosynthesis of certain amino acids from metabolic products produced during aerobic respiration

● Use a model to explain cellular respiration as a chemical process whereby the bonds of food molecules and oxygen molecules are broken and bonds in new compounds are formed that result in a net transfer of energy

● Evaluate data to compare the energy efficiency of aerobic and anaerobic respiration within organisms

Description of Activities:● Rate of photosynthesis lab● Fermentation lab● Snails and Elodea investigation

Assessments:● Compare and contrast essay● Lab conclusions

● Summative unit test

Interdisciplinary Connections:● ELA - writing compare/contrast essays

Additional Resources:● District-approved textbook● Internet-based simulations● Lab equipment (various glassware, yeast, snails, elodea, etc.)

Subject: Biology I Grade: 10 Suggested Timeline: 4 weeksUnit Title: Reproduction

Unit Overview/Essential Understanding: The reproduction unit reviews the processes of DNA replication (molecular reproduction), mitosis (asexual reproduction), and meiosis (sexual reproduction). A direct connection is drawn between reproduction and heredity, laying the groundwork for the next unit.

Essential Question:

● How are the characteristics of one generation passed to the next?


● Describe how DNA strands are complementary to each other

● Sequence the cell cycle in both mitosis and meiosis

● Identify steps of each process by analyzing diagrams

● Relate mitosis to growth and development in a multicellular organism

● Identify mutations based on amino acid and base sequence changes

● Compare and contrast mitosis with meiosis

Focus Standards Addressed in this Unit: ● HSL05 - Mitosis is the process in which individual cells multiply.● HSL08 - In sexual reproduction, specialized cell division, meiosis, occurs resulting in the production of sex cells. ● HSL28 - In sexual reproduction, chromosomes can create new genetic combinations through the process of meiosis.● HSL29 - Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations.● HSL30 - Environmental factors can also cause mutations in genes.

Important Standards Addressed in this Unit:● BIO.B.1.1 - Describe the three stages of the cell cycle.● 3.1.B.A4 - Summarize the stages of the cell cycle.● 3.1.B.B3 - Describe the basic structure of DNA, including the role of hydrogen bonding.● 3.1.B.B2 - Describe how the process of meiosis results in haploid gametes and analyze the importance of meiosis in sexual reproduction.● WST.3.6.B - Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or

technical processes.

Misconceptions:● Common student misconceptions are related to how meiosis can be affected by environmental factors (i.e. temperature requirements of

spermatogenesis; antibiotics, diet, exercise, and stress affecting oogenesis).

Concepts/Content:● Cell cycle● Phases of mitosis● DNA replication● Phases of meiosis● Chromosomal mutations

Competencies/Skills:● Use a model to explain how

mitotic cell division results in daughter cells with identical patterns of genetic materials essential for growth and repair of multicellular organisms.

● Use a model to explain the mechanisms in meiosis for transmitting genetic information from parents to offspring.

● Communicate information that inheritable genetic variations may result from genetic combinations in haploid sex cells, errors occurring during replication, crossover between homologous chromosomes during meiosis, and

Description of Activities:● Mitosis phase identification● Meiosis modeling● DNA model● Karyotype Lab

environmental factors.

Assessments:● Model rubric● Summative unit test

Interdisciplinary Connections:● Health – sexual reproduction

Additional Resources:● District-approved textbook● Lab equipment (microscope, cell division slides, etc.)● DNA model kit

Subject: Biology I Grade: 10 Suggested Timeline: 4 weeksUnit Title: Genetics

Unit Overview/Essential Understanding: The genetics unit analyzes how DNA holds information, transfers that information into the construction of unique proteins, and how to predict the probability of alleles being passed through generations. From simple genetics to complicated patterns of inheritance, the origins of some of the genetic variation discussed in the previous unit are addressed. Genetic mutations and technology are analyzed in light of protein synthesis.

Essential Questions: How can individuals of the same species and even siblings have different characteristics? How and why is DNA manipulated?


● Analyze the results of genetic crosses

● Diagram a chromosome

● Trace the coding in DNA to protein

● Determine a pattern of inheritance based on examples, probabilities, and pedigree charts

● Explain some of the methods of DNA manipulation

● Identify why a gene might be manipulated

Focus Standards Addressed in this Unit: ● HSL01 - DNA molecules contain genetic information that is found in all cells.● HSL25 - Each chromosome consists of a single very long DNA molecule.● HSL26 - All cells in an organism have the same genetic content, but the genes used by the cell may be regulated in different ways.

● BIO.B.1.2 - Explain how genetic information is inherited.● HSL27 - The information passed from parents to offspring is coded in DNA.● BIO.B.2.1 - Compare Mendelian and non-Mendelian patterns of inheritance.● HSL31 - Environmental factors also affect expression of traits.● 3.1.B.B4 - Explain how genetic technologies have impacted the fields of medicine, forensics, and agriculture.

Important Standards Addressed in this Unit:● BIO.B.2.2 - Explain the process of protein synthesis.● BIO.B.2.3 - Explain how genetic information is expressed.● 3.1.C.C2 - Use models to demonstrate gene mutation and recombination.● BIO.B.2.4 - Apply scientific thinking, processes, tools, and technologies in the study of genetics.● 3.3.10.C - Describe how genetic information is inherited and expressed.● A2.2.3.2.3 - Use probability for independent, dependent or compound events to predict outcomes.● RST.3.5.B - Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process,

phenomenon, or concept; provide an accurate summary of the text.

Misconceptions:● Many students continue to recognize the law of dominance as the only determining factor in trait inheritance.● Students typically have no idea how DNA is manipulated and assume hybrid organisms can only come from mating.

Concepts/Content:● DNA as the hereditary molecule● Gene-level mutations● Heredity - laws of segregation and

dominance.● Complex patterns of inheritance● Genetic technology

Competencies/Skills:● Use models to demonstrate how

DNA sequences determine the structure and function of proteins

● Use probability to explain the variation and distribution of expressed traits in a population

Description of Activities:● Visual practice of patterns of inheritance● Practice problems● Quote Mutation project● Genetic technology simulations

Assessments:● Baby project● Summative quiz

Interdisciplinary Connections:● Math – probability calculations, word problems

Additional Resources:● District-approved textbook● Internet-based simulations

Subject: Biology I Grade: 10 Suggested Timeline: 3 weeksUnit Title: Evolution

Unit Overview/Essential Understanding: The evolution of organisms is an essential principle of biology. This unit focuses on analyzing the evidence to form an argument supporting the theory of evolution. Adaptations that allow organisms to survive are passed on while characteristics that are not helpful get lost or hidden.

Essential Question:

● How can there be so many similarities among organisms yet so many different kinds of plants, animals, and microorganisms?


● Describe natural selection through examples

● Use evidence of evolution to support the theory of natural selection

● Identify successful traits in a population

Focus Standards Addressed in this Unit: ● HSL32 - Evidence of evolution is found in anatomy, heredity, embryology, and the fossil record.● HSL33 - Natural selection occurs only if there is a variation in the genetic information.● HSL35 - Natural selection is the result of four factors.● HSL36 & 37 - Natural selection leads to adaptations.

Important Standards Addressed in this Unit:● BIO.B.3.1 - Explain the mechanisms of evolution.● BIO.B.3.2 - Analyze sources of evidence for biological evolution.● BIO.B.3.3 - Apply scientific thinking, processes, tools, and technologies in the study of the theory of evolution.● RST.3.5.H - Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a

scientific or technical problem.● WST.3.6.A - Write arguments focused on discipline-specific content.

Misconceptions:● Students often describe organisms as adapting to change with purpose instead of natural genetic changes leading to better-adapted

organisms.

Concepts/Content:● Natural selection● Evidence of evolution

Competencies/Skills:● Use evidence from molecular

genetics, anatomy, embryology, and fossils to support the theory of natural selection.

● Analyze a population based on the four basic concepts of natural selection.

Description of Activities:● Peppered moth simulation● Evidence analysis stations


Interdisciplinary Connections:● ELA – use evidence to construct an argument

Additional Resources:● District-approved textbook● Organism examples (skeletons, preserved animals, etc.)● Internet-based simulations

Subject: Applied Biology Grade: 10 Suggested Timeline: 2 weeksUnit Title: Population Genetics

Unit Overview/Essential Understanding: This unit expands upon evolution to analyze an entire population changing. Trait frequency over time and selection pressures are introduced. This lays the foundation for concepts in ecology.

Essential Question:

● How can we trace and analyze macroevolution?


● Evaluate a population’s evolutionary rate given Hardy-Weinberg factors

● Create a population distribution graph

● Predict future changes in a population given environmental or genetic pressures

Focus Standards Addressed in this Unit: ● HSL34 - The traits that positively affect survival are more likely to be reproduced.● HSL38 - Differential survival and reproduction of organisms.

Important Standards Addressed in this Unit:● 4.7.10.C - Identify and explain why adaptations can lead to specialization.● 3.1.B.C2 - Describe the relationship between environmental changes and changes in the gene pool of a population.● 4.1.10.A - Examine the effects of limiting factors on population dynamics.● RST.3.5.H - Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a

scientific or technical problem.● WST.3.6.A - Write arguments focused on discipline-specific content.

Misconceptions:● Students sometimes think that individual organisms can evolve.● There is often a misconception that there is no evidence for transition between organisms or traits.

Concepts/Content:● Types and rates of evolution● Hardy-Weinberg equilibrium● Types of selection and how

populations change with each

Competencies/Skills:● Investigate the relationship

between natural selection, allele frequency, and changes in the environment.

● Analyze a described population for chances of selection.

Description of Activities:● Shoe size bell curve● PTC allele frequency

Assessments:● Rabbit population analysis and predictions

Interdisciplinary Connections:● ELA – use evidence to construct an argument● Math – graphing

Additional Resources:● District-approved textbook● Internet-based simulations● PTC paper

Subject: Applied Biology Grade: 10 Suggested Timeline: 4 weeksUnit Title: Ecology

Unit Overview/Essential Understanding: This unit highlights the interdependent characteristic of life. It includes analysis of the cycles of matter and energy among organisms and their ecosystems. The implications of these cycles are discussed through examples of natural and anthropogenic changes.

Essential Question:

● How and why do organisms interact with their environment and what are the effects of these interactions?


● Apply principles of structure-function relationship to organisms in a particular ecosystem

● Identify biotic and abiotic traits in various ecosystems

● Predict how an ecosystem will respond to changes

● Graph changes in population

● Classify organisms and ecosystems according to food webs, energy pyramids, and relationships

● Describe how nutrients cycle between biotic and abiotic sources in an ecosystem

● Trace energy and matter flow in an ecosystem

Focus Standards Addressed in this Unit: ● HSL15 & 16 - Ecosystems have carrying capacities.● HSL17 - Matter is transferred through organisms in an ecosystem.● HSL19 - Photosynthetic and/or chemosynthetic organisms form the lowest level of the food web.● HSL20 - Photosynthesis and cellular respiration are important components of the carbon cycle.● HSL21 - Matter found in organisms is cycled through food webs.● HSL22 - Competition among species is ultimately competition for the matter and energy needed for life.● HSL23 - Significant changes in conditions or population sizes may affect the functioning of ecosystems’ resources and habitat.● HSL24 - Ecosystems are resilient.● HSL39 - Changes to the physical world from both naturally occurring and human generated events can cause adverse effects on

biodiversity.● HSL40 - Biodiversity is increased by speciation and decreased by extinction.

Important Standards Addressed in this Unit:● BIO.B.4.1 - Describe the ecological levels of organization in the biosphere.● BIO.B.4.2 - Describe interactions and relationships in an ecosystem.● 4.1.10.A - Examine the effects of limiting factors on population dynamics.● 4.1.10.B - Explain the consequences of interrupting natural cycles.● 4.1.12.A - Analyze the significance of biological diversity in an ecosystem.● 4.1.12.C - Describe how humans affect energy flow within an ecosystem.● RST.3.5.E - Analyze the structure of the relationships among concepts in a text, including relationships among key terms.

Misconceptions:● Many students think that ecosystems and organisms can recover from all changes and pollution sources.

Concepts/Content:● Defining characteristics of

ecosystem● Relationships between organisms● Biogeochemical cycles● Population ecology● Biodiversity

Competencies/Skills:● Evaluate data to explain resource

availability and other environmental factors that affect carrying capacity of ecosystems

● Use data to develop models that describe the flow of matter and energy between organisms and the ecosystem

● Provide evidence to support how elements and energy are conserved as they cycle through ecosystems

● Investigate the evidence showing the effect of competition on chances of survival

● Construct arguments about the effects of natural and human disturbances on an ecosystem and investigate solutions

Description of Activities:● Case studies of ecosystem changes● Ecosystem description readings to create food

webs, energy pyramids, and determine organism relationships,

● Bean lab (tools used in different environments)

Assessments:● Ecological disaster project

Interdisciplinary Connections:● Math – population graphs● ELA – drawing information from nonfiction texts

Additional Resources:● District-approved textbook● Internet-based simulations● Lab equipment (various dried beans, tweezers, shovel, gloves,

etc.)

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