Ecology and Ecosystems
Environmental Science
Embedded Files
Literacy / Driving Question Board Connections
Nonfiction Science Literacy Resources
Graphic Organizers / Thinking Maps
Driving Question Boards
Multilingual Learner Language Expectations
Ecology and Ecosystems: Overview
Unit 1 introduces students to the core concepts of environmental science and the challenges humans must overcome to achieve sustainability. It presents students with an ecological approach to understanding energy inputs and the biogeochemical cycles and interactions among Earth’s spheres that sustain the planet’s “life support system.”
Chapter 1 teaches the key factors of sustainability and how humans affect the environment.
Chapter 2 discusses the practices of science and engineering, and defines and explains matter, energy, and systems.
Chapter 3 describes Earth’s major spheres and ecosystem components, and the flow of energy and cycling of matter within ecosystems.
Engineering Project 1 explores possible methods to treat contaminated soil.
Unit Standards
What is the NGSS & 3 Dimensional Science Learning and Why is it Important?
Science Practices - Disciplinary Core Ideas - Crosscutting Concepts
HS-ESS3-2: Cost-Benefit Ratio Design Solutions
Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. (Engineering and Technology)
Clarification Statement: Emphasis is on the conservation, recycling, and reuse of resources (such as minerals and metals) where possible, and on minimizing impacts where it is not. Examples include developing best practices for agricultural soil use, mining (for coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). Science knowledge indicates what can happen in natural systems—not what should happen.
Boundary Statement: none
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-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.
Learning Objectives / Career Connections
Chapter 1 The Environment and Sustainability
Chapter 1 sets the stage for providing a realistic vision of how people can change the world for the benefit of humanity and the environment.
A more sustainable future will require that we rely more on energy from the sun and other renewable energy sources, protect biodiversity through the preservation of natural capital, and avoid disrupting Earth’s vitally important nutrient cycles.
A major goal for becoming more sustainable is full-cost pricing—the inclusion of harmful environmental and health costs in the market prices of goods and services.
We must commit ourselves to finding win-win solutions to environmental problems and to leaving the planet’s life-support system in a condition as good as or better than what we now enjoy.
Chapter 2 Science, Matter, Energy, and Systems
The President, estimated to be the second most massive tree on Earth, serves to pique interest in the chemistry of ecosystems.
According to the law of conservation of matter, no atoms are created or destroyed whenever matter undergoes a physical or chemical change. Matter can only change from one state or form to another.
According to the first law of thermodynamics, or the law of conservation of energy, whenever energy is converted from one form to another in a physical or chemical change, no energy is created or destroyed. In other words, you cannot get more energy out than you put in.
According to the second law of thermodynamics, whenever energy is converted from one form to another, the result is less high-quality, usable energy.
Chapter 3 Ecosystem Dynamics
The density and richness of biodiversity in the tropical rain forests of Amazonia provides the backdrop for exploring the dynamic interconnections among organisms and their environment.
Life is sustained by the flow of energy from the sun through the biosphere and the cycling of nutrients within the biosphere.
Some organisms produce the nutrients they need, others survive by consuming other organisms, and still others live on the wastes and remains of organisms while recycling nutrients that are used again by producer organisms.
Human activities are altering the flow of energy and the cycling of nutrients within ecosystems and the biosphere.
Using ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am a high school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example HS-LS1-6)"
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.
Hands On, Minds On Connections
Hands-On Labs / Lab Safety
Ocean First Education - Online Courses
St Vrain Science Center
Simulations
GIZMOS
Nearpod Lessons / Activities / Videos
LabXchange Lessons / Activities / Videos
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