Unit 6 Holt
2014-2015
Population Ecology, Human Population and Human Health and Toxicology
Chapter 8, 9 and 20, Holt
Mrs. Ashley
Standards to be covered during this unit:
Key Idea 2: Beyond the use of reasoning and consensus, scientific inquiry involves
the testing of proposed explanations involving the use of conventional techniques
and procedures and usually requiring considerable ingenuity.
Major Understanding 2.2a Development of a research plan involves researching background
information and understanding the major concepts in the area being investigated.
Recommendations for methodologies, use of technologies, proper equipment, and safety
precautions should also be included.
Major Understanding 2.3a Hypotheses are predictions based upon both research and
observation.
Major Understanding 2.3b Hypotheses are widely used in science for determining what data
to collect and as a guide for interpreting the data.
Major Understanding 2.3c Development of a research plan for testing a hypothesis requires
planning to avoid bias (e.g., repeated trials, large sample size, and objective data-collection
techniques).
Key Idea 3: The observations made while testing proposed explanations, when
analyzed using conventional and invented methods, provide new insights into
phenomena.
Major Understanding 3.1a Interpretation of data leads to development of additional
hypotheses, the formulation of generalizations, or explanations of natural phenomena.
Major Understanding 3.4a Hypotheses are valuable, even if they turn out not to be true,
because they may lead to further investigation.
Major Understanding 3.4b Claims should be questioned if the data are based on samples
that are very small, biased, or inadequately controlled or if the conclusions are based on the
faulty, incomplete, or misleading use of numbers.
Major Understanding 3.4c Claims should be questioned if fact and opinion are intermingled,
if adequate evidence is not cited, or if the conclusions do not follow logically from the
evidence given.
Major Understanding 3.5a One assumption of science is that other individuals could arrive at
the same explanation if they had access to similar evidence. Scientists make the results of
their investigations public; they should describe the investigations in ways that enable
others to repeat the investigations.
Major Understanding 3.5b Scientists use peer review to evaluate the results of scientific
investigations and the explanations proposed by other scientists. They analyze the
experimental procedures, examine the evidence, identify faulty reasoning, point out
statements that go beyond the evidence, and suggest alternative explanations for the same
observations.
Standard 4: Students will understand and apply scientific concepts, principles, and
theories pertaining to the physical setting and living environment and recognize
the historical development of ideas in science. The Living Environment
Key Idea 1: Living things are both similar to and different from each other and
nonliving things.
Performance Indicator 1.1 Explain how diversity of populations within ecosystems relates to
the stability of ecosystems.
Major Understanding 1.1a Populations can be categorized by the function they serve. Food
webs identify the relationships among producers, consumers, and decomposers carrying
out either autotropic or heterotropic nutrition.
Major Understanding 1.1c In all environments, organisms compete for vital resources. The
linked and changing interactions of populations and the environment compose the total
ecosystem.
Major Understanding 1.1d The interdependence of organisms in an established ecosystem
often results in approximate stability over hundreds and thousands of years. For example,
as one population increases, it is held in check by one or more environmental factors or
another species.
Major Understanding 1.1e Ecosystems, like many other complex systems, tend to show
cyclic changes around a state of approximate equilibrium.
Major Understanding 1.1f Every population is linked, directly or indirectly, with many others
in an ecosystem. Disruptions in the numbers and types of species and environmental
changes can upset ecosystem stability.
Key Idea 6: Plants and animals depend on each other and their physical
environment.
Performance Indicator 6.1 Explain factors that limit growth of individuals and populations.
Major Understanding 6.1d The number of organisms any habitat can support (carrying
capacity) is limited by the available energy, water, oxygen, and minerals, and by the ability
of ecosystems to recycle the residue of dead organisms through the activities of bacteria
and fungi.
Major Understanding 6.1f Living organisms have the capacity to produce populations of
unlimited size, but environments and resources are finite. This has profound effects on the
interactions among organisms.
Major Understanding 6.1g Relationships between organisms may be negative, neutral, or
positive. Some organisms may interact with one another in several ways. They may be in a
producer/consumer, predator/prey, or parasite/host relationship; or one organism may
cause disease in, scavenge, or decompose another.
Key Idea 7: Human decisions and activities have had a profound impact on the
physical and living environment.
Performance Indicator 7.1 Describe the range of interrelationships of humans with the
living and nonliving environment.
Major Understanding 7.1a The Earth has finite resources; increasing human consumption of
resources places stress on the natural processes that renew some resources and deplete
those resources that cannot be renewed.
Major Understanding 7.1c Human beings are part of the Earth's ecosystems. Human
activities can, deliberately or inadvertently, alter the equilibrium in ecosystems. Humans
modify ecosystems as a result of population growth, consumption, and technology. Human
destruction of habitats through direct harvesting, pollution, atmospheric changes, and other
factors is threatening current global stability, and if not addressed, ecosystems may be
irreversibly affected.
Performance Indicator 7.2 Explain the impact of technological development and growth in
the human population on the living and nonliving environment.
Major Understanding 7.2c Industrialization brings an increased demand for and use of
energy and other resources including fossil and nuclear fuels. This usage can have positive
and negative effects on humans and ecosystems.
Major Understanding 7.3a Societies must decide on proposals which involve the
introduction of new technologies. Individuals need to make decisions which will assess
risks, costs, benefits, and trade-offs.
Major Understanding 7.3b The decisions of one generation both provide and limit the range
of possibilities open to the next generation.
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences
from it; cite specific textual evidence when writing or speaking to support conclusions
drawn from the text.
1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape
meaning or tone.
4. Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze how an author uses and refines
the meaning of a key term or terms over the course of a text (e.g., how Madison defines
faction in Federalist No. 10).
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including
visually and quantitatively, as well as in words.
7. Integrate and evaluate multiple sources of information presented in different media or
formats (e.g., visually, quantitatively) as well as in words in order to address a question or
solve a problem.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and
proficiently.
10. By the end of grade 12, read and comprehend literary nonfiction at the high end of the
grades 11–CCR text complexity band independently and proficiently.
NY: Language Arts 6-12 NY: Grades 11-12 Writing
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
1. Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of
interest to formulate an argument.
1d. Establish and maintain a formal style and objective tone while attending to the norms
and conventions of the discipline in which they are writing.
2. Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization, and analysis
of content.
2. Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the effective selection, organization, and
analysis of content.
2a. Introduce a topic; organize complex ideas, concepts, and information so that each new
element builds on that which precedes it to create a unified whole; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
2b. Develop the topic thoroughly by selecting the most significant and relevant facts,
extended definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
2c. Use appropriate and varied transitions and syntax to link the major sections of the text,
create cohesion, and clarify the relationships among complex ideas and concepts.
2d. Use precise language, domain-specific vocabulary, and techniques such as metaphor,
simile, and analogy to manage the complexity of the topic.
2e. Establish and maintain a formal style and objective tone while attending to the norms
and conventions of the discipline in which they are writing.
2f. Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the significance of
the topic).
3. Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
3e. Provide a conclusion that follows from and reflects on what is experienced, observed, or
resolved over the course of the narrative.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in standards 1–3 above.)
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific
purpose and audience.
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others.
6. Use technology, including the Internet, to produce, publish, and update individual or
shared writing products in response to ongoing feedback, including new arguments or
information.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
7. Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry
when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility
and accuracy of each source, and integrate the information while avoiding plagiarism.
8. Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in terms
of the task, purpose, and audience; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation.
9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
9. Draw evidence form literary or informational texts to support analysis, reflection, and
research.
9b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and
evaluate the reasoning in seminal U.S. texts, including the application of constitutional
principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions
and dissents) and the premises, purposes, and arguments in works of public advocacy
(e.g., The Federalist, presidential addresses]”).
Topics
Carrying capacity for the earth in terms of human population
J curve. S curves/
Creating age structure diagrams
Creating and reading a demographic age pyramid
Describe population oscillations
Read and creative survivorship curves
Factors that regulate population growth
Doubling time
Know the different stages of demographic transition
r select species, K-select species
Carrying capacity, die-off
Succession-primary and secondary
Human population regulation
Toxins and their effects
Cancer hot spots
Teratogens, mutagens, carcinogens
Regulations of toxins in the environment and laws
Disease and disease epidemiology
Calculating LD50
Human risk analysis
Essential Questions:
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How do you estimate the population of groups of organisms in a large area?
What factors might regulate the population growth of an organism?
What are some possible solutions to the soaring world population growth?
How does the growth rate of humans affect the use of world resources and
health of the environment?
How do developed and underdeveloped countries differ in age structure, birth
rates, infant mortality, death rates, male to female ratios and population growth?
Know how to read age structure diagrams.
Know how to calculate the annual percent growth rate (including immigration and
emigration numbers).
Understand how to read survival curves for different organisms.
How do you calculate the doubling time of organisms and the growth rate of a
population?
How does the birth and death rate change as a developing society becomes
more industrialized?(Called Demographic Transition)
What are the biggest biological and chemical threats to human life?
How do the threats to Americans differ from people who live in places like Mali,
India or Iraq?
What are the most tragic cases of life lost by toxic disasters around the world?
How do you measure the concentration of the toxicity of a substance?
Also know your conversions from ppm to ppb
What is the significance of the LD50 dose and the threshold level of toxicity?
How does the damage to an organism differ between a chronic and an acute
dose of a toxin?
What information is given in a dose-response curve graph?
How do the results of toxicity tests relate to environmental degradation and
human health?
A mutagen, teratogen, endocrine disruptors and carcinogen all affect humans in
what ways?
What are safe alternatives to using HAZMATS in the home?
Roughly how many people are estimated to have AIDS right now?
How does the amount of radioactive material change with each consecutive half
life?
How is risk measured?
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What is the difference between chronic and acute disease? What are the risk
factors associated with chronic disease?
What are some of the current infectious diseases world-wide?
What effect does biomagnification have on specific populations?
How does the field of epidemiology help to reduce disease?
Labs and Activities
Population density and biomass calculation
Population growth and factors affecting carrying capacity of duckweed
Cemetery Lab
LD50 Lab
Human Risk Analysis survey
The habitable planet population simulation
Capture and recapture population estimation
Something Fishy Population estimation simulation
Population math
Turn in Portfolio for grade
View movie: World in the Balance
Assignments for Unit 6 with Due Dates:
Chapter 6 and 7: Population and Community Ecology and Human Population
1. Read Chapter 8 (Population and Community Ecology) and Chapter 9 (Human Population) in Holt Text.
Turn in any questions you have from the reading. Watch the PowerPoint for chapter 6 and Chapter 7
on Schoolwires. Take notes or outline and add any questions you have for the PowerPoint or chapters
turn in by February 6 (New Visions Grade). Two points deduction for each day late up to a grade of 70
percent once turned in.
2. Go to the following websites and watch at least 2 of the short videos from Bozeman Science on
Population:
A. Population: Populations: http://www.youtube.com/watch?v=KFViSog6ZJw
B. Exponential Growth: http://www.youtube.com/watch?v=c6pcRR5Uy6w
C. Logistic Growth: http://www.youtube.com/watch?v=rXlyYFXyfIM
D. r and K selected species: http://www.youtube.com/watch?v=Bu6ouKt9zhs
E. Population variation: http://www.youtube.com/watch?v=uXlHZGLzc6k
Write up facts from each video for a total of 5-10 facts. Email this assignment to me by February 14.
These videos are well done and are helpful in learning some of the concepts from the chapter. Due
January 29 (New Visions Grade) Five points deduction for each day late up to a lowest grade of 70
percent once turned in.
3. Watch one of the University of California at Berkeley lectures on Population. Take notes as if you
were present at the lecture. These lectures are on the Teacher Webpage for chapters 6 and 7, Unit 6.
Turn in your notes to Mrs. Ashley for a grade. Due February 2 (New Visions grade). Two points
deduction for each day late up to a grade of 70 percent once turned in.
4. Do the Population Math Worksheet #1. The worksheet is attached and on the teacher webpage Due
February 5 (New Visions Environmental Science Grade). Two points deduction for each day late up to a
grade of 70 percent once turned in.
5. Do Workbook (Pages for chapters 8 and 9) Due February 10 (AP Grade)
6. Alternative assignment: Do one of the following: February 3. (A.P. Environmental Science Grade).
Two points deduction for each day late up to a grade of 70 percent once turned in. You may do an extra
assignment to add 5 points to your grade for the test.
A. Do the vocabulary for the two chapters, chapter 8 and chapter 9. The vocabulary is attached
and also on the teacher webpage.
B. Read the material on Population on the Habitable Planet in the online textbook, then do the
demographics simulation and record your data on the demographics table attached. It is also on the
teacher webpage.
C. Listen to the Lecture by E. O. Wilson On Saving Life on Earth that is on the teacher webpage
and write a paragraph about what you learned and your reaction to E. O. Wilson's lecture.
7. Study for the test, which will be February 10. (New Visions Grade).
Chapter 17 Human Health and Environmental Risks
1. Read chapter 20: Pollution and Human Health in Holt Textbook Watch the PowerPoint on chapter
17 from Schoolwires and take notes to turn into Mrs. Ashley. Due: February 24. (New Visions
grade.) Two points deduction for each day late up to a grade of 70 percent once turned in.
2. Take the Risk Analysis Survey and then give the survey to 15 other people. Bring your results to class
and then graph the results of the total class in excel. Turn in survey February 12. (New Visions Grade).
Two points deduction for each day late up to a grade of 70 percent once turned in. You may do an extra
assignment to add 5 points to your grade for the test. We will do the survey in class together.
3. Extra Credit: Watch either Why Societies Collapse lecture by Jared Diamond (on teacher Webpage)
or the University of California at Berkeley on Disease Ecology. Take notes as if you were at the
lecture. Turn in your notes to Mrs. Ashley by February 26.
4. Alternative Assignments: Do one of the following assignments, due February 26. Two points
deduction for each day late up to a grade of 70 percent once turned in. You may do an extra assignment
to add 5 points to your grade for the test.
A. Do the Vocabulary for chapter 20. Vocabulary is attached and also on the teacher webpage.
B. Research one of the following emergent or widespread diseases and write a one page
summary on the disease includes the following: Range of the disease, cause of the disease,
treatment options, and containment. The emergent diseases/ widespread diseases are: Ebola
Hemorrhagic Fever; malaria; West Nile Virus; HIV/AIDS; Mad Cow Disease; or Tuberculosis.
C. Go to the Habitable Planet at:
http://www.learner.org/courses/envsci/unit/text.php?unit=6&secNum=0 and read the online
textbook on Risk Exposure and Health. Watch the video for that chapter. Write a short
summary paragraph of the video.
D. Lyme disease is very common in this region. It is considered a vector born disease. Please
research prevention, treatment when you have the disease for a short period of time and
treatment for when the disease is discovered after one has had the disease and major
symptoms are occurring. Also research the prevalence of ticks carrying the disease.
5. Workbook pages : (for chapter 20) Due March 3 (AP Environmental Science grade).
6. Study for test on chapter 20. Due March 3. (A.P. and New Visions Grade). This is a take home test.
You will receive the test on February 4