Lafayette Parish School System
2013-2014 Curriculum Map
Environmental Science: Unit: 2—Ecology-Development and Succession
Time Frame: 10 weeks—sept.24---December 13, 2013
Unit Description and Student Understandings: --This unit introduces the study of ecology as it focuses upon major ecosystem types and upon the
interrelationships among and between populations and their abiotic environment.. Students develop an understanding of ecological systems including the
characteristics of major global aquatic and terrestrial ecosystems (biomes) and Louisiana ecological regions/ecosystems. They gain an understanding of the
interactions within these ecosystems, and the ramifications of change (both natural and human-induced) upon the specific ecosystems and upon biodiversity in
general.
Guiding Questions:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Can students explain how species in an ecosystem interact and link in complex webs?
Can students compare characteristics of the major kingdoms and use taxonomic keys to identify organisms?
Can students describe the abiotic and biotic factors that distinguish Earth’s major ecological systems?
Can students use the 10% rule and data analysis to discuss the flow of energy through the various trophic levels within a community?
Describe the characteristics of major biomes on Earth and major Louisiana bioregions or ecosystem types?
Can students examine and discuss the major stages of succession, describing the generalized sequential order of the types of plant species?
Can students analyze the effect of an invasive species on the biodiversity within an ecosystem?
Can students determine the effects of limiting factors on a population and describe the concept of carrying capacity?
Can students cite examples and describe the effect of pollutants on selected populations?
Can students identify the factors that affect sustainable development?
Can students describe how accountability toward the environment affects sustainability?
Key Concepts:
How do changes in population size relate to environmental conditions? Populations can grow exponentially or logistically
How do organisms affect one another’s survival and environment? Limiting factors and biotic potential regulates a population’s growth
How does the environment affect where and how an organism lives? Predation, parasitism and herbivory are interactions in which one species
benefits while the other is harmed Without limiting factors, species introduced to a new are can become invasive
Why is it important to protect biodiversity?
Vocabulary List: Ecology, species, ,population, community, ecosystem;, biosphere, biotic factors, abiotic factor, habitat, resource, population size,
population density, population distribution, age structure, age structure diagram, sex ratio, ,survivorship, curve, immigration, emigration, migration,
exponential growth, limiting factor, carrying capacity, logistic growth, density-dependent factor, density-independent factor, biotic potential,
evolution, gene, mutation, genetic drift, natural selection, fitness, adaptation, artificial selection, speciation, extinction, niche, tolerance, resource
partitioning, predation, coevolution, parasitism, symbiosis, herbivory, mutualism, commensalism, primary producer, photosynthesis, chemosynthesis,
consumer, cellular respiration, herbivore, carnivore, omnivore, detritivore, decomposer, trophic level, biomass, food chain, food web, keystone
species, succession, primary succession, pioneer, species, secondary succession, invasive species, biome, climate, weather, climatograph, net primary
production, salinity, photic zone, aphotic zone, benthic zone, littoral zone, limnetic zone, wetland, flood, plain, estuary, upwelling, biodiversity,
Environmental Science 2013-2014
Lafayette Parish School System
2013-2014 Curriculum Map
Environmental Science: Unit: 2—Ecology-Development and Succession
Time Frame: 10 weeks—sept.24---December 13, 2013
species diversity, genetic diversity, ecosystem diversity, Endangered Species Act (ESA), captive breeding, species Survival Plan (SP), biodiversity
hotspot, endemic
GLEs
CCSS Literacy
Standards
NGSS Practices
Instructional Strategies
(Activity directions are found in the Unit folder in Science documents
on LPSS Blackboard)
Differentiation
(Enrichment/Remediation Strategies)
SI-2.
Describe how
investigations can
be observation,
description,
literature survey,
classification, or
experimentation (SIH-A2)
SI-5.
Utilize mathematics,
organizational tools,
and graphing skills
to solve problems
(SI-H-A3)
Textbook Correlations: Chapters 4,5,6,7
vocabulary cards
Focus: Ecology
(view literacy strategy descriptions)
Activity 1: Introduction to Ecology (SI GLE 2; SE GLE 1; LS GLEs 18, 19)
learning log entries (view literacy strategy
descriptions)
SI-2.
Textbook Correlations: Chapters 4,5,6,7
Describe how
investigations can
be observation,
description,
literature survey,
classification, or
experimentation (SIEnvironmental Science 2013-2014
Textbook Correlations: Chapters 4,5,6,7
Focus: Knowledge about Environmental Science
Activity 2: Energy Flow Efficiency in Ecosystems (SI GLEs: 2, 5, 7; SE
GLEs: 3, 8)

vocabulary cards(view literacy strategy
descriptions)
learning logs (view literacy strategy
descriptions),
http://www.louisianaschools.net/lde/uploa
ds/2541.pdf).
Virtual Owl Pellet,
www.kidwings.com/owlpellets/index.htm.
Lafayette Parish School System
2013-2014 Curriculum Map
Environmental Science: Unit: 2—Ecology-Development and Succession
Time Frame: 10 weeks—sept.24---December 13, 2013
H-A2)
Serial Dilutions Made Easy
(www.accessexcellence.org/AE/AEPC/WW
C/1993/serial.html)
SI-6.
Use technology
when appropriate to
enhance laboratory
investigations and
presentations of
findings (SI-H-A3)
Activity 3: Effects of Pollutants (SI GLEs: 5, 6; SE GLE: 12)
7.
Choose
appropriate models
to explain
scientific
knowledge or
experimental
results (e.g.,
objects,
mathematical
relationships,
plans, schemes,
examples, roleplaying, computer
simulations) (SIH-A4)
Textbook Correlations: Chapters 4,5,6,7
SI-6.
Textbook Correlations: Chapters 4,5,6,7
Use technology
when appropriate to
enhance laboratory
investigations and
Activity 5: Succession (SI GLE: 6; SE GLEs: 5, 8, 9)
SI
Environmental Science 2013-2014
split-page notetaking (view literacy
strategy descriptions) with
vocabulary cards (view literacy strategy
descriptions)
“The Food Chain Game,” is available at
http://educ.queensu.ca/~science/main/co
ncept/biol/b14/foodchaingame.html
Focus: Ecosystems
graphic organizer (view literacy strategy
descriptions
Activity 4: Major Ecosystem Types: (SI GLEs: 6, 7; SE GLEs: 1, 2, 6)
vocabulary cards (view literacy strategy
descriptions).
graphic organizer (view literacy strategy
descriptions
learning log (view literacy strategy
descriptions)
Lafayette Parish School System
2013-2014 Curriculum Map
Environmental Science: Unit: 2—Ecology-Development and Succession
Time Frame: 10 weeks—sept.24---December 13, 2013
presentations of
findings (SI-H-A3)
SI-9
Write and defend a
conclusion based
on logical analysis
of experimental
data (SI-H-A6)
(SI-H-A2)
Textbook Correlations: Chapters 4,5,6,7
SI 6.
Activity 6: To Disturb or Not to Disturb (SI GLEs: 5, 6, 13; SE GLEs: 5, 6,
27)
Use technology
when appropriate to
enhance laboratory
investigations and
presentations of
findings (SI-H-A3)
www.lpb.org/education/classroom/itv/envi
rotacklebox
brainstorm (view literacy strategy
descriptions
Rebirth in Fire (available via LPB
Cyberchannel. Ask your school principal for
access information.) Rebirth in Fire
Teacher’s Guide: Background Information
materials are available via
www.lpb.org/education/classroom/itv/envi
rotacklebox
Burning Issues
www.lpb.org/education/classroom/itv/
envirotacklebox
SI-5. Utilize
mathematics,
organizational tools,
and graphing skills
to solve problems
(SI-H-A3)
Textbook Correlations: Chapters 4,5,6,7
Focus:
Project WILD lesson, “How Many Bears Can Live in This Forest?”
Activity 7: Carrying Capacity (SI GLEs: 4, 5, 7; SE GLE: 4)
Textbook Correlations: Chapters 4, 5, 6, 7
Focus:
Environmental Science 2013-2014
Carrying Capacity in Ecosystem Matters:
Activity and Resource Guide for
Environmental Educators, published by the
US Forest Service Rocky Mountain Region.
The activity can be found at
www.na.fs.fed.us/spfo/pubs/misc/eco.
vocabulary cards (view literacy strategy
descriptions).
Lafayette Parish School System
2013-2014 Curriculum Map
Environmental Science: Unit: 2—Ecology-Development and Succession
Time Frame: 10 weeks—sept.24---December 13, 2013
Activity 8: Populations, Migrations, and Seasonal Change (SI GLEs: 5, 6; www.dfg.ca.gov/projectwild/bear/1923.pdf.
SE GLEs: 8, 9)
“Birds of Prey” writing prompts and
standards-based reading and math
questions and an answer sheet at
http://myfwc.com/educator/PDF/birdsofpr
eyfcat.pdf
SI-2. Describe how
investigations can
be observation,
description,
literature survey,
classification, or
experimentation (SIH-A2)
SE-1. Describe the
abiotic and biotic
factors that
distinguish Earth’s
major ecological
systems (SE-H-A1)
Textbook Correlations: Chapters 4,5,6,7
SI-3 Use the 10%
rule and data
analysis to measure
the flow of energy
as represented by
biomass in a system
(SE-H-A2)
Focus: Knowledge about Environmental Science
SE-11. Evaluate
selected theories
Environmental Science 2013-2014
Focus:
(http://www.lpb.org/education/classroo
m/itv/envirotacklebox/teacherguide/mod
ule5/5popln2.htm )
Activity 9: We Don’t Want You Here (SI GLE: 2; SE GLEs: 8, 9, 10)
vocabulary cards (view literacy strategy
descriptions)
Textbook Correlations: Chapters 4,5,6,7
Focus: Ecology
Activity 1: Introduction to Ecology (SI GLE 2; SE GLE 1; LS GLEs 18, 19)
Activity 2: Energy Flow Efficiency in Ecosystems (SI GLEs: 2, 5, 7; SE
GLEs: 3, 8)
vocabulary cards (view literacy strategy
descriptions)
learning log entries (view literacy strategy
descriptions)
vocabulary cards(view literacy strategy
descriptions)
learning logs (view literacy strategy
descriptions),
http://www.louisianaschools.net/lde/uploa
ds/2541.pdf).
Virtual Owl Pellet,
www.kidwings.com/owlpellets/index.htm
Lafayette Parish School System
2013-2014 Curriculum Map
Environmental Science: Unit: 2—Ecology-Development and Succession
Time Frame: 10 weeks—sept.24---December 13, 2013
based on supporting
scientific evidence
(SI-H-B1)
SE-12. Cite evidence
that scientific
investigations are
conducted for many
different reasons
(SI-H-B2)
Activity 3: Effects of Pollutants (SI GLEs: 5, 6; SE GLE: 12)
Serial Dilutions Made Easy
(www.accessexcellence.org/AE/AEPC/WW
C/1993/serial.html)
split-page notetaking (view literacy
strategy descriptions) with
vocabulary cards (view literacy strategy
descriptions)
“The Food Chain Game,” is available at
http://educ.queensu.ca/~science/main/co
ncept/biol/b14/foodchaingame.html
SE-1 Describe the
abiotic and biotic
factors that
distinguish Earth’s
major ecological
systems (SE-H-A1)
SE-2 Describe the
characteristics of
major biomes on
Earth (SE-H-A1)
SE-6. Analyze the
consequences of
changes in selected
divisions of the
biosphere (e.g.,
ozone depletion,
global warming,
acid rain) (SE-HA5) (SE-H-A7)
Environmental Science 2013-2014
Lafayette Parish School System
2013-2014 Curriculum Map
Environmental Science: Unit: 2—Ecology-Development and Succession
Time Frame: 10 weeks—sept.24---December 13, 2013
SE-7. Illustrate the
flow of carbon,
water, oxygen,
nitrogen, and
phosphorus through
an ecosystem (SE-HA6) (LS-H-D1)
SE-5.Examine and
discuss the major
stages of succession,
describing the
generalized
sequential order of
the types of plant
species (SE-H-A4)
SE-12.Give
examples and
describe the effect
of pollutants on
selected
populations (SE-HA11)
SE-8. Explain
how species in an
ecosystem interact
and link in a
complex web (SEH-A7) (SE-HA10)
Environmental Science 2013-2014
Textbook Correlations: Chapters 4,5,6,7,
Activity 3: Effects of Pollutants (SI GLEs: 5, 6; SE GLE: 12)
Focus: Knowledge about Environmental Science
Activity 2: Energy Flow Efficiency in Ecosystems (SI GLEs: 2, 5, 7; SE
GLEs: 3, 8)
Serial Dilutions Made Easy
(www.accessexcellence.org/AE/AEPC/WW
C/1993/serial.html)
split-page notetaking (view literacy
strategy descriptions) with
vocabulary cards (view literacy strategy
descriptions)
“The Food Chain Game,” is available at
http://educ.queensu.ca/~science/main/co
ncept/biol/b14/foodchaingame.html
vocabulary cards(view literacy strategy
descriptions)
learning logs (view literacy strategy
descriptions),
http://www.louisianaschools.net/lde/uploa
ds/2541.pdf).
Virtual Owl Pellet,
Lafayette Parish School System
2013-2014 Curriculum Map
Environmental Science: Unit: 2—Ecology-Development and Succession
Time Frame: 10 weeks—sept.24---December 13, 2013
www.kidwings.com/owlpellets/index.htm.
SE-9.Cite and
explain examples of
organisms’
adaptations to
environmental
pressures over time
(SE-H-A8)
SE-10-Analyze the
effect of an
invasive species on
the biodiversity
within ecosystems
(SE-H-A9)
SE-4.Determine
the effects of
limiting factors on
a population and
describe the
concept of
carrying capacity
(SE-H-A3)
Environmental Science 2013-2014