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Veronica Chua: 10th Grade Biology, Ecology Unit Plan 2022

This document outlines Veronica Chua's 10th grade biology ecology unit plan for 2022. The unit will focus on key concepts like ecosystem dynamics, biotic and abiotic interactions, energy and matter cycling. Students will build and maintain an Eco-Column model to represent aquatic and terrestrial ecosystems. They will study the biotic and abiotic components, energy flow, and matter recycling in ecosystems like the nitrogen, carbon and water cycles. Students will also examine how ecosystems change in response to disturbances and limiting factors. The unit will culminate in a summative assessment where students present on their Eco-Column and the ecological concepts they learned.

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90 views3 pages

Veronica Chua: 10th Grade Biology, Ecology Unit Plan 2022

This document outlines Veronica Chua's 10th grade biology ecology unit plan for 2022. The unit will focus on key concepts like ecosystem dynamics, biotic and abiotic interactions, energy and matter cycling. Students will build and maintain an Eco-Column model to represent aquatic and terrestrial ecosystems. They will study the biotic and abiotic components, energy flow, and matter recycling in ecosystems like the nitrogen, carbon and water cycles. Students will also examine how ecosystems change in response to disturbances and limiting factors. The unit will culminate in a summative assessment where students present on their Eco-Column and the ecological concepts they learned.

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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Veronica Chua: 10th Grade Biology, Ecology Unit Plan 2022

STAGE 1 – DESIRED RESULTS


Unit Title: Ecology

Established Goals:
DCI: LS2.C: Ecosystem Dynamics, Functioning, and Resilience
● A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant
over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem
occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a
very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the
functioning of ecosystems in terms of resources and habitat availability. (HS-LS2-2),(HS-LS2-6)
CCC: Systems and System Models
● Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including
energy, matter, and information flows—within and between systems at different scales. (HS-LS2-5)
SEP: Develop a model based on evidence to illustrate the relationships between systems or components of a system.
(HS-LS2-5)

Understandings: Students will understand that… Essential Questions:


• Ecosystems are maintained and kept stable by a complex • How do the biotic and abiotic components of ecosystems
set of interactions between both biotic and abiotic factors. interact?
Carrying capacity can shift as a result of many factors, such
as the availability of resources, biological or physical
disturbances. Extreme fluctuations could even risk the
ecosystem becoming very different or dysfunctional.

Students will know: Students will be able to:


• ecosystem, nitrogen cycle, carbon cycle, predation, • produce physical models of a multi-level ecosystem
symbiosis

STAGE 2 – ASSESSMENT EVIDENCE


Performance Tasks: Other Evidence:
● Eco-Column ● Unit Test
○ Models drawn in groups ● Formative Assessments (e.g. science journals,
○ Pre-lab, data log, and presentation EdPuzzles, guided notes discussions)

Key Criteria:
● Final presentation (30%)
○ Clearly explains how the Eco-Column works, what components are present in each chamber, and how
matter/energy is cycled. Also describes the process of how the team’s thinking changed over time, how they
maintained the Eco-Column, and any mistakes or obstacles the team faced, etc.
○ Every person in the team has a chance to speak during the presentation. (graded as a group with a
“teamwork” factor included). (30 pts)

● Maintenance of Eco-Column (20%)


○ Students responsibly kept a log of what they did every day.
○ Eco-Column is still visibly thriving by the time students present, or possible reasons why it is not are
explained in the final presentation. (20 pts)

● Planning Model (50%)


○ Contains labels for what belongs in each chamber, biotic vs. abiotic.
○ Contains diagrams of nitrogen, carbon, water, and oxygen cycles occurring within the Eco Column and the
surrounding area.
○ Additions are organized using different colors (e.g. Day 1 is drawn in all blue, Day 5 changes are drawn in
orange). Model is accurately informed by content from class.
1
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Veronica Chua: 10th Grade Biology, Ecology Unit Plan 2022
○ Models are adjusted according to requirements (e.g. “Model must label all biotic and abiotic components of
each chamber.”) (50 pts)

STAGE 3 – LEARNING PLAN


Summary of Learning Activities:

Day 1 (4/25)
● BIO.B.4.1.1 Describe the levels of ecological organization (i.e., organism, population, community, ecosystem,
biome, and biosphere.
● BIO.B.4.1.2 Describe characteristic biotic and abiotic components of aquatic and terrestrial ecosystems.
○ Phenomenon Launch (4/25) - What exists in Philadelphia’s ecosystem? Lantern Flies video
○ Guided Notes
○ Intro activity such Levels of Organization Salt Marsh
■ Student groups will begin cutting out their bottles while others are finishing Salt Marsh activity

Days 2-3 (4/26 - 4/27)


● Part 1 of Eco-Column: Building & Modeling
○ Science Journal: Ask students to draw models of what they think belong in an aquatic chamber vs.
terrestrial chamber
○ Model Pt 1
■ Rubric: must label biotic & abiotic components; what they think defines “aquatic ecosystem” and
“terrestrial ecosystem”
○ Start building EcoColumn according to instructions
■ All students will have the same materials for the ecosystem. Let them do the pre-lab first after
reading through the instructions Ecocolumn Lab - Pre - Lab
Copy of mrs o EcoColumnStudentInstructionswithPictures-1 (2)
■ Give them data log to write down observations and actions
○ If have time at the end of Day 3, do a mini version adapted from this Biome project

Day 4 (4/28)
● BIO.B.4.2.1 Describe how energy flows through an ecosystem (e.g., food chains, food webs, energy
pyramids).
● BIO.B.4.2.2 Describe biotic interactions in an ecosystem (e.g. competition, predation, symbiosis)
○ Science Journal on coral reef ecosystem
○ Guided Notes for introduction to energy flow
○ EdPuzzle on Food Webs & Energy Pyramids to solidify
○ Planet Earth: Jungles Activity

** 4/29 will be used for 4Q Video Project & make ups** → creating aquatic chamber & adding plants into terrestrial chamber

Day 5-6 (5/2 - 5/3)


● BIO.B.4.2.3 Describe how matter recycles through an ecosystem (i.e., water cycle, carbon cycle, oxygen
cycle, and nitrogen cycle.
○ MONDAY: Add fish into EcoColumns
○ Science Journal on Day 5: Philadelphia Ecosystem - food webs & energy pyramids
■ Guided Notes
■ Supplemental Activity
○ Science Journal on Day 6: Modeling Pt. 2, include water, oxygen, phosphorous, nitrogen, carbon cycles
■ More supplemental activities

Day 7 (5/4)
● BIO.B.4.2.4 Describe how ecosystems change in response to natural and human disturbances (e.g., climate
changes, introduction of nonnative species, pollution, fires).
● BIO.B.4.2.5 Describe the effect of limiting factors on population dynamics and potential species extinction.
○ Science Journal: Philadelphia Ecosystem
○ Guided Notes
○ Supplemental Activity

Day 8 (5/5)
● Prepare for summative assessment (Ecology Stations Activity)

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Veronica Chua: 10th Grade Biology, Ecology Unit Plan 2022
● Collaborate with team to figure out how presentation will be done

Day 9 (5/6)
● Summative Assessment (EcoColumn presentation - see rubric above)

3
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

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