Amanda Bohnert
Unit 3
Week 8
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
10/12
Teacher Planning Day- NO school
Activity
10/13
I can define and describe species
relationships in ecology
Finish Posters on food
webs and review vocab
10/14
I can define and describe species
relationships in ecology
Article Read Pair Share
activity over mutualism
10/15
I can define symbiosis and construct
energy diagrams
Notes and PowerPoint
10/16
Bean Lab
I can define and describe species
relationships to energy flow
Homework-
Individual Lesson Plans: Target Teacher
Lesson Title
Pre-Assessment
Planning Day (No Students)
Answer:
Formative Assessment
Polling
Resources
Exit slip:
Notes:
Lesson Procedures:
Individual Lesson Plans: Target I can define and describe species relationships in ecology
Lesson Title: Poster creating a food web
Pre-Assessment
None- poster session
Answer:
Formative Assessment
Polling while designing posters
Resources
Posters, ecology walk table they filled out,
markers, pens etc
Exit slip:
None- needed to finish posters
Notes:
Individual Lesson Plans: Target I can define and describe species relationships in ecology
Lesson Title: Article discussionPre-Assessment
None- in library and get together In a group
Answer:
Formative Assessment
Polling and open discussion
Resources
Exit slip:
http://www.bbc.com/earth/story/20150420-thegiant-plants-that-eat-meat
Notes:
Think pair share activity
Individual Lesson Plans: Target I can define symbiosis and construct energy diagrams
Lesson Title
Pre-Assessment
Name three types of symbiotic relationships
Formative Assessment
Resources
Powerpoint and student note packet
Answer:
Mutualism, parasitism, commensulism
Exit slip:
Notes:
Individual Lesson Plans: Target  I can define and describe species relationships to energy flow
Lesson Title: Bean lab!
Pre-Assessment
How much energy is passed to the next trophic
level?
Formative Assessment
polling
Resources
Bean lab to show energy flow between trophic
levels
Answer:
10%
Exit slip:
If a plant contains 10,000 energy units,
How much energy will be left by the 3rd energy
level?
(100)
Notes: