BIOLOGY 426
Unit 1 Ecosystems
E2 Students analyze the interactions, cycles, and factors that affect short and long-term ecosystem
stability and change.
A3 Students identify examples of phenomena that result from varying types and rates of change in
physical, biological, and technological systems with and without counterbalances.
A4 Students apply understanding of scale to explain phenomena in physical, biological, and
technological systems.
C1 Students describe key aspects of scientific investigations: that they are guided by scientific
principles and knowledge; that they are performed to test ideas and that they are communicated and
defended publicly.
C3 Students describe the role of science and technology in creating and solving contemporary issues
and challenges.
What is a system?
A system is a group of interrelated parts that work together as a
E2.a Explain why ecosystems can
whole.
be reasonably stable over
hundreds or thousands of years, What is an ecosystem?
even though populations may
 A group of living things and the environment they live in.
fluctuate.
What is living and non-living?
 Living things do all of these: grow, respond to a stimulus,
use and obtain energy and have the ability to reproduce.
(Later, add have cells) Living things in an ecosystem are
described as being biotic.
 Non-living things don’t do one or more of the above list.
Non-living things in an ecosystem are described as abiotic.
E2.b Explain dynamic equilibrium
in ecosystems and some factors How is an ecosystem characterized by dynamic
that can, in the long run, lead to equilibrium?
change in the normal pattern of An ecosystem is dynamic because it constantly undergoes
cyclic fluctuations.
changes yet it remains in equilibrium when it remains balanced.
For example, a forest...The Androscoggin River...
A3
Constancy & Change
(throughline) Students identify
examples of phenomena that
result from varying types and
rates of change in physical,
biological, and technological
systems with and without
counterbalances.
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What are the biotic and abiotic components that make The
Androscoggin River a distinct ecosystem?
 Biotic components include fish, ducks, insects, cormorants,
algae, rushes, sedges, people
 Abiotic components includes water, rocks, sand, turbidity,
rainfall, dissolved oxygen, debris/trash, chemicals,
pollution
How has the Androscoggin River changed over time?
 The river became and still is polluted.
 Houses and factories were built along the river.
 Water from the river was diverted as a power source.
 The river provided food (fish) but the fish are no longer
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edible.
What are factors that could, in the long run, lead to
changes in the dynamic equilibrium of the Androscoggin
River?
 Pollution
 Construction of dams
 Species diversity
E2.c Explain the concept of carrying
capacity and list factors that
determine the amount of life
that any environment can
support.
What is carrying capacity?
The amount of living things that an ecosystem can support.
How does an upset in the dynamic equilibrium of an
ecosystem affect its carrying capacity?
Any upset of dynamic equilibrium will take away something (food or
shelter) and will increase competition which will decrease the
carrying capacity of the ecosystem for organisms dependent on the
depleted resources.
C3.b Explain how ethical, societal
and political, economic, and
cultural factors influence
personal health, safety and the
quality of the environment.
(Make this one a throughline.)
Edward Little High School
How did societal and economic factors affect the quality of
the river?
 Population density and heavy industry polluted the river
and damaged the biotic components.
What other major ecosystems are being or will be impacted
because of societal and/or economic factors?
 Fish stocks will be depleted, coral reefs are dying, Alaska,
rain forest/species extinction
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INTRODUCTION TO THE COURSE
Day 1– Hello how are you, expectations, team building, quick introduction to current events.
UNIT 1 LESSON SEQUENCE
Days 2/3 - Lesson 1 – (Outside) Students use powers of observation and data collection to identify the
parts of Elf Woods that make it an ecosystem.
Day 4 (9/11-9/12)– Lesson 2 – Living-non living, continued = relationships within ecosystem, biotic,
abiotic, dynamic equilibrium.
Days 5/6 (9/13&9/14; 9/17&9/18) - Lesson 3 – [QUIZ: biotic/abiotic, interrelatedness map,
dynamic equilibrium] - Androscoggin River http://www.mainerivers.org/androscoggin.html Imagine a place that was so beautiful...wide banks...Brian will do this for us. Characteristics that make
river an ecosystem. Practice chemical surveys: ph, dissolved oxygen, turbidity, conductivity,
temperature
Day 7 (9/19-9/20) - Lesson 4 History of Androscoggin River to help understand how the A became
unhealthy. Change over time ASSESS A3 Examples of phenomena that result from change
Day 9 (9/21&9/24) - Lesson 6. Go to the river and complete an inventory. Stations w/chemical tests.
Compare data from several spots along the river. LAB REPORT
Day 10 – Lesson 7 Compiling data from River day.
Day 11 - Lesson 8 Compare current data to archival data when Androscoggin was really unhealthy
Day 12 - Lesson 9 – Using River day data to explain carrying capacity.
Day 12 - Lesson 10 ASSESSMENT E2b Dynamic equilibrium: diagram of healthy and unhealthy
river. Compare and contrast the two OR Display of everything they’ve done so far on the river.
Day 12 - Lesson 10 What other major ecosystems are being or will be impacted because of societal
and/or economic factors? Fish stocks will be depleted, coral reefs are dying, Alaska, rain
forest/species extinction
Day 13 - Lesson 11 An Inconvenient Truth
Day 14 – Summative assessment – Choose a struggling ecosystem to analyze. Identify relationships
within the ecosystem, changes in population over time, the factors that led to a change in the normal
pattern of cyclic fluctuations, one significant change in carrying capacity.
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Hot Topics In Biology
Name of Article:
What is the article about?
Where does it take place?
Why is it occurring?
How does it affect you?
Lesson #2: Living and Non-living (Time required: 2 classes)
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Guiding Questions
What is a system?
What is an ecosystem?
Key Concepts
 A system is a group of interrelated parts that work together as a
whole.
 A group of living things and environment they live in.
As a result of this lesson sequence, each student will be able to:
 Sort items into living and non-living and create a working definition of living.
Materials:
 Digital cameras
 Notebooks
 Computer projector & computer
Teaching the Lesson
1. Give students the revised probe from Uncovering Student Ideas in Science p. 123. Items
should stretch student thinking about “living.” Go over the probe, talk about what they used for
a rule.
2. Introduce the terms biotic and abiotic. Ecosystems have both parts and they impact one
another.
3. Give students the definition of system and ecosystem in preparation for going to the woods.
4. Introduce that Elf Woods is an ecosystem. Talk about going out there and using that to study it.
5. Challenge students to gather evidence that Elf Woods is a system. Before taking students to
the woods, model good observation skills!!!!
6. In Elf Woods, students take pictures & lists/descriptions that constitute parts of an interrelated
whole. Students should be challenged to look under rocks, etc. and reminded to make quality
observations.
7. When students return to class, they use guides, manuals to identify those things they have made
observations about.
8. When students have identified their objects, they are divided into manageable groups. Groups
collapse their lists. Each group is invited to type 10 things on the computer. As items are
displayed, other groups cross off the same items. Groups continue until all items are posted
and/or the time for this segment has run out.
9. Homework: Select 20 items from the projected list. Ask students to individually sort the 20
items into living and non-living.
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Name__________________________
Class_____________
Is It Living?
Listed below are examples of living (which includes once-living) and nonliving things.
Put an X next to the things that could be considered living.
_____fossil
_____granite
_____rain
_____cancer cell
_____skin
_____graphite
_____bacteria
_____hydrogen
_____molecule
_____camel
_____sun
_____cantaloupe
_____virus
_____barnacle
_____feather
_____mildew
_____soil
_____cactus
_____egg
_____whale
_____seed
_____chrysalis
_____mushroom
_____cave
Explain your thinking. What “rule” or reasoning did you use to decide if something could be considered
living?
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Lesson #3: Interaction of energy and materials
Guiding Questions
What is living and nonliving?
How is an ecosystem
characterized by
dynamic equilibrium?
Key Concepts
1. Living things do all of these: grow, respond to a stimulus, use and
obtain energy and have the ability to reproduce. (Later, add have
cells) Living things in an ecosystem are described as being biotic.
 Non-living things don’t do one or more of the above list. Non-living
things in an ecosystem are described as abiotic.

An ecosystem is dynamic because it constantly undergoes changes
yet it remains in equilibrium when it remains balanced. For
example, Elf Woods has changed...
As a result of this lesson sequence, each student will be able to:
 Demonstrate an understanding of ecosystem by correctly showing the relationship between
biotic/abiotic things using a concept map.
 Demonstrate a beginning understanding of dynamic equilibrium by explaining how a change in
a component of a cycle could temporarily or permanently disrupt the cycle.
Materials:
10. 3X5 cards with biotic/abiotic items
11. White board
12. Possible resource: Enviro Tackle Box: Biotic/Abiotic Factors United Videostreaming
Teaching the Lesson
1. Display biotic and abiotic items that are also on 3X5 cards. Model the connection between a
few items and how they are connected. Distribute 3X5 cards and white boards to pairs/small
groups and ask students to create concept maps. Circulate & ask probing questions so that
you’re checking the level of understanding. Summarize this section by reiterating the terms
system and ecosystem and using student examples of interrelatedness.
2. Pose the question, “If you went back into Elf Woods today and took the same pictures you took
last week, would it be exactly the same?” Class discussion about the minor changes that may
have taken place. Introduce the term “dynamic” as it applies to ecosystems.
3. Point out that although these small changes take place all the time, the ecosystem as a whole
remains in equilibrium.
4. Show a simple cycle: tree -> decomposers -> soil. Explain that as long as there is a cycle,
there is equilibrium. Another example:
Carbon Dioxide + Water + Light energy
Sugar + Oxygen
Teacher background key concept: Materials cycle; energy flows.
Give examples of how equilibrium might be interrupted by change and how the system might
or might not be able to get back in balance.
5. Check for understanding: One minute paper: Write or draw how Elf Woods is an ecosystem in
equilibrium. Circulate and read student responses. If most papers show evidence of
understanding, assign homework.
6. Homework: Choose a change that could impact any of the interrelated parts of Elf Woods and
explain what would have to happen in order for the system to recover its equilibrium.
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Dynamic Equilibrium in Elf Woods
Choose a change that could impact any of the interrelated parts of Elf
Woods and explain what would have to happen in order for the system to
recover its equilibrium.
Lesson #4: Introduction to the River Ecosystem
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Guiding Questions
Key Concepts
As a result of this lesson sequence, each student will be able to:
 Define the parameters used for testing water quality
 Explain how the parameters are used to determine the health of a river
Materials:
 Ecosystem quiz
 River description
 Test kits (to show the tools to be used)
Teaching the Lesson
1. Administer ecosystem quiz.
2. Tell students that they will now be applying their new knowledge of ecosystems to a new
ecosystem. Have students close their eyes and visualize as you read the description of the
pristine Androscoggin of the past.
3. Ask students to guess what type of ecosystem was described in the passage.
4. Reveal that the description is actually of the Androscoggin river years before it became
polluted. Have students describe the river as they know it now.
5. Show and discuss the power point over the history of the Androscoggin river.
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Name:_________________________________Date:__________________Block:_____
Ecosystem Quiz
Around the room you will find pictures of “things” found in Mrs. Boucher’s
backyard. All of the “things” are either abiotic or biotic. You will write
the name of the specimen on the first line and whether it is abiotic or
biotic on the second line.
Name of Specimen
Abiotic or Biotic
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Name of Specimen
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Abiotic or Biotic
17.
18.
19.
20.
Short Answer:
1. Construct an interrelatedness map using the names of 10 of the
specimens above.
2.
Give 3 examples of how the ecosystem is dynamic.
“A Slice Of Paradise”(Pristine Androscoggin)
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Excerpt from The Traveler
The moment I stumbled across the narrow, burweed covered path, I knew I was about to
experience something extraordinary. As I wound my way through the sedges, sunlight peeked
through a canopy of red oak, maple, ash and poplar leaves. The black spruce gave off a brisk and
pungent scent, which tingled in my nostrils.
Birds of every variety populated the wood: chickadees, blue jays, robins, woodpeckers,
gold finches, sparrows, crows and ravens. All competed with one another in a cacophony of song.
Rising some decimals above them, I could hear the torrent of water a short distance away. The
tight path then opened slightly onto the threshold of an emerald glade. Patches of bulrush
swayed gently in the breeze. I was nearly there.
Thirty yards to the summit of the grassy ridge. Closer, closer, closer still ... and then ...
there it was! The most magnificent waterfall I had ever seen in my life. A deluge of icy water
cascaded over the polished rocks and slammed into the basin below; roaring, sparkling, echoing.
A bald eagle with a wing span of twelve feet circled above. Six double-crested cormorants
perched on a small, rocky island in the center of the river. Further down, a flock of geese
floated on the surface and surveyed the shoreline. An otter slipped from the banking, into a
crystal pool.
A rustling sound behind me caught my attention. I turned quickly and spotted a white
tailed deer bound into a thicket. I breathed deeply. The air was misty, pure and therapeutic.
Returning my glance to the creatures by the falls, I noticed something strange. The
surrounding squirrels, chipmunks and a lone prowling bobcat froze for an instant. Then, a
panicked flurry and all scattered. What had happened?
I looked upstream to investigate the terrain above me, and I found the answer.
Lumbering into a shallow, rocky river bed was an enormous black bear, weighing at least 600
pounds. Before I had overcome my shock, it had reached down into the water and snatched a
gorgeous pink-hued salmon in its claws. Upon closer inspection, I could see that the river was
teeming with them, leaping, flopping and fighting their way up the falls to return home from the
sea.
What a privilege to witness. In the magic of this uncorrupted, pristine and natural world,
I had found myself a slice of paradise.
Lesson #5
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Guiding Questions
How has the
Androscoggin River
changed over time?
Key Concepts




The river became and still is polluted.
Houses and factories were built along the river.
Water from the river was diverted as a power source.
The river provided food (fish) but the fish are no longer edible.
As a result of this lesson sequence, each student will be able to:
 Explain how the Androscoggin River has changed over time

Materials:
Quiz over Water Quality River
Power point over the Androscoggin River
Teaching the Lesson
1. Introduce and take notes over the Water Quality Parameters.
2. Homework: Graphing packet (Virginia Department of Education)
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Name:
Period:
Water Quality Quiz
Part I. Multiple Choice:
1)
a.
b.
c.
d.
Which of the following is considered a macroinvertebrate?
Trout
Snake
Frog
Crayfish
2)
Macroinvertebrates are used as bioindicators or during water quality assessments
because:
a. Some are sensitive to pollution
b. They are bugs
c. Both A and B
3)
4)
a.
b.
c.
d.
3
5
7
9
a.
b.
c.
d.
Dissolved Oxygen can be affected by
Temperature
Total Dissolved Solids
Current/Water flow
Both A and C
5)
streams?
a.
b.
c.
d.
6)
Water has a pH of:
a.
b.
c.
d.
What is the number one contributor to increases in acidic values for lakes and
Fish
Acid Rain
Mercury Poisoning
None of the above
What is a secchi disk measure?
How much Total Dissolved Solids are in the water
Dissolved Oxygen values
Plants
How clear the water is
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7)
Which of the following is NOT something that influences temperature of a
waterbody?
a. Direct sunlight
b. Water depth
c. Water current
d. None of the above
8)
d.
Why are Maine’s lakes so acidic compared to the rest of the country?
Because we get more acid rain
Because we have more granite rocks, and granite doesn’t have very much calcium
carbonate minerals so it doesn’t buffer the acid rain
Because we have more limestone rocks and limestone has a lot of calcium carbonate
minerals so it buffers the acid rain
They’re not more acidic
a.
b.
c.
d.
Which of the following does NOT contribute to increased turbidity levels?
Algae Blooms
Fish
Suspended silt/sediment
None of the above
a.
b.
c.
d.
What is conductivity?
The ability of water to move
The ability of water to evaporate
The ability of water to conduct electricity
All of the above
a.
b.
c.
9)
10)
Bonus: What is a benthic organism? (1 point)
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Lesson #6:
Guiding Questions
What are the biotic and
abiotic components that
make the Androscoggin
River a distinct
ecosystem?
Key Concepts
 Biotic components include fish, ducks, insects, cormorants, algae,
rushes, sedges, people
 Abiotic components includes water, rocks, sand, turbidity, rainfall,
dissolved oxygen, debris/trash, chemicals, pollution
As a result of this lesson sequence, each student will be able to:


Materials:
1. Buses
2. Presentors
3. Equipment
Teaching the Lesson
1. GO to the river!
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Lesson #7:
Guiding Questions
How has the
Androscoggin River
changed over time?
What are factors that
could, in the long run,
lead to changes in the
dynamic equilibrium of
the Androscoggin
River?
Key Concepts
 The river became and still is polluted.
 Houses and factories were built along the river.
 Water from the river was diverted as a power source.
 The river provided food (fish) but the fish are no longer edible.



Pollution
Construction of dams
Species diversity
How did societal and
Population density and heavy industry polluted the river and damaged
economic factors affect the biotic components.
the quality of the river?
As a result of this lesson sequence, each student will be able to:
 Determine the health of the Androscoggin River based on water quality testing data collected.
 Explain how the health of the Androscoggin River has changed over time by comparing
collected data and historical data.
 Identify factors that have in the past or could in the future lead to changes in the dynamic
equilibrium of the Androscoggin River.
Materials:
 Historical data
 Water quality reference charts
1. Student collected data
Teaching the Lesson
1. Compile the data collected at the river. Students report their data, it’s recorded,
average readings are calculated.
2. HMWK: Organize data into tables.
3. Give students the handouts to help them determine the current health of the river.
(Virginia Department of Education)
4. Use the same procedure with historical data to determine the health of the river at
different times during the history of the Androscoggin.
5. Students compare historical and current water quality findings to guidelines for
“healthy water.” – NHDES_VRAP_WQPARAMS
6. Group discussion about the causes of fluctuations in the health of the river – identify
factors affecting the water quality and dynamic equilibrium of the river.
7. Quick Write – Describe how the health of the river has changed over time and the
causes of those changes (include examples).
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Historical
Androscoggin
River Data
Walter A Lawrance 'River Master': Chemistry Professor at Bates
Site
Year
Temp (C)
pH
DO (ppm)
Auburn
1945
21.80
6.10
0.45
Auburn
1945
22.00
6.05
0.70
Auburn
1945
19.50
6.25
0.35
Auburn
1945
18.00
6.35
1.35
All Data is for the
Auburn
1954
19.18
6.42
1.85
month of September
Auburn
1954
18.23
6.55
3.50
for each year. Most
Auburn
1954
13.00
6.15
10.05
years have multiple
Auburn
1954
13.50
6.60
9.25
readings for the
Auburn
1954
13.00
6.70
9.15
month.
Auburn
1956
19.00
6.50
0.35
Auburn
1956
19.50
6.60
0.20
Auburn
1956
17.00
6.21
0.25
Auburn
1956
14.00
6.30
0.50
Auburn
1958
20.90
6.50
0.30
Auburn
1958
20.20
6.50
0.25
Auburn
1958
18.60
6.70
0.60
Auburn
1958
17.00
6.40
0.28
Auburn
1960
22.90
6.60
0.10
Auburn
1960
21.00
6.50
0.10
Auburn
1960
19.70
6.60
2.85
Auburn
1960
17.00
6.50
4.28
Auburn
1960
16.50
6.50
0.40
Auburn
1962
20.50
6.50
1.00
Auburn
1962
19.50
6.60
3.15
Auburn
1962
18.30
6.70
3.40
Auburn
1962
15.50
6.60
4.05
Auburn
1964
20.30
6.60
5.00
Auburn
1964
20.60
6.60
3.53
Auburn
1964
19.70
6.60
5.00
Auburn
1964
18.00
6.85
7.25
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Auburn
1966
22.20
6.75
1.45
Auburn
1966
21.20
6.60
1.82
Auburn
1966
19.80
6.70
0.88
Auburn
1966
17.20
6.70
2.08
Auburn
1966
14.70
6.90
4.43
Turner
1945
19.80
6.10
4.60
Turner
1945
19.50
6.20
3.05
Turner
1945
16.00
6.45
5.40
Turner
1945
16.50
6.40
6.00
Turner
1945
17.20
6.26
4.76
Turner
1954
14.50
6.40
9.75
Turner
1954
17.00
6.70
8.75
Turner
1954
12.50
6.28
11.10
Turner
1954
13.50
6.65
10.05
Turner
1954
12.50
6.59
10.05
Turner
1956
19.00
6.55
4.60
Turner
1956
17.50
6.60
2.80
Turner
1956
13.50
6.00
5.05
Turner
1956
11.50
6.50
7.90
Turner
1958
20.00
6.70
4.28
Turner
1958
17.00
6.80
4.38
Turner
1958
16.00
6.70
4.63
Turner
1958
16.00
6.80
4.20
Turner
1960
22.00
6.60
2.85
Turner
1960
19.50
6.80
4.20
Turner
1960
15.50
6.40
8.78
Turner
1960
15.00
6.60
5.73
Turner
1960
16.50
6.80
5.45
Turner
1962
18.50
6.70
5.85
Turner
1962
19.00
6.80
6.20
Turner
1962
16.00
6.90
7.60
Turner
1962
13.50
6.90
7.03
Turner
1964
20.00
6.60
5.85
Turner
1964
20.00
6.60
6.45
Turner
1964
14.50
6.65
7.80
Turner
1964
16.00
6.70
7.15
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Turner
1966
20.90
6.90
3.53
Turner
1966
17.50
6.80
5.33
Turner
1966
18.70
7.10
4.70
Turner
1966
15.10
7.00
7.00
Turner
1966
12.00
7.12
7.45
Citation: The Edmund S. Muskie Archives and Special Collections Library
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Androscoggin River Assessment
You have just completed a study of the Androscoggin River. Using your data, new
knowledge, and other available resources, answer the following questions on a S
EPERATE.
1. What evidence do you have that the Androscoggin River is an ecosystem?
2. List at least 10 biotic and 5 abiotic components of the Androscoggin River.
3. Create a web that demonstrates how the biotic and abiotic components interact (like
we did with ELF Woods)
4. How has the Androscoggin River changed over time (cite your data).
5. Give a point in time that the dynamic equilibrium of the Androscoggin was upset as
supported by your evidence. Predict what may have caused the upset.
6. What societal and environmental factors have influenced the ecosystem of the river
in the past?
7. What societal and environmental factors may influence the ecosystem of the river in the
future?
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Name
Period:
Androscoggin River Assessment Scoring Guide
Question
1. Evidence that the Androscoggin River is an ecosystem.
2. Explanation of the Androscoggin River as an ecosystem.
 10 Biotic factors listed.
 5 Abiotic factors listed.
3. Biotic & abiotic factors web with explanations.
 1 Point for each factor/components
 15 Points for explaining and showing how they are
connected
4. Change of Androscoggin over time
 Explanation
 Data cited
Points Possible
Points Scored
10
15
30
40
5. Dynamic Equilibrium
 Time of Upset
 Evidence of upset.
 Predict causes of upset.
15
6. Past Factors
 Societal
 Environment
10
7. Future Factors
 Societal
 Environmental
10
Total Possible Points
130
Your Score
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TEACHERS
Scoring Guide
River Assessment
Question 1
 Made up of biotic and abiotic componenets ( 2 points)
 Work together as a whole ( 5 points)
o Gives at least one example: ie – birds live in trees…. (3 points for an example)
Question 2 (1 point for each item)
 ANY items that are in the River ecosystem—10 Biotic and 5 Abiotic
Question 3
 Uses all 15 components from Question2 (1 point for each)
 Tells How they are connected when the lines connect them (15 points total for CORRECTLY TELLING HOW
they are connected)
Question 4
 Includes at least 2 of the following: (20 points)
o Used for fishing, hunting (Food)
o Became and is STILL polluted
o Factories and Homes developed along the river
o Used as a power source
 Cites specific data (20 points)
Question 5
 Includes the time of the upset (Ie: 1945….) (4 points)
 Shows Evidence of the upset using SPECIFIC data. (6 points)
o Lack of fish
o Smell
o Low DO
 Predicts the cause of the upset (5 points)
Question 6
 Societal & Environmental: includes at least 2 of the following (10 points)
o Pollution from the mills
o building dams
o Not cleaning it up
o dumping the pollution in the mills
Question 7
 Except any reasonable defended answer (10 points)
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Lesson #9:
Guiding Questions
What is carrying
capacity?
Key Concepts
The amount of living things that an ecosystem can support.
Any upset of dynamic equilibrium will take away something (food or
How does an upset in
shelter) and will increase competition which will decrease the carrying
the dynamic
capacity of the ecosystem for organisms dependent on the depleted
equilibrium of an
resources.
ecosystem affect its
carrying capacity?
As a result of this lesson sequence, each student will be able to:
Materials:
 Props for “Oh Deer” activity
 Data on bald eagle population
Teaching the Lesson
1. Lead students through the “Oh Deer” activity. (Activity Follows)
2. Chart the population results.
3. Ask students to explain the population fluctuations.
4. Have student graph the results and answer questions.
5. Define carrying capacity.
6. Use a fish tank to demonstrate carrying capacity. “What factors determine the
number of fish that can live in a fish tank.” – Identify factors that influence the
carrying capacity of the fish tank.
7. Introduce the bald eagle species – survival needs
8. Have students read the article found at
http://www.fws.gov/migratorybirds/issues/BaldEagle/bald_eagle_info-hiquality.pdf
9. Answer questions that go with the article.
10. Ask students to predict what the population of bald eagles dependent on the
Androscoggin has been like over the last 25 years.
11. Check students predictions against provided data.
12. HMWK: Beaver population study (421) or Kaiobi Deer
http://www.biologycorner.com/worksheets/kaibab.html
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Carrying Capacity - Oh Deer!
Grades: Adaptable to all grade levels
Duration: 45 minutes
Purpose: This is an activity that illustrates for students the concept of carrying capacity as they
become deer or a component of its habitat. For older students, it is an opportunity to see how changes
in animals’ carrying capacity causes changes in population. For younger students, focus should be on
deer and the components of its habitat.
Objective: The student will be able to identify that food, water, shelter, and space are necessary
components to survival. The student will be able to define factors that may limit survival and recognize
the fluctuations in wildlife populations based the constant change of the ecological system.
Nevada Department of Education State Standards:
Organisms and Their Environment (Life Science Unifying Concept C) A variety of ecosystems and
communities exist on Earth. Ecosystems are dynamic interactions of organisms and their environment.
Ecosystems have distinct characteristics and components that allow certain organisms to thrive.
Change in one or more components can affect the entire ecosystem.
Materials:
Graph paper
Writing utensils.
Anticipatory Set: Begin the lesson by introducing the concept of carrying capacity and explaining to
students that carrying capacity affects all living things on Earth. Carrying capacity is the number of
animals of a given species that can be supported in a living area (meaning that it has enough food,
water, space, and adequate shelter).
Explain to students that different animals have different carry capacity within the same area. For
example, at Water Canyon there are enough habitat requirements to support about 50 mule deer which
are the favorite prey of mountain lions. Yet because of the mountain lion’s need for space Water
Canyon can only support one mountain lion, which is important because if there were more mountain
lions then there would not be enough mule deer to feed the mountain lions.
It is important to note that carrying capacity is in a constant state of change. What factors would
cause it to change? Seasons cause carrying capacity to change because there is less food in winter.
Other factors include: variations in rainfall, change in temperature patterns, natural disasters, change in
plant growth, and human intervention. As a result, populations of animal species have a tendency to
fluctuate. Tell students that they will have the opportunity to see this for themselves as they become
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deer and components of its habitat in today’s activity.
Developing the Lesson: Go to a fairly open area and mark off two parallel lines ten to twenty yards
apart. Have the students count off in fives. The ones will become the deer, which will stand behind one
of the two parallel lines. The twos will become food, the threes will become water, the fours will
become space, and the fives will become shelter. These “components” of the deer’s habitat will stand
behind the second line.
During the activity, when the deer wants food, it should put its hands over its stomach. When it wants
water, it should put its hands on its mouth. When it wants shelter, it should put its hands together over
its head. When it wants space, it should stretch its arms out to the side. The components of the habitat
will carry out the same actions to denote that they are that component.
The deer and the components should turn around with their backs to each other. The teacher then
shouts 1, 2, …3. They all turn towards the center. Each deer will reveal the component it is looking for.
Each component will reveal which one they are.
The deer will run to get its component and take it back to the deer side of the line. (Representing the
deer meeting its needs and reproducing as a result.) Any deer that does not find its component dies and
becomes part of the habitat, joining the students on the habitat side and choosing a component that it
will become.
The teacher should keep track of how many deer are at the beginning and end of each round. After
consecutive rounds, the students can graph the fluctuations in population. The class should discuss the
fluctuations as a natural process. A discussion of excessive limiting factors, such as drought, fire,
deforestation, loss of habitat, and over hunting, should be introduced. The game can then continue to
include limiting factors. For example, if there is a drought no one on the habitat side could be water
(the deer would be unaware).
Conclusion: After the activity, ask students how the population of deer changed as a result of changes
in its habitat. Have students use their graphs to support their findings. What are the components
necessary for deer to survive? Ask students what are some of the factors that limited the survival of the
deer? Ask students how humans have altered the carrying capacity of deer and other animals. Have
these changes helped or hurt the animals? What can we do to limit the amount of change we inflict on
animals’ carrying capacity?
Extension: Have a plan of multiple ecosystems with specific species in each. Tamper with the amount
of one animal population in an ecosystem to see how that affects the carrying capacity of another
animal. Especially for older students, have them create graphs for these different scenarios.
Evaluation: Assess the students’ understanding of the concept of carrying capacity while playing the
game (younger students) or creating graphs (older students). Have older students explain their graphs
in small groups or to the class. Edward Little High School
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Oh Deer Questions
1. How was the deer population changed as a result of the changes in its habitat?
2. What do the deer need for survival?
3. What are some factors that limit its survival?
Carrying Capacity
Where Have all the Eagles Gone?
Analyze the data in the table below and construct a graph that represents the data.
Bald Eagle Breading Pairs
30
123
127
140
150
175
192
203
175
202
216
234
269
290
309
NO DATA
370
414
YEAR
1975
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
Facts to consider:
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


After World War II pesticides such as DDT started to be used extensively by farmers
In 1972, DDT and other pesticides were banned
In 1940 the bald eagle gained federal protection
Where Have all the Eagles Gone?
Questions
.
Create a hypothesis about what the data is telling you?
.
Why was data on the bald eagle not collected prior to the 1990’s?
.
If DDT and other pesticides were banned in 1972, why wasn’t there an immediate
increase in the bald eagle population?
.
What role do you think the education of the public about the plight of the bald eagle had
on the increase of the bald eagle population?
.
What impact did technology have on the bald eagle population?
.
Is the bald eagle currently considered to be a threatened, endangered or extinct
species?
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.
What predictions can you make about the future?
.
What do you think was the impact of the Androscoggin River on the bald eagle population
in central Maine during 1954 to 1975?
.
You can now see Bald Eagles flying over the river. What is the impact of the
Androscoggin River now on Bald eagle populations?
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Carrying Capacity
Ohio’s Beavers
Analyze the data in the table below and construct a graph that represents the data.
Beaver population Size
10,000
0
1
2
22
77
329
630
30,000
YEAR
1820’s
1830’s
1930
1940
1946
1947
1958
1961
2003
Facts to consider:
 1760 to 1800’s beaver fur products were in high demand in Europe
 Beaver started to migrate into Ohio from Pennsylvania
 In 1940 sportsmen brought a pair of beaver to Ohio
 In 1947, 50 beavers that are being transported through Ohio to Michigan escape into the
Ohio wilds
 In the 1950s beaver populations are relocated to areas throughout the state
 In 1980’s beaver trapping season is reintroduced
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Ohio’s Beavers
Questions
Create a hypothesis about what the data is telling you?
Why was data on the beaver population is so incomplete?
What technology contributed to the demise of the beaver population in the 1800’s?
How did humans impact the beaver population both in a negative and a positive way?
What predictions can you make about the future of the beaver in Ohio?
Edward Little High School
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ECOLOGY ASSESSMENT
The Everglades
In this final assessment for our Ecology unit, you may use your notebook and the links
given below. Please answer the following questions in complete sentences. Refer to the
websites provided
1. Provide evidence that this is an ecosystem, and identify at least 10 biotic and 5
abiotic components to the ecosystem.
2. Construct a web to show the connection between at all of the above components of
the ecosystem (this does not have to be in complete sentences).
3. Identify and explain at least three factors that over time, led to changes in the
normal cycles of the ecosystem. (Be sure to include economic and societal.)
4. Give at least one example of a change in carrying capacity and list the factor(s)
that caused the change and why.
AUTHORIZED WEBSITES
http://www.nps.gov/archive/ever/eco/index.htm
http://www.evergladesplan.org/index.aspx
http://www.americanparknetwork.com/parkinfo/content.asp?catid=85&contenttypeid=14
http://www.worldwildlife.org/wildplaces/sfla/history.cfm
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NAME:
Period
GRADING RUBRIC
Please attach this rubric to the front of your assessment. Make sure your name is on it and you
have answered ALL of the questions COMPLETELY.
Questions
Points
Possible
1. Evidence that it is an ecosystem
 10 Biotic
 5 Abiotic
2. Biotic & Abiotic web with Explainations
 All components in question 1
 All components are connected with
arrows explaining why they are
connected.
3. Changes in the ecosystem overtime:
 At least 3 causes
a. At least 1 societal factor
b. At least 1 economic factor
4. Causes of change in carrying capacity
 Factor(s)
 Supported with evidence
Total Points & Your Score
Points
Scored
20
30
30
20
100
Notes:
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ECOLOGY ASSESSMENT
The Rainforest
In this final assessment for our Ecology unit, you may use your notebook and the links
given below. Please answer the following questions in complete sentences. Refer to the
websites provided
1. Provide evidence that this is an ecosystem, and identify at least 10 biotic and 5
abiotic components to the ecosystem.
2. Construct a web to show the connection between at all of the above components of
the ecosystem (this does not have to be in complete sentences).
3. Identify and explain at least three factors that over time, led to changes in the
normal cycles of the ecosystem. (Be sure to include economic and societal.)
4. Give at least one example of a change in carrying capacity and list the factor(s) that
caused the change and why.
AUTHORIZED WEBSITES
http://www.rain-tree.com/facts.htm
http://rainforests.mongabay.com/amazon/rainforest_ecology.html
http://www.worldwildlife.org/wildplaces/amazon/facts.cfm
http://www.bbc.co.uk/dna/h2g2/A925913
http://www.scidev.net/Features/index.cfm?fuseaction=readFeatures&itemid=584&language=1
http://www.huliq.com/33337/refugia-of-brazilian-rainforest-could-be-basis-for-itsregeneration
http://www.cotf.edu/ete/modules/troppois/tpecosystem.html
http://rainforests.mongabay.com/0809.htm
http://earthrenewal.org/rainless_2.htm
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NAME:
Period
GRADING RUBRIC
Please attach this rubric to the front of your assessment. Make sure your name is on it and you
have answered ALL of the questions COMPLETELY.
Questions
Points
Possible
5. Evidence that it is an ecosystem
 10 Biotic
 5 Abiotic
6. Biotic & Abiotic web with Explainations
 All components in question 1
 All components are connected with
arrows explaining why they are
connected.
7. Changes in the ecosystem overtime:
 At least 3 causes
a. At least 1 societal factor
b. At least 1 economic factor
8. Causes of change in carrying capacity
 Factor(s)
 Supported with evidence
Total Points & Your Score
Points
Scored
20
30
30
20
100
Notes:
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ECOLOGY ASSESSMENT
The Great Barrier Reef
In this final assessment for our Ecology unit, you may use your notebook and the links
given below. Please answer the following questions in complete sentences. Refer to the
websites provided
1. Provide evidence that this is an ecosystem, and identify at least 10 biotic and 5
abiotic components to the ecosystem.
2. Construct a web to show the connection between at all of the above components of
the ecosystem (this does not have to be in complete sentences).
3. Identify and explain at least three factors that over time, led to changes in the
normal cycles of the ecosystem. (Be sure to include economic and societal.)
5. Give at least one example of a change in carrying capacity and list the factor(s)
that caused the change and why.
AUTHORIZED WEBSITES
http://www.nationalgeographic.com/earthpulse/reef/reef1_flash-feature.html
http://www.nationalgeographic.com/ngm/0101/feature2/
http://www.cultureandrecreation.gov.au/articles/greatbarrierreef/
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NAME:
Period
GRADING RUBRIC
Please attach this rubric to the front of your assessment. Make sure your name is on it and you
have answered ALL of the questions COMPLETELY.
Questions
Points
Possible
9. Evidence that it is an ecosystem
 10 Biotic
 5 Abiotic
10. Biotic & Abiotic web with Explainations
 All components in question 1
 All components are connected with
arrows explaining why they are
connected.
11. Changes in the ecosystem overtime:
 At least 3 causes
a. At least 1 societal factor
b. At least 1 economic factor
12. Causes of change in carrying capacity
 Factor(s)
 Supported with evidence
Total Points & Your Score
Points
Scored
20
30
30
20
100
Notes:
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ECOLOGY ASSESSMENT: Grading Guide
Great Barrier Reef
1) Provide evidence that this is an ecosystem: (20 pts)
a. Defines ecosystem as having living & nonliving parts that are interrelated (5 pts).
b. Lists 10 Biotic Things (examples include, anemone, anemone fish, nudibranchs, reef
sharks, trigger fish, plankton, etc). (10 pts)
c. Lists 5 Abiotic things (examples include, water, salinity (salt), sun, dissolved oxygen,
weather, etc). (5 pts)
2) Construct a web of the ecosystem: (30 pts)
a. 15 points for using ALL of the above abiotic and biotic factors (15 pts)
b. 1 point each for labeling the arrows with the relationships. (15 pts)
3) Dynamic Equilibrium: (30 pts)
a. Must have at least one societal (cultural) cause. (10 pts)
 People touching the reef
 Sport fishing (could be viewed as both)
 Runoff from land from deforestation
 Higher nitrogen from fertilizer run-off
 Anchors
b. Must have at least one economic cause (10 pts)
 Commercial fishing
 Mining
c. Last can be anything (10 pts)
 Coral Bleaching (caused by the water getting too hot)
 Crown of Thorns starfish (eats corals, its like the locust effect)
4) Carrying Capacity: (20 pts)
a. Loggerhead turtles decreased between 50% & 80%.
 Accept any reasonable hypothesis as to what the factors may be.
b. Dugongs decreased to about 3% of its original population size in 1960’s
 Accept any reasonable hypothesis as to what the factors may be.
c. Coral Bleaching
 Accept any reasonable hypothesis about who this would affect
d. Anything in question 3 that is adequately defended can also fit here.
e. Keep in mind that they should touch on food, shelter, space, nutrients, etc.
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ECOLOGY ASSESSMENT: Grading Guide
The Rainforest
1) Provide evidence that this is an ecosystem: (20 pts)
d. Defines ecosystem as having living & nonliving parts that are interrelated (5 pts).
e. Lists 10 Biotic Things (examples include, Indians, avacados, coconuts, figs, oil producing
plants, etc). (10 pts)
f. Lists 5 Abiotic things (examples include, chainsaws, bulldozers, fire, carbon dioxide,
oxygen, water, precipitation/rain, etc). (5 pts)
2) Construct a web of the ecosystem: (30 pts)
c. 15 points for using ALL of the above abiotic and biotic factors (15 pts)
d. 1 point each for labeling the arrows with the relationships. (15 pts)
3) Dynamic Equilibrium: (30 pts)
d. Must have at least one societal (cultural) cause. (10 pts)
 Farming/ranching
e. Must have at least one economic cause (10 pts)
 Deforestation (logging operations)
 Road Building
 Mining (river sedimentation)
 Hydroelectric operations
f. Last can be anything (10 pts)
 Climate change affecting the water cycle
4) Carrying Capacity: (20 pts)
f. Deforestation – gaps in the forests – plants are not being pollinated 
g. Loss of a Key Stone Species
 Agouti, Brazilian Nut Tree and Euglossine orchid bees
h. Symbiotic relationships being disrupted
 Ants & catepillers
i. Fire intensity increased due to changing weather
 Kills wildlife & released large amounts of carbon dioxide
j. Anything in question 3 that is adequately defended can also fit here.
k. Keep in mind that they should touch on food, shelter, space, nutrients, etc.
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ECOLOGY ASSESSMENT: Grading Guide
The Everglades
1) Provide evidence that this is an ecosystem: (20 pts)
g. Defines ecosystem as having living & nonliving parts that are interrelated (5 pts).
h. Lists 10 Biotic Things (examples include, amphibians, alligators, wading birds, fish, grass,
mangroves, etc). (10 pts)
i. Lists 5 Abiotic things (examples include, water, wind, waves, limestone, etc). (5 pts)
2) Construct a web of the ecosystem: (30 pts)
e. 15 points for using ALL of the above abiotic and biotic factors (15 pts)
f. 1 point each for labeling the arrows with the relationships. (15 pts)
3) Dynamic Equilibrium: (30 pts)
g. Must have at least one societal (cultural) cause. (10 pts)
 Exotic species? (not clear)
h. Must have at least one economic cause (10 pts)
 Agricultural runoff (phosphorus)
 Dams from Lake Okeechobee (less water in the glades)
i. Last can be anything (10 pts)
 Hot sun, dried up the water
4) Carrying Capacity: (20 pts)
l. Exotic species
 Takes away resources from native organisms
m. Wood Stork
 Accept any reasonable factors given
n. Anything in question 3 that is adequately defended can also fit here.
o. Keep in mind that they should touch on food, shelter, space, nutrients, etc.
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RUBRIC FOR SUMMATIVE ASSESSMENT
E2
E2
E2B
C3b
E2C
I have identified at least 5 biotic and 5 abiotic parts to the
ecosystem.
I have connected at least 4 parts of the ecosystem and
explained the interrelationships between and among
them.
I have identified and explained at least 3 factors that
have, over time, led to change in normal cycles.
At least ONE of the factors I have identified (above) is
economic and/or societal.
I have identified one example of a change in carrying
capacity and listed the factor/s that caused the change.
Evidence (attach)
E2
E2B
A3
E2c
C3b
Teacher sign off
I know what an ecosystem is and
how biotic and abiotic parts are
interrelated.
I can explain dynamic equilibrium
and factors that lead to change in
cycles over time.
I can explain carrying capacity and
the factors that determine the
amount of life an environment can
support.
I can explain how an economic
and/or societal factor can
influence the health of an
ecosystem.
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Edward Little High School
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Unit 4 – Cell Growth and Division
E3 Students describe structure and function of cells at the intracellular and molecular level including
differentiation to form systems, interactions between cells and their environment, and the impact of
cellular processes and changes on individuals.
E3.g Describe how cells
Marvin’s specialized cells activity – in some form – to
differentiate to form
introduce the idea of cell specialization.
specialized systems for
carrying out life functions
What makes one kind of cell different from another kind of
cell?
 Different kinds of cells produce different proteins.
E3.c Describe the interactions that
lead to cell growth and division Where do cells hold the information that makes them
(mitosis) and allow new cells
unique (specialized)?
to carry the same information
 The information for building proteins is contained in DNA
as the original cell (meiosis).
which is found in the nucleus in the form of chromosomes.
E3.d Describe ways in which cells
can malfunction and put an
organism at risk.
Why must living organisms regularly produce identical new
cells (undergo division)?
 One reason is for growth and repair.
What are the factors that initiate cell division?
 The cell becomes too large to work efficiently
 Chemical signals (in the form of proteins) are produced to
indicate a need for new cells. (repair, growth, replacement)
Why must new cells be identical copies of the original cells?
 In order to ensure that they produce the same proteins and
perform the same functions.
What is the process of cell division that produces identical
copies of a cell?
 Mitosis is a process in which an original cell divides to
produce two cells with DNA identical to the original cell.
E3.d Describe ways in which cells
can malfunction and put an
organism at risk.
E3.g Describe how cells
differentiate to form
specialized systems for
carrying out life functions
Edward Little High School
What is a common way the cells malfunction and put you at
risk?
 Cancer cells do not respond to signals that usually regulate
cell growth and division. These cells grow unchecked,
producing more and more cancer cells.
What are chromosomes?
Chromosomes are coiled DNA. There are a total of 46
chromosomes – 23 pairs.
What is meiosis?
Meiosis is a process in which an original cell divides to
produce four sex cells, each containing half the number of
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chromosomes of the original cell. Meiosis is necessary for
reproduction.
How do you go from a single cell when the egg and sperm
fuse to a multicellular organism with specialized
subsystems?
 Cellular peer pressure influences stem cells to join other
gangs.
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Unit 5 DNA & DNA Expression (Mendelian Genetics)
E3 Students describe structure and function of cells at the intracellular and molecular level including
differentiation to form systems, interactions between cells and their environment, and the impact of
cellular processes and changes on individuals.
E4 Students examine the role of DNA in transferring traits from generation to generation, in
differentiating cells and in evolving new species.
E3.b Describe the relation between
DNA, protein molecules and
amino acids in carrying out the
work of cells and how this is
similar among all organisms.
C4.b Select one of the major
episodes in the history of
science and describe how the
scientific knowledge changed
over time, and the important
effects on science and
technology.
E4.b Describe that genes are
segments of DNA that contain
instructions for the cells
including information that
leads to the differentiation of
cells and results in varied cell
functions in the organism and
DNA.
C3.c Explain how ethical, societal,
political, economic, religious,
and cultural factors influence
the development and use of
science and technology.
Edward Little High School
What is DNA?
 Deoxyribonucleic acid is a twisted double stranded unit of
heredity
What is the structure of DNA?
 DNA is made of nucleotides which has 3 main parts: a fivecarbon sugar, a phosphate group, nitrogen bases. Bases are
paired together (A T CG).
How was DNA and the structure of DNA discovered?
 Watson & Crick assimilated research from a bunch of
people to build the first structural model.
 Franklin x-rayed crystallography to figure out the twisted
helix structure.
 Wilkins, the sneaky creepy supervisor, took stuff from
Franklin’s desk drawer and used the information to prove
the work of Watson & Crick.
How has the discovery of DNA impacted
science/technology?
 DNA knowledge has led to the Human Genome Project,
Cloning, genetically modified foods, pharmaceuticals.
What is the relationship between DNA, protein molecules
and amino acids in carrying out the work of cells?
 A DNA copy is called RNA.
 RNA has the complementary code of the DNA.
 Every 3 base sequence is the code for an amino acid.
 A chain of amino acids forms a protein.
 Proteins provide the body with the necessary materials for
building, repairing and regulating.
What are genes?
 Genes are segments of DNA that contain instructions for
the cells. (We need to get from here to expressed traits.)
Where are genes located?
 Detroit
How do cells differentiate to do different functions?
 All cells start out the same (stem cells) and then the cells
turn on certain genes needed to do their job. Each cell has
all the genes but ONLY the instructions needed to do a
specific job.
How have ethical, societal, political, economic, religious,
and cultural factors influenced the progression of stem cell
research?
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Can’t understand traits without some level of detail
What is a gene mutation?
E4.c Explain the possible causes and  A gene mutation is a change in a DNA strand by addition,
effects of gene mutations.
substitution or deletion of one or more bases.
What is chromosome mutation?
 A change in the shape or number of chromosomes. Some
mutations are inherited.
What causes gene mutation?
 Radiation and chemicals cause mutation.
What are the effects of gene mutation?
 Some mutations have little or no effect. Some are helpful;
some are harmful. (Expect examples.)
What are the effects of a chromosome mutation?
 A chromosome mutation is generally more harmful to the
entire organism whereas gene mutation affects traits.
What is sexual reproduction?
 In sexual reproduction, sperm and egg unite.
How does sexual reproduction produce a unique
individual?
E4.a Explain some of the effects of
 Half of the individual’s chromosomes come from the sperm
the sorting and recombination
and half come from the egg.
of genes in sexual
How are Punnett Squares used?
reproduction.
B1.b Design and safely conduct
 Punnett Squares is a model used to predict possible
methodical scientific
combinations of genes resulting in various characteristics in
investigations, including
offspring.
controlled experiments. Use
 Students will conduct a controlled experiment using a
statistics to analyze and
Punnett Square to show a cross between fruit flies. Students
interpret results.
will predict and then compare predictions with actual
A2 Students evaluate the
observations using a Punnett Square.
effectiveness of a use a model
by comparing its predictions to What are sex chromosomes and autosomes?
predict and compare to actual
observations from the physical What are the effects of sorting and recombining genes in
setting, the living environment sexual reproduction?
and the technological world.
 Students will demonstrate how traits are segregated
depending on sex chromosomes and autosomes.
Great web site:
www.dnai.org/timeline/index.html
Edward Little High School
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Unit 7 Characteristics and Evolution of Life
E1 Students analyze the evidence for relatedness among and within diverse populations of organisms,
and the importance of biodiversity.
E5 Students describe the interactions between species, populations and environments that lead to
natural selection and evolution.
C4.d Provide examples of criteria
What is evolution?
that distinguish scientific
 Evolution is a theory that explains the change in the traits
explanations from
of living organisms over generations, including the
pseudoscientific ones.
emergence of new species.
What is the criteria that establishes evolution as a scientific
E5.a Describe the basic idea of
explanation?
biological evolution, citing
 In science, a theory is a rigorously tested statement of
evidence from the fossil record
general principles that explains observable and recorded
and evidence based on the
aspects of the world. A scientific theory therefore describes
observation of similarities
a higher level of understanding that ties "facts" together. A
within the diversity of existing
scientific theory stands until proven wrong -- it is never
organisms.
proven correct. The Darwinian theory of evolution has
withstood the test of time and thousands of scientific
experiments; nothing has disproved it since Darwin first
proposed it more than 150 years ago.
What are the observable and recorded evidence for
evolution?
 The fossil record shows examples of transitions from one
organism to another. Examples include: Transitions
between fish and amphibians; between reptiles and
mammals; between dinosaurs and birds
 Similarities between and among existing organisms provide
evidence of homologous structures.
 Genetic evidence shows relatedness between and among
organisms.
How do organisms evolve?
 Individual organisms don't evolve. Populations evolve.
Because individuals in a population vary, some in the
population are better able to survive and reproduce given a
particular set of environmental conditions.
 Evolution builds on what already exists. The more variety
there is, the more there can be in the future.
E1.a Explain how the variation in
structure and behavior of a
population of organisms may
influence the likelihood that
some members of the species
will have adaptations that
allow them to survive in a
changing environment.
Edward Little High School
How does variation within a population of organisms affect
their fitness over time?
 In the process of natural selection, individuals in a
population that are well-adapted to a particular set of
environmental conditions have an advantage over those that
are not so well adapted. The advantage comes in the form
of survival and reproductive success.
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E5.d Relate structural and
behavioral adaptations of an
organism to its survival in the
environment.
Is evolution a random process?
 Evolution is not a random process. The genetic variation on
which natural selection acts may occur randomly, but
natural selection itself is not random at all. Whether or not
an individual survives and reproduces depends on whether
it has genes that produce traits that are well adapted to its
environment.
How can a structural and/or behavioral adaptation of an
organism affect its survival?
 Examples include: peppered moths, etc.
E5.b Describe the origins of life and
how the concept of natural
selection provides a
mechanism for evolution that
can be advantageous or
disadvantageous to the next
generation.
How can natural selection be advantageous or
disadvantageous to the next generation?
 Examples include:
E5.c Explain why some organisms
may have characteristics that
have no apparent survival or
reproduction advantage.
Why do some organisms have characteristics that have no
apparent survival or reproduction advantage?
 Some characteristics had a purpose at one point in time but
is no longer needed; for example, the appendix.
E1.b Describe the role of DNA
sequences in determining the
degree of kinship among
organisms and the
identification of species.
How do we describe groups of living things based on degree
of kinship among organisms?
 Biologists use a classification system of six kingdoms.
Each kingdom is further divided into groups that have more
and more like characteristics. The six kingdoms are:
plants, animals, fungi, protista, eubacteria, archebacteria.
C3.c Explain how ethical, societal,
political, economic, religious,
and cultural factors influence
the development and use of
science and technology.
What do genes have to do with evolution?
 Genes are the portions of an organism's DNA that carry the
code responsible for building that organism in a very
specific way. Genes -- and, thus, the traits they code for -are passed from parent to offspring. From generation to
generation, well-understood molecular mechanisms
reshuffle, duplicate, and alter genes in a way that produces
genetic variation. This variation is the raw material for
evolution.
What is a species?
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
A species is defined by science as a group of interbreeding
or potentially interbreeding populations that is
reproductively isolated from other such groups.
Are all species related?
Yes. Just as the tree of life illustrates, all organisms, both living
and extinct, are related. Every branch of the tree represents a
species, and every fork separating one species from another
represents the common ancestor shared by these species.
http://evolution.berkeley.edu/evolibrary/home.php
Unit 1 - Understandings of Inquiry
B1 Students methodically plan, conduct, analyze data from, and communicate results of in-depth
scientific investigations, including experiments guided by a testable hypothesis.
B1.a Identify questions, concepts,
and testable hypotheses that
guide scientific investigations.
B1.b Design and safely conduct
methodical scientific
investigations, including
controlled experiments. Use
statistics to analyze and
interpret results.
B1.c Formulate and revise scientific
investigations and models
using logic and evidence.
B1.d Use a variety of tools and
technologies to improve
investigations and
communications.
B1.e Recognize and analyze
alternative explanations and
models using scientific criteria.
B1.f Communicate and defend
scientific ideas.
C2 c Give examples of how technological solutions to problems sometimes create new problems.
Here’s a question we might not use:
If all living things begin as a single cell, what is the process by which they result in different
specialized cells?
Edward Little High School
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