How do living things interact with each other and the environment?
Learning Targets
Learning Experiences
Learning Targets
Learning Experiences
144 I can describe the impact of various biotic and abiotic components on each ecological level and can explore the interrelationships of these factors. (7,8) 145 I can use my observa- tions to develop a model that illustrates ecological hierar- chies and can compare my de- veloped models to hierarchies existing in nature. (7,8) 146 I can use models to investigate the role of different environmental fac- tors within the hierarchy. (7) 147 I can develop a model depicting the ecological hierarchy of a novel ecosys- tem and can communicate the dynamics of the hierarchy. (7)
During interactions with feeding relationships and organic molecule cycling, students encountered specific terminology such as population, community, and biome. In this learning progression, students apply this scientifically accepted vocabulary and extend their understanding of ecological hierarchies to a broader context. Humans naturally categorize and sort objects. This behavior provides opportunities for pattern recognition and the development of common scientific language. Use a variety of hands-on activities that allow students to model organizing objects or organisms into levels of hierarchy. At this point, students conceptualize and label levels of organization using their own terminology. The characteristics of an ecosystem are explored at different scales by gathering and sharing information within and among collaborative groups. All models are compared to the scientifically accepted hierarchies to evaluate the accuracy of student-generated hierarchy models and labeling systems. Given information about a novel ecosystem, such as the human microbiome or deep-sea vent, including data on population density, students develop a hierarchical classification model using standard language and parameters. Students present their models to a larger group.
141 I can analyze data to identify patterns in the cycling of carbon, nitrogen, and water in ecosystems. (8) 142 I can use the patterns identified in the cycling of carbon, nitrogen, and water to build models of matter cycling through ecosystems. (8) 143 I can predict the effect of a reduction in the population of nitrogen-fixing bacteria on the nitrogen cycle. (8)
Students turn their attention to biogeochemical cycles using cycling games, physical manipulatives or web-based resources to collect data about the cycling of carbon, nitrogen, and water in ecosystems. Students identify patterns in the data and simulations, distinguishing living and nonliving components of the cycles. Findings are summarized in detailed diagrams or concept maps annotated with additional information during the learning progression. Students use their diagrams (models) to predict the impacts of changes to one component of the cycle. For example, students could predict the impact of a dramatic reduction in the population of nitrogen fixing bacteria on other components of the nitrogen cycle. Students annotate their diagrams of cycles to illustrate responses to changing conditions. Ecosystems are complex biological systems with multiple components and complex relationships. Students are challenged to combine a food web diagram with a cycle diagram, providing a holistic view of the many aspects that make up an ecosystem.
Teacher Resources
Carbon Cycling — Alabama Science in Motion J7Carbon Students “act out” the carbon cycle, travel among reservoirs, and learn about carbon sources, sinks, and other processes as they proceed through the cycle. bit.ly/AMSTI-ASIM Traveling Nitrogen — Alabama Science in Motion J12Nitro Students role-play the nitrogen cycle, using a nitrogen passport to track visits to nitrogen reservoirs, sources, and sinks to illustrate the cycle. bit.ly/AMSTI-ASIM Ocean Acidification — HHMI In this hands-on activity, students simulate the effects of decreasing pH caused by rising levels of atmospheric carbon dioxide. bit.ly/hhmi-ocean-acidification The Water Cycle — NASA Goddard Space Flight Center Students design and create their own water cycle model using aquarium or clear shoebox/container. bit.ly/NASA-water-cycle
Teacher Tip Students will not meet these learning targets by simply playing the cycling games included here. These student experiences are critical, but then students must apply the lessons learned to make the predictions in learning target #143.
Teacher Resources
V Hierarchical classification coincides with levels in a food web; the organisms “higher up” in the classification scheme are all apex predators. V All factors in an ecosystem, including abiotic factors, are represented in hierarchical organization (e.g. water would be part of the community and sunlight would be part of the biosphere). Misconceptions
Levels of Organization in an Ecosystem Teacher Created Students will label, classify, and illustrate levels of organization within an ecosystem. Includes rubric example. bit.ly/ecosystem-organization Hierarchy Theory and Biotic Hierarchy: An Inquiry Approach Arizona State University Students draw diagrams to illustrate hierarchy and hierarchical theory and play card games to reinforce hierarchy concepts. bit.ly/hierarchy-and-biotic-theory
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85
A Field Guide to the Alabama Standards
84
The Biology Compendium
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