MIAMI-DADE COUNTY PUBLIC SCHOOLS
Student BYOD Resource Page
BIOLOGY I
Course Code: 200031001
TOPIC IV: ECOLOGY - Energy Flow
Pacing
Date
Traditional 4 days
09-17-15 to 09-22-15
Block
ESSENTIAL CONTENT
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
Division of Academics – Department of Science
First Nine Weeks
OBJECTIVES
 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.
2 days
09-17-15 to 09-22-15
INSTRUCTIONAL TOOLS
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/oli
gocean/index.html
6. Edgenuity
7. Packet_4_EnergyFlow_L.17.9.docx
Page 1 of 7
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Student BYOD Resource Page
BIOLOGY I
SC.912.L.17.9
SC.912.L.17.9
SC.912.E.7.1
Course Code: 200031001
Food Chain
Forest Ecosystem
Water Cycle
Video
Standard:
SC.912.E.7.1
Image
 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?
 Carbon cycle
 Water cycle
 Nitrogen cycle
 Photosynthesis/respiration 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
 Rev Your Engines
Exploration
 The Water Cycle
 The Carbon Cycle
 Photosynthesis
 The Nitrogen Cycle
Skill Builder
Division of Academics – Department of Science
First Nine Weeks
Page 2 of 7
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Student BYOD Resource Page
BIOLOGY I
Course Code: 200031001
Audio
Standard:
SC.912.E.7.1
 Understanding Weather & Climate:
Water Cycle & Humidity
 Understanding Weather & Climate:
Currents & the Water Cycle
 Carbon Cycle
Article
Standard:
SC.912.P.8.7
Standard:
SC.912.P.10.1
Video
Video
Video
Standard:
SC.912.L.17.9
Image
Standard:
SC.912.L.18.12
Division of Academics – Department of Science
First Nine Weeks
 Ionic and Molecular Compounds
 Naming Ionic Compounds
 Rules for Naming Ionic Compounds
 Chemical Formulas
 Energy Basics
 Hoover Dam: Changing Potential
Energy into Kinetic Energy
 Kinetic and Potential Energy
 Nuclear Energy

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Producers, Consumers, & Decomposers 
Food Chain

Relationships

Energy Transfer: Producers and

Consumers

 Energy Transfer: Decomposers and

Detritus Feeders
 Consumer, definition
 Carnivore, definition
 A Brief Overview of How Water Moves
Upward Inside of Trees
 The Weather Channel: The WaterWeather Connection
 Tapping Into Taste
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
Energy Transfer
The Food Web
The Energy Flow
Life Science: Ecology
Pacific Food Chain
The Food Chain in Deer Cave, Borneo




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 The Great Dissolver
 Dissolving Ionic Compounds
 What's So Special About Water?
Shallow Sea Food Chain
The Food Web
Why Study Primary Producers?
The Food Chain in the Serengeti
The Ocean Food Chain
 Adding Energy Results In Physical
Change
 Specific Heat Capacity
 The Shape of Water
Page 3 of 7
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Student BYOD Resource Page
BIOLOGY I
Course Code: 200031001
Video
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


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
First Nine Weeks
Page 4 of 7
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

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.

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.
Score/Step 5.0
Score/Step 4.0
Examples of the carbon cycle should emphasize the role of
carbon in the process of photosynthesis and cellular
respiration.

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.

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.

I am able to recognize that carbon is an element found in all living things.
Score/Step 3.0 Target
(Learning Goal)
Score/Step 2.0
Score/Step 1.0
Division of Academics – Department of Science
First Nine Weeks
Page 5 of 7
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Learning Goals
BIOLOGY I
Course Code: 200031001
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

I am able to analyze the energy pathways through the different trophic levels of a
food web or energy pyramid.

I am able to evaluate the energy pathways through the different trophic levels of a
food web or energy pyramid.

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.

I am able to identify from where a certain trophic level gets its energy.
Interpret a trophic energy pyramid to identify the 1 st, 2nd and
3rd trophic levels according to its source of energy.

I am able to recognize organisms as producers, consumers, and/or decomposers.
Score/Step 5.0
Score/Step 4.0
Score/Step 3.0 Target
(Learning Goal)
SAMPLE PROGRESS MONITORING AND ASSESSMENT
ACTIVITIES
Score/Step 2.0
Connect the similarities of the flow of energy in terrestrial
and aquatic ecosystems by comparing the ecological
efficiencies of respective food chains
.
Construct a food web and energy pyramid given a sample
ecosystem. Organisms should be identified according to
their trophic level.
Score/Step 1.0
Division of Academics – Department of Science
First Nine Weeks
Page 6 of 7
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Learning Goals
BIOLOGY I
Course Code: 200031001
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

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.

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.

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.
Score/Step 5.0
Score/Step 4.0
Score/Step 3.0 Target
(Learning Goal)
Given multiple biological scenarios identify the specific
property of water being illustrated.

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 2.0

I am able to identify water as essential for life.
Score/Step 1.0
Division of Academics – Department of Science
First Nine Weeks
Page 7 of 7