Week+2+--+Individuals

//Enduring Knowledge/Global Goals in Italics: Students will understand// // … // (Assessed with Performance tasks and projects) important for students to understand and remember in the far future Educational Objectives/Foundational Knowledge: Students will be able to … (Assessed with traditional quizzes and tests) important for students to understand and remember in the near future Skip pages 142-143, 147-150 //Macroclimates interact with landscape to produce microclimate// Describe what microclimate is and recognize components of habitats that will produce microhabitats: Vegetation, reflectance/absorbance, structures
 * Week 2: Individuals (Continuation of Abiotic Factors) **

//How water moves through terrestrial and aquatic habitats and organisms.// Recall aspects of water and give examples of those aspects’ affects on environment: Absorbance of water and the heat loss of environment by water evaporation, heat gain by water freezing, expansion of solid form Given conditions of internal and external solutes predict movement of water from diffusion, and classify organisms and conditions as being hypo, hyper, iso, osmotic. Use water potential equations to appraise an organism or habitat for the movement of water. //How organisms survive in suboptimal environmental conditions, maintain temperature and balance water and solutes.// Describe why organisms need to have water balance, and give three examples of adaptations for water balance. //Variation in abiotic conditions translates into tolerance limits and optimal conditions, which in turn affect location of organisms.// Given axes of temperature and performance, draw a normal distribution curve; describe how temperature affects substrate binding of enzymes and extend that to effects in behavior. Give examples of behavioral and physiological adaptations for regulating temperature and match these adaptations to their contribution in balancing heat equations. Distinguish between ectotherm, endotherm, poikilotherm, and homeotherm. Given a picture of capillary beds, explain countercurrent heat exchange. //The forms of energy that different organisms use, and how organisms are structured to interact with their energy sources.// Define energy and recognize energy sources as potential or kinetic energy. Duplicate the redox equations for photosynthesis and cellular respiration. Describe the difference between heterotrophic, photosynthetic (autotrophic), and chemosynthetic (chemotroph). Describe the difference between C3, C4, and CAM photosynthesis. Explain limitations of natural systems for energy acquisition. //Types and measures of fitness, and how fitness is affected by sexual and social systems.// Define fitness and explain how sexual selection can affect it. Distinguish the difference between fitness and inclusive fitness. Distinguish between intersexual and intrasexual selection. List the 3 characteristics of eusocial systems, and recognize systems that are eusocial. Explain how genetic systems may help create eusociality: haplodiploidy Additional Describe the two ways that altitude affects temperature: Less atmospheric pressure means kinetic energy is drawn from the environment, cooling it. Less atmosphere means less trapping of heat to radiate back to ground. Connect the concept of movement from areas of high concentration to low concentration for both heat and water. Laboratory Experiments Sample Size Variation in data Scatter Plots and the relationship between variables. The Comparative method Tinbergen’s Framework for understanding behavior: 1. What are the mechanistic causes of the behavior? 2. How does the development, including learning, influence the behavior? 3. What is the evolutionary history of the behavior? 4. How does the behavior contribute to fitness?
 * Human Goals:**
 * Application Goals:**
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 * Metacognition:**