MIAMI-DADE COUNTY PUBLIC SCHOOLS
Student BYOD Resource Page
BIOLOGY I Course Code: 200031001
TOPIC IV: ECOLOGY - Energy Flow / Pacing / DateTraditional 4 days / 09-09-16 to 09-14-16
Block 2 days / 09-09-16 to 09-14-16
ESSENTIAL CONTENT / OBJECTIVES / INSTRUCTIONAL TOOLS
A. Food Chains and Food Webs (17.9)
1. Role of Organisms
a. Producers
b. Consumers
c. Decomposers
B. Trophic Levels and Energy Reduction (17.9)
1. Law of Conservation of Matter & Energy
2. Trophic Levels
3. Energy Pyramids
4. Pathway of Energy Transfer
C. Biogeochemical Cycles (E.7.1, 18.12)
1. Water Cycle
2. Carbon Cycle / · Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.
· Trace the energy pathways through the different trophic levels of a food web or energy pyramid. (ALD)
· Identify the role of different types of organisms in the energy pathways of a food web.
· Cite evidence that living systems follow the Laws of Conservation of Mass and Energy.
· Investigate and describe the transformation of energy from one form to another.
· Trace the movement of matter through different biogeochemical cycles. (ALD)
· Describe a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. / Core Text Book: Chapter 3
Vocabulary:
abiotic, autotroph, biotic, carnivore, chemosynthesis, consumer, decomposer, detritivore, ecosystem, food chain, food web, herbivore, heterotroph, omnivore, photosynthesis, producer, scavenger, trophic level
Technology:
1. http://www.pbslearningmedia.org/ (search your topic)
2. Kidwings: Virtual Owl Pellet Dissection
3. WebQuest: Exploring the Life and Ecology of Mono Lake
4. Bozeman Podcast: Biochemical Cycles
5. http://serc.carleton.edu/microbelife/microbservatories/oligocean/index.html
6. Edgenuity
7. Packet_4_EnergyFlow_L.17.9.docx
SC.912.L.17.9
SC.912.L.17.9
SC.912.E.7.1 / Food Chain
Forest Ecosystem
Water Cycle
Standard: SC.912.E.7.1 / / Video / · Carbon, Nitrogen, and Phosphorus: Nutrients Cycle Through Ecosystems to Sustain Life
· THE CARBON CYCLE
· The Carbon Cycle: Recycling Matter
· Plants: Essential Contributors of the Carbon Cycle
· The Carbon Cycle
· Recycling: The Carbon Cycle / · Delayed Recycling: The Carbon Cycle Over Time
· Decomposition and the Carbon Cycle
· The Water Cycle
· Biology: The Science of Life: The Water Cycle
· Enviro-Tacklebox: The Water Cycle
· What Is the Water Cycle? / · Nitrogen Cycle
· The Nitrogen Cycle
· Synthesis and Decay: The Phases of the Nitrogen Cycle
· Respiration & Photosynthesis
· Carbon Cycles: Photosynthesis and Respiration under Water; Conversion into Oil
· Human Impact on the Carbon Cycle
/ Image / · Carbon cycle
· Water cycle / · Nitrogen cycle
· Photosynthesis/respiration cycle
/ Exploration / · Rev Your Engines
/ Skill Builder / · The Water Cycle
· The Carbon Cycle / · Photosynthesis
· The Nitrogen Cycle
Standard: SC.912.E.7.1 / / Audio / · Understanding Weather & Climate: Water Cycle & Humidity / · Understanding Weather & Climate: Currents & the Water Cycle
/ Article / · Carbon Cycle
Standard: SC.912.P.8.7 / / Video / · Ionic and Molecular Compounds
· Naming Ionic Compounds / · Rules for Naming Ionic Compounds
· Chemical Formulas
Standard: SC.912.P.10.1 / / Video / · Energy Basics
· Hoover Dam: Changing Potential Energy into Kinetic Energy
· Kinetic and Potential Energy
· Nuclear Energy / · Chemical Energy
· Sound Energy
· The Energy of Heat
· Energy Exchanges / · Physics of Fun: Potential and Kinetic Energy
· Physical Energy Transformations
· Conservation of Energy and Matter in the Cell Cycle
Standard: SC.912.L.17.9 / / Video / · Producers, Consumers, & Decomposers
· Food Chain
· Relationships
· Energy Transfer: Producers and Consumers
· Energy Transfer: Decomposers and Detritus Feeders / · Energy Transfer
· The Food Web
· The Energy Flow
· Life Science: Ecology
· Pacific Food Chain
· The Food Chain in Deer Cave, Borneo / · Shallow Sea Food Chain
· The Food Web
· Why Study Primary Producers?
· The Food Chain in the Serengeti
· The Ocean Food Chain
/ Image / · Consumer, definition
· Carnivore, definition
Standard: SC.912.L.18.12 / · A Brief Overview of How Water Moves Upward Inside of Trees
· The Weather Channel: The Water-Weather Connection
· Tapping Into Taste / · The Great Dissolver
· Dissolving Ionic Compounds
· What's So Special About Water? / · Adding Energy Results In Physical Change
· Specific Heat Capacity
· The Shape of Water
/ Video / · Science of NHL Hockey - Work, Energy and Power
· Science of Golf – Work, Power & Energy
· Gulf Oil Spill Could Unravel Entire Food Web
· Standing on Fragile Ground in Louisiana Wetlands
· The Chemistry of CO2: Carbon Dioxide
· Climate "Model" Behavior and Fossil Fuels
· Coral Reefs
· What Bill Nye Would Do as Secretary of Energy
· Sustainability: Water - The Water Cycle
/ Image / · The Water Cycle
· How Did Earth's Atmosphere Form?
· Power Plants: Engineers Mimic Photosynthesis to Harvest Light Energy
· US Primary Energy Consumption by Source and Sector
Division of Academics – Department of Science Page 1 of 7
First Nine Weeks
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Learning Goals
BIOLOGY I Course Code: 200031001
SC.912.E.7.1: Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)Scale / Learning Progression / Sample Progress Monitoring and Assessment Activities
Score/Step 5.0 / ð I am able to analyze the movement of matter through different biogeochemical cycles. / Design an experiment that will assess factors that affect the carbon and water cycle.
Examples can include testing how temperature and light availability affect the water and carbon cycle.
Score/Step 4.0 / ð I am able to trace the movement of matter through different biogeochemical cycles. / Construct models of the carbon and water cycle to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Examples of the carbon cycle should emphasize the role of carbon in the process of photosynthesis and cellular respiration.
Score/Step 3.0 Target
(Learning Goal) / ð I am able to trace the movement of matter through different biogeochemical cycles. / Distinguish between the carbon and water cycles by labeling the processes involved and tracing the flow of matter through each cycle.
Score/Step 2.0 / ð I am able to trace the movement of matter through the carbon cycle. / Label the flow of carbon through a given diagram containing living and non-living factors.
Score/Step 1.0 / ð I am able to recognize that carbon is an element found in all living things.
SC.912.L17.9: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)
Scale / Learning Progression / Sample Progress Monitoring and Assessment Activities
Score/Step 5.0 / ð I am able to analyze the energy pathways through the different trophic levels of a food web or energy pyramid. / Connect the similarities of the flow of energy in terrestrial and aquatic ecosystems by comparing the ecological efficiencies of respective food chains
.
Score/Step 4.0 / ð I am able to evaluate the energy pathways through the different trophic levels of a food web or energy pyramid. / Construct a food web and energy pyramid given a sample ecosystem. Organisms should be identified according to their trophic level.
Score/Step 3.0 Target
(Learning Goal) / ð I am able to trace the energy pathways through the different trophic levels of a food web or energy pyramid. / Use a food chain pyramid chart and organism cards to organize them at the appropriate trophic level.
Score/Step 2.0 / ð I am able to identify from where a certain trophic level gets its energy. / Interpret a trophic energy pyramid to identify the 1st, 2nd and 3rd trophic levels according to its source of energy.
Score/Step 1.0 / ð I am able to recognize organisms as producers, consumers, and/or decomposers.
SC.912.L.18.12: Discuss the special properties of water that contribute to Earth’s suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)
Scale / Learning Progression / Sample Progress Monitoring and Assessment Activities
Score/Step 5.0 / ð I am able to summarize the properties of water and analyze how these properties make water essential for life on Earth. / Rank the properties of water in order of importance to living things and explain your reasoning.
Score/Step 4.0 / ð I am able to summarize the properties of water and how these properties make water essential for life on Earth. / Investigate the properties of water and relate them to their importance to living things.
Score/Step 3.0 Target
(Learning Goal) / ð I am able to summarize the properties of water and relate how these properties make water essential for life on Earth. / Explain how polarity and hydrogen bonding affects each of the properties of water.
Given multiple biological scenarios identify the specific property of water being illustrated.
Score/Step 2.0 / ð I am able to identify some properties of water that make water essential for life on Earth. / Illustrate the concept of polarity and hydrogen bonding using a water molecule.
Explain the properties of water at a conceptual level. (cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent)
Score/Step 1.0 / ð I am able to identify water as essential for life.
Division of Academics – Department of Science Page 1 of 7
First Nine Weeks