2. Monday September 19, 2011
LessonTopic: ____ Balance in Nature ____ Grade level:___9____
Length of lesson: ___53 Minutes________
Stage 1 – Desired Results
Content Standard(s):
SI GLEs: will be practiced throughout the year.
LS GLEs:
23. Illustrate the flow of carbon, nitrogen, and water through an ecosystem (LS-
H-D1) (SE-H-A6)
24. Analyze food webs by predicting the impact of the loss or gain of an organism (LS-H-
D2)
25. Evaluate the efficiency of the flow of energy and matter through a food chain/pyramid
(LS-H-D2)
26. Analyze the dynamics of a population with and without limiting factors (LS-H-D3)
Understanding (s)/goals
Students will understand:
1) How to analyze balanced equations of
photosynthesis and aerobic respiration.
2) How to explain the relationship
between photosynthesis and aerobic
respiration.
Essential Question(s):
1) Can students analyze balanced
equations of photosynthesis and
aerobic respiration to explain the
relationship between these two
processes?
Student objectives (outcomes):
Students will be able to:
Analyze balanced equations of photosynthesis and aerobic respiration.
Explain the relationship between photosynthesis and aerobic respiration.
Stage 2 – Assessment Evidence
Performance Task(s):
1. Warm Up- Photosynthesis Equation and
Respiration Equation
2. Carbon Cycle Skit Presentations.
Other Evidence:
1. Completion of Organelle Vocabulary
Review/ Cell Globe.
Stage 3 – Learning Plan
Learning Activities:
1. Warm Up:
PHOTOSYNTHESIS
Green plants make food in the form of sugar from carbon dioxide gas, water, and
sunlight. Diatomic (two-atom) free oxygen is also created by this process.
3. RESPIRATION-COMBUSTION:
Plants and animals use oxygen to release the energy from sugar in the process
of respiration. During respiration, carbon dioxide and water are created and
energy is released.
If sugar is burned in fire (combustion), the chemical reaction is just the same as
for respiration.
Respiration and combustion are reverse processes to photosynthesis.
2. Small group activity and peer tutoring.
3. Water Cycle Guided Notes
Tuesday September 20, 2011
LessonTopic: ____ Balance in Nature ____ Grade level:___9____
Length of lesson: ___53 Minutes________
Stage 1 – Desired Results
Content Standard(s):
SI GLEs: will be practiced throughout the year.
ESS GLEs
1. Describe what happens to the solar energy received by Earth every day (ESS-H-A1)
13. Explain how stable elements and atoms are recycled during natural geologic
processes (ESS-H-B1)
15. Identify the sun-driven processes that move substances at or near Earth’s surface
(ESS-H-B2)
Understanding (s)/goals
Students will understand:
1. What happens to the solar energy
received by Earth every day.
13. Stable elements and atoms are
recycled during natural geologic
processes.
15. Sun-driven processes that move
substances at or near Earth’s surface.
Essential Question(s):
1. What happens to the solar energy
received by Earth every day?
13. How are stable elements and atoms
are recycled during natural geologic
processes?
15. What are the sun-driven processes that
move substances at or near Earth’s
surface?
Student objectives (outcomes):
Students will be able to:
1. Create an experimental plan to study solar energy.
13. Differentiate between the natural geologic processes that recycle elements on Earth.
15. Delineate the Sun-driven processes that move substances at or near Earth’s
surface.
4. Stage 2 – Assessment Evidence
Performance Task(s):
1. Warm Up: Carbon Cycle Vs. Nitrogen
Cycle.
2. Solar Energy: Experimental Proposal.
3. Practice Science Fair Proposal Form.
4. TTW return graded work and TSW file
it in their class folders.
Other Evidence:
1. Turn in Science Fair Parent Letters
Stage 3 – Learning Plan
Learning Activities:
1. Warm Up- Carbon Cycle Vs. Nitrogen Cycle.
2. Reading Handout- Solar Energy: Experimental Proposal.
3. Guided Practice- Practice Science Fair Proposal Form.
4. Return Graded Work.
Wednesday, September 21, 2011
LessonTopic: ____ Balance in Nature ____ Grade level:___9____
Length of lesson: ___53 Minutes________
Stage 1 – Desired Results
Content Standard(s):
SI GLEs: will be practiced throughout the year.
Understanding (s)/goals
Students will understand:
1. The sun’s role in weather and climate
and the effects of burning fossil fuels.
2. The necessity of biogeochemical
cycles such as carbon, nitrogen, and
water.
3. Which components of the water cycle
release heat?
Essential Question(s):
4. Can students identify the sun’s role in
weather and climate and the effects of
burning fossil fuels?
5. Can students explain the necessity of
biogeochemical cycles such as carbon,
nitrogen, and water?
6. Can students identify which
components of the water cycle release
heat?
Student objectives (outcomes):
Students will be able to:
1. Identify the sun’s role in weather and climate and the effects of burning fossil fuels.
2. Explain the necessity of biogeochemical cycles such as carbon, nitrogen, and water.
3. Identify which components of the water cycle release heat.
Stage 2 – Assessment Evidence
Performance Task(s): Other Evidence:
5. 1. Biology Study Guide, Unit 2.
2. Turn In Science Fair Porposal Form
3. Biogeochemical Cycle Video- Discovery
Streaming
1. Science Fair Proposal Form Dune
Stage 3 – Learning Plan
Learning Activities:
1. Warm Up
2. A copy of the Science Fair Information and Forms can be found here:
http://scotlandvillehigh.ebrschools.org/KYLEGUZIK/explore.cfm/sciencefair2011/scilinks
3. Guided Video Notes: The Ecosphere: Where All Life Exists
ESS-H-A1 - investigating the methods of energy transfer and identifying the sun as the major
source of energy for most of the Earth's systems;
ESS-H-A6 - describing the energy transfer from the sun to the Earth and its atmosphere as it
relates to the development of weather and climate patterns;
ESS-H-B1 - illustrating how stable chemical atoms or elements are recycled through the solid
earth, oceans, atmosphere, and organisms;
ESS-H-D7 - describe the impact of technology on the study of the Earth, the solar system, and
the universe.
4. Unit 2 Biology Study Guide and Small group practice.
Thursday, September 22, 2011
LessonTopic: ____ Balance in Nature ____ Grade level:___9____
Length of lesson: ___53 Minutes________
Stage 1 – Desired Results
Content Standard(s):
SI GLEs: will be practiced throughout the year.
Understanding (s)/goals
Students will understand:
1. What happens to energy as it
moves up a food pyramid?
2. Mutualism as a form of symbiosis.
3. How to use scientific inquiry skills.
Essential Question(s):
1. Can students describe what happens to
energy as it moves up a food pyramid?
2. Can students describe mutualism as a
form of symbiosis?
3. Can students use scientific inquiry
skills?
Student objectives (outcomes):
Students will be able to:
6. 1. Describe what happens to energy as it moves up a food pyramid.
2. Describe mutualism as a form of symbiosis.
3. Use scientific inquiry skills,
Stage 2 – Assessment Evidence
Performance Task(s):
1. Warm Up
2. Short Essay
3. Quiz C Study Guide
Other Evidence:
1. Last day to accept workbook pgs. 35-52
Stage 3 – Learning Plan
Learning Activities:
1. Warm Up Short Essay Questions:
Do you think it is correct to speak of human beings and nature as if they were separate entities?
Does made by humans mean it's bad? Are computers or automobiles really any different from the
creations of lower animals such as birds' nests or anthills?
2. TSW write a three-ground short essay defending a position on the question above.
3. Quiz C study guide: TSW complete the study guide for Quiz C
Friday, September 23, 2011
LessonTopic: ____ Balance in Nature ____ Grade level:___9____
Length of lesson: ___53 Minutes________
Stage 1 – Desired Results
Content Standard(s):
SI GLEs: will be practiced throughout the year.
Understanding (s)/goals
Students will understand:
1. What happens to energy as it
moves up a food pyramid?
2. Mutualism as a form of symbiosis.
3. How to use scientific inquiry skills.
Essential Question(s):
1. Can students describe what
happens to energy as it moves up a
food pyramid?
2. Can students describe mutualism
as a form of symbiosis?
3. Can students use scientific inquiry
skills?
Student objectives (outcomes):
Students will be able to:
Complete Quiz C: Geochemical and Biogeochemical Cycles.
Stage 2 – Assessment Evidence
7. Performance Task(s):
1. Complete Quiz C: Geochemical and
Biogeochemical Cycles.
2. Hand in homework.
Other Evidence:
Stage 3 – Learning Plan
Learning Activities:
1. Warm-Up
2. Quiz (Carbon Cycle, Nitrogen Cycle, Phosphorus Cycle, Water Cycle)
3. Early Finishers have the option to double-check homework.
8. Atmosphere - The layer of gases surrounding the earth.One of the three major physical divisions ofthe
ecosphere.
Climax Community - The final stage in ecological succession resulting in a communityof organisms which
remains stable for a long period of time.
Combustion - The nonbiological oxidation ofcarbon containing fuels,usuallyby burning,that releases
energy, carbon dioxide, and water.
Ecological Succession - The natural,sequential replacementofone biological communityby another.
Ecology • The study of the relationships ofliving organisms with each other and with their physical
environment.
Ecosphere - The global ecosystem created by an interaction and exchange of materials between the living
and nonliving parts of the world.
Ecosystem - A specific area of nature, such as a forestor estuary, that includes living organisms acting to
produce an exchange between the living and nonliving parts of that system.
Eutrophication - The natural aging of lakes and ponds which is accelerated by
excess nitrogen compounds in the water.
Food Chain - The sequence oftransferring energyin the form of food from one
organism to another.
Food Web - A complexinterlocking series offood chains.
Greenhouse Effect - Trapping of solar heat energy by the earth's atmosphere.
Hydrosphere - The surface water on earth. One of the three major physical divisions ofthe
ecosphere.
Legume - A large group of plants characterized by true pods enclosing seeds whose roots are home to
bacteria capable of converting atmospheric-free nitrogen into a fixed or chemicallycombined form.Because
legumes are rich in nitrates,they are often even plowed under to enrich soil.Examples include peas,alfalfa,
clover, Palo Verde trees.
Lichen - An organism thatis partalga and part fungus living as a single unit.
Lithosphere - The solid portion of the earth's crust. One of the three major physical divisions ofthe
ecosphere.
Metabolism - All of the chemical reactions thattake place in an organism as food is utilized.
Nitrogen Cycle - Circulation of nitrogen among the atmosphere,soil,eater,and plants and animals ofthe
earth.
Ozone - A highlyreactive molecule composed ofthree oxygen atoms.High in the atmosphere itforms a
layer that filters out harmful ultravioletlight. Near the earth's surface it is a damaging componentofsmog.
Photosynthesis - The process bywhich plants convert the sun's energyinto the chemical bonds of
carbohydrates as a resultof chemicallycombining carbon dioxide and water.
Respiration - The oxidation of food by organisms thatrelease energy,carbon dioxide,and water. Also
refers looselyto breathing.
Ultraviolet radiation - Electromagnetic energy,usuallyfrom the sun,whose wavelengths are slightly
shorter than those of visible light and which can be harmful to living things.
