Is the food chain shown above accurate? Does the first link depict a producer, the second link a herbivore, and the third link an omnivore / carnivore? Students must correctly determine whether a species is a producer or consumer, and what type of consumer; herbivore, omnivore, or carnivore. Students are provided with a list of Sonoran Desert species and asked to construct, within their groups, several food chains. These food chains are then be used to construct a food web. In order to complete this activity, students must first research the individual species to understand their feeding habits.

With a continued focus on the Sonoran Desert, students are introduced to the concepts of food chains and food webs through a PowerPoint® presentation. They learn the difference between producers and consumers and study how these organisms function within their communities as participants in various food chains. They further understand ecosystem differences by learning how multiple food chains link together to form intricate and balanced food webs. At lesson end, students construct food webs using endemic desert species.

This activity leads students through a sequence of learning steps that highlight the embedded energy that is necessary to produce various types of food. Students start by thinking through the components of a basic meal and are later asked to review the necessary energy to produce different types of protein.

Students practice building food chains and webs, explore interrelationships in the EOL Food Webs Tool, then model the flow of energy in food webs.

Students model how a complex system operates and how some parts of a complex system have more leverage or influence on the rest of the system. Students relate this to the interconnectedness of food webs.

In this curriculum module, students in high school life science, marine science, and/or chemistry courses act as interdisciplinary scientists and delegates to investigate how the changing carbon cycle will affect the oceans along with their integral populations.

The oceans cover 70 percent of the planet and play a critical role in regulating atmospheric carbon dioxide through the interaction of physical, chemical, and biological processes. As a result of anthropogenic activity, a doubling of the atmospheric CO2 concentration (to 760 ppm) is expected to occur by the end of this century. A quarter of the total CO2 emitted has already been absorbed by the surface oceans, changing the marine carbonate system, resulting in a decrease in pH, a change in carbonate-ion concentrations, and a change in the speciation of macro and micronutrients. The shift in the carbonate system is already drastically affecting biological processes in the oceans and is predicted to have major consequences on carbon export to the deep ocean with reverberating effects on atmospheric CO2. Put in simple terms, ocean acidification is a complex phenomenon with complex consequences. Understanding complexity and the impact of ocean acidification requires systems thinking – both in research and in education. Scientific advancement will help us better understand the problem and devise more effective solutions, but executing these solutions will require widespread public participation to mitigate this global problem.

Through these lessons, students closely model what is occurring in laboratories worldwide and at Institute for Systems Biology (ISB) through Monica Orellana’s research to analyze the effect CO2 has on ocean chemistry, ecosystems and human societies. Students experiment, analyze public data, and prepare for a mock summit to address concerns. Student groups represent key “interest groups” and design two experiments to observe the effects of CO2 on seawater pH, diatom growth, algal blooms, nutrient availability, and/or shell dissolution.

The goal of the high school carbon sequestration in forests storyline is to build on the science of carbon sequestration from the middle school storyline. In this storyline, carbon sequestration refers to the removal of carbon (in the form of carbon dioxide) from the atmosphere through the process of photosynthesis. Carbon storage refers to the amount of carbon bound up in woody material above and below ground. High school students will develop an understanding of the variables and considerations that arise from managing forests for different purposes including carbon sequestration and other ecosystem services. 

El objetivo del caso de la captura del carbono en los bosques a nivel escuela preparatoria es basarse en la ciencia de la captura de carbono del caso de la escuela secundaria. En este caso, la captura de carbono se refiere a la eliminación de carbono (en forma de dióxido de carbono) de la atmósfera a través del proceso de fotosíntesis. El almacenamiento de carbono se refiere a la cantidad de carbono unido al material leñoso por encima y por debajo del suelo. Los estudiantes de preparatoria desarrollarán una comprensión de las variables y consideraciones que surgen del manejo de los bosques para diferentes propósitos, incluida la captura o secuestro de carbono y otros servicios del ecosistema. 

Students will be learning about the practices of regenerative agriculture and how regenerative agriculture is a solution to climate change. Embedded in the storyline are scientific concepts relating to carbon cycling and soil microbial activity. The storyline culminates with students creating an infographic that is intended for educating the community about regenerative agricultural practices. 

Our Patterns Biology development team of teacher leaders has been working hard through the spring and summer of 2020 to develop distance learning versions of the Patterns Biology units. Between March and May they released Distance Learning versions of units 4 and 5, as well as paper packets that can be printed for students who do not have access to technology at home. In preparation for fall of the 2020-21 school year, the team has just published Distance Learning versions of units 1 and 2 (see below links for each unit's page). Our Distance Learning units can be used in either a fully online or hybrid school model. A Distance Learning version of Unit 3 will be released by the end of September.