Ecology Unit Plan
MEDT 6401
Rick Hurst
March 31, 2014
Dr. Haynes
University of West Georgia

At a Glance
Grade Level: 9–10

Subject: Biology

Topics: Ecology, Ecosystems,
Biomes, Succession

Higher-Order Thinking
Skills: Generalizing, Decision
Making, Analysis, Computing,
Creating

Key Learnings: Understanding
Ecosystems and Biomes, Food
webs and chains, symbiotic
relationships

Time Needed: 3 weeks, 50
minutes per day
Unit Summary
Students will gain an understanding of ecology by studying the interactions of organisms and
their environments. Symbiotic relationships will be studied as students research the three
different types. Students will learn about biomes as they work in groups to prepare a multimedia
presentation exploring one of the eight major aquatic or terrestrial locations.
Essential Question
1. How does the understanding of ecology make you aware of the role and impact different
organisms play in our ecosystems?
Unit Questions
1.
2.
3.
4.
5.
What is ecology?
Differentiate between a food web and food chain.
What defines a trophic level?
How is energy reduced as it flows through an ecosystem?
What are the three types of symbiotic relationships? How do they differ, and how are
they the same?
6. What role does ecological succession play in the establishment of a new ecosystem?
7. What are the major terrestrial and aquatic biomes on earth?
8. What properties define a biome?
Assessment Processes
Formative and summative assessments will be used to monitor, guide, and evaluate the
progress of the students.
1. Formative
a. Questioning
b. Vocabulary and lecture material quiz
c. Food web and food chain diagrams using Inspiration software
d. Symbiosis chart
e. Biome chart
2. Summative
a. Unit test
b. Multimedia project (PowerPoint) content rubric
c. Class presentation of project
d. Peer assessment evaluation
Instructional Procedures
(Day 1)
 Students will be asked, What is ecology? The will communicate their answers with their
shoulder partner and record them into their notebooks.

The unit will be introduced using a Power Point presentation; students will fill in their
guided notes.

Students will be required to build three food chains and one food web from a forest
ecosystem using Inspiration software.

The students will also use one food chain that they created to build an ecological
pyramid. This pyramid should show the amount of energy that is lost as it progresses
through the ecosystem.
(Day 2)
 The students will view two brief videos that explain how ecological succession takes
place.
 The students will view more of the Power Point presentation with guided notes.
 Students will have to draw and label two diagrams that depict both types of succession.
(Primary and Secondary)
(Day 3)
 The students will view three brief videos that explain each of the symbiotic relationships.
(Commensalism, Parasitism, and Mutualism)
 More guided notes will be given as information will also be presented using Power Point.
 Students will be required to identify three examples of each relationship in nature. A
chart must be created to show the two organism (pictures), explanation of the
relationship, the effect on organism one and the effect on organism two.
 Information for this chart can be research online using a multitude of websites and
search engines.
(Day 4)
 Formative assessment: Quiz that covers the important vocabulary and information that
has been given in the guided notes.
(Day 5)
 The students will be introduced to the major terrestrial and aquatic biomes by means of
their guided notes and Power Point presentation
 There will be a short video that gives a brief description of what constitutes a biome and
their locations around the world
 Students must fill in a chart that follows the video. The information gathered will be a
basis for their group projects
(Day 6)
 The students will be given the instructions and rubric for the biome project (See
attachments)
 Groups will be chosen randomly by picking numbers
 Groups will be randomly assigned a biome
 Each group will be able to meet, discuss and exchange contact information. A sample
plan will be devised as to how specific jobs pertaining to the project will be divided
among the students
(Day 7- 12)
 Students will be allowed to work in the computer lab to complete their projects
 Students will be given specific task for the day to complete
(Day 13 & 14)
 Groups will be allowed to make their presentations
(Day 15)
 Unit Exam over Ecology
 Students will evaluate their peers that worked in their specific group
Prerequisite Skills
1. Experience using Power Point
2. Research skills using print and electronic resources
3. Proper citation skills using APA format 6th Edition
4. Basic knowledge of ecology (food web, food chain, types of heterotrophs, etc.)
5. Basic summarization and writing skills
Differentiated Instruction
Resource Student
1.
2.
3.
4.
Guided notes for the unit will be modified
Extended time on assignments if needed
A daily to do list for their part of the project
A peer helper (Each group will be assigned if needed one or two higher level students to
serve in this capacity.)
5. Access to co-teacher and resource lab during their study-skills period
6. A list of important terms to be provided
Gifted Student
1. Provide a one page paper explaining the impact of human civilization on the biome that
is covered in your presentation. (Deforestation, climate change, pollution, agriculture,
irrigation)
ESOL Student
1. Allow multiple students to work together in the same group
2. Access to the ESOL teacher during the project development stage
3. Access to a translator for the class presentation phase of the project
Georgia Standards
SCSh3c. Students will collect, organize and record appropriate data.
SCSh3d. Students will graphically compare and analyze data points and/or summary statistics.
SCSh4b. Students will use technology to produce tables and graphs.
SCSh6c. Students will use data as evidence to support scientific arguments and claims in
written or oral presentations.
SCSh6d. Students will participate in group discussions of scientific investigation and current
scientific issues.
SCSh9c. Students will use content vocabulary in writing and speaking.
SCSh9c. Students will explore understanding of new words found in subject area texts.
SB4. Students will assess the dependence of all organisms on one another and the flow of
energy and matter within their ecosystems.
a. Investigate the relationships among organisms, populations, communities,
ecosystems and biomes.
b. Explain the flow of matter and energy through ecosystems by
i. Arranging components of a food chain according to energy flow.
ii. Comparing the quantity of energy in the steps of an energy pyramid.
c. Relate environmental conditions to successional changes in ecosystems.
ISTE Standards
1. Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products
and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
2. Communication and collaboration
Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of
digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety
of media and formats
d. Contribute to project teams to produce original works or solve problems
3. Research and information fluency
Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a
variety of sources and media
c. Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks
d. Process data and report results
4. Critical thinking, problem solving, and decision making
Students use critical thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
d. Use multiple processes and diverse perspectives to explore alternative solutions
5. Digital citizenship
Students understand human, cultural, and societal issues related to technology and practice
legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship
6. Technology operations and concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies
References
Georgia Department of Education. (n.d.). Georgia Department of Education. Retrieved March
30, 2014, from http://wwwgadoe.org/
National Educational Technology Standards NETS for Students. Retrieved March 30, 2014,
from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf