AGENDAS FOR THE WEEK:
April 8th, 2013 – April 12th , 2013
MONDAY
Objective(s): SWBAT
*
*Students will be able to use data
and information about population
dynamics, abiotic factors, and/or
biotic factors to explain and/or
analyze a change in carrying
capacity and its effect on population
size in an ecosystem
*
NGSSS:
SC.912.L.17.5
Analyze how population size is
determined by births, deaths,
immigration, emigration, and limiting
factors (biotic and abiotic) that
determine carrying capacity.
Level 3: Strategic Thinking &
Complex Reasoning
TUESDAY
Objective(s): SWBAT
*Students will be able to manipulate
environmental conditions for yeast
growth and then observe the changes
in growth
*
*Students will be able to use data and
information about population dynamics,
abiotic factors, and/or biotic factors to
explain and/or analyze a change in
carrying capacity and its effect on
population size in an ecosystem
NGSSS:
SC.912.L.17.5
Analyze how population size is
determined by births, deaths,
immigration, emigration, and limiting
factors (biotic and abiotic) that
determine carrying capacity.
Level 3: Strategic Thinking & Complex
Reasoning
WEDNESDAY
Objective(s): SWBAT
*
*Students will be able to
•Identify four major ways
that carbon dioxide escapes
into the environment.
• Measure their carbon
footprint.
• Take action to decrease
their carbon footprint.
*
NGSSS:
SC.912.L.17.20
Predict the impact of
individuals
on environmental systems and
examine how human lifestyles
affect sustainability.
Level 3: Strategic Thinking &
Complex Reasoning
THURSDAY
Objective(s): SWBAT
*
Analyze issues in
biodiversity and
interdependence including
catastrophic events, climate
changes, human activity, and
the introduction of invasive,
non-native species.
Predict and identify future and
current consequences that
occur as a result of a loss of
biodiversity due to various
issues in biodiversity and
interdependence.
Synthesize strategies for
solving societal problems
such as the consequences of
the loss of biodiversity and
compare the costs and benefits
of those strategies in terms of
human, economic and
environmental
*
NGSSS:
SC.912.L.17.20
Predict the impact of
individuals
on environmental systems and
examine how human lifestyles
affect sustainability.
Level 3: Strategic Thinking &
Complex Reasoning
SC.912.L.17.8 Big Idea 17:
Interdependence Recognize
the consequences of the
losses of biodiversity due to
catastrophic events, climate
changes, human activity, and
the introduction of invasive,
FRIDAY
Objective(s): SWBAT
*Students will be able to
identify the basic anatomy
and physiology of the
human reproductive system
*Students will be able to
identify label the male and
female reproductive systems

For the male
reproductive system,
you will need to know
the seminal vesicle,
prostate gland, vas
deferens, urethra,
epididymis, scrotum,
penis, and testes.

For the female
reproductive system,
you will need to know
the ovaries, oviduct
(fallopian tube),
uterus, cervix, and
vagina.
*
*
NGSSS:
SC.912.L.16.13:
Describe the basic
anatomy and physiology of
the human reproductive
system. Describe the process
of human development
from fertilization to birth and
major changes that occur in
each trimester of pregnancy.
Level 2: Basic Application of
Skills & Concept
non-native species. High
cognitive complexity.
SC.912.N.4.2 Weigh the
merits of alternative
strategies for solving a
specific societal problem by
comparing a number of
different costs and benefits,
such as human, economic,
and environmental. High
cognitive complexity.
Engage
Draw a blank carrying capacity
graph with population and time
labeled for the axis.
Have students take some time to
interpret the graph. Allow them to
use their favorite plant or animal as
the population for the graph.
Label the K line as A and the
fluctuating portion of the population
over time line as B. then have
students determine what each of
these mean, and determine the
factors that contribute to it. Students
have to write this down in their
notebooks.
P
Then have students hand in their
answers, and go over the graph as a
class and list out factors that may
affect this population. (as a class
pick a population) then separate the
factors into 2 groups (abiotic and
biotic).
Then talk about what determines
population size, have students
Engage
As a class we will do some EOC prep,
concerning carrying capacity and
population growth - http://ecsdfl.schoolloop.com/L.17.5
For 5-6 minutes
Work on a question, and then come up
with reasons as to why the answers
choices are incorrect or correct and how
to approach these questions.
Engage
As a class we will do some
EOC prep, concerning carrying
capacity and population
growth - http://ecsdfl.schoolloop.com/L.17.5
For 5-6 minutes
Work on a question, and then
come up with reasons as to
why the answers choices are
incorrect or correct and how to
approach these questions.
Engage
In order to get students
familiar with the content
presented in the NOS
benchmark, show students a
picture of this oil spill
picture taken by NASA.
http://www.nasa.gov/multim
edia/imagegallery/image_fea
ture_1649.html
Teachers can give students a
small summary about the
picture.
NASA's Aqua satellite
captured this image of the
Gulf of Mexico on April 25,
2010 using its Moderate
Resolution Imaging
Spectroradiometer
(MODIS) instrument. Oil
slicks are notoriously
difficult to spot in naturalcolor (photo-like) satellite
imagery because a thin
sheen of oil only slightly
darkens the already dark
blue background of the
ocean. Under unique
viewing conditions, oil slicks
can become visible in photo-
Engage
. Prior Knowledge
question: Why do we need
to reproduce?
Introduction of
Reproductive System (Can
be done by questioning,
discussion and notes)
B. Life’s Greatest Miracle
Video- Web site:
http://www.pbs.org/wgbh/n
ova/body/life-greatestmiracle.html
(first 2 chapter or 20
minutes)
Worksheet to video – can
be used for Part I and Part
II
http://fillpot.pbworks.com/f/
lifes_greatest__miracle_mo
vie_ws.pdf Essential
Question: How are the male
and female reproductive
systems similar?
C. Reproductive System
Card Activity: (25 minutes)
brainstorm, and then discuss.
Explore
Students will complete a modified
version of the lab Fox and Rabbit
Lab.
L
In this activity, students tape off a
“meadow” on their desks, and place
cards with pictures of rabbits on
them in the meadow. They then toss
cards with foxes on them onto the
desk, and if a fox lands on a rabbit,
this means the fox consumes the
rabbit. Students will complete
multiple “generations” adding or
subtracting foxes and rabbits based
on how many rabbits are consumed.
*see attached http://kisdwebs.katyisd.org/campuse
s/CRHS/teacherweb/biologyacadem
ic/Lists/Calendar/Attachments/567/
Fox%20and%20Rabbit%20Lab%20Limits%20to%20Population%2
0Growth.pdf
A
like images, but usually,
radar imagery is needed to
clearly see a spill from
space.
Tell students to pull out a
sheet of paper and draw a T
chart on it with one side
labeled problems caused
and the other side labeled
alternative strategies. They
can discuss their answers
with their group members.
Hold a class discussion and
discuss their responses.
Explore
Today students will be creating a habitat
for a yeast population and will vary the
environment and analyze the population
growth of the yeast.
I plan to change the lab, and add in
some more environmental factors we
can change.
I will ask the students what are some
other environmental factors that affect
population growth in yeast, then they
can choose what they would like to
change and then change it and test it.
See attached document – yeast lab.
Explain
As a class we will discuss the results
and use one of the graphs to talk about.
Elaborate
There are a few changes that will be
made to this lab; the objective in the
lab will be changed to: “In this
activity, we will explore a predatorprey relationship. We will
Simulate a meadow in which rabbits
feed on grass and foxes feed on
rabbits. There
Explore
Explore
. Begin by eliciting a
Teacher will be conducting
definition/explanation of
over fishing activity.
global warming, its danger
Over Fishing activity:
and its primary causes. Write
questions on the board and list “Fishing for the Future”
Each student will be a
ideas under
“fisher” whose livelihood
each question. Students may
depends on catching fish.
work in pairs first to discuss
Have bowls
andwarming?
the questions.
• What
is global
worksheets
set up right
• Why
is it dangerous?
after engagement.
• What
causes global warming?
Give overview and game rules
2. Have students break into
as you pass out the bowls and
small groups and ask them to
candy.
analyze the
following images and answer
See attached.
the questions. Beforehand,
review the
Explain
questions and write the
Require students to present
following language structures
and explain the results of their
on the board to
investigation.
support students in answering
the questions.
Summarize and clarify
ExAMplES:
students’ understanding as it
_____________ cause(s)
relates to each objective.
global warming.
_____________ doesn’t/don’t Correlate the activity and
results to the science
cause global warming.
concept(s).
• What is in the picture?
How did you feel when you
• Does it produce carbon
realized that you had depleted
dioxide?
your fish stock?
• Does it cause global
How did you feel when other
warming?
fishers joined your ocean
(attached)
Explore
A. Life’s Greatest
Miracle Video- Web site:
http://www.pbs.org/wgbh/nov
a/body/life-greatestmiracle.html
(Chapter 3-5 or last 20
minutes) introduce the
developmental stages.
Essential Questions:
What changes will occur in a
female if an egg is not
fertilized after ovulation?
What major changes occur in
the first eight weeks of
development in a human?
What is the difference
between a fetus and an
embryo?
Explain
B. Developmental Timeline
Activity: Group Activity (
groups of 3)
1. Each student chooses a
trimester to research. They
must find three major events
that happen to the
embryo/fetus to record on the
timeline.
is only enough grass in the meadow
to feed 100 rabbits.”
Alternate questions, combined with
some in the lab:
1. How do your graphs compare to
the graph on the board?
2. Which population increased first?
Why?
3. As the rabbit population
increased, what happened to the fox
population?
4. Why couldn’t the rabbit
population grow infinitely? What
was the highest rabbit
population?
5. Why couldn’t the fox population
grow infinitely? What was the
highest fox
population?
The images can be found at
the websites in the Materials
list under
“Selection of images.” They
can be projected onto a screen
in the
classroom or downloaded and
printed out as handouts.
Alternatively or in addition,
ask students to analyze the
following image
of a family at home. As in step
2 above, review the questions
and write
language structures on the
board to help them frame their
answers.
• What is in the picture?
• What objects or activities in
the picture use energy?
• What objects or activities in
the picture cause global
warming?
group?
How does this activity relate
to real ocean and fishery
issues?
Yes, fishermen and fisheries
deplete populations of adult
fish, leaving few to breed and
reproduce.
Explain the term “carbon
footprint” by reproducing the
image below of three carbon
footprints. Ask students to
suggest reasons for the
different averages between
U.S. residents, U.S. homeless
and world residents.
Ask students to predict what
their carbon footprint will be.
Yes, think about other impacts
that may occur…along the
lines of other species, habitats,
cycles, other animals.
Explain
Then as a class the results will be
discussed and I will use the popsicle
stick method to choose students to
share their results.
Then we will talk about carry
capacity and go over the terms, I
will have students look up the terms
in their textbooks and then tell them
to the class in their own words.
Elaborate
Before the students leave introduce
a real world example of carrying
capacity that will be used tomorrow
in the activity.
I will introduce yeast and what it is,
and have students go over the
procedure for the yeast population
lab tomorrow.
What happens when a
commonly owned resource is
overused?
Yes, the fishing industry is
one of the largest industries
worldwide, if we lose this
resource this can damage
businesses everywhere and
can result in a major
economic breakdown.
What are the impacts of
overfishing or exploiting a
natural resource?
Exactly, fish are a valuable
food source and we depend on
them for a variety of reasons.
How can we establish and
maintain the sustainable use
of a resource?
What happens to other
animals and biodiversity when
commercial fish are
overfished?
http://www.sciencedaily.c
om/releases/2008/04/080
Biodiversity and other
428120658.htm
animals are harmfully
Explain
http://www.nature.org/green
living/carboncalculator/inde
x.htm
impacted by loss of these
commercial fish.
What happens to a resource
when you have infinite
population growth, rapidly
2. The students work
together designing the
timeline.
3. Students create a rubric to
grade the projects. This can
be done by handing out
posted notes to the groups
and have them write down
what an “excellent” would
look like. The
students stick their ideas on
the board which has a
template drawn on it. Discuss
the good points and weak
points. Discuss what
categories could be listed.
Then continue with the
next level of work “Great” .
Differentiation- Students can
create the timeline using the
website at
www.Classzone.com
http://www.classzone.com/cz/
books/bio_12_fl/get_chapter_
group.htm?cin=9&rg=animat
ed_biology&at=animated_bio
logy&var=animated_biology
C. Formative Assessment:
Commit and Toss
Why is it important for a
woman to be cautious of her
diet and health during the first
trimester of pregnancy?
Elaborate
Have students calculate their
carbon footprints. Model how
to use this website and
navigate through.
Have students gather in their
groups and ask them to
identify three to
five ways in which they can
reduce their carbon footprint.
Write relevant
language structures and
vocabulary on the board to
support them in
generating ideas.
ExAMplES:
I can _____________
less/more.
2. As a class activity, work
with students to generate a list
on the board of
the ways in which they can
take action to reduce their
carbon footprint.
skills for these new jobs?
Elaborate
http://www.kqed.org/asse
ts/pdf/education/educator
s/esl/ecolitcarbonfootprint.pdf
developing technology, and a
finite resource?
Yes, the resource may be
depleted but also the
environment can be damaged
terribly, and habitats
destroyed.
Does anyone know what
bottom trawling is?
Well, basically when boats
use large nets that drag along
the ocean floor and destroy
coral reefs and habitats, which
also adds to factors that
deplete the amount of fish.
What are the costs and
benefits of the alternative
strategies you came up with to
solve this problem?
Think along the terms of costs
and benefits for humans the
economy and the
• Have
environment.
there been any new jobs in the green economy recently?
• Is
Are
thethere
American
any commonly
government going to pay for people to learn new
owned resources in our region
• Give
or community?
two examples of green collar jobs that might exist in the future.
What about land? Air?
How do we deal with similar
issues that arise with these?
What are some disadvantages
that arise from some of the
things we as humans do to
manage these commonly
shared resources?
Elaborate
EOC questions -
http://ecsdfl.schoolloop.com/L.17.2
0
Evaluate and Summary
Evaluate and Summary
http://www.kqed.org/asse
ts/pdf/education/educator
s/esl/ecolitcarbonfootprint.pdf
N
Participation, activity worksheet,
discussion
R
e
s
o
u
r
c
e
s
:
ELMO, internet, computer,
projector, student notebooks,
worksheets, tape, lab materials
listed in lab
Lesson plan from:
http://www.plymouth.edu/webapp
/mahara/artefact/file/download.ph
p?file=102951&view=20086
Evaluate and Summary
ELMO, internet, computer,
projector, student notebooks,
worksheets, tape,
ELMO, internet, computer,
projector, student notebooks,
worksheets, tape, lab
materials listed in lab
Evaluate and Summary
EOC questions -
Evaluate and Summary
Lesson from CPALMS -
http://ecsdfl.schoolloop.com/L.17.2
0
http://www.cpalms.org/
Resources/PublicPrevie
wResource28126.aspx
ELMO, internet, computer,
projector, student
notebooks, worksheets,
ELMO, internet, computer,
projector, student
notebooks, worksheets,