WAYNESBORO AREA SCHOOL DISTRICT CURRICULUM BIOLOGY … · waynesboro area school district curriculum ... o bonding ionic, ... waynesboro area school district curriculum – biology

WAYNESBORO AREA SCHOOL DISTRICT CURRICULUM – BIOLOGY 10

COURSE NAME: Biology 10

UNIT: Biology in the 21st Century NO. OF DAYS: 9

KEY LEARNING(S):

UNIT ESSENTIAL QUESTIONS: How do biologists identify and study living things?

STANDARD CONCEPTS Eligible Content & Skills

# OF DAYS

ESSENTIAL QUESTIONS

A = Acquisition ET = Extended Thinking

RESOURCES/ MATERIALS

TIER 2 VOCABULARY

TIER 3 VOCABULARY

BIO.A.1.1.1 Describe the characteristics of life shared by all prokaryotic and eukaryotic

organisms. BIO.A.1.2.2 Describe and interpret relationships between structure and function at various levels of biological organization (i.e., organelles, cells, tissues, organs, organ systems, and multicellular organisms

o Scientific Method

Steps Factors Law vs. Theory Inference

o Characteristics of Life o Levels of organization

(Atom to Organism) o Microscopes

o Chapter 1 Assessment

3 1 2 2 1

How do we know if something is alive? What are the characteristics of science?

What steps do scientists use to solve problems?

Bubble Gum Lab Drawing/Cartoon that explains one of the 7 characteristic of life Level of Organization Table and Pyramid Microscope lab

Adaptation

Cell Development Energy

Experiment Growth

Inference

Observation

Response

Stimulus

Theory

Biodiversity

Biology

Control Group

Dependent Variable

DNA

Experimental Group

Independent Variable

Macromolecule

Metabolism

Molecule Organelle

Peer Review

Scientific Method



UNIT: Chemistry of Life NO. OF DAYS: 21

KEY LEARNING(S):

UNIT ESSENTIAL QUESTIONS: What does chemistry have to do with me?


# OF DAYS

ESSENTIAL QUESTIONS

A = Acquisition ET = Extended

Thinking


TIER 2 VOCABULARY

TIER 3 VOCABULARY

BIO.A.2.1.1 - Describe the unique properties of water and how these properties support life on Earth (e.g., freezing point, high specific heat, cohesion) BIO.A.2.2.1 - Explain how carbon is uniquely suited to form biological macromolecules. BIO.A.2.2.2 - Describe how biological macromolecules form from monomers. BIO.A.2.2.3 - Compare the

o Atomic Structure o Bonding

Ionic, Covalent, Hydrogen

o Water Polarity Freezing Point High Specific Heat Cohesion/Adhesion Insulation by Ice Acid/Base/pH scale

o Carbon Tetravalent Chains, Branches, Rings

o Macromolecules Polymers

Dehydration Synthesis

Condensation Reaction

Hydrolysis

Carbohydrates Lipids Nucleic Acids Proteins Calorimetry

o Enzymes Activation Energy Enzyme/Substrate

Complex Active Site

1 1 2 1 1 3 1 1 2 3 4

How do atoms, elements, and compounds relate? Why do living things need enzymes? What affects an enzyme’s function? What are the unique properties of water that make life possible? What are the unique properties of carbon that make life possible? How do biological macromolecules form from monomers?

Atom drawings worksheet Water Tension Lab Dehydration/hydrolysis role play (students/cards with monomers) Dehydration and Hydrolysis Review worksheet. Chemistry of carbs cut outs Chemistry of fats and proteins cut outs

Buffer Carbohydrates Compound Digestion Energy Mixture Product Protein Solution

“-ase” “-ose” Activation Energy Active Site Amino Acid Chemical Reaction Covalent Bond Disaccharide DNA Enzyme Ion Ionic Bond Isotope Lipid Macromolecule Matter Molecule Monomer Monosaccharide Nucleic Acid Nucleotide Nucleus Pepsin pH Phospholipid Bilayer Polymer Polysaccharide


structure and function of carbohydrates, lipids, proteins, and nucleic acids in organisms. BIO.A.2.3.1 - Describe the role of an enzyme as a catalyst in regulating a specific biochemical reaction. BIO.A.2.3.2 -Explain how factors such as pH, temperature, and concentration levels can affect enzyme function.

Inhibitors

Competitive

Noncompetitive Conformational Change

pH, temperature

optimal

Reading graphs o Chapter 2 assessment

1

Why do living things need carbohydrates, lipids, proteins, and nucleic acids?

Diabetes article French fry article Calorimetry lab Enzyme Characteristics Frayer model Toothpickase lab Jello lab

Reactant RNA Solute Solvent Substrate



UNIT: Cell Structure and Function/Homeostasis NO. OF DAYS: 12

KEY LEARNING(S):

UNIT ESSENTIAL QUESTIONS: Why are cells the basic structure and function of life?


# OF DAYS

ESSENTIAL QUESTIONS


Thinking


TIER 2 VOCABULARY

TIER 3 VOCABULARY

BIO.A.1.2.1 Compare cellular structures and their functions in prokaryotic and eukaryotic cells. BIO.A.1.2.2 Describe and interpret relationships between structure and function at various levels of biological organization (i.e., organelles, cells, tissues, organs, organ systems, and multicellular organisms BIO.A.4.1.1 Describe how the structure of the plasma membrane allows it to function as a regulatory structure and/or

o Prokaryotes vs Eukaryotes o Basic Cell Structure

All Use terms: cell

membrane and plasma membrane

Plasma Membrane o Structure

Proteins, Carbohydrates

Function

Transport o Diffusion o Osmosis o Facilitated Diffusion o Active Transport

Ion Pumps Endocytosis

and Exocytosis

Homeostasis o Review levels of

organization (cell – organism)

o Major organ systems (circulatory, respiratory, integumentary, excretory)

o Thermoregulation o Water Regulation o Oxygen Regulation

1 3 1 4 2

How are prokaryotic and eukaryotic cells similar and different?

How does the structure of the plasma membrane allow it to function?

How are plant and animal cells different?

How are cell organelles important to the function of the cell? How does the structure of the plasma membrane allow it to function?

How do materials move in and out of the cell?

How do organisms

Venn diagram Cell Lab The Plasma

Membrane

Drawings

Dialysis tubing

Egg or raisin lab

Endocytosis and

exocytosis KT

activity

Carbohydrates

Carrier Cell Energy

Mixture

Protein

Response

Solution Stimulus

Cell Theory

Cell Wall Centriole

Chloroplast Chromosome

Cilia

Dependent DNA

Endoplasmic Reticulum

Endosymbiont Theory

Eukaryotic

Flagella

Golgi Lysosome

Metabolism

Mitochondria

Nucleus

Organelle

Plasma Membrane

Prokaryotic

Ribosome

Vacuole Active Transport Cellular Respiration Chloroplast Cilia

Diffusion

Enzyme


protective barrier for a cell. BIO.A.4.1.2 Compare the mechanisms that transport materials across the plasma membrane (i.e., passive transport—diffusion, osmosis, facilitated diffusion; and active transport—pumps, endocytosis, exocytosis). BIO.A.4.1.3 Describe how membrane-bound cellular organelles (e.g., endoplasmic reticulum, Golgi apparatus) facilitate the transport of materials within a cell. BIO.A.4.2.1 Explain how organisms maintain homeostasis (e.g., thermoregulation, water regulation, oxygen regulation).

Chapter 3(+28/32) Assessment

1

maintain homeostasis?

Facilitated Diffusion

Golgi Homeostasis

Hypertonic Solution

Hypotonic Solution

Ion Ion pump

Isotonic Solution

Osmosis



UNIT: Cells and Energy NO. OF DAYS: 8 days

KEY LEARNING(S):

UNIT ESSENTIAL QUESTIONS: How is energy obtained and transferred in the cell and the environment?


# OF DAYS

ESSENTIAL QUESTIONS


Thinking


TIER 2 VOCABULARY

TIER 3 VOCABULARY

BIO. B.4.2.1. – Describe how energy flows through an ecosystem (e.g., food chains, food webs, energy pyramids). BIO.4.2.3. – Describe how matter recycles through an ecosystem (i.e., water cycle, carbon cycle, oxygen cycle, and nitrogen cycle). BIO.A.3.1.1. – Describe the fundamental roles of plastids (e.g., chloroplasts) and mitochondria in energy transformations. BIO.A.3.2.1. – Compare the

o ATP/ADP o Photosynthesis

Autotroph/Producer Heterotroph/Consumer Leaf Structure Chloroplasts/Chlorophyll Stroma/Granum/Thylakoids Equation (formula & words) Light to Chemical Energy

o Cellular Respiration Aerobic vs. Anaerobic Mitochondria/Cytoplasm Cristae ATP synthase Fermentation Equation (formula & words) Chemical (glucose) to Chemical

(ATP) Amount of ATP made

o Compare and contrast photosynthesis and cellular respiration Reactants and products Organisms Organelles Energy Conversion

o Chapter 4 Assessment

1 3 2 1 1

How does energy flow through the ecosystem?

How do nutrients cycle through the ecosystem? How do photosynthesis and cellular respiration relate?

How do autotrophs use energy to make food?

How does the food we eat give us energy?

Venn Diagram Photosynthesis Lab Leaf to Chloroplasts diagram Respiration Lab Venn Diagram

Aerobic Anaerobic Energy Producer Consumer

Autotroph Calvin Cycle Cellular Respiration Chloroplast Heterotroph Kreb’s Cycle Mitochondria Chlorophyll Stroma Granum Thylakoids Cytoplasm Cristae Fermentation Glucose ATP


basic transformation of energy during photosynthesis and cellular respiration. BIO.A.3.2.2. – Describe the role of ATP in biochemical reactions.


UNIT: Cell Growth and Division NO. OF DAYS: 7

KEY LEARNING(S):

UNIT ESSENTIAL QUESTIONS: How do cells grow and reproduce?


# OF DA1YS

ESSENTIAL QUESTIONS A = Acquisition

ET = Extended Thinking


TIER 2 VOCABULARY

TIER 3 VOCABULARY

BIO.B.1.1.1 Describe the events that occur during the cell cycle: interphase, nuclear division (i.e., mitosis or meiosis), cytokinesis BIO.B.1.1.2 Compare the processes and outcomes of mitotic and

Concepts of Chromosomes, DNA, Alleles, Genes

Cell Cycle

Mitosis

Regulation of cell cycle/cancer

Asexual/sexual reproduction

Cell differentiation/stem cells

Chapter 5 assessment

1

2

1

1

1

1

How do cells divide?

Why do cells divide? How does cell division differ between cancer cells and normal cells?

Diagram Cell Cycle and Mitosis Drawings Onion root tip online activity Venn Diagram

Cell Division

Growth

Allele

Anaphase Aster Autosome

Centriole

Chromosome

DNA

Gene

Interphase

Metaphase

Mitosis

Nucleus

Prophase

Telophase


meiotic nuclear divisions.


UNIT: Meiosis and Mendel NO. OF DAYS: 9

KEY LEARNING(S):

UNIT ESSENTIAL QUESTIONS: How is genetic information passed from one generation to the next?


# OF DAYS

ESSENTIAL QUESTIONS


Thinking


TIER 2 VOCABULARY

TIER 3 VOCABULARY

BIO.B.1.1.1 Describe the events that occur during the cell cycle: interphase, nuclear division (i.e., mitosis or meiosis), cytokinesis BIO.B.1.1.2 Compare the processes and outcomes of mitotic and

Meiosis o Nondisjunction o Crossing-Over

Concepts of Chromosomes, DNA, Alleles, Genes

Inheritance of traits (human traits)

Mendel’s Law

Punnett Squares o Dominance/Recessiveness

(monohybrid/dihybrid)


2

1

1 1

3

1

Yarn Activity

Human traits activity

Monohybrid Cross

Dihybrid Cross

Cell Division

Growth Hybrid

N 2N Allele

Anaphase Aster Autosome

Centriole

Chromosome

Crossing Over Diploid

DNA

Gamete Gene

Haploid

Homologous

Interphase


meiotic nuclear divisions. BIO.B.2.1.2 Describe processes that can alter composition or number of chromosomes (i.e., crossing-over, nondisjunction, duplication, translocation, deletion, insertion, and inversion) BIO.B.2.1.1.-

Describe and/or

predict

observed

patterns of

inheritance

(i.e., dominant,

recessive, co-

dominance,

incomplete

dominance,

sex-linked,

polygenic, and

multiple

alleles).

Karyotype

Law of Independent Assortment Law of Segregation

Meiosis

Metaphase

Nondisjunction

Nucleus

Polyploidy

Prophase

Sex Chromosome

Telophase Tetrad

Zygote Genotype Heterozygous Homozygous Nucleus Phenotype



UNIT: Extending Mendelian Genetics NO. OF DAYS: 11

KEY LEARNING(S):

UNIT ESSENTIAL QUESTIONS: How and why do we analyze the patterns of inheritance?


# OF DAYS

ESSENTIAL QUESTIONS


Thinking


TIER 2 VOCABULARY

TIER 3 VOCABULARY

BIO.B.2.1.1.- Describe and/or predict observed patterns of inheritance (i.e., dominant, recessive, co-dominance, incomplete dominance, sex-linked, polygenic, and multiple alleles).

Punnet squares o Incomplete

dominance/Codominance o Polygenic/epistasis o Multiple alleles (blood types) o Sex-linked o x chromosome inactivation o Lorenzo’s Oil(end of year)

Gene linkage/mapping

Pedigrees o Various inheritance

Karyotyping o review


5

1 2

2

1

How can pedigrees be used to analyze human inheritance? How do complex patterns of inheritance defy Mendel’s rules?

Incomplete Dominance and Codominance Punnet squares Polygenic penny lab Blood typing punnet squares Sex-linked punnet square Lorenzo’s Oil Video worksheet Pedigrees Karyotyping Lab

Carrier Cell Hybrid Pedigree

Allele Autosome Chromosome Codominance Diploid DNA Gamete Gene Genotype Haploid Heterozygous Homozygous Incomplete Dominance Nucleus Phenotype Polygenic Polyploidy Sex Chromosome Sex-linked Trait zygote



UNIT: From DNA to Proteins NO. OF DAYS: 10

KEY LEARNING(S):

UNIT ESSENTIAL QUESTIONS: Why is DNA called the “blueprint of life”?


# OF DAYS

ESSENTIAL QUESTIONS

A = Acquisition ET = Extended Thinking


TIER 2 VOCABULARY

TIER 3 VOCABULARY

BIO.B.1.2.2 – Explain the functional relationships between DNA, genes, alleles, and chromosomes and their roles in inheritance BIO.B.1.1.1 – Describe how the process of DNA replication results in the transmission and/or conservation of genetic information BIO.B.2.2.1 – Describe how the processes of transcription and translation are similar in all organisms

o History of DNA o DNA structure o DNA Replication o Transcription

mRNA

codons o Translation

tRNA

anticodons

rRNA

Export of Protein out of the cell

o Organelles o Mutations

DNA Chromosome

o Chapter 8 assessment

1 1 1 2 2 2 1

How did different scientists contribute to the discovery of DNA? Why is DNA called a “twisted ladder”? How do you make more DNA? How are the structures of DNA and RNA similar and different? Why do we need RNA? How does the structure of DNA code for traits? How can genetic mutations influence the expression of traits?

Label and color-code DNA structure Replication, Transcription, Translation, and Mutation practice problems

Adaptation Carrier Division Mutation

Allele Chromosome Crossing Over DNA Homologous Messenger RNA (mRNA) Nucleic Acid Nucleotide Nucleus Organelle Ribosome Endoplasmic Reticulum Golgi Body Vessicle Plasma Membrane Exocytosis RNA Ribosomal RNA (rRNA) Sister Chromatid Transcription Translation Transfer RNA (tRNA)


BIO.B.2.2.2 – Describe the role of ribosomes, endoplasmic reiticulum, Golgi apparatus, and the nucleus in the production of specific types of proteins BIO.B.2.3.1 – Describe how genetic mutations alter the DNA sequence and may or may not affect phenotype (e.g., silent, nonsense, frame-shift) BIO.B.2.1.2 – Describe processes that can alter composition or number of chromosomes (i.e. crossing-over, nondisjunction, duplication, translocation, deletion, insertion, and inversion)



UNIT: Frontiers of Biotechnology NO. OF DAYS:9

KEY LEARNING(S):

UNIT ESSENTIAL QUESTIONS: How is the manipulation of DNA being used by society?


# OF DAYS




TIER 2 VOCABULARY

TIER 3 VOCABULARY

Bio.B.2.4.1 Explain how genetic engineering has impacted the fields of medicine, forensics, and agriculture (e.g., selective breeding, gene splicing, cloning, genetically modified organisms, gene therapy).

Restriction Enzymes o Sticky/Blunt Ends

Gel Electrophoresis o Restriction

Maps o Polymerase

Chain Reactions

DNA Fingerprinting

Cloning

Genetic Engineering (recombinant DNA)

o Transgenic

Genomes / Human Genome Project

o Proteomics

Genetic Screening

Gene Therapy


1 1 1 1 1 1 1 1 1

How can genetic engineering improve human existence? How is genetic engineering done?

DNA case readings DNA fingerprinting activity Cloning article/video

Adaptation

Buffer Cell Compound

Development Energy

Ethics

Experiment Evolution

Extinct Growth

Hybrid

Mutation

Product Protein

Solution

Translation

“-ase” Allele

Biology

Gene

Molecule

Nucleic Acid

Nucleotide

Nucleus

pH

Phenotype

Plasma Membrane

Polymer Prokaryotic

Ribosome

RNA

Messenger RNA) mRNA

Transcription

Translation (tRNA)



UNIT: Principles of Evolution NO. OF DAYS: 6

KEY LEARNING(S):

UNIT ESSENTIAL QUESTIONS: What evidence suggests that species change over time?


# OF DAYS




TIER 2 VOCABULARY

TIER 3 VOCABULARY

BIO.B.3.1.1 – Explain how natural selection can impact allele frequencies of a population. BIO.B.3.1.3 – Explain how genetic mutations may result in genotypic and phenotypic variations within a population. BIO.B.3.2.1 – Interpret evidence supporting the theory of evolution (i.e., fossil, anatomical, physiological, embryological, biochemical, and universal genetic code).

Darwin (history) o Lamarck o Linnaeus

Theory of Natural Selection o Artificial vs.

natural selection o Fitness

Evidence o Fossils o Geography o Embryology o Homologous

structures o Analogous

structures o Vestigial

structures o Biochemical o Genetic Code

Chapter 10 review / assessment

1 2 2 1

How did Darwin contribute to the Theory of Evolution? What evidence suggests that species change over time? How are adaptation and evolution related?

Venn Diagram Graphic Organizer Online activity for structures

Adaptation Era Evolution Extinct Mimicry Mutation Theory

Allele Biodiversity Chromosome Gene Natural Selection Prokaryotic Sedimentation Species



UNIT: The Evolution of Population NO. OF DAYS: 8

KEY LEARNING(S):

UNIT ESSENTIAL QUESTIONS: How have species changed over time?


# OF DAYS




TIER 2 VOCABULARY

TIER 3 VOCABULARY

BIO.B.3.1.1 – Explain how natural selection can impact allele frequencies of a population. BIO.B.3.1.2 – Describe the factors that can contribute to the development of new species (e.g., isolating mechanisms, genetic drift, founder effect, migration). BIO.B.3.1.3 – Explain how genetic mutations may result in genotypic and phenotypic variations within a population.

Genetic Variation o Gene Pool o Allele Frequency o Mutation o Recombination

Speciation o Normal

Distribution o Directional

Selection o Stabilizing

Selection o Disruptive

Selection o Gene Flow o Genetic Drift o Bottleneck Effect o Founder Effect o Sexual Selection o Migration o Isolating

Mechanisms Reproductive Behavioral Geographic Temporal

o Convergent Evolution

o Divergent Evolution

o Coevolution

Extinction

2 4

How are adaptation and evolution related? How can one species become two? How do the different patterns of evolution differ from each other? How has the theory of evolution changed over time?

Peppered Moth Online Simulation Graphic Organizer (directional/ stabilizing / disruptive) Graphic Organizer for Isolating Mechanisms

Adaptation Evolution Extinct Mimicry Mutation

Allele Founder Effect Gene Genetic Drift Natural Selection Prokaryotic Speciation Species


o Background o Mass


1 1

Venn Diagram



UNIT: Principles of Ecology NO. OF DAYS: 8 days

KEY LEARNING(S):

UNIT ESSENTIAL QUESTIONS: What relationships exist between living things and their environment?


# OF DAYS

ESSENTIAL QUESTIONS


Thinking


TIER 2 VOCABULARY

TIER 3 VOCABULARY

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. BIO. B.4.2.1. – Describe how energy flows through an ecosystem (e.g., food chains, food webs, energy pyramids). BIO.4.2.3. – Describe how

Levels of organization (Organisms to Biosphere)

Abiotic and Biotic

Producers/Autotrophs

Consumers/Heterotrophs

Food chains, Food webs, and Pyramids Energy Transfer Trophic Levels

Nutrient Cycles Carbon/Oxygen Nitrogen

o legume/Rhizobium/nodules o eutrophication/nutrient

pollution Phosphorus Water

Chapter 13 Assessment

1

1 1

2

2

1

How do living things rely on abiotic and biotic factors?

What are the levels of organization in the biosphere?

How does energy flow through the ecosystem?

How do nutrients cycle through the ecosystem?

Pyramid of levels worksheet Create and analyze a food web Draw/Label Nutrient cycles

Community Consumer Ecology Energy Nutrient Resource Population Producer

Abiotic Autotroph Biotic Carnivore Detritivore Food Web Herbivore Heterotroph Matter Omnivore Species Trophic Level


matter recycles through an ecosystem (i.e., water cycle, carbon cycle, oxygen cycle, and nitrogen cycle).



UNIT: Interactions in Ecosystems NO. OF DAYS: 9 days

KEY LEARNING(S):

UNIT ESSENTIAL QUESTIONS: What factors cause a population to fluctuate?


# OF DAYS

ESSENTIAL QUESTIONS


Thinking


TIER 2 VOCABULARY

TIER 3 VOCABULARY

BIO.B.4.1.1. – Describe the levels of ecological organization (i.e., organism, population, community, ecosystem, biome, and biosphere). BIO.B.4.2.2. – Describe biotic interactions in an ecosystem (e.g., competition, predation, symbiosis). BIO.B.4.2.4. – Describe how ecosystems change in response to natural and human disturbances (e.g., climate changes, introduction of

Habitats vs. Niche

Communities

Predator/Prey

Symbiotic Relationships

Rhizobium/legumes

Succession

Competition

Population

Density and Distribution

Range of Tolerance

Carrying Capacity

Limiting Factors

Competition

Population Growth

Human population o natality, mortality,

immigration, emigration

Ecological Succession


1 2

3

2 1


How do communities change over time?

How does range of tolerance affect the distribution of organisms?

How do limiting factors affect population size?

Predator/Prey Lab Graphing Activity Foldable

Adaptation Climate Community Competition Dispersion Diversity Ecology Habitat Immigration Limiting Factor Resource Population Succession Tolerance Weather

Abiotic Biodiversity Biotic Carrying Capacity Climax Community Commensalism Demographic Transition Demography Density Density Dependent Density Independent Emigration Habitat Fragmentation Niche Parasitism Photic Predation Primary Succession Secondary Succession Species Symbiosis Tertiary Succession Zero Population


nonnative species, pollution, fires). BIO.B.4.2.5. – Describe the effects of limiting factors on population dynamics and potential species extinction.

Growth



UNIT: Ecology NO. OF DAYS: 7 days

KEY LEARNING(S):

UNIT ESSENTIAL QUESTIONS: Why do organisms live where they do?


# OF DAYS

ESSENTIAL QUESTIONS


Thinking


TIER 2 VOCABULARY

TIER 3 VOCABULARY

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.

Climate Biome/Adaptations

o Tundra o Boreal Forest/Coniferous

Forest/Taiga o Deciduous forest/Temperate

forest o Grasslands/Savannahs o Desert o Rainforest


1 5

1

How do abiotic factors affect the location of biomes?

How do abiotic factors determine the type of ecosystem?

Project – poster, powerpoint, brochures

Adaptation Climate Desert Diversity Ecology Resource Weather

Abiotic Biodiversity Biotic Habitat



UNIT: Human Impact on Ecosystems NO. OF DAYS: 8 days

KEY LEARNING(S):

UNIT ESSENTIAL QUESTIONS: Why is biodiversity so important?


# OF DAYS

ESSENTIAL QUESTIONS


Thinking


TIER 2 VOCABULARY

TIER 3 VOCABULARY

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 effects of limiting factors on population dynamics and potential species extinction.

o Human population Natural resources

o Air quality o Acid Rain o Greenhouse Effect o Climate Change o Global Warming

o Water quality o Biomagnification o Indicator Species

o Threats to Biodiversity o Biodiversity o Nonnative/Introduced Species o Habitat Fragmentation

o Conservation o Chapter 16 Assessment

1

2

1

3

1


How has the human population size changed over time?

How does biodiversity affect the stability of an ecosystem? How do factors threaten biodiversity?

How can we conserve biodiversity?

Venn Diagram Foldable Nonnative species Wanted Poster

Diversity Ecology Resource

Abiotic Biodiversity Biotic Carrying Capacity Introduced Species Nonrenewable Renewable

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WAYNESBORO AREA SCHOOL DISTRICT CURRICULUM BIOLOGY … · waynesboro area school district curriculum ... o bonding ionic, ... waynesboro area school district curriculum – biology