Unit Plan

Grade: 11
Unit D: Changes in Living Systems
Shlomo Swan-Azmon

Essential Question: How are ecosystems alike yet different?

Overview.

Grade 11, Science 20, Unit D (changes in living systems) is covered through this unit plan. The
unit covers how energy and matter flow through an ecosystem with a focus of understanding
what factors influence ecosystems and how organisms adapt to such factors. I have chosen to
cover the unit through a project-based compare/contrast analysis of various ecosystems with
the essential question “how are ecosystems alike yet different?” By inviting the students to
investigate ecosystems in this manner we explore the larger concepts of energy and matter flow
(food-webs, biogeochemical cycles, biotic and abiotic factors etc.) which exist in all ecosystems
through student inquiry into ecosystem specific examples. A large portion of the learning will be
student-centred with students exploring ecosystems of their choice and comparing them with
those of other students. Through comparison students will note how species adapt to their
environment (natural selection), how species depend on their habitat, explore the impact of
various ecological relationships on populations of species, and conceptualize the impact
(positive and negative) that science and technology have on the survival of ecosystems and
organisms. The Unit will begin by comparing biotic factors, abiotic factors, energy flow, and
ecological relationships in various ecosystems. Then progress to the cycling of matter through
the biosphere and ecosystems, and succession. Finally, students will compare the composition
of species populations in various ecosystems by identifying evolutionary adaptations, factors
limiting population growth, and natural selection.

Rationale

Unit D of Science 20 explores how matter and energy flow in an ecosystem. The unit is split into
3 parts; first it analyzes ecosystems by investigating the components of local ecosystems and
the impacts of human activity (both positive and negative), second it explores the cycling of
matter and flow of energy through the biosphere and ecosystems, and last it explores species
adaptations to their environment and the factors that limit natural populations and evolutionary
change.

Changes in living systems (Unit D) is relevant to students because ecosystems exist all around
them. I would even argue that cities are ecosystems. Hence, analyzing and understanding the
interconnectedness of life within ecosystems can be an eye-opening experience for students,
developing curiosity, and encouraging critical thinking in regard to the balancing act of economy
and environment. By having the students investigate different animals and ecosystems they get
a wide perspective of how the world interacts together.

Through the design of my essential question, students are encouraged to inquire about the
world around them, compare ecosystems, and note the uniqueness of ecosystems (different
food-chains, adaptations, human threat etc.). The project-based, compare/contrast analysis
throughout the unit is an easy-to-use introduction to higher order thinking, demands critical
thinking, highlights important details (ex: comparing adaptations to different environments), and
reduces confusion between related concepts. The compare/contrast analysis also encourages
class discussion through the presentation of individual research regarding ecosystems.

In setting up a project-based, compare/contrast feel in the classroom I will split the students into
groups and have each group represent a Canadian ecozone and world biome. The students will
have questions at the end of class based on the information we learned that day. The answers
to questions will be formative and guide students to their final project. Through the question’s
students will be encouraged to investigate information on their own and find information that
perks their personal interest. Throughout the unit students will share information about their
animal, and the ecosystem they investigate with other students to get a wider perspective of the
ecosystems around them and the differences between them.

In addition, Individual students will be representing an animal that exists within Canada and use
information about their animal to get XP points for rewards. For example, they can send
information regarding adaptations of their animal, limiting factors to their animal’s population,
and ecological relationships that their animal is a part of. This will encourage students to do
extra work and keep students on task.
Unit Schedule

Mon Tuesday Wed Thursday Friday

Feb Feb 2 Feb 3 Feb 4 Feb 5

1
Introduction. Topic B Topic C

Topic A SLO - D2.3k and D2.4k SLO – D1.4k,

(energy flow and D1.5k (habitat
SLO – D1.1k, 3.5k (Biotic populations) destruction/invasive
and Abiotic factors) species.
Key concepts:
Key concepts: Key concepts:
 Interspecific relationships,
  Intraspecific relationships
Biotic and Abiotic factors
 Predator-prey  Habitat
 Ecosystem, fragmentation
 Habitat,  Symbiotic relationships
 Mutualism  Habitat
 Ecology, destruction
 Population,  Commensalism
 Invasive species
 Community,  Parasitism
 Economy vs
 Biomass,  Producers
Ecology
 Interspecific relationships  Consumers
 Species at risk
 Trophic levels
 Intraspecific relationships.
 1st law of thermodynamics
 Energy pyramid
 Food chain and Food web
 Energy and matter

Feb Feb 9 Feb Feb 11 Feb 12

8 10
Topic D SLO – 3.1, 3.2, and 3.3
(mutation, adaptation,
SLO – D1.2k, D1.3k evolution)
(succession). Begin SLO –
3.6 Key concepts

Key concepts:  Adaptation

 Morphology
 Fossil record
 Primary succession
 Charles Darwin
 Pioneer species
 Theory of evolution
 Climax community
 Jean-Baptiste Lamark
 Aquatic succession
 Homologues structures
 Secondary succession
 Mutation
 Sustainable development
 Natural selection
 Environmental mitigation*
 Artificial selection
 Variation
Quiz
Genes

Topic E
Second period – flex/work
SLO – D2.1k, D2.2k on presentation
 (biogeochemical cycles)

Key concepts:
 Hydrologic cycle
 Biogeochemical cycles
 Carbon cycle
 Oxygen cycle
 Nitrogen cycle
 Human impacts on
biogeochemical cycles

Feb Feb 16 Feb Feb 18 Feb 19

15 17
Students off Students off

Feb Feb 23 Feb Feb 25 Feb 26

22 24
SLO – 3.4, 3.5, 3.6 Flex
(evolution, population
limiting factors, population Unit Exam
growth patterns)

Key concepts
 Exponential Growth
 Births, immigration,
deaths, emigration.
 Carrying capacity
 Population explosions and
crashes
 Gradual evolution
 Punctuated evolution.
 Population limiting factors:
availability of food, water,
habitat, mate and space.

Second period –
Review/presentation
 Desired Results
General Outcomes (in full):
1) Students will analyze ecosystems and ecological succession in the local area and describe the
relationships and interactions among subsystems and components.
2) Students will analyze and investigate the cycling of matter and flow of energy through the
biosphere and ecosystems as well as the interrelationship of society and the environment.
3) Students will analyze and describe the adaptation of organisms to their environments, factors
limiting natural populations, and evolutionary change in an ecological context.

Understandings: Essential Questions:

Big picture/ideas after you have unpacked These address more specifically how you will
the outcomes achieve the big picture/ideas
• Abiotic and biotic factors • How do abiotic and biotic factors interact
• Succession together?
• Human impacts on ecosystem stability • How do abiotic and biotic factors shape an
• Nitrogen cycle ecosystem?
• Carbon cycle • How does succession change an ecosystem?
• Oxygen cycle • How do humans impact ecosystems (positively
• Human impacts on biogeochemical and negatively)?
cycles. • How do humans impact biogeochemical
• Trophic levels systems?
• Mutation • How does nitrogen, carbon, and oxygen
• Adaptation impact ecosystems?
• Factors that impact species population • How do trophic levels transfer energy in an
ecosystem?
• Human population vs Other organisms
• How do balanced ecosystems maintain a flow
• Food web
of materials and energy?
• How can we visualize the structure of an
ecosystem?
• How can we visualize the transfer of energy
and matter within an ecosystem?
• How are mutations and evolution related?
• How have organisms adapted to different
environments and ecosystems?
• Why do organisms adapt to their environment?
• Why is ecosystem stability important?
• What factors affect species’ populations and
diversity.
• How does human population growth differ from
other species?
• What are the consequences of human
population growth?
• What are the consequences of science and
 technology on ecosystem stability?

Specific Knowledge SLO’s

Specific Knowledge SLO questions.
• Local ecosystems (aquatic and
terrestrial) and how abiotic and biotic • What are characteristics of an ecosystem?
factors affect life, interactions, and • How do ecosystems change over time?
population size. Unit D, chapter 1.1, • How do humans impact the ability of an
1.2 ecosystem to function?
• Primary succession vs secondary • What can we learn from environmental
succession. Unit D, chapter 2.1 and strategies that have gone wrong?
2.2 • How do large scale events impact and change
• Human impacts on ecosystems ecosystems?
including habitat destruction and • How do ecosystems change throughout time?
introducing new species. Unit D,
chapter 1.1- runoff, chapter 1.6 –
habitat fragmentation, destruction, and
invasive species
• The complex nature of interactions
between science and society in regard
to environmental management and the
consequences (intended and
unintended) of implementing such
management strategies. Unit D,
chapter 1.6

• The biogeochemical cycles of nitrogen,

carbon, oxygen, and water, and their
interconnectedness. Unit D, chapter • How does matter cycle?
1.5 • How does energy flow through the biosphere?
• Artificial and natural factors that affect • How can we graphically present the roles of
the biogeochemical cycles. Unit D different organisms? (Trophic levels)
chapter 1.5 • What are the implications of understanding
• Flow of energy in an ecosystem. Unit biogeochemical cycles in terms of protecting
D, chapter 1.3 the environment?
• What are trophic levels, what factors • What are artificial and natural factors that
affect the levels and how can we affect the biogeochemical cycles?
describe them (pyramids of numbers, • What parts make up a food web?
biomass, or energy). Unit D, chapter
1.3
• Impact of science technology on the
environment and humans (needs and
wants). Unit D throughout (chapter
1.6)
• Mutation and sexual reproduction
impact on variations in species and
populations. Unit D, chapter 2.4 and
2.5
• Adaptations of species over time in
regard to populations. Unit D, chapter
2.4 and 2.5
• Evidence of natural selection.
• Gradual evolution and punctuated
equilibrium. Unit D, chapter 2.3
• Factors that impact populations size
(competition, waste, space etc.)
• Human population growth vs other
species. Unit D, chapter 2.3
• Developing theories through
hypothesis (theories of evolution). Unit
D, chapter 2.5
Specific Outcomes: See Programs of
studies.
 20–D1.1k (investigate and analyze
an aquatic or a terrestrial local
ecosystem, distinguish between
biotic and abiotic factors, describe
how these factors affect population
size and • infer the abiotic effects
on life; e.g., light, nutrients, water,
temperature • infer biotic
interactions; e.g., predator-prey
relationships, competition,
symbiotic relationships • infer the
influence of biota on the local
environment; e.g., microclimates,
soil, nutrients
 20–D1.2k describe the key stages
of primary succession in a specific
ecosystem and the nature of its
climax community; e.g., spruce
bog, sand dune, pond, prairie
• How do populations of organisms change over
time?
• How do animals respond to natural and human
interventions?
• What are concepts that explain how organisms
adapt to their environment?
• Do populations of organisms change
gradually, suddenly, or both?
• How do human populations differ from other
organism population in their ability to grow in
number?
• What factors (biotic and abiotic) impact the
success of a species over time.
• What is natural selection and how has it
impacted our world today?
Prior understandings...
 Grade 7 Science, Unit A: Interactions and
ecosystems. Eg. Interactions and
interdependencies, environmental impacts,
producers, consumers, decomposers,
nutrient cycles and energy flow, species
distributions, succession, environmental
management.
 Grade 9 Science, Unit A: Biological
Diversity. Eg: biological diversity, species,
diversity within species, habitat diversity,
population, sexual reprotduction,
inheritance, natural selection.
 Science 10, Unit D: Energy Flow in Global
Systems. Eg: Solar radiation budget,
climate zones, transfer of thermal energy
by the hydrosphere and the atmosphere,
hydrologic cycle, relationship between
biomes, solar energy, and climate, human
 activity and climate change.
 20–D1.3k differentiate between
primary and secondary succession
in a specific aquatic and a specific
terrestrial ecosystem, e.g., pond,
Where does this lead?
river, lake, forest, parkland, and
compare natural and artificial
means to initiate secondary  Science 30, Unit A: Living Systems
succession in an ecosystem, e.g., Respond to Their Environment. Eg:
reforestation or regrowth after a chromosomal behaviour, principles of
forest fire, flood or other natural Menedlian genetics, mutations.
disaster, strip mining, clearcutting,
controlled burns by some
Aboriginal groups promoting
grassland biome regeneration

 20–D1.4k describe the potential

impact of habitat destruction on an
ecosystem

 20–D1.5k describe the effects of

introducing a new species into, or
largely removing an established
species from, an environment;
e.g., zebra mussel, carp and the
Eurasian milfoil in Canada’s lakes,
purple loosestrife in Alberta, the
horse or the buffalo in the plains
region of Alberta

 20–D2.1k outline the

biogeochemical cycles of nitrogen,
carbon, oxygen and water and, in
general terms, describe their
interconnectedness, building on
knowledge of the hydrologic cycle
from Science 10, Unit D.

 20–D2.2k describe artificial and

natural factors that affect the
biogeochemical cycles:
o Nitrogen cycle; e.g., automobile,
agricultural and industrial
contributions to NOx combining
with water to produce nitric acid,
nitrogen in manure and fertilizers
o Carbon cycle; e.g., emissions of
carbon oxides from extraction,
distribution and combustion of
fossil fuels, releases associated
 with deforestation and cement
industries
o Water cycle; e.g., extraction of
ground water, dams for hydro-
electricity and irrigation

 20–D2.3k analyze and describe

how energy flows in an ecosystem,
using the concepts of conservation
of energy (second law of
thermodynamics); energy input
and output through trophic levels,
food webs, chains and pyramids;
and specific examples of
autotrophs and heterotrophs

 20–D2.4k explain why population

size and biomass are both directly
related to the trophic level of the
species and explain how trophic
levels can be described in terms of
pyramids of numbers, biomass or
energy.

 20–D3.1k describe mutation as the

principal cause for variation of
genes in species and populations,
identify the role of sexual
reproduction in generating
variability among individuals and
describe the forces that drive
evolution

 20–D3.2k describe the adaptation

of species over time due to
variation in a population,
population size and environmental
change; e.g., bacterial resistance
to antibiotics, giraffe neck length,
gazelle speed

 20–D3.3k describe evidence for

evolution by natural selection; e.g.,
fossils, biogeography, embryology,
homologous and vestigial
structures, biochemical research

 20–D3.4k compare gradual

 evolution with punctuated
equilibrium

 20–D3.5k describe how factors

including space, accumulation of
wastes (e.g., salinization of soil),
competition, technological
innovations, irrigation practices
(e.g., Hohokam farmers) and the
availability of food impact the size
of populations

 20–D3.6k compare the growth

pattern of the human population to
that of other species.
Assessment Breakdown

Learnin Assessment Breakdown

g
Outcom Title Ecosyste Canadian Group Unit Exam Quiz Biogeoche Gizmo Weighing
es m Wildlife conversati mical cycle Lab
(ecozone Avatar ons worksheets Of Unit
or And
National &
Park)
project Ecosystem Workshe
Journey ets

Type Summati Formative Formative Summative Summativ Formative Summati Each

(formative/sum ve and e ve – Unit’s
mative) formative Food assignmen
Chain ts and
quizzes =
Weighting 5% 7.5% 4% 1% 10% x 4

(17.5% for entire Unit Finals

unit) = 7.5% x 4

Final
Exam =
40%

General outcome 1: Students x x x x x (except x

will analyze ecosystems and successio
ecological succession in the n)
local area and describe the
relationships and interactions
among subsystems and
components.

General outcome 2: Students x x x x x x x

will analyze and investigate the
cycling of matter and flow of
energy through the biosphere
and ecosystems as well as the
interrelationship of society and
the environment.

General outcome 3: Students x x x x x

will analyze and describe the
adaptation of organisms to their
environments, factors limiting
natural populations, and
evolutionary change in an
ecological context.
Class SLO Topic and Key Key terms Resources Materials Activities and assigned Work Assessm
Questions ent for,
Date of, as.

Period

Class 1 Introduction • Skittles ice breaker Of

Period1 Get to know •Course outline

students
Feb 2
Course outline
1 hour and
5 minutes

Class 2 1.1 Topic: Biotic *Biotic factor Biomes See seed Kahoot – where are you at? For
and and abiotic *Abiotic https://www.nat germination
Feb 2 3.5 factors of an Factors ionalgeographi quicklab in Powerpoint
ecosystem *Ecosystems c.org/encyclope science 20
Period 2 *Habitat dia/ecosystem/ text. •Ecosystems
*Ecology
1 hour 40 EQ: How do *Population Biotic and •Biotic and abiotic factors,
minutes abiotic and *Community abiotic factors habitat, human activities that
biotic factors *Biomass -https://sciencin Insect impact biotic factors, water.
(possibly contribute to *Interspecific g.com/abiotic- collection.
add class the health of competition biotic-factors- •Population, community,
2 and 3) an *Intraspecific ecosystems- biomass, interspecific
competition 7146052.html competition, intraspecific
ecosystem?
competition.
*Autotroph Science 20 text
••Mostly and Presentation and sharing of
review. heterotroph insect collection boxes from
AAFC.

Assign groups biomes.

Find…
 •A population.

•A community

•A habitat.

•Biotic factors

•A predator-prey relationship

•Coolest animal

Share what you found.

Sponge – Mantis shrimp (My

new favorite animal)

Class 3 2.3 Topic: *Predator-prey Parasitism - •Paper clips Presentation As, for
Ecological https://www.yo and 3 cups
Feb 4 relationships *Symbiotic utube.com/watc •Animal relationships
relationships h?
Period 1 *Mutualism v=XuKjBIBBAL •Roles of organisms in
EQ: How do ecosystems.
*Commensalis 8
1 hour and ecological m
5 minutes relationships *Parasitism Mutualism - •Paper clip game or food
sustain *Producers Waterton chain demo on Gizmo.
species life? *Consumers nutcracker +
*Predators white bark pine •Grizzly bear forever
 activity/discussion
Commensalism
]-
https://www.nat
ureconservanc
y.ca/en/blog/ar Research questions
chive/unlikely-
animal- *Find 1 ecological
pairings-2.html relationship in your biome for
each of the following:
Grizzly Bear mutualism, commensalism,
forever - parasitism, and predator-
https://www.ab prey, intraspecific
cee.org/sites/d competition, and interspecific
efault/files/Griz competition.
zly%20Bears
%20Forever *Name at least one species
%20Grades from your ecosystem per
%2010- each trophic level? And state
12_0.pdf whether it is a herbivore,
carnivore, omnivore,
scavenger, decomposer, or
something else entirely

Class 4 2.4 Topic: Food *Trophic levels Food chain •Present Presentation – trophic levels, As/of
web and activity - students with energy pyramid, food chain,
Trophic levels *Energy https://www.bioi an animal for food web etc.
pyramid nteractive.org/s bonus marks
*Food Chain ites/default/files Demo Gizmo activity - trophic
EQ: How does
*Food web /Food-Chains- •Paper clips levels
Feb 4 energy cycle *Energy Educator.pdf and 3 cups
in a food web? *Matter – use trophic levels activity
Period 2 *2nd law of https://www.bioi instead of food chain activity
thermodynami nteractive.org/s if online teaching –
1 hour and cs ites/default/files
40 minutes /DarienFoodWe
b-StudentHO-
act.pdf
 Research questions

•Create an energy pyramid

and name at least 2 species
from your ecosystem per
each trophic level? State
whether the animal is a
herbivore, carnivore,
omnivore, scavenger,
decomposer, or something
else entirely (include trophic
level names such as primary
producer etc).

•Find the coolest animal you

can find and make a food
web with at least 5 other
species.

Class 5 Topic: Human *Habitat Knapweed **Possibly Personal stories with as/for
1.4 impacts on fragmentation invasive computers** presentation
Feb 5 and ecosystems. *Habitat species -
1.5 destruction https://globalne •Speak to dung beetles
Period 1 *Economy vs ws.ca/news/36 research (ivermectin)
How do
Ecology 16116/environ
2 hours humans *Species at mentalists-and- •Timothy grass, Kentucky
impact the risk volunteers- blue grass (invasive)
ability of an *Invasive tackle-invasive-
ecosystem to species plants-in- •Habitat fragmentation,
function? lethbridge-river- invasive species etc.
valley/

Southern Cod -
https://www.yo Research questions.
utube.com/watc
h?v=- Find 2 species that are at risk
 3h4Xt9No9o in your biome. Explain why?

Murder hornets
- •Find 2 species that are
https://www.yo invasive within your biome.
utube.com/watc Why are they invasive? What
h? adaptations do they have?
v=s0HUtAe8R5
U

Habitat
fragmentation
of Sage Grouse
-
https://www.yo
utube.com/watc
h?
v=T6BzZcKyJiI

Animal
crossings -
https://www.yo
utube.com/watc
h?
v=1Odg5sqjM-
M

Class 7 1.2, Quiz *Primary Succession in quiz Of

1.3, succession Waterton
Feb 9 3.2 Topic: *Pioneer -https://www.th Primary succession
Ecological species eweathernetwo Powerpoint
Period 1 *Climax rk.com/ca/video
Succession
community s/gallery/see-
1 hour and *Aquatic what-it-looks- Research questions
5 minutes EQ: How do succession like-just-a-year- •Find an example of a
ecosystems *Secondary after-a-forest- sustainable project or
change succession fire-ravaged-a- environmental mitigation
throughout *Sustainable national- strategy occurring in your
time? development park/sharevide biome
*Environment o/58316756310
al mitigation 01/most_popul • What does succession look
ar like in your biome. Which
species would be the pioneer
Lichen - species? Which would be a
https://www.yo part of the climax
utube.com/watc community?
h?
v=lh3xFOw62a
U

Helen Schuler
fire succession
-
https://globalne
ws.ca/news/68
60465/lethbridg
e-grass-fire-
wildlife-plant-
impact/

Prescribed fire
Waterton and
white bark
pine-
https://www.yo
utube.com/watc
h?
v=T6BzZcKyJiI

Animal
crossings -
https://www.yo
utube.com/watc
h?
v=1Odg5sqjM-
 M

Class 7 2.1 Topic: *Hydrologic Carbon cycle Note package Presentation – As/of
and Recycling of cycle and human activity for biogeochemical cycles
Feb 9 2.2 matter. *Carbon cycle impact on the biogeochemica
*Nitrogen cycle - l cycles Note package activity for
Period 2 cycle https://www.yo biogeochemical cycle.
EQ: How does
*Oxygen cycle utube.com/watc
1 hour and matter cycle in *Photosynthes h? Water cycle song (review).
40 minutes the oxygen is v=jOht6qmuG-
and carbon *Cellular k&t=126s
cycles and respiration
how have *Fossil fuels Current event Research question
humans *Nitrification (nitrogen
*Denitrification fixation •Three components of your
comprise
*Evaporation engineering)- biome that are involved in
them? each of the three
*Transpiration https://phys.org
*Condensatio /news/2018-09- biogeochemical process and
n nitrogen- explain.
*Human fixation-cereal-
impacts on crops- •Find a news article about
biogeochemic closer.html#:~:t how climate change impacts
al process ext=Nitrogen your biome.
%20fixation
%20engineerin
g%20in
%20cereal
%20crops
%20moves
%20a%20step
%20closer,-by
%20John
%20Innes&text
=The
%20process
%20carried
%20out
%20by,fixed
 %20nitrogen
%20in%20the
%20soil.

Science 20
textbook

Class 8 3.1, *Adaptation Vestigial parts Computers Presentation – Evolution.

3.2, Topic: *Morphology -https://www.yo
Feb 11 3.3, Evolution *Fossil record utube.com/watc
3.4 *Theory of h?
Period 1 EQ: Is evolution v=rFxu7NEoKC
diversity *Jean Baptitse 8
1 hour and essential for Lamark Research question
5 minutes the long-term *Homologues Adaptations of
survival of a structures birds of • 3 Species that have
population? *Mutation paradise - adapted behaviourally or
*Natural http://www.bird morphologically to your
selection sofparadiseproj biome. Explain each
*Variation ect.org/ adaptation.
*Genes
*Sexual
reproduction •What variations do you think
*Gradual exist in the population of one
evolution of your species. Which traits
*Punctuated do you think are superior?
evolution

Class 9 • Carrying capacity demo with

Flex/work on a bowl of water and marbles
Period 2 projects
Feb 11
Research questions
1 hour and
40 minutes Are there any populations
that have seen a population
crash or explosion in your
 ecozone/biome in the last
100 years?

•What are the limiting factors

of a species in your
ecosystem? How does it
affect the populations
carrying capacity?

Work on ecosystem biome

project

Class 10 3.4, Topic: Species *Exponential Climate change Presentation on climate

3.5, Population Growth and human change and human
Feb 23 And change. *Birth and population - population growth.
3.6 death rate https://www.yo
Period 1 *immigration utube.com/watc
EQ: Why does
and h?
1 hour and human emigration v=EbjKcHPmx
5 minutes population rate KQ
growth differ *Carrying
from other capacity Science 20
species? *Population text.
limiting factors

Class 11 Review Computers – • Present ecosystem project

check 3 other
Feb 23 And share student
presentations presentations
Period 2 and make a
comment
1 hour and about
40 minutes something you
like.

Class 12 Flex

Feb 25
 Period 1

Class 13 Exam

Ecosystem Project Rubric

Level

Topic Criteria Excellent Proficient Adequate Limited

•Criteria is met •Criteria is •Criteria is •Criteria is

or exceeded. acceptable. limited lacking.
•Information is •Information •Organization is •Organization is
organized and is organized. acceptable. lacking
presented
well.

General •Examples of biotic factors within biome/ecosystem.

characteristics •Habitats and needs of at least 2 species populations within the
of ecosystem biome/ecosystem.
(12.5%)

Ecological •An ecological relationship within the biome for each of the following
Relationships terms and explains each relationship: mutualism, commensalism,
(12.5%) parasitism, predator-prey, infraspecific competition, and interspecific
competition.
Trophic levels, •Illustrates a clear understanding of trophic levels, food webs, and
food webs, energy pyramids within the biome/ecosystem.
energy •Provides clear examples of at least 2 species at each trophic
pyramids. level and illustrates their role in the ecosystem.
(12.5%)
Human impacts •Demonstrates a clear awareness of human impacts on their
on ecosystem biome/ecosystem.
(12.5%) •Provides examples of at least 2 species that are at risk and 2
species that are invasive within their ecosystem/biome.
Ecological •Summarizes a project or mitigation strategy (past or present)
succession occurring/occurred in the biome/ecosystem.
(12.5%) •Explains how succession might occur in the biome/ecosystem.
Includes reasoning, type of succession and 2 pioneer species.
Biogeochemical •Presents 2 components of the biome/ecosystem involved in each of
Cycles the biogeochemical cycles learned (carbon, nitrogen, oxygen, water).
(12.5%) •Summarizes a news article about how climate change is impacting
the biome/ecosystem.
Adaptations • An adaptation for 3 species found in the biome/ecosystem and
(12.5%) explain the benefit of each adaptation (one must be sexual
selection).
•Provides a fictional or real scenario where variation within a species
led or might lead to natural selection. Process is explained clearly.
Population •Provides a list of limiting factors contributing to a species population
change within the ecosystem/biome and exemplifies an understanding of
(12.5%) carrying capacity.
• Provides an example of a species in the biome/ecosystem that has
seen a population explosion or crash in the last 100 years and
provides a reason.
Resources

Ecological relationships - https://www.nationalgeographic.org/activity/ecological-relationships/

Phylo game - https://phylogame.org/wp-content/uploads/2015/06/BeatyStarterDeck2015-

RULES.pdf

Prescribed fire Waterton - https://globalnews.ca/news/6860465/lethbridge-grass-fire-wildlife-

plant-impact/

Prescribed fire waterton - https://www.youtube.com/watch?v=q7NIAJ1K-VA

Parks Canada conservation - https://www.pc.gc.ca/en/agence-agency/bib-lib/rapports-

reports/core-2018/ouest-west/ouest-west12

Habitat destruction (Sage Grouse) - https://www.youtube.com/watch?v=T6BzZcKyJiI

Science 20 kit-
http://www.learnalberta.ca/content/t4tes/courses/senior/science20_txtbk/txtbkCDSource/DLSG/
ABs_PDF/SCI20UnitD_AB1.pdf

Animals of the world - https://a-z-animals.com/animals/

Grizzl bear forever- https://www.abcee.org/sites/default/files/Grizzly%20Bears%20Forever

%20Grades%2010-12_0.pdf

Adaptations - https://birdsoftheworld.org/bow/home

Parasites - https://globalnews.ca/news/2587101/warm-winter-brings-out-ticks-early/

Prescribed fire - https://globalnews.ca/news/2767648/prescribed-fire-in-waterton-lakes-national-

park-hopes-to-save-endangered-tree/

Endangered Grasslands - https://globalnews.ca/news/3037187/ncc-scientist-pens-essay-to-

save-worlds-most-endangered-ecosystem-grasslands/

Murder hornets - https://www.youtube.com/watch?v=s0HUtAe8R5U

Murder hornets - https://www.youtube.com/watch?v=-gAVlh-7WZM

https://www.explorelearning.com/

Marine Ecosystem ecology https://www.nationalgeographic.org/activity/marine-ecology-video-

scavenger-hunt/

Population Growth - https://www.nature.com/scitable/knowledge/library/an-introduction-to-

population-growth-84225544/

Biomes - https://www.bbc.co.uk/bitesize/guides/zh2p34j/revision/2

Gizmos - https://www.explorelearning.com/

Edpuzzle - https://edpuzzle.com/content
10-day science unit plan - https://studylib.net/doc/7515342/science-10-day-unit-plan

Bio interactive - https://www.biointeractive.org/classroom-resources?f%5B0%5D=grade_levels

%3A98

Bio Interactive (hábitat fragmentation) - https://www.biointeractive.org/classroom-

resources/seed-dispersal-tropical-forests

Population limiting factors - https://www.biointeractive.org/classroom-resources/serengeti-

natures-living-laboratory

Ecosystem regulations aquatic (good video) - https://www.biointeractive.org/classroom-

resources/some-animals-are-more-equal-others-keystone-species-and-trophic-cascades

Habitat fragmentation and seed dispersal - https://www.biointeractive.org/classroom-

resources/seed-dispersal-and-habitat-fragmentation

Natural selection and adaptation - https://www.biointeractive.org/classroom-resources/making-

fittest-natural-selection-and-adaptation

Galapagos finches - https://www.biointeractive.org/classroom-resources/origin-species-beak-

finch

The biology of skin color - https://www.biointeractive.org/classroom-resources/biology-skin-color