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Grade(s): 9-12
Length: one semester
Credit: 0.5
Prerequisites: Teacher recommendation or Biology
Course Overview:
Course Overview:
Alaska Zoology: Fish & Birds explores major Alaskan fish and bird groups. The general anatomy, physiology, and behavioral patterns of the major fish and bird groups found in Alaska are discussed. The course also includes game laws/regulations, and environmental issues including conservation.
Adopted Textbook: “Alaska Wildlife Notebook Series” on the Alaska Department of Fish & Game (ADFG) website - http://www.adfg.alaska.gov/index.cfm?adfg=educators.notebookseries
Adopted Textbook: “Alaska Wildlife Notebook Series” on the Alaska Department of Fish & Game (ADFG) website - http://www.adfg.alaska.gov/index.cfm?adfg=educators.notebookseries
Units
Units
(Recommended Order)
Semester 1:
Semester 1:
Diversity of Organisms and Evolution - Fish
Interdependence - Fish
Local Knowledge - Fish
Diversity of Organisms and Evolution - Birds
Interdependence - Birds
Local Knowledge - Birds
Unit 1: Diversity of Organisms & Evolution - Fish
Unit 1: Diversity of Organisms & Evolution - Fish
Suggested Pacing: 5 weeks
Textbook Chapters/Lessons: ADFG website
Key Objectives:
Key Objectives:
Distinguish the patterns of similarity and diversity in the world of the major fish groups of Alaska.
Identify the major fish groups of Alaska including general anatomy, physiology, and behavioral patterns.
Explain how the diversity of present species through evolution fills all available niches with organisms.
Construct an explanation based on evidence that the process of evolution primarily results from four factors:
The potential for a species to increase in number.
The heritable genetic variation of individuals in a species due to mutation and sexual reproduction.
Competition for limited resources.
The proliferation of those organisms that are better able to survive and reproduce in the environment.
Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
Suggested Activities & Resources:
Suggested Activities & Resources:
Compare pictures of different Alaskan fish groups such as salmon, halibut, pike or trout and devise unique classification schemes.
Standards List: LS3.A: Inheritance of Traits: HS-LS3.1; LS3.B: Variation of Traits: HS-LS3.2; HS-LS3.3; LS4.C: Adaptation: HS-LS4.2; HS-LS4.3; HS-LS4.4; HS-LS4.5
Key Objectives:
Key Objectives:
Know that the living environment of the major Alaskan fish groups consists of individuals, populations, and communities.
Discuss Alaska ecosystems and environmental issues and their relationship and impact on the major Alaskan fish groups.
Evaluate the evidence supporting claims that changes in environmental conditions may result in:
Increases in the number of individuals of some species.
The emergence of new species over time.
The extinction of other species
Suggested Activities & Resources:
Suggested Activities & Resources:
Dissect different Alaskan fish including salmon and halibut.
Go on a field trip to Chena Landing, Ester Dome, and/or Creamer’s Field.
Invite an Alaska Native elder to share in cultural relevance.
Standards List: LS4.C: Adaptation: HS-LS4.2; HS-LS4.3; HS-LS4.4; HS-LS4.5
Key Objectives:
Key Objectives:
Read and review the laws and regulations that govern Alaska game management.
Discuss the economic impact of trapping and hunting of the major fish groups of Alaska.
Discuss the economic impact of trapping and hunting of the major fish groups of Alaska.
Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.
Suggested Activities & Resources:
Suggested Activities & Resources:
Invite a subsistence fisherman to present.
Standards List: LS2.C: Ecosystem Dynamics, Functioning, & Resilience: HS-LS2.6; HS-LS2.7; HS-LS2.8; LS4.D: Biodiversity & Humans: HS-LS4.4; HS-LS4.5; HS-LS4.6
Unit 4: Diversity of Organisms & Evolution - Birds
Unit 4: Diversity of Organisms & Evolution - Birds
Suggested Pacing: 5 weeks
Textbook Chapters/Lessons: ADFG website
Key Objectives:
Key Objectives:
Distinguish the patterns of similarity and diversity in the world of the major bird groups of Alaska.
Identify the major bird groups of Alaska including general anatomy, physiology, and behavioral patterns.
Explain how the diversity of present species through evolution fills all available niches with organisms.
Construct an explanation based on evidence that the process of evolution primarily results from four factors:
The potential for a species to increase in number.
The heritable genetic variation of individuals in a species due to mutation and sexual reproduction.
Competition for limited resources.
The proliferation of those organisms that are better able to survive and reproduce in the environment.
Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
Suggested Activities & Resources:
Suggested Activities & Resources:
Compare pictures of different Alaskan bird groups and devise unique classification schemes.
Standards List: LS3.A: Inheritance of Traits: HS-LS3.1; LS3.B: Variation of Traits: HS-LS3.2; HS-LS3.3; LS4.C: Adaptation: HS-LS4.2; HS-LS4.3; HS-LS4.4; HS-LS4.5
Key Objectives:
Key Objectives:
Know that the living environment of the major Alaskan bird groups consists of individuals, populations, and communities.
Discuss Alaska ecosystems and environmental issues and their relationship and impact on the major Alaskan bird groups.
Evaluate the evidence supporting claims that changes in environmental conditions may result in:
Increases in the number of individuals of some species.
The emergence of new species over time.
The extinction of other species
Suggested Activities & Resources:
Suggested Activities & Resources:
Go on a field trip to Chena Landing, Ester Dome, and/or Creamer’s Field.
Invite an Alaska Native elder to share in cultural relevance.
Standards List: LS4.C: Adaptation: HS-LS4.2; HS-LS4.3; HS-LS4.4; HS-LS4.5
Key Objectives:
Key Objectives:
Read and review the laws and regulations that govern Alaska game management.
Discuss the economic impact of trapping and hunting of the major bird groups of Alaska.
Discuss the economic impact of trapping and hunting of the major bird groups of Alaska.
Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.
Suggested Activities & Resources:
Suggested Activities & Resources:
Invite a local falconer to speak.
Standards List: LS2.C: Ecosystem Dynamics, Functioning, & Resilience: HS-LS2.6; HS-LS2.7; HS-LS2.8; LS4.D: Biodiversity & Humans: HS-LS4.4; HS-LS4.5; HS-LS4.6
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