MIAMI-DADE COUNTY PUBLIC SCHOOLS
Student BYOD Resource Page
BIOLOGY I HONORS
Course Code: 200032001
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.
 Analyze data and information about population
dynamics and limiting factors to explain a change
in carrying capacity, the effect on population size,
or the distribution of species in various types of
ecosystems. (ALD)
 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 HONORS
Course Code: 200032001
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 HONORS
Course Code: 200032001
Video
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
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 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