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Time Required
This unit requires a total of 11 class periods, two of which are flipped classes that students do at
home. Each in-class period lasts for one hour. The schedule for the unit is as follows:
Day 1: Lesson 1 Intro to Ecosystems (at home)
Day 2: Lesson 1 Intro to Ecosystems (in class)
Day 3: Lesson 2 California Chaparral Ecosystem
Day 4: Lesson 3 Ecosystem Simulations (at home)
Day 5: Lesson 3 Ecosystem Simulations (in class)
Day 6: Lesson 4 Ecosystem Health and Trophic Cascades
Day 7: Lesson 4 Ecosystem Health and Trophic Cascades
Day 8: Lesson 5 Wolf Management in California
Day 9: Lesson 5 Wolf Management in California
Day 10: Lesson 6 Council of Animals Summative Assessment
Day 11: Lesson 6 Council of Animals Summative Assessment
Standards Covered
NGSS:
HS-LS2-6 Ecosystems: Interactions, energy, and dynamics
Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems
maintain relatively consistent numbers and types of organisms in stable conditions, but changing
conditions may result in a new ecosystem.
Crosscutting Concepts:
Stability and change
Much of science deals with constructing explanations of how things change and how they remain
stable.
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-LS2-6)
HSS-ID.A.1 Represent data with plots on the real number line. (HS-LS2-6)
HSS-IC.A.1 Understand statistics as a process for making inferences about population
parameters based on a random sample from that population. (HS-LS2-6)
HSS-IC.B.6 Evaluate reports based on data. (HS-LS2-6)
Learning Objectives
Lesson 1: Intro to Ecosystems
1) Students identify the foundational principles of ecosystems by watching/reading an online
lesson, and answering five worksheet questions.
2) Students construct food webs by classifying organisms in an ecosystem as producers or
consumers, as herbivores, omnivores, or carnivores, and drawing arrows between organisms to
indicate energy flow.
Lesson 2: California Chaparral Ecosystem
1) Students identify the characteristics of the California chaparral ecosystem by listening to a
PowerPoint lecture and taking notes.
2) Students classify the different organisms of the California chaparral and explain energy flow
in the ecosystem by constructing a food web.
Lesson 3: Ecosystem Simulations
1) Students analyze the effects of different organisms on an ecosystem by using a food web
simulation website.
2) Students apply the principles of ecosystems and food webs by explaining what happens to a
food web when variables are changed.
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Lesson 4: Ecosystem Health and Trophic Cascades
1) Apply introductory knowledge of food webs and ecosystems by constructing food webs that
demonstrate what happens to the flow of energy and the populations of different organisms when
a certain species is removed from, or re-introduced to, an ecosystem.
2) Analyze the results of the above activity by writing an essay that examines what happened to
the flow energy and the populations of different organisms when a certain species was removed
from, or re-introduced to, the ecosystem.
Lesson 5: Wolf Management in California
1) Develop recommendations for a wolf management plan by evaluating different proposals, and
analyzing data that shows the costs and benefits of maintaining a healthy wolf population in an
ecosystem.
Lesson 6: Council of Animals Summative Assessment
1) Analyze the principles of ecosystems, energy, and population dynamics by creating a mask
that represents an individual animal from a specific ecosystem, and developing an oral
presentation that describes the animal, the ecosystem in which the animal lives, and why the
animal and its ecosystem are important.
Materials Included
Lesson 1: Intro to Ecosystems
1) Flipped Classroom Lesson Plan
2) 5E Lesson Plan and Rubric
3) Khan Academy Worksheet
4) Food Web Worksheet
Lesson 2: California Chaparral Ecosystem
1) Teacher-Directed Lesson Plan and Rubric
2) California Chaparral PowerPoint Lecture
3) Chaparral Food Web Worksheet
Lesson 3: Ecosystem Simulations
1) Flipped Classroom Lesson Plan
2) 5E Lesson Plan and Rubric
3) Ecosystem Simulation Worksheet
Lesson 4: Ecosystem Health and Trophic Cascades
1) 5E Lesson Plan and Rubric
Lesson 5: Wolf Management in California
1) MEA Lesson Plan
2) MEA Supporting Documents
Lesson 6: Council of Animals Summative Assessment
1) 5E Lesson Plan and Rubric
2) Activity Handout
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Lesson Title: Introduction to Ecosystems
Subject: Ecosystems
Grade Level: AP Environmental Science
Time Requirements for First Exposure & Incentive (giving directions for at-home work): 5 min
Total Time Requirement for At-Home Activity: 1 hour
Total Time Requirement for In-Class Activity: 1 hour
Learning Objective Timeline Task, Questions, Student Action Teacher Equipment/Techn Formative
(from NGSS PE) Activity Role ology/ Assessment/
Materials needed accountability
At-home: Students 1 hour Khan Academy Read the text, Introduce Laptop or Worksheets are
identify the foundational Video and Text: watch the assignment, smartphone w/ turned in at the
principles of ecosystems Intro to associated give internet connection beginning of
by watching/reading an Ecosystems
videos, and directions, class the
online lesson, and https://www.khan
answering five academy.org/scie answer the and provide following day.
worksheet questions. nce/biology/ecolo worksheet worksheets They are given
gy/intro-to- questions. five points based
ecosystems/v/eco on completion.
systems-and-
biomes
In-class: Students 1 hour Construct a food Work with Introduce Food web Food web
construct food webs by web by classifying partners to assignment, worksheet, worksheets are
classifying organisms in organisms in an complete the give pen/pencil turned in at the
an ecosystem as
ecosystem food web directions, end of class.
producers or consumers,
as herbivores, worksheet by and provide They are graded
omnivores, or classifying food web based on
carnivores, and drawing specific worksheets. organisms being
arrows between organisms in an given the correct
organisms to indicate ecosystem as classification,
energy flow. producers, and arrows
consumers, correctly drawn
herbivores, to show the flow
omnivores, or of energy.
carnivores.
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Teacher/Grade /Date Topic / Concept / Phenomenon Lesson 1 of 6
Mr. Zerwekh Ecosystems: Introduction to
AP Environmental Science Ecosystems
Brief Lesson Description/Connection to Other Disciplines: For this flipped lesson, students are
introduced to the topic of ecosystems at home via the website
https://www.khanacademy.org/science/biology/ecology/intro-to-ecosystems/v/ecosystems-and-biomes.
During the in-class portion of the lesson, the students practice constructing food web diagrams.
Performance Expectation(s): HS-LS2-6 Ecosystems: Interactions, energy, and dynamics
Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain
relatively consistent numbers and types of organisms in stable conditions, but changing conditions may
result in a new ecosystem.
Learning Objective(s):
1) Students identify the foundational principles of ecosystems by watching/reading an online lesson, and
answering five worksheet questions.
2) Students construct food webs by classifying organisms in an ecosystem as producers or consumers, as
herbivores, omnivores, or carnivores, and drawing arrows between organisms to indicate energy flow.
Differentiation strategies to meet diverse learner needs:
ELL: Pair with student who is fluent in both languages during group work; model organism labeling and
drawing arrows; guided questions, sentence starters.
Struggling students (IEP): Guided questions, sentence starters.
Fast finishers (GATE): More challenging questions; put them in charge of leading the whole class
discussion.
Narrative / Background Information
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ecosystems in terms of resources
and habitat availability.
Possible Preconceptions/Misconceptions: 1) All ecosystems are really big, like the Amazon Rainforest.
2) There is no way that all organisms in an ecosystem are somehow connected.
Safety Precautions: None
ENGAGEMENT (Day 1, 5 min): Opening Activity Access Prior Learning / Stimulate Interest / Generate
Questions:
1. Provide the students with the introduction to ecosystems worksheet for the at-home portion of the
lesson.
2. Briefly introduce the topic of ecosystems. Explain how just like a city where people live together and
interact, an ecosystem is a community that involves the interactions of different organisms. Ecosystems
can be really big or really small, they can be on land or in water, they can be wet, dry, hot, cold, etc.
While there are many different kinds of ecosystems, all require the flow of energy to sustain themselves.
3. Briefly explain to the students that they will be doing the first part of this lesson at home using the
Khan Academy website. Remind them that their worksheets are due tomorrow at the beginning of class
and will be checked for completion. They should also be prepared to discuss their answers. Tomorrow,
during the in-class portion of the activity, they will get to practice constructing food webs.
EXPLORATION (Day 1, 1 hour At home): Lesson Description Probing or Clarifying Questions:
1. Students familiarize themselves with the basic principles of ecosystems by reading text and watching
videos at https://www.khanacademy.org/science/biology/ecology/intro-to-ecosystems/v/ecosystems-
and-biomes
2. Students use the information from this website to answer five worksheet questions that are due at the
beginning of the next class period.
EXPLANATION (Day 2, 20 min In class): Concepts Explained BY STUDENTS and Academic Language
developed:
1. Check each worksheet for completion and give each completed worksheet a stamp.
2. Lead a whole class discussion that covers the worksheet questions OR find a student volunteer who
wants to lead the discussion.
3. After discussion, collect the worksheets for grading (worksheets with no stamp receive half credit).
ELABORATION (Day 2, 35 min In class): Applications and Extensions:
1. Have each student find a partner to work with.
2. Each pair will work together to complete the food web worksheet, which requires them to first give
appropriate labels to an existing food web, and then construct their own food web by classifying different
organisms as producers, consumers, herbivore, omnivores, or carnivores, and by drawing arrows
between organisms to indicate energy flow. See attached worksheet for more details.
3. Closure Tell students to start thinking about the landscapes and organisms they have seen around
San Diego, because tomorrow, they will get to learn about a unique ecosystem that is right in their
backyard!
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EVALUATION (Day 2, 5 min In class): Formative Assessment
1. Introduction to ecosystems worksheets are due at the beginning of the class period, and will be given
five points based on completion (worksheets with no stamp receive half credit).
2. As their exit slip, students turn in their completed food web worksheets, which will be graded using
the attached rubric.
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Mr. Zerwekh Name:__________________
AP Environmental Science Period:__________________
1. In this lesson, you learned that ecosystems can be really small, such as a single tide
pool, to very large, such as the Amazon Rainforest. Name one large and one small
ecosystem (other than the examples I just provided). For each ecosystem, list three
biotic (living) factors and three abiotic (non-living) factors.
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4. How does the amount of energy available vary at the end of a food chain (quaternary
consumers) compared to the beginning of the food chain (primary producers)? What
happens to energy that is not being used?
5. What is the primary source of energy for nearly all ecosystems? Why is this source
of energy so important?
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Mr. Zerwekh Name:__________________
AP Environmental Science Period:__________________
Food Webs
1. For the following food web, label each organism (some organisms may have more
than one label). C = Carnivore, H = Herbivore, O = Omnivore, P = Producer, 1 =
Primary Consumer, 2 = Secondary Consumer, 3 = Tertiary Consumer, 4 = Quaternary
Consumer
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2. Now create your own food web using the following list of organisms: mouse, corn,
bluebird, kingsnake, hawk, cat, cricket. You do not need to draw picturesyou can just
write the names of the organisms. As you did with the above food web, use the labels
from the first question to classify each organism. Finally, for one of these organisms,
explain why you placed it where you did in the food web.
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California Chaparral Ecosystem
I. Standards: NGSS:
Performance Expectation: HS-LS2-6: Ecosystems: Interaction, Energy, and
Dynamics
Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems
maintain relatively consistent numbers and types of organisms in stable conditions, but
changing conditions may result in a new ecosystem.
Disciplinary Core Idea: Engaging in argument from evidence
Engaging in argument from evidence in 912 builds on K8 experiences and progresses
to using appropriate and sufficient evidence and scientific reasoning to defend and
critique claims and explanations about the natural and designed world(s). Arguments may
also come from current scientific or historical episodes in science.
Evaluate the claims, evidence, and reasoning behind currently accepted explanations or
solutions to determine the merits of arguments.
Cross Cutting Concept: LS2.C: Ecosystem dynamics, functioning, resilience
A complex set of interactions within an ecosystem can keep its numbers and types of
organisms relatively constant over long periods of time under stable conditions. If a
modest biological or physical disturbance to an ecosystem occurs, it may return to its
more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a
very different ecosystem. Extreme fluctuations in conditions or the size of any
population, however, can challenge the functioning of ecosystems in terms of resources
and habitat availability.
Science & Engineering Practice: Stability and change
Much of science deals with constructing explanations of how things change and how they
remain stable.
II. Objectives
1) Students identify the characteristics of the California chaparral ecosystem by listening
to a PowerPoint lecture and taking notes.
2) Students classify the different organisms of the California chaparral and explain
energy flow in the ecosystem by constructing a food web.
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and provide a bridge to the third lesson, in which they will learn how changing different
variables can affect ecoystems.
PROCEDURE:
V. Anticipatory Set (5 min)
1. Briefly review the different types of ecosystems found on our planet. These could
include the Amazon Rainforest, Sahara Desert, Grassland, Tundra, as well as a variety of
marine ecoystems.
2. Ask the students if they have ever spent time hiking, camping, and exploring the open
spaces around San Diego County. Did they know that much of this open space comprises
an ecosystem (chaparral) that is only found in five other places on Earth?
3. Tell the students that they will be learning about the California chaparral ecosystem
through a lecture and by constructing food webs.
XII. Contingencies
Time: If there is time left over, review certain parts of the California chaparral ecosystem
that the students might have questions about. If there is not enough time for studens to
complete the diagram in class, assign it as homework to turn at the beginning of
tomorrows class. Make sure there is time left at the end of class to introduce lesson 3.
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XIV. Differentiation
ELLs: 1) Provide guided notes for lecture. 2) If possible, pair with student who is fluent
in both English and the ELLs home language for food web activity.
Students w/ IEPs: 1) Provide guided notes for lecture.
Gifted Students: 1) Construct a more complex food web of an ecosystem of their
choosing.
Attached Documents:
1. California chaparral food web worksheet.
2. California chaparral PowerPoint lecture.
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Mr. Zerwekh Name:__________________
AP Environmental Science Period:__________________
1. Now that you know a little bit about the California chaparral ecosystem, use the
following list of organisms to construct a chaparral food web. Make sure to label each
organism as either P (Producer), 1 (Primary Consumer), 2 (Secondary Consumer), 3
(Tertiary Consumer), or 4 (Quaternary Consumer), and as C (Carnivore), H (Herbivore),
or O (Omnivore). Some of the labels may be used more than once, while others may not
be used at all. Finally, make sure to draw arrows between organisms to show the
appropriate flow of energy in the food web.
2. When you are finished, take one organism from your food web and explain why you
placed it where you did.
Organism List: coyote, harvester ant, kangaroo rat, manzanita shrub, mountain lion, mule deer,
red-tailed hawk, Southern Pacific rattlesnake, western fence lizard
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Lesson Title: Ecosystem Simulation
Subject: Ecosystems
Grade Level: AP Environmental Science
Time Requirements for First Exposure & Incentive (giving directions for at-home work): 5 min
Total Time Requirement for At-Home Activity: 1 hour
Total Time Requirement for In-Class Activity: 1 hour
Learning Objective Timeline Task, Questions, Student Action Teacher Role Equipment/Techn Formative
(from NGSS PE) Activity ology/ Assessment/
Materials needed accountability
At-home: Students 1 hour Ecosystem Use the Introduce Laptop w/ internet Students answer
analyze the effects of simulation: simulation and assignment, give connection, five worksheet
different organisms on https://www.learn answer the directions, simulation questions about
an ecosystem by using a er.org/courses/en
worksheet provide worksheet what they
food web simulation vsci/interactives/e
website cology/ecology.ht questions. worksheets observed while
ml using the
simulation.
In-class: Students apply 1 hour Discuss Discuss Monitor groups Completed Exit slip:
the principles of responses to the responses to during simulation Students write
ecosystems and food worksheet worksheet discussions, then worksheets down two things
webs by explaining what
questions by questions in lead whole class they learned
happens to a food web
when variables are using a think-pair- groups, then as discussion for about food webs
changed. share model a whole class. each question. during the think-
pair-share
activity.
24
Teacher/Grade /Date Topic / Concept / Phenomenon Lesson 3 of 6
Mr. Zerwekh Ecosystems: Ecosystem
AP Environmental Science Simulations
Brief Lesson Description/Connection to Other Disciplines: Students use an online food web simulation
to answer worksheet questions, and then discuss their responses to the questions during a think-pair-share
activity.
Performance Expectation(s): HS-LS2-6 Ecosystems: Interactions, energy, and dynamics
Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain
relatively consistent numbers and types of organisms in stable conditions, but changing conditions may
result in a new ecosystem.
Learning Objective(s):
1) Students analyze the effects of different organisms on an ecosystem by using a food web simulation
website.
2) Students apply the principles of ecosystems and food webs by explaining what happens to a food web
when variables are changed.
Differentiation strategies to meet diverse learner needs:
ELL: Pair with student who is fluent in both languages during group work; model simulation procedure on
the website.
Struggling students (IEP): Guided questions, sentence starters
Fast finishers (GATE): More challenging questions; put them in charge of leading their group discussion,
or possibly, the whole class discussion.
Narrative / Background Information
25
Possible Preconceptions/Misconceptions: 1) The population of one species in an ecosystem does not
have an effect on the populations of other organisms in the ecosystems. 2) Removing an organism has an
insignificant effect on an ecosystem.
Safety Precautions: None
ENGAGEMENT (Day 1, 5 min): Opening Activity Access Prior Learning / Stimulate Interest / Generate
Questions:
1. Provide the students with the ecosystem simulation worksheet for the at-home portion of the lesson.
2. Now that they have learned about the basic concepts about ecosystems and food webs, they will get to
run their own food web simulations that allow them to see what happens when certain variables are
changed.
3. Remind students that worksheets will be checked for completion at the beginning of tomorrows class.
4. During the in-class portion of the activity, they will get to discuss the results of their simulations in
groups and with the entire class.
EXPLORATION (Day 1, 1 hour At home): Lesson Description Probing or Clarifying Questions:
Students use the simulation at https://www.learner.org/courses/envsci/interactives/ecology/ecology.html to
answer the simulation worksheet questions. This simulation will help them answer questions that ask
about how the populations of producers and consumers vary in an ecosystem, and what happens to
populations of certain species when you remove an organism from an ecosystem.
EXPLANATION (Day 1, 1 hour At home): Concepts Explained BY STUDENTS and Academic Language
developed:
1. While using the food web simulation website, students answer the simulation worksheet questions (see
attached worksheet). These questions ask them about what happened during their simulations, how
populations of different organisms changed, and what happened when certain organisms were removed
from the food web.
ELABORATION (Day 2, 50 min In class): Applications and Extensions:
1. Check and stamp completed worksheets.
2. Divide students into groups of 3 or 4. The students participate in a think-pair-share activity to discuss
their responses to the worksheet questions.
4. For each question, give the students 3 minutes to discuss their responses within their groups.
5. For each question, at the end of the 3 minutes bring the students back together as a whole class to
discuss their responses with the teacher. During each whole class discussion, make sure one student
from each group talks about what their group discussed.
6. Particularly focus on worksheet question #5 (implications of removing an organism from an
ecosystem). This will provide a bridge to the next lesson of the unit, in which the students will construct
food webs that show what happens when an organism is removed from the ecosystem.
EVALUATION (Day 2, 10 min In class): Formative Assessment
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1. For their exit slip, instruct the students to write down two things that they learned from the think-pair-
share activity. Completed exits slips will be worth five participation points.
2. Collect the students simulation worksheets and exit slips at the end of the period. Simulation
worksheets without a stamp will receive half credit.
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Mr. Zerwekh Name:__________________
AP Environmental Science Period:__________________
For this activity, answer the following questions (2-3 sentences minimum) by using the
ecosystem simulation at
https://www.learner.org/courses/envsci/interactives/ecology/ecology.html.
1. First, on the food web click the All On tab so that all the organisms are included in the
simulation. Next, click the Run tab to run the simulation. At the end of the simulation,
which organism has the highest population? Why do you think this is?
2. Throughout the simulation, the population of the top predator remains low. Why do you
think this is?
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3. At the beginning of the simulation, there is a sharp rise in the population of Plant A.
Immediately after this population increase, what happens to the population of Herbivore
C? Why do you think this occurred?
4. Remove the top predator from the ecosystem by unchecking all the organisms that it eats,
then run the simulation. Does this simulation look different from the one you ran in the
first question? Why do you think is?
5. Experiment with your own simulations. What are the consequences of removing
connections between organisms, or removing organisms from the food web entirely?
What implications does this have for the overall health of an ecosystem?
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Teacher/Grade /Date Topic / Concept / Phenomenon Lesson 4 of 6
Mr. Zerwekh Ecosystems: Ecosystems Health
AP Environmental Science and Trophic Cascades
Brief Lesson Description/Connection to Other Disciplines: Students construct food webs and write
brief essays explaining what happens to the flow energy and organism populations when a species is
removed from, or re-introduced to, an ecosystem.
Performance Expectation(s): HS-LS2-6 Ecosystems: Interactions, energy, and dynamics
Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain
relatively consistent numbers and types of organisms in stable conditions, but changing conditions may
result in a new ecosystem.
Learning Objective(s):
1) Apply introductory knowledge of food webs and ecosystems by constructing food webs that
demonstrate what happens to the flow of energy and the populations of different organisms when a certain
species is removed from, or re-introduced to, an ecosystem.
2) Analyze the results of the above activity by writing an essay that examines what happened to the flow
energy and the populations of different organisms when a certain species was removed from, or re-
introduced to, the ecosystem.
Differentiation strategies to meet diverse learner needs:
ELL: Pair with student who is fluent in both languages
Struggling students (IEP) Guided questions, sentence starters
Fast finishers (GATE): More challenging questions
Narrative / Background Information
30
arguments. and habitat availability.
Possible Preconceptions/Misconceptions: 1) Removing one species from an ecosystem does not have a
significant effect on the overall health of an ecosystem. 2) Producers (plants) are always the most
important part of an ecosystem.
Safety Precautions: None
ENGAGEMENT (5 min): Opening Activity Access Prior Learning / Stimulate Interest / Generate
Questions:
This is a story about the big, bad wolf who preyed on all the helpless animals of the forest. The deer,
rabbits, and squirrels constantly lived in fear, wondering every day if the wolf was going to get them next.
Whenever the wolf claimed another victim, the animals of the forest would lament, Why does this wolf
have to prey on us? Our lives would be so much better without him! Then, one day, a hunter killed the big,
bad wolf. All the animals rejoiced, exclaiming, The big, bad wolf is gone! Now we can all live in peace
and harmony! For a while, life was good for all the animals of the forest. They could all eat their favorite
plants and gather their favorite nuts without fear, and soon, their populations grew, since there was no wolf
to prey on them. However, with so many more animals in the forest, the animals soon found that there was
less and less to eat. Some animals starved, while others couldnt provide enough food for their young to
grow and survive. As the food continued to dwindle, some animals died, while others had to leave the once-
healthy forest to find a better place to live. As he was leaving the forest for the final time, one wise squirrel
noted, I sure hated that big, bad wolf, but when he was around, at least we always had something to eat!
Questions: What happens when a species such as the wolf is removed from an ecosystem? How does it
change the flow of energy? What can happen to the populations of other organisms?
EXPLORATION (50 min): Lesson Description Probing or Clarifying Questions:
1. Students are divided into groups of 3-4.
2. Each group is given a food web for a different ecosystem.
3. Each group is given one species to remove from their respective food webs.
4. Each group constructs posters of the food web showing changes in the flow of energy, as well as changes
in the population size of each species.
EXPLANATION (5 min - Homework due at beginning of next class period): Concepts Explained BY
STUDENTS and Academic Language developed:
Each student from each group is asked to write a one-page essay that examines what happened to their
groups ecosystem when a species was removed. This essay should include a claim supported by evidence
on 1) what happened to the flow of energy in the ecosystem, and 2) expected changes in population sizes for
different species in the ecosystem.
ELABORATION (Day 2, 1 hour): Applications and Extensions:
Real World Application: Re-introduction of Wolves to Yellowstone National Park
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1. Each student is provided with a food web of the Yellowstone National Park ecosystem prior to the re-
introduction of wolves.
2. Each student is asked to use their knowledge from previous investigations to diagram a new food web that
predicts what will happen when wolves are re-introduced to the ecosystem.
3. After constructing food webs, students watch the video below that shows what actually did happen when
wolves were re-introduced to Yellowstone National Park https://www.youtube.com/watch?v=ysa5OBhXz-Q
4. Exit slip: students write one paragraph describing what happened when wolves were re-introduced, and
discuss whether their predictions were accurate.
EVALUATION (55 min for posters, 5 min for essay): Formative Assessment
1. Food web posters must be clear, easy to understand, and show accurate depictions of energy flow and
population changes in the ecosystem.
2. Essays are evaluated based on claims and evidence/reasoning that show appropriate knowledge of energy
flow and population dynamics in an ecosystem.
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Wolf Management in California
Summary
Grade level/s AP Environmental Science
HS-LS2-6: Evaluate the claims, evidence, and reasoning that the complex interactions in
ecosystems maintain relatively consistent numbers and types of organisms in stable
conditions, but changing conditions may result in a new ecosystem.
ELA/Literacy -
RST.9-10.8 Assess the extent to which the reasoning and evidence in a text
support the authors claim or a recommendation for solving a scientific or technical
problem. (HS-LS2-6)
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RST.11-12.7 Integrate and evaluate multiple sources of information presented in
diverse formats and media (e.g., quantitative data, video, multimedia) in order to
address a question or solve a problem. (HS-LS2-6)
Mathematics -
HSS-ID.A.1 Represent data with plots on the real number line. (HS-LS2-6)
Learning Objective:
Develop recommendations for a wolf management plan by evaluating different proposals,
and analyzing data that shows the costs and benefits of maintaining a healthy wolf
population in an ecosystem.
Guiding/Reflective Questions
1. In what ways can we effectively manage wildlife populations that takes into account the
needs of various stakeholders, such as private land owners, ranchers, environmentalists,
etc.?
2. In what ways can humans help with maintaining healthy wildlife populations?
Prior Knowledge
1. Students must have an introductory knowledge of food webs and energy flow in
ecosystems.
2. One misconception students might have is that hunting by humans does not have a
positive effect on maintaining healthy wildlife populations.
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4. A final misconception students might have is that an effective wildlife management
strategy involves not killing wildlife under any circumstances.
Dataset 1
Wolf Population from 2001-2013
List of Proposals
Data Organizer
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Readiness/Comprehension Questions
The following questions appear at the bottom of the informational handout:
1. What is one major effect that the reintroduced wolves have had on the Yellowstone
ecosystem, and what is one major effect that the wolves have had on humans living
in the area? Provide evidence from the text.
3. List all of the different stakeholders, or the groups of people that may be affected by
the return of wolves to California.
4. Do you feel that top predators like wolves should be reintroduced to particular
areas, even though they may come into conflict with human interests? That is, are
the costs to humans worth the potential benefits to the ecosystem? Please explain
with a minimum of 2-3 sentences.
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Communication method
To Whom It May Concern,
After careful review of the potential economic costs and benefits of maintaining a healthy
wolf population, Bonita Vista Consulting recommends that you consider the following
proposal for a wolf management plan:
(Insert Proposal)
Sincerely,
Dataset 2
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Assessment
Comprehension questions from the informational handout will be graded based on
completion (5 pts). A formative assessment for each groups recommendation to CDFW
will be conducted by using the following rubric:
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Accommodations & Recommendations
Accommodations
ELLs: Pair with students who are fluent in both languages; show examples of completed
work.
IEP students: These students should be placed in groups where they can receive adequate
support.
Both: Provide questions that include sentence frames and sentence starters; model certain
parts of the procedure.
Informational Handout
List of Proposals
Datasets 1 and 2
Data Organizer
Further Recommendations
Procedure
Day 1 (1 hour)
39
1. Have each group present their recommendation to the class, along with the evidence
and reasoning used to justify their decisions.
2. After students have finished presenting their proposals, provide them with a new
piece of evidence that shows the attitudes of visitors to Yellowstone National Park.
3. Using this new piece of evidence, each group re-evaluates their recommendations
and decides whether to change them. Again, students must use this new evidence to
justify their decision.
4. At the end of class, have each group turn in their recommendations, data organizer,
and answers to handout questions.
Extensions
1. Wolves have started returning to California on their own, rather than being reintroduced
like in Yellowstone National Park. Future lessons could discuss whether it would be a good
idea to actively re-introduce wolves to other parts of California, or if we should let the
process of re-population happen naturally.
2. As of now, there are just two known wolf packs in California with about five wolves per
pack. Future lessons could discuss how big the population needs to get in order to
maintain adequate genetic diversity.
Resources
This lesson was adapted from The Price of Success: Wolf Population Management, which can
be found at http://www.cpalms.org/Public/PreviewResourceUpload/Preview/130785
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Consequences of Wolf Re-Introductions and Population Expansion
42
The Debate Continues
The controversy over wolves in the Northern Rocky Mountains is not over. In fact, in some
areas, the conflict over wolves is at its boiling point. In 2011, wolves in this area were removed
from the Endangered Species List because the original goals of the program had been met. This
decision allowed each state to manage its own wolf population. Gray wolves are still listed as
endangered in all of California.
As the battle over wolves rages, both sides are worried that their worst fears will be realized.
Hunters and ranchers fear that wolf populations will continue to increase, negatively affecting
their game and livestock. Wolf conservationists fear that protections for wolves will be removed,
leaving them susceptible to a population crash.
References
National Park Service, United States Department of the Interior. Wolf Restoration Continued.
2015. Retrieved from http://www.nps.gov/yell/naturescience/wolfrest.htm
Kovacs, K. E., K.E. Converse, M.C. Stopher, J.H. Hobbs, M.L. Sommer, P.J. Figura, D.A.
Applebee, D.L. Clifford, and D.J. Michaels. Conservation Plan for Gray Wolves in California.
2016. Retrieved from https://nrm.dfg.ca.gov/FileHandler.ashx?DocumentID=135026&inline
Questions
1. What is one major effect that the reintroduced wolves have had on the Yellowstone
ecosystem, and what is one major effect that the wolves have had on humans living in the
area? Provide evidence from the text.
3. List all of the different stakeholders, or the groups of people that may be affected by the
return of wolves to California.
4. Do you feel that top predators like wolves should be reintroduced to particular areas,
even though they may come into conflict with human interests? That is, are the costs to
humans worth the potential benefits to the ecosystem? Explain why or why not.
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Proposal #1: Managing Gray wolves (Canis lupus) in California
Gray wolves have had an adverse effect on elk populations and livestock throughout the northern Rocky
Mountains. This affects the well-being of hunters and ranchers, which both make a significant
contribution to the economy.
Due to these reasons, we propose that the state of California designate wolves as a predatory animal
outside of state and national parks. Upon this designation any wolf can be killed without penalty outside
of these areas.
We predict that this will eventually take the wolf population down to 0 in California. Even if all wolves
in California are eliminated, there are still enough healthy wolves in Washington, Oregon, Idaho,
Montana, and Wyoming.
Based on our economic data, we predict our proposal will have the following impact:
Wolf population number: 0
Economic benefit of wolves to community: $0
State revenue from the sale of deer and elk hunting permits: $18.1 million per year
For these reasons, we recommend that wolves remain on the Endangered Species list as a federally
protected species everywhere in California. Upon this designation, no wolf can be killed without
penalty in the state, except by designated conservation officers under special circumstances.
Ranchers will be reimbursed for any livestock losses.
Under this plan, the gray wolf will receive full protection until the population reaches 300 wolves, at
which point the management plan will be re-evaluated. This population size will allow the opportunity
for migration of wolves from Oregon and other states, and for wolves to become re-established in the
state of California.
Based on our economic data, we predict our proposal will have the following impact:
Wolf population number: 300
Economic benefit of wolves to community: $50 million per year
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State revenue from the sale of deer and elk hunting permits: $3.6 million per year
For these reasons, we recommend that gray wolves receive full protection throughout the state of
California. Upon this designation, no wolf can be killed without penalty. However, designated
conservation officers do have the right to kill wolf packs that become habituated to killing
livestock. Any livestock lost will be reimbursed by the state.
Under this strategy, the wolf population in California will receive full protection and be monitored until
the population reaches 200 wolves, at which time the management plan will be re-evaluated. This
strategy will allow gray wolves to re-establish a permanent population in the state California.
Based on our economic data, we predict our proposal will have the following impact:
Wolf population number: 200
Economic benefit of wolves to community: $40 million
State revenue from the sale of deer and elk hunting permits: $7.2 million
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Wolf Elk Losses to Economic Benefits to Concerns State
population population Ranchers benefit of ecosystem of citizens revenue:
numbers numbers wolves to hunting
community permits
Proposal 1 0
Proposal 2 300
Proposal 3 200
This is a data table you can use to rank the three proposals.
46
Wolf Population Data in Wyoming
This data shows the number of wolves in the state of Wyoming outside
of Yellowstone National Park. It includes a) the total number of living
wolves, b) the number of wolf packs, c) the number of wolves killed for
livestock control, and d) the number of wolves killed by hunters every
year from 2001 to 2013.
Number of
Number of
Number Number of wolves killed
Date wolves killed
of wolves wolf packs for livestock
by hunters
control
2001 57 8 1 0
2002 69 8 6 0
2003 77 10 18 0
2004 89 11 29 0
2005 134 13 41 0
2006 175 27 44 0
2007 188 25 63 0
2008 178 30 46 0
2009 224 30 31 0
2010 246 34 40 0
2011 230 38 36 0
2012 194 30 43 66
2013 211 31 33 62
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Livestock lost to wolves in Wyoming from 2001-2013
Here are is a set of data that shows the number of cattle and sheep killed
by wolves in the entire state of Wyoming from 2001 to 2013. Ranchers
estimate that these losses total about $134,000 each year for the entire
state.
Cattle Sheep
Date
killed killed
2001 18 34
2002 23 0
2003 34 7
2004 75 18
2005 54 27
2006 123 38
2007 55 16
2008 41 26
2009 20 195
2010 26 33
2011 35 30
2012 44 112
2013 41 33
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Elk Population Trends
Biologists have been keeping close track of one elk herd in Wyoming that is
popular with elk hunters. Here are the number of elk in that population from 1994
to 2012.
20000
18000
16000
Elk Population Size
14000
12000
10000
8000
6000
4000
2000
0
2009
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2010
2011
2012
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Elk and hunting trends in Wyoming
This data pertains to elk populations and hunting in the entire state of Wyoming, not just
one herd. It includes a) the size of the Wyoming elk population from 2002-2012, b) the
size goal for this population, c) the number of elk harvested (killed) each year by hunters,
d) the success rate of hunters, e) the revenue of the Wyoming Fish and Game Department
due to the sale of elk permits and other fees, and f) the total estimated hunter
expenditures on trips to Wyoming.
Harvest
Elk Population Success Estimated Agency Estimated Hunter
Year by
Population Goal rate Revenue Expenditures
hunters
2002 93,506 72,656 21,462 39% $8,624,740 unknown
2003 92,293 83,485 21,365 40% $10,117,083 $33,213,218
2004 88,614 83,185 21,252 41% $9,881,020 $32,802,943
2005 93,449 83,185 19,708 39% $11,486,203 $32,562,491
2006 102,281 83,169 21,680 43% $12,067,220 $33,099,252
2007 94,936 83,140 22,523 43% $13,200,230 $36,694,098
2008 93,354 83,640 20,941 40% $14,408,374 $38,905,578
2009 108,205 83,640 22,971 43% $15,350,478 $40,543,406
2010 103,810 83,610 25,672 48% $16,574,966 $43,082,749
2011 109,525 83,640 23,189 42% $16,047,614 $45,648,785
2012 112,000 81,725 26,365 46% $18,132,338 $48,938,668
50
Attitudes of visitor to Yellowstone National Park
This is a table of data of the attitudes of visitors to Yellowstone National Park
about the reintroduction of wolves. The data showed the percent of each group of
people that favored the reintroduction of wolves before and after the wolves were
reintroduced in 1994.
51
Teacher/Grade /Date Topic / Concept / Phenomenon Lesson 6 of 6
Mr. Zerwekh Ecosystems: Council of Animals
AP Environmental Science Summative Assessment
Brief Lesson Description/Connection to Other Disciplines: Students are assigned an animal and the
ecosystem in which the animal lives. First, the students design a mask for the animal. Next, students wear
their masks and give 4 to 5-minute presentations to the Council of Animals (the rest of the students) that
tells them about the animal, the animals ecosystem, and why they are important.
Performance Expectation(s): HS-LS2-6: Ecosystems: Interactions, energy, and dynamics
Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain
relatively consistent numbers and types of organisms in stable conditions, but changing conditions may
result in a new ecosystem.
Learning Objective(s):
Analyze the principles of ecosystems, energy, and population dynamics by creating a mask that represents
an individual animal from a specific ecosystem, and developing an oral presentation that describes the
animal, the ecosystem in which the animal lives, and why the animal and its ecosystem are important.
Differentiation strategies to meet diverse learner needs:
ELL: Pair with a student who is fluent in both languages; provide more guided questions with sentence
starters and/or sentence frames.
Struggling students (IEP): Provide more guided questions with sentence starters and/or sentence frames.
Fast finishers (GATE): Provide more challenging questions, or a more challenging animal/ecosystem.
Narrative / Background Information
52
and habitat availability.
Possible Preconceptions/Misconceptions:
1. Students may not grasp how important their assigned animal is to the ecosystem, and/or how important
the ecosystem is to the health of the planet.
2. Students may not believe humans have a significant impact on their assigned animal and/or ecosystem.
Safety Precautions: None
ENGAGEMENT (Day 1, 5 min): Opening Activity Access Prior Learning / Stimulate Interest / Generate
Questions:
Provide the activity handout and describe the Council of Animals Presentation activity to the students. Now
that they have learned about ecosystems and the importance of the animals within them, each of them will
get to become an animal, and have the honor of giving a presentation to the Council of Animals about who
they are, where they live, and why they are important. Emphasize to the students that they are giving this
presentation from the animals point of view, and that they should try to embody the spirit of that animal.
EXPLORATION (Day 1, 55 min): Lesson Description Probing or Clarifying Questions:
1. Provide each student with their assigned animal and associated ecosystem.
2. Students design their animal masks using construction paper, colored pencils/markers, and string.
3. Upon finishing their masks, if time permits, students can begin developing their presentations by
answering questions about their animal and ecosystem (see EXPLANATION section).
EXPLANATION (Overnight Homework): Concepts Explained BY STUDENTS and Academic Language
developed:
In developing their presentations to the Council of Animals, students need to address the following
questions:
1. What animal are you?
2. Where are you found?
a. What part of the world?
b. What ecosystem?
c. Where do you live within your ecosystem (i.e. trees, caves, rivers, etc.)?
3. What are the defining characteristics of your ecosystem (i.e. weather, topography, animal and plant
life)?
4. Are there currently any threats to your ecosystem (i.e. climate change, pollution, poaching, habitat
destruction, invasive species)?
5. What is your role in the ecosystem? In other words, why is your animal important? When answering
this question, consider the following: Are you a consumer or producer? Do you provide food
(energy) for other animals, or are you a top predator? Do you help control the populations of other
animals in the ecosystem? Are you efficient at pollination and/or seed dispersal? What would
happen to your ecosystem if you werent there?
6. Are there currently any threats to your animal (i.e. climate change, pollution, poaching, habitat
destruction, invasive species)?
7. Finally, is there anything that humans can do to help you (the animal) and where you live (the
53
ecosystem)?
ELABORATION (Day 2, 1 hour): Applications and Extensions:
Council of Animals Presentation:
1. Arrange desks/chairs in a circle.
2. Once students are seated in the circle, ask them to put on their masks. Then, ask all the animals (the
students) to signal their presence by giving an animal noise.
3. Ask for volunteers to present first. Beginning with the first presenter, students will give their
presentations going counter-clockwise around the circle. Each student must stand up and go to the center of
the circle for their presentation, which should last between 4 and 5 minutes.
EVALUATION (Day 2, 5 min): Formative Assessment / Summative Assessment
Use the Council of Animals Presentation Rubric on the following page to evaluate each students
presentation.
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Council of Animals Presentation Rubric
55
Summative Assessment: Council of Animals Presentation
For this assessment, you will be assigned an animal and the ecosystem in which the animal lives.
First, you will design a mask for your animal. Next, you will wear that mask and give a 4 to 5-
minute presentation to the Council of Animals (your classmates) that tells them about who you
are (the animal), where you live (the ecosystem), and why you and your home are important.
Part 1: You will be provided with construction paper, colored pencils/markers, and string to
design a mask for your animal. Feel free to get creative with your designs!
Part 2: Become your animal! Put on your mask and give a 4 to 5-minute presentation to the
Council of Animals that addresses the questions below. To make sure you address each of the
questions during your presentation, use a script that outlines all of your responses. You will turn
in your mask and script at the end of your presentation, which will be graded using the rubric on
the following page. P.S. Animal noises are encouraged!
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Council of Animals Presentation Rubric
57