Name Matcuk/ Grischow Date 09/17/12 Length of Lesson 15 daysContent Area Biology week:
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LESSON TOPIC:
Biological communities
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill focus)
• Describe ecological levels of organization in the biosphere.
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. .
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
ESSENTIAL QUESTIONS:
• 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?
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.
PERFORMANCE TASK:
• Warm-up activity
• Etymology
• Food Chain/Food Web Project
•
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
INSTRUCTIONAL
PROCEDURES:
Active Engagements used:
MATERIALS AND
RESOURCES:
• Projector
INTERVENTIONS:
• Student portfolio
• Test Corrections
ASSIGNMENTS:
• Directed Readings
• Active Readings

#1. Note-Taking
#2. Whole Class Response
Others: Role Play
Describe usage:
• Lecture/discussion of
Ecolosystems and
Biological Communities.
• Build on the knowledge of ecosystems, abiotic/biotic factors and energy transfer in ecosystems
Scaffolding used:
#1. Build on Prior Knowledge
#2 . Chunking
Others:
Describe usage:
• Build on the knowledge of ecosystems, abiotic/biotic factors and energy transfer in ecosystems.
• Compare a food chain and food web in a selected environment.
Other techniques used:
• Hands on poster project
MINI LESSON:
• Biomes Video
• Power Point
• Lap top
• DVD
• Worksheets
• Lab Equipment
• Note Packets:
Biological Communities
CONTENT AREA
READING:
Chapter 17
• Extended time for homework and tests
• Alternative assignments
• Tutoring
• College Access
• Food Chain/Food Web
Project
•