MIAMI-DADE COUNTY PUBLIC SCHOOLS
Student BYOD Resource Page
BIOLOGY I HONORS
Course Code: 200032001
TOPIC II: ECOLOGY - Ecosystems
Pacing
Date
Traditional 6 days
08-28-15 to 09-04-15
Block
ESSENTIAL CONTENT
A. Review of Community Interactions **
1. Niche – The Role of Organisms
2. Competition – Predator/Prey
3. Symbiosis
a. Mutualism
b. Parasitism
c. Commensalism
B. Distribution of Life in Aquatic Systems (17.2)
1. Aquatic Systems
a. Distribution of Life
b. Chemical Factors (pH, Salinity, Oxygen, Nitrogen,
Phosphorus, Carbon Dioxide)
C. Succession and Changes (17.4)
1. Major Biomes**
a. Abiotic Factors (climate, soil)
b. Biotic Factors (plants, animals)
2. Succession
a. Primary vs. Secondary
b. Natural and Human Disturbances
D. Predict Impact from Catastrophic Events (17.8)
1. Climate Change
a. Global Warming
b. Seasonal Changes
2. Human Activity
a. Pollution
b. Sustainability of Resources
3. Invasive Species
a. Loss of Biodiversity
Division of Academics – Department of Science
First Nine Weeks
OBJECTIVES
 Identify the different roles of organisms in any
ecosystem.
 Relate the role of predation in shaping communities.
 Compare and contrast the relationships among
organisms such as mutualism, predation, parasitism,
competition, and commensalism.
 Explain that different types of organisms exist within
aquatic systems due to chemistry, geography, light,
depth, salinity, and/or temperature.
 Investigate the chemical factors (pH, oxygen, carbon
dioxide, nitrogen, phosphorous, and salinity) in aquatic
systems.
 Describe and compare the abiotic and biotic factors of
the major biomes.
 Identify the types of disturbances that ecosystems can
recover from.
 Predict potential changes to an ecosystem resulting
from seasonal variations, climate changes, and
succession. (ALD)
 Explain how succession changes ecosystems over time.
 Predict positive and/or negative consequences that
may result from a reduction in biodiversity. (ALD)
3 days
08-28-15 to 09-04-15
INSTRUCTIONAL TOOLS
Core Text Book: Chapter 3.1, 4.1, 4.2, -4.3, 4.4, 4.5, 6.3
(p.168 -170), 6.4 (p.177-179)
Vocabulary:
abiotic, biome, biotic, biodiversity, climate, ecosystem,
producer, consumer, decomposer, aquatic,
commensalism, ecosystem, global warming, greenhouse
effect, invasive species, mutualism, parasitism, predation,
primary succession, secondary succession, succession,
symbiosis
Technology:
1. Bozeman Podcast: Communities
2. Bozeman Podcast: Ecological Succession
3. Bozeman Podcast: Ecosystem Change
4. Bozeman Podcast: Niche
5. http://serc.carleton.edu/microbelife/microbservatories/m
cmurdo/index.html
6. http://www.pbslearningmedia.org/ (search your topic)
7. Edgenuity
8. Packet_2_3_Ecosystems_L.17.5.docx
Page 1 of 6
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Student BYOD Resource Page
BIOLOGY I HONORS
SC.912.L.17.2
SC.912.L.17.4
Standard:
SC.912.N.1.4
Standard:
SC.912.L.17.2
Standard:
SC.912.L.17.4
Course Code: 200032001
Pond Ecosystem
Greenhouse Effect
Video
 Justifications for Fracking
 Food Research
Video





Video
Division of Academics – Department of Science
First Nine Weeks
Coral Reefs of the Indo-Pacific
Colorful Creatures
Life beneath the Ice
Water Masses
Temperature & Conductivity Effects on
Habitat
 Ecological Succession
 Changes in Communities
 Introduction: Succession and Climax
Communities
 What Determines the Course of
Succession Over Time?
 Arctic Coral
 Dead Sea: Dying
 How Do Temperature, Light, Oxygen,
Pressure, and Nutrients Vary with
Depth?
 What Are Hydrothermal Vents?
 Largest Migration of Life on Earth
 Transparent Life
 Entering the Dead Zone and the Dark
Zone
 Reaching the Ocean Floor
 Life at Hydrothermal Vents
 The Intertidal Zone
 Life in Freshwater and Saltwater
Environments
 Factors That Influence Succession
 How Quickly Changes in Succession
Take Place
 Closing Remarks: Succession and
Climax Communities
 How Changes, Disturbances and
Diversity are Interconnected
 Drought and Decreasing Elephant
Populations
 Moose Diet and Climate Change
 Climate Change, Species Loss, &
Resource Renewal
Page 2 of 6
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Student BYOD Resource Page
BIOLOGY I HONORS
Course Code: 200032001
Standard:
SC.912.L.17.5
Video
Video
Standard:
SC.912.L.17.8
Science
Content
Collection
Video
Image
 Population Ecology
 Population Limits
 Fisheries Management
 Diversity of Organisms: Biodiversity
 Biodiversity in Yellowstone
 Frogs in Medical Research
 PLANET EARTH: The Future: Saving
Species
 How Earthworms Hurt Forests
 Invasive Species of HawaiiGlobal
Warming
 Deforestation, Pollution, & Habitat Loss
 Biodiversity
Ocean Temperatures
Ocean Acidification
Sustainability: Water - Nutrient Loading in Lake Erie
Gulf Oil Spill Could Unravel Entire Food Web
In 20th Century, Half of All Species on Earth May Become Extinct
Acid Test: Oceans Turning More Acidic
As Ocean Waters Warm, Coral Reefs are Dying
Bringing Nature Home with Sustainable Landscaping
Lake Temperatures
Global Warming: Eco-Systems Could Disappear
Oceans Turn More Acidic Than Last 800,000 Years
How Fast Can Microbes Clean Up the Gulf Oil Spill?
Division of Academics – Department of Science
First Nine Weeks
Page 3 of 6
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Learning Goals
BIOLOGY I HONORS
Course Code: 200032001
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 HONORS
Course Code: 200032001
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 HONORS
Course Code: 200032001
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