Unit Design
For
Ecology and Environmental Issues
Developed by
Christopher Trepanowski
Chandler Park Academy High School
UBD Unit Design Worksheet / Saginaw Valley State University
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Understanding by Design
Unit Design Worksheet
Unit Title: Ecology and Environmental Issues
Topic: Interdependent Relationships in
Ecosystems
Subject/Course: Biology II
Grade: 10
Staff Name: Chris Trepanowski
Stage 1 - Desired Results
Established Goals (Next Generation Science Standards):
Content Goals:
1. HS-LS2-2 – Use mathematical representations to support and revise explanations based on evidence about
factors affecting biodiversity and populations in ecosystems of different scales.
2. HS-LS2-6 – Evaluate the claims, evidence, and reasoning that the complex interactions, in ecosystems
maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions
may result in a new ecosystem.
3. HS-LS2-7 – Design, evaluate, and refine a solution for reducing the impacts of human activities on the
environment and biodiversity.
Literacy Goals (Common Core State Standards):
WHST 9-10.1b – Develop claim(s) and counterclaims fairly, supplying data and evidence for each while
pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form
and in a manner that anticipates the audience’s knowledge level and concerns.
RST 11-12.1 – Cite specific textual evidence to support analysis of science and technical texts, attending to
important distinctions the author makes and to any gaps or inconsistencies in the account.
RST 11-12.7 – Integrate and evaluate multiple sources of information presented in diverse formats and media
in order to address a question or solve a problem.
CCSS.ELA-LITERACY.SL.9-10.4 – Present information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience, and task.
Understandings:
Students will understand that
1. populations and biodiversity can be analyzed using
mathematical expressions.
2. ecosystems remain mostly the same unless affected
by an extreme event.
3. humans can have both positive and negative effects
on the environment and biodiversity.
UBD Unit Design Worksheet / Saginaw Valley State University
Essential Questions:
1. When exposed to different factors, how big can a
population get?
2. What happens to ecosystems when specific
conditions change?
3. What is the relationship between human activities
and the condition of the environment?
2
Students will know that
Students will be able to
1. populations and biodiversity can be analyzed
using mathematical expressions.
1. analyze populations and biodiversity using
mathematical expressions.
2. ecosystems remain mostly the same unless
affected by an extreme event.
2. describe how ecosystems remain mostly the
same unless affected by an extreme event.
3. humans can have both positive and negative
effects on the environment and biodiversity.
3. design, evaluate, and refine a solution for
reducing the impacts of human activities on
the environment and biodiversity.
Unit Enduring Understanding:
Unit Question:
Humans are part of a complex natural system of
interacting and changing parts.
How do ecosystems change over time?
Stage 2 - Assessment Evidence
Performance Tasks:
Goal – Your goal is to identify a local environmental issue and develop a plan to improve the area.
Role – You are a representative from an environmental consulting company.
Audience – Your potential clients are the local land owners/managers (city, county, state, private, etc.).
Situation – Your company has received significant funding to improve local ecosystems. The funding is not
guaranteed until a plan is researched, developed, and approved.
Product – You and your group will need to research and identify a local environmental issue (provided to you
by the teacher). You will research and brainstorm potential solutions for the problem. Your group will develop
a written plan and visual presentation of the issue and your proposed solution. You will present your plan to
the land owners/managers (classmates and teacher) in an attempt to win the opportunity to proceed with your
project.
Standard – Your work will be judged by the accuracy of the information presented on the issue, the feasibility
of the proposed plan, and the quality of the presentation. You will be scored using the following rubric.
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Key Criteria:
Objective
Unsatisfactory
Satisfactory
Excellent
Information
about
environmental
issue
Points
Earned
Students minimally
describe the
environmental issue.
15pts
Students mostly describe
the environmental issue
(cause and consequences)
without appropriate
references or citations.
21pts
Proposed plan
Students minimally
describe their plan
without rationalization or
citations.
15pts
Students mostly describe,
with some rationalization,
their plan without
appropriate or citations.
21pts
Presentation and
Visual display
Presentation contains
some information about
the environmental issue
and proposed plan.
8pts
Presentation is neat and
creative and includes
information about the
environmental issue and
proposed plan.
11pts
Students accurately and
clearly describe the
environmental issue
(cause and consequences)
citing appropriate
references with proper
citations.
30pts
Students clearly describe
and rationalize their plan
giving appropriate
references with proper
citations.
30pts
Presentation is neat,
organized, creative, and
effective at conveying
appropriate information
about the environmental
issue and proposed plan.
15pts
Total Score:
Other Evidence:
Before
During
Brainstorm – Students will
brainstorm the types of activities
that humans can be involved in that
have an impact on the environment
Daily reflections log – Students
will make reflections at the end of
each class period about in-class
activities (What did you do? What
did you learn? What is the
significance of what you learned?
What questions do you have?)
KWL – Students will list what they
know about ecology and
environmental issues, answer a list
of “anticipatory set- style”
questions, and develop a list of
questions they hope to answer
during the unit
Reading – Students will read a
National Geographic article
entitled Within One Cubic Foot
and complete discussion questions.
Students will also read chapters on
the Principles of Ecology (13) and
Interactions Within Ecosystem
(14) and complete reading guides
After
Project – In groups students will
complete a Local Environmental
impact project and complete a
group and self-evaluation
Unit Test – Students will complete
a unit test after the teaching of all
content and presentations has
concluded.
Inquiry Activities – Students will
complete the Organic Matter in the
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Soil Lab investigation and other
Activities from MEECS Ecology
and Biodiversity Lessons
Online Activities – Students will
complete WebQuests and Data
Analysis from classzone.com
Daily Assignments – Students
will complete daily assignments
related to daily content
(vocabulary and connections)
Describe the assessment/s and state the prompt if
applicable.
XF XS
What type of scoring tools will be used for evaluation?
X Analytic rubric
□ Holistic rubric
□ Criterion rubric
X Checklist
X Answer Key
□ Other
Student Self-Assessment and Reflection:
Students will use daily journals and class discussion as a self-reflection and assessment with their peers. The
daily assignments will help the student and teacher evaluate the students’ understanding of course content. At
the end of the unit the students will have a group/self-evaluation of their learning.
Stage 3 - Learning Plan
Differentiated Instruction:
Level C
1. Unit Vocab (20 points)
Choose: write definitions, Frayer Model, Draw a picture
All students must complete #’s 2-7 due on assigned dates.
2. Daily Reflection Log Book (3 pts/day)
3. Principles of Ecology (Chapter 13*) Reading Guide (10 points)
4. Interactions in Ecosystems (Chapter 14) Reading Guide (10 points)
5. Ecological Succession (Section 14.5) Packet (10 points)
*
Textbook references refer to Nowicki, Stephen, Biology. McDougal Littell. 2008.
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6. Threats to Biodiversity (Section 16.4) Packet (10 points)
7. Invasive Species Worksheet (10 points)
Choose one of the following
8. Principles of Ecology (Chapter 13) and Interactions in Ecosystems (Chapter 14) Packet (Study
Guide, PowerNotes, Reinforcement worksheets) (20 points)
9. Rewrite Principles of Ecology (Chapter 13) and Interactions in Ecosystems (Chapter 14) Guided
Notes into Notebook including Section Summaries (20 points)
Level B
All students must complete #’s 1-5 due on assigned dates
1. Organic Matter in the Soil Lab (25 points)
2. Quick Lab Survivorship Curve (15 points)
3. Population Density and Growth Worksheet (15 points)
4. Schoolyard Biodiversity Analysis Activity (MEECS† 7) (15 points)
5. Within One Cubic Foot Reading Activity (15 points)
Choose one of the following:
6. WebQuest- Parrot Population (classzone.com) page 449 (15 points)
7. Data Analysis- Bison Population (classzone.com) page 449 (15 points)
Choose one of the following:
8. WebQuest- Invasive Species (classzone.com) page 507 (15 points)
9. Data Analysis- Frog Density (classzone.com) page 507 (15 points)
Level A
All students must complete both assessments
1. Local Environmental Impact Project (75 points)
2. Unit Exam (80 points)
Learning Activities:
Where are we going? Students will be presented with the unit objectives, unit calendar, and project guidelines
at the beginning of the unit.
Hook and Hold? The students will be hooked with the focus the unit being on local concerns and issues. Also,
the students’ interest will be held throughout the unit by frequent hands-on and outside of the classroom
activities.
Equip? The students will be equipped for the expected performances by scaffolding instruction and activities
along with frequent teacher guidance.
Rethink and Revise? Students will be encouraged to rethink and revise during their daily reflections. Also,
throughout their project the teacher will intentionally pose questions that will force them to rethink their ideas.
Evaluate and reflect on learning? Students will evaluate and reflect on their own learning during their daily
reflections and at the end of the unit in their group/self-evaluation.
Tailor? The lessons will be tailored to each student using the choices of the Layer Assessments. Also, each
†
MEECS refers to the Michigan Environmental Education Curriculum Support: Ecosystems & Biodiversity
curriculum distributed by the Michigan Department of Environmental Quality
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group will have a choice of which environmental issue to choose for their project.
Organize? The sequence of learning will be organized by beginning with an assessment of prior knowledge.
After which, students will learn key vocab terms and concepts interwoven with work on their Performance
Task. After, student presentations students will take a unit test.
Essential Vocabulary
Abiotic – of or characterized by the absence of life or living organisms.
Autotroph – any organism capable of self-nourishment by using inorganic materials as a source of nutrients and
using photosynthesis or chemosynthesis as a source of energy
Biodiversity – the existence of a wide variety of plant and animal species in their natural environments
Biogeochemical cycle – movement of a chemical through the biological and geological, or living and nonliving,
parts of an environment
Biomass – total dry mass of all organisms in an area
Biome – a complex biotic community characterized by distinctive plant and animal Biotic- of or relating to
living organisms species and maintained under the climatic conditions of the region, especially such a
community that has developed to climax.
Carnivore – any other animal or any plant that feeds on animals
Carrying capacity – number of individuals that the resources of an environment an normally and persistently
support
Chemosynthesis – the synthesis of organic compounds within an organism, with chemical reactions providing
the energy source.
Commensalism – ecological relationship in which one species receives a benefit but other species is not
affected one way or another
Community – a group of interdependent living things inhabiting the same region and interacting with each
other through food and other relationships
Competition – ecological relationship in which two organisms attempt to obtain the same resources
Competitive exclusion – theory that states that no two species can occupy the same niche at the same time.
Consumer – an organism, usually an animal, that feeds on plants or other animals.
Decomposer – an organism, usually a bacterium or fungus, that breaks down the cells of dead plants and
animals into simpler substances.
Density – dependent limiting factor- environmental resistance that affects a population that has become overly
crowded
Density – independent limiting factor- environmental resistance that affects a population regardless of
population density
Detritivore – An organism that feeds on and breaks down dead plant or animal matter, returning essential
nutrients to the ecosystem.
Ecological equivalent – organisms that share a similar niche but live in different geographical regions.
Ecological niche – all of the physical, chemical, and biological factors that a species needs to survive, stay
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healthy, and reproduce in an environment.
Ecology – the branch of biology dealing with the relations and interactions between organisms and their
environment, including other organisms.
Ecosystem – a system involving the interactions between a community of living organisms in a particular area
and its nonliving environment
Emigration – movement of individuals out of a population
Energy pyramid – diagram that compares energy use by producers, primary consumers, and other trophic
levels.
Exponential growth – dramatic increase in population over a short period of time.
Food chain – a series of organisms interrelated in their feeding habits, the smallest being fed upon by a larger
one, which in turn feeds a still larger one, etc.
Food web – model that shows the complex network of feeding relationships within an ecosystem
Generalist – consumer that eats many types of organisms
Habitat – combined biotic and abiotic factors found in the area where an organism lives.
Herbivore – an animal that feeds on grass and other plants
Heterotroph – an organism requiring organic compounds for its principal source of food.
Hydrologic cycle – pathway of water from the atmosphere, to Earth’s surface, below ground, and back.
Immigration – movement of individuals into a population
Keystone species – A species whose presence and role within an ecosystem has a disproportionate effect on
other organisms within the system.
Limiting factor – environmental factor that limits the growth and size of a population
Logistic growth – population growth that is characterized by a period of slow growth, followed by a period of
exponential growth, followed by another period of almost no growth.
Mutualism – ecological relationship between two species in which each species gets a benefit from the
interaction
Nitrogen fixation – process by which certain types of bacteria convert gaseous nitrogen in nitrogen compounds
Omnivore – An organism that eats both plants and animals.
Parasitism – ecological relationship in which one organism benefits by harming another organisms
Pioneer species – organism that is the first to live in a previously uninhabited area
Population crash – dramatic decline in the size of a population over a short period of time
Population density – measure of individuals living in a defined area
Population dispersion – way in which individuals of a population are spread out over an area or volume
Predation – process by which one organism hunts and kills another organism for food.
Primary succession – establishment and development of an ecosystem in an area that was previously
uninhabited
Producer – An autotrophic organism that serves as a source of food for other organisms in a food chain.
Secondary succession – reestablishment of a damaged ecosystem in an area where the soil was left intact
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Specialist – consumer that eats only one type of organism
Succession – sequence of biotic changes that regenerate a damaged community or start a community in a
previously uninhabited area
Survivorship curve – graph showing surviving members of each age group of a population over time
Symbiosis – ecological relationship between members of at least two different species that live in direct contact
with one another
Trophic level – level of nourishment in a food chain
Sequencing the Learning
Monday
Tuesday
KWL Anticipatory
Set
Review Reading
Guide
Intro Activity/
Discussion
MEECS (lesson 2)
MDNR Non-Game
Wildlife Poster
Ecosystem Activity
Principles of
Ecology (Chapter
13) Guided Notes
Principles of
Ecology (Chapter
13) Reading Guide
(HW)
Wednesday
Organic Matter in
the Soil Lab
(MEECS 3C)
Daily Reflection
Daily Reflection
Interactions in
Ecosystems
(Chapter 14)
Level C activities
(HW)
Reading Guide
(HW)
Thursday
Interactions in
Ecosystems
(Chapter 14)
Guided Notes
Population Growth
Practice Worksheet
Daily Reflection
Succession
Discussion
MEECS (Lesson 7B)
Schoolyard
Biodiversity
Review of
population growth
and density
Animated Biology
(classzone.com)
Quick Lab
Survivorship Curve
(p 438)
Daily Reflection
Ecological
Succession
(Section 14.5)
Packet (HW)
Daily Reflection
Monday
Friday
Tuesday
Within One Cubic
Foot Reading
Activity
Level B Activities
Wednesday
Thursday
Friday
Threats to
Michigan
Biodiversity
MEECS (Lesson 8)
Invasive Species
(MEECS Lesson 9)
Michigan’s
Threatened Species
(MEECS Lesson
10)
Daily Reflection
Daily Reflection
Daily Reflection
Daily Reflection
Threats to
Biodiversity (Section
16.4) Packet (HW)
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Monday
Introduction to Local
Environmental
Impact Project
Tuesday
Wednesday
Project workday
Project workday
Daily reflection
Daily reflection
Thursday
Project
Presentations
Project
Presentations
Daily reflection
Group Evaluation
Begin working on
project
Self-Evaluation
Daily reflection
Daily Reflection
Monday
Unit Review
Friday
Tuesday
Wednesday
Thursday
Friday
Unit Exam
Daily Reflection
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