Title: Biology Digital Agenda
Date: 4/30/2012
Essential question(s): (answer the corresponding highlighted question(s)
1.)
2.)
3.)
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8.)
9.)
Teacher:
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What is an ecosystem?
What are the levels of organization of life?
How is the stability of ecosystems maintained?
What is the relationship between living and nonliving factors in an ecosystem?
How is energy transferred and used in an ecosystem?
What are the sources of evidence for evolution?
Is there enough scientific evidence to prove evolution as a theory?
How do genetic changes in a gene pool cause evolution?
What is the relationship between natural selection and evolution?
Carr
Date:
4/30/2012
Subject/Course:
Biology
Grade:
9-10
Do Now: 4/30-students will independently research and answer short answer questions on anatomy and physiology focusing on the
immune system.____
CA Standard(s):
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BI.6.b.-Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of
nonnative species, or changes in population size.
BI.6.c.-Students know how fluctuations in population size in an ecosystem are determined by the relative rates of birth, immigration,
emigration, and death.
BI.6.d.-Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how
oxygen cycles through photosynthesis and respiration.
BI.6.f-Students know at each link in a food web some energy is stored in newly made structures but much energy is dissipated into the
environment as heat. The dissipation may be represented in an energy pyramid.
BI.7 a. Students know why natural selection acts on the phenotype rather than the genotype of an organism.
BI. 8. a. Students know how natural selection determines the differential survival of groups of organisms.
BI. 8. b. Students know a great diversity of species increase the chance that at least some organisms will survive major changes in the
environment
 BI. 8. e Students know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction.
Learning Objective (s):
SWBAT…
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Assessment:
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Anatomy and Physiology Quiz I 9a 9c- students will be given a multiple choice
 Exit Slips-students will complete multiple choice items on standards 9.a, 9.c
 Biology CST-April 30th-May 4th
Bloom’s level of this assessment:
 Quizzes and Exit Slips-Comprehension, Synthesis, Analysis
 Anatomy and Physiology Summative Unit Test-all levels
assessment on standards 9a 9c.
Daily Agenda: (check off each assignment after completion)
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Do Now: 4/30-students will independently research and answer short answer questions on anatomy and physiology focusing on the
immune system.____
(Independent Station)CST Review Study Guide Part II-students will complete a comprehensive review on the power standards assessed
on the CST by completing a variety of activities ranging from vocabulary building activities, online tutorials, quickwrites, and practice test
questions.
(Direct Instruction)PPT/Interactive Notes-CST Review Part IV-students will complete interactive notes on the PPT listed
above by editing, highlighting, and posing further questions. The students will then answer several short questions on the
information they learned
(Collaborative Station)Practice CST-students will be given a practice CST covering the standards from throughout the year.
There will be three questions per standard. After completing this practice CST, will be given a feedback form identifying
areas of strength and focus areas to study in preparation for the CST.____
Practice:
 Review all of the materials for the CST.
How will students reflect on what they’ve learned?
 Exit Slip 9e