Biology Ecology

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1 Biology Ecology Unit Title/Skill Set: 10. Ecology Overview: This unit examines the interactions of organisms with one another and their interrelationship with the environment. Unit Essential Question(s): How do organisms interact with and depend on each other in an? How are organisms impacted by the nonliving components of an? Suggested Percentage of Course Time Prior to Keystone Exam: 20% Standard Anchors Unit Concepts Competencies Tier 3 Vocabulary Materials 3.1.B.A2 3.1.B.C A B C D E F A A B C D D BIO.B BIO.B BIO.B BIO.B BIO.B BIO.B BIO.B The levels of ecological organization o Organism o Population o Community o Ecosystem o Biome o Biosphere Abiotic components of an Biotic components of an Characteristic abiotic and biotic components of Describe and differentiate between the levels of ecological organization. Describe characteristic biotic and abiotic components of terrestrial and aquatic. energy flows through an. Describe biotic interactions within an 10% rule/law abiotic aquatic autotroph biodiversity biome biosphere biotic biotic potential carbon cycle carnivore carrying capacity chemosynthesi s commensalism community competition consumer decomposer Energy Flow in an Ecosystem Biodiversity and Health Biotic vs. Abiotic Factors in a Pond Ecosystem Biomes- Habitats

2 earth s aquatic and terrestrial. The ultimate energy source is the sun. o Other initial sources of energy Chemicals Heat Photosynthesis and cellular respiration Structure and components of a food chain or food web. Implications of the 10% rule/law (energy pyramids) Habitat and niche (fundamental and realized) Symbiotic interactions within an Biogeochemical cycles o Water cycle o Carbon cycle. Describe the niche of an organism. matter recycles in an. change in response to natural and human disturbances. Describe the effects of limiting factors on population dynamics and potential extinction. density dependent density independent ecological pyramid energy evolution extinction food chain food web fundamental niche herbivore heterotroph limiting factors mutualism nitrogen cycle nonnative omnivore organism oxygen cycle parasitism photosynthesis population predation producer realized niche succession

3 o Oxygen cycle o Nitrogen cycle Examples of natural disturbances affecting symbiosis terrestrial trophic level water cycle o Ecological succession o Natural disasters Examples of human disturbances affecting o Human overpopulation o Climate changes o Introduction of nonnative o Pollution o Fires Effects of human and natural disturbances on

4 o Loss of biodiversity o Loss of habitat o Increased rate of extinction o Disruption of natural biological cycles Carrying capacity Limiting factors o Density dependent o Density independent Effects of limiting factors on population dynamics o Biotic potential o Environmental resistance o Increase/decreased/ stabilized population growth o Extinction o Increased/decreased/stabilized biodiversity

5 NOTES: Unit Concepts = what students should know when they finish the unit (key knowledge). Allow students to track their own learning. Competencies = what students should be able to do when they finish the unit (key skills) Tier 3 Vocabulary = words and language specific to the content area. Please remember that in order to develop strong content reading and writing, Tier 2 words must be continually developed. Sample Materials & Resources = just some of the resources that can be used. Please recall that students bring many varied learning styles. Use a myriad of resources to meet the needs. Assessments = Formative, Performance, Diagnostic and Summative Assessment should be developed to meet the content standard through a variety of tasks that can be both formal and informal. Content should be accessible for all students. Study the UDL Model. The teacher is a content specialist who helps develop reading and writing skills in Biology. The SAMME principles are in play Scaffold, Actively Engage, Model, develop Metacognition, and Explicitly Instruct. The Flipped Classroom strategy is recommended as a technique. Send the concept home and make the classroom the laboratory for discovery and experience.

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