1. Intel® Teach Program
Essentials Course
Unit Plan Template
Click on any descriptive text, then type your own.
Unit Author
First and Last Name Sittie Hadjirah Tan Baser
School District Cebu City
School Name Cebu Normal University
School City, State Cebu City, Philippines
Unit Overview
Unit Title
Ecology
Unit Summary
Ecology is the study of living and nonliving things in an environment and how they depend on and
interact with one another for survival. The impact, both positive and negative, of humans on
environments will be explored. Through this unit students will understand that life is dependent on
the well being of the environment.
Subject Area
Biology
Grade Level
Second Year High School
Approximate Time Needed
1 week
Unit Foundation
Targeted Content Standards and Benchmarks (BEC COMPETENCIES)
Explain how parts of an ecosystem are related and how they interact
Explain how energy is distributed to living things in an ecosystem
Explain how communities of living things change over a period of time
Describe how materials cycle through an ecosystem and get reused in the environment
Analyze how humans and the environment interact
Describe common patterns of relationships among populations
Describe the relationships among producer, consumer, decomposer, prey, and predator
Predict the effects of changes in one population in a food web on other populations
Recognize a community as all the populations of organisms living together in an ecosystem
Explain that every organism in an ecosystem is directly or indirectly linked to other organisms
Describe types of interrelationships to include parasitism, mutually beneficial relationships,
competition, and predator/prey relationships
Describe how all organisms acquire energy directly or indirectly from the sunlight
Explain how energy flows through each link in a food web
Explain the energy relationships in an ecosystem's food web
Predict the effects of changes in one population in a food web to other populations
Describe how populations of animals, plants, and other organisms in an ecosystem coexist in
a natural balance
Recognize how populations are dependent upon one another
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2. Intel® Teach Program
Essentials Course
Explain how natural events, human activities, and the introduction of non-native species
change environments
Explain how the population of animals, plants, and other organisms in an ecosystem are
affected when plant populations change
Describe the likely succession of a given ecosystem over time
Describe how ecosystems change over time and follow a predictable pattern
Explain how ecosystems follow predictable patterns or stages called ecological succession
Describe the features of the various stages of ecological succession from pioneer species to a
climax community
Explain how humans use and benefit from plant and animal materials
Describe the ways in which humans alter the environment
Evaluate the positive and negative effects of human activities on the environment
Student Objectives/Learning Outcomes
Identify the parts of an ecosystem.
Enumerate the different types of ecosystems and its components.
Analyze various biotic factors affecting flow of energy within ecosystem.
Illustrate how man influences ecosystem and the extent to which this helped and/or harmed the
ecosystem.
Curriculum-Framing Questions
Essential What type of an ecosystem do we live in?
Question How are species interdependent and interrelated?
Unit
Questions How does the environment regulate population size and ecosystem stability?
Content
Questions How do ecosystems respond to positive and negative inputs?
Assessment Plan
Assessment Timeline
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3. Intel® Teach Program
Essentials Course
Before project work begins Students work on projects After project work is
and complete tasks completed
Allow the students to express Human Environmental Impact
their expectations and initial
Survey – Students will do a The initial survey will be
reactions on the guide
assessed based on
questions. self-survey, identifying the introspection and completion.
possible positive and negative The final survey will be
assessed using the final written
impacts they have on the response. An analytical rubric
environment and how the will be used assessing their
proper use of new vocabulary,
environment reacts to these the organization of their
inputs. The students will then argument, the application of
ecological principles, the
broaden their survey to
quality of support given to their
include local, state, national argument and the quality and
creativity of their proposed
and global human impact
improvement to
events. The students will human/environmental
relations.
create a final written response
to the information gathered
during the survey. This written
response will ask them to
apply all ecological principles
presented during the unit, ask
them to add personal
commentary on the current
state of human impact and
give at least one specific
example of an action to
improve human/environmental
relations.
Assessment Summary
Aside from the usual paper-pencil exams and activity worksheets, students will also be given the
chance to participate in different activities and games. A field trip to the zoo will serve as culmination
to the lesson. A reaction paper regarding the field trip experience will be assigned to the students
after completion of the unit.
Assessment Rubrics
Classroom participation - 20
Paper-pencil test - 20
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4. Intel® Teach Program
Essentials Course
Worksheets - 10
Total 50 points
Unit Details
Prerequisite Skills
Enumeration of what comprises an ecosystem.
Identify the relationship between organisms found in an ecosystem
Appreciation of the importance of each component in a certain environment
Instructional Procedures
The class will start of with a presentation then followed by a short lecture discussion on the parts
and composition of an ecosystem. A game will then be used in relation to the discussion. Activity
worksheets will then be distributed for the students to answer. A unit test will then follow after all
parts of the lesson have been tackled. A bring-home reaction paper will then be assigned to the
students.
Accommodations for Differentiated Instruction
Special Needs Limited number of students should be assigned per class, preferably with
Students similar special needs. Short discussions are to be presented to prevented
fatigue. Audio-visual materials which support the special needs are to be used.
Nonnative Audio-visual materials with subtitles are to be given. Constant follow up and
Speakers demonstration/return demonstration to assess for understanding. Allow
students to ask questions for clarification.
A test can be given for initial evaluation. Stress on topics which needs
Gifted/Talented
reinforcement. Interactive discussion can be used to promote exchange of
Students
ideas.
Materials and Resources Required For Unit
Technology – Hardware (Click boxes of all equipment needed)
Camera Laser Disk VCR
Computer(s) Printer Video Camera
Digital Camera Projection System Video Conferencing Equip.
DVD Player Scanner Other
Internet Connection Television
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet Image Processing Web Page Development
Desktop Publishing Internet Web Browser Word Processing
E-mail Software Multimedia Other
Encyclopedia on CD-ROM
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5. Intel® Teach Program
Essentials Course
Audersik, T. et. al. (1999), Biology: Life on Earth, New Jersey: Prentice-Hall, Inc.
Biggs, A. et. al. (1995), Life Science, Ohio: McGraw Hill/Glencoe Division of
MacMillan.
Hadsall, A. et. al. (2008), Exploring Science and Technology II, Makati City,
Printed Materials Philippines: Diwa Learnins Systems Inc.
Practice Taking the HAS, Biology Interdependence of Organisms (2008, 2007,
2006, 2005, 2004)
http://www.mdk12.org/assessments/high_school/index_ d.html
Supplies Sound system, television with DVD player, computer, and projector.
http://christinecharisma.tumblr.com,
www.biology4teachers.com
Internet Resources www.copernicusproject.ucr.edu/ssi/HSBiologyResources.htm
www.interactive-biology.com
Other Resources Field trip to the zoo
Programs of the Intel® Education Initiative are funded by the Intel Foundation and Intel Corporation.
Copyright © 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are
trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.
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