S. Grillo 12.11.16
Unit- Ecology
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Transfer Goal:
Students should be able to:
o Read critically
o Communicate effectively
o Use a variety of resources
o Solve complex problems
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Related Competencies
o D INQ2. Read, interpret and examine the credibility and validity of scientific claims in
different sources of information.
o D INQ8. Use mathematical operations to analyze and interpret data, and present
relationships between variables in appropriate forms.
o D INQ10. Communicate about science in different formats, using relevant science
vocabulary, supporting evidence and clear logic.
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Unit Learning Objectives
o Analyze the reasons why the environment can only support a limited number of
individuals from each species.
o Compare and contrast the various roles and relationships that exist in an ecosystem.
o Explain how energy flows through the trophic levels in an ecosystem.
o Identify how environmental factors affect population growth.
o Explain how organisms in a particular biome are adapted to a certain set of biotic and
abiotic conditions.
o Distinguish between the adaptations of organisms living in four different biomes relative
to graphs constructed from climatological data.
o Create a model of energy flow through an ecological system
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Performance Task
Create a model of energy flow through trophic levels.
Explain the relevance of modeling in science.
S. Grillo 12.11.16
Intro Activity:
Name
Class
Introduction to Ecology
https://www.youtube.com/watch?v=GlnFylwdYH4
1. What does the word “Ecology” literally translate to?
2. What is the definition of Ecology?
3. How is Ecology studied?
4. What is the biosphere?
5. Is a panda a generalist or a specialist? Why?
Date
S. Grillo 12.11.16
Biology
Name _________________________________
Layered Curriculum: Ecology
(3-1, 3-2, 4-2, 4-3)
Period _________
Date __________
Ecology
Layer 1: Basic Understanding (earn 45 points max)
Max
pts
*
1
Lecture check up – 3-1 “What is Ecology”
5
2
3-1 Review packet (4 pages)
5
3
Lecture check up – 3-2 (part 1) “Energy Flow”
5
5
4
Lecture check up – 3-2 (part 2) “Ecological Pyramids”
*
5
3-2 Review packet (5 pages)
5
*
6
Energy Transfer in Food Chain (2 pages)
3
*
7
Food Webs & Energy Transfer
5
8
Lecture check up – 4-2 (part 1) “What Shapes an Ecosystem?”
5
9
Lecture check up – 4-2 (part 2) “Community Interactions”
5
*
10
4-2 Review packet (4 pages)
5
*
11
4-3 Review packet (3 pages)
5
*
12
A Simple Climatogram
5
Layer 2: Application of Knowledge (earn 50 points max)
* 13
Pesticide Concentrations in a Food Web (2 pgs)
5
*
14
From Land to Mouth (include graph)
5
*
15
Examining the Stages in Ecological Succession
5
*
16
Deer: Predation or Starvation
10
* 17
“The Quest to Quench” – Read, summarize, and construct a fictitious animal.
10
*
18
“Super Bird” – Read and write a Haiku (type of poem)
10
*
19
Climatograms – research and construct 4 graphs
15
*
20
PowerPoint Presentation: Biomes
15
Earned
pts
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Layer 3: POSITION PAPER- Choose 1 for 30 points max (you must pick a side and
support with evidence, facts, and data from your sources)
*
*
21
22
China has recently constructed the largest and most costly hydroelectric power plant in the world. The
Three Gorges Dam was recently built across the Yangtze river to control flooding and to harness it for
electrical generation. Over 1 million people were displaced by its construction and 13 cities and numerous
towns and villages were flooded. Was building this dam a good idea? Defend your position with evidence,
facts, and data. Consider social and economic issues, as well as environmental issues in your argument.
In 2006, United Illuminating (an electrical generating company) began destroying massive nests built atop
utility poles by monk parakeets in New Haven county. These birds are descendants of South American
pets-to-be who escaped captivity at a New York airport in the late 1960’s. Their nests have been
responsible for many power outages and pose a danger to utility line repair personnel. Various plans to
remove nests are used by different companies in different states. Some scientists now are even proposing
“birth control” (diazacon – used to lower cholesterol in humans) to solve the problem of Connecticut's
monk parakeet population. How should we deal with the problem of these birds in the utility wires?
Defend your position with facts, evidence, and data. Consider social and economic issues, as well as
environmental issues in your argument.
* On left indicates that there is “paper” associated with this assignment (worksheet,
directions, rubric, etc.)
30
30
S. Grillo 12.11.16
Biology
Name _________________________ Per. ____ Date. ______
Energy Flow Lab
Pre-Lab
1. What or who in an ecosystem is represented by this level?
2. Why does only 10% make it from one level to the next?
3. Why is there seldom more than 4 trophic levels?
Materials:
 One bag of ready to eat popcorn per group (ex. Smartfood)
 A variety of containers to represent trophic levels (ex. plastic cups, plastic petri dishes, paper
bags, Ziploc bags, old film canisters, etc.)
 Electronic balances
 Broom and dustpan
Directions:
In this lab we will create a model of energy flow through an ecological system. The model is the most
basic element of the scientific method. Everything done in science is done with models. A model is any
simplification, substitute or stand-in for what you are actually studying or trying to predict. Models are
used because they are convenient substitutes, the way that a recipe is a convenient aid in cooking. We
will use popcorn and various containers to represent energy flow through each trophic level. You
will need paper and a calculator.
1. You will need to work in groups of 2 or 3. Each group should have a leader, sweeper, and time
keeper/measurer.
2. Obtain 1 bag of popcorn from the Energy Supply area. Be sure to note special information on
the bag (i.e. mass or volume). This information may prove useful when you need to perform
calculations. DO NOT THROW THE BAG AWAY!
3. Select containers from the materials at the trophic building supply store. You will use these to
build a model of energy flow. You might want to consult the energy pyramid as you are planning.
4. Work to create a model of energy flow using your materials. You must write up your procedure
such that another scientist could replicate your model. This means each step needs to be justified
and explained thoroughly.
5. Special hint- remember only 10% of energy that enters a system makes it to the next trophic level. You
need to be able to quantify the amount of energy that leaves a system as waste and that which makes it to
the next trophic level. This is where the balances and calculator come in.
6. When you are satisfied your model, you will need to show it to me, and walk me through it as if I
were your student. I will sign your sheet, and then you will be able to take it home to complete
your calculations.
S. Grillo 12.11.16
7. Each student will submit a completed lab hand out.
Post-Lab Questions:
1. In our Model, energy is represented by _______________________ and trophic levels are represented
by __________________________.
2. How did you calculate the amount of energy lost between trophic levels in your model? Provide an
example here.
3. Steps for conducting our Energy Flow Model:
4. A Diagram of our Energy Flow Model complete with numbers (i.e. what percentage makes it to
each trophic level?)
5. HOW WE KNOW our energy flow model is representative of energy flow in nature: