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9_12
Science/Biology
Unit Plan
Ecology
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Stage 1: Desired Results
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Standards
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Level
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Standard
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State#
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Element
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Identify
the function of the four major macromolecules (i.e., carbohydrates,
proteins, lipids, nucleic acids).
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SB1.c
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Element
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Describe
the relationships between changes in DNA and potential appearance of
new traits including
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SB2.d
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Alterations
during replication.
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SB2.d.1
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Insertions
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SB2.d.1.a
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Deletions
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SB2.d.1.b
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Substitutions
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SB2.d.1.c
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Mutagenic
factors that can alter DNA.
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SB2.d.2
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High
energy radiation (x-rays and ultraviolet)
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SB2.d.2.a
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Chemical
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SB2.d.2.b
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Element
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Compare
the advantages of sexual reproduction and asexual reproduction in
different situations.
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SB2.e
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Element
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Examine
the use of DNA technology in forensics, medicine, and
agriculture.
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SB2.f
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Standard
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Students
will derive the relationship between single-celled and multi-celled
organisms and the increasing complexity of systems.
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SB3
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Element
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Relate
the complexity and organization of organisms to their ability for
obtaining, transforming, transporting, releasing, and eliminating the
matter and energy used to sustain the organism.
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SB3.a
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Standard
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Students
will assess the dependence of all organisms on one another and the flow
of energy and matter within their ecosystems.
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SB4
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Element
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Investigate
the relationships among organisms, populations, communities,
ecosystems, and biomes.
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SB4.a
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Element
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Explain
the flow of matter and energy through ecosystems by
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SB4.b
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Arranging
components of a food chain according to energy flow.
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SB4.b.1
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Comparing
the quantity of energy in the steps of an energy pyramid.
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SB4.b.2
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Explaining
the need for cycling of major nutrients (C, O, H, N, P).
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SB4.b.3
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Element
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Relate
environmental conditions to successional changes in ecosystems.
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SB4.c
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Element
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Assess
and explain human activities that influence and modify the environment
such as global warming, population growth, pesticide use, and water and
power consumption.
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SB4.d
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Element
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Relate
plant adaptations, including tropisms, to the ability to survive
stressful environmental conditions.
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SB4.e
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Element
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Relate
animal adaptations, including behaviors, to the ability to survive
stressful environmental conditions.
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SB4.f
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Element
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Explain
how fossil and biochemical evidence support the theory.
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SB5.c
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Element
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Relate
natural selection to changes in organisms.
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SB5.d
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Element
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Recognize
the role of evolution to biological resistance (pesticide and
antibiotic resistance).
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SB5.e
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Characteristics
of Science
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Standard
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Habits
of Mind
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Students
will evaluate the importance of curiosity, honesty, openness, and
skepticism in science.
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SCSh1
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Element
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Exhibit
the above traits in their own scientific activities.
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SCSh1.a
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Element
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Recognize
that different explanations often can be given for the same
evidence.
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SCSh1.b
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Element
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Explain
that further understanding of scientific problems relies on the design
and execution of new experiments which may reinforce or weaken opposing
explanations.
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SCSh1.c
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Students
will identify and investigate problems scientifically.
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SCSh3
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Element
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Suggest
reasonable hypotheses for identified problems.
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SCSh3.a
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Element
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Develop
procedures for solving scientific problems.
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SCSh3.b
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Element
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Collect,
organize and record appropriate data.
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SCSh3.c
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Element
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Graphically
compare and analyze data points and/or summary statistics.
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SCSh3.d
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Element
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Develop
reasonable conclusions based on data collected.
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SCSh3.e
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Element
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Evaluate
whether conclusions are reasonable by reviewing the process and
checking against other available information.
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SCSh3.f
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Students
use tools and instruments for observing, measuring, and manipulating
scientific equipment and materials.
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SCSh4
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Element
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Develop
and use systematic procedures for recording and organizing
information.
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SCSh4.a
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Element
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Use
technology to produce tables and graphs.
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SCSh4.b
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Element
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Use
technology to develop, test, and revise experimental or mathematical
models.
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SCSh4.c
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Students
will demonstrate the computation and estimation skills necessary for
analyzing data and developing reasonable scientific explanations.
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SCSh5
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Element
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Trace
the source on any large disparity between estimated and calculated
answers to problems.
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SCSh5.a
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Element
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Consider
possible effects of measurement errors on calculations.
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SCSh5.b
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Element
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Recognize
the relationship between accuracy and precision.
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SCSh5.c
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Element
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Express
appropriate numbers of significant figures for calculated data, using
scientific notation where appropriate.
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SCSh5.d
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Element
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Solve
scientific problems by substituting quantitative values, using
dimensional analysis and/or simple algebraic formulas as
appropriate.
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SCSh5.e
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Students
will communicate scientific investigations and information
clearly.
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SCSh6
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Element
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Write
clear, coherent laboratory reports related to scientific
investigations.
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SCSh6.a
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Element
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Write
clear, coherent accounts of current scientific issues, including
possible alternative interpretations of the data.
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SCSh6.b
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Element
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Use
data as evidence to support scientific arguments and claims in written
or oral presentations.
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SCSh6.c
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Element
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Participate
in group discussions of scientific investigation and current scientific
issues.
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SCSh6.d
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Standard
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The
Nature of Science
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Students
analyze how scientific knowledge is developed. Students recognize
that:
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SCSh7
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Element
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The
universe is a vast single system in which the basic principles are the
same everywhere.
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SCSh7.a
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Element
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Universal
principles are discovered through observation and experimental
verification.
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SCSh7.b
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Element
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From
time to time, major shifts occur in the scientific view of how the
world works. More often, however, the changes that take place in the body
of scientific knowledge are small modifications of prior knowledge.
Major shifts in scientific views typically occur after the observation
of a new phenomenon or an insightful interpretation of existing data by
an individual or research group.
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SCSh7.c
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Element
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Hypotheses
often cause scientists to develop new experiments that produce
additional data.
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SCSh7.d
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Element
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Testing,
revising, and occasionally rejecting new and old theories never
ends.
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SCSh7.e
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Students
will understand important features of the process of scientific
inquiry. Students will apply the following to inquiry learning
practices:
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SCSh8
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Element
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Scientific
investigators control the conditions of their experiments in order to
produce valuable data.
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SCSh8.a
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Element
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Scientific
researchers are expected to critically assess the quality of data
including possible sources of bias in their investigations' hypotheses,
observations, data analyses, and interpretations.
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SCSh8.b
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Element
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Scientists
use practices such as peer review and publication to reinforce the
integrity of scientific activity and reporting.
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SCSh8.c
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Element
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The
merit of a new theory is judged by how well scientific data are
explained by the new theory.
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SCSh8.d
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Element
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The
ultimate goal of science is to develop an understanding of the natural
universe which is free of biases.
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SCSh8.e
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Element
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Science
disciplines and traditions differ from one another in what is studied,
techniques used, and outcomes sought.
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SCSh8.f
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Students
will enhance reading in all curriculum areas by:
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SCSh9
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Element
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Reading
in all curriculum areas
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SCSh9.a
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Read
a minimum of 25 grade-level appropriate books per year from a variety
of subject disciplines and participate in discussions related to
curricular learning in all areas.
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SCSh9.a.1
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Read
both informational and fictional texts in a variety of genres and modes
of discourse.
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SCSh9.a.2
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Read
technical texts related to various subject areas.
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SCSh9.a.3
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Enduring Understandings
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Students will understand that..
- Ecological theories are fallible tools
based on experimentation and observation that help us explain &
predict interdependence and matter and energy relationships in
ecosystems.
- All components of an ecosystem affect each
other in some way.
- Certain nutrients must be recycled through
ecosystems.
- Energy flow can be represented by food
chains, food webs, and energy changes. Human activities affect the
balance of ecosystems.
- All organisms in ecosystems must change
and adapt or die.
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Essential Questions
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- Why
does matter cycle but energy does not?
- How
are the roles of organisms in different ecosystems the same?
- Why
don’t ecosystems ever stay the same?
- Why
aren’t there mountain lions in Georgia?
- Can
humans affect the climate in Georgia?
- How
do our needs (food, water, shelter) and our wants (cars, malls, TVs)
affect ecosystems?
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Knowledge and Skills
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Knowledge
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Skills
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Students will know that...
- that matter
cycles between biotic and abiotic components of an ecosystem;
energy flows according to the laws of thermodynamics
- the
size of a food web or food chain is determined by the amount of
available energy that moves from one trophic level to another
- the
role of each organism affects the stability of an ecosystem
- organisms
in an ecological community can have many types of
interrelationships including: competition; predation; and three
symbiotic relationships (commensalisms, parasitism, and mutualism)
- that
causes of environmental variation are complex and can be explained
by fallible theories based on qualitative and quantitative
observations
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Students will be able to....
- identify the
biotic and abiotic factors within an ecosystem
- describe how
energy flows through an ecosystem
- explain the
relationships within a food web and food chain
- identify the
role of an organism within an ecosystem
- explain how
energy flows through an ecosystem
- identify
relationships within an ecosystems
- explain causes
for environmental variation within an ecosystem
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Stage 2: Assessment Evidence
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Traditional Assessment
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Portfolio Assessment
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Authentic Assessment
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Performance Tasks, Rubrics, Projects,
Dialogues, etc.
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- Biome
Powerpoint
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Student Self-Assessment
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General
Ecology
Relationships and energy flow
within an ecosystem
Organisms, Populations, and
Communities
Ecosystems and Biomes
Environmental issues and
conservation
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Stage 3: Designing an
Instructional Plan
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Differentiated Instruction
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Relationships and energy flow within an ecosystem
- Students will learn the abiotic and biotic
components of pond diversity.
Biomes
- Students will understand the various
differences between the major biomes of the world.
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Hook and Hold
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Biomes and
Ecosystems
- Students will learn about the
various components that make up biomes and ecosystems.
- Students
will be able to define and describe the distinctive communities
of life that inhabit the unique regions of the earth, such as
deciduous forests, tundra, taiga, tropical
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