Unit Plan - biomes

Design Topic _____Biomes_________ Subject(s) _______Science 10__________ Grade(s) __10_____ Designer(s) _William Hemrick

STAGE 1 – DESIRED RESULTS
Unit Title: Biomes Established Goals: B1 explain the interaction of abiotic and biotic factors within an ecosystem B2 assess the potential impacts of bioaccumulation B3 explain various ways in which natural populations are altered or kept in equilibrium
Understandings: Students will understand… There is a connection between all things on earth, living and non-living. Those connections are complex and difficult to predict and identify The various relationships with respect to food chains, food webs, and food pyramids, including: producer consumer (herbivore, carnivore, omnivore) predation (predator‐prey cycle) decomposers symbiosis (mutualism, commensalism, parasitism) The cycling of matter through abiotic and biotic components of an ecosystem by tracking: carbon (with reference to carbon dioxide – CO2, carbonate CO3 2‐, oxygen – O2, photosynthesis, respiration, decomposition, volcanic activity, carbonate formation, greenhouse gases from human activity, combustion) nitrogen (with reference to nitrate – NO3 ‐, nitrite – NO2 ‐, ammonium – NH4 +, nitrogen gas – N2, nitrogen fixation, bacteria, lightning, nitrification, denitrification, decomposition) phosphorus (with reference to phosphate – PO4 weathering, sedimentation, geological uplift) using examples, explain why ecosystems with similar characteristics can exist in different geographical locations (i.e., significance of abiotic factors)	Essential Questions: Review: What is living, what is non-living What effect do nutrients have on growth? Can you have too much as well as too little? How do animals interact? (relate to people) How do nutrients cycle? Why is that important? How are the cycles similar? How are they different? What would the impact be if the cycle was altered? What would happen if all bacteria were wiped out? What effect does Temperature have on environment? How do the abiotic/biotic elements affect the environment? How does the environment affect the abiotic/biotic elements? (compare biomes) What biomes are found in Canada, where do you find them? Why? What biomes have you been to? How do ecosystems change over time? 1. Adaptive Radiation 2. Climax Community 3. Drought 4. Ecological Succession 5. Flooding 6. Insect Infestation 7. Natural Selection 8. Pioneer Species 9. Primary Succession 10. Secondary Success 11. Tsunami
Students will know: The relationships between abiotic and biotic elements within an ecosystem, including: air, water, soil, light, temperature (abiotic) bacteria, plants, animals (biotic) Define abiotic, biotic, biome, and ecosystem	Students will be able to: Identify biotic and abiotic factors in a given scenario or diagram Design and analyse experiments on the effects of altering biotic or abiotic factors (e.g., nutrients in soil: compare two plant types with the same nutrients, compare one plant type with different nutrients) Identify factors that affect the global distribution of the following biomes: tropical rainforest, temperate rainforest, temperate deciduous forest, boreal forest, grasslands, desert, tundra, polar ice Identify the effects on living things within an ecosystem resulting from changes in abiotic factors, including climate change (drought, flooding, changes in ocean current patterns, extreme weather) water contamination soil degradation and deforestation Identify distinctive plants, animals, and climatic characteristics of Canadian biomes (tundra, boreal forest, temperate deciduous forest, temperate rainforest, grasslands) Read , and interpret climate graphs as well as predict the ecosystem from that graph
STAGE 2 – ASSESSMENT EVIDENCE and KEY CRITERIA
Performance Tasks: Students should show their understanding that in the environment, there is a delicate interplay between the biotic and abiotic components and that disrupting one can disrupt them all. Survival guide project Addresses climate of biome, required adaptations and Ideas are explained in depth (eg: we need warm coats, because the tundra’s average temperature is only 10 degrees C and exposure to that will cause frostbite in under 3 min) You will use (and cite) multiple sources Daily research logs are kept Question How you might answer it How you did answer it What you learned Plant nutrient project Uses the scientific method and ID’s each step as they follow it Predictions are based in the information we learned in class Explains why their plant grew well, or did not grow well Test Answers in clear, concise, complete sentences. Answers questions involving: Knowledge Comprehension Application Analysis Synthesis Evaluation	Other Evidence: Each class will have a note table for the students to fill out, I will check each students notes at least once per week Nutrient Cycle drawing and writing ( peer reviewed) Ticket out the doors: How would you determine what the biome of an alien planet would likely be? Explain symbiosis to a 5 year old List your adaptations to your environment
STAGE 3 – LEARNING PLAN
Summary of Learning Activities: Day 1 Examine the globe- what patterns do you notice? What do you think influences where each biome is? Spot the biotic/abiotic ID the biome from the climatograph. – climatographs from each biome are provided, students predict what type of biomes they are. Day 2 ID the biome game- start off at no rain, low temp- ID the biome- increase the temp- ID the biome Scientific Literacy Practice: Biome Summary (jigsaw) Where are they? Why are they there (4 factors)? What lives there? (2 plants 2 animals) What are their adaptations? What biomes are similar and why? Day 3 Biome-Ecosystem-Habitat: Compare and contrast How do eco-systems change over time? Nutrient Cycle- Carbon Cycle Practice: drawing pictures from words and developing words from a drawing Nitrogen Cycle- Traveling Nitrogen Day 4 Phosphorus- Phosphorus tourist ABED: Aboriginal crops- corn, squash, beans Day 5 Unequal sharing- plant project: Grow the biggest plant and the smallest living plant, alter one abiotic component for each pot of beans (include sci method PLOs) Day 6 Animal/Plant interactions- Animal Role play Intro survival guide Day 7 ~Library day!~ Survival guide- How did ancient peoples survive in your given biome, how do current people survive in the biome, how do animals survive the biome, how have people survived in the biome in an emergency, what would you need to survive the biome in an emergency (what would your challenges be?) Animal role play- Each student gets an animal tag, read up briefly on their animal, then speed date- determine how they would interact with the other animal (predator, prey, competition, symbiotic etc) Preface with Draw and label food pyramid- name animal- ID biome- place on pyramid DAY 8 http://www.nature.com/news/2010/100809/full/news.2010.396.html- reading practice- read article, ID portions that we learned about in this unit- come up with at least 3 questions that come about because of it. 1) what would happen if climate change changed the winds Day 9 – Review Day 10- Unit test

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)