Biology

What

Biology

When

4/23/2024

High School Weekly Lesson Plan Template
Week of: 04/22/24
*for additional curriculum information, please visit the district's resource High School Pacing Guides or Georgia Standards of Excellence
Course Name: BIOLOGY
HARDMAN, JOHNSTON, LIPTHRATT, WYNN, HAMILTON

Monday
Standard(s):
SB3c, SB1b, SB2b, SB3a,b

LT:
We are testing on Unit 4 tomorrow.

SC: (I know I’ll have it when I can…)

Lesson/Activity:
pedigrees
REVIEW: vocab, KHAN, qustions



Resources:
Teacher created materials



Tuesday
Standard(s):
SB5. Obtain, evaluate, and communicate information to assess the interdependence of all organisms on one another and their environment.
b. Develop and use models to analyze the cycling of matter and flow of energy within ecosystems through the processes of photosynthesis and respiration. Arranging components of a food web according to energy flow. Comparing the quantity of energy in the steps of an energy pyramid. Explaining the need for cycling of major biochemical elements (C, O, N, P, and H).
LT:

We are learning to analyze how energy flows through an ecosystem
SC: (I know I’ll have it when I can…)
Recall how producers and consumers obtain energy
Identify the 4 macromolecules needed for organisms to grow, develop and repair
Model how C, H, and O are recycled during photosynthesis and cellular respiration to demonstrate the law of conservation of energy
Identify the three levels of a food chain (trophic levels) and what the arrows represent
Lesson/Activity:

UNIT 4 MINI ASSESSMENT
Food chain/web intro
EOC review: 100 vocab

Resources:
Teacher created materials


Wednesday
Standard(s):
SB5. Obtain, evaluate, and communicate information to assess the interdependence of all organisms on one another and their environment.
b. Develop and use models to analyze the cycling of matter and flow of energy within ecosystems through the processes of photosynthesis and respiration. Arranging components of a food web according to energy flow. Comparing the quantity of energy in the steps of an energy pyramid. Explaining the need for cycling of major biochemical elements (C, O, N, P, and H).
LT:
We are learning to analyze how energy flows through an ecosystem
SC:(I know I’ll have it when I can…)
Identify the three levels of a food chain (trophic levels) and what the arrows represent
Create an energy pyramid to show a food chain and the amount of energy contained and released as heat at each level
Analyze and describe pyramids of numbers (or biomass)
Construct and explain how energy flows in a food web, demonstrate a cause and effect relationship.

Lesson/Activity:
Intro to ecology notes/vocab

Pyramid

Food Web and chain

EOC review: GADOE practice and 100 Vocab
Resources:
Teacher created materials



Thursday
Standard(s):
SB5. Obtain, evaluate, and communicate information to assess the interdependence of all organisms on one another and their environment.
b. Develop and use models to analyze the cycling of matter and flow of energy within ecosystems through the processes of photosynthesis and respiration. Arranging components of a food web according to energy flow. Comparing the quantity of energy in the steps of an energy pyramid. Explaining the need for cycling of major biochemical elements (C, O, N, P, and H).
LT:

We are learning to analyze the cycling of matter and flow of energy within an ecosystem by explaining the need for cycling of major biochemical elements (C, O, N, P, H)

SC:(I know I’ll have it when I can…)
Recall the inputs and outputs of photosynthesis and cell respiration to demonstrate how water is cycled through biotic and abiotic factors in an ecosystem.
Analyze and demonstrate how carbon is cycled through biotic and abiotic factors in an ecosystem.
Analyze and demonstrate how Nitrogen is cycled through biotic and abiotic factors in an ecosystem and compare this with the carbon cycle.
Analyze and demonstrate how phosphorus is cycled through biotic and abiotic factors in an ecosystem.
Explain why water, carbon, oxygen, nitrogen and phosphorus are necessary for all organisms.
Lesson/Activity:
Guided notes
Video
diagram/construct chains

EOC review: GADOE practice and 100 Vocab
Resources:
Teacher created materials



Friday
Standard(s):
SB5. Obtain, evaluate, and communicate information to assess the interdependence of all organisms on one another and their environment.
a. Plan and carry out investigations and analyze data to support explanations about factors affecting biodiversity and populations in ecosystems. (Clarification statement: Factors include population size, carrying capacity, response to limiting factors, and keystone species.)
LT:
We are learning about factors that affect biodiversity and populations in ecosystems.

SC:(I know I’ll have it when I can…)
Recall and describe the order of the levels of biological organization in an ecosystem from simplest to most complex.
Differentiate between a population and a community
Identify interactions in communities (interspecific competition, predator/prey, symbiotic, niches)
Explain carrying capacity within an ecosystem
Identify limiting factors that affect population density and distribution within an ecosystem
Identify and categorize limiting factors as density dependent and density independent.

Lesson/Activity:
Guided notes
Keystone species
video/graph/diagram

EOC review: GADOE practice and 100 Vocab
Resources:
Teacher created materials