Course title
EcologyPre-requisite
N/ACourse description
Ecology Course Syllabus
This course will make students better familiar with the unique ecosystem in their backyards that is the Sonoran Desert. Ecology is the science of studying how all of the biotic and abiotic factors in an ecosystem contribute to functioning of the ecosystem as a whole. Students will learn about abiotic factors such as soil characteristics; physical features; climate; and geology of ecosystems. The biotic portion of the course will cover topics such as plants; animals; and microorganisms of ecosystems. The last portion of the course would cover human influences on ecosystems. This course will be largely project-based with the majority of assessment grades coming from projects students complete such as: Leaf collections; Mapping projects; Bird identifications; small research projects; etc.
Scope and Sequence:
Unit 1: Introduction to the Sonoran Desert: Students will learn basic facts such as: What constitutes a desert? Should the Sonoran Desert be considered a desert? What geographical area does the Sonoran desert encompass?
Standards Covered:
NGSS:
LS2.C: Ecosystem Dynamics; Functioning; and 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.
Common Core Standards (Mathematics)
MP.2
Reason abstractly and quantitatively.
HSS-ID.A.1
Represent data with plots on the real number line.
HSS-IC.A.1
Understand statistics as a process for making inferences about population parameters based on a random sample from that population.
Lab Activities associated with unit:
Species Area Lab: Students will sample three different areas; a 1 meter circle; a 5 meter circle; and a 10 meter circle. They will list the type and quantity of all plant species found within the circle. This lab will demonstrate to students the relationship between biodiversity and the size of a habitat.
Unit 2: Animals of the Sonoran Desert: Students will learn about the major animal groups found in the Sonoran Desert. Major projects in this unit will include: Insect collections; learning common bird species by sight and by their calls; participating in the great Arizona mosquito hunt and then creating a presentation on the results; conducting a research project on a specific desert animal; designing a reconciliation ecology project to promote certain types of organisms on campus (examples: native bee habitats; constructing and maintaining hummingbird feeders; constructing bat houses).
Standards Covered:
NGSS:
LS2.C: Ecosystem Dynamics; Functioning; and 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.
LS2.C: Ecosystem Dynamics; Functioning; and Resilience
Moreover; anthropogenic changes (induced by human activity) in the environment—including habitat destruction; pollution; introduction of invasive species; overexploitation; and climate change—can disrupt an ecosystem and threaten the survival of some species.
LS4.D: Biodiversity and Humans
Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary)
Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation; overexploitation; habitat destruction; pollution; introduction of invasive species; and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary) (Note: This Disciplinary Core Idea is also addressed by HS-LS4-6.)
ETS1.B: Developing Possible Solutions
When evaluating solutions it is important to take into account a range of constraints including cost; safety; reliability and aesthetics and to consider social; cultural and environmental impacts. (secondary)
Common Core Standards (ELA/Literacy)
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.
RST.11-12.8
Evaluate the hypotheses; data; analysis; and conclusions in a science or technical text; verifying the data when possible and corroborating or challenging conclusions with other sources of information.
Lab Activities associated with unit:
Reconciliation ecology lab: Students will pick one organism to try to promote around the campus of Sahuarita High School. They will then research and make recommendations about what could be done to support the population of that organism on campus. They will make the recommended changes and then design a way to sample whether their changes are having the intended effect on increasing the number of organisms on campus. This lab will make students have to do background research on a topic and then to test that research using observations made in the field. They will have to design techniques to assess whether their changes resulted in the outcome that they were looking for.
Unit 3: Plants of the Sonoran Desert: Students will learn about important plant species and their impacts on the environment. Major projects for this unit would include: Leaf collections; identifying local tree species; cacti; notable shrubs/forbs. Learning how to set-up transects and collect data using transects.
Standards Covered:
NGSS:
LS2.C: Ecosystem Dynamics; Functioning; and 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.
LS2.A: Interdependent Relationships in Ecosystems
Ecosystems have carrying capacities; which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation; competition; and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem.
LS1.C: Organization for Matter and Energy Flow in Organisms
The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen.
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
Photosynthesis and cellular respiration are important components of the carbon cycle; in which carbon is exchanged among the biosphere; atmosphere; oceans; and geosphere through chemical; physical; geological; and biological processes.
PS3.D: Energy in Chemical Processes
The main way that solar energy is captured and stored on Earth is through the complex chemical process known as photosynthesis. (secondary)
Common Core Standards (ELA/Literacy)
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.
RST.11-12.8
Evaluate the hypotheses; data; analysis; and conclusions in a science or technical text; verifying the data when possible and corroborating or challenging conclusions with other sources of information.
WHST.9-12.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject; demonstrating understanding of the subject under investigation.
Common Core Standards (Mathematics)
MP.2
Reason abstractly and quantitatively.
HSS-ID.A.1
Represent data with plots on the real number line.
HSS-IC.A.1
Understand statistics as a process for making inferences about population parameters based on a random sample from that population.
HSS-IC.B.6
Evaluate reports based on data.
Lab Activities associated with unit:
Linear Transect Sampling Lab: Students will set up 100 meter linear transects at various places outside. They will identify and record all plant life found within a 1 meter grid in intervals of every 10 meters. This lab will demonstrate to students how scientists use standardized measurement techniques in order to reliably compare data from different areas. Students should be able to make general comments about how the types of plants and diversity differs based on different environmental factors.
Seed Germination Lab: Students will surface sterilize seeds and place them in seed bags designed to only allow fungal and bacterial microbes entry. They will bury the seed bags in a transect grid in several locations. The students will leave the seed bags for 2 weeks before retrieving them from the field. They will retrieve their seeds and surface sterilize them. The seeds will then be placed on an microbial growth medium incubated until signs of fungal or bacterial growth are observed. This lab teaches the students many skills such as sterile technique; making accurate field observations; culturing microbes on petri dishes; and making assessments about how the environment can impact the microbial community found on seeds.
Soil characteristics lab: Students will make general measurements of soil collected from various locations. Their measurements will include: soil moisture; ph; porosity; proportion of sand; silt; clay; and calcium carbonate. They will then discuss how those factors could impact organisms present in those areas.
Unit 4: Mapping the Sonoran Desert: Students will learn how to use smart phones and free apps to construct maps of study sites and to plot data points onto google maps. They will use these maps for research purposes.
Standards Covered:
NGSS:
LS2.C: Ecosystem Dynamics; Functioning; and Resilience
Moreover; anthropogenic changes (induced by human activity) in the environment—including habitat destruction; pollution; introduction of invasive species; overexploitation; and climate change—can disrupt an ecosystem and threaten the survival of some species.
LS4.D: Biodiversity and Humans
Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary)
Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation; overexploitation; habitat destruction; pollution; introduction of invasive species; and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary) (Note: This Disciplinary Core Idea is also addressed by HS-LS4-6.)
Common Core Standards (ELA/Literacy)
WHST.9-12.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject; demonstrating understanding of the subject under investigation.
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.
Common Core Standards (Mathematics)
MP.2
Reason abstractly and quantitatively.
HSN.Q.A.1
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
HSN.Q.A.2
Define appropriate quantities for the purpose of descriptive modeling..
Lab Activities associated with unit:
Ecosystem mapping lab: Students will plot an area using readily available free cell phone apps. They will create maps of their plots using google maps and use those maps to determine additional data about an ecosystem. For example; they could use satellite imagery to compare the percent vegetation cover in two different areas. Also; they will map plants of ecological interest; such as the pima pineapple cactus and draft responses to hypothetical situations such as making recommendations on locations for future housing developments.
Unit 5: Human Impacts on the Sonoran Desert: Students will learn about how past and present human populations have relied on and modified the landscape of the Sonoran Desert. They will learn about both positive and negative impacts that humans have had on the ecosystem as well as the plants and animals that native cultures relied on.
Standards Covered:
NGSS:
LS2.C: Ecosystem Dynamics; Functioning; and Resilience
Moreover; anthropogenic changes (induced by human activity) in the environment—including habitat destruction; pollution; introduction of invasive species; overexploitation; and climate change—can disrupt an ecosystem and threaten the survival of some species.
LS4.D: Biodiversity and Humans
Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary)
Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation; overexploitation; habitat destruction; pollution; introduction of invasive species; and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary) (Note: This Disciplinary Core Idea is also addressed by HS-LS4-6.)
LS2.C: Ecosystem Dynamics; Functioning; and 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.
Common Core Standards (ELA/Literacy)
WHST.9-12.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject; demonstrating understanding of the subject under investigation.
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.
Common Core Standards (Mathematics)
MP.2
Reason abstractly and quantitatively.
HSN.Q.A.2
Define appropriate quantities for the purpose of descriptive modeling..
Lab Activities associated with unit:
Case study: Humans and the Santa Rita Experimental range. Students will pick one aspect of human involvement at the Santa Rita Experimental range and conduct a brief literature review over those changes. They will then create a presentation on google slides summarizing their research. If funds are available; part of this unit could involve field trips to the range to observe the local ecosystems or to listen to scientists currently researching in the field describe their work.
Unit 6: Future of the Sonoran Desert: Students will learn and discuss how factors including climate change; water use; and human encroachment on the environment will affect the species that are present in the Sonoran Desert.
Standards Covered:
NGSS:
LS2.C: Ecosystem Dynamics; Functioning; and Resilience
Moreover; anthropogenic changes (induced by human activity) in the environment—including habitat destruction; pollution; introduction of invasive species; overexploitation; and climate change—can disrupt an ecosystem and threaten the survival of some species.
LS4.D: Biodiversity and Humans
Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary)
Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation; overexploitation; habitat destruction; pollution; introduction of invasive species; and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary) (Note: This Disciplinary Core Idea is also addressed by HS-LS4-6.)
LS2.C: Ecosystem Dynamics; Functioning; and 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.
Common Core Standards (ELA/Literacy)
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.
Common Core Standards (Mathematics)
MP.2
Reason abstractly and quantitatively.
Lab Activities associated with unit:
*Field trip to biosphere 2: Contingent on funding; students will visit biosphere 2 and focus on relevant ongoing research such as how climate change is supposed to affect precipitation in the desert as well as the impact of increased CO2 on seawater acidification.
* Unit 7: Freshwater ecology: Students will learn about the major factors affecting freshwater ecosystems. They will also be able to discuss the ecological significance of riparian areas in a desert ecosystem.
Standards Covered:
NGSS:
LS2.A: Interdependent Relationships in Ecosystems
Ecosystems have carrying capacities; which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation; competition; and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem.
LS2.C: Ecosystem Dynamics; Functioning; and 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.
Common Core Standards (ELA/Literacy)
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.
RST.11-12.8
Evaluate the hypotheses; data; analysis; and conclusions in a science or technical text; verifying the data when possible and corroborating or challenging conclusions with other sources of information.
WHST.9-12.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject; demonstrating understanding of the subject under investigation.
Common Core Standards (Mathematics)
MP.2
Reason abstractly and quantitatively.
HSN.Q.A.1
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
HSN.Q.A.2
Define appropriate quantities for the purpose of descriptive modeling.
HSN.Q.A.3
Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
Lab Activities associated with unit:
Stream Sampling lab: Students will sample the San Pedro river and use standardized sampling methods as described by the USDA for physical features and the macroinvertebrates that are present. They will learn about factors that indicate good water quality vs. poor water quality from the data that they gather.
Unit 8: Final Project: Student Designed research project In the last quarter; students will design a project to research using the techniques that they have learned from the labs designed above. They will conduct research on their topic for around 3 weeks. They will then create research presentation posters summarizing their work. They will present those posters for their final exam grade in class
Common Core Standards (ELA/Literacy)
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.
RST.11-12.8
Evaluate the hypotheses; data; analysis; and conclusions in a science or technical text; verifying the data when possible and corroborating or challenging conclusions with other sources of information.
WHST.9-12.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject; demonstrating understanding of the subject under investigation.
Common Core Standards (Mathematics)
MP.2
Reason abstractly and quantitatively.
HSN.Q.A.1
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
HSN.Q.A.2
Define appropriate quantities for the purpose of descriptive modeling.
HSN.Q.A.3
Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
School country
United StatesSchool state
ArizonaSchool / district Address
350 W. Sahuarita RoadSchool zip code
85629Date submitted
Approved
YesApproved competency code
- LINT
- Integrated science