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.
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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)

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