WOODLAND HILLS HIGH SCHOOL LESSON PLAN

SAS and Understanding by Design Template

Name: Mr. Dan Schuller Date: 3/11 – 3/15/13 Length of Lesson: 20 days Content Area: AP Env. Science – Unit 8

Edline was updated this week: Y My Class website was updated this week: Y

STAGE I – DESIRED RESULTS
LESSON TOPIC:
·  Ecosystems: Components, Energy Flow, and Matter Cycling / 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 – 4.6: Ecosystems and their Interactions; 4.8: Humans and their Environment
SAI 1:Abilities necessary to do scientific inquiry.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
·  The nature of Ecology
·  The Earth’s life-support systems
·  Ecosystem concepts and components
·  Food webs and Energy flow in ecosystems
·  Primary productivity of ecosystems
·  Matter cycling in ecosystems
·  How ecologists learn about ecosystems
·  Ecosystem services and sustainability / ESSENTIAL QUESTIONS:
·  What is ecology?
·  What basic processes keep us and other organisms alive?
·  What are the major components of an ecosystem?
·  What happens to energy in an ecosystem?
·  What happens to matter in an ecosystem?
·  How do scientist study ecosystems?
·  What are ecosystem services and how do they affect the sustainability of the earth’s life-support systems?

VOCABULARY:

Ecology; organism; cell; eukaryotic; prokaryotic; species; asexual reproduction; sexual reproduction; taxonomists; population; genetic diversity; community; ecosystem; biosphere; atmosphere; troposphere; stratosphere; hydrosphere; lithosphere; natural greenhouse effect; biomes; climate; aquatic life zones; ecotone; abiotic; biotic; range of tolerance; law of tolerance; tolerance limits; limiting factors; limiting factor principle; dissolved oxygen content; salinity; metabolism; producers; photosynthesis; chemosynthesis; consumers; herbivores; carnivores; omnivores; scavengers detritivores; decomposers; aerobic respiration; anaerobic respiration; biological diversity; genetic diversity; species diversity; ecological diversity; functional diversity; food chain; trophic level; food web; biomass; pyramid of energy; pyramid of biomass; pyramid of numbers; GPP; NPP; nutrient; biogeochemical cycles; hydrologic cycle; atmospheric cycle; sedimentary cycle; water cycle; evaporation; transpiration; condensation; precipitation; infiltration; percolation; runoff; absolute humidity; relative humidity; condensation nuclei; dew point; aquifer; water table; carbon cycle; nitrogen cycle; nitrogen fixation; nitrification; assimilation; ammonification; denitrification; acid deposition; phosphorus cycle; sulfur cycle; field research; remote sensing; geographic information systems; laboratory research; systems analysis; ecosystem services /

STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):

Students will be able to:
·  Explain the concepts of ecology
·  Analyze the productivity of an ecosysterm
·  Synthesize a food web
·  Compare and contrast the components and productivity of ecosystems
·  Diagram the major matter cycles: water; carbon; nitrogen; phosphorus; sulfur
·  Use real field research to synthesis and analyze graphs
·  Interpret and draw conclusions from field data.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASKS:
·  Study Packet: Key vocabulary/Case Studies/ Guest Essays/Review Questions/Critical Thinking.
·  Hubbard Brooks Field Research Activities
·  Silver Springs Activity
·  Primary Productivity and its effect on Dissolved Oxygen Lab
·  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:
·  Silver Springs
·  Hubbard Brooks Activities
·  Primary Productivity Lab
·  Fairchild Challenge. / 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.
MINI LESSONS / DAY / Monday / DAY / Tuesday / DAY / Wednesday / DAY / Thursday / DAY / Friday
NUMBER/DATE / 123 / 3/11 / 124 / 3/12 / 125 / 3/13 / 126 / 3/14 / 127 / 3/15
TOPIC / Biogeography / Biogeography / Biogeography / Biogeography / Biogeography
OBJECTIVE(S) By the end of the lesson each student will be able to: / Distinguish between the layers of the atmosphere.
Practice the multiple choice part of the AP Exam. / Explain how air moves, the Coriolis effect, and convection cells. / Explain the Greenhouse Effect. / Explain the ozone layer. / Explain several conditions of weather.
PROCEDURES /
TECHNIQUES
To reach objectives / Multiple Choice Monday
Power point notes on the atmosphere.
Check Study Packets. / Power point on air and wind. / Power point on the Greenhouse effect. / Power point on the Ozone layer / Power point notes on weather conditions.
Check Study Packets.
Homework: / Chapter 6 & 7 Study Packet pgs. 3 & 4 Due on Friday.
Lab / A – Work on NPP Lab Report. / B – No Lab / A – Work on NPP Lab Report. / B – No Lab / A – Work on NPP Lab Report.