Biology Daily Agenda

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