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UNIT COVER PAGE

School District: Bremen Dist. 228 Department: Science Course: Biology

Unit Title: Ecology Grade Levels: 9-10

Topic Areas: Human Impact & Conservation

Time Frame: 2 weeks Date Created: 2/18/2008 Date Modified:

Unit Designer(s): Kris Cardinal, Peg Macabobby, Jane Molek, Chad Robson

Link to National/State Standards 12.11.31

12.11.32

12.11.33

12.11.34

12.11.35

12.11.36

Understand the causes of ecosystem disruptions: changes in climate, human activity, introduction of a

nonnative species, changes in population size, sudden natural disasters.

Know that fluctuations in population size are determined by the relative rates of birth, immigration,

emigration and death.

Know that concentrations of nonbiodegradable (e.g., pesticides) increase as we go up in a particular

food chain (i.e., that the further we go in the direction of consumers whose food is tainted with

pesticide, the more concentrated the levels of the pesticide). Understand that this process is called

biological magnification.

Understand how agricultural run-off and pollution entering groundwater and surface water can affect

drinking water and local wildlife.

Understand that a vital part of an ecosystem is the stability of its producers and decomposers.

Understand the effects upon the population of a species caused by various ecological factors,

particularly (a) the presence of another species with competitive feeding habits, (b) the presence (or

absence) of and number of predators, (c) the abundance or scarcity of food sources.

Summary of Unit Human impact on environment focusing on day to day activities. Photosynthesis and respiration will be

used as a transition to cells.

Resources You Tube – Impact of H2O

Medicine Man

Ishmael

Carbon footprint website

Dirty Jobs – sewer

Great Lakes website – poo-pot maker

Key Words

Composting

Photosynthesis

Respiration

Pollution

Invasive

Biome

Monoculture

Variation

Aerobic

Anaerobic

Bacterial/prokaryote

Deforestation

Mitochondria

Chloroplast

Light/dark rxn


STAGE 1: IDENTIFY DESIRED RESULTS

Enduring Understandings

Students will understand that

all human activity (at the microscopic and macroscopic level) has an impact on the environment.

Essential Questions

What are common misconceptions about human impact on the environment (food choices,

recycling…)?

So what? Why does it matter?

How might knowing that humans have a large environmental footprint help us to change our

behavior/attitude toward the environment?

How would this look from a corporate/political/environmentalist point of view?

How might animals feel about human disregard for their habitat?

How are my views about the environment shaped by my role as a consumer?

Knowledge and Skills

Students will know

Kreb’s cycle & citric acid cycle (Honors only)

water treatment

forest preserve population

human introduced species – ex. wolf, goby

invasive species

economic impact (global warming)

“going green” (recycle)

habitat destruction (effect on populations)

pollution biomagnifications

challenges to conservation

monoculture vs. variation

Students will be able to

understand that all human initiatives are not beneficial to the environment.

recognize the impact of pollutants (water treatment, pesticides, recycling…) on the environment.

identify the different regions of the world and their habitats that are affected by human activity.

communicate the economic impact vs. the environmental impact of human activity.

compare and contrast the viability of a monoculture (i.e., cornfield) vs. a species with variation.

Students will be familiar with


STAGE 2: DETERMINE ACCEPTABLE EVIDENCE

What evidence will show that students understand?

Required Assessments (brief description)

Develop a 4-week eco-friendly lifestyle plan (Application).

Other Assessments (brief description)

Composting lab

Photosynthesis/resp. graphs

Eagle lab (w/rice)

Biomagnification demo

Bacteria lab – staining

- metrics review – estimating size

- population estimate

- exponent/sci notation review


PLAN LEARNING EXPERIENCES AND INSTRUCTION

What sequence of teaching and learning experiences will equip students

to develop and demonstrate the desired understandings?

Learning Activities

W

How will you ensure that all students know where they are headed in the unit, why they are

headed there, and how they will be evaluated?

Discussion of how the size of your ecological footprint affects the environment. Why do

we care? How do we change it?

Introduce performance tasks.

H

How will you hook students at the beginning of the unit?

Show “Dirty Jobs” episode (poo-pot maker).

E

What events will help students experience and explore the big idea and questions in the unit?

How will you equip them with needed skills and knowledge?

List all activities you have done since you have done since you have woken up this

morning. What impact have you made on the environment?

Research and discuss issues concerning human impact on the environment (articles).

R

How will you cause students to reflect and rethink? How will you guide them in rehearsing,

revising, and refining their work?

Reflect on your footprint.

Performance assessment.

E

How will you help students to exhibit and self-evaluate their growing skills, knowledge, and

understanding throughout the unit?

Self-evaluation of product.

Will you continue? How has your actions/attitudes changed?

T

How will you tailor and otherwise personalize the learning plan to optimize the engagement and

effectiveness of ALL students, without compromising the goals of the unit?

Allow choice of performance tasks.

Provide opportunity to work alone/groups.

Appeal to various learning styles (visual, writing, orally).


O

How will you organize and sequence the learning activities to optimize the engagement and

achievement of ALL students?

Hook students with “Dirty Jobs” video clip (or alternative). What have you done today discussion? What is your footprint? How does your footprint affect the natural balance of the world (influence other

organisms)? Natural Balance

- invasive - pollution - deforestation

Research issues on human impact on the environment and discuss. Complete performance task.

Natural recycling/decomposition. Cellular respiration/photosynthesis to cells.

Topics 1. Habitat destruction and formation of preserved areas/endangered species.

“Global warming”

Human activity Natural disaster

2. Invasive species 3. Pollution

Land Water Air

4. Respiration/photosynthesis

Anaerobic vs. aerobic respiration Populations affect rates of respiration

Anaerobic – bacteria (sewers) – single cell prokaryotes Single cells to multi cellular organisms (get into organelles)

*Honors bio students should have an understanding of Kreb’s Cycle & Citric Acid Cycle.


Essential Questions at Topic Level

Use the six facets of understanding to generate possible essential questions for the topic of

your three-circle audit (curricular priorities).

Explanation

Interpretation Application

Empathy

Self-Knowledge

Perspective

(Topic Area)

What are common

misconceptions

about human

impact on the

environment (food

choices,

recycling…)?

How might knowing that humans

have a large environmental

footprint help us to change our

behavior/attitude toward the

environment?

So what? Why

does it matter?

How might animals

feel about human

disregard for their

habitat?

How are my views about the

environment shaped by my role

as a consumer?

How would this

look from a

corporate/political

/environmentalist

point of view?

Human Impact &

Conversation


Student Performance Task

Unit: Human Impact & Conservation Course: Biology

Task: Biology Time Frame: ½ period – once a week (culminating project)

Overarching Understanding:

Students will understand that data can be analyzed to support, contradict, or alter existing

concepts or ideas.

Enduring Understanding:

Students will understand that all human activity (at the microscope and macroscopic level)

has an impact on the environment.

Essential Question:

How might knowing that humans have a large environmental footprint help us to change our

behavior/attitude toward the environment?

Vignette:

Now that you’ve determined, your carbon footprint from the last unit, it’s time to make

some lifestyle changes. Your task is to develop a 4-week plan for you and your family that is more

environmentally friendly. The goal of this plan is to reduce your carbon footprint. This plan must

have at least five (5) lifestyle changes and discuss the following factors: (1) costs involved with

these changes; (2) overall environmental impact; and (3) economic impact (savings).

Standard:

You will be graded on the following scale:

The 4-week plan should highlight the following components:

- indicate 5 or more lifestyle changes

- cost involved with these changes

- overall environmental impact

- economic impact (savings)

In addition the timeline should be:

- computer generated

- creative and neat

- scientifically valid and feasible

- include pictures

- analysis comparing your new footprint to the scrapbook footprint


Performance Task Blueprint

Unit: Human Impact &

Conversation Type: Application

Topic Area: Time Frame: ½ period – once a week

(culminating project)

Goal

The task is to develop a 4-week plan how you would live your life more

“environmentally friendly.”

Role

You are yourself.

Audience

You need to convince your family to make (implement) these changes.

Situation

Your challenge is to decrease your environmental footprint.

Product or

Performance

Create a time-line for a 4-week period incorporating the following

components:

5+ changes

Cost involved/with these changes

Overall environmental impact

Economic impact (savings)

Standards

Your time-line needs to be computer generated, creative, neat,

scientifically valid, feasible, explanation of your plan, pictures, analysis

comparing your new footprint to the footprint in your scrapbook from

the last unit.


Environmental Factors and Photosynthesis Name: ________________________________

Graph One

1. What two factors are being compared?

2. Which has the longer wavelength: red or blue light?

3. Which color cellophane should NOT be used to cover a plant? Why? (Use the

information on the graph to answer this question.)

Graph Two (a)

4. What two factors are being compared?

5. Write an explanation of what the graph is telling us.

Graph Two (b)

6. What are the optimum temperatures for photosynthesis? (Give a 2 to 3 degree range.)

7. Explain why there is a decrease in the rate of photosynthesis above 30°C.

Graph Three (a)

8. Increasing levels of oxygen has what effect on the photosynthesis?

9. True or False. Atmospheric levels of oxygen (20%) promotes the highest rate of

photosynthesis.


Graph Three (b)

10. Which two factors in combination give the highest rates of photosynthesis?

11. Overall, how do high temperatures compared to low temperatures affect the rate of

photosynthesis?

12. Overall, how to high concentration of carbon dioxide compared to low concentration of

carbon dioxide affect the rate of photosynthesis?

13. Why are all four lines the same at the beginning of the graph?

14. Why do all four lines level off?


GRAPH ONE



GR

AP

H T

WO


GR

AP

H T

HR

EE


Documents

UNIT COVER PAGE - Bremen High Schoolil01001099.schoolwires.net/cms/lib6/IL01001099/Centricity/Domain/... · Z:\Biology-Regular\Biology UBD Units\Ecology\Human Impact & Conservation.doc