NGSSS SCIENCE SUPPLEMENTAL RESOURCES
STUDENT PACKET
Biology
SC.912.L.17.20
DEPARTMENT OF MATHEM ATICS 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.
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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
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Activity 1 – Water Pollution
Vocabulary: bacterial pollution, nutrient pollution, sediment pollution, toxic pollution, water
pollution
Prior Knowledge Questions (Do these BEFORE using the Gizmo.)
1. 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?
2. 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?
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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:
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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)
Explanation
1
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:
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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?
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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.
B.
C.
D.
Toxic
Sediment
Nutrient
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.
B.
C.
D.
Toxic
Sediment
Nutrient
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.
B.
C.
D.
Toxic
Sediment
Nutrient
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.
B.
C.
D.
Toxic
Sediment
Nutrient
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.
B.
C.
D.
Toxic
Sediment
Nutrient
Bacterial
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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.
1. Drag the Thermometer to the pond at 6:00 AM.
What is the water temperature?
2. Click Fast-forward (
click Pause (
).
) until about 12:00 PM, and then
What is the water temperature now?
3. 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?
4. Click Play (
) and drag the Fishing pole to the pond. Fish for about four hours.
How many catfish did you catch?
How many trout?
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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 AM
Pond 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?
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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 trout
Pond 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.
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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.
Ponds cooler than 20°C
6:00 AM Temp.
6:00 AM Oxygen
Ponds hotter than 20°C
6:00 AM Temp.
6:00 AM Oxygen
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?
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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.
B.
C.
D.
Pond A
Pond B
Pond C
Pond D
2. At what time of day are dissolved oxygen levels most likely to be highest?
A.
B.
C.
D.
6:00 AM
12:00 PM (noon)
6:00 PM
12:00 AM (midnight)
3. Which of the following would most likely occur if the oxygen in a pond decreased?
A.
B.
C.
D.
Fish would grow larger.
Fish would die.
The temperature of the pond would decrease.
The pond would dry up.
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4. Which would increase the amount of dissolved oxygen in a pond?
A.
B.
C.
D.
Removing plants.
Removing fish.
Adding plants.
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.
B.
C.
D.
Catch A
Catch B
Catch C
Catch D
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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).
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
the strong focus of forestry management on economic targets primarily causes the
decline in biodiversity, soil erosion and other related effects.
The clearest manifestations of the degradation of the natural environment are:
Reduction and fragmentation of habitats and landscapes
 The expansion of humans activities into the natural environment, manifested by
urbanization, recreation, industrialization, and agriculture, results in increasing uniformity
in landscapes and consequential reduction, disappearance, fragmentation or isolation of
habitats and landscapes.
 It is evident that the increasing exploitation of land for human use greatly reduces the
area of each wildlife habitat as well as the total area surface throughout Europe. The
consequences are:
o A decreased species diversity, due to reduced habitable surface area which
corresponds to a reduced "species carrying capacity".
o The reduction of the size of habitats also reduces the genetic diversity of the species
living there. Smaller habitats can only accommodate smaller populations, this results
in an impoverished gene pool.
o The reduction of genetic resources of a species diminishes its flexibility and
evolutionary adaptability to changing situations. This has significant negative impacts
on its survival.
 The conditions under which the reduction of habitats often occur prevent living organisms
making use of their normal ways to flee their threatened habitat. Those escape routes
include migration to other habitats, adaption to the changing environment, or genetic
interchange with populations in nearby habitats. Of particular concern is:
o The abrupt nature of human intervention; human projects are planned and
implemented on a much shorter time scale than natural processes;
o Furthermore human intervention, such as the construction of buildings, motorways or
railways results in the fragmentation of habitats, which strongly limits the possibility for
contact or migration among them;
o In extreme cases even the smallest, narrowest connections between habitats are
broken off. Such isolation is catastrophic for life in the habitat fragments.
Loss of Species of Fauna and Flora
 Although relatively few species of Europe's fauna and flora have actually become totally
extinct during this century, the continent's biodiversity is affected by decreasing species
numbers and the loss of habitats in many regions. Approximately 30 % of the vertebrates
and 20 % of the higher plants are classified as "threatened". Threats are directly linked to
the loss of habitats due to destruction, modification and fragmentation of ecosystems as
well as from overuse of pesticides and herbicides, intensive farming methods, hunting
and general human disturbance. The overall deterioration of Europe's air and water
quality add to the detrimental influence.
Agriculture
Europe's natural environment is inextricably linked with agriculture and forestry. Since
agriculture traditionally depends on sound environmental conditions, farmers have a special
interest in the maintenance of natural resources and for centuries maintained a mosaic of
landscapes which protected and enriched the natural environment.
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As a result of needs for food production since the 1940s, policies have encouraged increased
pro- duction through a variety of mechanisms, including price support, other subsidies and
support for research and development. The success achieved in agricultural production has
however entailed increased impact on the environment.
Modern agriculture is responsible for the loss of much wildlife and their habitats in Europe,
through reduction and fragmentation of habitats and wildlife populations. The drainage of
wetlands, the destruction of hedgerows and the intensive use of fertilizers and pesticides can all
pose a threat to wildlife. Highly specialised monoculture are causing significant loss in species
abundance and diversity. On the other hand increased production per hectare in intensive
areas, raising of livestock volume, and lower prices for agricultural products also caused
marginalization of agricultural land, changing the diversity of European landscapes into the
direction of two main types: Intensive Agriculture and Abandoned land.
Energy
Abandonment can be positive for nature, but this is not necessarily so. Land abandonment
increases the risk of fire in the Mediterranean Region, causes a decline of small-scale
landscape diversity and can also cause decrease in species diversity.
All energy types have potential impacts on the natural environment to varying degrees at all
stages of use, from extraction through processing to end use. Generating energy from any
source involves making the choices between impacts and how far those impacts can be
tolerated at the local and global scale. This is especially of importance for nuclear power, where
there are significant risks of radioactive pollution such as at Chernobyl.
Shell Oil Company and IUCN have jointly drafted environmental regulations for oil-exploitation in
Arctic areas of Siberia. Other oil companies are aware of this and use these environmental
regulations voluntarily for developing oil fields.
Into the future the sustainability of the natural environment will be improved as trends away from
damaging energy uses and extractive methods reduce and whilst real cost market forces and
the polluter pays principle take effect.
Fisheries
The principle of the fisheries sector is towards sustainable catches of wild aquatic fauna. The
principle environmental impact associated with fisheries activities is the unsustainable
harvesting of fish stocks and shellfish and has consequences for the ecological balance of the
aquatic environment. The sector is in a state of "crisis", with over capacity of the fleet,
overexploitation of stocks, debt, and marketing problems. Growing aquaculture industry may
increase water pollution in Western Europe, and is appearing to be a rising trend in the
Mediterranean and Central/East Europe.
Fishing activities have an impact on cetaceans and there is concern that large numbers of
dolphins, and even the globally endangered Monk seal, are being killed.
Forestry
Compared to other land uses, forest management has the longest tradition in following
sustainable principles due to which over 30% of Europe is still covered with trees. Without such
an organized approach, forests are likely to have already disappeared from Europe's lowlands.
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However, as an economic sector, forestry has also impacted severely on the naturalness of
Europe's forests: soils have been drained, pesticides and fertilizers applied, and exotic species
planted. In many areas monocultures have replaced the original diverse forest composition.
Monocultures are extremely sensitive to insect infestations, fires or wind, and so can lead to
financial losses as well as biological decline. The inadequate afforestation practices
characterize new trends in impacting on the sustainability of the natural environment.
Industry
Almost all forms of industry have an impact on the natural environment and its sustainability.
The impact varies at different stages in the life cycle of a product, depending upon the raw
materials used through to the final end use of the product for waste residue, re-use or recycling.
Industrial accidents and war damage to industrial plants can also endanger the natural
environment.
Tourism and Recreation
Tourism and recreation impact in various ways on the natural environment. On the one hand,
natural areas form the very basis of many touristic attractions by highlighting scenic value or
exceptional encounters with fauna and flora. However, some forms of tourism can be extremely
detrimental to ecologically sensitive areas, resulting in habitat degeneration or destruction, in the
disturbance or hunting even rare or threatened species. The pressure from short holiday
seasons and specific, sometimes small, locations of touristic interest result in conflicting landuses, such as in the Alpine regions, at Mediterranean beaches, and along many banks of inland
waters.
Transport and Infrastructure
Transport is perhaps the major contributor to pollution in the world today, particularly global
environmental issues such as the greenhouse effect. The key impacts of transportation include
frag- mentation of habitats and species and genetic populations, disruption of migration and
traffic mortalities to wildlife. Since the 1970s transport has become a major consumer of nonrenewable resources, 80% of oil consumption
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Assessment - Human Impact
1. A lake that has been affected by acid rain may have an altered pH level. Although the pH
may be lower than normal, the lake may still appear blue and clear.
Which of the following best explains why this may occur?
A. Acid rain may promote the growth of organisms that consume lake algae.
B. Acid rain may introduce invasive species that compete with algae for resources.
C. Acid rain may neutralize the lake's natural alkalinity which would decrease any
cloudiness.
D. Acid rain may affect the whole lake ecosystem by first killing algae that cause cloudiness
2. Most deforestation occurs for agricultural purposes as farmers cut and burn forests to grow
crops. On a local scale, animals living in the forested area will either die or be forced from
their habitat. On a larger scale, many plant and animal species may become extinct.
What is another global effect of deforestation?
A.
B.
C.
D.
Production of fossil fuels will decrease as foliage is destroyed.
Soil erosion will decrease as ash covers and protects the topsoil.
Herbivore populations will increase as more plants become available for food.
Greenhouse gases will increase as carbon dioxide is released into the atmosphere
3. Human activities affect the quality and supply of natural resources for future generations.
Since the Industrial Revolution, the use of fossil fuels has greatly increased industrial
productivity, but it has also caused environmental issues.
Which of the following is least likely to be caused by the burning of fossil fuels?
A.
B.
C.
D.
acid rain
global warming
an increase in smog
holes in the ozone layer
4. Some farmers have begun using biological pest controls to manage their crops. Which of the
following is an example of using biological pest controls to contribute to sustainability?
A.
B.
C.
D.
adding ladybugs to the fields of crops
cutting down only selected trees in a field
spraying pesticides that target only some insect species
using modern machinery that is more environmentally friendly
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Anti-Discrimination Policy
Federal and State Laws
The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and
educational programs/activities and strives affirmatively to provide equal opportunity for all as required by:
Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or
national origin.
Title VII of the Civil Rights Act of 1964 as amended - prohibits discrimination in employment on the basis of
race, color, religion, gender, or national origin.
Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender.
Age Discrimination in Employment Act of 1967 (ADEA) as amended - prohibits discrimination on the basis of
age with respect to individuals who are at least 40.
The Equal Pay Act of 1963 as amended - prohibits gender discrimination in payment of wages to women and
men performing substantially equal work in the same establishment.
Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.
Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities
in employment, public service, public accommodations and telecommunications.
The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of
unpaid, job-protected leave to "eligible" employees for certain family and medical reasons.
The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of
pregnancy, childbirth, or related medical conditions.
Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin,
marital status, or handicap against a student or employee.
Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination
because of race, color, religion, sex, national origin, age, handicap, or marital status.
Title II of the Genetic Information Nondiscrimination Act of 2008 (GINA) - prohibits discrimination against
employees or applicants because of genetic information.
Boy Scouts of America Equal Access Act of 2002 – no public school shall deny equal access to, or a fair
opportunity for groups to meet on school premises or in school facilities before or after school hours, or
discriminate against any group officially affiliated with Boy Scouts of America or any other youth or
community group listed in Title 36 (as a patriotic society).
Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07
(Florida Statutes), which stipulate categorical preferences for employment.
In Addition:
School Board Policies 1362, 3362, 4362, and 5517 - Prohibit harassment and/or discrimination against
students, employees, or applicants on the basis of sex, race, color, ethnic or national origin, religion, marital
status, disability, genetic information, age, political beliefs, sexual orientation, gender, gender identification,
social and family background, linguistic preference, pregnancy, and any other legally prohibited basis.
Retaliation for engaging in a protected activity is also prohibited.
Revised: (07.14)