Unit Lesson Plan Atomic Structure s2

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Unit Lesson Plan – Ecology
Teacher: / Click here to enter text. / Time Frame: / 18 days
Grade: / 11 / School:
Subject: / PSI Biology
AP
Instructional Objective:
(condition, behavior, standard) / Essential Knowledge 1.A.4 - Biological evolution is supported by scientific evidence from many disciplines, including mathematics.
Instructional Objective:
(condition, behavior, standard) / Essential Knowledge 1.B.2 - Phylogenetic trees and cladograms are graphical representations (models) of evolutionary history that can be tested
Instructional Objective:
(condition, behavior, standard) / Essential Knowledge 1.C.1 - Speciation and extinction have occurred throughout the Earth’s history.
Instructional Objective:
(condition, behavior, standard) / Essential Knowledge 1.C.2 - Speciation may occur when two populations become reproductively isolated from each other.
Instructional Objective:
(condition, behavior, standard) / Essential Knowledge 4.A.5 - Communities are composed of populations of organisms that interact in complex ways.
Instructional Objective:
(condition, behavior, standard) / Essential Knowledge 4.C.4 - The diversity of species within an ecosystem may influence the stability of the ecosystem.

Essential Questions

(What questions will the student be able to answer as a result of the instruction?)
1. When considering the models of population growth, what factors contribute to the carrying capacity of a population?
2. What is a community?
3. What is the primary source of energy on Earth?
4. How does a food web show energy flow in an ecosystem?

Knowledge & Skills

(What skills are needed to achieve the desired results?)
By the end of this unit, students will know:
· Disease, predation and limited resources all affect a population’s growth, and lead to the carrying capacity of that population being reached.
· The logistic population growth model takes into account predation, disease, limited resources and other factors.
· The collection of all of the species in a given area living together is defined as a community.
· The sun is the primary source of all life on Earth.
· By showing the feeding habits of species within a community, a food web effectively shows the path of energy flow from organism to organism. / By the end of this unit, students will be able to:
· Describe the difference between exponential and limited population growth.
· Fit different organisms into their “ecological niche” in a given habitat.
· Describe the three categories of symbiosis.
· List and describe the six categories of terrestrial biomes; Tundra, Taiga, Deciduous Forests, Grasslands, Tropical Rainforests, and deserts.
· Understand how humans have impacted the ecosystem both positively, and negatively.

Assessment

(What is acceptable evidence to show desired results (rubrics, exam, etc.)? Attach Copy
During the Smart Notebook lesson designed to introduce concepts, students will be continually questioned on these concepts using a combination of class work/homework questions and the SMART Response system. Classwork and Homework questions will be discussed as a class and misconceptions will be addressed by the teacher prior to the formal evaluations listed below.
Quiz 1: Population and Community Ecology
Lab Quiz
Quiz 2: Nutrient Cycles and Conservation
Unit Test
(What is the sequence of activities, learning experiences, etc, that will lead to desired results (the plan)?
Day / Topic / Classwork / Homework
1 / Intro to Ecology / SMART Notebook Slides 6-19
2 / Population Ecology / SMART Notebook Slides 20-43; Questions #1-12 / #13-23
3 / Population Ecology / Population Growth Activity
4 / Community Ecology - Climate / SMART Notebook Slides 44-59; Questions 24-26 / #35-37
5 / Community Ecology - Interactions / SMART Notebook Slides 60-73; Questions #27-29 / #38-39
6 / Community Ecology / Interactions Activity
7 / Community Ecology – Energy Flow / SMART Notebook Slides 74-94; Questions #30-32 / #40-42
8 / Community Ecology / Build an Ecosystem Lab
9 / Community Ecology - Succession / Collect Lab Data
SMART Notebook Slides 95-105; Questions #33-34 / #43-45
10 / Nutrient Cycles – Water Cycle / Collect Lab Data
Quiz 1: Population/Community Ecology
SMART Notebook Slides 106-114; Questions #46-47 / #56-57
11 / Nutrient Cycles – Carbon, Nitrogen, Phosphorus / Collect Lab Data
SMART Notebook Slides 115-135; Questions #48-55 / #57-65
12 / Nutrient Cycles / Lab Discussion
Ocean Acidification Activity
13 / Conservation Biology / Lab Quiz
SMART Notebook Slides 136-153; Questions #66-70 / #78-81
14 / Conservation Biology / SMART Notebook Slides 154-172; Questions #71-74 / #82-84
15 / Conservation Biology / SMART Notebook Slides 173-192; Questions #75-77 / #85-88
16 / Review / Quiz 2: Nutrients/Conservation
MC/FR Review / MC/FR
17 / Review / Vocabulary Concept Mapping
MC/FR / MC/FR
18 / Test / Unit Test / Pre Assessment Anat: Vocabulary Concept Mapping

*Lessons are based on 40minute periods and may need to be adjusted to fit the schedule of your school.