Ecosystems

Miller & Levine Unit 2: Ecology

Literacy / Driving Question Board Connections

Nonfiction Science Resources

Science Literacy Resources

Graphic Organizers / Thinking Maps

Driving Question Boards

Multilingual Learner Language Expectations

Science Notebooks / Hands On Science

Ecology

Chapters 3 Biosphere & 4 Ecosystems: Students will construct explanations and model how matter and energy flow through ecosystems when they explore the Ecological Pyramids interactivity and the Biogeochemical Cycles interactivity. The Problem-Based Learning activities will prepare students to design a solution to reduce the impacts of human activities.

Chapters 5 Populations & 7 Humans and Global Change: Students will complete activities and labs, such as the Argument-Based Inquiry Lab Estimating Population Size  and the Human Population Growth interactivity, where they will apply analytical concepts to support explanations about factors that affect population sizes and biodiversity. Students working on the Problem-Based Learning activities will explore how an invasive species can affect multiple native populations.

Chapters 6 Communities and Ecosystem Dynamics & 7 Humans and Global Change: Students will complete activities and labs such as the Biodiversity in Ecosystems interactivity, Understanding Global Change interactivity, and the How Does Acid Affect Shells? quick lab, where they evaluate claims and evidence regarding factors that contribute to ecosystem stability and instability. Students working on the Problem-Based Learning activities will design and evaluate solutions to reduce the impact of an invasive species.  

Differentiate Instruction: Before beginning this unit, assess your students' math abilities and Earth science background to determine how you should differentiate instruction.

Unit Standards

What is the NGSS & 3 Dimensional Science Learning and Why is it Important?

Science Practices - Disciplinary Core Ideas - Crosscutting Concepts

Chapters 3 Biosphere & 4 Ecosystems

HS-LS2-3: Matter Cycling and Energy Flow

Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.

Clarification Statement: Emphasis is on conceptual understanding of the role of aerobic and anaerobic respiration in different environments.

Boundary Statement: Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration.

HS-LS2-4: Biomass and Trophic Levels

Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

Clarification Statement: Emphasis is on using a mathematical model of stored energy in biomass to describe the transfer of energy from one trophic level to another and that matter and energy are conserved as matter cycles and energy flows through ecosystems. Emphasis is on atoms and molecules such as carbon, oxygen, hydrogen and nitrogen being conserved as they move through an ecosystem.

Boundary Statement: Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy.

HS-LS2-5: Cycling of Carbon in Ecosystems

Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. (Systems and System Models)

Clarification Statement: Examples of models could include simulations and mathematical models.

Boundary Statement: Assessment does not include the specific chemical steps of photosynthesis and respiration.

HS-ESS2-6: Carbon Cycling in Earth's Systems

Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. (Energy and Matter)

Clarification Statement: Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the foundation for living organisms.

Boundary Statement: none

Chapters 5 Populations & 7 Humans and Global Change

HS-LS2-1: Carrying Capacity of Ecosystems

Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. (Scale, Proportion, and Quantity)

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.

Boundary Statement: Assessment does not include deriving mathematical equations to make comparisons.

HS-LS2-2: Biodiversity and Populations in Ecosystems

Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. (Scale, Proportion, and Quantity)

Clarification Statement: Examples of mathematical representations include finding the average, determining trends, and using graphical comparisons of multiple sets of data.

Boundary Statement: Assessment is limited to provided data.

HS-LS2-7: Human Impact Reduction Solution

Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. (Stability and Change)

Clarification Statement: Examples of human activities can include urbanization, building dams, and dissemination of invasive species.

Boundary Statement: none

HS-ESS3-5: Climate Change and Future Impacts

Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to earth systems. (Stability and Change)

Clarification Statement: Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition).

Boundary Statement: Assessment is limited to one example of a climate change and its associated impacts.

Chapters 6 Communities and Ecosystem Dynamics & 7 Humans and Global Change

HS-LS2-6: Ecosystem Dynamics, Functioning, and Resilience

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.

Clarification Statement: Examples of changes in ecosystem conditions could include modest biological or physical changes, such as moderate hunting or a seasonal flood; and extreme changes, such as volcanic eruption or sea level rise.

Boundary Statement: none

HS-LS4-6: Human Impact on Biodiversity Solution

Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. (Cause and Effect)

Clarification Statement: Emphasis is on designing solutions for a proposed problem related to threatened or endangered species, or to genetic variation of organisms for multiple species.

Boundary Statement: none

HS-ESS3-3: Biodiversity, Natural Resources, and Human Sustainability

Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. (Stability and Change)

Clarification Statement: Examples of factors that affect the management of natural resources include costs of resource extraction and waste management, per-capita consumption, and the development of new technologies. Examples of factors that affect human sustainability include agricultural efficiency, levels of conservation, and urban planning.

Boundary Statement: Assessment for computational simulations is limited to using provided multi-parameter programs or constructing simplified spreadsheet calculations.

HS-ESS3-4: Reducing Human Impact Design Solutions

Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. (Stability and Change)

Clarification Statement: Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).

Boundary Statement: none

HS-ESS3-6: Human Impacts on Earth Systems

Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. (Systems and System Models)

Clarification Statement: Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere. An example of the far-reaching impacts from a human activity is how an increase in atmospheric carbon dioxide results in an increase in photosynthetic biomass on land and an increase in ocean acidification, with resulting impacts on sea organism health and marine populations.

Boundary Statement: Assessment does not include running computational representations but is limited to using the published results of scientific computational models.

Crosscutting Concepts appear throughout this unit in scales that are both micro and macro. Following is an overview of how the major crosscutting concepts for ecology are woven throughout the unit.

Scale, Proportion, and Quantity - Students explore scales in the biosphere by learning about levels of organization in ecosystems. Students also explore the quantitative relationships among organisms within ecosystems. Students investigate the algebraic relationships within the ecological pyramids of energy, biomass, and numbers.

Cause and Effect - Students discover how changes to ecosystems affect organisms at all levels and, in particular, how human activities impact the biosphere.

Systems and System Models - Students explore Earth's global systems and their interrelatedness. They examine Earth's ecosystems and biomes and critique a model of Earth's bio-sphere, developing solutions for its flaws.

Energy and Matter - Both energy and matter flow through ecosystems. Students examine food webs and matter cycles, and they consider how the flow of energy and matter can change over time due to anthropogenic and natural causes.

Stability and Change - Some aspects of the biosphere remain stable for long periods of time, whereas others are in a constant state of flux. Students will consider events that cause change and examine the impact of such change.

Structure and Function - Students explore how the structure of an organ-ism is adapted to optimize its function within the ecosystem.

Anchor Phenomenon

DRIVING QUESTION: How can you reduce the impact of an invasive species on your local ecosystem?

Anchor: Invasives in Your Neighborhood

As students begin the unit, the video prepares them to construct explanations of invasive species and the impact they can have on ecosystems. During the launch of the unit problem, students conduct research and evaluate evidence as they consider invasive species in their own neighborhood or local ecosystem.

Chapter 3& 4 - Students learn about ecosystems and communities, they evaluate how invasive species affect food webs. Students investigate the growth of python populations in the Everglades as they learn about population growth in Chapter 5.

Chapters 5 & 6 - Students also analyze data on specific examples of invasive species and efforts undertaken to control them. Next, as students evaluate the role of humans in the bio-sphere.

Chapter 7 - Students learn about and help design a plan to eliminate this invasive species from the wildlife refuge so that the native leopard frog can be reintroduced. Upon concluding the unit, students acquire the scientific knowledge and data to design, test, and evaluate a solution to the problem of invasive species in their ecosystem. They present their results to the class.

Local Colorado Phenomenon & Career Connections

Local Colorado Phenomena Connections

Exploring local phenomena in Colorado can provide engaging and relevant examples for students studying ecology. Here are a few suggestions:

Rocky Mountain National Park Ecosystems: Study the diverse ecosystems within the park, including alpine tundra, subalpine forests, and montane woodlands. Examine the impact of altitude on plant and animal life.

Bark Beetle Infestation: Investigate the ecological effects of bark beetle infestations on Colorado's forests. Discuss how climate change and forest management practices contribute to the spread and impact of these pests.

Colorado River Basin: Analyze the ecological significance of the Colorado River Basin. Explore topics such as water resource management, habitat conservation, and the impact of human activity on river ecosystems.

Sand Dunes and Wetlands at Great Sand Dunes National Park: Examine the unique ecology of sand dunes and the surrounding wetlands. Discuss the adaptations of organisms living in these extreme environments.

Prairie Dog Towns: Explore the role of prairie dogs in Colorado's grassland ecosystems. Study their impact on soil health, plant diversity, and their role as a keystone species.

These phenomena can provide a rich context for discussing ecological principles and the interconnectedness of natural systems in your biology curriculum.

Using SchoolAI, Gemini, ChatGPT to find local Colorado Phenomena or Career Connections

Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"

Using SchoolAI

1) Navigate to Assistants

2) Select Curriculum Coach

3) Use the prompt above

Additional Phenomena Resources

Career Connections

Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page.

SAVVAS Career Connections

To find career connections in ecology based in Colorado, consider these resources:

Colorado State University (CSU): CSU has a strong ecology program, and their faculty or alumni might provide valuable connections or guest speakers.

University of Colorado Boulder (CU Boulder): Check their Ecology and Evolutionary Biology department for potential collaborations or guest lectures.

Colorado Parks and Wildlife: This state agency offers various programs and might have professionals willing to speak with students or offer insights.

Local Environmental Organizations: Groups like The Nature Conservancy in Colorado or local chapters of the Sierra Club might offer networking opportunities.

Professional Associations: Consider contacting the Ecological Society of America or the Colorado Alliance for Environmental Education for connections.

These resources can help you connect with professionals who might offer real-world insights into the field of ecology for your students.

Explore more Science Career Connections

Hands On, Minds On Connections

Hands-On Labs / Lab Safety

PASCO

The Biosphere
Ecosystems
Populations
Communities and Ecosystem Dynamics
Humans and Global Change

St Vrain Science Center

Simulations

SAVVAS

GIZMOS

Gizmos Miller and Levine Correlated Simulations

Gizmos in Science

Nearpod Lessons / Activities / Videos

LabXchange Lessons / Activities / Videos

School AI Connections

Below is a SchoolAI Space built using the science standards above, created to bring those standards to life. You can use the Space as is or edit it and make it your own.

What are SchoolAI Spaces - School AI spaces are interactive, personalized learning environments where students can engage with artificial intelligence for various academic tasks. These spaces can act as personalized tutors, generate customizable activities, and provide tools like "choose your own adventure" tasks. Teachers can use these spaces to offer support, gather formative assessments, or provide dynamic lessons, while monitoring student progress through a dashboard. Learn More about SchoolAI Spaces

Use School AI Spaces to have students
Interview the Residents of America’s Serengeti

Welcome to your gateway for exploring the vital, yet often overlooked, shortgrass prairie of Southern Colorado. Once a landscape defined by millions of roaming bison and sprawling prairie dog colonies, this "American Serengeti" is now one of the most threatened biomes in North America. This resource page, developed by the Southern Plains Land Trust, invites your students to go beyond the textbook through the lens of Rewilding. By integrating historical ecological data with interactive AI spaces, students can engage in direct "conversations" with keystone species to understand their roles in habitat restoration. Learn More

HS-LS2-3: Matter Cycling and Energy Flow

Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.

HS-LS2-4: Biomass and Trophic Levels

Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

HS-LS2-5: Cycling of Carbon in Ecosystems

Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. (Systems and System Models)

HS-ESS2-6: Carbon Cycling in Earth's Systems

Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. (Energy and Matter)

HS-LS2-1: Carrying Capacity of Ecosystems

Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. (Scale, Proportion, and Quantity)

HS-LS2-2: Biodiversity and Populations in Ecosystems

Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. (Scale, Proportion, and Quantity)

HS-LS2-7: Human Impact Reduction Solution

Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. (Stability and Change)

HS-ESS3-5: Climate Change and Future Impacts

Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to earth systems. (Stability and Change)

HS-LS2-6: Ecosystem Dynamics, Functioning, and Resilience

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.

HS-LS4-6: Human Impact on Biodiversity Solution

Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. (Cause and Effect)

HS-ESS3-3: Biodiversity, Natural Resources, and Human Sustainability

Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. (Stability and Change)

HS-ESS3-4: Reducing Human Impact Design Solutions

Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. (Stability and Change)

HS-ESS3-6: Human Impacts on Earth Systems

Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. (Systems and System Models)

Use School AI Spaces to have students Interview the Residents of America’s Serengeti

Use School AI Spaces to have students
Interview the Residents of America’s Serengeti