Michael Zerwekh Ecosystems Unit Plan

Mr.
Zerwekhs AP Environmental Science Class

Ecosystems
Context for the Unit/Rationale
Prior to this unit, the students completed an overview unit on ecology. This unit will focus on
ecosystems, energy flow, food webs, factors that can affect populations of species within
ecosystems, and factors that can affect overall ecosystem health.
Time Required
This unit requires a total of 11 class periods, two of which are flipped classes that students do at
home. Each in-class period lasts for one hour. The schedule for the unit is as follows:
Day 1: Lesson 1 Intro to Ecosystems (at home)
Day 2: Lesson 1 Intro to Ecosystems (in class)
Day 3: Lesson 2 California Chaparral Ecosystem
Day 4: Lesson 3 Ecosystem Simulations (at home)
Day 5: Lesson 3 Ecosystem Simulations (in class)
Day 6: Lesson 4 Ecosystem Health and Trophic Cascades
Day 7: Lesson 4 Ecosystem Health and Trophic Cascades
Day 8: Lesson 5 Wolf Management in California
Day 9: Lesson 5 Wolf Management in California
Day 10: Lesson 6 Council of Animals Summative Assessment
Day 11: Lesson 6 Council of Animals Summative Assessment
Standards Covered
NGSS:
HS-LS2-6 Ecosystems: Interactions, energy, and dynamics
Evaluate 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.
Science & Engineering Practices

Engaging in argument from evidence
Engaging in argument from evidence in 912 builds on K8 experiences and progresses to using
appropriate and sufficient evidence and scientific reasoning to defend and critique claims and
explanations about the natural and designed world(s). Arguments may also come from current
scientific or historical episodes in science.
Evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions
to determine the merits of arguments.
Disciplinary Core Ideas:

LS2.C: Ecosystem dynamics, functioning, resilience
A complex set of interactions within an ecosystem can keep its numbers and types of organisms
relatively constant over long periods of time under stable conditions. If a modest biological or
physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e.,
the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme
fluctuations in conditions or the size of any population, however, can challenge the functioning
of ecosystems in terms of resources and habitat availability.
Crosscutting Concepts:
Stability and change
Much of science deals with constructing explanations of how things change and how they remain
stable.
Common Core Standards:

ELA/Literacy -
RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the
authors claim or a recommendation for solving a scientific or technical problem. (HS-LS2-6)
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. (HS-LS2-6)
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. (HS-LS2-6)
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. (HS-LS2-6)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-LS2-6)
HSS-ID.A.1 Represent data with plots on the real number line. (HS-LS2-6)
HSS-IC.A.1 Understand statistics as a process for making inferences about population
parameters based on a random sample from that population. (HS-LS2-6)
HSS-IC.B.6 Evaluate reports based on data. (HS-LS2-6)
Learning Objectives
Lesson 1: Intro to Ecosystems
1) Students identify the foundational principles of ecosystems by watching/reading an online
lesson, and answering five worksheet questions.
2) Students construct food webs by classifying organisms in an ecosystem as producers or
consumers, as herbivores, omnivores, or carnivores, and drawing arrows between organisms to
indicate energy flow.
Lesson 2: California Chaparral Ecosystem
1) Students identify the characteristics of the California chaparral ecosystem by listening to a
PowerPoint lecture and taking notes.
2) Students classify the different organisms of the California chaparral and explain energy flow
in the ecosystem by constructing a food web.
Lesson 3: Ecosystem Simulations
1) Students analyze the effects of different organisms on an ecosystem by using a food web
simulation website.
2) Students apply the principles of ecosystems and food webs by explaining what happens to a
food web when variables are changed.
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Lesson 4: Ecosystem Health and Trophic Cascades
1) Apply introductory knowledge of food webs and ecosystems by constructing food webs that
demonstrate what happens to the flow of energy and the populations of different organisms when
a certain species is removed from, or re-introduced to, an ecosystem.
2) Analyze the results of the above activity by writing an essay that examines what happened to
the flow energy and the populations of different organisms when a certain species was removed
from, or re-introduced to, the ecosystem.
Lesson 5: Wolf Management in California
1) Develop recommendations for a wolf management plan by evaluating different proposals, and
analyzing data that shows the costs and benefits of maintaining a healthy wolf population in an
ecosystem.
Lesson 6: Council of Animals Summative Assessment
1) Analyze the principles of ecosystems, energy, and population dynamics by creating a mask
that represents an individual animal from a specific ecosystem, and developing an oral
presentation that describes the animal, the ecosystem in which the animal lives, and why the
animal and its ecosystem are important.
Materials Included
Lesson 1: Intro to Ecosystems
1) Flipped Classroom Lesson Plan
2) 5E Lesson Plan and Rubric
3) Khan Academy Worksheet
4) Food Web Worksheet
Lesson 2: California Chaparral Ecosystem
1) Teacher-Directed Lesson Plan and Rubric
2) California Chaparral PowerPoint Lecture
3) Chaparral Food Web Worksheet
Lesson 3: Ecosystem Simulations
1) Flipped Classroom Lesson Plan
3) Ecosystem Simulation Worksheet
Lesson 4: Ecosystem Health and Trophic Cascades
Lesson 5: Wolf Management in California
1) MEA Lesson Plan
2) MEA Supporting Documents
Lesson 6: Council of Animals Summative Assessment
2) Activity Handout
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Lesson Title: Introduction to Ecosystems
Subject: Ecosystems
Grade Level: AP Environmental Science
Time Requirements for First Exposure & Incentive (giving directions for at-home work): 5 min
Total Time Requirement for At-Home Activity: 1 hour
Total Time Requirement for In-Class Activity: 1 hour
NGSS Standard: HS-LS2-6 Ecosystems: Interactions, energy, and dynamics

Evaluate 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.
Practices: Engaging in argument from evidence
Engaging in argument from evidence in 912 builds on K8 experiences and progresses to using appropriate and sufficient evidence
and scientific reasoning to defend and critique claims and explanations about the natural and designed world(s). Arguments may also
come from current scientific or historical episodes in science.
Evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions to determine the merits of
arguments.
Cross-cutting concepts: Stability and change

Much of science deals with constructing explanations of how things change and how they remain stable.
Core discipline: LS2.C: Ecosystem dynamics, functioning, resilience
A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods
of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or
less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in
conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat
availability.
Performance Expectation (PE): Evaluate 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.
Learning Objective Timeline Task, Questions, Student Action Teacher Equipment/Techn Formative
(from NGSS PE) Activity Role ology/ Assessment/
Materials needed accountability
At-home: Students 1 hour Khan Academy Read the text, Introduce Laptop or Worksheets are
identify the foundational Video and Text: watch the assignment, smartphone w/ turned in at the
principles of ecosystems Intro to associated give internet connection beginning of
by watching/reading an Ecosystems
videos, and directions, class the
online lesson, and https://www.khan
answering five academy.org/scie answer the and provide following day.
worksheet questions. nce/biology/ecolo worksheet worksheets They are given
gy/intro-to- questions. five points based
ecosystems/v/eco on completion.
systems-and-
biomes
In-class: Students 1 hour Construct a food Work with Introduce Food web Food web
construct food webs by web by classifying partners to assignment, worksheet, worksheets are
classifying organisms in organisms in an complete the give pen/pencil turned in at the
an ecosystem as
ecosystem food web directions, end of class.
producers or consumers,
as herbivores, worksheet by and provide They are graded
omnivores, or classifying food web based on
carnivores, and drawing specific worksheets. organisms being
arrows between organisms in an given the correct
organisms to indicate ecosystem as classification,
energy flow. producers, and arrows
consumers, correctly drawn
herbivores, to show the flow
omnivores, or of energy.
carnivores.
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Teacher/Grade /Date Topic / Concept / Phenomenon Lesson 1 of 6
Mr. Zerwekh Ecosystems: Introduction to
AP Environmental Science Ecosystems
Brief Lesson Description/Connection to Other Disciplines: For this flipped lesson, students are
introduced to the topic of ecosystems at home via the website
https://www.khanacademy.org/science/biology/ecology/intro-to-ecosystems/v/ecosystems-and-biomes.
During the in-class portion of the lesson, the students practice constructing food web diagrams.
Performance Expectation(s): HS-LS2-6 Ecosystems: Interactions, energy, and dynamics
Evaluate 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.
Learning Objective(s):
1) Students identify the foundational principles of ecosystems by watching/reading an online lesson, and
answering five worksheet questions.
2) Students construct food webs by classifying organisms in an ecosystem as producers or consumers, as
herbivores, omnivores, or carnivores, and drawing arrows between organisms to indicate energy flow.
Differentiation strategies to meet diverse learner needs:
ELL: Pair with student who is fluent in both languages during group work; model organism labeling and
drawing arrows; guided questions, sentence starters.
Struggling students (IEP): Guided questions, sentence starters.
Fast finishers (GATE): More challenging questions; put them in charge of leading the whole class
discussion.
Narrative / Background Information
Prior Student Knowledge: Basic principles of ecology

Science & Engineering Practices: Disciplinary Core Ideas: Crosscutting Concepts:
Engaging in argument from LS2.C: Ecosystem dynamics, Stability and change
evidence functioning, resilience
Much of science deals with
Engaging in argument from A complex set of interactions constructing explanations of how
evidence in 912 builds on K8 within an ecosystem can keep its things change and how they
experiences and progresses to using numbers and types of organisms remain stable.
appropriate and sufficient evidence relatively constant over long
and scientific reasoning to defend periods of time under stable
and critique claims and conditions. If a modest
explanations about the natural and biological or physical
designed world(s). Arguments may disturbance to an ecosystem
also come from current scientific or occurs, it may return to its more
historical episodes in science. or less original status (i.e., the
Evaluate the claims, evidence, and ecosystem is resilient), as
reasoning behind currently opposed to becoming a very
accepted explanations or solutions different ecosystem. Extreme
to determine the merits of fluctuations in conditions or the
arguments. size of any population, however,
can challenge the functioning of
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ecosystems in terms of resources
and habitat availability.
Possible Preconceptions/Misconceptions: 1) All ecosystems are really big, like the Amazon Rainforest.
2) There is no way that all organisms in an ecosystem are somehow connected.
Safety Precautions: None
ENGAGEMENT (Day 1, 5 min): Opening Activity Access Prior Learning / Stimulate Interest / Generate
Questions:
1. Provide the students with the introduction to ecosystems worksheet for the at-home portion of the
lesson.
2. Briefly introduce the topic of ecosystems. Explain how just like a city where people live together and
interact, an ecosystem is a community that involves the interactions of different organisms. Ecosystems
can be really big or really small, they can be on land or in water, they can be wet, dry, hot, cold, etc.
While there are many different kinds of ecosystems, all require the flow of energy to sustain themselves.
3. Briefly explain to the students that they will be doing the first part of this lesson at home using the
Khan Academy website. Remind them that their worksheets are due tomorrow at the beginning of class
and will be checked for completion. They should also be prepared to discuss their answers. Tomorrow,
during the in-class portion of the activity, they will get to practice constructing food webs.
EXPLORATION (Day 1, 1 hour At home): Lesson Description Probing or Clarifying Questions:
1. Students familiarize themselves with the basic principles of ecosystems by reading text and watching
videos at https://www.khanacademy.org/science/biology/ecology/intro-to-ecosystems/v/ecosystems-
and-biomes
2. Students use the information from this website to answer five worksheet questions that are due at the
beginning of the next class period.
EXPLANATION (Day 2, 20 min In class): Concepts Explained BY STUDENTS and Academic Language
developed:
1. Check each worksheet for completion and give each completed worksheet a stamp.
2. Lead a whole class discussion that covers the worksheet questions OR find a student volunteer who
wants to lead the discussion.
3. After discussion, collect the worksheets for grading (worksheets with no stamp receive half credit).
ELABORATION (Day 2, 35 min In class): Applications and Extensions:
1. Have each student find a partner to work with.
2. Each pair will work together to complete the food web worksheet, which requires them to first give
appropriate labels to an existing food web, and then construct their own food web by classifying different
organisms as producers, consumers, herbivore, omnivores, or carnivores, and by drawing arrows
between organisms to indicate energy flow. See attached worksheet for more details.
3. Closure Tell students to start thinking about the landscapes and organisms they have seen around
San Diego, because tomorrow, they will get to learn about a unique ecosystem that is right in their
backyard!
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EVALUATION (Day 2, 5 min In class): Formative Assessment
1. Introduction to ecosystems worksheets are due at the beginning of the class period, and will be given
five points based on completion (worksheets with no stamp receive half credit).
2. As their exit slip, students turn in their completed food web worksheets, which will be graded using
the attached rubric.
Food Web Worksheet Rubric
1-2: Larvae 3-4: Metamorph 5: Adult

Question #1 Some labels are All organisms are labeled, All organisms labeled
Food Web missing and/or though some are correctly.
Labels incorrect incorrect.
Question # 2 Some labels and/or All organisms are labeled All organisms labeled
Food Web arrows are missing with arrows drawn, correctly; arrows show
Construction and/or incorrect. though some labels the correct flow of energy
and/or arrows are in the ecosystem.
incorrect.
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Mr. Zerwekh Name:__________________
AP Environmental Science Period:__________________
Khan Academy: Intro to Ecosystems
For this activity, go to https://www.khanacademy.org/science/biology/ecology/intro-to-

ecosystems/v/ecosystems-and-biomes for an introduction to ecosystems. Use the information in
this online lesson to answer the questions below (2-3 sentences minimum).
1. In this lesson, you learned that ecosystems can be really small, such as a single tide
pool, to very large, such as the Amazon Rainforest. Name one large and one small
ecosystem (other than the examples I just provided). For each ecosystem, list three
biotic (living) factors and three abiotic (non-living) factors.
2. What are some examples of natural and human-caused disturbances to ecosystems?

For the examples you listed, how can these disturbances affect an ecosystem?
3. What is the difference between a food chain and a food web?
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4. How does the amount of energy available vary at the end of a food chain (quaternary
consumers) compared to the beginning of the food chain (primary producers)? What
happens to energy that is not being used?
5. What is the primary source of energy for nearly all ecosystems? Why is this source
of energy so important?
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Mr. Zerwekh Name:__________________
Food Webs
1. For the following food web, label each organism (some organisms may have more
than one label). C = Carnivore, H = Herbivore, O = Omnivore, P = Producer, 1 =
Primary Consumer, 2 = Secondary Consumer, 3 = Tertiary Consumer, 4 = Quaternary
Consumer
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2. Now create your own food web using the following list of organisms: mouse, corn,
bluebird, kingsnake, hawk, cat, cricket. You do not need to draw picturesyou can just
write the names of the organisms. As you did with the above food web, use the labels
from the first question to classify each organism. Finally, for one of these organisms,
explain why you placed it where you did in the food web.
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California Chaparral Ecosystem
Teacher: Mr. Zerwekh

Title of Lesson: California Chaparral Ecosystem
Date(s) to be taught:
Grade level: AP Environmental Science
Materials: Notebooks, chaparral ecosystem worksheet, pencil/pen
I. Standards: NGSS:
Performance Expectation: HS-LS2-6: Ecosystems: Interaction, Energy, and
Dynamics
Evaluate 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.
Disciplinary Core Idea: Engaging in argument from evidence
Engaging in argument from evidence in 912 builds on K8 experiences and progresses
to using appropriate and sufficient evidence and scientific reasoning to defend and
critique claims and explanations about the natural and designed world(s). Arguments may
also come from current scientific or historical episodes in science.
Evaluate the claims, evidence, and reasoning behind currently accepted explanations or
solutions to determine the merits of arguments.
Cross Cutting Concept: LS2.C: Ecosystem dynamics, functioning, resilience
A complex set of interactions within an ecosystem can keep its numbers and types of
organisms relatively constant over long periods of time under stable conditions. If a
modest biological or physical disturbance to an ecosystem occurs, it may return to its
more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a
very different ecosystem. Extreme fluctuations in conditions or the size of any
population, however, can challenge the functioning of ecosystems in terms of resources
Science & Engineering Practice: Stability and change
Much of science deals with constructing explanations of how things change and how they
remain stable.
II. Objectives
1) Students identify the characteristics of the California chaparral ecosystem by listening
to a PowerPoint lecture and taking notes.
2) Students classify the different organisms of the California chaparral and explain
energy flow in the ecosystem by constructing a food web.
III. Rationale (Summary)

This is the second lesson in a six-lesson unit on ecosystems. The first lesson had students
familiarize themselves with the basic principles of ecosystems, the classification of
different organisms, energy flow, food chains, and food webs. This lesson will help
students become familiar with their local ecosystem, practice constructing a food web,
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and provide a bridge to the third lesson, in which they will learn how changing different
variables can affect ecoystems.
IV. Possible Misconceptions

1. Students may not be familiar with their local ecosystem, and how unique it is. They
may see the chaparral as desert, or a place where there is not much life.
PROCEDURE:
V. Anticipatory Set (5 min)
1. Briefly review the different types of ecosystems found on our planet. These could
include the Amazon Rainforest, Sahara Desert, Grassland, Tundra, as well as a variety of
marine ecoystems.
2. Ask the students if they have ever spent time hiking, camping, and exploring the open
spaces around San Diego County. Did they know that much of this open space comprises
an ecosystem (chaparral) that is only found in five other places on Earth?
3. Tell the students that they will be learning about the California chaparral ecosystem
through a lecture and by constructing food webs.
VI. Instructional Input (25 min)

1. Provide PowerPoint lecture, during which students should take notes.
2. After the lecture, divide students into pairs and provide one food web worksheet per
pair.
3. Tell the students that they will work in pairs to complete the food web diagram by the
end of the class.
VII. Checking for understanding

1. Before they begin the worksheet, ask each student to give a thumbs-up to indicate that
they understand the assignment.
VIII. Guided practice (25 min)

1. While students are working, walk around the classroom to make sure each pair is on-
task, and to assist with any questions they might have.
IX. Independent Practice (25 min)

1. Students work in pairs to complete the food web diagram.
XI. Closure (5 min)

Have each pair turn in their chaparral food web diagram. Introduce at-home portion of
lesson 3 (Ecosystem Simulation).
XII. Contingencies
Time: If there is time left over, review certain parts of the California chaparral ecosystem
that the students might have questions about. If there is not enough time for studens to
complete the diagram in class, assign it as homework to turn at the beginning of
tomorrows class. Make sure there is time left at the end of class to introduce lesson 3.
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XIV. Differentiation
ELLs: 1) Provide guided notes for lecture. 2) If possible, pair with student who is fluent
in both English and the ELLs home language for food web activity.
Students w/ IEPs: 1) Provide guided notes for lecture.
Gifted Students: 1) Construct a more complex food web of an ecosystem of their
choosing.
Attached Documents:
1. California chaparral food web worksheet.
2. California chaparral PowerPoint lecture.
ASSESSMENT KEY: Rubric for California chaparral food web worksheet
Food Web Worksheet Rubric

Food Web Some labels All organisms are All organisms labeled
Construction and/or arrows are labeled with arrows correctly; arrows show
missing and/or drawn, though some the correct flow of
incorrect. labels and/or arrows energy in the
are incorrect. ecosystem.
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Mr. Zerwekh Name:__________________
Chaparral Food Web
1. Now that you know a little bit about the California chaparral ecosystem, use the
following list of organisms to construct a chaparral food web. Make sure to label each
organism as either P (Producer), 1 (Primary Consumer), 2 (Secondary Consumer), 3
(Tertiary Consumer), or 4 (Quaternary Consumer), and as C (Carnivore), H (Herbivore),
or O (Omnivore). Some of the labels may be used more than once, while others may not
be used at all. Finally, make sure to draw arrows between organisms to show the
appropriate flow of energy in the food web.
2. When you are finished, take one organism from your food web and explain why you
placed it where you did.
Organism List: coyote, harvester ant, kangaroo rat, manzanita shrub, mountain lion, mule deer,
red-tailed hawk, Southern Pacific rattlesnake, western fence lizard
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Lesson Title: Ecosystem Simulation
Subject: Ecosystems
Grade Level: AP Environmental Science
Time Requirements for First Exposure & Incentive (giving directions for at-home work): 5 min
Total Time Requirement for At-Home Activity: 1 hour
Total Time Requirement for In-Class Activity: 1 hour
NGSS Standard: HS-LS2-6 Ecosystems: Interactions, energy, and dynamics

Evaluate 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.
Practices: Engaging in argument from evidence
Engaging in argument from evidence in 912 builds on K8 experiences and progresses to using appropriate and sufficient evidence
and scientific reasoning to defend and critique claims and explanations about the natural and designed world(s). Arguments may also
come from current scientific or historical episodes in science.
Evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions to determine the merits of
arguments.
Cross-cutting concepts: Stability and change

Much of science deals with constructing explanations of how things change and how they remain stable.
Core discipline: LS2.C: Ecosystem dynamics, functioning, resilience
A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods
of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or
less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in
conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat
availability.
Performance Expectation (PE): Evaluate 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.
Learning Objective Timeline Task, Questions, Student Action Teacher Role Equipment/Techn Formative
(from NGSS PE) Activity ology/ Assessment/
Materials needed accountability
At-home: Students 1 hour Ecosystem Use the Introduce Laptop w/ internet Students answer
analyze the effects of simulation: simulation and assignment, give connection, five worksheet
different organisms on https://www.learn answer the directions, simulation questions about
an ecosystem by using a er.org/courses/en
worksheet provide worksheet what they
food web simulation vsci/interactives/e
website cology/ecology.ht questions. worksheets observed while
ml using the
simulation.
In-class: Students apply 1 hour Discuss Discuss Monitor groups Completed Exit slip:
the principles of responses to the responses to during simulation Students write
ecosystems and food worksheet worksheet discussions, then worksheets down two things
webs by explaining what
questions by questions in lead whole class they learned
happens to a food web
when variables are using a think-pair- groups, then as discussion for about food webs
changed. share model a whole class. each question. during the think-
pair-share
activity.
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Mr. Zerwekh Ecosystems: Ecosystem
AP Environmental Science Simulations
Brief Lesson Description/Connection to Other Disciplines: Students use an online food web simulation
to answer worksheet questions, and then discuss their responses to the questions during a think-pair-share
activity.
1) Students analyze the effects of different organisms on an ecosystem by using a food web simulation
website.
2) Students apply the principles of ecosystems and food webs by explaining what happens to a food web
when variables are changed.
ELL: Pair with student who is fluent in both languages during group work; model simulation procedure on
the website.
Struggling students (IEP): Guided questions, sentence starters
Fast finishers (GATE): More challenging questions; put them in charge of leading their group discussion,
or possibly, the whole class discussion.
Prior Student Knowledge: Introductory knowledge of ecosystems and food webs.

Science & Engineering Disciplinary Core Ideas: Crosscutting Concepts:
Practices: LS2.C: Ecosystem dynamics, Stability and change
Engaging in argument from functioning, resilience Much of science deals with
evidence A complex set of interactions constructing explanations of how
Engaging in argument from within an ecosystem can keep its things change and how they
evidence in 912 builds on K8 numbers and types of organisms remain stable.
experiences and progresses to relatively constant over long
using appropriate and sufficient periods of time under stable
evidence and scientific reasoning conditions. If a modest
to defend and critique claims and biological or physical
explanations about the natural and disturbance to an ecosystem
designed world(s). Arguments occurs, it may return to its more
may also come from current or less original status (i.e., the
scientific or historical episodes in ecosystem is resilient), as
science. opposed to becoming a very
Evaluate the claims, evidence, and different ecosystem. Extreme
reasoning behind currently fluctuations in conditions or the
accepted explanations or solutions size of any population, however,
to determine the merits of can challenge the functioning of
arguments. ecosystems in terms of resources
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Possible Preconceptions/Misconceptions: 1) The population of one species in an ecosystem does not
have an effect on the populations of other organisms in the ecosystems. 2) Removing an organism has an
insignificant effect on an ecosystem.
Questions:
1. Provide the students with the ecosystem simulation worksheet for the at-home portion of the lesson.
2. Now that they have learned about the basic concepts about ecosystems and food webs, they will get to
run their own food web simulations that allow them to see what happens when certain variables are
changed.
3. Remind students that worksheets will be checked for completion at the beginning of tomorrows class.
4. During the in-class portion of the activity, they will get to discuss the results of their simulations in
groups and with the entire class.
EXPLORATION (Day 1, 1 hour At home): Lesson Description Probing or Clarifying Questions:
Students use the simulation at https://www.learner.org/courses/envsci/interactives/ecology/ecology.html to
answer the simulation worksheet questions. This simulation will help them answer questions that ask
about how the populations of producers and consumers vary in an ecosystem, and what happens to
populations of certain species when you remove an organism from an ecosystem.
EXPLANATION (Day 1, 1 hour At home): Concepts Explained BY STUDENTS and Academic Language
developed:
1. While using the food web simulation website, students answer the simulation worksheet questions (see
attached worksheet). These questions ask them about what happened during their simulations, how
populations of different organisms changed, and what happened when certain organisms were removed
from the food web.
ELABORATION (Day 2, 50 min In class): Applications and Extensions:
1. Check and stamp completed worksheets.
2. Divide students into groups of 3 or 4. The students participate in a think-pair-share activity to discuss
their responses to the worksheet questions.
4. For each question, give the students 3 minutes to discuss their responses within their groups.
5. For each question, at the end of the 3 minutes bring the students back together as a whole class to
discuss their responses with the teacher. During each whole class discussion, make sure one student
from each group talks about what their group discussed.
6. Particularly focus on worksheet question #5 (implications of removing an organism from an
ecosystem). This will provide a bridge to the next lesson of the unit, in which the students will construct
food webs that show what happens when an organism is removed from the ecosystem.
EVALUATION (Day 2, 10 min In class): Formative Assessment
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1. For their exit slip, instruct the students to write down two things that they learned from the think-pair-
share activity. Completed exits slips will be worth five participation points.
2. Collect the students simulation worksheets and exit slips at the end of the period. Simulation
worksheets without a stamp will receive half credit.
Food Web Simulation Worksheet Rubric

Food Web Some questions All questions are All questions are
Simulation are not answered completed, but some completed with a
Worksheets at all, while those do not meet the minimum of 2-3
that are answered minimum 2-3 sentence sentences and show
do not show requirement. Some exemplary knowledge
adequate answers may show an of ecosystems, food
knowledge of incomplete knowledge webs, and what can
ecosystems, food of ecosystems, food happen when variables
webs, and what webs, and what can change.
can happen happen when variables
variable change. change.
27
Mr. Zerwekh Name:__________________
Food Web Simulation
For this activity, answer the following questions (2-3 sentences minimum) by using the
ecosystem simulation at
https://www.learner.org/courses/envsci/interactives/ecology/ecology.html.
1. First, on the food web click the All On tab so that all the organisms are included in the
simulation. Next, click the Run tab to run the simulation. At the end of the simulation,
which organism has the highest population? Why do you think this is?
2. Throughout the simulation, the population of the top predator remains low. Why do you
think this is?
28
3. At the beginning of the simulation, there is a sharp rise in the population of Plant A.
Immediately after this population increase, what happens to the population of Herbivore
C? Why do you think this occurred?
4. Remove the top predator from the ecosystem by unchecking all the organisms that it eats,
then run the simulation. Does this simulation look different from the one you ran in the
first question? Why do you think is?
5. Experiment with your own simulations. What are the consequences of removing
connections between organisms, or removing organisms from the food web entirely?
What implications does this have for the overall health of an ecosystem?
29
Mr. Zerwekh Ecosystems: Ecosystems Health
AP Environmental Science and Trophic Cascades
Brief Lesson Description/Connection to Other Disciplines: Students construct food webs and write
brief essays explaining what happens to the flow energy and organism populations when a species is
removed from, or re-introduced to, an ecosystem.
1) Apply introductory knowledge of food webs and ecosystems by constructing food webs that
demonstrate what happens to the flow of energy and the populations of different organisms when a certain
species is removed from, or re-introduced to, an ecosystem.
2) Analyze the results of the above activity by writing an essay that examines what happened to the flow
energy and the populations of different organisms when a certain species was removed from, or re-
introduced to, the ecosystem.
ELL: Pair with student who is fluent in both languages
Struggling students (IEP) Guided questions, sentence starters
Fast finishers (GATE): More challenging questions
Prior Student Knowledge: Introductory knowledge of food webs and ecosystems.

Science & Engineering Practices Disciplinary Core Ideas: Crosscutting Concepts:
experiences and progresses to numbers and types of organisms remain stable.
using appropriate and sufficient relatively constant over long
evidence and scientific reasoning periods of time under stable
to defend and critique claims and conditions. If a modest
designed world(s). Arguments disturbance to an ecosystem
may also come from current occurs, it may return to its more
scientific or historical episodes in or less original status (i.e., the
science. ecosystem is resilient), as
opposed to becoming a very
ecosystems in terms of resources
30
arguments. and habitat availability.
Possible Preconceptions/Misconceptions: 1) Removing one species from an ecosystem does not have a
significant effect on the overall health of an ecosystem. 2) Producers (plants) are always the most
important part of an ecosystem.
ENGAGEMENT (5 min): Opening Activity Access Prior Learning / Stimulate Interest / Generate
Questions:
This is a story about the big, bad wolf who preyed on all the helpless animals of the forest. The deer,
rabbits, and squirrels constantly lived in fear, wondering every day if the wolf was going to get them next.
Whenever the wolf claimed another victim, the animals of the forest would lament, Why does this wolf
have to prey on us? Our lives would be so much better without him! Then, one day, a hunter killed the big,
bad wolf. All the animals rejoiced, exclaiming, The big, bad wolf is gone! Now we can all live in peace
and harmony! For a while, life was good for all the animals of the forest. They could all eat their favorite
plants and gather their favorite nuts without fear, and soon, their populations grew, since there was no wolf
to prey on them. However, with so many more animals in the forest, the animals soon found that there was
less and less to eat. Some animals starved, while others couldnt provide enough food for their young to
grow and survive. As the food continued to dwindle, some animals died, while others had to leave the once-
healthy forest to find a better place to live. As he was leaving the forest for the final time, one wise squirrel
noted, I sure hated that big, bad wolf, but when he was around, at least we always had something to eat!
Questions: What happens when a species such as the wolf is removed from an ecosystem? How does it
change the flow of energy? What can happen to the populations of other organisms?
EXPLORATION (50 min): Lesson Description Probing or Clarifying Questions:
1. Students are divided into groups of 3-4.
2. Each group is given a food web for a different ecosystem.
3. Each group is given one species to remove from their respective food webs.
4. Each group constructs posters of the food web showing changes in the flow of energy, as well as changes
in the population size of each species.
EXPLANATION (5 min - Homework due at beginning of next class period): Concepts Explained BY
STUDENTS and Academic Language developed:
Each student from each group is asked to write a one-page essay that examines what happened to their
groups ecosystem when a species was removed. This essay should include a claim supported by evidence
on 1) what happened to the flow of energy in the ecosystem, and 2) expected changes in population sizes for
different species in the ecosystem.
ELABORATION (Day 2, 1 hour): Applications and Extensions:
Real World Application: Re-introduction of Wolves to Yellowstone National Park
31
1. Each student is provided with a food web of the Yellowstone National Park ecosystem prior to the re-
introduction of wolves.
2. Each student is asked to use their knowledge from previous investigations to diagram a new food web that
predicts what will happen when wolves are re-introduced to the ecosystem.
3. After constructing food webs, students watch the video below that shows what actually did happen when
wolves were re-introduced to Yellowstone National Park https://www.youtube.com/watch?v=ysa5OBhXz-Q
4. Exit slip: students write one paragraph describing what happened when wolves were re-introduced, and
discuss whether their predictions were accurate.
EVALUATION (55 min for posters, 5 min for essay): Formative Assessment
1. Food web posters must be clear, easy to understand, and show accurate depictions of energy flow and
population changes in the ecosystem.
2. Essays are evaluated based on claims and evidence/reasoning that show appropriate knowledge of energy
flow and population dynamics in an ecosystem.
Food Web Poster and Essay Rubric
1-3: Larvae 4-6: Metamorph 7-10: Adult

Posters Some labels and/or All organisms are All organisms labeled
arrows are missing labeled with arrows correctly; arrows show
and/or incorrect. drawn, though some the correct flow of
labels and/or arrows are energy in the ecosystem.
incorrect.
Essays Essay requires a Essay clearly explains Essay clearly explains
more thorough what happened to the what happened to the
explanation on what food web when a species food web when a species
happened to the food was removed. The was removed. The
web after a species scientists claims are scientists claims are
was removed. The supported supported by
scientists claims are evidence/reasoning that evidence/reasoning that
unclear and/or not show an introductory show in-depth
supported by knowledge of food webs, knowledge of food webs,
adequate evidence energy, and population energy flow, and
that show an dynamic, though more population dynamics.
introductory depth is needed.
knowledge of food
webs, energy, and
population
dynamics.
32
Wolf Management in California
Summary
Grade level/s AP Environmental Science
Description Students use data to help them choose from

different proposals for managing the wolf
population in California. They make
evidence-based recommendations to the
state based on the projected costs and
benefits of maintaining a healthy wolf
population.
Subjects Energy and Population Dynamics of
Ecosystems
Instructional Time 2 hours (2 class periods)
Keywords Ecosystem, wildlife management
Materials list Wolves in California Informational

Handout
Dataset 1
List of Proposals
Data organizer
Dataset 2
Recommendation Letter Template
Related Standards
NGSS and Common Core Standards
HS-LS2-6: Evaluate 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.
ELA/Literacy -
RST.9-10.8 Assess the extent to which the reasoning and evidence in a text
support the authors claim or a recommendation for solving a scientific or technical
problem. (HS-LS2-6)
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. (HS-LS2-6)
33
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. (HS-LS2-6)
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. (HS-LS2-6)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-LS2-6)
HSS-ID.A.1 Represent data with plots on the real number line. (HS-LS2-6)
HSS-IC.A.1Understand statistics as a process for making inferences about population

parameters based on a random sample from that population. (HS-LS2-6)
HSS-IC.B.6Evaluate reports based on data. (HS-LS2-6)
Learning Objective:
Develop recommendations for a wolf management plan by evaluating different proposals,
and analyzing data that shows the costs and benefits of maintaining a healthy wolf
population in an ecosystem.
Guiding/Reflective Questions
1. In what ways can we effectively manage wildlife populations that takes into account the
needs of various stakeholders, such as private land owners, ranchers, environmentalists,
etc.?
2. In what ways can humans help with maintaining healthy wildlife populations?
Prior Knowledge
1. Students must have an introductory knowledge of food webs and energy flow in
ecosystems.
2. One misconception students might have is that hunting by humans does not have a
positive effect on maintaining healthy wildlife populations.
3. A second misconception students might have is that there is no way to find a

compromise for all stakeholders; management strategies must pick a side.
34
4. A final misconception students might have is that an effective wildlife management
strategy involves not killing wildlife under any circumstances.
Client Letter/Problem Statement

After being absent from California for almost a century, wolves have recently been spotted
again in the far northern part of the state. If the population of wolves continues to increase,
the state will need to figure out an appropriate management plan. Your environmental
consulting team has been asked by the California Department of Fish and Wildlife (CDFW)
to assist in developing a preliminary wolf management plan. CDFW has provided your
team with data from wolf reintroductions in Yellowstone National Park, and a list of three
potential proposals that have been submitted by various interested parties. Your job is to
analyze these proposals and choose one to recommend to CDFW. In your recommendation,
you must explain the evidence and reasoning behind your choice.
Dataset 1
Wolf Population from 2001-2013
Livestock Losses from 2001-2013
Elk Population Size from 1994-2012
Elk Population and Hunting Trends in Wyoming 2002-2012
List of Proposals
Data Organizer
35
Readiness/Comprehension Questions
The following questions appear at the bottom of the informational handout:
1. What is one major effect that the reintroduced wolves have had on the Yellowstone
ecosystem, and what is one major effect that the wolves have had on humans living
in the area? Provide evidence from the text.
2. What are the potential benefits of wolves returning to California?
3. List all of the different stakeholders, or the groups of people that may be affected by
the return of wolves to California.
4. Do you feel that top predators like wolves should be reintroduced to particular
areas, even though they may come into conflict with human interests? That is, are
the costs to humans worth the potential benefits to the ecosystem? Please explain
with a minimum of 2-3 sentences.
36
Communication method
To Whom It May Concern,
After careful review of the potential economic costs and benefits of maintaining a healthy
wolf population, Bonita Vista Consulting recommends that you consider the following
proposal for a wolf management plan:
(Insert Proposal)
Our reasoning behind this decision is (provide evidence and reasoning)
Sincerely,
Bonita Vista Consulting
Client Letter 2/Problem Statement 2/Reading Passage 2

The California Department of Fish and Wildlife has written back asking your environmental
team to review a new piece of data and revise your recommendation. This new data shows
the attitudes of visitors to Yellowstone National Park regarding wolf reintroduction and
other wildlife in the park.
Dataset 2
Attitudes of Visitors to Yellowstone National Park
37
Assessment
Comprehension questions from the informational handout will be graded based on
completion (5 pts). A formative assessment for each groups recommendation to CDFW
will be conducted by using the following rubric:
1-3: Larvae 4-6: Metamorph 7-10: Adult
Recommendation Recommendation Recommendation Recommendation

includes one of the includes one of the includes one of the
proposals, but proposals and proposals, and
provides no provides evidence, but provides clear
evidence or requires further evidence and
reasoning for why reasoning for how the reasoning for why the
the proposal was evidence influenced proposal was chosen.
chosen. the proposal choice.
38
Accommodations & Recommendations
Accommodations
ELLs: Pair with students who are fluent in both languages; show examples of completed
work.
IEP students: These students should be placed in groups where they can receive adequate
support.
Both: Provide questions that include sentence frames and sentence starters; model certain
parts of the procedure.
Special Materials Needed
Informational Handout
List of Proposals
Datasets 1 and 2
Data Organizer
Recommendation Letter Template
Further Recommendations
Procedure
Day 1 (1 hour)
1. Provide students with the informational handout. Give students approximately 15

minutes to read the handout and answer the associated questions.
2. Provide each student with the proposal list, dataset 1, and data organizer.
3. Divide students into groups of 3-4.
4. Advise students to organize their data by using the data organizer (model if
necessary).
5. Once students have reviewed the data, they can begin reviewing the list of
proposals.
6. By the end of class, the students should pick one of the proposals to recommend to
the California Department of Fish and Wildlife. Students should prepare their
response to CDFW using the recommendation template, and use evidence and
reasoning to support their recommendation.
Day 2 (1 hour)
39
1. Have each group present their recommendation to the class, along with the evidence
and reasoning used to justify their decisions.
2. After students have finished presenting their proposals, provide them with a new
piece of evidence that shows the attitudes of visitors to Yellowstone National Park.
3. Using this new piece of evidence, each group re-evaluates their recommendations
and decides whether to change them. Again, students must use this new evidence to
justify their decision.
4. At the end of class, have each group turn in their recommendations, data organizer,
and answers to handout questions.
Extensions
1. Wolves have started returning to California on their own, rather than being reintroduced
like in Yellowstone National Park. Future lessons could discuss whether it would be a good
idea to actively re-introduce wolves to other parts of California, or if we should let the
process of re-population happen naturally.
2. As of now, there are just two known wolf packs in California with about five wolves per
pack. Future lessons could discuss how big the population needs to get in order to
maintain adequate genetic diversity.
Resources
This lesson was adapted from The Price of Success: Wolf Population Management, which can
be found at http://www.cpalms.org/Public/PreviewResourceUpload/Preview/130785
40
Consequences of Wolf Re-Introductions and Population Expansion
A History of Wolves in the West

Prior to European settlement, wolves ranged throughout the United States, including California.
In the 1800s, settlers began colonizing the western United States, expanding the nation to the
Pacific Ocean. These settlers hunted game, brought livestock, and began converting wilderness
into farms, which brought them in direct contact with native predator and prey species. These
predators, including gray wolves, lost their prey base and began killing livestock. In the late
1800s and early 1900s, humans began killing wolves to protect livestock and desirable wildlife
species such as deer and elk. By the mid-1900s, gray wolves had been almost entirely
eliminated from the lower 48 states, even on protected lands
such as Yellowstone National Park. The last known wolf in
California was killed in Lassen County in 1924.
By the 1960s and 1970s, wildlife managers realized that
wolves and other large predators were an important part of
native ecosystems. During this time, US citizens also
became more environmentally conscious. Under the
Endangered Species Act, passed in 1973, the US Fish and
Wildlife Service (USFWS) was required by law to restore
endangered species that have been eliminated, if possible.
As a result, in 1987 the USFWS created a Northern Rocky
Mountain Wolf Recovery Plan, which proposed the
reintroduction of wolves into Yellowstone National Park. In
June 1994, after years of deliberation and many public
comments, the plan was enacted and several wolves were
relocated from Canada to sites in Yellowstone National Park (in Wyoming) and central Idaho.
Wolves were released into one-acre fenced plots that contained plywood shelters.
A Remarkable Recovery
So far, data suggests that the wolf reintroduction has been a remarkable success. The original
recovery goal of the program was 30 breeding pairs of wolves. This goal was exceeded by 2002,
and the wolf populations have continued to grow, expanding far outside of Yellowstone National
Park. As of 2013, there were at least 1,691 wolves, 320 packs, and 78 breeding pairs of wolves in
the Northern Rocky Mountains.
The wolf population expansion has had positive effects on the greater Yellowstone ecosystem.
Wolves prey primarily on elk, and elk carcasses provide food to a wide variety of other animals,
particularly scavenging species. Wolf aggression has led to decreased coyote populations inside
wolf territories, which may benefit smaller predators, rodents, and birds of prey. The wolves are
also affecting elk behavior, causing them to avoid areas near rivers where grazing is more
dangerous. This has caused populations of some plant species to increase, increasing the
biodiversity of river ecosystems.
41
In 2011, the California Department of Fish and Wildlife began monitoring the recent expansion
of wolves into Washington and Oregon, anticipating that wolves would soon return to California.
On December 28, 2011, one adult male wolf arrived in California from Oregon, which marked
the first confirmed observation of a wolf in the state in almost 90 years. In 2015, a wolf pack
was documented in Siskiyou County, and was named the Shasta Pack. A second wolf pack
was discovered in Lassen County in 2017.
Consequences of a Healthy Wolf Population
The success of wolf populations in the Northern
Rockies has not come without controversy, however.
Hunters are troubled by the potential negative effects
of wolves on elk; in some areas, the number of
available hunting permits has been reduced due to
declining elk populations. Ranchers have also
experienced increased livestock losses due to wolf
predation. Wolf packs can get accustomed to killing
livestock and must be hunted or removed to protect
livestock herds. Hunting and ranching are large
industries in Wyoming, Idaho, and Montana, and
some claim that wolves have cost these states millions of dollars in revenue and lost economic
opportunities. Now that wolves have started returning to California, hunters and local ranchers
fear that they could experience the same negative effects.
On the other hand, visitors have flocked to the Greater Yellowstone area specifically to see the
wolves in their native habitat. These visitors inject money into the local economy, increasing the
business of wildlife outfitters, outdoor suppliers, and the tourism industry. Nature enthusiasts and
conservationists believe that this increased spending, as well as the ecological benefits of wolves,
outweighs the costs of decreased hunting and livestock losses. The addition of wolves to the
ecosystem could be a huge to benefit Californias economy.
42
The Debate Continues
The controversy over wolves in the Northern Rocky Mountains is not over. In fact, in some
areas, the conflict over wolves is at its boiling point. In 2011, wolves in this area were removed
from the Endangered Species List because the original goals of the program had been met. This
decision allowed each state to manage its own wolf population. Gray wolves are still listed as
endangered in all of California.
As the battle over wolves rages, both sides are worried that their worst fears will be realized.
Hunters and ranchers fear that wolf populations will continue to increase, negatively affecting
their game and livestock. Wolf conservationists fear that protections for wolves will be removed,
leaving them susceptible to a population crash.
References
National Park Service, United States Department of the Interior. Wolf Restoration Continued.
2015. Retrieved from http://www.nps.gov/yell/naturescience/wolfrest.htm
Kovacs, K. E., K.E. Converse, M.C. Stopher, J.H. Hobbs, M.L. Sommer, P.J. Figura, D.A.
Applebee, D.L. Clifford, and D.J. Michaels. Conservation Plan for Gray Wolves in California.
2016. Retrieved from https://nrm.dfg.ca.gov/FileHandler.ashx?DocumentID=135026&inline
Questions
1. What is one major effect that the reintroduced wolves have had on the Yellowstone
ecosystem, and what is one major effect that the wolves have had on humans living in the
area? Provide evidence from the text.
2. What are the potential benefits of wolves returning to California?
3. List all of the different stakeholders, or the groups of people that may be affected by the
return of wolves to California.
4. Do you feel that top predators like wolves should be reintroduced to particular areas,
even though they may come into conflict with human interests? That is, are the costs to
humans worth the potential benefits to the ecosystem? Explain why or why not.
43
Proposal #1: Managing Gray wolves (Canis lupus) in California
Gray wolves have had an adverse effect on elk populations and livestock throughout the northern Rocky
Mountains. This affects the well-being of hunters and ranchers, which both make a significant
contribution to the economy.
Due to these reasons, we propose that the state of California designate wolves as a predatory animal
outside of state and national parks. Upon this designation any wolf can be killed without penalty outside
of these areas.
We predict that this will eventually take the wolf population down to 0 in California. Even if all wolves
in California are eliminated, there are still enough healthy wolves in Washington, Oregon, Idaho,
Montana, and Wyoming.
Based on our economic data, we predict our proposal will have the following impact:
Wolf population number: 0
Economic benefit of wolves to community: $0
State revenue from the sale of deer and elk hunting permits: $18.1 million per year
Proposal #2: A California Management Plan for Gray wolves (Canis

lupus)
Gray wolves are an iconic and ecologically important animal. They have many positive effects on
ecosystems, including regulating the population size of large herbivores like elk. This benefits the entire
ecosystem, specifically in the regrowth of river vegetation. The recent return of gray wolves to California
could bring thousands more visitors to the states natural areas. This injects money into our states
economy and has allowed businesses related to tourism, outdoor equipment, and wilderness outfitting to
thrive.
For these reasons, we recommend that wolves remain on the Endangered Species list as a federally
protected species everywhere in California. Upon this designation, no wolf can be killed without
penalty in the state, except by designated conservation officers under special circumstances.
Ranchers will be reimbursed for any livestock losses.
Under this plan, the gray wolf will receive full protection until the population reaches 300 wolves, at
which point the management plan will be re-evaluated. This population size will allow the opportunity
for migration of wolves from Oregon and other states, and for wolves to become re-established in the
state of California.
Economic benefit of wolves to community: $50 million per year
44
State revenue from the sale of deer and elk hunting permits: $3.6 million per year
Proposal #3: A California Gray Wolf Management Strategy

The reintroduction of gray wolves into the Northern Rockies has resulted in positive effects on
ecosystems and the wolves have attracted tourists from all over the world, resulting in economic benefits
throughout the region. The recent return of gray wolves to California could produce similar benefits for
the state. However, wolves have been in conflict with human interests, such as ranching and hunting.
Therefore, it is necessary to manage wolves in a way that maximizes the health of their population but
minimizes losses of livestock and trophy game such as elk.
The current wolf population in California is 10 wolves (2 packs), along with transient individuals that
occasionally pass through the state. According to genetic data, this population is not yet large enough to
promote migration with other populations. This population should be monitored to ensure its overall
health and viability, but also to make sure it does not come into contact with livestock.
For these reasons, we recommend that gray wolves receive full protection throughout the state of
California. Upon this designation, no wolf can be killed without penalty. However, designated
conservation officers do have the right to kill wolf packs that become habituated to killing
livestock. Any livestock lost will be reimbursed by the state.
Under this strategy, the wolf population in California will receive full protection and be monitored until
the population reaches 200 wolves, at which time the management plan will be re-evaluated. This
strategy will allow gray wolves to re-establish a permanent population in the state California.
Economic benefit of wolves to community: $40 million
State revenue from the sale of deer and elk hunting permits: $7.2 million
45
Wolf Elk Losses to Economic Benefits to Concerns State
population population Ranchers benefit of ecosystem of citizens revenue:
numbers numbers wolves to hunting
community permits
Proposal 1 0
Proposal 2 300
Proposal 3 200
This is a data table you can use to rank the three proposals.
46
Wolf Population Data in Wyoming
This data shows the number of wolves in the state of Wyoming outside
of Yellowstone National Park. It includes a) the total number of living
wolves, b) the number of wolf packs, c) the number of wolves killed for
livestock control, and d) the number of wolves killed by hunters every
year from 2001 to 2013.
Number of
Number of
Number Number of wolves killed
Date wolves killed
of wolves wolf packs for livestock
by hunters
control
2001 57 8 1 0
2002 69 8 6 0
2003 77 10 18 0
2004 89 11 29 0
2005 134 13 41 0
2006 175 27 44 0
2007 188 25 63 0
2008 178 30 46 0
2009 224 30 31 0
2010 246 34 40 0
2011 230 38 36 0
2012 194 30 43 66
2013 211 31 33 62
47
Livestock lost to wolves in Wyoming from 2001-2013
Here are is a set of data that shows the number of cattle and sheep killed
by wolves in the entire state of Wyoming from 2001 to 2013. Ranchers
estimate that these losses total about $134,000 each year for the entire
state.
Cattle Sheep
Date
killed killed
2001 18 34
2002 23 0
2003 34 7
2004 75 18
2005 54 27
2006 123 38
2007 55 16
2008 41 26
2009 20 195
2010 26 33
2011 35 30
2012 44 112
2013 41 33
48
Elk Population Trends
Biologists have been keeping close track of one elk herd in Wyoming that is
popular with elk hunters. Here are the number of elk in that population from 1994
to 2012.
20000
18000
16000
Elk Population Size
14000
12000
10000
8000
6000
4000
2000
0
2009
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2010
2011
2012
49
Elk and hunting trends in Wyoming
This data pertains to elk populations and hunting in the entire state of Wyoming, not just
one herd. It includes a) the size of the Wyoming elk population from 2002-2012, b) the
size goal for this population, c) the number of elk harvested (killed) each year by hunters,
d) the success rate of hunters, e) the revenue of the Wyoming Fish and Game Department
due to the sale of elk permits and other fees, and f) the total estimated hunter
expenditures on trips to Wyoming.
Harvest
Elk Population Success Estimated Agency Estimated Hunter
Year by
Population Goal rate Revenue Expenditures
hunters
2002 93,506 72,656 21,462 39% $8,624,740 unknown
2003 92,293 83,485 21,365 40% $10,117,083 $33,213,218
2004 88,614 83,185 21,252 41% $9,881,020 $32,802,943
2005 93,449 83,185 19,708 39% $11,486,203 $32,562,491
2006 102,281 83,169 21,680 43% $12,067,220 $33,099,252
2007 94,936 83,140 22,523 43% $13,200,230 $36,694,098
2008 93,354 83,640 20,941 40% $14,408,374 $38,905,578
2009 108,205 83,640 22,971 43% $15,350,478 $40,543,406
2010 103,810 83,610 25,672 48% $16,574,966 $43,082,749
2011 109,525 83,640 23,189 42% $16,047,614 $45,648,785
2012 112,000 81,725 26,365 46% $18,132,338 $48,938,668
50
Attitudes of visitor to Yellowstone National Park
This is a table of data of the attitudes of visitors to Yellowstone National Park
about the reintroduction of wolves. The data showed the percent of each group of
people that favored the reintroduction of wolves before and after the wolves were
reintroduced in 1994.
And here is a table showing the results of a survey of summer visitors to

Yellowstone National Park from 2005. About 2.8 million people visit YNP per year.
51
Mr. Zerwekh Ecosystems: Council of Animals
AP Environmental Science Summative Assessment
Brief Lesson Description/Connection to Other Disciplines: Students are assigned an animal and the
ecosystem in which the animal lives. First, the students design a mask for the animal. Next, students wear
their masks and give 4 to 5-minute presentations to the Council of Animals (the rest of the students) that
tells them about the animal, the animals ecosystem, and why they are important.
Performance Expectation(s): HS-LS2-6: Ecosystems: Interactions, energy, and dynamics
Analyze the principles of ecosystems, energy, and population dynamics by creating a mask that represents
an individual animal from a specific ecosystem, and developing an oral presentation that describes the
animal, the ecosystem in which the animal lives, and why the animal and its ecosystem are important.
ELL: Pair with a student who is fluent in both languages; provide more guided questions with sentence
starters and/or sentence frames.
Struggling students (IEP): Provide more guided questions with sentence starters and/or sentence frames.
Fast finishers (GATE): Provide more challenging questions, or a more challenging animal/ecosystem.
Prior Student Knowledge:
Science & Engineering Practices Disciplinary Core Ideas: Crosscutting Concepts:

experiences and progresses to numbers and types of organisms remain stable.
using appropriate and sufficient relatively constant over long
evidence and scientific reasoning periods of time under stable
to defend and critique claims and conditions. If a modest
designed world(s). Arguments disturbance to an ecosystem
may also come from current occurs, it may return to its more
scientific or historical episodes in or less original status (i.e., the
science. ecosystem is resilient), as
opposed to becoming a very
arguments. ecosystems in terms of resources
52
Possible Preconceptions/Misconceptions:
1. Students may not grasp how important their assigned animal is to the ecosystem, and/or how important
the ecosystem is to the health of the planet.
2. Students may not believe humans have a significant impact on their assigned animal and/or ecosystem.
Questions:
Provide the activity handout and describe the Council of Animals Presentation activity to the students. Now
that they have learned about ecosystems and the importance of the animals within them, each of them will
get to become an animal, and have the honor of giving a presentation to the Council of Animals about who
they are, where they live, and why they are important. Emphasize to the students that they are giving this
presentation from the animals point of view, and that they should try to embody the spirit of that animal.
EXPLORATION (Day 1, 55 min): Lesson Description Probing or Clarifying Questions:
1. Provide each student with their assigned animal and associated ecosystem.
2. Students design their animal masks using construction paper, colored pencils/markers, and string.
3. Upon finishing their masks, if time permits, students can begin developing their presentations by
answering questions about their animal and ecosystem (see EXPLANATION section).
EXPLANATION (Overnight Homework): Concepts Explained BY STUDENTS and Academic Language
developed:
In developing their presentations to the Council of Animals, students need to address the following
questions:
1. What animal are you?
2. Where are you found?
a. What part of the world?
b. What ecosystem?
c. Where do you live within your ecosystem (i.e. trees, caves, rivers, etc.)?
3. What are the defining characteristics of your ecosystem (i.e. weather, topography, animal and plant
life)?
4. Are there currently any threats to your ecosystem (i.e. climate change, pollution, poaching, habitat
destruction, invasive species)?
5. What is your role in the ecosystem? In other words, why is your animal important? When answering
this question, consider the following: Are you a consumer or producer? Do you provide food
(energy) for other animals, or are you a top predator? Do you help control the populations of other
animals in the ecosystem? Are you efficient at pollination and/or seed dispersal? What would
happen to your ecosystem if you werent there?
6. Are there currently any threats to your animal (i.e. climate change, pollution, poaching, habitat
destruction, invasive species)?
7. Finally, is there anything that humans can do to help you (the animal) and where you live (the
53
ecosystem)?
ELABORATION (Day 2, 1 hour): Applications and Extensions:
Council of Animals Presentation:
1. Arrange desks/chairs in a circle.
2. Once students are seated in the circle, ask them to put on their masks. Then, ask all the animals (the
students) to signal their presence by giving an animal noise.
3. Ask for volunteers to present first. Beginning with the first presenter, students will give their
presentations going counter-clockwise around the circle. Each student must stand up and go to the center of
the circle for their presentation, which should last between 4 and 5 minutes.
EVALUATION (Day 2, 5 min): Formative Assessment / Summative Assessment
Use the Council of Animals Presentation Rubric on the following page to evaluate each students
presentation.
54
Council of Animals Presentation Rubric
Larvae (1-3 pts) Metamorph (4-6 pts) Adult (7-10 pts)

Information on your Some of the required All of the required All of the required
animal and ecosystem questions were left questions were questions were
unanswered and/or answered, but some answered accurately
needed more details. of the answers could and thoroughly.
use more details.
Organization Main ideas need Your main ideas are Your main ideas and
more clarity, and clear, but could be overall presentation
should be grouped so organized in a way were clear, organized
that your presentation that makes it easier logically, and easy to
is easy for the for the audience to follow.
audience to follow. follow your
presentation.
Understanding of Review the You have a basic You have a clear
Key Concepts presentation understanding of understanding of
questions and the unit ecosystems, ecosystems,
topics discussed in population dynamics, population dynamics,
class. It was not and energy flow. and energy flow.
evident that you have However, you could You also do a great
an adequate show more evidence job of showing how
understanding of of how these these concepts are
ecosystems, individual concepts connected.
population dynamics, are connected. Outstanding work!
and energy flow.
Timing Presentation length is Presentation length is Presentation length is
between 0 and 2 between 2 and 4 between 4 and 5
minutes. minutes. minutes.
Overall Presentation Your animal friends You did a good job of It was fun watching
need to know why answering all the your presentation.
you and your home questions, but keep in The Council of
are so important. mind that not all the Animals now
Review the animals know who understands why you
presentation are you, and may and your home are so
questions to make need some more important to the
sure everything was details about you and planet. You really
answered in detail. your home. Try to be embodied the spirit of
Your mask does not persuasive and your animal!
need to be a work of enthusiastic!
art, but make sure all
of us know who you
are.
55
Summative Assessment: Council of Animals Presentation
NGSS Performance Expectation(s): Ecosystems: Interactions, Energy, and Dynamics

HS-LS2-6: Evaluate 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.
For this assessment, you will be assigned an animal and the ecosystem in which the animal lives.
First, you will design a mask for your animal. Next, you will wear that mask and give a 4 to 5-
minute presentation to the Council of Animals (your classmates) that tells them about who you
are (the animal), where you live (the ecosystem), and why you and your home are important.
Part 1: You will be provided with construction paper, colored pencils/markers, and string to
design a mask for your animal. Feel free to get creative with your designs!
Part 2: Become your animal! Put on your mask and give a 4 to 5-minute presentation to the
Council of Animals that addresses the questions below. To make sure you address each of the
questions during your presentation, use a script that outlines all of your responses. You will turn
in your mask and script at the end of your presentation, which will be graded using the rubric on
the following page. P.S. Animal noises are encouraged!
Questions to address in your presentation:
1. What animal are you?

2. Where are you found?
a. What part of the world?
b. What ecosystem?
c. Where do you live within your ecosystem (i.e. trees, caves, rivers, etc.)?
3. What are the defining characteristics of your ecosystem (i.e. weather, topography, animal
and plant life)?
4. Are there currently any threats to your ecosystem (i.e. climate change, pollution,
poaching, habitat destruction, invasive species)?
5. What is your role in the ecosystem? In other words, why is your animal important?
When answering this question, consider the following:
Are you a consumer or producer? Do you provide food (energy) for other animals, or are
you a top predator? Do you help control the populations of other animals in the
ecosystem? Are you efficient at pollination and/or seed dispersal? What would happen
to your ecosystem if you werent there?
6. Are there currently any threats to your animal (i.e. climate change, pollution, poaching,
habitat destruction, invasive species)?
7. Finally, is there anything that humans can do to help you (the animal) and where you live
(the ecosystem)?
56
Council of Animals Presentation Rubric
Larvae (1-3 pts) Metamorph (4-6 pts) Adult (7-10 pts)

Information on your Some of the required All of the required All of the required
animal and ecosystem questions were left questions were questions were
unanswered and/or answered, but some answered accurately
needed more details. of the answers could and thoroughly.
use more details.
Organization Main ideas need Your main ideas are Your main ideas and
more clarity, and clear, but could be overall presentation
should be grouped so organized in a way were clear, organized
that your presentation that makes it easier logically, and easy to
is easy for the for the audience to follow.
audience to follow. follow your
presentation.
Understanding of Review the You have a basic You have a clear
Key Concepts presentation understanding of understanding of
questions and the unit ecosystems, ecosystems,
topics discussed in population dynamics, population dynamics,
class. It was not and energy flow. and energy flow.
evident that you have However, you could You also do a great
an adequate show more evidence job of showing how
understanding of of how these these concepts are
ecosystems, individual concepts connected.
population dynamics, are connected. Outstanding work!
and energy flow.
Timing Presentation length is Presentation length is Presentation length is
between 0 and 2 between 2 and 4 between 4 and 5
minutes. minutes. minutes.
Overall Presentation Your animal friends You did a good job of It was fun watching
need to know why answering all the your presentation.
you and your home questions, but keep in The Council of
are so important. mind that not all the Animals now
Review the animals know who understands why you
presentation are you, and may and your home are so
questions to make need some more important to the
sure everything was details about you and planet. You really
answered in detail. your home. Try to be embodied the spirit of
Your mask does not persuasive and your animal!
need to be a work of enthusiastic!
art, but make sure all
of us know who you
are.
57

Michael Zerwekh Ecosystems Unit Plan

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Mr.

Zerwekhs AP Environmental Science Class

Science & Engineering Practices

Disciplinary Core Ideas:

Common Core Standards:

NGSS Standard: HS-LS2-6 Ecosystems: Interactions, energy, and dynamics

Cross-cutting concepts: Stability and change

Prior Student Knowledge: Basic principles of ecology

Food Web Worksheet Rubric

1-2: Larvae 3-4: Metamorph 5: Adult

Khan Academy: Intro to Ecosystems

For this activity, go to https://www.khanacademy.org/science/biology/ecology/intro-to-

2. What are some examples of natural and human-caused disturbances to ecosystems?

3. What is the difference between a food chain and a food web?

Teacher: Mr. Zerwekh

III. Rationale (Summary)

IV. Possible Misconceptions

VI. Instructional Input (25 min)

VII. Checking for understanding

VIII. Guided practice (25 min)

IX. Independent Practice (25 min)

XI. Closure (5 min)

ASSESSMENT KEY: Rubric for California chaparral food web worksheet

Food Web Worksheet Rubric

1-2: Larvae 3-4: Metamorph 5: Adult

Chaparral Food Web

NGSS Standard: HS-LS2-6 Ecosystems: Interactions, energy, and dynamics

Cross-cutting concepts: Stability and change

Prior Student Knowledge: Introductory knowledge of ecosystems and food webs.

Food Web Simulation Worksheet Rubric

1-2: Larvae 3-4: Metamorph 5: Adult

Food Web Simulation

Prior Student Knowledge: Introductory knowledge of food webs and ecosystems.

Food Web Poster and Essay Rubric

1-3: Larvae 4-6: Metamorph 7-10: Adult

Description Students use data to help them choose from

Instructional Time 2 hours (2 class periods)

Keywords Ecosystem, wildlife management

Materials list Wolves in California Informational

RST.11-12.1 Cite specific textual evidence to support analysis of science and

RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science

MP.2 Reason abstractly and quantitatively. (HS-LS2-6)

HSS-IC.A.1Understand statistics as a process for making inferences about population

HSS-IC.B.6Evaluate reports based on data. (HS-LS2-6)

3. A second misconception students might have is that there is no way to find a

Client Letter/Problem Statement

Livestock Losses from 2001-2013

Elk Population Size from 1994-2012

Elk Population and Hunting Trends in Wyoming 2002-2012

2. What are the potential benefits of wolves returning to California?

Our reasoning behind this decision is (provide evidence and reasoning)

Bonita Vista Consulting

Client Letter 2/Problem Statement 2/Reading Passage 2

Attitudes of Visitors to Yellowstone National Park

1-3: Larvae 4-6: Metamorph 7-10: Adult

Recommendation Recommendation Recommendation Recommendation

Special Materials Needed

Recommendation Letter Template

1. Provide students with the informational handout. Give students approximately 15

A History of Wolves in the West

2. What are the potential benefits of wolves returning to California?

Proposal #2: A California Management Plan for Gray wolves (Canis

Proposal #3: A California Gray Wolf Management Strategy