June 2005 Department of Curriculum and Instruction
GREECE CENTRAL SCHOOL DISTRICT
Greece Central School District
2004-2005 BOARD OF EDUCATION
Mr. Gerald D. Phelan ,President
Mr. Kenneth J. Walsh, Vice President
Mr. William Grason, Jr.
Ms. Karen A. Hoffman
Mr. George Hubbard
Mr. Robert L. Mueller
Mr. Eric C. Peterson
Mr. William Russell
Dr. Steven L. Walts
Superintendent of Schools
Dr. Margaret Keller-Cogan
Deputy Superintendent, Division of Student Learning and Accountability
Mr. William DiCicco
Assistant Superintendent, Department of Finance and Support
Mr. Keith Imon
Assistant Superintendent, Department of Communication and Technology
Mr. Keith Johnson
Assistant Superintendent, Department of Human Resources and Staff Relations
Mr. Donald Nadolinski
Superintendent’s Designee, Office of Student Services
Department of Curriculum and Instruction
Dr. Margaret Keller-Cogan
Ms. Cherie Bikowsky
Coordinator, Special Education
Ms. Diane Boni
Coordinator, English Language Arts
Ms. Lisa Buckshaw
Director, Math and Science
Dr. Joan Graham
Coordinator, Program Evaluation
Ms. Anne Granger
Coordinator, Bridges Program
Ms. Deborah Hoeft
Director, Special Education
Ms. Deborah Leh
Director, Career Studies and Occupational Studies
Ms. Jane Lehman-O'Brian
Coordinator, Library and Research
Mr. Tom Mariano
Mr. Christopher Miller
Coordinator, Social Studies
Ms. Ann Mitchell
Director, Professional Development
Ms. Lesli Myers
Coordinator, Student Support and Enrichment
Ms. Melissa Pacelli
Coordinator, Visual Arts
Ms. Kathleen Pagano-Fuller
Director, English Language Arts and Elementary
Ms. Amy Peritsky
Coordinator, Community Education
Ms. Deserie Richmond
TOSA, Special Education
Ms. Janine Sadki
Coordinator, World Languages
Dr. A. Louise Trucks
Director, The Arts
Ms. Bev Ziegler
Director, Physical Education, Health and Wellness
Attributes of an Exemplary Science Program
1. The standards-based science program must ensure equity and excellence for all
2. It is essential that the science program focus on understanding important
relationships, processes, mechanisms, and applications of concepts that connect
mathematics, science and technology.
3. The science program must emphasize a hands-on and minds-on approach to
learning. Experiences must provide students with opportunities to interact with
the natural world in order to construct explanations about their world.
4. The science program must emphasize the skills necessary to allow students to
construct and test their proposed explanations of natural phenomena by using the
conventional techniques and procedures of scientists.
5. The science program must provide students with the opportunity to dialog and
debate current scientific issues related to the course of study.
6. The science program must provide opportunities for students to make connections
between their prior knowledge and past experiences to the new information being
taught. Student learning needs to be built upon prior knowledge.
7. The science program must incorporate laboratory investigations that allow
students to use scientific inquiry to develop explanations of natural phenomena.
These skills must include, but are not limited to, interpreting, analyzing,
evaluating, synthesizing, applying, and creating as learners actively construct their
8. The science program must assess students’ ability to explain, analyze, and
interpret scientific processes and their phenomena and the student performance
data generated by theses assessments must be used to focus instructional
strategies to meet the needs of all students.
9. The science program must be responsive to the demands of the 21st century by
providing learning opportunities for students to apply the knowledge and thinking
skills of mathematics, science and technology to address real- life problems and
make informed decisions.
Plants and animals depend on each other and their physical environment.
Why do we need the ____________________? (Insert the name of a critter that the student dislikes, or use Spotted Owl, or any other endangered
New York State (NYS) Mathematics, Science and Technology (MST) Living Environment Learning Standards 1, 4 and Appendix A
Each student in the class should receive a sign to hang
around their neck which represents an organism within an
ecosystem. One student’s sign should be “sun”. Have
different diameters of rope, twine, yarn, string which will
represent decreasing amounts of energy as you travel up the
food chain. Have the students create a web the represents
energy flow. What happens if there is an introduced species?
What effect does extinction of one organism have on the rest
of the ecosystem? Play out many different scenarios to help
NYS MST PERFORMANCE INDICATORS THAT RELATE TO THE
LIVING ENVIRONMENT CURRICULUM
Students will know and be able to:
MST Standard 4: The Living Environment
Key Idea 6: Plants and animals depend on each other and their physical
The fundamental concept of ecology is that living organisms interact with and are
dependent on their environment and each other. These interactions result in a flow of
energy and a cycling of materials tha t are essential for life.
Competition can occur between members of different species for an ecological niche.
Competition can also occur within species. Competition may be for abiotic
resources, such as space, water, air, and shelter, and for biotic resources such as food
and mates. Students should be familiar with the concept of food chains and webs.
Department of Curriculum and Instruction
Living Environment: Ecology Unit
the students understand how plants and animals depend on
each other and how important preserving diversity of species
is within an ecosystem.
Field trip/ project: Students investigate an environmental
site, including sampling, identification using keys, abiotic &
biotic factors, food webs, etc.
Water sampling project
Ecological relationship activities- to show symbiotic
relationships (gall lab, termite symbiosis lab)
Food Preference of Slugs (CIBT)
Students design their own lab in this investigation. The
different components of a controlled experiment (control,
independent and dependent variables, sample size) are
introduced. How scientists know information regarding an
organism’s niche within an ecosystem is explored.
Kaibab Deer Lab
This lab takes a historic look at the fluctuations within the
Kaibab Deer population. Concepts such as carrying
capacity, predator/prey relationships, limiting factors and
human impact on the environment are all explored.
Diversity in a Drop Lab
In this lab students will explore factors that limit growth of
individuals and populations. Obtain water samples for the
class. Students will use a microscope to locate and draw
organisms found in the water. A dichotomous key could be
Performance Indicator 6.1 Explain factors that limit growth of individuals and
6.1a Energy flows through ecosystems in one direction, typically from the Sun,
through photosynthetic organisms including green plants and algae, to herbivores to
carnivores and decomposers.
6.1b The atoms and molecules on the Earth cycle among the living and nonliving
components of the biosphere. For example, carbon dioxide and water molecules used
in photosynthesis to form energy-rich organic compounds are returned to the
environment when the energy in these compounds is eventually released by cells.
Continual input of energy from sunlight keeps the process going. This concept may
be illustrated with an energy pyramid.
6.1c The chemical elements, such as carbon, hydrogen, nitrogen and oxygen, 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 as heat.
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.
6.1e In any particular environment, the growth and survival of organisms depends on
the physical conditions including light intensity, temperature range, mineral
availability, soil/rock type, and relative acidity (pH).
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
6.1g Relationships between organisms may be negative, neutral, or pos