Biology Daily Agenda

Week of: 4/29/24

*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):

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.

• Construct population graphs and describe their shape as :  Exponential (J shaped) or Logistic (S Shaped)

• Analyze a population graph to determine why the population is experiencing this type of growth

• Explain why high biodiversity helps stabilize an ecosystem

• Analyze population graphs to determine abiotic and biotic factors that may affect the system.

• Describe examples of keystone species on an ecosystem.

Lesson/Activity:

Guided notes

Keystone species and population dynamics review

video/graph/diagram

EOC review:  GADOE practice and 100 Vocab

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

SC: (I know I’ll have it when I can…)

• Recall the inputs and outputs of photosynthesis and cellular 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:

Mini quiz to assess grasp of material so far

Guided notes Biogeochemical cycles

Videos

Practice understanding

EOC review:  GADOE practice and 100 Vocab (due)

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.

c. Construct an argument to predict the impact of environmental change on the stability of an ecosystem

LT:

We are learning to predict the impact of environmental change on the stability of an ecosystem.

SC:(I know I’ll have it when I can…)

• Investigate and model human activities that impact the stability of an ecosystem

• Investigate and model natural changes that impact the stability of an ecosystem

• Explain the stages of primary succession

• Describe a climax community

• Compare primary succession and secondary succession

Lesson/Activity:

Guided notes on succession

practice

Succession online activity

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.

d. Design a solution to reduce the impact of a human activity on the environment. (Clarification statement: Human activities may include chemical use, natural resources consumption, introduction of non-native species, greenhouse gas production.) e. Construct explanations that predict an organism’s ability to survive within changing environmental limits (e.g., temperature, pH, drought, fire)

LT:

We are learning about how to reduce the impact of human activity on the environment

SC:(I know I’ll have it when I can…)

• Identify and analyze human activities that negatively impact the environment (resource consumption, fossil fuels, agriculture practices, non-native species, urbanization)

• Explain how agriculture practices, such as fertilizer runoff, impacts the environment.

• Explain how use of fossil fuels can negatively impact the environment

• Explain how non-native species can be introduced to an environment (intentional and accidental introductions)

• Explain how urbanization can negatively impact the environment

• Design solutions to solve a specific problem in the environment caused by human activities

Lesson/Activity:

Guided notes  human impact

Videos

Discussion

EOC review:  GADOE practice 

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.

e. Construct explanations that predict an organism’s ability to survive within changing environmental limits (e.g., temperature, pH, drought, fire). 

LT:

We are learning how organisms survive within changing environmental limits

SC:(I know I’ll have it when I can…)

• Analyze and predict an organism’s survivability in changing conditions like soil pH, drought, fire, temperature

• Identify examples of various tropisms

• Identify ways in which plants undergo adaptations in order to survive

• Identify mechanical and chemical defenses

• Migration

• Inherited behavior

Lesson/Activity:

Guided notes Adaptations

Practice of concepts

EOC review:  GADOE practice finish and color in so can get approximate grade on EOC

Resources:

Teacher created materials