21St Century Life and Careers s1

HSLS2-1 & HSLS2-2 2016 Prefix NJSLS is omitted

HS-LS2-1: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. [Clarification Statement: Emphasis is on quantitative analysis and comparison of the relationships among interdependent factors including boundaries, resources, climate, and competition. Examples of mathematical comparisons could include graphs, charts, histograms, and population changes gathered from simulations or historical data sets.] [Assessment Boundary: Assessment does not include deriving mathematical equations to make comparisons.]

HS-LS2-2: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. [Clarification Statement: Examples of mathematical representations include finding the average, determining trends, and using graphical comparisons of multiple sets of data.] [Assessment Boundary: Assessment is limited to provided data.] Essential Questions Enduring Understandings Labs, Investigation, and Student Experiences How are organisms The survival of organisms is Lab: dependent on each other? affected by interactions with each(1) Complete virtual lab on population biology- How competition other and their environment, and effects population? http://glencoe.mcgraw- What is a carrying can be altered by human hill.com/sites/dl/free/0078757134/383928/BL_04.html capactity? manipulation. (2) Conduct lab on acid rain and seeds from Miller and Levine Biology La Manual. Use vinegar and water solution and Have Humans reached their Factors can affect diversity on determine the impact on various types of seeds, such as peas, carrying capacity? large or small scales. What affects lettuce, and beans. have humans had on biodiversity? How can you show Modifications (ELLs, Special Education, Gifted and Talented) mathematically factors affecting biodiversity? · Teacher tutoring · Peer tutoring · Cooperative learning groups · Modified assignments · Differentiated instruction · Native language texts and native language to English dictionary · Response to Intervention (RTI) www.help4teachers.com and

1 Cumulative Progress Content Statements www.docstoc.com , (search tiered lesson plan template Indicators · Follow all IEP modifications/504 plan Stability in an ecosystem Model how natural and human- can be disrupted by natural made changes in the environment or human interactions. will affect individual organisms Resources: and the dynamics of populations. Text: (5.3.12.C.2) Holt, Rinehart and Winston: Modern Biology May 13, 2002

21st Century Life and Common Core Standards Essentials of Anatomy & Physiology (4th Edition) Careers Connections Jan 13, 2006 by Frederic H. Martini and Edwin F. Bartholomew 9.3HL.1-.6 ELA/Literacy: RST.9-10.8 RST.11- 9.3ST.1-.6 12.1 RST.11-12.7 RST.11-12.8 WHST.9-12.2 WHST.9-12.5 WHST.9- Campbell Biology (9th Edition) 12.7 Oct 7, 2010 by Jane B. Reece and Lisa A. Urry Mathematics: MP.2 MP.4 HSN.Q.A.1 HSN.Q.A.2 HSN.Q.A.3 HSS-ID.A.1 HSS-IC.A.1 HSS-IC.B.6 Desired Results Students will be able to... 1. Understand that an ecosystem is a community of organisms that interact with one another and with their physical environment by a one-way flow of energy and a cycling of materials. 2. Describe how changes in one ecosystem, (for example, due to a natural disaster or extinction of a species) can have consequences on local ecosystems as well as global ecosystems. 3. Categorize populations of organisms according to the roles (producers, consumers, and decomposers) they play in an ecosystem. 4. Define the following ecological terms: habitat, niche, population, community, symbiotic, competition, predation, HSLS2-1 & HSLS2-2 2016 Prefix NJSLS is omitted parasitism, commensalisms, and mutualism. 5. Be able to distinguish the physical, chemical, geologic and biological features of habitats. 6. Explain how niches help to increase the diversity within an ecosystem and maximize the number of populations that can live in the same habitat. 7. Using models or graphic representations, demonstrate how changes in biotic and abiotic factors affect interactions within an ecosystem. 8. Describe how the biotic and abiotic factors can act as selective pressures on a population and can alter the diversity of the ecosystem over time. 9. Using graphs of population data of a predator and its prey, describe the patterns observed. Explain how the interactions of predator and prey generate these patterns, and predict possible future trends in these populations. 10. Construct and analyze population growth curves to show changes in a species over time. 11. Be able to recognize logistic versus exponential population growth patterns in a graph. 12. Define the term "carrying capacity" and identify the carrying capacity for a population in an ecosystem using graphical representations of population data. 13. Describe how birth rate, death rate, emigration, and immigration contribute to a population’s growth rate 14. Identify limiting factors in an ecosystem and explain why these factors prevent populations from reaching biotic potential. Predict the effects on a population if these limiting factors were removed. 15. Explain why a population reaching unlimited biotic potential can be detrimental to the ecosystem.

3 16. Describe some factors that contribute to species becoming “endangered.” HSLS2-1 & HSLS2-2 2016 Prefix NJSLS is omitted