STATEMENT OF PURPOSE
Public Law 107-110, better known as the “No Child Left Behind” Act, was enacted in January
2002 by President George W. Bush. The philosophy behind this reauthorization act is to expand
choices for parents, focus resources on proven educational methods, and provide accountability for
results. In response to these federal mandates, the state of Ohio will enforce this accountability
at the high school level by requiring all students to take the Ohio Graduation Test (OGT) during
their sophomore year. Students will be required to pass five sections of the test reading, writing,
math, science, and social studies.
Within our school system, the curriculum coordinator has worked with every certified
teacher to analyze the current curriculum to find content areas that are lacking or missing. Upon
this analysis, our science department was made aware of the specific requirements that will be
evaluated on the OGT. There are several grade 10 indicators in the area of ecology that are
missing from our biology curriculum.
The goal of this unit is to add a series of ecology concepts to the biology curriculum in
order to meet the standards set forth by the state. According to these academic content
standards the student needs to understand the relationships between organisms and their
environment – such as predator/prey relationships and competition for resources.
By designing this ecology unit the students will be able to distinguish between abiotic and
biotic factors within an environment and recognize the adaptations of the organisms within each
environment depending on climate. The students will appreciate what controls or limits changes in
populations and understand the interdependencies of organisms and cycles within an ecosystem.
Lastly, the student also needs to understand how the human race has an effect on the
environment. At the completion of this unit, the students will recognize the different types of
pollution, their causes, and their effects. As members of the general public, the students will
learn how to make appropriate choices to conserve energy and natural resources and learn how to
reduce pollution within the society.
CONCEPT MAPS
Environmental
Resistance
Human
Populations
Growth
Patterns
Terrestrial
Biomes
POPULATIONS
Changes Within
a Community
Abiotic
Factors
Biotic
Factors
BIOSPHERE
ECOLOGY
Natural
Resources
Flow of
Energy
Relationships
Between Organisms
Pollution
Types of
Cycles
ECOSYSTEMS
HUMAN IMPACT
Energy
Resources
Aquatic
Biomes
Patterns of
Behavior
Tropical
Rain Forest
Temperate
Rain Forest
Savannas
Rain Forests
Lakes &
Ponds
Rivers &
Streams
Grasslands
Oceanic
Zone
Freshwater
Temperate
Deciduous
Forests
Prairies
TERRESTRIAL
BIOMES
Neritic
Zone
AQUATIC
BIOMES
Ocean
Deserts
Tundra
Polar
Marine
BIOSPHERE
Taiga
Intertidal
Zone
ABIOTIC
FACTORS
Climate
Estuary
BIOTIC
FACTORS
Microorganisms
Soil
Water
Plants
Animals
UNIT/SUBUNIT OUTCOMES
Project Description:
This includes the detailed outcomes of a five-week unit for high school biology students studying
ecology. The ecology unit can be broken down into four subunits with approximate instructional time as
follows:
Subunit One: Ecosystems – Structure and Relationships (2 weeks)
Subunit Two: The Biosphere and Biomes (1 week)
Subunit Three: Population Dynamics (1 week)
Subunit Four: Protecting Life – Human Impact on the Biosphere (1 week)
General Outcomes:
1. Students will learn how people and other organisms interact with each other and their
environment. (COGNITION)
2. Students will explain how living things interact with biotic and abiotic components of the
environment – predation, competition, weather/climate, natural disasters. (COGNITIVE SKILL;
PSYCHOMOTOR-PERCEPTUAL SKILL)
3. Students will describe how matter cycles and energy flows through different levels of
organization in living systems and between livings systems and the physical environment.
(COGNITIVE SKILL; PSYCHOMOTOR-PERCEPTUAL SKILL)
4. Students will relate how distribution and abundance of organisms and populations in ecosystems
are limited by the ability of the ecosystem to recycle materials and the availability of matter,
space, and energy. (COGNITIVE SKILL; PSYCHOMOTOR-PERCEPTUAL SKILL)
5. Students will describe the ways that human activities can deliberately or inadvertently alter the
equilibrium in ecosystems. (COGNITIVE SKILL; PSYCHOMOTOR-PERCEPTUAL SKILL)
6. Students will show an interest in learning about the ecology and develop an awareness of the
positive and negative impact they and their peers have on the future of the environment.
(AFFECTIVE)
Subunit Outcomes:
Subunit One: Ecosystems – Structure and Relationships
(General Outcomes 1, 3, 6)
1. Distinguish between habitat and niche. (COGNITIVE SKILL; PSYCHOMOTOR-PERCEPTUAL
SKILL)
2. Describe the function of producers in an environment.
(COGNITIVE SKILL;
PSYCHOMOTOR-PERCEPTUAL SKILL)
3. Name the types of consumers and describe the feeding habits of each.
(COGNITIVE
SKILL; PSYCHOMOTOR-PERCEPTUAL SKILL)
4. Explain how decomposers make nutrients available to the ecosystem.
(COGNITIVE
SKILL; PSYCHOMOTOR-PERCEPTUAL SKILL)
5. Diagram the trophic levels (feeding levels) in food chains and food webs.
(COGNITIVE SKILL; PSYCHOMOTOR-PERCEPTUAL SKILL)
6. Explain how a pyramid can be used to represent energy flow in a food web.
(COGNITIVE SKILL; PSYCHOMOTOR-PERCEPTUAL SKILL)
7. Trace the cycle of water between the earth and the atmosphere.
(COGNITIVE SKILL;
PSYCHOMOTOR-PERCEPTUAL SKILL)
8. Explain how carbon and oxygen are recycled between organisms and the
atmosphere. (COGNITIVE SKILL; PSYCHOMOTOR-PERCEPTUAL SKILL)
9. Summarize the major steps in the nitrogen cycle.
(COGNITIVE SKILL; PSYCHOMOTOR-
PERCEPTUAL SKILL)
10. Define competition and distinguish between intraspecific and interspecific
competition. (COGNITIVE SKILL; PSYCHOMOTOR-PERCEPTUAL SKILL)
11. State the competitive exclusion principle. (COGNITIVE SKILL; PSYCHOMOTOR-PERCEPTUAL
SKILL)
12. Describe the importance of predator-prey relationships in an ecosystem.
(COGNITIVE SKILL; PSYCHOMOTOR-PERCEPTUAL SKILL)
13. Identify the three types of symbiosis and give an example of each.
(COGNITIVE
SKILL; PSYCHOMOTOR-PERCEPTUAL SKILL)
14. Define circadian rhythms, annual rhythms, migration, and tidal rhythms.
(COGNITIVE SKILL; PSYCHOMOTOR-PERCEPTUAL SKILL)
15. Explain the adaptive advantages of rhythmic patterns.
(COGNITIVE SKILL;
PSYCHOMOTOR-PERCEPTUAL SKILL)
16. Distinguish hibernation from estivation.
(COGNITIVE SKILL; PSYCHOMOTOR-PERCEPTUAL
SKILL)
Subunit Two: The Biosphere and Biomes
(General Outcomes 1, 2, 6)
1. Define the term biosphere. (COGNITIVE SKILL; PSYCHOMOTOR-PERCEPTUAL SKILL)
2. Name the types of abiotic factors in an ecosystem. (COGNITIVE SKILL; PSYCHOMOTORPERCEPTUAL SKILL)
3. Name three types of interactions among biotic factors in an environment.
(COGNITIVE
SKILL; PSYCHOMOTOR-PERCEPTUAL SKILL)
4. List some ways biotic and abiotic factors in an environment interact - i.e. describe
how biomes are determined by climate. (COGNITIVE SKILL; PSYCHOMOTOR-PERCEPTUAL
SKILL)
5. Identify the major terrestrial biomes and describe the main characteristics of each.
(COGNITIVE SKILL; PSYCHOMOTOR-PERCEPTUAL SKILL)
6. Give examples of plant and animal adaptations to climate.
(COGNITIVE SKILL;
PSYCHOMOTOR-PERCEPTUAL SKILL)
7. Identify the abiotic factors that influence the distribution of aquatic organisms.
(COGNITIVE SKILL; PSYCHOMOTOR-PERCEPTUAL SKILL)
8. Describe the major life zones of the marine biome and give characteristics of each.
(COGNITIVE SKILL; PSYCHOMOTOR-PERCEPTUAL SKILL)
9. Distinguish between standing water and running water biomes.
(COGNITIVE SKILL;
PSYCHOMOTOR-PERCEPTUAL SKILL)
10. Explain how an estuary differs from other aquatic biomes.
(COGNITIVE SKILL;
PSYCHOMOTOR-PERCEPTUAL SKILL)
Subunit Three: Population Dynamics
(General Outcomes 1, 4, 6)
1. Define biotic potential. (COGNITIVE SKILL; PSYCHOMOTOR-PERCEPTUAL SKILL)
2. Explain why populations do not reach their biotic potential. (COGNITIVE SKILL;
PSYCHOMOTOR-PERCEPTUAL SKILL)
3. Differentiate between J-shaped and S-shaped growth curves, and explain the
phases of population growth they illustrate. (COGNITIVE SKILL; PSYCHOMOTORPERCEPTUAL SKILL)
4. Discuss the relationship between growth rate and carrying capacity.
(COGNITIVE
SKILL; PSYCHOMOTOR-PERCEPTUAL SKILL)
5. List several factors that affect population size.
PERCEPTUAL SKILL)
(COGNITIVE SKILL; PSYCHOMOTOR-
6. Distinguish between density-dependent and density-independent factors, and
explain how each may limit population growth. (COGNITIVE SKILL; PSYCHOMOTORPERCEPTUAL SKILL)
7. Explain how prey-predator relationships help to regulate population growth.
(COGNITIVE SKILL; PSYCHOMOTOR-PERCEPTUAL SKILL)
8. Distinguish between interspecific and intraspecific competition.
(COGNITIVE SKILL;
PSYCHOMOTOR-PERCEPTUAL SKILL)
9. Give reasons for the high growth rate of the human population.
(COGNITIVE SKILL;
PSYCHOMOTOR-PERCEPTUAL SKILL)
10. Distinguish between primary succession and secondary succession.
(COGNITIVE
SKILL; PSYCHOMOTOR-PERCEPTUAL SKILL)
11. Distinguish between pioneer, seral, and climax communities.
(COGNITIVE SKILL;
12. Give examples of the changes that occur during succession.
(COGNITIVE SKILL;
PSYCHOMOTOR-PERCEPTUAL SKILL)
PSYCHOMOTOR-PERCEPTUAL SKILL)
13. Contrast the growth rates of populations that have undergone demographic
transition with those populations that have not. (COGNITIVE SKILL; PSYCHOMOTORPERCEPTUAL SKILL)
14. Discuss the importance of uncontrolled population growth in terms of carrying
capacity. (COGNITIVE SKILL; PSYCHOMOTOR-PERCEPTUAL SKILL)
Subunit Four: Protecting Life – Human Impact on the Biosphere
(General Outcomes 1, 5, 6)
1. List three types of renewable resources and three types of nonrenewable
resources. (COGNITIVE SKILL; PSYCHOMOTOR-PERCEPTUAL SKILL)
2. Explain how human activities endanger natural resources. (COGNITIVE SKILL;
PSYCHOMOTOR-PERCEPTUAL SKILL)
3. Describe some of the efforts being made to preserve habitats and wildlife.
(COGNITIVE SKILL; PSYCHOMOTOR-PERCEPTUAL SKILL)
4. Describe three methods of increasing soil fertility.
(COGNITIVE SKILL; PSYCHOMOTOR-
PERCEPTUAL SKILL)
5. List some technological advances that can help conserve fossil fuels and minerals.
(COGNITIVE SKILL; PSYCHOMOTOR-PERCEPTUAL SKILL)
6. Describe the benefits of municipal composting and materials recycling facilities.
(COGNITIVE SKILL; PSYCHOMOTOR-PERCEPTUAL SKILL)
7. Identify different types of energy resources.
(COGNITIVE SKILL; PSYCHOMOTOR-
PERCEPTUAL SKILL)
8. Distinguish between renewable and nonrenewable energy resources.
(COGNITIVE
SKILL; PSYCHOMOTOR-PERCEPTUAL SKILL)
9. Describe ways to conserve energy. (COGNITIVE SKILL; PSYCHOMOTOR-PERCEPTUAL SKILL)
10. List several primary pollutants and their sources. (COGNITIVE SKILL; PSYCHOMOTORPERCEPTUAL SKILL)
11. Identify the sources of ozone and acid rain (secondary pollutants) and describe
the effects of these on the environment. (COGNITIVE SKILL; PSYCHOMOTOR-PERCEPTUAL
SKILL)
12. Describe industrial, agricultural, and domestic sources of pollution.
(COGNITIVE
SKILL; PSYCHOMOTOR-PERCEPTUAL SKILL)
13. Give examples of the hazards of pollution.
SKILL)
(COGNITIVE SKILL; PSYCHOMOTOR-PERCEPTUAL
14. Describe methods used to reduce pollution.
PERCEPTUAL SKILL)
(COGNITIVE SKILL; PSYCHOMOTOR-
SEQUENCING RATIONALE
This ecology unit is organized according to the concept-related pattern of logical
prerequisite. In some aspects this unit could have been sequenced together based on other
concept-related patterns (such as sophistication), however I have found the logical prerequisite
pattern provides a sequence of learning that makes the most sense for the students.
Subunit one – “Ecosystems – Structure and Relationships” - is the most logical place to start
because it introduces key terms that will be used repeatedly through the entire ecology unit.
Concepts like biotic factors, abiotic factors, and ecosystems are learned here so they may be used
in more sophistication later. Because this is the largest subunit, it can itself be taught in two
distinct sections: (1) The structure of ecosystems – detailing habitats, niches, and trophic levels;
energy flow between organisms in food chains and food webs; and biogeochemical cycles such as
the water cycle or nitrogen cycle. (2) The relationships within ecosystems – biotic relationships
such as competition, predation, and symbiosis; and biotic-abiotic relationships and behavioral
patterns (i.e. circadian rhythms, migration, and hibernation).
Subunit one – “The Biosphere and Biomes” – is appropriate to learn next because it gives
specific examples of the abiotic and biotic interactions introduced in the previous chapter. By
introducing the variety of biomes that exist, it allows the students to begin to analyze their own
environment. The students will begin connecting the new terms introduced and visualizing how they
interrelate in different locations world-wide.
Subunit three – “Population Dynamics” – logically comes next in the sequence. Here,
students learn about how changes in the environment (both abiotic and biotic) can affect a
population. They also learn the about density-dependant factors and density-independent factors
that limit population size.
Subunit four – “Protecting Life – Human Impact on the Biosphere” – is the most appropriate
way to conclude this ecology unit. After students have learned the structure of the environment
and the relationships within, they should also learn how to conserve and protect the delicate
balance that exists. This subunit highlights the important societal needs of conservation of
natural resources and reducing pollution.
EVALUATION STRATEGY
Both formative and summative evaluation methods will be used to assess the success of the
ecology unit. The types of formative assessment that will be considered include knowledge ratings
and student developed concept maps. Knowledge ratings are generally used as a preassessment
strategy used by students to analyze what they already know about a topic. These knowledge
ratings can be collected and evaluated by the instructor to determine the extent of prior
knowledge and misconceptions about a topic in ecology. An alternative use of these knowledge
ratings is to complete an identical survey at the conclusion of each unit. This allows both the
instructor and student to visually identify what learning has occurred since the start of the unit.
Students can also collaborate in groups to organize their understanding of the unit in the
form of a graphic organizer or concept map. These maps are best used as a type of formative
assessment when a collection of terms or concepts are provided to a student at the conclusion of a
chapter or unit. These concepts and key topics are then organized by the student (or group of
students) in such a manner as to show a basic comprehension of the relationship between the
concepts studied.
In addition to the formative assessments mentioned above, a summative evaluation could be
conducted over the next several years using a state proficiency test. The federal government has
mandated such tests in order to hold school districts more accountable for a child’s education.
The student outcomes reported to the school from the science portion of this test could be
evaluated on a yearly basis. An analysis of the specific questions answered correctly in comparison
with those missed can help to determine if the overall student comprehension in ecology is
improving in subsequent years.