Ecology Curriculum... · Web viewIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District

Shelby County Schools Science Vision

Shelby County Schools’ vision of science education is to ensure that from early childhood to the end of the 12 th grade, all students have heightened curiosity and an increased wonder of science; possess sufficient knowledge of science and engineering to engage in discussions; are able to learn and apply scientific and technological information in their everyday lives; and have the skills such as critical thinking, problem solving, and communication to enter careers of their choice, while having access to connections to science, engineering, and technology.

To achieve this, Shelby County Schools has employed The Tennessee Academic Standards for Science to craft meaningful curricula that is innovative and provide a myriad of learning opportunities that extend beyond mastery of basic scientific principles.

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality standards aligned instruction. The Tennessee Academic Standards for Science provide a common set of expectations for what students will know and be able to do at the end of each grade, can be located in the Tennessee Science Standards Reference. Tennessee Academic Standards for Science are rooted in the knowledge and skills that students need to succeed in post-secondary study or careers. While the academic standards establish desired learning outcomes, the curricula provides instructional planning designed to help students reach these outcomes. The curriculum maps contain components to ensure that instruction focuses students toward college and career readiness. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards.

Our collective goal is to ensure our students graduate ready for college and career. Being College and Career Ready entails, many aspects of teaching and learning. We want our students to apply their scientific learning in the classroom and beyond. These valuable experiences include students being facilitators of their own learning through problem solving and thinking critically. The Science and Engineering Practices are valuable tools used by students to engage in understanding how scientific knowledge develops. These practices rest on important “processes and proficiencies” with longstanding importance in science education. The science maps contain components to ensure that instruction focuses students toward understanding how science and engineering can contribute to meeting many of the major challenges that confront society today. The maps are centered around five basic components: the Tennessee Academic Standards for Science, Science and Engineering Practices, Disciplinary Core Ideas, Crosscutting Concepts, and Phenomena.

Shelby County Schools

Information within this document are subject to revision 2019-2020

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The Tennessee Academic Standards for Science were developed using the National Research Council’s 2012 publication, A Framework for K-12 Science Education as their foundation. The framework presents a new model for science instruction that is a stark contrast to what has come to be the norm in science classrooms. Thinking about science had become memorizing concepts and solving mathematical formulae. Practicing science had become prescribed lab situations with predetermined outcomes. The framework proposes a three-dimensional approach to science education that capitalizes on a child’s natural curiosity. The Science Framework for K-12 Science Education provides the blueprint for developing the effective science practices. The Framework expresses a vision in science education that requires students to operate at the nexus of three dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The Framework identified a small number of disciplinary core ideas that all students should learn with increasing depth and sophistication, from Kindergarten through grade twelve. Key to the vision expressed in the Framework is for students to learn these disciplinary core ideas in the context of science and engineering practices. The importance of combining Science and Engineering Practices, Crosscutting Concepts and Disciplinary Core Ideas is stated in the Framework as follows:

Standards and performance expectations that are aligned to the framework must take into account that students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content. (NRC Framework, 2012, p. 218)

To develop the skills and dispositions to use scientific and engineering practices needed to further their learning and to solve problems, students need to experience instruction in which they use multiple practices in developing a particular core idea and apply each practice in the context of multiple core ideas. We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Students in grades K-12 should engage in all eight practices over each grade band. Crosscutting concepts have application across all domains of science. As such, they are a way of linking the different domains of science. Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. There are seven crosscutting concepts that bridge disciplinary boundaries, uniting core ideas throughout the fields of science and engineering. Their purpose is to help students deepen their understanding of the disciplinary core ideas and develop a coherent and scientifically based view of the world.

The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery.



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Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.



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Learning Progression

At the end of the elementary science experience, students can observe and measure phenomena using appropriate tools. They are able to organize objects and ideas into broad concepts first by single properties and later by multiple properties. They can create and interpret graphs and models that explain phenomena. Students can keep notebooks to record sequential observations and identify simple patterns. They are able to design and conduct investigations, analyze results, and communicate the results to others. Students will carry their curiosity, interest and enjoyment of the scientific world view, scientific inquiry, and the scientific enterprise into middle school.

At the end of the middle school science experience, students can discover relationships by making observations and by the systematic gathering of data. They can identify relevant evidence and valid arguments. Their focus has shifted from the general to the specific and from the simple to the complex. They use scientific information to make wise decision related to conservation of the natural world. They recognize that there are both negative and positive implications to new technologies.

As an SCS graduate, former students should be literate in science, understand key science ideas, aware that science and technology are interdependent human enterprises with strengths and limitations, familiar with the natural world and recognizes both its diversity and unity, and able to apply scientific knowledge and ways of thinking for individual and social purposes.

Structure of the Standards

• Grade Level/Course Overview: An overview that describes that specific content and themes for each grade level or high school course.

• Disciplinary Core Idea: Scientific and foundational ideas that permeate all grades and connect common themes that bridge scientific disciplines.

• Standard: Statements of what students can do to demonstrate knowledge of the conceptual understanding. Each performance indicator includes a specific science and engineering practice paired with the content knowledge and skills that students should demonstrate to meet the grade level or high school course standards.



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Purpose of Science Curriculum Maps

This map is a guide to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the Tennessee Academic Standards for Science, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content (scope) and provides suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

Ecology Quarter 1 Curriculum MapQuarter 1 Curriculum Map Feedback

Quarter 1 Quarter 2 Quarter 3 Quarter 4Unit 1 Unit 2 Unit 3 Unit 4 Unit 5



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https://tinyurl.com/y9ybqxn5

ECOLOGY OF ORGANISMS POPULATION ECOLOGY COMMUNITY ECOLOGY ECOSYSTEM

ECOLOGYBIOSPHERE ECOLOGY

9 weeks 4 weeks 5 weeks 9 weeks 9 weeksUNIT 1: Ecology of Organisms (9 weeks)

Overarching Question(s)How do the structures of organisms enable life’s functions?

Unit, Lesson Lesson Length Essential Question Vocabulary

Unit 1ECOLOGY OF ORGANISMS

9 weeksWhat determines the survival of individuals in a population?

Environment, Ecology, Organism, Ecological System, Dichotomous, Diversity, Keystone Species, Native Species, Invasive Species, Altruistic Behavior, Kin Selection, Sexual Selection, Sexual Dimorphism, Fixed Action Patterns, Imprinting, Imitation, Habituation, Trial-and-Error, Associative Learning, Classical Conditioning, Operant Conditioning, Kinesis, Taxis, Tropisms

Standards and Related Background Information Instructional Focus Instructional ResourcesDCI(s)ETS2: Links Among Engineering Technology and Science on Society and the Natural WorldLS1: From Molecules to Organisms: Structures and ProcessLS3: Heredity: Inheritance and Variation of Traits

Standard(s)ECO.ETS2: Links Among Engineering, Technology, Science, and SocietyResearch and communicate information on a career in ecology. Analyze the role of engineering, technology, and science in that career.ECO.LS4: Biological Change: Unity and Diversity

Explanation(s) from TN Science Reference Guide

Suggested Science and Engineering Practice(s)1. Asking questions and defining problems3. Planning and carrying out investigations6. Constructing explanations and designing solutions

Learning Outcomes

● Illustrate the major characteristics of the six kingdoms.

● Use a dichotomous key to identify at least five species found in a local ecosystem.

Distinguish among primary, secondary and tertiary consumers.

Distinguish among herbivores, carnivores, and omnivores.

Distinguish between photosynthesis and chemosynthesis and describe organisms that occupy these niches in both terrestrial and aquatic habitats.

Investigate animal behavior by observing common invertebrates: termites, isopods, mealworms or Bess beetles.

Curricular Resources

5E Lesson Resource Link

Additional Resources:ACT & SATTN ACT Information & ResourcesSAT ConnectionsSAT Practice from Khan AcademyWebsites:

The Six Kingdoms of LifeEcology of Organisms and PopulationOrganismal BiologyEvolution and EcologyOrganisms and The Environment



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https://www.khanacademy.org/sat

https://www.tn.gov/content/dam/tn/education/ccte/ccte_SAT_connections.pdf

https://www.tn.gov/content/dam/tn/education/ccte/ccte_ACT_toolkit.pdf

https://www.tn.gov/education/assessment/act-sat.html

https://drive.google.com/drive/folders/1W9cZFWzUApO5eknvMi6-YjdtSW4_EpJG?usp=sharing

https://www.nap.edu/catalog/13165/a-framework-for-k-12-science-education-practices-crosscutting-concepts


7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating information

Suggested Crosscutting Concept(s)

Crosscutting Concepts1. Patterns2. Cause and Effect4. Systems and System Models6. Structure and Function7. Stability and Change

1.Classifying Organisms

Students tend to classify animals (including mammals) using criteria such as movement, number of legs, body covering, and habitat. These criteria can lead students to classify some animals incorrectly. For example, marine mammals such as whales are often believed to be fish. Some students might believe that only large land mammals are animals.

Using simple materials create a living display of photo-, hydro- and geo- tropisms.

Investigate techniques and findings of the All Taxa Biodiversity Inventories (ATBI) underway in the Great Smoky Mountains National Park and Tennessee State Parks.

Explore careers in conservation biology and bioinformatics.

Create a chart to compare specialist and generalist species and describe environmental conditions that favor these two approaches.

Suggested Phenomenon PhenomenonSurface Tension

There’s a simple reason you can’t walk on water: Humans are so big that the force of gravity overcomes the so-called surface tension of water, making us sink. But for tiny creatures, surface tension—the force created when water molecules cling together—becomes dominant, allowing insects and other small animals to walk effortlessly over

Animal Behavior Lesson PlansStudying Animal BehaviorPhysical & Behavioral Adaptations of Plants & AnimalsBiogeographyEvolution and EcologyEcology Lesson Plans

Textbook: Environmental Science: Sustaining Your World

Section 3.2. What Are the Major Ecosystem Components pp. 72-78

Section 4.2. What Roles Do Species Play in Ecosystems? pp 111-115

Section 4.3. How Does Life on Earth Change Overtime? pp. 116- 119

Chapter 7 - Saving Species and Ecosystem Services pp. 202-235



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Students also often form animal groups by different status (organisms that fly, organisms that live in the water) and do not use a hierarchical system of classification. Students may likewise think spiders, centipedes, ticks, mites, and other “creepy crawlies” are insects. These organisms may belong to the same phylum as insects but not the same class.

2. Dangerous Animals

Ask students to name the most dangerous animal in Africa and list their responses. Most students will likely mention lions or hippos. While the hippo is in fact the most dangerous mammal in Africa, the animal that causes the most death is the mosquito. Certain mosquito species spread diseases such as dengue fever and malaria. Malaria kills more than 1 million Africans every year, more than half of who are under the age of five.

ponds and other liquid bodies.By vigorously rowing along the surface, water striders create swirls that help propel them forward, all without rupturing the water surface. Striders can even take off and land on water without breaking through.

Now imagine you must bury a seed but lack a trowel or even the fingers to dig a hole. Surface tension can solve that problem as well. A few seeds have long projections called awns that coil and uncoil with the changing humidity. The awns of some wild plants effectively self-cultivate by propelling themselves mechanically into soils. During a period of increased humidity during the night, the awns become erect and draw together, and in the process push the grain into the soil. During the daytime the humidity drops, and the awns slacken back again.



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Quarter 1 Quarter 2 Quarter 3 Quarter 4Unit 1

ECOLOGY OF ORGANISMS

Unit 2POPULATION ECOLOGY

Unit 3COMMUNITY ECOLOGY

Unit 4ECOSYSTEM

ECOLOGY

Unit 5BIOSPHERE ECOLOGY

9 weeks 4 weeks 5 weeks 9 weeks 9 weeksUNIT 2: Population Ecology (4 weeks)

Overarching Question(s)How and why do organisms interact with their environment and what are the effects of these interactions?How can there be so many similarities among organisms yet so many different kinds of plants, animals, and microorganisms?How does biodiversity affect humans?

Unit, Lesson Lesson Length Essential Question VocabularyUnit 2

Population Ecology4 weeks ● Under what conditions does exponential

population growth take place?

● What strategies might a government use to limit human population growth?

● What factors increased Earth’s carrying capacity

Age Structure, Range of Tolerance, Limiting Factor, Population Density, Environmental Resistance, Carrying Capacity, Population Crash, R-Selected Species, K-Selected Species, Survivorship Curve, Birth Rate, Death Rate, Population Growth, Exponential Growth, Logistic Growth, Immigration, Emigration



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for us

Standards and Related Background Information Instructional Focus Instructional ResourcesDCI(s)DCILS2: Ecosystems: Interactions, Energy, and DynamicsLS4L Biological Change: Unity and Diversity

Standard(s)StandardsECO. LS2: Ecosystems: Interactions, Energy and DynamicsUse mathematical models to construct an explanation for population growth patterns, and rates observed in ecosystems. Account for both density-dependent and density-independent factors in your explanation.

Analyze data regarding exponential and logistic population growth patterns. Use the data to create mathematical models to make predictions regarding carrying capacity.

Obtain information regarding survivorship curves and reproductive strategies of various species. Choose one of these strategies and construct an argument regarding its effectiveness.

Suggested Science and Engineering Practice(s)Science and Engineering Practice2. Developing and using models5. Using mathematics and computational thinking7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating information

Crosscutting Concepts 1. Patterns2. Cause and Effect3. Scale, Proportion, and Quantity

Learning Outcomes

● Explain population growth patterns and rates.

● Define population and describe several

examples of populations in different ecosystems.

● Identify distribution patterns (random, uniform, clumped with groups random) and populations that exhibit each of these patterns.

● Using a population of yeast, duckweed or other suitable species, design and conduct an experiment to evaluate population growth and carrying capacity.

● Categorize limiting factors as density dependent or density independent, human influenced, or non-human influenced, and biotic or abiotic when given scenarios.

● Evaluate populations based on age structure, distribution, and density.

● Draw and/or label population growth curves representing exponential growth, logistic growth and carrying capacity.

● Illustrate the type of survivorship curves created by r-strategists and K-strategists.

● Research case studies (Tasmanian sheep, St. Matthew’s Island reindeer, Isle Royale) to illustrate the consequences of logistic and



Additional Resources:ACT & SATTN ACT Information & ResourcesSAT ConnectionsSAT Practice from Khan AcademyWebsites:

World in The BalancePopulation EcologyRandom Sampling: How Many Fish?Random Sampling and Estimation: Lake VictoriaHuman Numbers Through TimeBe A DemographerEarth in PerilHumanity from Space VideoThe Texas Mosquito MysteryThe Peopling of Our PlanetA Demographically Divided WorldThe Human-Made LandscapePopulation Education ResourcesPopulation Lesson PlansThe Human Population and The EnvironmentEcology Lesson PlansInterpreting Ecological Data




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7. Stability and Change

Misconceptions

The Situation is Not HopelessIn 1798, Thomas Robert Malthus wrote that any human population, when unchecked, doubles in a certain unit of time, and then keeps on doubling in the same unit of time. For example, according to his statistics, in the US, the population was found to double itself in 25 years.

The fact is that hardly any human populations keep doubling in the sameunit of time for very long. Two thousand years ago, there were about 250 million people on the planet. It took about 1,650 years for the population to double to 500 million. But the next doubling took less than 200 years--by 1830 Earth’s human population had passed 1 billion. After that the doubling time continued to shrink: just another 100 years to reach 2 billion, then only 45 years more to get to 4 billion. Never the twentieth century had any human being lived through a doubling of Earth’s population.

But things have begun to change. In 1965 the global population growth rate peaked at around 2 percent per year (a rate sufficient to double the global population in 35 years, if it were sustained) and then began to fall. It has now dropped to 1.5 percent per year, which yields a doubling time of 46 years. For the first time in human history, the population growth slowed, despite a continuing drop in death rates, because people were having fewer children. The myth of exponential growth misses this human triumph.

Population Size, Growth Rate, and DensityStudents may confuse the concepts of population size, population growth rates, and population density. Remind students that large populations - as well as small ones - may have a high growth rate, a low growth rate, or a zero-growth rate. The growth rate is not necessarily dependent on the size of the population unless the population has reached the carrying capacity of the environment. Population density is measured over a defined area.

exponential growth.

● Compare case studies of evolution such as Galapagos finches, peppered moths, and salamanders in the Smoky Mountains.

Suggested PhenomenonPhenomenon

There is a small population effect known as “Founder Principle” or “Founder Effect”. This occurs when a small amount of people has many descendants surviving after several generations. The result for a population is often high frequencies of specific genetic traits inherited from the few common ancestors who first had them.

In the Lake Maracaibo region of northwest Venezuela, for instance, there is an extraordinarily high frequency of a severe genetically inherited degenerative nerve disorder known as Huntington's disease. Approximately 150 people in the area during the 1990's had this rare fatal condition. This disease usually does not strike until early middle age, after most people have had their children. There is no cure for this disease, but there has been a test for its genetic marker available since 1993. All the Lake Maracaibo region Huntington's disease victims trace their ancestry to a woman named Maria Concepción Soto who moved into the area in the 19th century. She had an unusually large number of descendants and was therefore the "founder" of what is now a population of about 20,000

Section 5.3 What Limits the Growth of Populations? pp. 141-148Chapter 14. Human Population and Urbanization pp. 460-487



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people with a high risk of having this unpleasant genetically inherited trait.



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Unit 2POPULATION ECOLOGY


Unit 4ECOSYSTEM

ECOLOGY


9 weeks 4 weeks 5 weeks 9 weeks 9 weeksUNIT 3: Community Ecology (5 weeks)

Overarching Question(s)How and why do organisms interact with their environment and what are the effects of these interactions?How can there be so many similarities among organisms yet so many different kinds of plants, animals, and microorganisms?How does biodiversity affect humans?


Unit 3Community Ecology 5 weeks

● How do unfavorable abiotic and biotic factors affect species?

● How do ranges of tolerance affect the distribution of organisms?

● What are the stages of primary and secondary succession?

● How does competition affect population density?

Community, Interspecific Competition, Resource Partitioning, Predation, Coevolution, Parasitism, Mutualism, Commensalism, Prey, Predator, Niche, Climax Community

Standards and Related Background Information Instructional Focus Instructional ResourcesDCILS2: Ecosystems: Interactions, Energy, and Dynamics

LS4L Biological Change: Unity and DiversityStandardsECO.LS2: Ecosystems: Interactions, Energy and DynamicsCreate a model of an ecosystem depicting the interrelationships among organisms with a variety of niches. Use the model to explain resource needs of these organisms.

Compare pyramids of energy, numbers, and biomass to calculate rates of productivity within food chains and food webs among various biomes. Using mathematics, explain the relationship between biomass and trophic levels.

Compare types of competition and construct an explanation for the importance of niche differentiation in response to competition.

Use a mathematical model to examine predator-prey interactions. Based on the model, construct an argument regarding the importance of predators in maintaining stability of prey populations.

Based on information obtained from research, construct explanations regarding mechanisms by which prey protect themselves from predation (including herbivory).

Use models to explain the impacts of types of symbiosis on the species

Learning Outcomes

● Describe the difference between a fundamental niche and a realized niche.

● Distinguish among the following roles and cite Tennessee examples of each: native species, non-native species, invasive species, indicator species, and “keystone” species.

● Discuss how competition and predation regulate population size.

● Summarize the principles of competitive exclusion and resource partitioning.

● Distinguish among the three forms of symbiotic relationships.

● Describe structural and behavioral adaptations for survival used by predators and prey.

● Explain energy pyramids and the “Rule of 10” as they relate to the first and second laws of thermodynamics.

● Create a food web characteristic of a Tennessee



Additional ResourcesACT & SATTN ACT Information & ResourcesSAT ConnectionsSAT Practice from Khan AcademyWebsites:

World in The BalanceBiological Communities Lesson PlansEcology Lesson PlansGlobal Sustainability Lesson PlansPredator-Prey SimulationBuilding an Energy PyramidFlow Of Energy Through Trophic LevelsEnergy And Biomass PyramidsCommunity EcologyCommunity Ecology 2













Unit 2POPULATION

ECOLOGY


Unit 4ECOSYSTEM ECOLOGY


9 weeks 4 weeks 5 weeks 9 weeks 9 weeksUNIT 3: Ecosystem Ecology (5 weeks)

Overarching Question(s)How do organisms interact with the living and nonliving environments to obtain matter and energy?


Unit 3Ecosystem

Ecology9 weeks

What role do humans play in the loss of species and ecosystem services?

Why should we try to sustain wild species and the ecosystem services they provide?

How do humans accelerate species extinction and degradation of ecosystem services?

How can we sustain wild species and the ecosystem services they provide?

Terrestrial Biome, Aquatic Biome, Climate. Vegetation, Latitude, Altitude, Adaptations, Species Diversity, Primary Succession, Secondary Succession,Tropical Rain Forest, Savanna, Desert, Grasslands, Temperate Deciduous Forest, Mediterranean Climate, Northern Coniferous Forest,Tundra, Taiga, Freshwater Regions, Marine Regions, Coral Reefs, Estuaries, Wetlands

Standards and Related Background Information Instructional Focus Instructional Resources

DCI LS2.A: Interdependent Relationships in Ecosystems

Learning Outcomes Curricular Resources



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Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem.

LS2.C: Ecosystem Dynamics, Functioning, and ResilienceA complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability.

LS4.C: AdaptationNatural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of

● Evaluate the interactions between organisms in ecosystem according to the stable or changing conditions.

● Summarize the process through which an ecosystem is established.

● Identify patterns in the characteristics of aquatic communities. Phenomenon

Kelp Deforestation

Sea urchins eat the holdfasts of kelp plants, killing the kelp. When natural predators sea urchins, like sea otters, are absent from a kelp ecosystem, the sea urchin population grows quickly, destroying the kelp forest. This leads to a series of changes in the ecosystem that seems in a new stable state called an urchin barren. The phenomenon highlights the relationships between species and the result of their interaction on maintenance and stability of Marine Environment (change, maintenance/stability growth, destruction)


Additional Resources:ACT & SATTN ACT Information & ResourcesSAT ConnectionsSAT Practice from Khan AcademyWebsites:https://www.nature.com/scitable/knowledge/library/terrestrial-biomes-13236757https://ng.cengage.com/static/nb/ui/evo/index.html?eISBN=9781337112475&id=340330502&snapshotId=879384&https://ng.cengage.com/static/nb/ui/evo/index.html?eISBN=9781337112475&snapshotId=879384&id=340330503&https://www.cengage.com/mindtaphttp://www.ucmp.berkeley.edu/glossary/gloss5/biome/https://www.youtube.com/watch?v=1WoopaCZKaohttps://www.youtube.com/watch?v=555EG8Vzs_Ihttps://www.pbslearningmedia.org/resource/lsps07.sci.life.eco.lpexpecosystems/exploring-the-systems-in-ecosystems/#.W0vmEdJKiUkhttp://www.discoveryeducation.com/teachers/free-lesson-plans/ecosystems.cfm#mathttps://www.scholastic.com/teachers/activities/teaching-content/ecosystems-11-studyjams-interactive-science-activities/http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/aquatic-ecosystems.htmhttp://studyjams.scholastic.com/studyjams/jams/science/ecosystems/biomes.htmhttps://bio.libretexts.org/TextMaps/Introductory_and_General_Biology/Book%3A_General_Biology_(OpenStax)/8%3A_Ecology/44%3A_Ecology_and_the_Biosphere/



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https://bio.libretexts.org/TextMaps/Introductory_and_General_Biology/Book%3A_General_Biology_(OpenStax)/8%3A_Ecology/44%3A_Ecology_and_the_Biosphere/44.3%3A_Terrestrial_Biomes


http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/biomes.htm

http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/biomes.htm

http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/aquatic-ecosystems.htm

http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/aquatic-ecosystems.htm

https://www.scholastic.com/teachers/activities/teaching-content/ecosystems-11-studyjams-interactive-science-activities/



http://www.discoveryeducation.com/teachers/free-lesson-plans/ecosystems.cfm

http://www.discoveryeducation.com/teachers/free-lesson-plans/ecosystems.cfm

https://www.pbslearningmedia.org/resource/lsps07.sci.life.eco.lpexpecosystems/exploring-the-systems-in-ecosystems/



https://www.youtube.com/watch?v=555EG8Vzs_I

https://www.youtube.com/watch?v=1WoopaCZKao

http://www.ucmp.berkeley.edu/glossary/gloss5/biome/

https://www.cengage.com/mindtap

https://ng.cengage.com/static/nb/ui/evo/index.html?eISBN=9781337112475&snapshotId=879384&id=340330503&



https://ng.cengage.com/static/nb/ui/evo/index.html?eISBN=9781337112475&id=340330502&snapshotId=879384&








individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not.

StandardsECO.ETS2: Links Among Engineering, Technology, Science, and SocietyEngage in argument from evidence regarding the impact engineering and technology have on biodiversity.ECO.LS2: Ecosystems: Interactions, Energy and DynamicsConstruct explanations for patterns relating to climate, flora, and fauna found in major terrestrial biomes (deserts, temperate grasslands, temperate forests, tropical grasslands, tropical forests, taiga, and tundra).Research examples of adaptations of organisms in major marine and freshwater ecosystems. Develop an explanation for the formation of these adaptations and predict how the organisms would be affected by environmental disturbances or long-term ecological changes.Compare patterns of stratification and zonation in various terrestrial and aquatic ecosystems. Construct an argument regarding the importance of these patterns in   ecosystem diversity.Plan and carry out an investigation measuring species diversity (richness and evenness) and density in a local ecosystem.Carry out an investigation of stability and change within a local ecosystem. Identify signs of succession (primary or secondary). Based on investigation findings, make predictions regarding future changes in this ecosystem.

Dancing With The Devil

The Thorny Devil has multiple adaptations, that allow it to survive in the arid deserts of Australia. An interesting adaptation is the method by which this lizard stores, captures, and drinks water.

Scientists have determined that rainfall is captured by an intricate design of layered scales all over the lizard’s body. Between each scale is a hinge joint that allows the lizard to collect water and transport it to the back of its mouth through a tubular system under its skin. Performing tongue movements allows the lizard to create enough pressure to draw water towards the back of its mouth. The Thorny Devil has developed a specialized tongue much like the common anteater that is fast and allows for quick capture of prey. Along with this tongue a reduction of mandibular teeth is seen because the teeth it has are specialized for crushing the body of its prey for quick digestion.

A unique trait that the Thorny Devil possesses for encounters with predators is the development of a “false head,” which is made from a bony mass on the top of its real head. When threatened by a predator, the Thorny Devil will tuck its real head

44.3%3A_Terrestrial_Biomeshttps://www.khanacademy.org/science/high-school-biology/hs-ecology/hs-human-impact-on-ecosystems/v/human-activities-that-threaten-biodiversity


Chapter 4 Biodiversity and Evolution pp. 100-127

Section 6.2 What Are the Major Types of Terrestrial Ecosystems? pp. 163-175

Section 6.3 What Are the Major Types of Marine Ecosystems? pp. 176-181

Section 6.4 What Are the Major Types of Freshwater Systems? pp. 182-185

Chapter 7 Saving Species and Ecosystem Services pp. 202-235

Chapter 8 Sustaining Biodiversity: An Ecosystem Approach pp. 236-269



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https://www.khanacademy.org/science/high-school-biology/hs-ecology/hs-human-impact-on-ecosystems/v/human-activities-that-threaten-biodiversity




ECO.ESS3.Earth and Human ActivityResearch and evaluate the effectiveness of public lands (state parks, national parks, wildlife refuges, wilderness areas) in sustaining biodiversity.

ExplanationWhat powers life? How do sunlight and nutrients affect the plants we depend on? How do greenhouse gases and other contaminants degrade the interactions among the plant, animal, and microbial populations that comprise ecosystems? Ecosystem ecology is the study of these and other questions about the living and nonliving components within the environment, how these factors interact with each other, and how both natural and human-induced changes affect how they function.Understanding how ecosystems work begins with an understanding of how sunlight is converted into usable energy, the importance of nutrient cycling, and the impact mankind has on the environment. Plants convert sunlight into usable forms of energy that are carbon based. Primary and secondary production in populations can be used to determine energy flow in ecosystems. Studying the effects of atmospheric? CO2 will have future implications for agricultural production and food quality.A new focus in ecosystem ecology has been climate change. The world is being altered at an alarming pace from greater to lesser precipitation in some areas to change in ecosystems from grasslands to desert (desertification) or forests to grasslands (increased aridity). Ecosystem ecologists are now studying the causes and effects of climate change, hoping to one day minimize our impact

between its legs and expose its false head and thorny body, which makes it look bigger and thus harder to swallow to the potential predator. The structures that this lizard possesses suit it well for its environment. The combination of the scalar water transport system, its camouflaged body, and its cautious personality make it a hardy survivor.



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on the planet and preserve natural ecosystems, as we know them today.

Suggested Science and Engineering Practice(s)

Science and Engineering

3. Planning and carrying out investigations6. Constructing explanations and designing solutions7. Engaging in argument from evidence8. Obtaining, evaluating, and communicatinginformation

Crosscutting Concepts1. Patterns2. Cause and Effect4. Systems and System Models7. Stability and Change

Misconceptions

InterrelationshipsAn ecosystem and its components (plants, animals, their interactions, and their surroundings) are all topics prone to misconceptions. Students may give human characteristics to, or anthropomorphize, plants and animals. They may struggle with ideas like predation, believe that only certain animals get eaten, or think that all organisms within an ecosystem “get along.” They may assume certain characteristics about groups of organisms such as carnivores based on a few examples or they may simplify the complex set



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of relationships represented by a food web. Finally, students may not understand that ecosystems are dynamic and change because of natural and human-influenced processes.

Desert Biodiversity

Some students may think those deserts are barren wastelands with low biodiversity. However, deserts provide habitat for many species of plants and animals. For example, the Sonoran Desert, in the southwestern United States, is home to 2,000 species of plants, 100 reptile species, 350 different types of birds, and 60 species of mammals.

Primate Diversity

Students probably believe that a primate is basically a monkey – but every animal in this picture is a primate. Students will probably be surprised but the diversity of species within this group of animals. Although primates share general characteristics, they range from the tree-dwelling aye-aye, with its large ears and long fur to human beings.

The Aye-Aye



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Unit 2POPULATION

ECOLOGY


Unit 4ECOSYSTEM ECOLOGY


9 weeks 4 weeks 5 weeks 9 weeks 9 weeksUNIT 3: Community Ecology (5 weeks)

Overarching Question(s)How do matter and energy move through an ecosystem?What happens to ecosystems when the environment changes?How do food and fuel provide energy? If energy is conserved, why do people say it is produced or used?How do living organisms alter Earth’s processes and structures?How do humans change the planet?


Unit 5Biosphere Ecology

9 weeks

What role do humans play in the loss of species and ecosystem services?

Why should we try to sustain wild species and the ecosystem services they provide?

How do humans accelerate species extinction and degradation of ecosystem services?

How can we sustain wild species and the ecosystem services they provide?

Absorb, archaea, biosphere, biosphere reserve, carbon dioxide, fossil fuels, nutrient cycle, decomposition, cellular respiration, photosynthesis, glycolysis, Krebs cycle,combustion, algal bloom, evapotranspiration, surface runoff, weathering, erosion, precipitation, infiltration, micronutrients, macronutrients,biofuels

Standards and Related Background Information Instructional Focus Instructional Resources

DCI How do water and nutrients cycle through the environment?

Curricular Resources5E Lesson Resource Link



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

Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes

Photosynthesis and cellular respiration are important components ofthe carbon cycle, in which carbon is exchanged among thebiosphere, atmosphere, oceans, and geosphere through chemical,physical, geological, and biological processes

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

Anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species

PS3.D: Energy in Chemical Processes

The main way that solar energy is captured and stored on Earth is through the complex chemical process known as photosynthesis.

ESS2.E: BiogeologyThe many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth’s surface and the life that exists on it.

ESS3.C: Human Impacts on Earth SystemsThe sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.

Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation.

ESS3.D: Global Climate ChangeThough the magnitudes of human impacts are greater than they have

What are the processes, features, and significance of water, carbon, nitrogen, and phosphorus cycles?

● How do different organisms obtain and use energy to survive in their

● environment?

● How do the processes of photosynthesis and cellular respiration create and release energy?

● How do bacteria use nitrogen during cellular respiration?

● What are the roles of decomposers in nutrient cycling?

Learning Outcomes

● Examine the exchange between living systems and their

● environment.

● Explain the cycling of matter and flow of energy among organisms in an ecosystem using mathematical representations.

● Model the processes, features, and significance of water, carbon, nitrogen, and phosphorus cycles.

Phenomenon

Algal Bloom

Additional ResourcesACT & SATTN ACT Information & ResourcesSAT ConnectionsSAT Practice from Khan Academy

Websites:https://www.youtube.com/watch?v=qLkNg3W5L9Qhttps://www.khanacademy.org/science/biology/ecology/biogeochemical-cycles/a/introduction-to-biogeochemical-cycleshttps://www.khanacademy.org/science/high-school-biology/hs-ecology/hs-biogeochemical-cycles/v/biogeochemical-cycleshttps://enviroliteracy.org/air-climate-weather/biogeochemical-cycles/https://enviroliteracy.org/land-use/https://www.ck12.org/biology/cellular-respiration-and-photosynthesis/lesson/Connecting-Cellular-Respiration-and-Photosynthesis-MS-LS/https://www.youtube.com/watch?v=JUmT24R8CyA


Chapter 3 Ecosystem Dynamics pp. 64-97



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https://www.youtube.com/watch?v=JUmT24R8CyA

https://www.ck12.org/biology/cellular-respiration-and-photosynthesis/lesson/Connecting-Cellular-Respiration-and-Photosynthesis-MS-LS/



https://enviroliteracy.org/land-use/

https://enviroliteracy.org/air-climate-weather/biogeochemical-cycles/

https://enviroliteracy.org/air-climate-weather/biogeochemical-cycles/

https://www.khanacademy.org/science/high-school-biology/hs-ecology/hs-biogeochemical-cycles/v/biogeochemical-cycles



https://www.khanacademy.org/science/biology/ecology/biogeochemical-cycles/a/introduction-to-biogeochemical-cycles



https://www.youtube.com/watch?v=qLkNg3W5L9Q





ever been, so too are human abilities to model, predict, and manage current and future impacts.

Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities.

Standards

ECO.LS2. Ecosystem: Interactions, Energy, and DynamicsUsing the laws of conservation of energy, create a model of energy flow through the biosphere. Use the model to explain limitations in energy transfer and the need for ongoing energy input.

Use models to explain relationships among biogeochemical cycles (water, carbon, nitrogen, phosphorus).

Create a diagram tracing carbon through the processes of photosynthesis and respiration. Use the diagram to construct an explanation for the importance of photosynthesis and respiration in the carbon cycle.

Construct an argument from evidence regarding the importance of the microbial community in nutrient cycling.

Engage in argument from evidence regarding the impacts of human activity on climate change. Design solutions to address these impacts.

Explanation

The Biosphere

The biosphere is made up of the parts of Earth where life exists. The biosphere extends from the deepest root systems of trees, to the dark environment of ocean trenches, to lush rain forests and high mountaintops. Scientists describe the Earth in terms of spheres. The solid surface layer of the Earth is the lithosphere. The atmosphere is the layer of air

Too much nitrogen and phosphorus in the water causes algae to grow faster than ecosystems can handle. Significant increases in algae harm water quality, food resources and habitats, and decrease the oxygen that fish and other aquatic life need to survive. Large growths of algae are called algal blooms and they can severely reduce or eliminate oxygen in the water, leading to illnesses in fish and the death of large numbers of fish. Some algal blooms are harmful to humans because they produce elevated toxins and bacterial growth that can make people sick if they come into contact with polluted water, consume tainted fish or shellfish, or drink contaminated water.

Denitrifying Bioreactor



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https://www.youtube.com/watch?v=xwrsu4w9qkI

that stretches above the lithosphere. The Earth’s water—on the surface, in the ground, and in the air—makes up the hydrosphere. Since life exists on the ground, in the air, and in the water, the biosphere overlaps all these spheres. Although the biosphere measures about 20 kilometers (12 miles) from top to bottom, almost all life exists between about 500 meters (1,640 feet) below the ocean’s surface to about 6 kilometers (3.75 miles) above sea level. The biosphere has existed for about 3.5 billion years. The biosphere’s earliest life-forms, called prokaryotes, survived without oxygen. Ancient prokaryotes included single-celled organisms such as bacteria and archaea. Some prokaryotes developed a unique chemical process. They were able to use sunlight to make simple sugars and oxygen out of water and carbon dioxide, a process called photosynthesis. These photosynthetic organisms were so plentiful that they changed the biosphere. Over a long period of time, the atmosphere developed a mix of oxygen and other gases that could sustain new forms of life. The addition of oxygen to the biosphere allowed more complex life forms to evolve. Millions of different plants and other photosynthetic species developed. Animals, which consume plants (and other animals) evolved. Bacteria and other organisms evolved to decompose, or break down, dead animals and plants. The biosphere benefits from this food web. The remains of dead plants and animals release nutrients into the soil and ocean. These nutrients are re-absorbed by growing plants. This exchange of food and energy makes the biosphere a self-supporting and self-regulating system. The biosphere is sometimes thought of as one large ecosystem—a complex community of living and nonliving things functioning as a single unit. More often, however, the biosphere is described as having many ecosystems.

Misconceptions

Denitrifying Bioreactors are essentially subsurface trenches filled with a carbon source, mainly wood chips, through which water is allowed to flow just before leaving the drain to enter a surface water body. The carbon source in the trench serves as a substrate for bacteria that break down the nitrate through DE nitrification or other biochemical processes. Bioreactors provide many advantages:

They use proven technology. They require no modification of current practices No land needs to be taken out of production There is no decrease in drainage effectiveness They require little or no maintenance They last for up to 20 years.

How do bioreactors work? Organisms from the soil colonize the woodchips. Some of them break down the woodchips into smaller organic particles. Others “eat” the carbon produced by the woodchips, and “breathe” the nitrate from the water. Just as humans breathe in oxygen and breathe out carbon dioxide, these microorganisms breathe in nitrate and breathe out nitrogen gas, which exits the bioreactor into the atmosphere. Through this mechanism, nitrate is removed from the tile water before



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Students may think that because nitrogen and phosphorus are nutrients, adding more to the environment must always be beneficial to the environment. In excess, nitrogen and phosphorus as well as atmospheric carbon can disrupt the flow of nutrient cycles and cause harm to living things.

it can enter surface waters.



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Students may think that the carbon cycle consists only of photosynthesis and respiration, and that only animals carry out cellular respiration. The carbon cycle involves many processes in addition to photosynthesis and cellular respiration, such as combustion and decomposition. Organisms such as plans undergo both photosynthesis and cellular respiration.

Suggested Science and Engineering Practice(s)

Science and Engineering

2. Developing and Using Models6. Constructing explanations and designing solutions7. Engaging in argument from evidence

Crosscutting Concepts1. Patterns2. Cause and Effect4. Systems and System Models7. Stability and Change



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Curriculum and Instruction- Science

RESOURCE TOOLKIT

Quarter 1 Ecology

Textbook Resources:


Section 3.2. What Are the Major Ecosystem Components pp. 72-78

Section 4.2. What Roles Do Species Play in Ecosystems? pp 111-115

Section 4.3. How Does Life on Earth Change Overtime? pp. 116- 119

Chapter 7 - Saving Species and Ecosystem Services pp. 202-235


Section 5.3 What Limits the Growth of Populations? pp. 141-148

Chapter 14. Human Population and Urbanization pp. 460-487


Section 3.3. What Happens to Energy in An Ecosystem pp. 79-81Section 5.1. How Do Species Interact pp. 133-136Textbook: Environmental Science: Sustaining Your World

Chapter 4 Biodiversity and Evolution pp. 100-127

Section 6.2 What Are the Major Types of Terrestrial Ecosystems? pp. 163-175

Section 6.3 What Are the Major Types of Marine Ecosystems? pp. 176-181

Section 6.4 What Are the Major Types of Freshwater Systems? pp. 182-185

Chapter 7 Saving Species and Ecosystem Services pp. 202-235

DCIs and StandardsDCIETS2: Links Among Engineering Technology and Science on Society and the Natural WorldLS1: From Molecules to Organisms: Structures and ProcessLS3: Heredity: Inheritance and Variation of Traits

Standard(s)StandardsECO.ETS2: Links Among Engineering, Technology, Science, and SocietyResearch and communicate information on a career in ecology. Analyze the role of engineering, technology, and science in that career.ECO.LS4: Biological Change: Unity and Diversity

DCI

LS2: Ecosystems: Interactions, Energy, and Dynamics

LS4L Biological Change: Unity and Diversity

Standard(s)ECO. LS2: Ecosystems: Interactions, Energy and DynamicsUse mathematical models to construct an explanation for population growth patterns, and rates observed in ecosystems. Account for both density-dependent and density-independent factors in your explanation.

Analyze data regarding exponential and logistic population growth patterns. Use the data to create mathematical models to make predictions regarding carrying capacity.

Obtain information regarding survivorship curves and reproductive strategies of various species. Choose one of these strategies and construct an argument regarding its effectiveness.

DCILS2: Ecosystems: Interactions, Energy, and Dynamics

LS4L Biological Change: Unity and DiversityStandardsECO.LS2: Ecosystems: Interactions, Energy and Dynamics

Videos and Websites:Khan AcademyIlluminations (NCTM)Discovery Education The Futures ChannelThe Teaching Channel

Teachertube.comWebsites:

The Six Kingdoms of LifeEcology of Organisms and PopulationOrganismal BiologyEvolution and EcologyOrganisms and The EnvironmentAnimal Behavior Lesson PlansStudying Animal BehaviorPhysical & Behavioral Adaptations of Plants & AnimalsBiogeographyEvolution and EcologyEcology Lesson Plans

Websites:

World in The BalancePopulation EcologyRandom Sampling: How Many Fish?Random Sampling and Estimation: Lake VictoriaHuman Numbers Through TimeBe A DemographerEarth in PerilHumanity from Space VideoThe Texas Mosquito MysteryThe Peopling of Our PlanetA Demographically Divided WorldThe Human-Made LandscapePopulation Education ResourcesPopulation Lesson PlansThe Human Population and The EnvironmentEcology Lesson PlansInterpreting Ecological DataWebsites:

World in The BalanceBiological Communities Lesson PlansEcology Lesson PlansGlobal Sustainability Lesson PlansPredator-Prey SimulationBuilding an Energy PyramidFlow Of Energy Through Trophic LevelsEnergy And Biomass PyramidsCommunity EcologyCommunity Ecology 2

Additional Resources:ACT & SATTN ACT Information & ResourcesACT College & Career Readiness Mathematics StandardsSAT ConnectionsSAT Practice from Khan Academy





http://www.act.org/content/dam/act/unsecured/documents/CCRS-MathStandards.pdf

http://www.act.org/content/dam/act/unsecured/documents/CCRS-MathStandards.pdf



https://faculty.weber.edu/jcavitt/Ecology/Lectures/CommunityEcology.pdf

http://www.mhhe.com/biosci/genbio/raven6b/graphics/raven06b/other/raven06b_25.pdf

http://www.cfep.uci.edu/cspi/docs/lessons_secondary/energy%20biomass%20pyramids.pdf

https://www.pdesas.org/module/content/resources/16339/view.ashx

https://www.mtsu.edu/glade-center/teaching/19_Energy%20Pyramid.pdf

http://www.phschool.com/atschool/phbio/active_art/predator_prey_simulation/

https://sustainability.asu.edu/ecologyexplorers/teacher-toolbox/lesson-plans/

https://www.biologycorner.com/lesson-plans/ecology/

https://www.ngsslifescience.com/science.php?/biology/lessonplans/C423/

http://www.pbs.org/wgbh/nova/education/activities/3108_worldbal.html

https://www.biologycorner.com/worksheets/interpreting_data.html

https://www.biologycorner.com/lesson-plans/ecology/

http://bcs.wiley.com/he-bcs/Books?action=chapter&bcsId=2054&itemId=047148816X&chapterId=13222

https://www.ngsslifescience.com/science.php?/biology/lessonplans/C415/

https://populationeducation.org/curriculum-and-resources/

http://worldpopulationhistory.org/the-human-made-landscape/

http://worldpopulationhistory.org/a-demographically-divided-world/

http://worldpopulationhistory.org/the-peopling-of-our-planet/

https://tn.pbslearningmedia.org/resource/7e69c303-b25c-4555-aaee-bcd34ccc2e7f/population-ecology-the-texas-mosquito-mystery-crash-course-ecology-2/#.WwV6NkgvzIU

https://www.youtube.com/watch?v=d5CxKawSHAw

http://www.pbs.org/wgbh/nova/earth/earth-peril.html

http://www.pbs.org/wgbh/nova/earth/demographic-data.html

http://www.pbs.org/wgbh/nova/earth/global-population-growth.html

https://tn.pbslearningmedia.org/resource/mgbh.math.sp.victoria/random-sampling-and-estimation-lake-victoria/?#.WwV4OkgvzIU

https://tn.pbslearningmedia.org/resource/mgbh.math.sp.fishsample/random-sampling-how-many-fish/?#.WwV3ykgvzIU

http://www.pbs.org/wgbh/nova/nature/population-ecology.html

http://www.pbs.org/wgbh/nova/education/activities/3108_worldbal.html

http://www.teachertube.com/

http://thefutureschannel.com/#loaded

http://discoveryeducation.com/

http://illuminations.nctm.org/

https://www.khanacademy.org/

Documents

Ecology Curriculum... · Web viewIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District