# Ecosystems: Tools for Science and Math Teachers

## CONTENTS OF CURRICULUM UNIT 92.05.10

- Introduction
- The rationale and General Objectives for the Unit
- General Objectives of the Unit
- Overview of the topic
- Food Chains and Food Webs
- Response to Physical Factors
- Temperature Response
- Light response
- The Carbon Dioxide Response
- The Carbon Cycle
- The Properties of Water
- The Hydrological Cycle
- Population and Communities
- Ecological Succession
- Global Change
- Climate Effects
- Indirect Effects
- The Greenhouse Effect
- Lesson Plan I
- Lesson Plan II
- Lesson Plan III
- Lesson Plan IV
- Lesson Plan V
- Lesson Plan VI
- Lesson Plan VII
- Lesson Plan VIII
- Lesson Plan IX
- Conclusion
- Bibliography

### Unit Guide

## Mathematics and Ecology: Through the Window Garden

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After viewing our curriculum units, please take a few minutes to help us understand how the units, which were created by public school teachers, may be useful to others.

## Introduction

This unit will attempt to provide a linkage between the subject of ecology and the mathematics in the classroom.

This unit will also try to incorporate the new direction for teaching mathematics. These ideas as set out in the Professional Standards for teaching mathematics and include the following responsibilities for teachers.

1. The creation of an environment that fosters learning.

2. To create worthwhile mathematical tasks.

3. To provide the tools for enhancing discourses.

These responsibilities for mathematics teachers require that the teacher provide an atmosphere in which the student can develop mathematical proficiency, and in which the student is constantly encouraged and to work both independently or collaboratively as members of a learning team.

If the gap is bridged between ideas from ecology and mathematics, then teachers can pose tasks that will engage the students’ intellect and thus foster a better understanding for the concepts and procedures, and will therefore stimulate the students and to make the necessary connections between mathematics and science.

Since it is the teacher’s responsibility to enhance discourse, if the teacher cannot find all the materials to encourage this discourse; then these materials will have to be developed by the teacher.