Science
Strand III
Use Scientific Knowledge from the Life Sciences in Real-World Contexts

 

Science/Strand III
Content Standard 5
All students will explain how parts of an ecosystem are related and how they interact; explain how energy is distributed to living things in an ecosystem; investigate and explain how communities of living things change over a period of time; describe how materials cycle through an ecosystem and get reused in the environment; and analyze how humans and the environment interact. (Ecosystems)

 

Science/Strand III/Content Standard 5
High School

 

Science/Strand III/Content Standard 5/High School
Benchmark 1
Describe common ecological relationships between and among species and their environments.

Benchmark Clarification

A population’s size is an indication of the conditions in the environment.

Students will:

  • List biotic and abiotic factors in a given environment
  • Identify and describe the biotic and abiotic factors that impact and influence a specific population’s size
    • Describe possible interactions between two biotic and abiotic factors

Key Concept / Real World Context / Instructional Example / Assessment Example / Resources

 

Science/Strand III/Content Standard 5/High School/Benchmark 1
Key Concept

  • competition
  • territory
  • carrying capacity
  • natural balance
  • population
  • dependence
  • survival
  • biotic factors
  • abiotic factors

 

Science/Strand III/Content Standard 5/High School/Benchmark 1
Real World Context

  • Animals that live in packs or herds and plant colonies:
    • wolves/bison
    • lilies and other bulb plants
    • various forms of algae
    • selected ecosystems

 

Science/Strand III/Content Standard 5/High School/Benchmark 1
Instructional Example

Benchmark Question: What are the common ecological relationships between and among species and their environments?

Focus Question: What are the abiotic and biotic factors within a given habitat?

The teacher will plan a field trip to habitats near the school (parks, school yard, etc.). Students will work in small groups to conduct a field survey of a local habitat. They will organize the collected information into two data tables: Biotic Factors and Abiotic Factors. Information may include types of plants and animals, density of selected plants and animals, soil profile, soil organisms, percent ground cover, available light, and height of community. Each small group will present their data to the class. Each member of the small group will explain how two factors interact

Note: If you can’t go to a habitat, bring the habitat to the classroom through pictures, the web, etc.

Extension: Visit more than one habitat and compare the factors from the different habitats.

Constructing: (SCI.I.1.HS.1), (SCI.I.1.HS.2), (SCI.I.1.HS.3), (SCI.I.1.HS.4).

Reflecting: (SCI.II.1.HS.1), (SCI.II.1.HS.6).

 

Science/Strand III/Content Standard 5/High School/Benchmark 1
Assessment Example

Working with a partner, students will create a two- or three-dimensional model of a habitat. Each pair of students will label ten or more biotic and abiotic factors with numbers. Each pair of students will make a key of all of the numbered biotic and abiotic factors found in their habitat. Each student will choose one abiotic factor and summarize its effects on the biotic factors in the ecosystem in a paragraph. Each student will choose one biotic factor and summarize its effects on the abiotic factors in the ecosystem in a paragraph. Each pair of students will present their model and individual explanations to the class.

(Give students rubric before activity.)

Scoring Rubric

Criteria

Apprentice

Basic

Meets

Exceeds

Construction of habitat model

Constructs a model with fewer than eight accurate components.

Constructs a model with eight to nine accurate components.

Constructs a model with ten accurate components.

Constructs a model with more than ten accurate components or with exceptional quality.

Completeness of model

Creates a key with fewer than eight accurately labeled components.

Creates a key with at least eight to nine accurately labeled components.

Creates a key with at least ten accurately labeled components.

Creates a key with more than ten accurately labeled components.

Accuracy of explanation

Explains correctly zero to one effect for either a biotic or abiotic factor.

Explains correctly one effect for each biotic and abiotic factor.

Explains correctly two effects for each biotic and abiotic factor.

Explains correctly three or more effects for each biotic and abiotic factor.

 

Science/Strand III/Content Standard 5/High School/Benchmark 1
Resources

Webliography.
http://mtn.merit.edu/mcf/SCI.III.5.HS.1.html

Biome climate data.
http://www.climate.org/

British Ecological Society.
http://www.demon.co.uk/bes/

Ecology Current Events.
http://www.ecotopia.com/

Ecology Reference Materials.
http://www.gale.com/

“Project Globe.”
http://www.globe.gov/