Unit Lesson Plan – Ecology
Teacher:
Click here to enter text.
Time Frame:
11
Grade:
Subject:
18 days
School:
PSI Biology
AP
Instructional Objective:
(condition, behavior, standard)
Instructional Objective:
(condition, behavior, standard)
Instructional Objective:
(condition, behavior, standard)
Instructional Objective:
(condition, behavior, standard)
Instructional Objective:
(condition, behavior, standard)
Instructional Objective:
(condition, behavior, standard)
Essential Knowledge 1.A.4 - Biological evolution is supported by scientific
evidence from many disciplines, including mathematics.
Essential Knowledge 1.B.2 - Phylogenetic trees and cladograms are
graphical representations (models) of evolutionary history that can be tested
Essential Knowledge 1.C.1 - Speciation and extinction have occurred
throughout the Earth’s history.
Essential Knowledge 1.C.2 - Speciation may occur when two populations
become reproductively isolated from each other.
Essential Knowledge 4.A.5 - Communities are composed of populations of
organisms that interact in complex ways.
Essential Knowledge 4.C.4 - The diversity of species within an ecosystem
may influence the stability of the ecosystem.
Essential Questions
(What questions will the student be able to answer as a result of the instruction?)
1. When considering the models of population growth, what factors contribute to the carrying capacity of a
population?
2. What is a community?
3. What is the primary source of energy on Earth?
4. How does a food web show energy flow in an ecosystem?
Knowledge & Skills
(What skills are needed to achieve the desired results?)
By the end of this unit, students will know:





By the end of this unit, students will be able to:
Disease, predation and limited resources all
affect a population’s growth, and lead to the
carrying capacity of that population being
reached.
The logistic population growth model takes into
account predation, disease, limited resources and
other factors.
The collection of all of the species in a given area
living together is defined as a community.
The sun is the primary source of all life on Earth.
By showing the feeding habits of species within a
community, a food web effectively shows the path
of energy flow from organism to organism.
 Describe the difference between exponential and
limited population growth.
 Fit different organisms into their “ecological niche” in a
given habitat.
 Describe the three categories of symbiosis.
 List and describe the six categories of terrestrial
biomes;
Tundra,
Taiga,
Deciduous
Forests,
Grasslands, Tropical Rainforests, and deserts.
 Understand how humans have impacted the
ecosystem both positively, and negatively.
Assessment
(What is acceptable evidence to show desired results (rubrics, exam, etc.)? Attach Copy
www.njctl.org
PSI Biology
Ecology
During the Smart Notebook lesson designed to introduce concepts, students will be continually questioned on these
concepts using a combination of class work/homework questions and the SMART Response system. Classwork and
Homework questions will be discussed as a class and misconceptions will be addressed by the teacher prior to the
formal evaluations listed below.
Quiz 1: Population and Community Ecology
Lab Quiz
Quiz 2: Nutrient Cycles and Conservation
Unit Test
(What is the sequence of activities, learning experiences, etc, that will lead to desired results (the plan)?
Topic
Classwork
1
Intro to Ecology
SMART Notebook Slides 619
2
Population Ecology
SMART Notebook Slides
20-43; Questions #1-12
3
Population Ecology
Population Growth Activity
4
Community Ecology Climate
SMART Notebook Slides
44-59; Questions 24-26
#35-37
5
Community Ecology Interactions
SMART Notebook Slides
60-73; Questions #27-29
#38-39
6
Community Ecology
Interactions Activity
7
Community Ecology –
Energy Flow
SMART Notebook Slides
74-94; Questions #30-32
8
Community Ecology
Build an Ecosystem Lab
9
Community Ecology Succession
Collect Lab Data
SMART Notebook Slides
95-105; Questions #33-34
Day
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PSI Biology
Homework
#13-23
#40-42
#43-45
Ecology
Collect Lab Data
Quiz 1:
Population/Community
Ecology
SMART Notebook Slides
106-114; Questions #46-47
Collect Lab Data
SMART Notebook Slides
115-135; Questions #48-55
10
Nutrient Cycles – Water
Cycle
11
Nutrient Cycles – Carbon,
Nitrogen, Phosphorus
12
Nutrient Cycles
Lab Discussion
Ocean Acidification Activity
13
Conservation Biology
Lab Quiz
SMART Notebook Slides
136-153; Questions #66-70
#78-81
14
Conservation Biology
SMART Notebook Slides
154-172; Questions #71-74
#82-84
15
Conservation Biology
SMART Notebook Slides
173-192; Questions #75-77
#85-88
16
Review
17
Review
Quiz 2:
Nutrients/Conservation
MC/FR Review
Vocabulary Concept
Mapping
MC/FR
#56-57
#57-65
MC/FR
MC/FR
Pre Assessment Anat:
Vocabulary Concept
Mapping
*Lessons are based on 40minute periods and may need to be adjusted to fit the schedule of your school.
18
www.njctl.org
Test
Unit Test
PSI Biology
Ecology