Unit 5 Lesson Plans

Dayson Pasion Unit 5 Lesson Plans
Fall Fall
09
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How do the choices we make when w
eat affect the environment?
Dayson Pasion
Sample lesson plans and assignments for goals 5.01, 5.02, and 5.03 of the
North Carolina high school biology curriculum.
University of North Carolina at Chapel Hill
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Table of Contents
Introduction and Background................................................5
Backward Design Learning Plan.............................................7
Day One Lesson Plan: Introduction to Ecology: the Ecology of
Twilight..............................................................................11
Students view segments of the film Twilight and then personally reflect and
discuss the interactions of organisms with each other and their environment. This
introduces the study of ecology with a hook to grab students' attention.
Day Two Lesson Plan: What Affects a Tree?.........................15
Students examine the biotic and abiotic factors that influence the life of a tree,
view a presentation, and then work in pairs on a short reading and questions about biotic
and abiotic factors of ocean zones.
Day Three Lesson Plan: Does where we live affect how we
live?...................................................................................17
Students view a clip from Blue Planet to expose them to different biomes of
Earth. Presentation is then given to students about biomes. Students then work on a
biome activity of their choice (either postcard or song) and write a reflection for a guided
prompt.
Performance Assessment....................................................23
Performance Assessment Rubric..........................................24
Multiple Choice Questions...................................................26
Guided Notes for Presentations...........................................30
Abiotic/Biotic Worksheet.....................................................35
Biome Postcard Activity Sheet.............................................40
Biome Rap/Song Activity Sheet............................................41
The Omnivore’s Dilemma Reading Guide..............................42
The Omnivore’s Dilemma Reading Guide
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Introduction and Background

I picked the Ecology unit because it is what I really most interested
about and what I would most like to teach when I am in the classroom.
According to the North Carolina Biology Support Document, the
recommendation is to spend 14 days on this unit (in a block schedule).
Therefore I have designed my lesson plans over the 14-day period.
Before the Unit Actually Starts
I recently came across Michael Pollan’s The Omnivore’s Dilemma: the

Secrets behind What you Eat. It was just published this past October. I read
the original version last year and loved it. I always knew that I wanted to
incorporate it into the classroom somehow but thought that the reading may
be too intensive. The book was written with 9 – 12 years old in mind. With
this new development I knew that I had to incorporate this book! Because it
is quite a long read it will take some time to read outside of the classroom. I
want to introduce this book two weeks before the unit actually starts. The
reading schedule will be as follows:
Week One: pages 1 – 107
Week Two: pages 108 – 202
Week Three: pages 203 – 298
Week three will be the first week of the unit, which will mean that by week
two of the unit, the book will be completed and students will be able to
incorporate it into lessons of section 5.02 (food webs and energy pyramids)
and 5.03 (human impacts on the environment).
I will have the students write reflections in their dialogue journals after
reading the sections for the first two weeks. Once the unit begins I will be
able to incorporate what they have been reading into the lessons as well as
continuing to have the students write reflections after reading the last
section. For the performance assessment of the unit I want to have each
student write a letter to administration or the school board (some type of
authority) as well as develop a presentation (in groups) for the same
audience. This letter and presentation will address how the school could
adopt strategies to reduce their impact on the environment via what choices
they make for school food programs.
Dialogue Journals
In this unit, as well as the others that I plan to teach. I want to

incorporate the use of dialogue journals. These journals will be an aide in
gauging student’s progress in the class as well as gauging their interest in
the subject matter. Entries in the journals will be expected quite frequently.
Students will be free to discuss anything relevant to the current topic that is
being presented in class but will be highly encouraged to discuss
relationships that they see in other units, problems they are having in my
class or other classes, and anything personal they are willing to share. This
aide also helps with students who are classified as ELL students since this will
give them an opportunity to practice their writing and comprehension skills
without the fear of being graded negatively for spelling or grammar errors.
Since this is a dialogue journal the teacher will have an active role in each
student’s journal. By providing feedback, thoughtful insights, answers to
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questions that a student may have, or questions that they have of the
student the teacher will create an ongoing dialogue that will reinforce their
commitment to the student. The dialogue journal is also being used to
strengthen the student’s scientific literacy. The dialogue journal is intended
to bolster the student’s grades and will carry a high weight in grading when
in comes to semester and final grades.
Timeline of Unit
Driving Questions:
How do the choices of what we eat affect the world around us?
(5.01, 5.02, and 5.03)
Unit 5 Da Lesson Plan
y
5.01 1 What is ecology? An introduction to ecology: the ecology of
Twilight
2 What affects the life of a tree? Abiotic and biotic factors
3 Does where we live affect how we live? Biomes
4 What limits the size of populations?
Populations/Limiting Factors/Carrying Capacity
5 What lives right outside of our school? Lab activity: Species
Richness/ Biodiversity of campus.
6 How do organisms interact with each other? Symbiosis
5.02 7 How do organisms interact with each other? Food
chains/webs/energy pyramids
8 How do organisms interact with each other? Keystone species
9 How do organisms interact with each other and the
environment? Carbon/Nitrogen/Water Cycle
5.03 10 Omnivore’s Dilemma and the Effect of Humans on the
Environment: How do the choices of what we eat affect the
world around us?
Film viewing of Food, Inc.
11 Omnivore’s Dilemma and the Effect of Humans on the
Environment:
Round table discussion of The Omnivore’s Dilemma and Food,
Inc.
12 Omnivore’s Dilemma and the Effect of Humans on the
Environment:
Presentation
13 Review
14 Exam
*I do not be providing specific lesson plans for after day three. For the last
part of the unit I want to shape the lessons as a round table/discussion
lesson.
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Backward Design Learning Plan

Relevant Curricular Goals
SCOS Objective:
1. 5.01 Investigate and analyze the interrelationships among organisms,
populations, communities, and ecosystems.
-Techniques of field ecology, abiotic and biotic factors, and carrying
capacity.
From the Biology Support Document:
-Students should be able to identify and describe symbiotic
relationships
-Mutualism
-Commensalism
-Parasitism
-Students should be able to identify and predict patterns in Predator
/prey relationships.
-Use field ecology techniques such as sampling and quadrant studies
to determine species diversity and changes over time.
-Explain how abiotic and biotic factors are related to one another and
their importance in ecosystems.
-Analyze how limiting factors influence carrying capacity (e.g. food
availability, competition, harsh winter).
-Interpret population growth graphs.
2. 5.02 Analyze the flow of energy and the cycling of matter in the
ecosystem.
-Relationship of the carbon cycle to photosynthesis and respiration.
-Trophic levels-direction and efficiency of energy transfer.
From the Biology Support Document:
-Investigate the carbon cycle as it relates to photosynthesis and
respiration.
-Analyze food chains, food webs, and energy pyramids for direction
and efficiency of energy transfer.
Benchmark Goals (from Project 2061):

1. Ecosystems can be reasonably stable over hundreds or thousands of
years. As any population grows, its size is limited by one or more
environmental factors: availability of food, availability of nesting sites,
or number of predators.
2. If a disturbance such as flood, fire, or the addition or loss of species
occurs, the affected ecosystem may return to a system similar to the
original one, or it may take a new direction, leading to a very different
type of ecosystem. Changes in climate can produce very large changes
in ecosystems.
3. At times, environmental conditions are such that land and marine
organisms reproduce and grow faster than they die and decompose to
simple carbon containing molecules that are returned to the
environment. Over time, layers of energy-rich organic material inside
the earth have been chemically changed into great coal beds and oil
pools.
4. The chemical elements that make up the molecules of living things
pass through food webs and are combined and recombined in different
ways. At each link in a food web, some energy is stored in newly made
structures but much is dissipated into the environment. Continual input
of energy from sunlight keeps the process going.
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5. Although the earth has a great capacity to absorb and recycle
materials naturally, ecosystems have only a finite capacity to
withstand change without experiencing major ecological alterations
that may also have adverse effects on human activities.
Curriculum Learning Goals:
Biology Big Ideas
1. Life is dependent on other life and the environment.

a. All carbon-containing biomass is created from CO2.
b. Organisms and the environment modify each other.
c. Life works in cycles.
d. Life recycles everything it uses.
2. Biological systems obey the laws of chemistry and physics.
3. Structural complexity and information content are built up by
combining simpler subunits into multiple complex combinations.
4. Understanding biological systems requires both reductionist and
holistic thinking because novel properties emerge as simpler units
assemble into more complex structures.
5. Populations of species interact with one another and the environment
to form interdependent ecosystems with flow of energy and materials
between multiple levels.
Topic-Big Idea Connections
1. Relationships among species are ordered from organism > species >
population > community > ecosystems > biosphere (Biology Big Idea
3,4).
2. The environment effects how an organism lives (BBI 1b).
3. Some organisms play specific roles in their environment (BBI 1b)
4. Some organisms may form symbiotic relationships with another (BBI
1b).
5. Size of populations may be limited by one or more environmental
factors (BBI 1b, 5).
6. Energy and matter flow through organisms and the environment (BBI
1c, 1d, 2, 4, 5).
7. Producers are the base of all food chains and webs. The energy and
matter produced from this level of organism will flow through the
entire chain/web (BBI 1a, 1c, 1d, 2, 4, 5).
8. Carbon cycles from the environment through organisms back to the
environment (BB1 1a, 1c, 1d, 2, 4, 5).
9. Ecosystems can change over time.
Understandings & Knowledge:
Essential Terms:
Abiotic Factors/Biotic Factors Biosphere/Biome
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Carnivore/Herbivore/Omnivore/ Food Web/Food Chain
Decomposer Habitat/Niche
Carrying Capacity/Limiting Factor Keystone Species
Community/Ecosystem Organism/Species/Population
Competition Predation
Ecological Succession Symbiosis/Mutualism/Parasitism/
Emigration/Immigration Commensalism
Extinct/Endangered
Essential Understandings:
1. Carbon found in organisms comes from CO2 in environment.

2. Energy for life comes from the Sun. The energy then flows from
organism to organism but most of the energy is lost to the
environment.
3. Abiotic factors are non-living conditions that can affect organisms.
Biotic factors are living (or once living) organisms that affect other
organisms.
4. Life can be organized beyond organism. It is organized from least
complex too more complex: species, population, community,
ecosystem, and biosphere.
5. Stresses from the environment and other organisms can affect the size
of populations.
6. Ecosystems can change over time and have a predictable pattern.
7. Organisms can have a dramatic role in their environment.
8. Organisms will compete for the same resources.
9. Interrelationships among organisms exist.
Essential Skills:
1. Use field ecology techniques such as sampling and quadrant studies.

2. Interpret food chains, food webs, and trophic levels.
3. Interpret population graphs.
Questions & Connections
Driving Questions:
1. How do the food choices we make affect the environment?

a. How does the non-living world affect the living one?
b. What affects do organisms have on each other?
What misunderstandings are predictable (from Project 2061):
1. Students may not be able to distinguish between abiotic and biotic

factors, as there observation of the living and nonliving are based on
evident observations.
2. High populations of an organism can be explained by a high demand of
the predator to require more of the organism.
3. Organism can adapt their bodies to fit into a certain habitat or may be
able to move to another habitat once their environment has been
changed.
4. Food is substance taken directly from the environment. Food is
required for growth (rather, food provides materials needed for
growth).
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5. The living environment and non-living environment do not share
substances. They are not made of the same elements.
6. Plants absorb their “food” from the soil.
7. When organisms decay they simply rot away into the environment and
end up as dirt.
8. Matter is created and destroyed between organisms rather than
transformed.
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Day One Lesson Plan: Introduction to Ecology:

the Ecology of Twilight
Abstract:
With this lesson plan I intend to introduce the concepts of ecology to
the students. This lesson uses a current pop culture phenomenon to lure the
students into the lesson and make them interested. Students will then reflect
about what they saw using guided questions that will be provided to them.
They will then share their thoughts in groups and then again as a class.
Students will then briefly reflect on the class discussion. Reflections will be
collected to observe students understanding and discover any questions or
misconceptions. Students will also participate in a brief lecture on ecology
and ecological organization. Students will also be given the assignment and
rubric for the unit performance task.
North Carolina Curriculum Alignment
Science 2005
Grade 9-12 – Biology
Goal 1
1.01 Identify biological problems and questions that can be answered
through scientific investigations.
1.03 Formulate and revise scientific explanations and models of
biological phenomena using logic and evidence to:
-Explain observations
-Make inferences and predictions
-Explain the relationship between evidence and explanation.
Goal 5
5.01 Investigate analyze the interrelationships among organism,
populations, communities and ecosystems.
5.02 Analyze the flow of energy and the cycling of matter in the
ecosystem.
5.03 Assess human population and its impact on local ecosystems
and global environments.
Lesson:
Introduction script for teacher to students:
“Just like the Cullens in the Twilight series must chose between
drinking human blood or animal blood, we too must make daily choices when
we decide what foods we eat. Over the next few weeks we will be taking a
closer look at the realm of ecology. We will learn about different locations of
the world, influences of the environment, relationships among organisms,
and ultimately how we, as humans in the natural world, affect our planet.
Some of the issues we discuss may cause you to ask yourself difficult
questions.
So today we are going to watch a few scenes from Twilight. While
watching I want you to play close attention to the natural environment.”
Watch selected scenes of Twilight. These clips will showcase the climate of
Forks, Washington as well as show contrasting images of the Phoenix, Arizona
climate. (Around 15 minutes)
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1st clip: Start time: 0:00
End time: 3:25
2nd clip: Start time: 15:10
End time: 18:40
3rd clip: Start time: 49:35
End time: 50:57
th
4 clip: Start time: 58:50
End time: 1:00:22
5th clip: Start time: 1:09:30
End time: 1:10:50
6th clip: Start time: 1:31:13
End time: 1:32:25
After the students have watched the scenes, have students write a response
in their dialogue journals using the following prompt. While students are
writing, play slide show of images of Arizona and Washington. (Around 25
minutes)
Prompt: When Bella travels from Phoenix, AZ to Forks, WA what do

you notice? Describe Forks. What is different about the natural
environment? What is similar? How do these two locales compare to
where you live? Would you like to visit here, why or why not?
Students will then work in groups to discuss ideas that they had while they
were writing in their dialogue journals, revisiting the guiding questions
presented to them earlier. (Around 20 minutes)
Students will then, as groups, discuss their findings to the class. As the class
discusses the guiding questions write down ideas and questions that students
have. Students will then write a brief reflection about the class discussion,
new discoveries, new questions, etc. During this time the teacher will
facilitate the discussion making sure that by the end students can define
ecology. Collect dialogue journals in order to incorporate and address any
questions or misconceptions that the students have throughout the unit.
Teacher will review each entry in the dialogue journal in order to gauge each
student’s progress and need for differentiation. While teacher reviews the
dialogue journals, they will create of repeating questions and misconceptions
that can be referenced throughout the unit.
(Around 30 minutes)
Likely Student Outcomes:

My hope is for students to be able to describe differences and
similarities of the two biomes that they encounter in the video. Students
should be able to see the obvious climate differences between Arizona,
Washington and North Carolina. After the reflection, group work and guided
discussion students should be able to form the idea that the climate of the
region determines the type of organisms they will encounter. Students
should also note that the climate limits what is available to survive in the
location.
Students should be able to express their ideas about what they have
seen freely and confidently after having a chance to personally reflect on the
questions and working in groups. Specifically students should recognize the
vastly different climates between Arizona and Washington. Arizona is a hot
and dry desert while the Olympic Peninsula is a temperate coniferous
rainforest. Students should also infer that organisms of each environment
are well suited for the climate that they live in.
Background Science Information:
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This lesson mainly focuses on the general ideas of ecology, most
notably how organisms interact with their environment and how the
environment interacts with organisms. The lesson also touches on how
humans specifically affect the environment. This lesson also focuses on the
biomes of the Pacific Northwest and Southwest North American desert.
Desert: Deserts cover about one fifth of the Earth's surface and occur
where rainfall is less than 50 cm/year. Although most deserts, such as the
Sahara of North Africa and the deserts of the southwestern U.S., Mexico, and
Australia, occur at low latitudes, another kind of desert, cold deserts, occur in
the basin and range area of Utah and Nevada and in parts of western Asia.
Desert biomes can be classified according to several characteristics. There
are four major types of deserts:
Hot and Dry: The seasons are generally warm throughout the
year and very hot in the summer. The winters usually bring little
rainfall. Temperatures exhibit daily extremes because the atmosphere
contains little humidity to block the Sun's rays. Desert surfaces receive
a little more than twice the solar radiation received by humid regions
and lose almost twice as much heat at night. Many mean annual
temperatures range from 20-25° C. The extreme maximum ranges
from 43.5-49° C. Minimum temperatures sometimes drop to -18° C.
Rainfall is usually very low and/or concentrated in short bursts
between long rainless periods. Evaporation rates regularly exceed
rainfall rates. Sometimes rain starts falling and evaporates before
reaching the ground. Rainfall is lowest on the Atacama Desert of Chile,
where it averages less than 1.5 cm. Some years are even rainless.
Inland Sahara also receives less than 1.5 cm a year. Rainfall in
American deserts is higher — almost 28 cm a year. Soils are course-
textured, shallow, rocky or gravely with good drainage and have no
subsurface water. They are coarse because there is less chemical
weathering. The finer dust and sand particles are blown elsewhere,
leaving heavier pieces behind.
Forest: Present-day forest biomes, biological communities that are
dominated by trees and other woody vegetation, can be classified according
to numerous characteristics, with seasonality being the most widely used.
Distinct forest types also occur within each of these broad groups. There are
three major types of forests, classed according to latitude:
Temperate: Temperate forests occur in eastern North America,
northeastern Asia, and western and central Europe. Well-defined
seasons with a distinct winter characterize this forest biome. Moderate
climate and a growing season of 140-200 days during 4-6 frost-free
months distinguish temperate forests. Further subdivisions of this
group are determined by seasonal distribution of rainfall:
• temperate coniferous: mild winters, high annual precipitation
(greater than 2000 mm).
• temperate broad-leaved rainforests: mild, frost-free winters, high
precipitation (more than 1500 mm) evenly distributed throughout
the year.
Deforestation is of major concern in both the forests of North Carolina and
Washington. While most old growth forests are gone from North Carolina
more remain in Washington. Forestry is one of the largest components of the
Pacific Northwest economy. In Arizona urban sprawl continues to grow
forcing residents to find more sources of a very limited resource: water. The
Colorado River is the main source of water for residents of Phoenix.
Comparisons can be made to the Columbia River of the Pacific Northwest.
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Day Two Lesson Plan: What Affects a Tree?

Abstract:
Teacher will take students on a walk on the school grounds. Lead
students to a pre-selected tree. Hold a discussion around tree asking
students what affects how the tree grows? On a piece of poster board, start
listing items that the students have said grouping items into biotic factors,
abiotic factors and misconceptions. Hang the poster board with listings and
refer back to it during instruction of biotic and abiotic factors. Once back in
class students will participate in presentation of abiotic and biotic factors.
Science 2005
Goal 1
Goal 5
Lesson:
Teacher will take students to a tree on the campus of the school. Students
will not need any personal items. Materials for this lesson are three poster
flip boards and markers. Have students sit in a circle around the tree so that
they are able to hear and see everyone. The teacher will also be part of the
circle. The teacher will open with the question: What does this tree
experience every day? This should start the discussion. Other questions to
focus the discussion can include but are not limited to: How does the tree
grow? What does the tree need to survive? Does anything live on or in the
tree? Does it matter where the tree is located? Etc. The teacher will then
write answers down on the flip boards. Each flip board will hold a certain
category of words. One flip board will be “abiotic factors”, the second will be
“biotic factors” and the last flip board will be “common misconceptions.”
These boards should not be labeled yet. They should be completely blank
when the discussion begins. Once the boards are filled up or the teacher
deems that enough ideas have been presented. The teacher will than ask
about flip board one: “What do all these ideas have in common?” The
teacher will do the same with the second board. The teacher will guide the
students so that they see the connection for board one is that they are non-
living and that the second board is living. Once students see this the teacher
will then label board one “abiotic” and board two “biotic.” The teacher will
save board three for the presentation in the latter part of class. Students will
than go back to the classroom. (40 minutes)
Once in the classroom, students will view a presentation with a guided note
handout. The presentation will go over biotic and abiotic factors with a focus
on the rocky intertidal (to tie back into one of the biomes from the previous
day’s lesson). (25 minutes)
After the presentation students will then work in pairs on a formative

assessment that will measure the student’s understanding of biotic and
abiotic factors. Teacher will assign pairs and hand out the abiotic and biotic
worksheet. The worksheet comes from the Bay of Plenty Polytechnic and will
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work as a great segue between lesson two and lesson three. Students will
work together in order to complete the assessment and then turn in at the
end of class. The teacher will walk throughout the classroom and gauge the
student’s understanding based on the pairs’ discussions. (25 minutes)
Likely Student Outcomes:

Students should actively participate during the discussion. Examples
of ideas for biotic factors may include: competition from other organisms,
symbiotic relationships, organisms living in or on the tree, etc. Examples of
ideas for abiotic factors may include: sun, water, location of tree, minerals in
soil, wind, weather, etc. Students may have a hard time understanding that
soil is a mixture of both biotic and abiotic factors since it consists of both
organic and inorganic compounds. After the presentation students should
have a better grasp on the information and should be able to complete the
worksheet with minimal help.

Abiotic factors are influences in the environment on an organism that
are inorganic or never living. Biotic factors are influences in the environment
on an organism that are organic or living/once living. An organism’s niche is
influenced by biotic and abiotic factors, doing so the organism plays a
specific role in the environment.
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Day Three Lesson Plan: Does where we live

affect how we live?
Abstract:
Students will watch a video (to be determined either BBC Earth’s Blue
Planet of Planet Earth) that showcases some of the world’s biomes. Through
the use of a presentation, the teacher will introduce the class to concepts of
biomes. The teacher will also showcase how and why organisms live in
certain biomes. After the lecture students will then work individually on the
biome postcard project or can work in pairs on and make a biome rap/song.
Science 2005
Goal 1
1.03 Formulate and revise scientific explanations and models of
biological phenomena using logic and evidence to:
-Explain observations
-Make inferences and predictions
-Explain the relationship between evidence and explanation.
Goal 5
Lesson:
Students will watch BBC Earth production video for 20 minutes. Using
the film Blue Planet: Tidal Seas students will be introduced to various
intertidal biomes of the world’s oceans. Since most students have not
traveled the world and school funds are limited to do so, biomes will be
brought to students. In the video students should pay attention to how
different each location is and how organisms adjust to the tides. (20
minutes)
Start time: 7:50

End time: 27:50
Presentation of biomes will be given to students that will define what a

biome is and go through the major earth biomes as well as other interesting
biomes. Time will be equally divided between aquatic and terrestrial biomes.
(30 minutes)
Students will then use the remainder of the class time to either work
individually on creating a biome postcard or they can choose to work in pairs
in order to create a biome rap/song. Teacher will provide examples of both.
(40 minutes)
To be done outside of class: Students will then be asked to reflect

using knowledge that they received today in class and from reading The
Omnivore’s Dilemma for Kids: the Secret Behind What You Eat. Students can
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expand their reflection to include other topics but the must answer the
following prompt:
What are the consequences of using biomes that foster a great
diversity of life in order to produce food for you or the food you eat? For
example, what do you think happens when rainforests are cleared for
growing soybeans or raising cattle?
Likely Student Outcomes: Students may not understand that climate

affects the living environment in a region. Likely questions may pertain to
why there are so many types of forests or why some biomes seem to overlap.
Students will work on either the Biome Postcard assessment or the Biome
Rap/Song assessment. Each assessment will require knowledge of biomes in
order to be completed correctly. The reflection in the journal will draw
conclusions on how humans have affected the environment. Specifically,
how human agriculture and industry have change the landscapes of biomes.

A biome is a specific geographic area with common organisms and
climatic conditions, defined by specific communities.
Terrestrial Biomes
Forest: Present-day forest biomes, biological communities that are

dominated by trees and other woody vegetation, can be classified according
to numerous characteristics, with seasonality being the most widely used.
Distinct forest types also occur within each of these broad groups. There are
three major types of forests, classed according to latitude:
Tropical: Tropical forests are characterized by the greatest
diversity of species. They occur near the equator, within the area bounded by
latitudes 23.5 degrees N and 23.5 degrees S. One of the major characteristics
of tropical forests is their distinct seasonality: winter is absent, and only two
seasons are present (rainy and dry). The length of daylight is 12 hours and
varies little. Further subdivisions of this group are determined by seasonal
distribution of rainfall:
• evergreen rainforest: no dry season.
• seasonal rainforest: short dry period in a very wet tropical region (the
forest exhibits definite seasonal changes as trees undergo
developmental changes simultaneously, but the general character of
vegetation remains the same as in evergreen rainforests).
• semi evergreen forest: longer dry season (the upper tree story consists
of deciduous trees, while the lower story is still evergreen).
• moist/dry deciduous forest (monsoon): the length of the dry season
increases further as rainfall decreases (all trees are deciduous).
Temperate: Temperate forests occur in eastern North America,
northeastern Asia, and western and central Europe. Well-defined seasons
with a distinct winter characterize this forest biome. Moderate climate and a
growing season of 140-200 days during 4-6 frost-free months distinguish
temperate forests. Further subdivisions of this group are determined by
seasonal distribution of rainfall:
• moist conifer and evergreen broad-leaved forests: wet winters and dry
summers (rainfall is concentrated in the winter months and winters are
relatively mild).
• dry conifer forests: dominate higher elevation zones; low precipitation.
• Mediterranean forests: precipitation is concentrated in winter, less
than 1000 mm per year.
• temperate coniferous: mild winters, high annual precipitation (greater
than 2000 mm).
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• temperate broad-leaved rainforests: mild, frost-free winters, high
precipitation (more than 1500 mm) evenly distributed throughout the
year.
Boreal (Taiga): Boreal forests, or taiga, represent the largest
terrestrial biome. Occurring between 50 and 60 degrees north latitudes,
boreal forests can be found in the broad belt of Eurasia and North America:
two-thirds in Siberia with the rest in Scandinavia, Alaska, and Canada.
Seasons are divided into short, moist, and moderately warm summers and
long, cold, and dry winters. The length of the growing season in boreal forests
is 130 days.
Grassland: Grasslands are characterized as lands dominated by

grasses rather than large shrubs or trees. There are two main divisions of
grasslands:
Tropical (Savannas): Savanna is grassland with scattered
individual trees. Savannas of one sort or another cover almost half the
surface of Africa (about five million square miles, generally central Africa) and
large areas of Australia, South America, and India. Climate is the most
important factor in creating a savanna. Savannas are always found in warm
or hot climates where the annual rainfall is from about 50.8 to 127 cm (20-50
inches) per year. It is crucial that the rainfall is concentrated in six or eight
months of the year, followed by a long period of drought when fires can
occur.
Savanna has both a dry and a rainy season. Seasonal fires play a vital role in
the savanna's biodiversity.
Temperate: Temperate grasslands are characterized as having
grasses as the dominant vegetation. Trees and large shrubs are absent.
Temperatures vary more from summer to winter, and the amount of rainfall is
less in temperate grasslands than in savannas. The major manifestations are
the veldts of South Africa, the puszta of Hungary, the pampas of Argentina
and Uruguay, the steppes of the former Soviet Union, and the plains and
prairies of central North America. Temperate grasslands have hot summers
and cold winters. Rainfall is moderate. The amount of annual rainfall
influences the height of grassland vegetation, with taller grasses in wetter
regions. As in the savanna, seasonal drought and occasional fires are very
important to biodiversity. However, their effects aren't as dramatic in
temperate grasslands as they are in savannas. The soil of the temperate
grasslands is deep and dark, with fertile upper layers. It is nutrient-rich from
the growth and decay of deep, many-branched grass roots. The rotted roots
hold the soil together and provide a food source for living plants. Each
different species of grass grows best in a particular grassland environment
(determined by temperature, rainfall, and soil conditions). The seasonal
drought, occasional fires, and grazing by large mammals all prevent woody
shrubs and trees from invading and becoming established. However, a few
trees, such as cottonwoods, oaks, and willows grow in river valleys, and some
nonwoody plants, specifically a few hundred species of flowers, grow among
the grasses. Precipitation in the temperate grasslands usually occurs in the
late spring and early summer. The annual average is about 50.8 to 88.9 cm
(20-35 inches). The temperature range is very large over the course of the
year. Summer temperatures can be well over 38° C (100 degrees
Fahrenheit), while winter temperatures can be as low as -40° C (-40 degrees
Fahrenheit). Temperate grasslands can be further subdivided. Prairies are
grasslands with tall grasses while steppes are grasslands with short grasses.
Prairie and steppes are somewhat similar but the information given above
pertains specifically to prairies — the following is a specific description of
steppes. Steppes are dry areas of grassland with hot summers and cold
winters. They receive 25.4-50.8 cm (10-20 inches) of rainfall a year. Steppes
17
occur in the interiors of North America and Europe. Plants growing in steppes
are usually greater than 1 foot tall.
Desert: Deserts cover about one fifth of the Earth's surface and occur
where rainfall is less than 50 cm/year. Although most deserts, such as the
Sahara of North Africa and the deserts of the southwestern U.S., Mexico, and
Australia, occur at low latitudes, another kind of desert, cold deserts, occur in
the basin and range area of Utah and Nevada and in parts of western Asia.
Desert biomes can be classified according to several characteristics. There
are four major types of deserts:
Hot and Dry: The seasons are generally warm throughout the
year and very hot in the summer. The winters usually bring little rainfall.
Temperatures exhibit daily extremes because the atmosphere contains little
humidity to block the Sun's rays. Desert surfaces receive a little more than
twice the solar radiation received by humid regions and lose almost twice as
much heat at night. Many mean annual temperatures range from 20-25° C.
The extreme maximum ranges from 43.5-49° C. Minimum temperatures
sometimes drop to -18° C. Rainfall is usually very low and/or concentrated in
short bursts between long rainless periods. Evaporation rates regularly
exceed rainfall rates. Sometimes rain starts falling and evaporates before
reaching the ground. Rainfall is lowest on the Atacama Desert of Chile, where
it averages less than 1.5 cm. Some years are even rainless. Inland Sahara
also receives less than 1.5 cm a year. Rainfall in American deserts is higher
— almost 28 cm a year. Soils are course-textured, shallow, rocky or gravely
with good drainage and have no subsurface water. They are coarse because
there is less chemical weathering. The finer dust and sand particles are blown
elsewhere, leaving heavier pieces behind.
Semiarid: The summers are moderately long and dry, and like
hot deserts, the winters normally bring low concentrations of rainfall.
Summer temperatures usually average between 21-27° C. It normally does
not go above 38° C and evening temperatures are cool, at around 10° C. Cool
nights help both plants and animals by reducing moisture loss from
transpiration, sweating and breathing. Furthermore, condensation of dew
caused by night cooling may equal or exceed the rainfall received by some
deserts. As in the hot desert, rainfall is often very low and/or concentrated.
The average rainfall ranges from 2-4 cm annually. The soil can range from
sandy and fine-textured to loose rock fragments, gravel or sand.
Coastal: The cool winters of coastal deserts are followed by
moderately long, warm summers. The average summer temperature ranges
from 13-24° C; winter temperatures are 5° C or below. The maximum annual
temperature is about 35° C and the minimum is about -4° C. In Chile, the
temperature ranges from -2 to 5° C in July and 21-25° C in January. The
average rainfall measures 8-13 cm in many areas. The maximum annual
precipitation over a long period of years has been 37 cm with a minimum of 5
cm.
The soil is fine-textured with a moderate salt content. It is fairly porous with
good drainage.
Cold: These deserts are characterized by cold winters with
snowfall and high overall rainfall throughout the winter and occasionally over
the summer. They occur in the Antarctic, Greenland and the Nearctic realm.
They have short, moist, and moderately warm summers with fairly long, cold
winters. The mean winter temperature is between -2 to 4° C and the mean
summer temperature is between 21-26° C. The winters receive quite a bit of
snow. The mean annual precipitation ranges from 15-26 cm. Annual
precipitation has reached a maximum of 46 cm and a minimum of 9 cm. The
heaviest rainfall of the spring is usually in April or May. In some areas, rainfall
can be heavy in autumn. The soil is heavy, silty, and salty. It contains alluvial
18
fans where soil is relatively porous and drainage is good so that most of the
salt has been leached out.
Tundra: Extremely cold climate, Low biotic diversity, Simple

vegetation structure, Limitation of drainage, Short season of growth and
reproduction, Energy and nutrients in the form of dead organic material,
Large population oscillations
Arctic: Arctic tundra is located in the northern hemisphere,
encircling the North Pole and extending south to the coniferous forests of the
taiga. The arctic is known for its cold, desert-like conditions. The growing
season ranges from 50 to 60 days. The average winter temperature is -34° C
(-30° F), but the average summer temperature is 3-12° C (37-54° F) which
enables this biome to sustain life. Rainfall may vary in different regions of the
arctic. Yearly precipitation, including melting snow, is 15 to 25 cm (6 to 10
inches). Soil is formed slowly. A layer of permanently frozen subsoil called
permafrost exists, consisting mostly of gravel and finer material. When water
saturates the upper surface, bogs and ponds may form, providing moisture
for plants. There are no deep root systems in the vegetation of the arctic
tundra; however, there are still a wide variety of plants that are able to resist
the cold climate.
Alpine: Alpine tundra is located on mountains throughout the
world at high altitude where trees cannot grow. The growing season is
approximately 180 days. The nighttime temperature is usually below
freezing. Unlike the arctic tundra, the soil in the alpine is well drained.
Aquatic Biomes:
Marine: Marine regions cover about three-fourths of the Earth's

surface and include oceans, coral reefs, and estuaries.
Estuary: Estuaries are areas where freshwater streams or
rivers merge with the ocean. This mixing of waters with such different salt
concentrations creates a very interesting and unique ecosystem.
Coral Reef: Coral reefs are widely distributed in warm shallow
waters. They can be found as barriers along continents (e.g., the Great
Barrier Reef off Australia), fringing islands, and atolls. Naturally, the dominant
organisms in coral reefs are corals. Corals are interesting since they consist
of both algae (zooanthellae) and tissues of animal polyp. Since reef waters
tend to be nutritionally poor, corals obtain nutrients through the algae via
photosynthesis and also by extending tentacles to obtain plankton from the
water.
Ocean: The largest of all the ecosystems, oceans are very large
bodies of water that dominate the Earth's surface. Like ponds and lakes, the
ocean regions are separated into separate zones
Intertidal: The intertidal zone is where the ocean meets
the land — sometimes it is submerged and at other times exposed, as waves
and tides come in and out. Because of this, the communities are constantly
changing. On rocky coasts, the zone is stratified vertically. The intertidal
zone on sandier shores is not as stratified as in the rocky areas. Waves keep
mud and sand constantly moving.
Benthic: The benthic zone is the area below the pelagic
zone, but does not include the very deepest parts of the ocean (see abyssal
zone below). The bottom of the zone consists of sand, slit, and/or dead
organisms. Here temperature decreases as depth increases toward the
abyssal zone, since light cannot penetrate through the deeper water.
Pelagic: The pelagic zone includes those waters further
from the land, basically the open ocean. The pelagic zone is generally cold
though it is hard to give a general temperature range since, just like ponds
19
and lakes, there is thermal stratification with a constant mixing of warm and
cold ocean currents.
Abyssal: The deep ocean is the abyssal zone. The water
in this region is very cold (around 3° C), highly pressured, high in oxygen
content, but low in nutritional content. The abyssal zone supports many
species of invertebrates and fishes. Mid-ocean ridges (spreading zones
between tectonic plates), often with hydrothermal vents, are found in the
abyssal zones along the ocean floors. Chemosynthetic bacteria thrive near
these vents because of the large amounts of hydrogen sulfide and other
minerals they emit. These bacteria are thus the start of the food web as
invertebrates and fishes eat them.
Freshwater: Freshwater is defined as having a low salt concentration

— usually less than 1%.
Ponds & Lakes: Lakes and ponds are divided into three
different “zones” which are usually determined by depth and distance from
the shoreline. The topmost zone near the shore of a lake or pond is the
littoral zone. This zone is the warmest since it is shallow and can absorb more
of the Sun's heat. It sustains a fairly diverse community. The near-surface
open water surrounded by the littoral zone is the limnetic zone. The limnetic
zone is well-lighted (like the littoral zone). The deep-water part of the
lake/pond is the profundal zone. This zone is much colder and denser than
the other two. Little light penetrates all the way through the limnetic zone
into the profundal zone. Temperature varies in ponds and lakes seasonally.
During the summer, the temperature can range from 4° C near the bottom to
22° C at the top. During the winter, the temperature at the bottom can be 4°
C while the top is 0° C (ice). In between the two layers, there is a narrow zone
called the thermocline where the temperature of the water changes rapidly.
During the spring and fall seasons, there is a mixing of the top and bottom
layers, usually due to winds, which results in a uniform water temperature of
around 4° C. This mixing also circulates oxygen throughout the lake. Of
course there are many lakes and ponds that do not freeze during the winter,
thus the top layer would be a little warmer.
Streams & Rivers: These are bodies of flowing water moving
in one direction. Streams and rivers can be found everywhere — they get
their starts at headwaters, which may be springs, snowmelt or even lakes,
and then travel all the way to their mouths, usually another water channel or
the ocean. The characteristics of a river or stream change during the journey
from the source to the mouth. The temperature is cooler at the source than it
is at the mouth. The water is also clearer and has higher oxygen levels.
Towards the middle part of the stream/river, the width increases, as does
species diversity. Toward the mouth of the river/stream, the water becomes
murky from all the sediments that it has picked up upstream, decreasing the
amount of light that can penetrate through the water. Since there is less
light, there is less diversity of flora, and because of the lower oxygen levels,
fish that require less oxygen, such as catfish and carp, can be found.
Wetlands: Wetlands are areas of standing water that support
aquatic plants. Marshes, swamps, and bogs are all considered wetlands.
Wetlands are not just freshwater biomes but can include salt marshes as well.
20
Performance Assessment
For the performance assessment of this unit you will be asked to
incorporate the information you learned in class, The Omnivore’s Dilemma,
and any other outside research that you do into a letter and presentation
project. For this project you will work with your laboratory partner. There are
two final products that you will produce letters (there will be two letters, one
from each of you) and a presentation.
As a pair, your assignment is to write a letter a produce a presentation
that advocates for incorporating local and sustainable foods into our school
lunch program. You may address the letter to any level of authority in the
education system (principal, superintendent, school board, up to the United
Stated Department of Education). You will then summarize the points of your
letter and form a presentation to argue your stance. Each pair must find a
unique way to present their information; some examples include: child
nutrition, obesity, animal welfare, workers’ rights, global warming, food
contamination, nutrient pollution, etc.
The objective of this assessment is to demonstrate your knowledge
and understanding of ecological concepts in the context of a personal
narrative.
Components of letter:
• Must be properly addressed and in MLA format.
• Must be two pages in length.
• Argues for the use of local and sustainable foods in the school lunch
program, through an issue that affects the local community.
• Must support the argument in order to persuade the audience.
• Must have four or more peer-reviewed sources with proper citation
including a bibliography.
• Must include an honor pledge.
Components of presentation:
• Should be between four to six minutes long.
• Should include visual aids (poster board, PowerPoint presentation,
props, etc.) that assist in persuading the audience.
• Should summarize the main points of you letter.
A suggestion for you and your partner; when thinking of an issue that you will
be writing about you should pick issues that match or that closely related.
For example, if one of you chose that you would like to structure your letter
around child nutrition then it may be beneficial for the other person to choose
obesity. Your letters are due on the day of presentations.
21
Performance Assessment Rubric
22
School Food Reform Letter and Presentation
Exemplary Accomplished Developing Beginning
Content Student has Student has Student has Student does
shown a clear shown a clear shown an not show an
60% of grade understanding understanding understanding understanding
of the of the of the of the
assignment. assignment. assignment. assignment.
Student was Student was Student Student fails
able to clearly able to begins to to
demonstrate demonstrate demonstrate demonstrate
the big ideas the big ideas the big ideas the big ideas
of ecology of ecology of ecology. of ecology.
while while
focusing on focusing on
an issue that an issue that
affects the affects the
local local
community. community.
The student
also makes a
connection to
the world in
general.
Persuasiveness Student is Student is Student states Student is not

able to able to state their position. able to state
25% of grade eloquently their position The student their position
state their as well as may not clearly. The
position. support their develop their student fails
Student uses decision with argument to develop
factual factual fully and may their
statements statements lack relevant argument and
from peer- from peer- support. may lack
reviewed reviewed There is no relevant
sources to sources. attempt to use support.
support their Student has a compelling There is no
claim while the or emotional attempt to use
engaging beginnings of story to a compelling
their audience a compelling engage their or emotional
with a story and emotional audience. story to
that is story that may engage their
compelling engage their audience.
and audience.
emotional.
Professionalism Student has Student has Student has Student has

cited four or cited four cited four or not cited any
10% of grade more peer- peer-reviewed less peer- peer-
reviewed sources. reviewed reviewed
*Blatant sources. There is no sources. sources.
evidence of There is no evidence of There is no There is
plagiarism will evidence of plagiarism evidence of evidence of
lead to a failing plagiarism and the plagiarism plagiarism
grade on this and the bibliography and the and the 23
Multiple Choice Questions
From http://kellysbioa.tripod.com/ecolmc.html (1-8)
1. Many individuals of the same species living together in a defined area

form a/an
a . community.
b . genus.
c . population.
d . ecosystem.
e . variety.
2. When two different species overlap in the same biological niche, they are
a . unaffected by one another.
b . dependent on one another.
c . in co-operation with one another.
d . in competition with one another.
e . dependent on different food supplies.
3. Consider the following list of factors:
I dispersal II rainfall III mineral deposits
IV competition V temperature.
Which of the factors listed above are most significant in determining the
fact that belts of vegetation at successively higher altitudes often
correspond to those at successively higher latitudes?
a . I and III
b . III and V
c . II and IV
d . II and V
e . I and V
24
4. Which of the following terms best describes the inter- relationship
between nitrogen-fixing bacteria and the clover in whose roots they live?
a . mutualism
b . commensalism
c . predation
d . parasitism
e . amensalism
5. The progressive series of changes that eventually produce a climax

community on what was once a bare rocky island is an example of
a . primary succession.
b . speciation.
c . secondary succession.
d . evolution.
e . eutrophication.
6. The sequence of energy flow through a food chain is
a . primary consumers- producers- higher order consumers.
b . producers- higher order consumers- primary consumers.
c . higher order consumers- primary consumers- producers.
d . primary consumers- higher order consumers- producers.
e . producers- primary consumers- higher order consumers.
7. In a terrestrial ecosystem, the trophic level that would contain the largest
biomass would be the
a . producers.
b . primary consumers.
c . secondary consumers.
25
d . highest order consumers.
e . decomposers.
8. In the past decade, which of the following has NOT been a major cause of
the increase in the world's population?
a . longer life span
b . lower infant mortality
c . increase in birth rate
d . improved sanitation
e. modern preventative medicine
9. The source of energy for almost all life on Earth is:
a. fungi
b. animals
c. water
d. sunlight
e. soil
10. In an energy pyramid, the bottom level represents:
a. consumers
b. producers
c. scavengers
d. decomposers
e. predators
11. Which of these food chains is in the correct order:
a. sea otter, orca, algae, urchin

b. urchin, orca, sea otter, algae
c. algae, urchin, sea otter, orca
d. algae, orca, urchin, sea otter
e. urchin, sea otter, orca, algae
12. An example of an abiotic factor in the rocky intertidal zone is
a. urchins grazing on algae

b. temperature regulating barnacle stratification
c. predation of urchins by sea otters
d. mussels competing with barnacles for resources
e. predation by crabs
13. Please choose the correct relationship that represents the relationship of
biomass to energy pyramids in a marine environment.
a. biomass is inversely proportional to the energy in a system
b. biomass is directly proportional to the energy in a system
26
c. there is no direct relationship between biomass and energy
14. A population has reached its carrying capacity when:
a. they stop reproducing

b. the population stops growing
c. can’t survive
d. becomes extinct
15. What biome do you live in:
a. tundra
b. temperate deciduous forest
c. temperate coniferous forest
d. taiga
e. chaparral
27
Guided Notes for Presentations
Lesson 2: What influences an organism?
List examples of non-living and living influences that affect the growth of the
tree that we just talked about:
Non-living factors Living factors
Define and give examples:
Biotic factor:
Abiotic factor:
Soil consists of:
28
Describe and draw the rocky intertidal zone:
List examples of each in the rocky

intertidal zone:
• Producers:
• Consumers:
• Predators:
Please identify and draw the zonation of the two barnacles the Connell
studied:
Why was Chthamalus able to keep its territory even though Semibalanus out
competes Chthamalus?
Lesson 3: Does where we live affect how we live?
Biome (definition):
29
There are two main types of biomes terrestrial and aquatic.
For the following biomes briefly describe the biome by describing the location
and climate. Also include examples of organisms that live in these biomes:
Terrestrial:
• Forests
○ Tropical
○ Temperate
○ Taiga
• Grasslands
○ Savannah
○ Prairie
• Deserts
○ Hot and Dry
○ Semi-arid
○ Coastal
○ Cold
• Tundra
○ Arctic
○ Alpine
Aquatic:
• Marine
30
○ Ocean
 Intertidal
 Benthic
 Pelagic
 Abyssal
○ Estuary
○ Coral Reef
• Freshwater
○ Ponds and Lakes
○ Rivers and Streams
○ Wetlands
31
Abiotic/Biotic Worksheet
32
33
34
35
36
Biome Postcard Activity Sheet
OBJECTIVES:
1. Describe key characteristics about a particular biome (climate,
common animals, common plants, natural resources, etc.).
2. Identify where in the world a particular biome is located.
ASSIGNMENT: Create a fabulously colorful, creative, and informative postcard

from anywhere in the world that has your assigned biome!
1. In your postcard, please include the following:

2. Front picture that depicts the scenery of your biome (native plants
and animals, identifiable monuments or land forms, etc.). This can be
drawn by hand and colored in markers, crayons, colored pencils, etc.
OR it can be a collage of cutout images. But
3. It cannot be one large printed image.
4. A stamp that is designed as a symbol representing your biome
5. A letter written in the first person (I, us, we) describing your journey in
a location anywhere in the world that has your assigned biome. In the
letter, you must include the following details:
a. At least 3 types of fauna (animals) and at least three types of
flora (plants) that you see
b. The climate that you are experiencing and how it affects the
living organisms of the biome
c. At least 3 activities that you have done on your trip relating to
the biome
d. The food that you have eaten
e. The place (hotel, campground, chalet, hut, etc.) where you are
staying
6. The address, which includes the name and address of the person you
are sending the postcard to.
7. A return address which is your name and address where you are
staying in the world.
8. The date you wrote the postcard.
9. Present your postcard and information that you have provided
(duration: 2 minutes).
37
Biome Rap/Song Activity Sheet

Objective:
1. Demonstrate understanding of the assigned biome by writing a song or
rap that describes the location and climate of the biome, lists
organisms that may be found and connects how the climate and other
abiotic factors affect the organisms.
Directions:
1. This assignment will require that you work in pairs.
2. As a pair you will write original lyrics for a rap or song that describes
your biome. The song/rap must include:
a. A chorus or hook.
b. Verses that include information about the location and climate of
the biome, organisms that may be found in the biome and
examples of how the climate and other abiotic factors affect the
organisms.
c. The song/rap does not have to include original music. You can
use a preexisting song or rap to build your lyrics onto.
3. Create a music video (skit) to present to the class.
Example:
1. Please refer to the example in the presentation.
38
The Omnivore’s Dilemma Reading Guide
Science 2005
Goal 1
Goal 5
5.02 Analyze the flow of energy and the cycling of matter in the
ecosystem.
Over the course of the next few weeks you will be reading The
Omnivore’s Dilemma: The Secrets behind What You Eat. Written by Michael
Pollan, a New York Times bestselling author, this book reveals the food chain
that you and I eat daily. By looking at the production of four different meals
Pollan takes us on a journey through the history of food production in the
United States.
Reading Schedule:
Week One: Introduction and Part I (p 1 - 107)

Week Two: Part II and Part III (p 108 - 202)
Week Three: Part IV, Afterword, The Omnivore’s Solution and Q & A
with Michael Pollan (p 203 – 298)
Week Four: In class discussion of the book as well as viewing of Food, Inc.
After completing each week’s reading assignment, you will be required

to write a 1 – 2 page reading response in your dialogue journals. Remember
that your dialogue journals are due every Monday at the beginning of class so
make sure that your entry for the previous week is in there. While
responding think about how what you’ve just read has made you think about
the food you eat and the choices that you make. Below you will find guided
questions that you should keep in mind as you read each section. Overall, I
would like you to discuss how reading your book has either changed or
strengthened ideas, opinions or beliefs that you hold. Has reading this book
made you think more about what types of foods you are eating and the
choices you are making?
Guided Questions:
Week One: Introduction and Part I (p 1 - 107)
• What does it mean to be an omnivore?

• What is a food chain?
• Did you realize that so much of what you may be eating comes from
one type of plant?
• Do you think that most of your food would be described as an
“industrial meal?”
• What does Pollan mean when he talks about an omnivore’s dilemma?
• How has the industrial meal become so inexpensive?
39
• After reading about feedlots and CAFOs, how does eating meat from
the industrialized food chain make you feel?
• Do you know family or friends that farm? How do you think the
industrial food chain has affected them?
• What effects on the environment (caused, in part, by the industrial
food chain) do you see in your everyday life?
• Would you alter your diet in order to lessen the stress on the
environment that the industrial food chain is a part of?
Week Two: Part II and Part III (p 108 - 202)
• What do you think is different between an industrial organic farm and a

farm like Polyface Farms?
• Would you rather eat a meal that came from the industrial food chain
or from Polyface Farms? Why or why not?
• Do you think that the industrial food chain or the organic food chain
have differences in how they treat the environment?
• Why do you think it is better for the environment to eat locally and
seasonally?
• Compare and contrast how animals are raised in a CAFOs and how
animals are raised on a sustainable farm like Polyface Farms.
• How did you feel when you found out that most of the major organic
companies are run by the large corporations that historically have run
industrial food chains?
Week Three: Part IV, Afterword, The Omnivore’s Solution and Q & A
with Michael Pollan (p 203 – 298)
• After reading Pollan’s account about animal suffering, did it give you
reservations about eating meat again?
• How did you feel when you read Pollan’s account of his hunting?
• Would it be possible for you to create your own meal from start to
finish?
• Do you think it is better to know where your food comes from?
• Is food reform a personal choice that every person has to make or do
we need leaders in government and business to make changes to the
system?
• Do you know where you can find locally grown food?
• Do you think any real changes will be made to the nation’s food
production system?
• What did you think of Pollan’s tips for eating?
• What would you like to ask Michael Pollan about his experience in
researching and writing this book?
40

Unit 5 Lesson Plans

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Dayson Pasion Unit 5 Lesson Plans

University of North Carolina at Chapel Hill

Introduction and Background

Before the Unit Actually Starts

I recently came across Michael Pollan’s The Omnivore’s Dilemma: the

In this unit, as well as the others that I plan to teach. I want to

Backward Design Learning Plan

Benchmark Goals (from Project 2061):

Curriculum Learning Goals:

Biology Big Ideas

1. Life is dependent on other life and the environment.

Topic-Big Idea Connections

Understandings & Knowledge:

Abiotic Factors/Biotic Factors Biosphere/Biome

1. Carbon found in organisms comes from CO2 in environment.

1. Use field ecology techniques such as sampling and quadrant studies.

Questions & Connections

1. How do the food choices we make affect the environment?

What misunderstandings are predictable (from Project 2061):

1. Students may not be able to distinguish between abiotic and biotic

Day One Lesson Plan: Introduction to Ecology:

North Carolina Curriculum Alignment

Prompt: When Bella travels from Phoenix, AZ to Forks, WA what do

Likely Student Outcomes:

Background Science Information:

Day Two Lesson Plan: What Affects a Tree?

North Carolina Curriculum Alignment

After the presentation students will then work in pairs on a formative

Likely Student Outcomes:

Background Science Information:

Day Three Lesson Plan: Does where we live

North Carolina Curriculum Alignment

Start time: 7:50

Presentation of biomes will be given to students that will define what a

To be done outside of class: Students will then be asked to reflect

Likely Student Outcomes: Students may not understand that climate

Background Science Information:

Forest: Present-day forest biomes, biological communities that are

Grassland: Grasslands are characterized as lands dominated by

Tundra: Extremely cold climate, Low biotic diversity, Simple

Marine: Marine regions cover about three-fourths of the Earth's

Freshwater: Freshwater is defined as having a low salt concentration

Performance Assessment Rubric

Persuasiveness Student is Student is Student states Student is not

Professionalism Student has Student has Student has Student has

1. Many individuals of the same species living together in a defined area

a . unaffected by one another.

b . dependent on one another.

c . in co-operation with one another.

d . in competition with one another.

e . dependent on different food supplies.

3. Consider the following list of factors:

I dispersal II rainfall III mineral deposits

5. The progressive series of changes that eventually produce a climax

6. The sequence of energy flow through a food chain is

a . primary consumers- producers- higher order consumers.

b . producers- higher order consumers- primary consumers.

c . higher order consumers- primary consumers- producers.

d . primary consumers- higher order consumers- producers.