BPS Science Department Biology - Unit 2 - Ecology

BPS Science Department Biology - Unit 2 - Ecology

BPS Science Department 2021-2022 Biology Unit 2 – Ecology

Unit Overview: Chapter 3

● In order for students to understand the biosphere, they investigate global systems and the way the components of the system are interrelated. They explore the science of ecology, the levels of ecological

organization, the way scientists gather ecological data, and the roles of biotic and abiotic factors within the global system model.

● Students are then introduced to the role that climate plays in supporting life. Students also investigate ocean currents, climate zones, and climate change.

Chapter 4

● Students explore the flow of energy and matter through the biosphere, atmosphere, hydrosphere, and geosphere. They discover that the existence of life on Earth depends on the interactions among organisms and

between organisms and the environment.

Chapter 5

● Students explore the field of population biology with an emphasis on the factors that affect population growth. They also investigate the factors that limit growth within two broad categories of density-dependent

and density independent factors.

Chapter 6

● Students explore the interactions within ecosystems and how these interactions affect an ecosystem’s ability to change and to resist change.

● Students investigate the concept of biodiversity and its benefits, both in resilience of ecosystems themselves and in providing the many ecosystem services that benefit humans.

Chapter 7

• Students explore humans and global change by quantifying personal and collective impacts. Students will investigate this by studying pollution, land use, and interaction with other species.

• Students will discuss and study the complex issue of climate change.

Essential Questions ● Why is ecology important?

● What are biotic and abiotic factors?

● What is the difference between weather and climate?

● How does energy flow through an ecosystem?

● How does matter flow between trophic levels and among ecosystems?

● What factors affect population growth?

● What factors determine carrying capacity?

● How do communities change over time?

● What are the benefits of biodiversity?

● How do human activities change the atmosphere and the climate?

● How do changes in the atmosphere drive climate change and other changes in global systems?

● What evidence supports the claim that the climate is changing?

● What are some impacts of climate change?

● What criteria can be used to evaluate whether development is sustainable?



NYSSLS Standards:

Chapter 3 Performance Expectations and Disciplinary Core Ideas:

● 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.

(Scale, Proportion, and Quantity)

• LS2.A:Interdependent Relationships in Ecosystems

• LS2.C: Ecosystem Dynamics, Functioning, and Resilience

● HS-ESS2-4: Use a model to describe how variations in the flow of energy into and out of Earth’s

systems result in changes in climate. (Cause and Effect)

• ESS1.B: Earth and the Solar System

• ESS2.D: Weather and Climate

● HS-ESS3-6: Use a computational representation to illustrate the relationships among Earth

systems and how those relationships are being modified due to human activity. (Systems and

System Models)

• ESS3.D: Global Climate Change

● HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller,

more manageable problems that can be solved through engineering.

• ETS1.C: Optimizing the Design Solution

● HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria

and trade-offs that account for a range of constraints, including cost, safety, reliability, and

aesthetics, as well as possible social, cultural, and environmental impacts.

• ETS1.B: Developing Possible Solutions

NYSSLS Standards:





• LS2.A: Interdependent Relationships in Ecosystems


● HS-LS2-3: Construct and revise an explanation based on evidence for the cycling of matter and

flow of energy in ecosystems. (Energy and Matter)

• LS2.B: Cycles of Matter and Energy Transfer in Ecosystems

● HS-LS2-4: Use mathematical representations to support claims for the cycling of matter and flow

of energy among organisms in an ecosystem. (Energy and Matter)


● HS-LS2-5: Develop a model to illustrate the role of various processes in the cycling of carbon

among the biosphere, atmosphere, hydrosphere, and geosphere. (Systems and System Models)


● HS-LS4-5: Evaluate the evidence supporting claims that changes in environmental conditions

may result in: (1) increases in the number of individuals of some species, (2) the emergence of new

species over time, and (3) the extinction of other species. (Cause and Effect)

• LS4.C: Adaptation

● HS-LS4-6: NGSS Standard not NYSSLS

● HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria

and trade-offs that account for a range of constraints, including cost, safety, reliability, and

aesthetics, as well as possible social, cultural, and environmental impacts.


https://drive.google.com/file/d/1CNRhXqmeslLt9nIUSreJeloXTRFKmP77/view?usp=sharing







https://drive.google.com/file/d/1q_hYk3Ti2RxRYHvUgPloiIFu6T1DlMdN/view?usp=sharing









NYSSLS Standards:


● HS-LS2-1: Use mathematical and/or computational representations to support explanations of

biotic and abiotic factors that affect carrying capacity of ecosystems at different scales. (Scale,

Proportion, and Quantity)







● 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. (Stability and Change)


● HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on

the environment and biodiversity. (Stability and Change)

• LS4.D: Biodiversity and Humans

● HS-LS4-5: Evaluate the evidence supporting claims that changes in environmental conditions

may result in: (1) increases in the number of individuals of some species, (2) the emergence of new

species over time, and (3) the extinction of other species. (Cause and Effect)

• LS4.C: Adaptation

● HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and

constraints for solutions that account for societal needs and wants.

• ETS1.A: Defining and Delimiting Engineering Problems

NYSSLS Standards:


● HS-LS2-1: Use mathematical and/or computational representations to support explanations of

biotic and abiotic factors that affect carrying capacity of ecosystems at different scales. (Scale,

Proportion, and Quantity)







● 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. (Stability and Change)






● HS-ETS1-4: Use a computer simulation to model the impact of proposed solutions to a complex

real-world problem with numerous criteria and constraints on interactions within and between

systems relevant to the problem. (Systems and System Models)


https://drive.google.com/file/d/1Z6MVJBpctbBl_-3xA_RnGDkk7xImC5ki/view?usp=sharing







https://drive.google.com/file/d/1-PkEcKZfd34oXNT35ckqd3QxzDIT1LO9/view?usp=sharing








NYSSLS Standards:










• LS4.D: Biodiversity and Humans


● HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and

constraints for solutions that account for societal needs and wants.

• ETS1.A: Defining and Delimiting Engineering Problems

● HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller,

more manageable problems that can be solved through engineering.

• ETS1.C: Optimizing the Design Solution

● HS-ESS2-6: Develop a quantitative model to describe the cycling of carbon among the

hydrosphere, atmosphere, geosphere, and biosphere. (Energy and Matter)


● HS-ESS3-3: Create a computational simulation to illustrate the relationships among management

of natural resources, the sustainability of human populations, and biodiversity. (Stability and

Change)

• ESS3.C: Human Impacts on Earth Systems

● HS-ESS3-4: Evaluate or refine a technological solution that reduces impacts of human activities

on natural systems. (Stability and Change)

• ESS3.C: Human Impacts on Earth Systems

● HS-ESS3-5: Analyze geoscience data and the results from global climate models to make an

evidence-based forecast of the current rate of global or regional climate change and associated

future impacts to Earth systems. (Stability and Change)


● HS-ESS3-6: Use a computational representation to illustrate the relationships among Earth

systems and how those relationships are being modified due to human activity. (Systems and

System Models)



Science & Engineering Practices: ● Asking Questions

● Defining Problems

● Constructing Explanations

● Designing Solutions

● Planning and Carrying Out Investigations

● Developing and Using Models

● Using Mathematics and Computational Thinking

● Engaging in Argument from Evidence

● Obtaining, Evaluating, and Communicating Information

Crosscutting Concepts: ● Scale, Proportion, and Quantity

● Cause and Effect

● Systems and System Models

● Energy and Matter

● Stability and Change

● Structure and Function

https://drive.google.com/file/d/1Hx3bX3Cc4JUnJUbNmOqknc-LhgtnTL1n/view?usp=sharing












https://ngss.nsta.org/practicesfull.aspx

https://ngss.nsta.org/crosscuttingconceptsfull.aspx



Unit 2 Problem-Based Learning: Invasives In Your Neighborhood

Problem: How can you reduce the impact of an invasive species on your local ecosystem?

Task: Design a solution to control a specific invasive species in their local ecosystem.

Students will solve this problem by performing the activities as they progress through the unit (below) and recording their findings in their Explorer’s Journal.

● Problem Launch: Invasives In Your Neighborhood (Explorer’s Journal)

● Launch Video: Invasive Toads (Realize)

● Interactivity: Food Webs and Invasives (Realize Lesson 4.2)

● Interactivity: Pythons in the Everglades (Realize Lesson 5.2)

● STEM Project: Controlling Local Invasives (Explorer’s Journal Lesson 5.2)

● Authentic Reading: To Tame a “Wave” of Invasive Bugs, Park Service Introduces Predator Beetles ( Explorer’s Journal Lesson 6.1)

● Interactivity: Controlling Invasives (Realize Lesson 7.2)

● Problem Wrap-Up: Invasives In Your Neighborhood (Explorer’s Journal)

Time

Frame Essential Questions

Instructional

Sequence

Resources- Miller & Levine Biology

Textbook

Resources- Miller and Levine Biology

Realize Digital Component

Additional Resources Brief Review Book and Labster access is through

Savvas Realize Home

Week 3 -

9.27.21-

10.1.21

Unit Launch ● EJ-PBL Introduction: Invasives in Your

Neighborhood

● EJ-PBL Video: Invasive Toads

● EJ-PBL Video Worksheet: Invasive Toads

Chapter 3- The Biosphere Case Study Can We Make a Working Model of our Living Planet?

● Introduction (p. 77)

● Image: Studying Environmental Conditions (p.80)

● Lesson 3.1 Review (#5, p.84)


● Case Study Wrap-Up (p. 102-103)

Lesson 3.1- Introduction to

Global Systems

● Why is ecology important?

● What methods are used in

ecological studies?

● What are biotic and abiotic

factors?

Vocabulary: biosphere, ecology,

species, population, community, ecosystem, biotic factor, abiotic

Connect ● Video: Counting Wild Animals (3:08 min) Brief Review Book:

Topic 6: Parts of an Ecosystem (p.98-99)

Learn Genetics Virtual Card Sort:

Is it Alive?

Investigate ● Textbook: Introduction to Global

Systems (p. 78-84)

● Image: Studying Environmental

Conditions (p.80)

● e-text: Introduction to Global Systems

● Interactivity: Global Systems

(study the different levels of organization in an

ecosystem in order to study the interactions

between biotic and abiotic factors, as well as the

different Earth systems)

● Interactivity: Model of Earth Systems (Figure 3-4

in eText)

● Editable PPT Presentation: Introduction to Global

Systems

https://learn.genetics.utah.edu/content/cells/alive/



factor, atmosphere, hydrosphere,

geosphere

Synthesize ● Science Skills Activity: Factors Affecting Growth

(measure how abiotic factors affect organisms in

a pond)

● Science Skill Worksheet: Factors Affecting

Growth

● In Your Neighborhood Lab: Abiotic Factors and

Plant Selection

Demonstrate ● Lesson 3.1 Review (p. 85) ● eText Lesson Review: Introduction to Global

Systems

● Quiz: Introduction to Global Systems

Week 4-

10.4.21-

10.8.21

Week 5-

10.12.21

-

10.15.21 *10.11.21 Indigenous

Peoples’

and Italian-

Heritage

Day

Lesson 3.2- Climate, Weather

and Life

● What is the difference

between weather and

climate?

● How are Earth’s climate

and average temperature

determined?

● What factors shape

regional climate?

● What does climate change

involve?

Vocabulary: climate, weather,

greenhouse effect

Connect ● Video: Ever Changing Lake (2:38 min) Brief Review Book:

Topic 7: Global Atmospheric Change

(p.134-135) Investigate ● Textbook: Climate, Weather and

Life (p. 85-91)

● Quick Lab: Why Do Different

Earth Surfaces Have Different

Temperatures? (p.87)

● eText: Climate, Weather, and Life

● Interactivity: Earth’s Greenhouse Effect and Solar

Energy

(examine Earth's greenhouse effect and how it

relates to the concept of solar energy)

● HHMI Animation: The Greenhouse Effect

● Quick Lab: Why Do Different Earth Surfaces

Have Different Temperatures?

● Editable PPT Presentation: Climate, Weather, and

Life

Synthesize ● Interactive Video: El Nino (3:03 min)

Demonstrate ● Lesson 3.2 Review (p. 91) ● eText: Lesson Review: Climate, Weather, and

Life

● Quiz: Climate, Weather, and Life

Lesson 3.3- Biomes and Aquatic

Ecosystems

● What biotic and abiotic

factors characterize a

biome?

● What factors change

aquatic ecosystems?

● Why are estuaries so

important?

Vocabulary: biome, canopy,

understory, humus, taiga,

Connect ● Video: Alpine Tundra (3:45 min) Learn.Genetics Extreme Environments:

Great Salt Lake – Ecology resource from

the Genetic Science Learning Center at the

University of Utah. This resource has

interactives exploring the living and

nonliving factors in and around Great Salt

Lake.

Labster Lab:

4- Marine Biology

Investigate ● Textbook: Biomes and Aquatic

Ecosystems (p. 92-101)

● Visual Summary (Biomes &

Factors) (p. 93 - 96)

● Analyzing Data: Which Biome?

(p.97)

● eText: Biomes and Aquatic Ecosystems

● Analyzing Date: Which Biome?

● Interactivity: Characteristics of Aquatic

Ecosystems

(In depth look at aquatic biomes, such as oceans,

rivers, lakes, and wetlands; as well as factors such

as chemistry, light, salinity, and temperature at

various depths)

● Editable PPT Presentation: Biomes and Aquatic

Ecosystems

Synthesize ● Simulation: Where Organisms Live

https://learn.genetics.utah.edu/content/gsl/

https://learn.genetics.utah.edu/content/gsl/



permafrost, photic zone, aphotic

zone, plankton, wetland, estuary

(study three organisms to determine what

conditions, or biomes, they are best suited for

using a simulation)

Demonstrate ● Lesson 3.3 Review (p. 101)

● eText: Lesson Review - Biomes and Aquatic

Ecosystems

● Quiz: Biomes and Aquatic Ecosystems

Chapter Close: The Biosphere ● Case Study Wrap-Up (p. 102-103)

● Chapter 3 Study Guide (p.104-

105)

● Performance Based Assessment:

Meet the Anthromes (p. 106 -

107)

● Chapter 3 Assessment (p. 108-

110)

● End-of-Course Test Practice: The

Biosphere (p. 111)

● eText: Case Study Wrap-Up: Can We Make a

Working Model of Our Living Planet

● HHMI Career Video: Analyzing Patterns in the

Savanna Landscape

● eText: Chapter 3 Study Guide

● eText: Performance-Based Assessment: Meet the

Anthromes

● eText: Chapter 3 Assessment

● Test: The Biosphere

● End-of-Course Test Practice: The Biosphere

Optional Enrichment: The Biosphere ● HHMI Enrichment Video: The Guide: A Biologist

in Gorongosa Part 1

● HHMI Enrichment Video: The Guide: A Biologist

in Gorongosa Part 2


in Gorongosa Part 3


in Gorongosa Learning Assessment

Chapter 4- Ecosystems Case Study What’s to Blame for the Bloom?


● Diagram- The Nitrogen Cycle (Figure 4-13, p. 129)

● Diagram- The Phosphorus Cycle (Figure 4-14, p. 130)

● Lesson 4.3 Review (#8, p. 131)

● Case Study Wrap-up (p. 132-133)

● Performance-Based Assessment: Can Algal Blooms Be Useful? (p.136-137)

Week 5- 10.12.21-

10.15.21 *10.11.21 Indigenous

Peoples’

and Italian-

Lesson 4.1 Energy, Producers

and Consumers

● What are primary

consumers?

● How do consumers obtain

energy and nutrients?

Connect ● Discussion Board: Producers and Consumers Brief Review Book:

Topic 6: Relationships in an Ecosystem

(p.103-106)

Topic 6: Recycling & Reusing Materials

(p.107-108)

Investigate ● Textbook: Energy, Producers and

Consumers (p. 114-117)

● Analyzing Data: Ocean Water &

Oxygen Concentration (p. 117)

● eText: Energy, Producers, and Consumers

● Interactivity: Consumers (Figure 4-2 in eText)

● Interactivity: Producers and Consumers

(learn about and classify producers and consumer

types such as herbivores, omnivores, carnivores,

scavengers, decomposers, and detritivores)



Heritage

Day

Vocabulary: autotroph, primary

producer, photosynthesis,

chemosynthesis, heterotroph,

consumer, detritus

● Analyzing Data: Ocean Water & Oxygen

Concentration

● Editable PPT Presentation: Energy, Producers, and

Consumers

Synthesize ● Interactive video: Chemosynthesis and

Photosynthesis - The Flow of Energy (3:01)

(compare the flow of energy and the roles of

producers and consumers in a kelp forest

ecosystem and a hydrothermal vent)

Demonstrate ● Lesson 4.1 Review (p. 117) ● eText: Lesson review: Energy, Producers, and

Consumers

● Quiz: Energy, Producers, and Consumers

Week 6 - 10.18.21-

10.22.21

Lesson 4.2-Energy Flow in

Ecosystems

● How does energy flow

through an ecosystem?

● How do ecological

pyramids help analyze

energy flow through

trophic levels?

Vocabulary: food chain,

phytoplankton, food web, trophic

level, ecological pyramid, biomass

Connect ● Inquiry Warm-up: Pass It Along Brief Review Book:

Topic 6: Energy Flow Through an

Ecosystem (p. 107)

Labster Lab:

23- Genetically Engineered Machine

Investigate ● Textbook: Energy Flow in

Ecosystems (p. 118-122)

● Quick Lab: How Can You Model

Energy Flow in Ecosystems? (p.

121)

● eText: Energy Flow in Ecosystems

● Interactivity Activity: Food Webs (Figure 4-3

in eText)

(look at various food chains within a food web)

● Quick Lab: How Can You Model Energy Flow in

Ecosystems?

● Interactivity: Ecological Pyramids

(Interact with and learn about the ecological

pyramids of energy, biomass, and numbers)

● Editable PPT Presentation: Energy Flow in

Ecosystems

Synthesize ● EJ-PBL Science Skills Activity: Food Webs and

Invasives

(students apply their knowledge of food chains

and food webs to complete a food web and

investigate the effects of an invasive species) ● EJ-PBL Science Skills Worksheet: Food Webs

and Invasives

Demonstrate ● Lesson 4.2 Review (p.122) ● eText: Lesson Review: Energy Flow in

Ecosystems

● Quiz: Energy Flow in Ecosystems

Week 6 - 10.18.21-

10.22.21

Lesson 4.3- Cycles of Matter

● How does matter flow

between trophic levels and

among ecosystems?

Connect ● Inquiry Warm-Up: It’s Raining, It’s Pouring Brief Review Book:

Topic 6: Recycling & Reusing Materials

(p.107-108)

Investigate ● Textbook: Cycles of Matter (p.

123-131)

● eText: Cycles of Matter

● HHMI Animation: Gorongosa’s Water Cycle (in

eText)



● How does water cycle

globally?

● How does nutrient

availability affect primary

productivity?

Vocabulary: biogeochemical

cycle, nutrient, nitrogen fixation,

denitrification, limiting nutrient

● Diagram- The Nitrogen Cycle

(Figure 4-13, p. 129)

● Diagram- The Phosphorus Cycle

(Figure 4-14, p. 130)

● Interactivity: Biogeochemical Cycles

(look at the water cycle, carbon cycle, and

nitrogen cycle and examine the biological

processes, geological processes, and

physical/chemical processes involved, as well as

the effects of human processes)

● Editable PPT Presentation: Cycles of Matter

Topic 7: Natural Processes in Ecosystems

(p.123-125)

Synthesize ● Exploration Lab: The Effect of

Fertilizer on Algae (p. 130)

● Engineering Interactivity: Construct a Wetland

(apply engineering skills to design a constructed

wetland)

● Engineering Worksheet: Construct a Wetland

● Exploration Lab: The Effect of Fertilizer on Algae

● Editable PPT Presentation: Cycles of Matter

Demonstrate ● Lesson 4.3 Review (p. 131) ● eText: Lesson Review: Cycles of Matter

● Quiz: Cycles of Matter

Chapter Close: Ecosystems ● Case Study Wrap-Up (p. 132-133)

● Chapter 4 Study Guide (p. 134-

135)

● Performance-Based Assessment:

Can Algal Blooms Be Useful? (p.

136-137)


140)

● End-Of-Course Test Practice:

Ecosystems (p. 141)

● eText: Case Study Wrap-Up: From Harmless

Algal Bloom to Toxic Menace

● HHMI Career Video: Studying Coral Reef

Damage in American Samoa


● eText: Performance-Based Assessment: Can Algal

Blooms Be Useful?


● Test: Ecosystems

● eText: End-of Course Test Practice: Ecosystems

Optional Enrichment: Ecosystems ● HHMI Enrichment Video: The Guide: A Biologist

in Gorongosa Part 1


in Gorongosa Part 2


in Gorongosa Part 3

● HHMI Enrichment Activity: A Biologist in

Gorongosa Learning Assessment

● HHMI Enrichment Activity: Creating Chains and

Webs

● HHMI Enrichment Activity: Creating Chains and

Webs Double-sided cards



Week 7 -

10.25.21-

10.29.21

Chapter 5 - Populations Case Study Chapter 5 Case Study: What Can We Learn From China


● Diagram- Factors That Affect Population (Figure 5-3, p. 147)

● Diagram- World Population Growth (Figure 5-13, p.159)


● Performance-Based Assessment: A Tale of Two Countries: China and India (p.166-167)

Lesson 5.1 How Populations

Grow

● How do ecologists study

populations?

● What factors affect

population growth?

Vocabulary: population density,

population distribution, age

structure, immigration, emigration,

exponential growth, logistic

growth, carrying capacity

Connect ● Class Discussion: What Affects Population Size? Brief Review Book:

Topic 6: Environmental Limits on

Population Size (p. 99-102)

Topic 7: Population Growth (p.125-127)

Investigate ● Textbook: How Populations Grow

(p. 144-151)

● Diagram- Factors That Affect

Population (Figure 5-3, p. 147)

● eText: How Populations Grow

● Interactivity: Describing Populations

(look at various means of describing and

classifying populations such as geographic range,

density and distribution, growth rate, and age

structure; as well as the three types of

distribution-uniform, random, and clumped)

● Interactivity: Logistic Growth

(Figure 5-5 in eText)

● Editable PPT Presentation: How Populations

Grow

Synthesize ● Interactive Video: Population Changes of Giant

Pandas

(students look at birth rate vis-a-vis death rate as

it applies to population growth of organisms)

● Argument-Based Inquiry (Modeling Lab):

Estimating Population Size

(students will estimate the size of various

populations in a model ecosystem then use

mathematical representations to explain the

factors that affect the carrying capacity)

Demonstrate ● Lesson 5.1 Review (p. 151) ● eText Review: How Populations Grow

● Quiz: How Populations Grow

Lesson 5.2 Limits to Growth

● What factors determine

carrying capacity?

● What limiting factors

depend on population

density?

Connect ● Video: Weeds of Mass Destruction (2:57) Brief Review Book:

Topic 6: Environmental Limits on

Population Size (p. 99-102) Investigate ● Textbook: Limits to Growth (p.

152-157)

● Analyzing Data: Monarchs in

Decline (p. 155)

● eText: Limits to Growth

● Interactivity: Limiting Factors

(students apply what they have learned about

limiting factors, including competition, predation,

herbivory, parasitism, disease and overcrowding,

to different situations and then classify them as

density-dependent or density-independent)



● What is the relationship

between limiting factors

and extinction?

Vocabulary: limiting factor,

density-dependent limiting factor,

density-independent limiting factor

● Interactivity: Limiting Factors on a Population

(distinguish between density-dependent and

density-independent limiting factors) (Figure 5-11

in eText)

● Analyzing Data: Monarchs in Decline

● Editable PPT Presentation: How Populations

Grow

Synthesize ● EJ-PBL Science Skills Activity: Pythons in the

Everglades

(conduct an experiment to see how the

introduction of a non-native species, the pythons,

affects another native population, rabbits)

● EJ-PBL Science Skills Worksheet: Pythons in the

Everglades

● EJ-PBL STEM Project: Controlling Local

Invasives

Demonstrate ● Lesson 5.2 Review (p.157 ) ● eText Lesson Review: Limits to Growth

● Quiz: Limits to Growth

Lesson 5.3 Human Population

Growth

● How has population size

changed over time?

● Why do population growth

rates differ among

countries?

Vocabulary: demography,

demographic transition

Connect ● Class Discussion: How Fast Are We Growing?

Investigate ● Textbook: Human Population

Growth (p. 158-161)

● Diagram- World Population

Growth (Figure 5-13, p. 159)

● Quick Lab: Modeling Population

Changes (p. 160)

● eText: Human Population Growth

● Quick Lab: Modeling Population Changes

● Interactivity: Population Age Structure


● Interactivity: Human Population Growth

examine human population growth over time and

identify anomalies in population growth with

possible causes; as well as compare growth rate

graphs with population graphs)

● Editable PPT Presentation: Human Population

Growth

Synthesize ● Simulation: Investigate Population Growth Rates

(investigate four different countries and the

factors that determine their population growth, as

well as a more detailed look at the particulars of

age structure diagrams)

Demonstrate ● Lesson 5.3 Review (p. 161) ● eText Lesson Review: Human Population Growth

● Quiz: Human Population Growth



Chapter Close: Populations ● Case Study Wrap-Up (p. 162-163)


165)


A Tale of Two Countries China

and India (p. 166-167)

● Chapter 5 Assessment ( p. 168-

170)

● End-of-Course Test Practice:

Populations (p. 171)

● eText Case Study Wrap-Up: What Can We Learn

From China?

● HHMI Career Video: Tracking Lion Recovery in

Gorongosa National Park


● eText Performance-Based Assessment: A Tale of

Two Countries China and India


● Test: Populations

● eText: End-of-Course Test Practice: Populations

Optional Enrichment: Populations ● HHMI Career Video: Tracking Lion Recovery in

Gorongosa National Park

● HHMI Enrichment Activity: Lesson 5- Tracking

Lion Communities

Week 8 -

11.1.21-

11.5.21 *11.2.2021

– Election

Day

Chapter 6 - Communities and

Ecosystem Dynamics

Case Study Chapter 6 Case Study: How Do Species Interactions Shape Ecosystems?


● Analyzing Data: Predator-Prey Dynamics (p. 179)

● Diagram- Keystone Species (Figure 6-6, p. 180)



● Performance-Based Assessment: The Populations of Yellowstone (p. 194-195)

Lesson 6.1 Habitats, Niches, and

Species Interactions

● What factors determine and

describe habitats and

niches?

● How does competition

shape communities?

● How does herbivory shape

communities?

● How do keystone species

shape communities?

● What are the three primary

ways that organisms

depend on each other?

Connect ● Discussion Board: Fitting In Brief Review Book:

Topic 6: Roles in the Ecosystem (p.102-

103)

Statedclearly.com Video Series:

What is Symbiosis?

Investigate ● Textbook: Habitats, Niches and

Species Interaction (p. 174-181)

● Analyzing Data: Predator-Prey

Dynamics: Case Study 🕑 (p.

179)

● Diagram- Keystone Species

(Figure 6-6, p. 180)

● eText: Habitats, Niches and Species Interactions

● Analyzing Data: Predator-Prey Dynamics: Case

Study

(analyze a graph of predator and prey populations

over time and extrapolates the effects of changing

the populations at various points)

● Interactivity: Symbiotic Relationships

(learn about three types of symbiosis:

commensalism, mutualism, and parasitism)

● Interactivity: Symbiosis (Figure 6-7 in eText)

● Editable PPT Presentation: Habitats, Niches, and


https://www.statedclearly.com/videos/what-is-symbiosis/



Vocabulary: habitat, tolerance,

niche, resource, competitive

exclusion principle, keystone

species, symbiosis, commensalism,

mutualism, parasitism

Synthesize ● Science Skills Activity: Life on the Reef

● Science Skills Worksheet: Life on the Reef

(provides an opportunity for students to examine

Life on a reef)

● EJ-PBL Authentic Reading: To Tame a “Wave” of

Invasive Bugs, Park Service I

(learn of an invasive species that is altering the

hemlock forests in the Smoky Mountains)

Demonstrate ● Lesson 6.1 Review (p. 181) ● eText Lesson Review: Habitats, Niches and


● Quiz: Habitats, Niches and Species Interactions

Lesson 6.2 Succession

● How do communities

change over time?

● How do communities

recover after a disturbance?

Vocabulary: ecological

succession, primary succession,

pioneer species, secondary

succession

Connect ● Discussion Board: Disturbances Brief Review Book:

Topic 6: Environmental Changes (p.112-

115) Investigate ● Textbook: Succession (p. 182-

185)

● Quick Lab: How Does Succession

Occur? (p. 184)

● eText: Succession

● Quick Lab: How Does Succession Occur?

● Animation: Primary and Secondary Succession


● Interactivity: Comparing Types of Succession

(compare and contrast primary succession and

secondary succession)

● Editable PPT Presentation: Succession

Synthesize ● Science Skills Activity: Identifying Disturbances

(learn about disturbances by studying populations

of sea birds and non-native rats on a Pacific

Island)

● Science Skills Worksheet: Identifying

Disturbances

Demonstrate ● Lesson 6.2 Review (p.185 ) ● eText: Lesson Review: Succession

● Quiz: Succession

Lesson 6.3 Biodiversity,

Ecosystems and Resilience

● What kinds of biodiversity

exists?

● What are the benefits of

biodiversity?

● What are some important

ecosystem services?

Connect ● Class Discussion: A Diverse Collection Brief Review Book:

Topic 6: Biodiversity (p.110-111) Investigate ● Textbook: Biodiversity,

Ecosystems, and Resilience (p.

186-189)

● eText: Biodiversity, Ecosystems and Resilience

● Interactivity: Biodiversity in Ecosystems

(learn about biodiversity and its importance by

examining several wetland ecosystems)

● Interactivity: Ecosystem Services


● Editable PPT Presentation: Biodiversity,

Ecosystems, and Resilience



Vocabulary: biodiversity,

ecosystem diversity, species

diversity, genetic diversity,

resilience, ecosystem services

Synthesize ● Engineering Interactivity: Designing a Rainwater

Capture System

(investigate the amount of rainwater that can be

captured in different ecosystems)

● Engineering Worksheet: Designing a Rainwater

Capture System

● In Your Neighborhood Lab: Biodiversity on the

Forest Floor

(investigate the microorganisms that break apart

dead leaves on the forest floor and evaluate their

role in maintaining a healthy forest ecosystem)

Demonstrate ● Lesson 6.3 Review (p. 189)

● eText: Lesson Review: Biodiversity, Ecosystems

and Resilience

● Quiz: Biodiversity, Ecosystems and Resilience

Chapter Close: Communities and Ecosystem

Dynamics

● Case Study: Make Your Case (p.

190)


193)


The Populations of Yellowstone

(p. 194)


198)


Communities and Ecosystem

Dynamics (p. 199 )

● eText: Case Study Wrap-Up: How Do Species

Interactions Shape Ecosystems?

● HHMI Career Video: Surveying Gorongosa’s

Biodiversity


● eText: Performance-Based Assessment: The

Populations of Yellowstone


● Text: Communities and Ecosystem Dynamics

● eText: End-of-Course Test Practice: Communities

and Ecosystem Dynamics

Optional Enrichment: Communities and Ecosystem

Dynamics

● HHMI Enrichment Video: How Species Coexist

Part 1


Part 2


Part 3

● HHMI Enrichment Activity: Niche Partitioning

Clip

● HHMI Enrichment Activity: Niche Partitioning

Activity

● HHMI Enrichment Activity: Metabarcoding Clip



Week 9 -

11.8.21-

11.12.21 *11.11.21

–

Veterans

Day

Chapter 7 - Humans and Global

Change

Case Study Chapter 7 Case Study: How Can a Rising Tide Be Stopped?


● Diagram- The Great Acceleration (Figure 7-3, p.204)

● Quick Lab: How Does Acid Affect Shells? (p.208)

● Diagram: Ocean Acidification (Figure 7-6, p. 209)

● Diagram: Toxic Algal Bloom (Figure 7-9, p. 212)


● Diagram: IPCC Data (Figure 7-18, p. 219)

● Analyzing Data: Evidence in Ice (p. 221)


Lesson 7.1 Ecological Footprints

● How do ecological

footprints of a typical

American compare to the

global average?

● What is the Anthropocene?

Vocabulary: ecological footprint,

anthrome

Connect ● Video: Earth Day Every Day (2:55) Brief Review Book:

Topic 7: Impact of Technology &

Industrialization (p.131-137) Investigate ● Textbook: Ecological Footprints

(p. 202-205)

● Diagram- The Great Acceleration

(Figure 7-3, p.204)

● eText: Ecological Footprints

● Interactivity: The Great Acceleration

(research different causes and effects of

population increases on climate change)

● Interactivity: Anthromes


● Editable PPT Presentation: Ecological Footprints

Synthesize ● Engineering Interactivity: Wetland Restoration

(learn about how habitat restoration works and

how it can increase biodiversity)

● Engineering Worksheet: Wetland Restoration

● Argument-Based Inquiry: Calculating Ecological

Footprint

(students calculate their ecological footprint using

online tools. They use their results to develop

practical, evidence-based approaches to reducing

their personal ecological footprint on Earth)

Demonstrate ● Lesson 7.1 Review (p. 205) ● eText Lesson Review: Ecological Footprints

● Quiz: Ecological Footprints

Lesson 7.2 Causes and Effects of

Global Change

● How do human activities

change the atmosphere and

the climate?

● How do changes in the

atmosphere drive climate

Connect ● Video: Pacific Garbage Patch (2:46) Brief Review Book:

Topic 7: Human Activity & Loss of

Diversity (p.127-131) Investigate ● Textbook: Causes and Effects of

Global Change (p. 206-217)

● Quick Lab: How Does Acid

Affect Shells? (p. 208)

● Diagram: Ocean Acidification

(Figure 7-6, p. 209)

● eText: Causes and Effects of Global Change

● Quick Lab: How Does Acid Affect Shells? Case

Study

● Interactivity: Understanding Global Change




change and other changes

in global systems?

● How do the ways that we

use land drive change in

global systems?

● What kinds of pollutants

are drivers of global

change?

Vocabulary: climate change,

global warming, deforestation,

monoculture, invasive species,

pollutant, ozone layer, smog,

biological magnification

● Diagram: Toxic Algal Bloom

(Figure 7-9, p. 212)

● Interactivity: Human Impact on Ecosystems

(investigate how humans can impact ecosystems

through pollution, farming, hunting, building, and

overfishing)

● Editable PPT Presentation: Causes and Effects of

Global Change

Synthesize ● EJ-PBL Skills Activity: Controlling Invasives

● EJ-PBL Skills Worksheet: Controlling Invasives

(learn about an invasive American bullfrog in the

ecosystem of Buenos Aires, specifically the

leopard frog)

Demonstrate ● Lesson 7.2 Review (p. 217) eText Lesson Review: Causes and Effects of

Global Change

Quiz: Causes and Effects of Global Change

Week 10

-

11.15.21-

11.19.21

Lesson 7.3 Measuring and

Responding to Change

● What evidence supports the

claim that the climate is

changing?

● What are some impacts of

climate change?

● What is the role of Science

in responding to global

change?

Vocabulary: no new vocabulary in

this lesson

Connect ● Discussion Board: Results of Climate Change Brief Review Book:

Topic 7: Impact of Technology &

Industrialization (p.131-137) Investigate ● Textbook: Measuring and

Responding to Change (p. 218-

222)

● Diagram: IPCC Data (Figure 7-

18, p. 219)

● Analyzing Data: Evidence in Ice

(p. 221)

● eText: Measuring and Responding to Change

● Interactivity: Identifying Impact of Climate

Change

(identify the impact climate change has had on the

planet)

● Analyzing Data: Evidence in Ice; Case Study

(interpret data from a graph to evaluate how the

melting rate of the polar ice caps provides

evidence of global warming)

● Interactivity: Success Story


● Editable PPT Presentation: Measuring and

Responding to Change

Synthesize ● Science Skills Activity: Plan an Urban Tree

Planting

● Science Skills Worksheet: Plan an Urban Tree

Planting

(design an urban wildlife area that works to

reduce a city's carbon footprint and limit

atmospheric carbon dioxide levels)

Demonstrate ● Lesson 7.3 Review (p. 222) ● eText Lesson Review: Measuring and Responding

to Change

● Quiz: Measuring and Responding to Change



Lesson 7.4 Sustainability

● What criteria can be used

to evaluate whether

development is

sustainable?

Vocabulary: sustainable

development, renewable resource,

nonrenewable resource, resilience

Connect ● Video: The World’s Fisheries (3:11 min) Brief Review Book:

Topic 7: Limited Resources (p.l22-123) Investigate ● Textbook: Sustainability (p. 223-

225) ● Interactivity: Sustainable Development

(investigate sustainable development and how

resources can be better utilized to support society

within Earth's support system.)

● Interactivity: Renewable and Nonrenewable

Energy (Figure 7-24 in eText)

● Editable PPT Presentation: Sustainability

Synthesize ● Science Skills Activity: Biogas Farming with

worksheet

(study biogas made from the breakdown of

biodegradable wastes)

Demonstrate ● Lesson 7.4 Review (p. 225) ● eText Lesson Review: Sustainability

● Quiz: Sustainability

Chapter Close: Humans and Global Change ● Case Study Wrap-Up (p. 226-227)


229)


Biodiversity in the Everglades (p.

230-231)

● Chapter 7 Assessment (p. 232-234


Human and Global Change (p.

235)

● eText: Case Study Wrap-Up: How Can a Rising

Tide be Stopped?

● Career Video: Restoring Gorongosa’s Wildlife


● eText: Performance-Based Assessment:

Biodiversity in the Everglades


● Test: Humans and Global Change

● eText: End-of-Course Test Practice: Humans and

Global Change

Optional Enrichment: Humans and Global Change ● HHMI Enrichment Video: The Guide: A Biologist

in Gorongosa Part 1


in Gorongosa Part 2


in Gorongosa Part 3


in Gorongosa Learning Assessment

● HHMI Enrichment Article: Restoring

Mozambique’s National Treasure

Unit Close ● EJ-PBL Wrap-Up: Invasives in Your

Neighborhood

● Benchmark Test: Unit 2: Ecology

Unit 2 Higher Order Questions from

LE Regents Exams (LE Regents

Exams are hyperlinked for ease of

access to questions)

https://drive.google.com/file/d/10eeZeDqsL00OglQHL8PFzF9yDDlUiiSJ/view?usp=sharing

https://drive.google.com/file/d/10eeZeDqsL00OglQHL8PFzF9yDDlUiiSJ/view?usp=sharing



Resources http://ngss.nsta.org/Classroom-Resources.aspx - Searchable NYSSLS/NGSS aligned resources curated by NSTA

Buffalo Public Schools Science Department LE Webpage – BPS Living Environment curriculum resource hub

BPS Science Department Recommended Virtual Labs – Virtual lab resources with embedded links to virtual labs and student sheets. Must be logged into BPS google account through BPS Gmail account to access.

NYS Regents Living Environment Exams 2010-2020 NYSED’s Office of State Assessment webpage for released Regents Living Environment Examinations

NYS MST Science Learning Standards Living Environment 1996 MST NYS Living Environment Standards

NYS P-12 Science Learning Standards (HS) – NYSSLS High School Standards for Living Environment

NYSED Bilingual Glossaries – NYS Statewide Language Regional Bilingual Education Resource for NYSED approved bilingual glossaries.

English

Language

Learners

(ELL)

Enhancements

To access

hyperlinked

material, you

must be logged

into your BPS

Google Drive

Listening

● Cross- Linguistic Practices:

Gives students opportunities to

make connections between what

they hear and their home

language (For example, allow

students to listen to a passage

and identify cognates.)

● Build background knowledge

● Activating Prior Knowledge

Activating prior knowledge

means both eliciting from

students what they already know

and building initial knowledge

that they need in order to access

upcoming content

● Activating Prior Knowledge ● Visuals - GIFs, pictures- will

assist students in understanding

what they are listening to. Use

visual thinking strategies to set

the lens for learning.

● Video to review or introduce a

topic – use closed captioning to

help students see the words and

pronunciations while they listen

to the content.

● Word stretching / Vowel

stretching when instructing

Speaking

● Sentence Frames - to begin a

sentence - such as Evolution is…

or I think that evolution is…

● Academic Conversation

Starters: Have a visual of a list

of academic sentence starters that

students can refer to in a

discussion. Examples include-

I expect ____ to happen.

My data shows that…

This helps students have a

more science focused

dialogue.

● Choral Reading - To build

fluency, self-confidence and

motivation with reading/speaking

● Create movement to go with the

word. Movement can be a

motivating factor, as well as a

kinesthetic tool for

conceptualizing the rhythm and

flow of fluent reading while

triggering brain function for

optimal learning

● Performance Level Descriptors

This document provides teachers

with a description of what output

they can expect from students

based on earned NYSESLAT

Reading

● Supplementary Text to help

reinforce concepts. If necessarily,

use lower Lexile levels to ensure

comprehension.

● Visual Aids - Pictures or models

to support vocabulary words and

concepts

● Video to review or introduce a

topic - use closed captioning to

help students read along while

they listen to the content

● 4 Square / Frayer models to

help students gain a deeper

understanding of vocabulary.

● Highlighting important text to

assist students in answering

questions after the reading.

● Chunking-Break reading of text

into chunks or paragraphs


this document provides teachers




levels in the modality of reading. Scroll for grades 9-12.

● Vocabulary Morphology-

Morphology relates to the

segmenting of words into affixes

Writing

● Sentence Frames - to begin a

sentence- such as Biodiversity

is… or An example of

competition is….

● Cloze passages with word banks

● Word banks

● Graphic Organizers to help

break down the writing process

and organize thoughts

● Standards-based sentence

stems ● Performance Level Descriptors





levels in the modality of writing.

Scroll for grades 9-12.

Instructional Accommodations

(depending on the student’s needs)

● Extended time for tests in class,

projects and assignments

● Directions read. Broken down as

necessary

● Model how to complete the

activity in the lesson

● Oral simplification of directions

or questions

● Translated version of test when

available. Student may have both

version English and native

language version

Use of approved bilingual

glossaries from NYS in each

subject

http://ngss.nsta.org/Classroom-Resources.aspx

https://www.buffaloschools.org/Page/4224

https://drive.google.com/file/d/1CofvbXmNUiYXLvxd1klpXKBmtFYWRH7M/view?usp=sharing

https://www.nysedregents.org/livingenvironment/

http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/livingen.pdf

https://www.buffaloschools.org/site/handlers/filedownload.ashx?moduleinstanceid=1884&dataid=221325&FileName=LE%20New%20York%20State%20High%20School%20Science%20Learning%20Standards.pdf

https://steinhardt.nyu.edu/metrocenter/language-rbern/education/glossaries-ells-mlls-accommodations

https://drive.google.com/file/d/1vc25Hps7IqDEpAyZ0f6iysxAuHVfzFOk/view?usp=sharing

https://www.colorincolorado.org/article/home-language-english-language-learners-most-valuable-resource

https://drive.google.com/file/d/1U4TwXzcgIG-7DCVE22gLli9Tga9Pt_lu/view?usp=sharing

https://www.edutopia.org/article/activating-prior-knowledge-english-language-learners

https://esolonline.tki.org.nz/ESOL-Online/Planning-for-my-students-needs/Resources-for-planning/ESOL-teaching-strategies/Thinking-and-metacognition/Activating-prior-knowledge

https://drive.google.com/file/d/102mGiS9DiIVgr_YJEBF9RhNS2_bJyWND/view?usp=sharing

https://www.colorincolorado.org/article/visual-thinking-strategies-improved-comprehension

https://drive.google.com/file/d/1pB3YE-SSuitGooKR7JyNBp5-TSZlwUss/view?usp=sharing

https://drive.google.com/file/d/1fw-Jqm1U_W2sKbLaplHCrdQVL4WqEk2h/view?usp=sharing

https://drive.google.com/file/d/1fw-Jqm1U_W2sKbLaplHCrdQVL4WqEk2h/view?usp=sharing

https://drive.google.com/file/d/1c8iTqdaAtiyJmf7Roqp1RjrW6WrKTuVs/view?usp=sharing

https://drive.google.com/file/d/1XYNOI2cXrUXdMD9xZZOQeV3Qty7VI0-2/view?usp=sharing

https://drive.google.com/file/d/10Qm5x604a4zj0q7LQ56hRMVFC4GSNu2F/view?usp=sharing

https://drive.google.com/file/d/10Qm5x604a4zj0q7LQ56hRMVFC4GSNu2F/view?usp=sharing

https://drive.google.com/file/d/1UJdpeWQzy509l_WuzFU-9NyN3aYohPa3/view?usp=sharing

https://drive.google.com/file/d/1Q6XDP1MkvNbEDN_KWCnBiv_q14FiIR69/view?usp=sharing

https://drive.google.com/file/d/1zIiQBBzaq2daCZIDpt2HBkbSl-eaTSV6/view?usp=sharing

https://www.engageny.org/file/151521/download/nyseslat-2018-plds-speaking-k-12.pdf?token=SHsJ7TDN

https://drive.google.com/file/d/1a10plQgO4Q7epc9X7rBZuYfrankwvbX-/view?usp=sharing

https://drive.google.com/file/d/102mGiS9DiIVgr_YJEBF9RhNS2_bJyWND/view?usp=sharing

https://drive.google.com/file/d/1pB3YE-SSuitGooKR7JyNBp5-TSZlwUss/view?usp=sharing

https://www.nbss.ie/sites/default/files/publications/frayer_model_-_vocbulary_strategy_handout__copy_3.pdf

https://drive.google.com/file/d/1FczExLL8_DrgDcr8HwWDe301AlV61EMw/view?usp=sharing

https://drive.google.com/file/d/1ZJzFZZjAQTCjXh0FHTS7vo9Ll82GOwra/view?usp=sharing

https://www.engageny.org/file/151516/download/nyseslat-2018-plds-reading-k-12.pdf?token=1fiB3-oi

https://www.colorincolorado.org/article/vocabulary-science

https://drive.google.com/file/d/1c8iTqdaAtiyJmf7Roqp1RjrW6WrKTuVs/view?usp=sharing

https://drive.google.com/file/d/1XYNOI2cXrUXdMD9xZZOQeV3Qty7VI0-2/view?usp=sharing

https://drive.google.com/file/d/1f3QnsQZzp9qSAEzBN_bgjxBPSe4FGM6e/view?usp=sharing

https://drive.google.com/file/d/1ItcvzY51Vplcphfptb3-wsNsNYmdvtmQ/view?usp=sharing

https://drive.google.com/file/d/1ItcvzY51Vplcphfptb3-wsNsNYmdvtmQ/view?usp=sharing

https://drive.google.com/file/d/1pPrlnFFlxYQxecTX-N9I7fpFBjuJlo5E/view?usp=sharing

https://drive.google.com/file/d/1pPrlnFFlxYQxecTX-N9I7fpFBjuJlo5E/view?usp=sharing

https://www.engageny.org/file/151576/download/nyseslat-2018-plds-writing-k-12.pdf?token=H9eqnoOL





allows student to listen closely to

the pronunciation of the word






levels in the modality of

listening Scroll for grades 9-12.

levels in the modality of

speaking. Scroll for grades 9-12

(prefixes and suffixes) and roots

or base words, and the origins of

words. Understanding that words

connected by meaning can be

connected by spelling can be

critical to expanding a student’s

vocabulary.

Special

Education

Modifications

Special

Education

students must

have

accommodation

s as per

Individual

Educational

Plan (IEP)

Instructional

● Pre-teach vocabulary

● Use picture vocabulary

● Scaffold Depth of Knowledge questions

● Provide copy of notes/notes in “cloze” form

● Use of Think, Pair, and Share strategy to help process

information

● Scaffold written assignments with the use of graphic

organizers

● Allow for multiple ways to respond (verbal, written,

response board)

● Provide model of performance task

● Modify informational text to fit the needs of the students

● Provide a digital or paper interactive notebook

● Present complex tasks in multiple ways

● Provide mnemonic strategies for Living Environment

concepts

Technology:

● Audio reading of text

● Text to type functions

● Videos to clarify/visualize Living Environment concepts

● Record class lecture/discussions and make accessible to

student

● Nearpod- interactive presentations of notes

● Playposit - show a video clip about the topic and add your

own questions for them to answer as they watch

● Allow students to type answers in chat on Teams

Other:

● Arrange seating for maximum engagement and minimum

distraction

● Accessible lab space (counter level)

In Class Assessments

● Provide review packet or review sheet of concepts covered

on the test

● Practice similar questions prior to the test

● Provide multiple options for projects

● Give a timeline of when things are due and remind them of

the process often.

● Use of timer in class

● Break all complex tasks into chunks

BPS Science K-

12 Schoology

Folder 🡪9-12

Resources→

Biology→

Resources→

Curriculum

Materials

SUTW Strategies

● Informal Outline

● Color-Coding – Informative/Explanatory Text

● Two-column notes

● I-V-F Topic Sentence progressing to Four Step Summary Paragraph

● CUPS – Capitalization, Usage, Punctuation, Spelling

● Transitions

https://www.engageny.org/file/151511/download/nyseslat-2018-plds-listening-k-12.pdf?token=RUe9CF36



1996

MST

Standards

Standard 1:

● Key Idea 1:

• 1.1-Elaborate on basic scientific and personal explanations of natural phenomena and develop extended visual models and mathematical formulations to represent one’s

thinking.

• 1.1a – Scientific explanations are built by combining evidence that can be observed with what people already know about the world.

• 1.2 – Hone ideas through reasoning, library research, and discussion with others, including experts.

• 1.2a - Inquiry involves asking questions and locating, interpreting, and processing information from a variety of sources.

Standard 4:

● Key Idea 1:

• 1.1– Explain how diversity of populations within ecosystems relates to the stability of ecosystems.

• 1.1a – Populations can be categorized by the function they serve. Food webs identify the relationships among producers, consumers, and decomposers carrying out either

autotrophic or heterotrophic nutrition.

• 1.1b – An ecosystem is shaped by the nonliving environment as well as its interacting species. The world contains a wide diversity of physical conditions which creates a

variety of environments.

• 1.1c – In all environments, organisms compete for vital resources. The linked and changing interactions of populations and the environment compose the total ecosystem.

• 1.1d – The interdependence of organisms in an established ecosystem often results in approximate stability, over hundreds and thousands of years. For example, as one

population increases, it is held in check by one or more environmental factors or another species.

• 1.1e – Ecosystems, like many other complex systems, tend to show cyclic changes around a state of approximate equilibrium.

• 1.1f – Every population is linked, directly or indirectly, with many others in an ecosystem. Disruptions in the numbers and types of species and environmental changes can

upset ecosystem stability.

● Key Idea 5:

• 5.1 – Explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium.

• 5.1a – The energy for life comes primarily from the Sun. Photosynthesis provides a vital connection between the Sun and the energy needs of living systems.

• 5.1b – Plant cells and some one-celled organisms contain chloroplasts, the site of photosynthesis. The process of photosynthesis uses solar energy to combine the inorganic

molecules carbon dioxide and water into energy-rich organic compounds (e.g., glucose) and release oxygen to the environment.

● Key Idea 6:

• 6.1 – Explain factors that limit growth of individuals and populations.

• 6.1a – Energy flows through ecosystems in one direction, typically from the Sun, through photosynthetic organisms including green plants and algae, to herbivores to

carnivores and decomposers.

• 6.1b – The atoms and molecules on the Earth cycle among the living and nonliving components of the biosphere. For example, carbon dioxide and water molecules used in

photosynthesis to form energy-rich organic compounds are returned to the environment when the energy in these compounds is eventually released by cells. Continual

input of energy from sunlight keeps the process going. This concept may be illustrated with an energy pyramid.

• 6.1c - The chemical elements, such as carbon, hydrogen, nitrogen, nitrogen, and oxygen, that make up the molecules of living things pass through food webs and are

combined and recombined in different ways. At each link in a food web, some energy is stored in newly made structures, but much is dissipated into the environment as

heat.



• 6.1d – The number of organisms any habitat can support (carrying capacity) is limited by the available energy, water, oxygen, and minerals, and by the ability of

ecosystems to recycle the residue of dead organisms through the activities of bacteria and fungi.

• 6.1e - In any particular environment, the growth and survival of organisms depend on the physical conditions including light intensity, temperature, range, mineral

availability, soil/rock type, and relative acidity (pH).

• 6.1f – Living organisms have the capacity to produce populations of unlimited size, but environments and resources are finite. This has profound effects on the interactions

among organisms.

• 6.1g – Relationships between organisms may be negative, neutral, or positive. Some organisms may interact with one another in several ways. They may be in a

producer/consumer, predator/prey, or parasite/host relationship; or one organism may cause disease in, scavenge, or decompose another.

• 6.2 – Explain the importance of preserving diversity of species and habitats.

• 6.2a – As a result of evolutionary processes, there is a diversity of organisms and roles in ecosystems. The diversity of species increases the chance that at least some will

survive in the face of large environmental changes. Biodiversity increases the stability of the ecosystem.

• 6.2b – Biodiversity also ensures the availability of a rich variety of genetic material that may lead to future agricultural or medical discoveries with significant value to

humankind. As diversity is lost, potential sources of these materials may be lost with it.

• 6.3 – Explain how the living and non-living environments change over time and respond to disturbances.

• 6.3a – The interrelationships and interdependencies of organisms affect the development of stable ecosystems.

• 6.3b – Through ecological succession, all ecosystems progress through a sequence of changes during which one ecological community modifies the environment, making it

more suitable for another community. These long-term gradual changes result in the community reaching a point of stability that can last for hundreds or thousands of

years.

• 6.3c – A stable ecosystem can be altered, either rapidly or slowly, through the activities of organisms (including humans), or through climatic changes or natural disasters.

The altered ecosystem can usually recover through gradual changes back to a point of long-term stability.

● Key Idea 7:

• 7.1 – Describe the range of interrelationships of humans with the living and nonliving environment.

• 7.1a – The Earth has finite resources; increasing human consumption of resources places stress on the natural processes that renew some resources and deplete those

resources that cannot be renewed.

• 7.1b – Natural ecosystems provide an array of basic processes that affect humans. Those processes include but are not limited to maintenance of the quality of the

atmosphere, generation of soils, control of the water cycle, removal of wastes, energy flow, and recycling of nutrients. Humans are changing many of these basic processes

and the changes may be detrimental.

• 7.1c – Human beings are part of the Earth’s ecosystems. Human activities can, deliberately or inadvertently, alter the equilibrium in ecosystems, Humans modify

ecosystems as a result of population growth, consumption, and technology. Human destruction of habitats through direct harvesting, pollution, atmospheric changes, and

other factors is threatening current global stability, and if not addressed, ecosystems may be irreversibly affected.

• 7.2 – Explain the impact of technological development and growth in the human population on the living and non-living environment.

• 7.2a – Human activities that degrade the ecosystems result in a loss of diversity of the living and non-living environment. For example, the influence of humans and other

organisms occurs through land use and pollution. Land use decreases the space and resources available to other species, and pollution changes the chemical composition of

air, soil, and water.

• 7.2b – When humans alter ecosystems either by adding or removing specific organisms, serious consequences may result. For example, planting large expanses of one crop

reduces the biodiversity of the area.



• 7.2c – Industrialization brings an increased demand for and use of energy and other resources including fossil and nuclear fuels. This usage can have positive and negative

effects on humans and ecosystems.

• 7.3 – Explain how individual choices and societal actions can contribute to improving the environment.

• 7.3a – Societies must decide on proposals which involve the introduction of new technologies. Individuals need to make decisions which will assess risks, costs, benefits,

and trade-offs.

• 7.3b – The decisions of one generation both provide and limit the range of possibilities open to the next generation.

Documents

BPS Science Department Biology - Unit 2 - Ecology