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ESSENTIAL QUESTION

How might changes, even subtle changes, within ecosystems impacts its stability?

Common Core Standards 2017-2018 Print Unit 3
Middle - Science - Grade 8 - Unit 3
Ecology
The purpose of this unit is to provide students opportunities to identify, describe, and evaluate solutions for maintaining healthy ecosystems and biodiversity.
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Abiotic Factors, Biotic Factors, Interactions Among Organisms (Competition and Cooperation), Symbiotic Relationships, Energy Relationships, and Ecosystem Design Solutions

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COMMON CORE STANDARDS Show All | Hide All | Top

08-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. 

08-LS2-5. Evaluate competiting design solutions for maintaining biodiversity and ecosystem services. 

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STUDENT LEARNING TARGETS Show All | Hide All | Top

Learning Targets

1.) I can determine important available resources within an ecosytem. 

2.) I can determine basic characteristics of ecosystems. 

3.) I can ask scientific questions about how factors influence the health of an ecosystem. 

4.) I can infer how limiting factors, carrying capacity, and competition influence an ecosystem. 

5.) I can use examples to describe energy relationships within an ecosystem. 

6.) I can construct and analyze a food web to determine the transfer of energy (inferences). 

7.) I can ask questions about how organisms depend on one another. 

8.) I can determine important solutions for maintaining an ecosystem. 

 

Success Criteria

1.) So I can prioritize resources within an ecosystem to maximize potential. 

2.) So I can synthesize information about ecosystems to prove the importance of human survivial. 

3.) So I can explain how physical components affect the biological components of an ecosystem. 

4.) So I can explain its impact on an ecosystem. 

5.) So I can draw inferences about energy relationships and population size. 

6.) So I can create a two-dimensional model of a food web with appropriate labels.

7.) So I can model and explain four types of symbtioc relationships. 

8.) So I can evaluate and prioritize solutions to an ecosystem problem based on scientific, social, and economic considerations. 

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CRITICAL VOCABULARY Show All | Hide All | Top

1.) ecology

2.) ecosystem

3.) biodiveristy

4.) limiting factors

5.) carrying capacity 

6.) commensalism

7.) parasitism

8.) mutualism

9.) food web

10.) trophic level

11.) cooperation

12.) competition 

13.) consumer

14.) producer

15.) decomposer

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LEARNING EXPERIENCES Show All | Hide All | Top
Educator Uploaded Plans (These are educators specific templates with included information and specifics)
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LITERACY STRATEGIES Show All | Hide All | Top

RST. 6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. 

RST. 6-8.8 Distinguish among facts, reasoned judgement based on research findingds, and speculation in a text. 

RI.8.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and speculation in a text. 

WHST.6-8.1 Write arguments to support claims with clear reasons and relevant evidence. 

WHST.6-8.9 Draw evidence from informational text to support analsyis, reflection, and research. 

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