Amanda Bohnert
Unit 3
Week 11
Quality Core Standard: Ecology Part 1 and 2
Content Vocabulary:
Food web, food chains, primary consumer, secondary consumer, community, population, species, biome,
ecosystem, commensalism, symbiosis, biodiversity.
Learning Targets/Objectives:
 Define and provide examples of biosphere, biome, ecosystem, community, population, species,
habitat, and niche
 Discuss biotic and abiotic factors that affect land and aquatic biomes
 Discuss the role of beneficial bacteria (e.g., in the recycling of nutrients)
 Explain how energy flows through ecosystems in one direction, from photosynthetic organisms to
herbivores to carnivores and decomposers
 Explain how the amount of life any environment can support is limited by the available matter and
energy and by the ability of ecosystems to recycle the residue of dead organic materials
 Explain how organisms cooperate and compete in ecosystems and how interrelationships and
interdependencies of organisms may generate ecosystems that are stable for thousands of years
 Diagram the flow of energy using food webs, food chains, and pyramids (e.g., pyramid of energy,
pyramid of biomass, and pyramid of numbers)
 Describe examples of competition, symbiosis, and predation
 Explain the concept of carrying capacity
 Describe the growth of populations, including exponential and logistic growth (e.g., design and
conduct an experiment investigating bacterial growth using appropriate calculations)
 Explain the process of ecological succession, and describe the different communities that result
 Read and describe current journal articles relating to environmental concerns (e.g., loss of
biodiversity, habitat loss, pollution)
 Discuss and evaluate the significance of human interference with major ecosystems (e.g., the loss
of genetic diversity in cloned crops or animals)
Estimated Calendar:
DATE
LEARNING TARGET
10/19
I can describe species relationships
Activity
Powerpoint and notes
10/20
I understand energy flow and food
webs
Powerpoint and notes
10/21
I understand processes related to
nutrient recycling
Powerpoint and notes
10/22
I understand processes related to
nutrient recycling
Powerpoint and notes
10/23
I understand energy flow and food
webs
Cat Drop Activity
Homework-
Quiz today
Individual Lesson Plans: Target  I can describe species relationships
Lesson Title:
Formative Assessment
All the living things and non-living things together
make up what?
Answer:
A) Ecosystem B) Population
C) Habitat
D) Species
Resources
Exit slip:
Notes:
Individual Lesson Plans: Target  I understand energy flow and food webs
Lesson Title:
Formative Assessment
Answer:
The Brown Cow Bird Lays its eggs in the nest of
other birds. Its Chicks hatch first and often
outcompete the other chicks. As a result, the other
chicks die and the female ends up feeding chicks
that are not hers. This is an example of what
relationship?
A) Mutualism B) Parasitism C)Commensalism
Resources
Exit slip:
Notes:
Individual Lesson Plans: Target  I understand processes related to nutrient recycling
Lesson Title:
Formative Assessment
A food web consists of a flower, a cricket, and a
bird. If there are 10000 units of energy
available to the flower, how much is
USED/LOST by the time it reaches the bird?
A) 90 B)990 C) 9900 D) 9000
Resources
Answer:
Exit slip:
Notes:
Individual Lesson Plans: Target  I understand processes related to nutrient recycling
Lesson Title:
Formative Assessment
Organisms with overlapping niches probably do
what?
a) share resources b)Are not effected C) Compete
for food/resources
Resources
Answer:
Exit slip:
Notes:
Individual Lesson Plans: Target  I understand energy flow and food webs
Lesson Title: Cat Drop and Borneo was saved!
Formative Assessment
None- study for quiz: Topics include: symbiotic
relationships, experimental design, food webs,
energy transfer, definitions, nitrogen cycle
Resources
Cat drop activity (Hightower has this)
Answer:
Exit slip:
Notes:
Quiz Today!