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1. Kyle Guzik
Honors - Engineering Biology
Week of: September 12, 2011

2. Monday September 12, 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. Biology Study Guide, p. 71-75
2. Vocabulary Log- : abiogenesis, biogenesis,
geochemical, biogeochemical cycles, mitochondria,
nucleus, endoplasmic reticulum, Golgi apparatus,
lysosome, peroxisome, vacuole, chloroplast, organelle,
cytoskeleton, cell membrane, cell wall, ribosome, RNA,
DNA, protein, enzyme, substrate, catalysis, chemical
reaction
Other Evidence:
1. Completion of Organelle Vocabulary
Review/ Cell Globe.
Stage 3 – Learning Plan
Learning Activities:
1. Warm Up Vocabulary
2. Small group activity and peer tutoring.
3. Construction of Cell Globe.

3. Tuesday September 13, 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)
2. Trace the flow of heat energy through the processes in the water cycle (ESS-H-A1)
3. Describe the effect of natural insulation on energy transfer in a closed system (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. The structure and function of ATP
molecules?
2. How to analyze a food web in order
to trace the flow of energy in the
ecosystem shown.
3. How to identify effects of removal of
an organism from a food chain.
Essential Question(s):
1. Can students identify the structure
and function of ATP molecules?
2. Can students analyze a food web in
order to trace the flow of energy in
the ecosystem shown?
3. Can students identify effects of
removal of an organism from a food
chain?
Student objectives (outcomes):
Students will be able to:
1. Identify the structure and function of ATP molecules?
2. Analyze a food web in order to trace the flow of energy in the ecosystem shown?
3. Identify effects of removal of an organism from a food chain?
Stage 2 – Assessment Evidence
Performance Task(s):
1. Biology Study Guide, p. 71-75
Other Evidence:
1. Completion of Organelle Vocabulary
Review/ Cell Globe.
Stage 3 – Learning Plan
Learning Activities:
1. Warm Up Vocabulary Review.
1. Review of Biology Study Guide, p. 71-75
2. Completion of Organelle Vocabulary Review/ Cell Globe.

4. Wednesday, September 14, 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):
1. Biology Study Guide, Unit 2.
2. Review, How to write a lab report.
3. Introduction to the Science Fair: How
to complete an Biology Science Fair
Project in the Honors Engineering
Program.
Other Evidence:
1. Final day to accept Organelle
Vocabulary Review/ Cell Globe.
Stage 3 – Learning Plan
Learning Activities:
1. Warm Up: Vocabulary Review.
2. Begin Unit 2 Biology Study Guide.
3. Lab Report Practice Sheet.
4. Science Fair Information Package Discussion.

5. Thursday, September 15, 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:
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):
Carrying Capacity Activity “How Many
Penguins?” (LS GLE 26)
Author Information:
Elissa Elliott TEA 1998/1999
This activity was adapted from a Project
Wild K-12 activity called, “How Many Bears
Can Live in This Forest?”
Other Evidence:
Stage 3 – Learning Plan
Learning Activities:
1. The students will participate in a hands-on activity, simulating the process of
population fluctuation. They will learn the terms limiting factors and carrying capacity.
Rather than memorize the terms limiting factors and carrying capacity, the students can
“see” the terms come to life in this animated penguin activity. The results clearly show
how populations are affected by many things--one of them being food availability. This
particular activity focuses on a penguin population; however, serious debates regarding
the human population have been going on for some time. What is the carrying capacity
of the earth? *Students will predict what the carrying capacity of a penguin population of
a certain area will be. *Students will engage in a hands-on activity, simulating the way
carrying capacity works. *Students will explain what the terms carrying capacity and
limiting factors mean for a population.

6. Friday, September 16, 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
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
3. Early Finishers have the option to double-check homework.

7. Carrying Capacity Activity “How Many Penguins?” (LS GLE 26)
Author Information:
Elissa Elliott TEA 1998/1999
This activity was adapted from a Project Wild K-12 activity called, “How Many Bears Can
Live in This Forest?”
Overview
The students will participate in a hands-on activity, simulating the process of population
fluctuation. They will learn the terms limiting factors and carrying capacity. Rather than
memorize the terms limiting factors and carrying capacity, the students can “see” the
terms come to life in this animated penguin activity. The results clearly show how
populations are affected by many things--one of them being food availability. This
particular activity focuses on a penguin population; however, serious debates regarding
the human population have been going on for some time. What is the carrying capacity
of the earth? *Students will predict what the carrying capacity of a penguin population of
a certain area will be. *Students will engage in a hands-on activity, simulating the way
carrying capacity works. *Students will explain what the terms carrying capacity and
limiting factors mean for a population
Pre-activity set-up
1) For a classroom of 30, you will need the following 3” x 3” colored cards:
190 yellow cards marked F-1 40 red cards marked K-.10 60 green cards marked S-.10
2) You will need a large area to do this activity--a gym or a plot of grass or parking lot
outside. The students can run and cover more territory this way.
3) This activity addresses important ecological concepts. Read the synopsis below.
Populations change over time. Deaths, births, immigrations, and emigrations all affect
how many individuals are left in a population. Other factors--such as food, water, shelter,
space, disease--dictate population numbers. These are called limiting factors. They are
limiting because they affect whether or not the population will increase or decrease.
Carrying capacity is the number of organisms an ecosystem can hold long-term without
any damage to that ecosystem. For example, let’s say that you have 100 acres of woods
behind your house. That 100 acres can only hold a certain number of squirrels. There
are only a certain number of nuts to go around. Once those nuts are gone, the squirrels
must either find another home, or they will die of starvation. So, over time, you’ll find that
the squirrel population stays at an average number that the woods can support--no
more, no less. And that is carrying capacity.
4) You will need to know a little background on Emperor penguins. See the brief
explanation below, or explore the web sites at the end of this lesson.
Penguins are flightless birds that live in subantarctic waters. The exception is the
Galapagos penguin which lives at the equator. The Adelie and Emperor penguins are
the only penguins that live on the Antarctica coastline. For this activity, we’ll be using the

8. Emperor penguin. The emperors were once thought to be rare but now are estimated to
number more than a million birds in 25 known colonies. Therefore, we are going to
assume, for this activity, that a penguin colony has approximately 40,000 birds. We
know that a large penguin colony can consume several tons of food a day, so we will
assume that our penguin colony eats three tons of food a day. This means each penguin
eats 6.7 lbs. of food/day. Although the type of food varies with the species, the
geographical location, and the time of year, most of the southern species have a diet of
small fish and crustaceans. Again, for the sake of this activity, we will assume that the
Emperor penguin’s diet is 95% small fish, 3% squid and cuttlefish, and 2% small
crustaceans (krill and shrimp).
(picture taken by Elissa Elliott, 1998)
Materials
290 colored cards mentioned in the Pre-Activity Setup section 1 baggie for each student
(represents their stomach) a large area where the cards can be spread out (simulating
the penguins’ food in the ocean) 1 student activity sheet per student (see Student
Reproducible Masters section)
Time Frame
One 45-minute class period--to introduce the concepts, assign roles, do the activity, and
wrap-up.
Engagement and Exploration (Student Inquiry Activity)
Introduce the Emperor penguin to your students briefly. (See Resource section). Explain
that the Antarctic coastline can only hold so many penguins. Part of this is based upon
how much food is available in the surrounding waters. The amount of food would be a
limiting factor (see discussion above). The amount of penguins the Antarctic coastline
could hold for a long period of time would be the carrying capacity. Give the example of
a 1-gallon ice cream container. How much ice cream can the container hold? One
gallon. That’s its carrying capacity, very much like how many organisms a parcticular
ecosystem can hold. Today they will be doing an activity to show how a parcticular
environment can only sustain certain numbers of a population for a long period of time
without hurting the environment. Hand out the activity sheets. Each student will be a
penguin. Hand out a plastic baggie to each student. This represents their stomach. [You
may want to provide a permanent black marker so they can write their name on the
baggie.] You have a pile of colored cards which represent the different types of food
available in the Antarctica waters. Remind the students that they are not only looking for

9. the most cards they can gather but also a variety of colors, representing the different
types of food. To make things a little more realistic, ask for 3 volunteers. Have them
come to the front of the classroom, and tell the class that these penguins will have a little
more trouble than the rest of them. The first penguin has had one of his legs bitten off by
a leopard seal, therefore he will have to hop during the entire activity. The second
penguin’s flippers were injured in a fight with another penguin. His speed in the water is
decreased, and his balance on land is compromised; therefore, he will have to crawl to
get his food (simulating sliding or tobogganing). A third penguin volunteer will represent
a parent penguin who has to gather double the amount of food for himself and his baby
penguin. Go to the large area. The students will line up behind a designated line, each
laying their baggie in a spot where they feel comfortable. You will spread the cards out in
an even pattern over the area. They are only allowed to pick up one card at a time, and
they must take each card back to their baggie. This slows them down and prevents
cheating. Before starting the activity, ask students to predict how many penguins they
think will survive. Once all cards are collected, have the students collect their baggies
and head back to the classroom.
Explanation (Discussing)
Ask them to total the numbers on all of their cards. Make sure they notice the difference
between 1 and .10 on the cards. This number represents the pounds of food they
collected.
Write on the board:
K stands for krill (2% of penguin’s diet) F stands for small fish (95% of penguin’s diet) S
stands for squid (3% of penguin’s diet)
Tell them that an Emperor penguin needs at least 6.7 lbs of food per day to live for an
extended period of time. Did anyone get this much? You should only get a few that
collected this much. The number of students who raise their hands is the carrying
capacity for the parcticular area that you did the activity in. You may use the explanatory
paragraphs in the Pre-Activity Setup section to explain that food was the limiting factor in
this case. Every population will build in numbers until its ecosystem can no longer hold
or support them. Then individuals die (or move from the area). Therefore, the ecosystem
dictates how many individuals can live in it.
Elaboration (Polar Applications)
Have the students do further research on penguins and how they survive the Antarctica
cold. Use the web sites listed in the Resource section to get you started. Extension:
Human populations work very much in the same way, although we typically move
around a lot more than an animal would. Using the web sites below, discuss what
carrying capacity means when referring to the human population. What would happen if
the earth were at its carrying capacity already?
Exchange (Students Draw Conclusions)
Direct the students’ attention to the questions on their activity sheets. Give them a few
minutes to answer the questions. Group work is all right, but you want to make sure that
each student understands what he or she just did and can apply it to new situations or
new questions.

10. Evaluation (Assessing Student Performance)
After most students have answered the questions, go over the answers with them.
1) Yes, there should have been. The volunteer penguins with extra stresses should have
been unable to gather as much food. They would become weaker over time and
eventually die.
2) This is a tough question, even for my ninth grade Biology Honors students. The baby
is the most kind and humane choice, but if the parent gives the food to the baby
continuously and does not keep his own energy up, the parent could die, and then where
would the baby get its food? So, in this case, both would die, and how would that
continue the species? The parent penguin would eat the food himself because he can
always have more baby penguins.
3) K represents the carrying capacity. Notice that the population slowly increased over
time, but at a certain point (K), the population numbers reached a plateau. This is the
number that the ecosystem can hold over long periods of time.
4) K is more of an average. The population will not stay at exactly one number.