(10) The student knows that biological systems are composed of multiple levels. The student is expected to:
(C) analyze the levels of organization in biological systems and relate the levels to each other and to the whole system.
(11) The student knows that biological systems work to achieve and maintain balance. The student is expected to:
(B) investigate and analyze how organisms, populations, and communities respond to external factors;
(C) summarize the role of microorganisms in both maintaining and disrupting the health of both organisms and ecosystems
*(D) describe how events and processes that occur during ecological succession can change populations and species diversity.
(12) The student knows that interdependence and interactions occur within an environmental system. The student is expected to:
*(A) interpret relationships, including predation, parasitism, commensalism, mutualism, and competition among organisms;
(B) compare variations and adaptations of organisms in different ecosystems;
*(C) analyze the flow of matter and energy through trophic levels using various models, including food chains, food webs, and ecological pyramids;
(D) recognize that long-term survival of species is dependent on changing resource bases that are limited;
(E) describe the flow of matter through the carbon and nitrogen cycles and explain the consequences of disrupting these cycles; and
*(F) Describe how environmental change can impact ecosystem stability.
[Note: This unit/performance task was created with the intentions of being used for mastery learning and standard based grading].
Wang, Daisy and Ramos, Yipsel, "Ecology" (2011). Understanding by Design: Complete Collection. Paper 175.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.