Understanding By Design
Unit Design
For
Ecology and Environmental Issues
Developed by
Christopher Trepanowski
Chandler Park Academy High School
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Understanding by Design
Unit Design Worksheet
|Unit Title: Ecology and Environmental Issues | |Subject/Course: Biology II |
|Topic: Interdependent Relationships in Ecosystems |Grade: 10 |Staff Name: Chris Trepanowski |
|Stage 1 - Desired Results |
|Established Goals (Next Generation Science Standards): |
|Content Goals: |
|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. |
|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. |
|HS-LS2-7 – Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. |
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|Literacy Goals (Common Core State Standards): |
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|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. |
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|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. |
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|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: |Essential Questions: |
|Students will understand that |When exposed to different factors, how big can a population get? |
|populations and biodiversity can be analyzed using mathematical expressions. |What happens to ecosystems when specific conditions change? |
|ecosystems remain mostly the same unless affected by an extreme event. |What is the relationship between human activities and the condition of the |
|humans can have both positive and negative effects on the environment and |environment? |
|biodiversity. | |
|Students will know that |Students will be able to |
|populations and biodiversity can be analyzed using mathematical expressions. |analyze populations and biodiversity using mathematical expressions. |
|ecosystems remain mostly the same unless affected by an extreme event. |describe how ecosystems remain mostly the same unless affected by an extreme |
|humans can have both positive and negative effects on the environment and |event. |
|biodiversity. |design, evaluate, and refine a solution for reducing the impacts of human |
| |activities on the environment and biodiversity. |
|Unit Enduring Understanding: |Unit Question: |
| | |
|Humans are part of a complex natural system of interacting and changing parts. |How do ecosystems change over time? |
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|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: |
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|Objective |
|Unsatisfactory |
|Satisfactory |
|Excellent |
|Points Earned |
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|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 |
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|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 |
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|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 |
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|Total Score: |
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|Other Evidence: |
|Before |During |After |
| | | |
|Brainstorm – Students will brainstorm the types of |Daily reflections log – Students will make |Project – In groups students will complete a Local |
|activities that humans can be involved in that have an|reflections at the end of each class period about |Environmental impact project and complete a group and |
|impact on the environment |in-class activities (What did you do? What did you |self-evaluation |
| |learn? What is the significance of what you learned? | |
|KWL – Students will list what they know about ecology |What questions do you have?) |Unit Test – Students will complete a unit test after |
|and environmental issues, answer a list of | |the teaching of all content and presentations has |
|“anticipatory set- style” questions, and develop a |Reading – Students will read a National Geographic |concluded. |
|list of questions they hope to answer during the unit |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 | |
| | | |
| |Daily Assignments – Students will complete daily | |
| |assignments related to daily content (vocabulary and | |
| |connections) | |
|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: |
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|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: |
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|Level C |
|Unit Vocab (20 points) |
|Choose: write definitions, Frayer Model, Draw a picture |
|All students must complete #’s 2-7 due on assigned dates. |
|Daily Reflection Log Book (3 pts/day) |
|Principles of Ecology (Chapter 13[1]) Reading Guide (10 points) |
|Interactions in Ecosystems (Chapter 14) Reading Guide (10 points) |
|Ecological Succession (Section 14.5) Packet (10 points) |
|Threats to Biodiversity (Section 16.4) Packet (10 points) |
|Invasive Species Worksheet (10 points) |
|Choose one of the following |
|Principles of Ecology (Chapter 13) and Interactions in Ecosystems (Chapter 14) Packet (Study Guide, PowerNotes, Reinforcement worksheets) (20 points) |
|Rewrite Principles of Ecology (Chapter 13) and Interactions in Ecosystems (Chapter 14) Guided Notes into Notebook including Section Summaries (20 points) |
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|Level B |
|All students must complete #’s 1-5 due on assigned dates |
|Organic Matter in the Soil Lab (25 points) |
|Quick Lab Survivorship Curve (15 points) |
|Population Density and Growth Worksheet (15 points) |
|Schoolyard Biodiversity Analysis Activity (MEECS[2] 7) (15 points) |
|Within One Cubic Foot Reading Activity (15 points) |
|Choose one of the following: |
|WebQuest- Parrot Population () page 449 (15 points) |
|Data Analysis- Bison Population () page 449 (15 points) |
|Choose one of the following: |
|WebQuest- Invasive Species () page 507 (15 points) |
|Data Analysis- Frog Density () page 507 (15 points) |
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|Level A |
|All students must complete both assessments |
|Local Environmental Impact Project (75 points) |
|Unit Exam (80 points) |
|Learning Activities: |
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|Where are we going? Students will be presented with the unit objectives, unit calendar, and project guidelines at the beginning of the unit. |
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|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. |
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|Equip? The students will be equipped for the expected performances by scaffolding instruction and activities along with frequent teacher guidance. |
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|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. |
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|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. |
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|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. |
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|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 photosynthesis or 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 community characterized 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 synthesis of 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, which in 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 |
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|Sequencing the Learning |
|Monday |Tuesday |Wednesday |Thursday |Friday |
|KWL Anticipatory Set |Review Reading Guide |Organic Matter in the Soil Lab |Interactions in Ecosystems |Review of population growth and|
|Intro Activity/ Discussion |MEECS (lesson 2) MDNR Non-Game |(MEECS 3C) |(Chapter 14) Guided Notes |density |
|Principles of Ecology (Chapter |Wildlife Poster Ecosystem |Daily Reflection |Population Growth Practice |Animated Biology |
|13) Guided Notes |Activity |Interactions in Ecosystems |Worksheet |() |
|Principles of Ecology (Chapter |Daily Reflection |(Chapter 14) |Daily Reflection |Quick Lab Survivorship Curve (p|
|13) Reading Guide (HW) |Level C activities (HW) |Reading Guide (HW) | |438) |
|Daily Reflection | | | |Daily Reflection |
| | | | |Ecological Succession (Section |
| | | | |14.5) Packet (HW) |
|Monday |Tuesday |Wednesday |Thursday |Friday |
|Succession Discussion |Within One Cubic Foot Reading |Threats to Michigan |Invasive Species (MEECS Lesson |Michigan’s Threatened Species |
|MEECS (Lesson 7B) Schoolyard |Activity |Biodiversity MEECS (Lesson 8) |9) |(MEECS Lesson 10) |
|Biodiversity |Level B Activities |Daily Reflection |Daily Reflection |Daily Reflection |
|Daily Reflection | | | | |
|Threats to Biodiversity (Section | | | | |
|16.4) Packet (HW) | | | | |
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|Monday |Tuesday |Wednesday |Thursday |Friday |
|Introduction to Local |Project workday |Project workday |Project Presentations |Project Presentations |
|Environmental Impact Project |Daily reflection |Daily reflection |Daily reflection |Group Evaluation |
|Begin working on project | | | |Self-Evaluation |
|Daily Reflection | | | |Daily reflection |
|Monday |Tuesday |Wednesday |Thursday |Friday |
|Unit Review |Unit Exam | | | |
|Daily Reflection | | | | |
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[1] Textbook references refer to Nowicki, Stephen, Biology. McDougal Littell. 2008.
[2] MEECS refers to the Michigan Environmental Education Curriculum Support: Ecosystems & Biodiversity curriculum distributed by the Michigan Department of Environmental Quality
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