NGSSS Science Supplemental Resources
Student Packet
Biology
SC.912.L.17.20
Department of Mathematics and Science
THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA
Perla Tabares Hantman, Chair
Dr. Lawrence S. Feldman, Vice Chair
Dr. Dorothy Bendross-Mindingall
Susie V. Castillo
Dr. Wilbert “Tee” Holloway
Dr. Martin Karp
Lubby Navarro
Dr. Marta Pérez
Raquel A. Regalado
Julian Lafaurie
Student Advisor
Alberto M. Carvalho
Superintendent of Schools
Maria Izquierdo
Chief Academic Officer
Office of Academics and Transformation
Dr. Maria P. de Armas
Assistant Superintendent
Division of Academics
Mr. Cristian Carranza
Administrative Director
Division of Academics
Dr. Ava D. Rosales
Executive Director
Department of Mathematics and Science
Introduction
The purpose of this document is to provide students with enhancement tutorial sessions that will enrich the depth of content knowledge of the Biology 1 course. Each tutorial session is aligned to Biology Annually Assessed Benchmarks of the Next Generation Sunshine State Standards (NGSSS) as described in the course description and the Biology Item Specifications and include an ExploreLearning Gizmos activity and/or a science demonstration followed by assessment questions.
The Nature of Science Body of Knowledge (BOK) is embedded in all lessons. Teachers are encouraged to generate an inquiry-based environment where students grow in scientific thinking while creating and responding to higher-order questions.
Table of Contents
Organisms, Populations, and Ecosystems - SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. (Also assesses SC.912.N.1.3, SC.912.L.17.11, SC.912.L.17.13 and HE.912.C.1.3)
Activity 1 - Water Pollution 3
Activity 2 - Pond Ecosystem 8
Activity 3 - Human Impact 14
Activity 1 – Water Pollution
Vocabulary: bacterial pollution, nutrient pollution, sediment pollution, toxic pollution, water pollution
Prior Knowledge Questions (Do these BEFORE using the Gizmo.)
- Water pollution is the addition of harmful substances to water. Some of these substances are found at home. What household chemicals might be harmful if not disposed of properly?
- What are some other causes of water pollution?
Gizmo Warm-up
The Water Pollution Gizmo™ will teach you about some of the main kinds of water pollution. On the TYPE tab, under Types of pollution, check that Toxic is selected. Read the paragraphs on the right and bottom of the Gizmo.
1. What is toxic pollution?
2. What are some examples of toxic pollutants listed in the Gizmo?
3. Can you think of other examples of toxic substances, not listed in the Gizmo?
Activity A: Types of water pollution
Engage Question: What are the main types of water pollution?
1. Get the Gizmo ready:
· Check that the TYPE tab and Toxic pollution are selected.
Sediment pollution
Description:
Causes:
Consequences:
Nutrient pollution
Description:
Causes:
Consequences:
Bacterial pollution
Description:
Causes:
Consequences:
Activity B: Real-world examples
Engage Question: What are the real-world causes of water pollution?
1. Get the Gizmo ready:
· Select the EXAMPLE tab.
· Check that example 1/12 is selected. (If not, use the arrow buttons to get to example 1/12.).
2. Practice: For each Real-world example presented in the Gizmo, guess which type or types of pollution will result by checking the boxes. When you are ready, click Check answer to see if you were right. Read the explanation, and then use your own words to fill in the table.
Example / Pollution type(s) / Explanation1
2
3
4
5
6
7
8
9
10
11
12
3. Practice: Classify each of the following examples as toxic, sediment, nutrient, and/or bacterial pollution. Explain your classifications.
A. Logging removes trees from a hill, leaving a barren landscape.
Classification:
Explanation:
B. A man washes clothes in a stream using a detergent that contains phosphorus.
Classification:
Explanation:
C. At an old gas station, gasoline leaks from an underground storage tank.
Classification:
Explanation:
D. At a research lab, a scientist carelessly pours cultures of living microbes down the drain.
Classification:
Explanation:
4. Think and discuss: Many sources of water pollution are found within the home. What actions can you take to reduce water pollution?
Assessment – Water Pollution
1. Logging operations used to use a technique called clear-cutting, in which all of the trees in an area are cut down. What type of water pollution will this most likely lead to?
A. Toxic
B. Sediment
C. Nutrient
D. Bacterial
2. When cars age or are poorly maintained, they tend to leak oil onto roadways and parking lots. This oil is washed into the nearest waterway with the next rainfall. What type of water pollution does this cause?
A. Toxic
B. Sediment
C. Nutrient
D. Bacterial
3. Joggers running along an urban running path noticed paint running out of a culvert into a nearby creek. Local authorities investigated and found that some homeowners had painted the outside of their home and dumped the extra paint down a storm drain. They were fined. What type of water pollution did they cause?
A. Toxic
B. Sediment
C. Nutrient
D. Bacterial
4. A farmer applies excess fertilizer to one of her fields just before a rainstorm. What kind of pollution is this most likely to lead to?
A. Toxic
B. Sediment
C. Nutrient
D. Bacterial
5. A new wastewater treatment plant opens in an area where raw sewage used to be dumped directly into a bay. What type of pollution will be reduced the most by the new plant?
A. Toxic
B. Sediment
C. Nutrient
D. Bacterial
Activity 2: Pond Ecosystem
Vocabulary: abiotic factor, biotic factor, concentration, mean, oxygen, parts per million, photosynthesis
Prior Knowledge Questions (Do these BEFORE using the Gizmo.)
1. All animals need oxygen. We get oxygen from the air we breathe. How do fish get theirs?
2. Where does the “fizz” in soda come from?
Gizmo Warm-up
The Pond Ecosystem Gizmo™ lets you study ponds as an ecologist would. Each of the tools can be dragged to the pond to take measurements.
- Drag the Thermometer to the pond at 6:00 am.
What is the water temperature?
- Click Fast-forward () until about 12:00 pm, and then click Pause ().
What is the water temperature now?
- Just as soda contains dissolved carbon dioxide, pond water contains dissolved oxygen. The unit for measuring the concentration (amount) of oxygen is parts per million (ppm).
Drag the Oxygen gauge to the pond. What is the concentration of oxygen?
- Click Play () and drag the Fishing pole to the pond. Fish for about four hours.
How many catfish did you catch?
How many trout?
Activity A: A day in the life of a pond
Introduction: The fish in a pond are affected by biotic factors such as other fish, aquatic plants, insects, and bacteria. They are also affected by abiotic factors, or nonliving things such as temperature and the concentration of dissolved oxygen.
Engage Question: How does the amount of dissolved oxygen in a pond change during one day?
1. Get the Gizmo ready:
· Click Reset ().
2. Observe: Use the Oxygen gauge to measure the concentration of dissolved oxygen at several different times. How does the oxygen concentration change over a single day?
3. Predict: At what time should the amount of oxygen in a pond be lowest? (Circle one)
6:00 am 12:00 pm (noon) 6:00 pm 12:00 am (midnight)
4. Test: Measure the dissolved oxygen at four times during the day: 6 am, 12 pm (noon), 6 pm, and 12 am (midnight). Then click New pond and repeat the test for two more ponds.
Record your results in the table below.
6:00 am / 12:00 pm / 6:00 pm / 12:00 amPond 1
Pond 2
Pond 3
5. Analyze: Was your prediction correct for all three ponds? Explain.
6. Draw conclusions: The dissolved oxygen in a pond is produced by pond plants and algae in a process called photosynthesis.
A. At what time of day does photosynthesis take place?
B. What source of energy is present during this time?
C. Why does the level of dissolved oxygen go down after sunset?
Activity B: Go fish!
Engage Question: How do concentrations of dissolved oxygen affect fish?
1. Get the Gizmo ready:
· Click Reset.
2. Explore: To investigate the question, measure the oxygen concentration and go fishing in several ponds. (To fish, click Play and drag the fishing pole into the pond for several hours.)
3. Form hypothesis: How does oxygen concentration affect the fish that live in a pond?
Hypothesis: ______
______
______
4. Predict: If you fish in four ponds, will more fish be caught in the two ponds with the lowest oxygen concentrations, or the two ponds with the highest oxygen concentrations? Explain.
5. Test: Investigate four ponds. For each pond, measure the dissolved oxygen concentration at 6:00 am. Fish for six hours and record how many catfish and trout you catch in each pond. (Hint: To find a pond with relatively high levels of dissolved oxygen, click No farms.)
Oxygen (6:00 am) / Number of catfish / Number of troutPond 1
Pond 2
Pond 3
Pond 4
6. Analyze: What does your data show?
7. Draw conclusions: Which type of fish can survive better in low-oxygen conditions? Explain.
Activity C: Dissolved oxygen
Engage Question: How does temperature affect the concentration of dissolved oxygen?
1. Get the Gizmo ready:
· Select No farms.
· A calculator is recommended for this activity.
2. Explore: Measure the temperature and concentration of dissolved oxygen in several ponds.
3. Form hypothesis: How does temperature affect oxygen concentrations?
Hypothesis: ______
______
______
4. Predict: Which ponds will have a higher average oxygen concentration, ponds cooler than 20 °C or ponds hotter than 20 °C?
5. Test: For each pond, measure the temperature and oxygen concentration at 6:00 am. If the temperature is below 20 °C, record your results in the left table. If the temperature is above 20ºC, record your results in the right table. Continue until each table is filled.
NGSSS Science Supplemental Resources Page 1
Biology SC.912.L.17.20
Ponds cooler than 20°C6:00 am Temp. / 6:00 am Oxygen
Ponds hotter than 20°C
6:00 am Temp. / 6:00 am Oxygen
NGSSS Science Supplemental Resources Page 1
Biology SC.912.L.17.20
6. Calculate: Find the mean (average) oxygen concentration for the cold ponds and for the hot ponds. To find the mean, add the three oxygen concentrations and then divide by three.
Mean oxygen level for cold ponds:
Mean oxygen level for hot ponds:
7. Draw conclusions: How does the temperature of water affect its ability to hold oxygen?
8. Challenge: Turn off the No farms checkbox. Use the Gizmo to investigate the effect of farms on dissolved oxygen. Record all data on separate sheets. What did you find?
Assessment – Pond Ecosystem
1. The temperature of four ponds was measured at 6:00 AM. Which of the ponds would probably have the highest dissolved oxygen concentration?
A. Pond A
B. Pond B
C. Pond C
D. Pond D
2. At what time of day are dissolved oxygen levels most likely to be highest?
A. 6:00 AM
B. 12:00 PM (noon)
C. 6:00 PM
D. 12:00 AM (midnight)
3. Which of the following would most likely occur if the oxygen in a pond decreased?
A. Fish would grow larger.
B. Fish would die.
C. The temperature of the pond would decrease.
D. The pond would dry up.
4. Which would increase the amount of dissolved oxygen in a pond?
A. Removing plants.
B. Removing fish.
C. Adding plants.
D. Both B and C are correct.
5. Four fishermen fished for the same amount of time in different ponds. Which catch came from the pond with the highest level of dissolved oxygen?
A. Catch A
B. Catch B
C. Catch C
D. Catch D
Activity 3 - Human Impact
Research Human Impact:
· Get in groups of 2 or 3.
· Read Human Impact on the Environment and choose an Environmental scenario to research and present.
o Provide time and opportunity for students to research their topic so having availability to computers is a good idea for this lesson.
· Each group will present their findings on their topic. The presentation should focus on one or more of the following:
o The need for adequate monitoring of environmental parameters when making policy decisions.
o fines, laws, incentives, regulations, interest groups and public awareness
o Evaluate how environment and personal health are interrelated.
o Air pollution and respiratory systems
o Water pollution and cancer
Human Impact on the Environment
(by http://www.hobart.k12.in.us/jkousen/Biology/biotopics.html)
Natural environment is of crucial importance for social and economic life. We use the living world as:
· a resource for food supply
· an energy source
· a source for recreation
· a major source of medicines
· natural resources for industrial products
In this respect the diversity of nature not only offers man a vast power of choice for his current needs and desires. It also enhances the role of nature as a source of solutions for the future needs and challenges of mankind.
State of ecosystems, habitats and species
In the past, human interaction with nature, although often having a disruptive effect on nature, often also enriched the quality and variety of the living world and its habitats - e.g. through the creation of artificial landscapes and soil cultivation by local farmers.
Today, however, human pressure on natural environments is greater than before in terms of magnitude and efficiency in disrupting nature and natural landscapes, most notably:
· intensive agriculture replacing traditional farming; this combined with the subsidies of industrial farming has had an enormous effect on western rural landscapes and continues to be a threat.
· mass tourism affecting mountains and coasts.
· the policies pursued in the industry, transport and energy sectors having a direct and damaging impact on the coasts, major rivers (dam construction and associated canal building) and mountain landscapes (main road networks).
· the strong focus of forestry management on economic targets primarily causes the decline in biodiversity, soil erosion and other related effects.