MIAMI-DADE COUNTY PUBLIC SCHOOLS Student BYOD Resource Page BIOLOGY I Course Code: 200031001 TOPIC III: ECOLOGY - Populations in an Ecosystem Pacing Date Traditional 6 days 09-08-15 to 09-16-15 Block ESSENTIAL CONTENT A. Population Dynamics and Graphs (17.5) 1. Type of Growth a. Exponential growth b. Logistic growth 2. Factors Affecting Growth a. Birth rates and death rates b. Immigration and emigration 3. Human population a. Age Population pyramids b. Patterns of growth B. Carrying Capacity (17.5) C. Limiting Factors (17.5) 1. Density-Dependent a. Predation b. Competition c. Human Activity 2. Density-Independent (17.4, 17.8) a. Seasonal Variations b. Catastrophic Events c. Natural Disasters Division of Academics – Department of Science First Nine Weeks OBJECTIVES Utilize data and information about population dynamics, abiotic factors, and/or biotic factors to explain and/or analyze a change in carrying capacity and its effect on population size in an ecosystem. Compare the different types of growth in a species population. Synthesize an original example of carrying capacity in an ecosystem. Investigate how natural disasters have affected human population and life in Florida. Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. Identify limiting factors and other population dynamics. (ALD) Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Explain how political, social, and economic concerns can affect science, and vice versa. 3 days 09-08-15 to 09-16-15 INSTRUCTIONAL TOOLS Core Text Book: Chapter 5 Vocabulary: age structure, carrying capacity, competition, density, emigration, exponential growth, immigration, limiting factor, logistic growth, organism, population, predation Technology: 1. Bozeman Podcast: Population Modeling 2. Bozeman Podcast: Exponential Growth 3. Bozeman Podcast: Logistic Growth 4. Bozeman Podcast: Population Variation 5. Bozeman Podcast: Populations 6. http://serc.carleton.edu/microbelife/topics/deadzone/ind ex.html 7. http://www.pbslearningmedia.org/ (search your topic) 8. Edgenuity 9. Packet_2_3_Ecosystems_L.17.5.docx Page 1 of 6 MIAMI-DADE COUNTY PUBLIC SCHOOLS Student BYOD Resource Page BIOLOGY I Course Code: 200031001 Rabbit Population by Season SC.912.L.17.5 Prairie Ecosystem Estimating Population size Justifications for Fracking Food Research Standard: SC.912.N.1.4 Video Standard: SC.912.L.17.4 Video Communities and Ecosystems: Succession Patterns and Effects of Change Standard: SC.912.L.17.5 Video Introduction: Population Changes, Density and Chaos Changes in Population Size Standard: SC.912.L.17.8 Video Division of Academics – Department of Science First Nine Weeks Historical Changes in the Study of Succession Stages of Succession Building a Model of Succession Based on the Study of Succession Within the Limestone Quarry Site Invasive Species: Lionfish Project 500: Protecting Biodiversity Page 2 of 6 MIAMI-DADE COUNTY PUBLIC SCHOOLS Student BYOD Resource Page BIOLOGY I Course Code: 200031001 Video Image U.S. Population Growth Between 1950 and 2000 Division of Academics – Department of Science First Nine Weeks Ecologists Study Species Interdependence Before Species Die Off First Earth Day: News Coverage on April 22, 1970 Exploring the Cause of Catastrophic Quakes Alaska Suffers Largest Earthquake in U.S. History Tsunami Debris Washes Ashore on West Coast U.S. Population Hits 300 Million Chinese Abandoning Countryside for Overcrowded Cities Struggling Species Gets Helping Hand Page 3 of 6 MIAMI-DADE COUNTY PUBLIC SCHOOLS Learning Goals BIOLOGY I Course Code: 200031001 SC.912.L17.4: Describe changes in ecosystems resulting from seasonal variations, climate change, and succession. (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts) SCALE LEARNING PROGRESSION I am able to predict the changes to an ecosystem resulting from seasonal variations, climate changes, and succession. SAMPLE PROGRESS MONITORING AND ASSESSMENT ACTIVITIES Apply concepts of seasonal variations to explain the difference among ecosystems. Student based projects such as ecosystem presentations on the type of changes that affect each ecosystem. Examples can include how precipitation and fertility differ in rainforests and deciduous forests. Score/Step 5.0 I am able to predict the changes to an ecosystem resulting from seasonal variations, climate changes, and succession. Create a foldable booklet of cause and effect of common environmental changes that affect ecosystems. Examples can include the effect of seasonal variations of temperature and precipitation (forest fires, droughts, natural disasters) on soil fertility, organism interactions, and population dynamics. Score/Step 4.0 I am able to recognize potential changes to an ecosystem resulting from seasonal variations, climate changes, and/or succession. Develop scenario cards of changes in ecosystems (seasonal variations, climate change and succession) and infer possible changes that will happen to the environment. I am able to identify the potential changes to an ecosystem resulting from seasonal variations, climate changes, and/or succession. Recognize factors that change ecosystems and populations. (seasonal variations, climate change and succession) I am able to recognize difference in ecosystems. Score/Step 3.0 Target (Learning Goal) Score/Step 2.0 Score/Step 1.0 Division of Academics – Department of Science First Nine Weeks Page 4 of 6 MIAMI-DADE COUNTY PUBLIC SCHOOLS Learning Goals BIOLOGY I Course Code: 200031001 SC.912.L17.5: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning) SCALE LEARNING PROGRESSION SAMPLE PROGRESS MONITORING AND ASSESSMENT ACTIVITIES I am able to analyze data and information about population dynamics and limiting factors to explain a change in carrying capacity, the effect of population size, or the distribution of species in various types of ecosystems. Design an experiment to test the effects of limiting factors on the growth of a sample population. (Examples of limiting factors can be either abiotic – temperature, nutrients or biotic – competition, predation, disease.) I am able to evaluate data and information about population dynamics and limiting factors to account for a change in carrying capacity, the effect of population size, or the distribution of species in various types of ecosystems. Evaluate given data from a population growth experiment to hypothesize the impact of limiting factors on the population size. (Examples of limiting factors can be either abiotic – temperature, nutrients or biotic – competition, predation, disease.) I am able to identify limiting factors and other population dynamics. Classify limiting factors as abiotic and biotic and predict their effect on population’s size. (Examples of limiting factors can be either abiotic – temperature, nutrients or biotic – competition, predation, disease.) I am able to identify that population change over time. Interpret a graph of a population’s growth over time. I am able to define a population. Score/Step 5.0 Score/Step 4.0 Score/Step 3.0 Target (Learning Goal) Score/Step 2.0 Score/Step 1.0 Division of Academics – Department of Science First Nine Weeks Page 5 of 6 MIAMI-DADE COUNTY PUBLIC SCHOOLS Learning Goals BIOLOGY I Course Code: 200031001 SC.912.L17.8: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, nonnative species. (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning) SCALE LEARNING PROGRESSION SAMPLE PROGRESS MONITORING AND ASSESSMENT ACTIVITIES I am able to predict positive and negative consequences that may result from a reduction in biodiversity. Analyze and synthesize information from scientific journals, local newspapers and other media sources to evaluate the impact of climate change on biodiversity. I am able to predict positive and/or negative consequences that may result from a reduction in biodiversity. Assess the impact of the loss of biodiversity as a result of events such as natural disasters (hurricanes, tornadoes, fires, and tsunamis), climate change and human activities (pollution, habitat fragmentation, invasive species). I am able to identify positive and/or negative consequences that may result from a reduction in biodiversity. Create a graphic organizer that categorizes environmental scenarios as positive or negative and assesses the impact on biodiversity. I am able to recognize positive and/or negative consequences that may result from a reduction in biodiversity. Classify given scenarios such as catastrophic events, climate change, human activities and invasive species as either having a positive or negative effect on biodiversity. Score/Step 5.0 Score/Step 4.0 Score/Step 3.0 Target (Learning Goal) Score/Step 2.0 Example can include the negative impact on biological diversity of the introduction of the pythons to the Florida Everglades. I am able to define biodiversity. Score/Step 1.0 Division of Academics – Department of Science First Nine Weeks Page 6 of 6