Unit: Expedition- Pronghorn

Day 1
Introduction to Ecosystems
Standards:
S4C3-PO6: Create a model of the interactions of living organisms within an
ecosystem.
S4C3-PO3: Analyze the interactions of living organisms with their ecosystems:
limiting factors, carrying capacity.
Content:
What is an ecosystem?
How can ecologists measure population size?
Learning Targets:
I can identify and describe the components of an ecosystem.
Materials:
Dried pinto beans
Bowls (1 per table)
Handouts:
Homework #5: Backyard Ecosystem Study
Sequence:
1. Bell work: defining terms ECOSYSTEM, SPECIES, COMMUNITY & New LTs
2. Brainstorm & Notes
-Each student will brainstorm the groups that they are a part of. Who
are the individual members of that group? What other groups is it associated
with? What are some factors that keep people in and out of the group?
-Draw a web on the board with Ecology in the middle, connecting the
terms species, population, community, biotic and abiotic factors.
3. Capturing The Wild Bean Mark & Recapture Activity
-Ask students how they think scientists can study populations. If they
were to study an elusive creature, how would they go about doing this?
-Explain that there are a few ways that Wildlife biologists can study
populations. One of them is the Mark-Recapture method.
-Students will complete the activity in their table groups and answer
the questions individually.
-Debrief the activity: If you were a wildlife biologist, what would be the
benefits and difficulties of this method?
4. Explain Homework #5
Assessment:
Data table with questions
Hwk #5- due Wed.

Unit: Expedition- Pronghorn

Day 2
Ecosystem Interactions
Standards:
S4C3-PO6: Create a model of the interactions of living organisms within an
ecosystem.
S4C3-PO2: Explain how organisms obtain and use resources to develop and thrive
in niches, predator/ prey relationships.
Content:
What types of relationships can species within an ecosystem have?
What adaptations do predators and prey have?
Learning Targets:
I can identify different types of relationships between and amongst species in an
ecosystem.
Materials:
Video- Coral Reef Adventure or Planet Earth
Handouts:
Video response sheet
Sequence:
1. Bell work: defining terms PREDATOR, PREY, COMPETITION.
2. Go over handout, have students read the questions prior to starting the
video.
3. Students will fill out the handout as they watch the video.
Assessment:
Video response sheet
For absent students: Read pp. 26-28 in text

Unit: Expedition- Pronghorn

Day 3
Pronghorn Adaptation
Standards:
S4C3-PO2: Explain how organisms obtain and use resources to develop and thrive
in niches, predator/ prey relationships.
Content:
What is the purpose of adaptations?
What are examples of human adaptations?
What are the benefits of pronghorn adaptations?
Learning Targets:
I can describe the role of adaptation in survival.
I can predict the ecological benefits of pronghorn adaptations.
Materials:
Pronghorn realia
Index cards with different body parts and adaptations
Handouts:
Adaptation graphic organizer (with image of pronghorn with a place to write for
each body part/adaptation)
Sequence:
1. Bell work: defining terms ADAPTATION, NICHE.
2. Have students notice 3 adaptations in their body and think about the
benefit of having it that particular adaptation.
3. Students will set up their notebook Pronghorn Adaptations
4. Show pictures of pronghorn and pronghorn realia
-Ask students what animal they think this is?
-Students will fill in each part of their graphic organizer and predict the
benefits of each adaptation that they notice.
-We will then go over each adaptation and they will fill in any
missing/incorrect pieces.
Assessment:
Pronghorn adaptation graphic organizer

Unit: Expedition- Pronghorn

Day 4
Oh Pronghorn Game
Standards:
S4C3-PO3: Analyze the interactions of living organisms with their ecosystems:
limiting factors, carrying capacity.
Content:
What are limiting factors?
How are pronghorn populations affected by limiting factors?
What makes pronghorn conservation difficult?
Learning Targets:
I can apply the outcome of a model to identify the factors contributing to
pronghorn population dynamics.
Materials:
Clipboard & paper to record game data
Handouts:
Homework # 6: Environmental Science text spiral pp. 68-9
Interactions Among Living Things
Sequence:
1. Bell work: defining terms LIMITING FACTOR, CARRYING CAPACITY
2. Oh Pronghorn Game
3. Debrief of game in small groups
-Go over results; what did you notice? What are some of the factors
affecting pronghorn populations?
4. Expedition journaling
-Students will choose one guiding question from the wall and write a
reflective journal entry about how it relates to/is answered by the content from
the week.
Assessment:
Small group debrief of game using discussion questions
Homework #6- due Friday

Unit: Expedition- Pronghorn

Day 5
Pronghorn Population Dynamics
Standards:
S3C1-PO1: Analyze environmental risks (pollution, destruction of habitat) caused
by human interaction with biological systems.
Content:
What are major characteristics of grassland habitat?
How are organisms and populations affected by overpopulation?
Learning Targets:
I can explain the major characteristics of grassland habitat.
I can describe the effects of overpopulation on an organism and population.
Materials:
Laptop
Projector
Powerpoint Preso
Handouts:
Sequence:
1. Bell work: Defining terms HABITAT, BIOTIC FACTOR, ABIOTIC FACTOR
2. Powerpoint on grassland habitat and population dynamics of pronghorn
with maps and current population info.
3. Modeling overpopulation (NSTA Activity, pg. 71)
-Students will have to complete a task (answering questions or solving
a puzzle) while being situated in an increasingly smaller space.
-Students will debrief the game by explaining their feelings as the
game progressed and what how organisms might react when faced with
overpopulation.
Assessment:
Whole class debrief of activity