These lessons are compatible with the High School Next Generation Science Standards* HS-LS2-3, HS-LS2-4, HS-LS2-5, HS-LS2-1, HS-LS2-2, HS-LS2-6, HS-LS2-7, and HS-LS4-6. The standards ask that the students, “[c]onstruct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions, [u]se mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem, [d]evelop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere, [u]se mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales, [u]se mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales, [e]valuate 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, [d]esign, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity, and [c]reate or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.”
These lessons are compatible with the High School Next Generation Science Standards* HS-LS2-8, HS-LS3-3, HS-LS4-1, HS-LS4-2, HS-LS4-3, HS-LS4-4, and HS-LS4-5. The standards ask that the students, “[e]valuate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce, [a]pply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population, [c]ommunicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence, [c]onstruct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment, [a]pply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait, [c]onstruct an explanation based on evidence for how natural selection leads to adaptation of populations, [e]valuate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.”
These lessons include a design challenge. It is compatible with HS-ETS1-1,3 which states that students will
“[a]nalyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants and [e]valuate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.”
These lessons include a lab report and a research report on climate change. It is therefore also compatible with the following Common Core English Language Arts-Literacy Standards.
Writing, History, Science, and Technical Subjects.9-10.1(A-E), 9-10.2(A-F), 6,7,8,9
Reading Science and Technical Subjects.9-10.1,2,3,4,5,6,7,8,9
Cover the topic of ecology and evolution with these exciting activities and labs! Intrigue your students with these interesting and eye-opening lessons!
For a PREVIEW of these lessons. CLICK HERE FOR ECOLOGY
and CLICK HERE FOR EVOLUTION
Here is what’s included in the lessons:
-Clickable table of contents
-Teacher materials list and notes
-14 pages of vocabulary cards related to the topic of ecology
-13 pages of vocabulary cards related to the topic of evolution
-A Student Objectives Sheet listing all the objectives expected to be met by each student
-8 pages of notes discussion questions which cover the topic of ecology INCLUDING accompanying Power Point Presentation
-9 pages of notes discussion questions which cover the topic of evolution INCLUDING accompanying Power Point Presentation
-4 ecology activities, including
1) Energy Flow Through a Salt Marsh
2) Biome Vacation!
3) Erosion…Not So Peachy
4) Biomagnification and Water Pollution
-8 evolution activities, including
1) Galapagos Wildlife
2) Jean-Baptiste Lamarck
3) Evidence for Evolution Outline
4) How Important Are Your Thumbs
5) High Five for Hardy-Weinberg
6) Take a Chance on Genetic Drift
8) Create Your Own Species
-5 ecology projects with rubric, including
1) Hot Spring Ecosystem of Yellowstone National Park
2) Carbon Cycle and Global Climate Change Research Project
3) Ecological Succession
4) Oil Spill Clean Up
-3 evolution projects with rubric, including
1) Variations in Populations
2) Amino Acid Sequences in Primates
3) The Social Lives of Wolves
-3 ecology labs with rubric, including
1) Sampling Populations in a Community
2) Ozone and Sunscreen
3) Air Pollution and Acid Rain
-1 evolution lab with rubric, including
1) Natural Selection
-1 Engineering Design Challenge, including
1) Carbon Sequestration Design Challenge
-2 end of unit assessments covering the lesson objectives and Next Generation Science Standards*
-A comprehensive lesson plan including:
Title, Grade, Objectives, NGSS*, Materials Needed, Connections to Real Life, Connections Across the Curriculum, Anticipated Difficulties with the Content, Pre-Requisite Knowledge, Key Vocabulary, Lesson Delivery Method, Examples for Better Understanding, Assessment, Wrap Up and Review, Extensions, and Modifications.
This lesson can be used in any High School Life Science or Biology course.
NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.
*"Next Generation Science Standards (NGSS) is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of this product, and do not endorse it.”
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