Name Matcuk/ Grischow Date 06/03/13 Length of Lesson 15 daysContent Area Biology week:
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Theory of Evolution
Patterns of Inheritance
DNA, RNA and Protein Synthesis
Cell Growth and Reproduction
Homeostasis and Transport
Bioenergetics
Basic Biological Principles
Chemical Basis of Life
LESSON TOPIC:
Ecosystems and Biological communities
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill focus)
• Organisms share common characteristics of life.
• New cells arise from the division of pre-existing cells.
• Hereditary information in genes is inherited and expressed.
• Evolution is the result of many random processes selecting for the survival and reproduction of a population.
• Life emerges due to the chemical organization of matter into cells.
• Cells have organized structures and systems necessary to support chemical reactions needed to maintain the living condition.
• Structure is related to function at all biological levels of organization.
• Through a variety of mechanisms organisms seek to maintain a biological balance between their internal and external environments.
• Eukaryotic cells can differentiate and organize making it possible for multicellularity.
• Organisms obtain and use energy to carry out their life processes.
• Organisms on Earth interact and depend in a variety of ways on other living and nonliving things in their environments.
• DNA segments contain information for the production of proteins necessary for growth and function of cells.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
• Describe the levels of ecological organization (i.e., organism, population, community, ecosystem, biome, and biosphere).
• Describe characteristic biotic and abiotic components of aquatic and terrestrial ecosystems
• Describe how energy flows through an ecosystem (e.g., food chains, food webs, energy pyramids).
• Describe biotic interactions in an ecosystem (e.g., competition, predation, symbiosis).
• Describe how matter recycles through an ecosystem (i.e., water cycle, carbon cycle, oxygen cycle, and nitrogen cycle).
• Describe how ecosystems change in response to natural and human disturbances (e.g., climate changes, introduction of nonnative species, pollution, fires).
• Describe the effects of limiting factors on population dynamics and potential species extinction. .
ESSENTIAL QUESTIONS:
• How do we know if something is alive?
• How do cells grow and reproduce?
• How is the hereditary information in genes inherited and expressed?
• How do we scientifically explain the evidence and mechanisms for biological evolution?
• How does life result from chemical structure and function?
• How does life result from cellular structure and function?
• How is structure related to function at all biological levels of organization?
• How do organisms maintain a biological balance between their internal and external environments?
• What are the advantages of multicellularity?
• How do different organisms obtain and use energy to survive in their environment?
• How do organisms interact and depend on each other and their environment for survival?
• Why is DNA called the “blueprint of life”?•
• What are the levels of ecological organization?
• Why are the levels of organization important?
• How do characteristics of ecosystems change between different ecosystems?
• What are the interactions and relationships in an ecosystem?

VOCABULARY: Ecology, habitat, abiotic factor, biotic factor, biodiversity, pioneer species, succession, primary succession, secondary succession, primary productivity, producer, consumer, trophic level, food chain, food web, herbivore, carnivore, omnivore, detritivore, decomposer, energy pyramid, biomass, biogeochemical cycle, ground water, transpiration, nitrogen fixation, organisms, population, ecosystem, community, biome, biosphere, coevolution, predation, parasitism, secondary compound, symbiosis, mutualism, commensalism, competition, niche, fundamental niche, realized niche, competitive exclusion, climate, littoral zone, limnetic zone, profundal zone, plankton
PERFORMANCE TASK:
• Keystone Exam Review Packet
INSTRUCTIONAL
PROCEDURES:
Active Engagements used:
#1. Higher Level Thinking Skills
#2. Cooperative Education
Others: Role Play
Describe usage:
• Students will initially complete the Keystone Exam Review
Packet.
• Students will work with small groups to go over the answers.
Scaffolding used:
#1. Build on Prior Knowledge
#2 . Chunking
Others:
Describe usage:
• Build on the knowledge of the major topics covered this year.
• The Keystone Exam Review
Packet is broken down into topics.
Other techniques used:
• Video clips
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
• Distinguish an ecosystem from a community.
• Describe the diversity of a representative ecosystem.
• Sequence the process of succession.
• Distinguish between producers and consumers.
• Compare food webs and chains.
• Describe the role of competition in shaping the nature of communities.
• Summarize the importance of biodiversity.
• Summarize the key features of the Earth’s major biomes.
FORMATIVE ASSESSMENTS:
#1. Open Ended Questions
#2. Graphic Organizers
#3. Exit Tickets
Others: Teacher questioning, class discussion, simulations, labs, event retelling, think-pair-share, small group talk, game playing, thumbs up, think aloud, read aloud, demonstrations
MATERIALS AND
RESOURCES:
• Projector
• Power Point
• Lap top
• DVD
• Worksheets
• Lab Equipment
• Note Packets:
Ecolosystems
Biological Communities
CONTENT AREA
READING:
Chapters covered this semester.
INTERVENTIONS:
• Student portfolio
• Test Corrections
• Extended time for homework and tests
• Alternative assignments
• Tutoring
• College Access
ASSIGNMENTS:
• Keystone Exam Review
Packet

MINI LESSON:
• Keystone Exam Review Packet