Human Impacts and Ecosystems Disturbances NGSS Lesson Planning Template

Topic: Human Impacts and Ecosystem

Grade/ Grade Band: 10
Disturbances
Brief Lesson Description: This lesson will introduce students to the various effects humans have had on various ecosystems. They will look
at historical photos of real changes that have occurred, often at the hands of humans. They will then simulate the ecological impacts of
these changes by performing a lab. They will then receive a short assessment to ensure they have a grasp on these concepts.
Performance Expectation(s):
 LS 2-6: 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.
 LS 2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity
 LS 4-6: Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.

Specific Learning Outcomes:

 Define carrying capacity and explain what factors limit the population from increasing past this point. (LS2-1)
 List and describe several ways humans have impacted the environment. (LS2-7, LS4-6)
 Predict and simulate the effects of various disturbances on an ecosystem (LS2-6)

Narrative / Background Information

Prior Student Knowledge:
Students are probably aware of some of the things humans are doing to change the landscape, such as destruction of the rainforest, new
construction invading natural environments, etc. They will probably be able to generate several examples and some may even to anticipate
some of the effects (I feel that ecology is very logical and intuitive).
Science & Engineering Practices: Disciplinary Core Ideas: Crosscutting Concepts:
 Engaging in arguments from LS2.C: Ecosystem Dynamics, Functioning,  Stability and Change
evidence and Resilience  Cause and Effect
 Constructing explanations and  A complex set of interactions
designing solutions 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.

LS2.C: Ecosystem Dynamics, Functioning,

and Resilience
 Moreover, anthropogenic changes
(induced by human activity) in the
environment—including habitat
destruction, pollution,
introduction of invasive species,
overexploitation, and climate
change—can disrupt an ecosystem
and threaten the survival of some
species.

LS4.D: Biodiversity and Humans

 Biodiversity is increased by the
formation of new species
(speciation) and decreased by the
loss of species
(extinction). (secondary)
  Humans depend on the living
world for the resources and other
benefits provided by biodiversity.
But human activity is also having
adverse impacts on biodiversity
through overpopulation,
overexploitation, habitat
destruction, pollution,
introduction of invasive species,
and climate change. Thus
sustaining biodiversity so that
ecosystem functioning and
productivity are maintained is
essential to supporting and
enhancing life on Earth. Sustaining
biodiversity also aids humanity by
preserving landscapes of
recreational or inspirational
value. (secondary) (Note: This
Disciplinary Core Idea is also
addressed by HS-LS4-6.)

LS4.C: Adaptation
 Changes in the physical
environment, whether naturally
occurring or human induced, have
thus contributed to the expansion
of some species, the emergence of
new distinct species as
populations diverge under
different conditions, and the
decline–and sometimes the
extinction–of some species.
Possible Preconceptions/Misconceptions:
Students will underestimate the effects of some the changes, or maybe even be in denial that humans have had such an impact on the
environment.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions:
1. Students will watch the classic Dr. Seuss film The Lorax in order to stimulate their interest and find new meaning in the film. The
class will discuss the answers and try to interpret Seuss’s deeper message of the film.
EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:
1. Following the movie, students will be put into partner groups and will be given a series of different photos showing six different
global features. They will also be given a handout in order to organize their thoughts.
2. Students will first describe the changes they see in the photos and then predict what may have caused the change they
experience. Teacher will go around monitoring students and clarifying student questions (Ie students may be confused as to what
he photo is showing since it is a far-up bird’s eye view).
3. Once students have finished making their predictions, teacher will hand out the information sheets. The partner groups will read
the information sheet and answer the analysis questions.
4. The partner groups will then collaborate with their table groups to brainstorm the different effects on the ecosystems and will
share out their answers.
EXPLAIN: Concepts Explained and Vocabulary Defined:
1. Students will watch a YouTube video detailing some the complexity and roles different organisms play that contribute the health
and stability of the different ecosystems.

Vocabulary
Biodiversity
Keystone Species
Invasive Species

ELABORATE: Applications and Extensions:

1. Teacher will then introduce the Population Dynamics Lab Report that is a required artifact for the Ecology Unit Common
Assignment Study.
 2. Students will complete the Population Dynamics Lab in groups of 3-4 students

EVALUATE:

Formative Monitoring (Questioning / Discussion):

 Whole-class discussion about the Lorax
 Monitoring students during Changing Landscapes activity
 Analysis questions on Changing Landscapes

Summative Assessment (Quiz / Project / Report):

 Post-Lab Discussion
 Population Dynamics/Impacts Follow-Up Questions

Elaborate Further / Reflect: Enrichment:

Students can investigate local and/or real-world examples showing the impacts of human disturbances on the ecosystem. This can also lead
into the next lesson, which is preparing for their final unit summative assessment.
 Materials Required for This Lesson/Activity
Quantity Description Potential Supplier (item #) Estimated Price