This zip file contains different activities (30 pages of student handouts and 1 PowerPoint with a total of 46 slides) which can be used to compose a unit for AP Biology or advanced Biology students involving the Topics of Biodiversity and Aspects of Behavior. Some topics addressed in this unit in reference to the origin of life include global warming, ozone depletion, acid precipitation, biodiversity, reasons for preserving biodiversity, the role of humans in negatively impacting biodiversity and some selected aspects of plant and animal behavior as outlined in the AP Biology curriculum document. More specific information on the learning goals addressed in this learning package may be viewed near the end of this course description.
While these lessons were originally designed for my AP Biology curriculum, they can be adapted to any advanced level Biology program. The Educational Testing Service also provides two labs which fit well with this unit. Links to obtain these labs are included in the "read me first" text file in this zip file package. This read me first file also contains links to an online textbook which can be used in replacement of traditional classroom textbooks.
This lesson packet contains a listing of the learning goals, common core learning standards, NGSS learning standards and the AP Biology performance indicators addressed in these materials. These are included in the packet and at the end of the description of this lesson.
The components of this lesson package can easily be displayed to students using an LCD projector and may be readily modified into formats facilitating smartboard technology. Most documents are included in both word and pdf format to allow editing for specific teacher needs.
Answer keys are included for all listed student work items. Student files have been provided in both editable word and pdf format to allow you to edit the activities to meet the needs of the students in your classroom.
The specific contents of the learning package includes the following items (the page count for these items are actual student handouts as answer key page counts are not included):
-- Learning Goals and Objectives for this unit correlated to the AP Bio ETS, NGSS and Common Core Learning standards (3 pages)
-- Threats to Biodiversity and Aspects of Behavior Completion Notes (7 pages)
-- PowerPoint to accompany the Threats to Biodiversity and Aspects of Behavior Completion Notes (46 slides)
-- Biodiversity and Threats to Biodiversity Reading Worksheet (6 pages) (34 questions)
-- Global Warming Activity (5 pages)
-- Invasive Species Project with rubric (2 pages)
-- Threats to Biodiversity and Aspects of Behavior Exam (7 pages) (37 multiple choice and 3 short answer questions)
Threats to Biodiversity and Aspects of Behavior Learning Goals
Upon the completion of this unit the student will be able to:
1. define the term biodiversity.
2. recognize that the steady increase in human population has had a negative effect
3. state some major causes and consequences of global warming.
4. state a major cause and some consequences of ozone depletion.
5. state some major causes and consequences of acid precipitation.
6. explain why increased biodiversity produces greater ecosystem stability.
7. state several examples of decreased biodiversity having a negative impact on populations.
8. list several examples of human activities producing decreased biodiversity.
9. define what is meant by a keystone species and discuss an example of this.
10. list several examples of invasive (introduced) species and explain why they are often more successful than the native species of an ecosystem.
11. discuss several examples through which organisms exchange information and behaviors in response to internal changes and external cues.
12. identify two signal behaviors in living things that increase their reproductive success.
13. discuss some ways animals use visual, audible, tactile, electrical and chemical signals to indicate dominance, find food, establish territory and ensure reproductive success.
ETS AP Biology Learning Objectives
LO 2.39 The student is able to justify scientific claims, using evidence, to describe how timing and coordination of behavioral events in organisms are regulated by several mechanisms. [SP 6.1]
LO 2.38 The student is able to analyze data to support the claim that responses to information and communication of information affect natural selection. [SP 5.1]
LO 2.40 The student is able to connect concepts in and across domain(s) to predict how environmental factors affect responses to information and change behavior. [SP 7.2]
LO 4.13 The student is able to predict the effects of a change in the community’s populations on the community. [See SP 6.4]
LO 4.20 The student is able to explain how the distribution of ecosystems changes over time by identifying large-scale events that have resulted in these changes in the past. [SP 6.3]
LO 4.21 The student is able to predict consequences of human actions on both local and global ecosystems. [SP 6.4]
LO 4.27 The student is able to make scientific claims and predictions about how species diversity within an ecosystem influences ecosystem stability. [SP 6.4]
NGSS Learning Standards
HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
Common Core State Standards Connections:
RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
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.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
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.
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. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
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