UNIT OF STUDY-3
ECOSYSTEMS: STABILITY
AND CHANGE
HIGH SCHOOL ENVIRONMENTAL
SCIENCE
TEACHER RESOURCE GUIDE
Unit of Study Description:
A/B Block: November 26 – January 18
Fall 4x4 Block: September 24 – October 19
Spring 4x4 Block: March 7 – March 22
In this unit students will evaluate stability and change in ecosystems using data to develop claims
and arguments that are supported by the data. Topics to be analyzed are climate change,
ecological succession, and biodiversity. Students will use climate change and biodiversity to
develop arguments that support conservation and preservation of ecosystems using plans
developed in units 1 and 2. Human impact on natural resources from unit 1 and analysis of
population growth from unit 2 should be connected to climate change, biodiversity, and
ecosystem resilience to promote environmental stewardship.
Standards
Addressed
Enduring
Understandings
Georgia Standards of Excellence:
SEV2. Obtain, evaluate, and communicate information to
construct explanations of stability and change in Earth’s
ecosystems.
a. Analyze and interpret data related to short-term and long-term
natural cyclic fluctuations associated with climate change.
(Clarification statement: Short-term examples include but are not
limited to El Niño and volcanism. Long-term examples include but
are not limited to variations in Earth’s orbit such as Milankovitch
cycles.)
b. Analyze and interpret data to determine how changes in
atmospheric chemistry (CO2 and methane) impact the greenhouse
effect.
c. Construct an argument to predict changes in biomass, biodiversity,
and complexity within ecosystems, in terms of ecological
succession.
d. Construct an argument to support a claim about the value of
biodiversity in ecosystem resilience including keystone, invasive,
native, endemic, indicator, and endangered species.





Short-Term cyclic fluctuations associated with climate change
include El Nino, La Nina, Volcanism, Meteorite Impact, and
Sunspots. These are natural occurrences.
Long-Term cyclic fluctuations associated with climate change
include variations in the Earth’s Orbit, Milankovitch Cycles, and
Continental Drift. These are natural occurrences.
Greenhouse gases impact the temperature and humidity of the
Earth. These gases include carbon dioxide and methane.
Ecological succession is classified as a either primary or
secondary depending on the cause of the shift. The biodiversity
and biomass in the early phases of succession are minimal but
increase over time.
The roles of species in an ecosystem dictate the resilience of the
ecosystem and the biodiversity of the ecosystem. Too many or too
few of these roles can lead to a catastrophic outcome for all the
organisms in that ecosystem.
2
Content
Integration
Literacy Standards:
LITERACY STANDARDS FOR READING IN SCIENCE AND
TECHNICAL SUBJECTS (RST) GRADE 11-12
Key Ideas and Details:
L11-12RST1 – Cite specific textual evidence to support analysis of
science and technical texts.
L11-12RST2 – Determine the central ideas or conclusions of a text;
trace the text’s explanation or depiction of a complex process,
phenomenon, or concept; provide an accurate summary of the text.
Integration of Knowledge and Ideas:
L11-12RST9 – Compare and contrast findings presented in a text to
those from other sources (including their own experiments), noting
when the findings support or contradict previous explanations or
accounts.
LITERACY STANDARDS FOR WRITING IN
HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL
SUBJECTS GRADES 9-10 (WHST)
Text Types and Purposes:
L11-12WHST1 – Write arguments focused on discipline specific
content.
L11-12WHST1b – Develop claim(s) and counterclaims fairly,
supplying data and evidence for each while pointing out the strengths
and limitations of both claim(s) and counterclaims in a disciplineappropriate form and in a manner that anticipates the audience’s
knowledge level and concerns.
L11-12WHST2 – Write informative/explanatory texts, including the
narration of historical events, scientific procedures/ experiments, or
technical processes.
Informational
Text & Literary
Text Resource
Research to Build and Present Knowledge:
L11-12WHST7 – Conduct short as well as more sustained research
projects to answer a question (including a self-generated question) or
solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
Primary Textbook:
Holt Environmental Science: Georgia
Lesson 1 (Climate Change)
Chapter 13 Section 1 pgs. 351 – 358
Lesson 1 (Global Warming)
Chapter 13 Section 3: pg. 363 – 369
3
Lesson 2
Chapter 5 Section 3: pgs. 137 – 141
Chapter 10 Section 1: pgs. 258 – 259
Lesson 3
Chapter 10 Sections 1 – 3: pgs. 258 – 285
Informational Texts:
News Articles Links:
https://www.scientificamerican.com/article/of-ants-elephants-andacacias/
Articles:
LP 1.1
Short Term Climate Change
Getting_to_Know__
Short_Term_Climate_Change.pdf
BIRDBRAIN SCIENCE Articles (Written at 6 Different Levels)
Grade: 3,4
5
6
7
8,9
10
Articles (Same article at 6 levels, see key above)
Lesson Progression 1 Articles:
358_science-articleset_more-people-not-enough-minerals.pdf
Lesson Progression 3 Articles:
361_science-articleset_farm-everything.pdf
STEM PROJECT/
Performance Task
STEM Project
4
Lesson One Progression
Duration: 10 – 13 Days
Focus Standard
SEV2. Obtain, evaluate, and communicate information to construct explanations of
stability and change in Earth’s ecosystems.
a. Analyze and interpret data related to short-term and long-term natural cyclic fluctuations
associated with climate change.
(Clarification statement: Short-term examples include but are not limited to El Niño and
volcanism. Long-term examples include but are not limited to variations in Earth’s orbit
such as Milankovitch cycles.)
b. Analyze and interpret data to determine how changes in atmospheric chemistry (CO2 and
methane) impact the greenhouse effect.
Performance-Based Objective(s)
As a result of their engagement with this unit, students will know and be able to…
SWBAT analyze and interpret data associated with climate change IOT compare and contrast
short-term and long-term natural cyclic fluctuations.
SWBAT analyze and interpret data IOT determine the relationship between changes in
atmospheric chemistry and the greenhouse effect.
Terms and Definitions
Acid Precipitation: Precipitation, such as
rain, sleet, or snow that contains a high
concentration of acids, often because of the
pollution of the atmosphere.
Agriculture: The raising of crops and
livestock for food or for other products that
are useful to humans.
Air Pollution: The contamination of the
atmosphere by the introduction of pollutants
from human and natural resources.
Arable Land: Land that can be used to grow
crops.
Chlorofluorocarbons: Hydrocarbons in
which some or all of the hydrogen atoms are
replaced by chlorine and fluorine; these
substances destroy the ozone layer.
Climate: The average weather conditions in
an area over a long period of time.
Deforestation: The process of clearing
forests.
La Nina: The cool phase of the El NinoSouthern Oscillation; a periodic occurrence in
the eastern Pacific Ocean in which the
surface-water temperature becomes unusually
cool.
Latitude: The distance north or south from
the equator; expressed in degrees.
Migration: The movement of individuals
between areas.
Milankovitch Cycles: Cyclical movement
related to the Earth's orbit around the Sun.
There are three of them: eccentricity, axial
tilt, and precession.
Non-Point Source Pollution: Pollution that
comes from many sources rather than from a
single specific cite.
Obliquity: The angle between the planes of
the earth's equator and orbit having a value of
about 23°27. (Axial Tilt)
5
Developed Countries: Countries with higher
average income, slower population growth,
diverse industrial economies, and stronger
social support systems.
Developing Countries: Countries with lower
average incomes, simple and agricultural
based economies, and rapid population
growth.
Eccentricity: Deviation of a curve or orbit
from circularity.
El Nino: The warm phase of the El NinoSouthern Oscillation; a periodic occurrence in
the eastern Pacific Ocean in which the
surface-water temperature becomes unusually
warm.
Emigration: Movement out of an area.
Forestry: The science or practice of
planting, managing, and caring for forests.
Global Warming: A gradual increase in
average global temperature.
Greenhouse Effect: The warming of the
surface and lower atmosphere of Earth that
occurs when carbon dioxide, water vapor, and
other gases in the air absorb and reradiate
infrared radiation.
Greenhouse Gases: A gas composed of
molecules that absorb and radiate infrared
radiation from the sun.
Immigration: Movement into an area.
Kyoto Protocol: The international treaty
according to which developed countries that
signed the treaty agree to reduce their
emissions of carbon dioxide and other gases
that may contribute to global warming by
2012.
Ozone Hole: A thinning of stratospheric
ozone that occurs over the poles during the
spring.
Ozone Layer: The layer of the atmosphere at
an altitude of 15 to 40 km in which ozone
absorbs ultraviolet solar radiation.
Particulates: Fine particles that are
suspended in the atmosphere and that are
associated with air pollution.
Point-Source Pollution: Pollution that comes
from a specific site.
Polar Stratospheric Clouds: A cloud that
forms at altitudes of about 21,000 m during
the Arctic and Antarctic winter or early
spring, when air temperatures drop below
-80oC.
Pollution: An undesirable change in the
natural environment that is caused by the
introduction of substances that are harmful to
living organisms or by excessive wastes, heat,
noise, or radiation.
Population: A group of organisms of the
same species that live in a specific
geographical area and interbreed.
Precession: The slow movement of the axis
of a spinning body around another axis due to
a torque (such as gravitational influence)
acting to change the direction of the first axis.
It is seen in the circle slowly traced out by the
pole of a spinning gyroscope.
Smog: Urban air pollution composed of a
mixture of smoke and fog produced from
industrial pollutants and burning fuels.
Temperature Inversion: The atmospheric
condition in which warm air traps cooler air
near Earth’s surface.
Urban: Describes an area that contains a city.
Urbanization: An increase in the ratio or
density of people living in urban areas rather
than in rural areas.
Volcanism: Volcano activity or phenomena.
6
Guiding Questions:
1. Why does El Nino occur randomly?
2. What are some of the negative impacts of El Nino?
3. What is the major difference between long-term and short-term cyclic fluctuations?
4. Why is it important to analyze data when evaluating these fluctuations?
5. What is the relationship between carbon dioxide and temperature change?
6. How does the amount of energy in each level of the atmosphere impact the greenhouse
effect?
7. How does the population effect the amount of carbon in the atmosphere and the greenhouse
effect?
8. What can be done to reduce the greenhouse effect?
Interpretation and Reminders:
 Climate is the average weather conditions in an area over a long period of time. A good
example is a tropical climate which is characterized as hot with a great deal of
precipitation. Climate is NOT weather. Weather is a snapshot and may deviate from the
climate in extreme situations. This must be understood to really analyze climate change
and the natural causes of climate change.
 Short-term natural cyclic fluctuations
associated with climate change include
El Nino, volcanic eruptions (volcanism),
meteorite impacts, and sunspots.
7

Long-term cyclic fluctuations that are related to climate change include continental drift,
Earth’s orbit, and Milankovitch Cycles.

Per the standard students should analyze data related to long term cyclic fluctuations and
relate this data to continental drift and Milankovitch Cycles. Memorizing the processes is
not as important as having students relate data sets to continental drift, Earth’s orbit, and
Milankovitch Cycles.
8


Greenhouse gases
trap heat in the
Earth’s atmosphere.
There are several
greenhouse gases
which include water
vapor, methane,
carbon dioxide,
nitrogen trifluoride,
sulfur hexafluoride,
hexafluoroethane,
and nitrous oxide.
These lesson should
focus on methane
and carbon dioxide.
This unit focuses on the effect of
population growth on the amount of
greenhouse gas emissions as well as the
impact of human activity on climate
change.
9
Order of Teaching
1. Analyze climate and climate change
2. Compare and contrast long-term and short-term cyclic fluctuations related to climate
change.
3. The greenhouse effect, atmospheric chemistry, and human impact (i.e. population,
activity).
Claim-Evidence-Reasoning (CER)
Claim: Statement that answers the question.
Evidence: Information that supports the claim. Scientific data comes from observations in
natural settings or controlled experiments, measurements, or valid scientific sources. Personal
information comes from opinions, beliefs, and everyday experiences.
Reasoning: The justification that links the evidence to the claim. It explains why the evidence
supports the claim. Scientific reasoning includes a scientific principle.
It is not enough for students to answer the focus question of a lab. Students must provide
evidence for their claim and then develop an argument. The argument in turn becomes the
reasoning that ties the evidence and claim to a scientific phenomenon. In some instances the
activities will come be Argument Driven Inquiry, which builds on the foundation of CER.
CER Framework
CER
Framework.docx

Greek and Latin Root Words
Deforestation: De = away from, down
tion = action of
To increase literacy in the classroom, students will practice identifying, defining, and
utilizing Greek and Latin Root Words in Scientific Vocabulary on a daily/week basis.
The purpose of these exercises it to enhance student understanding of science-based
terms, as well everyday vocabulary. A section of their notebook should be allocated
specifically for vocabulary. Suggested: Students should practice writing down the
prefix as well as the definition. Following each prefix/suffix, ensure that examples are
given so that students can connect the prefix/suffix to its definition.
Scientific Prefixes
and Suffixes.pdf
Misconceptions/Proper Conceptions
Misconceptions:
 All climate change and greenhouse gas production is caused by human activity.
Proper Conceptions:
 There are some causes of climate change that are related to natural cyclic fluctuations.
Greenhouse gases can be produced independent of human activity.
10
Suggested Learning Experiences
Core Ideas:
Science & Engineering Practices: Crosscutting Concepts:
 Climate Change
 Analyzing and Interpreting Data  Cause and Effect
 Stability and Change
Annotate the Objective
Break into smaller components for the
purpose of study or examination.
SWBAT analyze and interpret data associated with climate change IOT compare and contrast
short-term and long-term natural cyclic fluctuations.
To exhibit unlikeness on comparison
with something else.
General Academic Vocabulary
Analyze
Compare
Contrast
Domain Specific Vocabulary
Climate Change
Cyclic Fluctuations
Phenomenon: El Nino
Crosscutting Concepts Graphic Organizers
Cause and Effect
Stability and Change
Cause and Effect
GO.pdf
Stability and
Change GO.pdf
Engage: This lesson will last more than one day. In the case that you would like to have an engage
for each day please use the videos on page. (Use appropriate video to review or give students a
preview of what they are about to learn). Note for Evaluator: If you observe the teacher in the first
5-10 minutes of class and they have already done the Engage below, the teacher may use a different
engage (i.e. hook).
Students will observe the demonstration here: http://www.formontana.net/eldemo.html or
https://sealevel.jpl.nasa.gov/files/archive/make-your-own-el-nino.html
Guiding Questions:
1. What happens to the red food coloring in the hot water?
2. How is this related to climate change?
Teacher Notes/Discourse:
 This demo is a copy of the El Nino phenomenon.
11
GUIDED INSTRUCTION
Explore:
Description of the Activity:
Students will complete the activity about El Nino. Students will keep a graphic organizer for
each short-term and long-term cyclic fluctuation associated with climate change.
Handout
Answer Key
ninsall.pdf
ninkey.pdf
Teacher Notes/Discourse:
 Students need to identify El Nino as a short-term change.
L11-12RST1-2: Students will annotate and summarize the introduction portion of the
student handout before completing the investigation.
Guiding Questions:
1. What did the color code on the map represent?
2. Why does El Nino occur randomly?
3. What are some of the negative impacts of El Nino?
FOCUS LESSON
Explain:
Students will use the Power Point to organize short-term and long-term natural cyclic
fluctuations related to climate change.
Power Point (Slides 1-11)
ch_14.3-4_climate_c
hange.pptx
Teacher Notes/Discourse:
 It is important for students take the information that they collected and organize the content
as short-term or long-term.
Guiding Questions:
1. What is the major difference between long-term and short-term cyclic fluctuations?
2. Why is it important to analyze data when evaluating these fluctuations?
12
COLLABORATIVE PRACTICE
Elaborate:
Students will complete an activity on the Milankovitch Cycles.
Lesson Plan with Student Handouts
MilankovitchLesson
Plan.pdf
Teacher Notes:
Students need to identify Milankovitch Cycles as a long-term change.
INDEPENDENT PRACTICE
Evaluate:
Students will construct a graphic organizer that identifies each of the cyclic fluctuations which
should include short-term/long-term, characteristics, key vocabulary (e.g. and location (if
applicable). Students will use their previous investigations, notes and informational text.
L11-12RST9: Students will compare the notes, informational text, and the data that
they analyzed to support the information in the graphic organizer.
L11-12 WHST1: Write arguments focused on discipline-specific content.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence
that demonstrate an understanding of the topic or text, using credible sources.
Teacher Notes:
Make sure that students have a running list of short-term and long-term cyclic fluctuations
associated with climate change. The Explore portion of the lesson introduced a prevalent
short-term fluctuation and the Elaborate portion of the lesson introduced a prevalent long-term
fluctuation. Students will need to fill in others using the Explain portion of the lesson.
13
Multiple Choice Formative Assessment (5 Questions)
SEV2.a LP1.1
Quiz.pdf


Collect student data on this short quiz. Have students fill their data based on Quiz 1:
Short-term and Long-term Cyclic Fluctuations.
As students move through each section please either provide them with remediation
and enrichment as well as an opportunity to reflect on their learning. The following
attachment provides a table for keeping data, sections for enrichment and remediation
by standard, and a place for students to reflect on what they know.
Student Data Tracking Sheet
Unit 3
Environmental Science Student Data Tracking Sheet.pdf
Annotate the Objective:
Break into smaller components for the
purpose of study or examination
SWBAT analyze and interpret data IOT determine the relationship between changes in
atmospheric chemistry and the greenhouse effect.
General Academic Vocabulary
Analyze
Interpret
Domain Specific Vocabulary
Atmospheric Chemistry
Greenhouse Effect
Phenomenon: Greenhouse Effect
Crosscutting Concepts Graphic Organizers
Cause and Effect
Stability and Change
Cause and Effect
GO.pdf
Stability and
Change GO.pdf
Engage: This lesson will last more than one day. In the case that you would like to have an
engage for each day please use the videos on page 14. (Use appropriate video to review or
give students a preview of what they are about to learn). Note for Evaluator: If you observe
the teacher in the first 5-10 minutes of class and they have already done the Engage below,
the teacher may use a different engage (i.e. hook).
14
Students will watch the video: https://youtu.be/kwtt51gvaJQ or you can actually set up the
demonstration using the handout below.
Demonstration Handout
HowTo_Greenhous
eEffect.pdf
Post the following questions:
1. What is the relationship between carbon dioxide and temperature change?
2. How does this demonstration model the greenhouse effect?
GUIDED INSTRUCTION
Explore:
Students will complete the use a model to demonstrate the greenhouse effect as it relates to
atmospheric chemistry.
Lesson Plan with Student Handout
WhatIsAModel.pdf
Teacher Notes/Discourse:
 Students will use chips and a handout to model the greenhouse effect. This lesson
progression is intended for students to make connections to human impact (greenhouse
gas production) on the greenhouse effect.
Guiding Questions:
1. How does the amount of energy in each level of the atmosphere impact the greenhouse
effect?
2. What do the chips represent?
15
FOCUS LESSON
Explain:
Students will use the Power Point and Notes Outline
Power Point (Slides 12-27)
ch_14.3-4_climate_c
hange.pptx
Teacher Notes/Discourse:
 These notes are a continuation of the first lesson progression and help students understand
that there are multiple reasons for climate change. Some are caused by living things and
others are not related to living things.
Guiding Questions:
1. How does the population effect the amount of carbon in the atmosphere and the
greenhouse effect?
2. What can be done to reduce the greenhouse effect?
COLLABORATIVE PRACTICE
Elaborate:
Students will complete the activity that helps them understand their individual impact on the
production of greenhouse gases.
Lesson Plan Specifics for the Teacher: https://scied.ucar.edu/activity/plugged-co2
Student Handouts and Poster:
plugged1.pdf
plugged2-1.pdf
Fuel_types_plugge
d.pdf
Teacher Notes:
 This lesson will help students use their own data and provides them with an opportunity to
reflect on their decision making in the context of the greenhouse effect.
16
INDEPENDENT PRACTICE
Evaluate:
Students will present their findings from the Elaborate portion of the lesson and come up with
ways to reduce the amount of greenhouse gases they are responsible for producing. Students
will also complete the Global Warming Venn Diagram.
Global Warming Venn
globalvenn.pdf
Writing Standard:
L11-12WHST1: Write arguments focused on discipline-specific content.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence
that demonstrate an understanding of the topic or text, using credible sources
Multiple Choice Formative Assessment (5 Questions)
SEV2.b LP1.2
Quiz.pdf
•
•
Collect student data on this short quiz. Have students fill their data based on Quiz 2:
Greenhouse Effect.
As students move through each section please either provide them with remediation and
enrichment as well as an opportunity to reflect on their learning. The following attachment
provides a table for keeping data, sections for enrichment and remediation by standard, and
a place for students to reflect on what they know.
Student Data Tracking Sheet
Unit 3
Environmental Science Student Data Tracking Sheet.pdf
Additional Resources:
ONLINE
 http://eeingeorgia.org/net/content/search.aspx?s=0.0.68.4863&btid=8 (EEA Georgia)
 https://www.epa.gov/students/lesson-plans-teacher-guides-and-online-resourceseducators (EPA Educator Resources)
 http://www.bbc.com
 https://enviroliteracy.org/
 https://www.climate.gov/climate-and-energy-topics/causes-climate-change
 https://scied.ucar.edu/shortcontent/how-volcanoes-influence-climate (Volcanism)
 https://oceanservice.noaa.gov/facts/ninonina.html (El Nino and La Nina)
17
Videos:
 https://youtu.be/WPA-KpldDVc (El Nino and La Nina)
 https://youtu.be/d6s0T0m3F8s (El Nino and Climate Change)
 https://youtu.be/RleDV5tzIZo (Volcanism)
 https://youtu.be/F_MuTEJfFzo (Sunspots and Climate Change)
 https://youtu.be/hphdsLcSTYQ (Causes of Global Warming)
 https://youtu.be/PFfwIOzVlh8 (Milankovitch Cycles)
 https://youtu.be/ZD8THEz18gc (Khan Academy: Milankovitch Cycles)
 https://youtu.be/ZzCA60WnoMk (NASA: Greenhouse Effect)
 https://youtu.be/ryg3zu4e3y4 (Greenhouse Gases)
Lessons:
Global Warming Power Point and Note-Taking Sheet
Climate
Change.pptx
Climate Change
Notes Outline (1).docx
Global Warming and Hurricane Data Analysis
Global Warming
and Hurricanes Data Analysis Activity.docx
Article Analysis: Climate Refugees (Article and Questions)
Climate
Refugees.pdf
Movies:
An Inconvenient Truth
Inconvenient
Truth.docx
Differentiated Supports
Learning Difficulty
Reading
Assignment - Climate Refugees.docx
Frozen Planet: On Thin Ice
Frozen Planet - On
Thin Ice.docx
The Island President
The Island
President - Video Worksheet.docx
• Small group, flexible grouping, pull outs, one-on-one,
tiered assignments, varied assessments.
The following handouts are scaffolded from basic
understanding to more complex in nature:
Students that Struggle with:
Topic 1: Volcanism
Volcanism_Worksh
eet.pdf
18
Topic 2: Climate Change Study Guide
Climate Change
Study Guide.docx
High Achieving
• Students will engage in higher-level discussions, exit ticket
journaling, peer collaboration, and will revise/edit their
written work based on peer and teacher feedback.
Topic 1: Global Warming Research Essay
Global Warming
Essay.docx
English Learners
Language Standard:
• WIDA ELD Standard 1: English language learners
communicate for Social and Instructional purposes within the
school setting.
WIDA ELD Standard 4: English language learners
communicate information, ideas and concepts necessary for
academic success in the content area of Science.
• Provide differentiated support and scaffolding based on the
English Language Proficiency Level of the English Learner
using the WIDA Can Do Descriptors.
http://tinyurl.com/apsesol
Resources
TEXTBOOK ACTIVITIES:
Climate Change, Fluctuations, and the Greenhouse Effect Chapter 13 Sections 1, 3
 Fold Notes pg. 350
 Quick Lab: Investigating Prevailing Winds pg. 354
 Case Study: Ice Cores: Reconstructing Past Climates pgs. 354 – 355
 Math Practice: Precipitation Extremes on Earth pg. 358
 Field Activity: Carbon Dioxide pg. 364
 Inquiry Lab: Modeling pgs. 376 – 377
 Making a Difference: Ozone Scientist pgs. 378 – 379
ONLINE RESOURCES:
Emory Cases Online http://www.cse.emory.edu/cases/
CK-12 Foundation http://www.ck12.org/teacher/
NSTA Outstanding Science Trade Books for Students K-12
http://www.nsta.org/publications/ostb/
Khan Academy https://www.khanacademy.org/
Study Tool K-12 http://quizlet.com/math-and-science/
Problem-Attic Test Prep Question Generator http://www.problem-attic.com/
Common Core Personalized Learning https://www.opened.io/
Georgia Public Broadcasting http://www.gpb.org
Environmental Protection Agency: https://www.epa.gov
Environmental Education in Georgia: http://eeingeorgia.org
19
Lesson Two Progression
Duration: 5 – 7 Days
Focus Standard
SEV2. Obtain, evaluate, and communicate information to construct explanations of
stability and change in Earth’s ecosystems.
c. Construct an argument to predict changes in biomass, biodiversity, and complexity within
ecosystems, in terms of ecological succession.
Performance-Based Objective(s)
As a result of their engagement with this unit, students will know and be able to…
SWBAT evaluate ecological succession IOT construct an argument to predict changes in
biomass, biodiversity, and complexity within ecosystems.
Terms and Definitions
Biodiversity: The variety of organisms in a
given area, the genetic variation within a
population, the variety of species within a
community, or the variety of communities in
an ecosystem.
Biomass: The total mass of organisms in a
given area or volume.
Climax Community: The final, stable
community in equilibrium with the
environment.
Ecological Succession: A gradual process of
change and replacement in a community.
Pioneer Species: A species that colonizes an
uninhabited area and that starts an ecological
cycle in which many other species become
established.
Primary Succession: The succession that
begins in an area that previously did not
support life.
Secondary Succession: The process by
which one community replaces another
community that has been partially or totally
destroyed.
Ecosystem: A community of organisms and
their abiotic environment.
Guiding Questions:
1. Why does it take so much time for the biodiversity to increase?
2. How are biodiversity and biomass related in the context of succession?
3. What is the main difference between primary and secondary succession?
4. How can ecological succession be a good thing?
20
Interpretation and Reminders:
 There are two types
of ecological
succession; Primary
and Secondary
Succession. Primary
succession occurs in
an area that did not
previously support
life. Secondary
succession occurs in
an area that has had
some sort of
catastrophe.
21

In the early phases
of ecological
succession the
ecosystem lacks a
great deal of
biodiversity,
biomass, and
complexity.
Order of Teaching
1. Describe Ecological Succession
2. The effect of succession on biomass, biodiversity, and complexity of the ecosystem.
3. Predictions about succession in regards to the effect on ecosystem.

Greek and Latin Root Words
To increase literacy in the classroom, students will practice identifying, defining, and
utilizing Greek and Latin Root Words in Scientific Vocabulary on a daily/week basis.
The purpose of these exercises it to enhance student understanding of science-based
terms, as well everyday vocabulary. A section of their notebook should be allocated
specifically for vocabulary. Suggested: Students should practice writing down the
prefix as well as the definition. Following each prefix/suffix, ensure that examples are
given so that students can connect the prefix/suffix to its definition.
Scientific Prefixes
and Suffixes.pdf
Misconceptions/Proper Conceptions
Misconceptions:
 Ecological succession is unidirectional and linear process.
Proper Conceptions:
 Ecological succession is cyclical in nature and may initiate in different ways (e.g. Lichens
are not always the first species)
22
Suggested Learning Experiences
Core Ideas:
Science & Engineering Practices:
 Natural Resources
 Constructing Arguments from
Evidence
Crosscutting Concepts:
 Patterns
 Cause and Effect
 Stability and Change
Annotate the Objective:
Form an idea of the amount, number, or
value of
Get, acquire, or secure something.
SWBAT evaluate ecological succession IOT construct an argument to predict changes in
biomass, biodiversity, and complexity within ecosystems.
The action or process of reasoning systematically in
support of an idea, action, or theory
General Academic Vocabulary
Evaluate
Argument
Predict
Domain Specific Vocabulary
Ecological Succession
Biomass
Biodiversity
Ecosystems
Phenomenon: A natural disaster can cause the new ecosystem to
completely change.
Crosscutting Concepts Graphic Organizers
Cause and Effect
Patterns
Cause and Effect
GO.pdf
Patterns GO.pdf
Engage: This lesson will last more than one day. In the case that you would like to have an
engage for each day please use the videos on page. (Use appropriate video to review or give
students a preview of what they are about to learn). Note for Evaluator: If you observe the
teacher in the first 5-10 minutes of class and they have already done the Engage below, the
teacher may use a different engage (i.e. hook).
23
Students will watch the video: https://youtu.be/9kkWxUgMHfA
Guiding Questions:
1. How does ecological succession start?
GUIDED INSTRUCTION
Explore:
Students will use a simulation to analyze primary and secondary succession
Handout
unit 5 ecology
virtual lab ecological succession.docx
Teacher Notes/Discourse:
• Students should state a claim supported by evidence to relate each succession to increased
complexity and biodiversity in an ecosystem.
Guiding Questions:
1. Why does it take so much time for the biodiversity to increase?
2. How are biodiversity and biomass related in the context of succession?
FOCUS LESSON
Explain:
Students will use the Power Point and Notes Guide.
Power Point
ECOLOGICAL
SUCCESSION1.ppt
Teacher Notes/Discourse:
 Students should relate ecological succession to biodiversity and complexity of ecosystems
otherwise we are just re-teaching a biology concept. They will use this information in the
last unit.
Guiding Questions:
1. What is the main difference between primary and secondary succession?
2. How can ecological succession be a good thing?
24
COLLABORATIVE PRACTICE
Elaborate:
Students will complete a forest succession activity to analyze the change in biodiversity over
time.
Student Handout
forest+succession+
activity-1.doc
Teacher Notes:
 The graphs and data should be used as evidence to support the claim that the biodiversity,
biomass, and complexity of an ecosystem increase over time.
INDEPENDENT PRACTICE
Evaluate:
Students will complete the question
Question and Rubric
Sample Open
Ended Question with Key.pdf
Teacher Notes:
 This open ended question is from the AP Biology exam; however, the question is perfectly
aligned to the standard. Modify as needed. Make sure that students provide a
comprehensive explanation using the CER Framework.
Writing Standard:
L11-12WHST1: Write arguments focused on discipline-specific content.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence
that demonstrate an understanding of the topic or text, using credible sources
Multiple Choice Formative Assessment (5 Questions)
SEV2.c LP2.1
Quiz.pdf


Collect student data on this short quiz. Have students fill their data based on Quiz 3:
Ecological Succession
As students move through each section please either provide them with remediation and
enrichment as well as an opportunity to reflect on their learning. The following attachment
provides a table for keeping data, sections for enrichment and remediation by standard, and
a place for students to reflect on what they know.
Student Data Tracking Sheet
Unit 3
Environmental Science Student Data Tracking Sheet.pdf
25
Additional Resources:
ONLINE
 https://www.eh-resources.org/
 http://environmentalhistory.org/
 https://ed.ted.com/lessons?category=environmental-science
 http://www.pbs.org
Videos:
 https://youtu.be/V49IovRSJDs (Bozeman Science: Ecological Succession)
 https://youtu.be/d7xbyNSxxrI (Khan Academy: Ecological Succession)
Differentiated Supports
Learning Difficulty
• Small group, flexible grouping, pull outs, one-on-one,
tiered assignments, varied assessments.
The following handouts are scaffolded from basic
understanding to more complex in nature:
Students that Struggle with:
Topic 1: Ecological Succession
Ecological
Succession Lab.pdf
High Achieving
• Students will engage in higher-level discussions, exit ticket
journaling, peer collaboration, and will revise/edit their
written work based on peer and teacher feedback.
These activities are to give students more practice but
they are more complex:
English Learners
Language Standard:
• WIDA ELD Standard 1: English language learners
communicate for Social and Instructional purposes within the
school setting.
WIDA ELD Standard 4: English language learners
communicate information, ideas and concepts necessary for
academic success in the content area of Science.
• Provide differentiated support and scaffolding based on the
English Language Proficiency Level of the English Learner
using the WIDA Can Do Descriptors.
http://tinyurl.com/apsesol
26
Resources
TEXTBOOK ACTIVITIES:
Chapter 5 Section 3
 Graphic Organizer: Chain-of-Events Chart pg. 137
 Case Study: Communities Maintained by Fire pgs. 138 – 139
 Field Activity: Investigating Succession pg. 140
ONLINE RESOURCES:
Emory Cases Online http://www.cse.emory.edu/cases/
CK-12 Foundation http://www.ck12.org/teacher/
NSTA Outstanding Science Trade Books for Students K-12
http://www.nsta.org/publications/ostb/
Khan Academy https://www.khanacademy.org/
Study Tool K-12 http://quizlet.com/math-and-science/
Problem-Attic Test Prep Question Generator http://www.problem-attic.com/
Common Core Personalized Learning https://www.opened.io/
The Physics Classroom http://www.physicsclassroom.com/
Georgia Public Broadcasting http://www.gpb.org/physics-fundamentals/episodes/physics/all
27
Lesson Progression Three
7 – 10 Days
Focus Standard
SEV2. Obtain, evaluate, and communicate information to construct explanations of
stability and change in Earth’s ecosystems.
d. Construct an argument to support a claim about the value of biodiversity in ecosystem
resilience including keystone, invasive, native, endemic, indicator, and endangered species.
Performance-Based Objective(s)
As a result of their engagement with this unit, students will know and be able to…
SWBAT identify and analyze keystone, invasive, native, endemic, indicator, and endangered
species IOT construct an argument to support a claim about the value of biodiversity in
ecosystem resilience.
Terms and Definitions
Biodiversity: The variety of organisms in a
given area, the genetic variation within a
population, the variety of species within a
community, or the variety of communities in
an ecosystem.
Indicator Species: An organism whose
presence, absence or abundance reflects a
specific environmental condition.
Keystone Species: A species that is critical to
the functioning of the ecosystem in which it
Endangered Species: A species that has been lives because it affects the survival and
identified to be in danger of extinction
abundance of many other species in its
throughout all or part of its range, and that is
community.
thus under the protection by regulations or
Native Species: A species that normally lives
conservation measures.
and thrives in a particular ecosystem.
Endemic Species: A species that is native to
a particular place and this found only there.
Exotic Species: A species that is not native
to a particular region.
Threatened Species: A species that has been
identified to be likely to become endangered in the
foreseeable future.
Germ plasm: Hereditary material contained
in protoplasm.
Guiding Questions:
1. How does the number of beans represent the different types of species?
2. How could you model an invasive species using the beans?
3. How is genetic variation related to biodiversity?
4. How do each do each of the species’ roles impact the biodiversity of an ecosystem?
28
Interpretation and Reminders:
 Biodiversity is impacted by the
numbers and roles of species in
an ecosystem.
Order of Teaching
1. Biodiversity in General
2. Each type of species in an ecosystem (i.e. keystone, invasive, native, endemic, indicator, and
endangered)
3. The relationship between each of these species and biodiversity.
Greek and Latin Root Words

To increase literacy in the classroom, students will practice identifying, defining, and utilizing
Greek and Latin Root Words in Scientific Vocabulary on a daily/week basis. The purpose of these
exercises it to enhance student understanding of science-based terms, as well everyday
vocabulary. A section of their notebook should be allocated specifically for vocabulary.
Suggested: Students should practice writing down the prefix as well as the definition. Following
each prefix/suffix, ensure that examples are given so that students can connect the prefix/suffix to
its definition.
Scientific Prefixes
and Suffixes.pdf
29
Misconceptions/Proper Conceptions
Misconceptions:
 Invasive species help balance ecosystems.
Proper Conceptions:
 Invasive species can cause an imbalance in an ecosystem.
Suggested Learning Experiences
Core Ideas:
Science & Engineering Practices:
 Natural Resources
 Engaging in an Argument from
Evidence
Annotate the Objective:
Crosscutting Concepts:
 Cause and Effect
 Stability and Change
Break into smaller components for the
purpose of study or examination
SWBAT identify and analyze keystone, invasive, native, endemic, indicator, and endangered
species IOT construct an argument to support a claim about the value of biodiversity in
ecosystem resilience.
General Academic Vocabulary
Analyze
Argument
Claim
Domain Specific Vocabulary
Keystone Species
Invasive Species
Native Species
Endemic Species
Indicator Species
Endangered Species
Biodiversity
Ecosystem Resilience
Phenomenon: The African elephant knocks down Acacia Trees
which would normally overrun the ecosystem and inhibit plant
biodiversity.
Crosscutting Concepts Graphic Organizers
Cause and Effect
Patterns
Cause and Effect
GO.pdf
Patterns GO.pdf
Engage: This lesson will last more than one day. In the case that you would like to have an
engage for each day please use the videos on page. (Use appropriate video to review or give
students a preview of what they are about to learn). Note for Evaluator: If you observe the
teacher in the first 5-10 minutes of class and they have already done the Engage below, the
teacher may use a different engage (i.e. hook).
30
Students will watch the video: https://youtu.be/_fOTH59Z0ZA
Guiding Questions:
1. Why does the elephant’s destruction of the trees promote plant biodiversity?
GUIDED INSTRUCTION
Explore:
Students will complete a biodiversity lab
Handout
biodiversitybeanlab
_revised.doc
Teacher Notes/Discourse:
 This will help students frame their thinking around the impact they have on their
environment.
Guiding Questions:
1. How does the number of beans represent the different types of species?
2. How could you model an invasive species using the beans?
FOCUS LESSON
Explain:
Students will use the Power Point and note-taking guide.
Power Point
Note-taking Guide
ch10_sec1_revised.p
pt
chapter_10_-_biodiv
ersity_lecture_guide.docx
Guiding Questions:
1. How is genetic variation related to biodiversity?
2. How do each do each of the species’ roles impact the biodiversity of an ecosystem?
Teacher Notes/Discourse:
 These notes follow the textbook and require a great deal of inference and discussion to make
connections to the performance based objective.
31
COLLABORATIVE PRACTICE
Elaborate:
Students will create a presentation that highlights each of the following: Keystone, Invasive,
Native, Endemic, Indicator, and Endangered Species.
Guiding Question for Each Species: How does this species impact biodiversity for the
ecosystem that it occupies? (Done for each species and incorporated into the presentation)
Sample Presentation
endangered-specie
s-project-jennifer.ppt
Teacher Notes:
Students will construct a presentation to address each of the species represented in the standard
(i.e. endangered, invasive, etc.)
INDEPENDENT PRACTICE
Evaluate:
Student will use their presentations to construct a matrix of all the species that they observed in
their peers presentations.
Teacher Notes:
 Students will use their matrix to write a concluding statement in the CER format.
Writing Standard:
L11-12WHST1: Write arguments focused on discipline-specific content.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that
demonstrate an understanding of the topic or text, using credible sources
Multiple Choice Formative Assessment (5 Questions)
SEV2.d LP3.1
Quiz.pdf
•
•
Collect student data on this short quiz. Have students fill their data based on Quiz 4:
Biodiversity
As students move through each section please either provide them with remediation and
enrichment as well as an opportunity to reflect on their learning. The following attachment
provides a table for keeping data, sections for enrichment and remediation by standard, and a
place for students to reflect on what they know.
Student Data Tracking Sheet
Unit 3
Environmental Science Student Data Tracking Sheet.pdf
32
Additional Resources:
ONLINE
• http://www.conservation.org/how/pages/hotspots.aspx
• http://www.americanornithology.org/content/biodiversity-data-resources
• http://animaldiversity.org/
• https://www.nationalgeographic.org/encyclopedia/biodiversity/
Videos:
• hhttps://youtu.be/E7IK_qt0hEw (Endemic Species)
• https://youtu.be/JGcIp4YEKrc (Keystone Species)
• https://youtu.be/xRfdDE6scWA (Keystone vs. Indicator Species)
• https://youtu.be/spTWwqVP_2s (Invasive Species)
• https://youtu.be/yqLkSHlf5DE (Invasive Species)
• https://youtu.be/FsX71DHVO8k (Endangered Species)
• https://youtu.be/jFBCBmK9E3U (Bozeman Science: Ecological Resilience)
Lessons:
Study Guide
chapter_10_study_g
uide.docx
Invasive Species Georgia
invasive
georgia.pdf
Movies:
The Blue Planet: Seasonal Seas
blue_planet_-_seas
onal_seas_video_questions.pdf
Differentiated Supports
Learning Difficulty
Medicine Man
the_medicine_man_
video_questions_cp.doc
• Small group, flexible grouping, pull outs, one-on-one, tiered
assignments, varied assessments.
The following handouts are scaffolded from basic
understanding to more complex in nature:
Students that Struggle with:
Topic 1: Biodiversity Webquest
biodiversity_hotspo
ts_webquest.docx
33
High Achieving
• Students will engage in higher-level discussions, exit ticket
journaling, peer collaboration, and will revise/edit their written
work based on peer and teacher feedback.
These activities are to give students more practice but they
are more complex:
Topic 1: Invasive Species Project
least_wanted_proje
ct_poster.doc
English Learners
Language Standard:
• WIDA ELD Standard 1: English language learners
communicate for Social and Instructional purposes within the
school setting.
WIDA ELD Standard 4: English language learners
communicate information, ideas and concepts necessary for
academic success in the content area of Science.
• Provide differentiated support and scaffolding based on the
English Language Proficiency Level of the English Learner
using the WIDA Can Do Descriptors.
http://tinyurl.com/apsesol
Resources
TEXTBOOK ACTIVITIES:
Chapter 10 Sections 1-3
 Fold Notes: Four Corner Fold pg. 258
 Case Study: A Genetic Gold Rush in the Rain Forests pgs. 266 – 267
 Graphic Organizer: Spider Map pg. 271
 Quick Lab: Design a Wildlife Preserve pg. 272
 Math Practice: Measuring Risk pg. 274
 Field Activity: Simple Biodiversity Assessment pg. 275
 Exploration Lab: Differences in Diversity pgs. 282 – 283
 Making A Difference pgs. 284 - 285
ONLINE RESOURCES:
Emory Cases Online http://www.cse.emory.edu/cases/
CK-12 Foundation http://www.ck12.org/teacher/
NSTA Outstanding Science Trade Books for Students K-12
http://www.nsta.org/publications/ostb/
Khan Academy https://www.khanacademy.org/
Study Tool K-12 http://quizlet.com/math-and-science/
Problem-Attic Test Prep Question Generator http://www.problem-attic.com/
Common Core Personalized Learning https://www.opened.io/
The Physics Classroom http://www.physicsclassroom.com/
Georgia Public Broadcasting http://www.gpb.org/physics-fundamentals/episodes/physics/all
34
Assessments
Formative Assessments:
Utilize data from assessments to help drive
instructional practices.
 2-5 Question Selected Response Formatives
Unit 1 Student Data Tracker
Summative:
 Summative assessments should
be administered at the end of
each unit based on objectives
taught from the current unit.
Assessments can be created
online, printed and distributed
Unit 3
Environmental Science Student Data Tracking Sheet.pdf to students via:
Lesson Progression 1 Quizzes

AAAS Science Assessment
http://assessment.aaas.org/

Problem-Attic:
http://www.problem-attic.com/
Quiz 1
SEV2.a LP1.1
Quiz.pdf
Quiz 2
SEV2.b LP1.2
Quiz.pdf
Lesson Progression 2 Quiz
Quiz 3
SEV2.c LP2.1
Quiz.pdf
Lesson Progression 3 Quiz
Quiz 4
SEV2.d LP3.1
Quiz.pdf
35

Kahoot, Jeopardy, Trivia bowl.
3.2.1.Reflection.doc
x
Look Back.docx
Odd One
Out.Template.docx
Scientist Idea
Group Talk
Comparison Template.docx
Feedback Template.docx
Frayer Model
Template.doc
Example
NonExample Template.docx
Feedback to Feed
Evaluation of
Forward Template.docx
Learning Gains.Template.docx
Always_Sometimes_
Card Sort
Never_Template_1.docx Template.docx
Performance Tasks
Name of Task:
Description:
Standard:
Cognitive Rigor:
DOK
Glossary of Teaching Strategies
Lab notebook or Field sketchbook: A notebook that students use to record data, journal on
assigned topics and complete assigned drawing activities.
Ticket Out the Door/Exit Ticket: A commonly used summarizing strategy that is effective as a
formative assessment tool. Students are given a short writing assignment on the concept
covered in class that is to be turned in as they leave the classroom. These brief glimpses into
student understanding may be graded or not. The same strategy can be used as a Ticket In the
Door to assess student understanding at the beginning of the class on a concept from the day
before or as a check on a homework assignment.
KIM diagrams: A three column table where students can organize technical language to allow
better understanding of how they relate to the topic of the day. On a KIM diagram, a key term
is listed in the first column, an illustration of the key term in the second column and a student
derived meaning written in the third column.
Jigsaw Activities: An effective grouping strategy that teachers use to facilitate peer teaching in
the classroom. Students are first grouped together to become experts on an assigned topic.
Student groups are then reorganized in such a manner that new groups are formed containing
one student from each of the expert groups. The experts on each topic then serve as a peer
teacher to the other students in the newly formed group.
Cloze: A note taking strategy where students either provide missing terms to complete a
paragraph using appropriate language for the topic being addressed, or where students generate
a paragraph from a list of appropriate terms.
36
Gallery or Poster Walk: This is a peer assessment strategy. Students place their work on a
wall or other location where it can be reviewed by their peers. Students provide written
commentary on the posted work and the original creators are given the opportunity to revise
their product. Teacher note: Students may require training to use appropriate feedback in their
commentary.
Flapbook or Flipbook: A type of graphic organizer where students group information in order
to see relationships within categories. 10-2 Lecture format: A strategy where teachers limit the
introduction of material to a time frame of 10 minutes or less and then students are allowed a 2
minute opportunity to reflect on the material and share what they have learned with their peers.
Glaze the Doughnut: A type of organizer that allows teachers to pre-assess student knowledge
or to monitor student progress that resembles a doughnut as one smaller circle is drawn inside
another. The big idea is written inside the small circle and the doughnut is “iced” or “glazed”
with what the students know about the topic. The information can then be reorganized into
tables or organizers.
Name Jar: A strategy to ensure students are randomly selected to answer questions in class.
Student names are placed on craft sticks and placed in a jar. During questioning the teacher
selects sticks from the jar and the student identified must answer the question. Several blank
sticks could be included in which the teacher must answer the questions when they are
selected.
KWL: A pre and post assessment strategy often used in classrooms where, at the beginning of
the lesson, teachers guide students to identify what they already know about a particular topic
and what they need to know about the topic. Following the lesson, the teacher leads students to
review what they have learned.
Acrostic: An activity for students to make connections between language that often
accompanies a particular topic. The key term is written vertically on paper and students write
words or phrases that relate to that term using the letters that make up the key term.
References
GeorgiaStandards.org. Retrieved from https://www.georgiastandards.org/frameworks/science
Edgenuity https://mybackpack.apsk12.org/Pages/myBackpack.aspx
37