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 Essential Questions:

There is a connection between all things on earth, living and non-living. Those connections are complex and difficult to predict and identify

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? o Why is that important? o How are the cycles similar? o How are they different? o 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? o How does the environment affect the abiotic/biotic elements? (compare biomes)

The various relationships with respect to food chains, food webs, and food pyramids, including: producer consumer (herbivore, carnivore, omnivore) predation (predatorprey 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)

What biomes are found in Canada, where do you find them? Why? What biomes have you been to? How do ecosystems change over time?
o o o o o o o o o o o o o o
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

using examples, explain why ecosystems with similar characteristics can exist in different geographical locations (i.e., significance of abiotic factors)

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

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

Students will know:

Students will be able to:

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

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 Other Evidence: Each class will have a note Students should show their understanding that in the environment, there table for the students to fill out, is a delicate interplay between the biotic and abiotic components and that I will check each students disrupting one can disrupt them all. notes at least once per week Survival guide project Nutrient Cycle drawing and o Addresses climate of biome, required adaptations and writing ( peer reviewed) o Ideas are explained in depth (eg: we need warm coats, because Ticket out the doors: the tundras average temperature is only 10 degrees C and o How would you exposure to that will cause frostbite in under 3 min) determine what the o You will use (and cite) multiple sources biome of an alien o Daily research logs are kept planet would likely be? Question How you might answer it o Explain symbiosis to a How you did answer it 5 year old What you learned o List your adaptations Plant nutrient project to your environment Performance Tasks:
o Uses the scientific method and IDs each step as they follow it o Predictions are based in the information we learned in class Explains why their plant grew well, or did not grow well

Test
o o Answers in clear, concise, complete sentences. Answers questions involving:

Knowledge Comprehension Application Analysis

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

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

Synthesis Evaluation 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 datedetermine 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

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

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

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)