Energy Flows – Pyramids Of Biomass
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This lesson plan aims to explain how solar radiation provides energy for living organisms and how this energy is incorporated into biomass. Students will recall simple food chains and define biomass. Then, using an online simulation, students will learn how food chains can be represented as pyramids of biomass and numbers. They will draw examples in their books and complete a worksheet. In the plenary, key concepts will be reviewed using pages from the New Edition Biology textbook.
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SCI/230 Version 7
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Copyright © 2012, 2009, 2008, 2007, 2006, 2005 by University of Phoenix. All rights reserved.
Course Description
This course applies a broad, conceptual understanding of biology. Students are introduced to scientific ideologies and concepts that not only shape our biological world, but also shape us as humans. Students examine the scientific method, evolution and biodiversity, the biology of cells, energy systems, the dynamics of inheritance, and the effect humans have on the environment. The text emphasizes methods and the theoretical foundations of ideas, while minimizing isolated facts. It stresses the integration of ideas, making connections that form our understanding of the living world.
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Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents:
· University policies: You must be logged into the student website to view this document.
· Instructor policies: This document is posted in the Course Materials forum.
University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality.
Course Materials
Simon, E. J., Reece, J. B., & Dickey, J. L. (2010). Campbell essential biology with physiology (3rd
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All electronic materials are available on the student website.
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Details
Due
Points
Objectives
1.1 Identify characteristics of living organisms.
1.2 Describe the levels of life and the three domains of living organisms.
1.3 Apply each step of the scientific method.
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Read the course description and objectives.
Read the instructor’s biography and post your own.
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Read Ch. 3 of Campbell Essential Biology With Physiology.
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Read the University of Phoenix Material: Discussing Controversial Topics located on the student website.
Nongraded Activities and Preparation
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Listen to the Process of Science MP3 recording located on the student website.
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1. Choose an appropriate container. Glass jars or tanks work well. The container should have a cover or lid.
2. Add a drainage layer. Use small gravel or aquarium rocks to allow excess water to drain.
3. Add the soil layer. Potting soil or a soil-less potting mix works best. Pack it down firmly.
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This week is all about the some of the smallest parts of life: atoms, molecules, and cells. For your primary post, please respond to
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Topic 1 [video]: Introduction to the Cell.
Watch the Khan Academy video “Introduction to the cell” (1)* and then address the following issues.
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Read about Lokiarcheum in the article by Yong (2)* and/or the article by Zimmer (3)*. Both articles describe recently discovered evidence about a previously unknown organism. Then, address the following questions:
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References (in Strayer Writing Standards format).
Khan Academy, November 29, 2017. Introduction to the cell,
https://www.youtube.com/watch?v=5KfHxF6Vhps
Ed Yong, May 6, 2015. New Loki microbe is closest relative to all complex life,
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This week’s discussion is focused mechanisms that cells use to keep cell division under control, to prevent cancer, and to function well. For your primary post, respond to
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Topic 2 [article]: Crossover
.
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This document describes an ecosystem lesson plan for students. It defines an ecosystem as a system formed by living things interacting with their physical environment. The lesson introduces students to the components of an ecosystem - climate, vegetation, and animal life - and how they work together. It then focuses on the local temperate deciduous forest ecosystem. Students are divided into groups to make a puzzle about the climate, vegetation, and animal life of the forest ecosystem using images from magazines. Finally, the document discusses extending the lesson by having students research other ecosystems in groups.
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This 5E lesson plan teaches 5th grade students about food chains and food webs. In the Engage phase, students discuss what they ate for breakfast and where plants get their energy. In Explore, students make their own food chains using provided organism cards. Explain introduces vocabulary like herbivore and carnivore, and energy arrows. Elaborate has students build a class food web by asking who might eat or be eaten by different organisms. Students are evaluated through a food chain worksheet and written questions. The lesson aims to help students understand energy flow in ecosystems.
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This document provides an overview of key concepts in ecology and environmental biology, including:
1) It defines ecology as the scientific study of interactions between organisms and their environment.
2) It describes producers, consumers, food chains, food webs, and trophic levels within ecosystems.
3) It explains ecological pyramids and how energy and biomass decrease at higher trophic levels.
4) It outlines ecological interactions like competition, predation, and the three types of symbiosis - mutualism, commensalism, and parasitism.
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The document defines key terms related to ecosystems, including habitats, populations, communities, species, and ecosystems. It discusses food chains and webs, explaining producers, consumers, and energy transfer. It also covers adaptations, biodiversity, behavioral adaptations in animals, and competition within ecosystems.
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This lesson plan introduces 9th grade students to ecosystems through an exploration of food chains and food webs. Students analyze the components of meals and categorize ingredients as producers or consumers. They then construct physical models of food chains and connect them to build a class food web. As an extension, students will research organisms found at a local park and create a comic strip demonstrating the ecosystem relationships and energy flow. The lesson incorporates various hands-on activities and assessments to help students understand key concepts and generalizations about interdependence in ecosystems.
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This document provides an overview of an aquatic biology course, including its contents, topics, and activities. The course contains 16 topics that cover the introduction to biology, components of life, metabolism, cells, genetics, evolution, biodiversity, ecosystems, and conservation. Main learning activities include tutorials and discussions. The course aims to provide students with an understanding of life from the microscopic to the global scale through exploration of key biological concepts.
Chapter1
1. The document discusses the key levels of biological organization from cells to the biosphere.
2. It explores characteristics of living things like metabolism, heredity, evolution, and biodiversity.
3. Researchers conduct both basic and applied studies using the scientific method to test hypotheses and advance understanding of life.
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This document discusses key themes and concepts in biology, including:
1. The seven properties of life, levels of biological organization, and cells as the level where properties of life emerge.
2. The three domains of life - bacteria, archaea, and eukarya - and evolution by natural selection.
3. The scientific process and how hypotheses can be tested through controlled experiments.
Course Design GuideSCI230 Version 71Course Design Gui.docx
Course Design Guide
SCI/230 Version 7
1
Course Design Guide
College of Natural Sciences
SCI/230 Version 7
Introduction to Life Science
Copyright © 2012, 2009, 2008, 2007, 2006, 2005 by University of Phoenix. All rights reserved.
Course Description
This course applies a broad, conceptual understanding of biology. Students are introduced to scientific ideologies and concepts that not only shape our biological world, but also shape us as humans. Students examine the scientific method, evolution and biodiversity, the biology of cells, energy systems, the dynamics of inheritance, and the effect humans have on the environment. The text emphasizes methods and the theoretical foundations of ideas, while minimizing isolated facts. It stresses the integration of ideas, making connections that form our understanding of the living world.
Policies
Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents:
· University policies: You must be logged into the student website to view this document.
· Instructor policies: This document is posted in the Course Materials forum.
University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality.
Course Materials
Simon, E. J., Reece, J. B., & Dickey, J. L. (2010). Campbell essential biology with physiology (3rd
ed.). San Francisco, CA: Pearson Benjamin Cummings.
All electronic materials are available on the student website.
Week One: Introduction to Biology and the Scientific Method
Details
Due
Points
Objectives
1.1 Identify characteristics of living organisms.
1.2 Describe the levels of life and the three domains of living organisms.
1.3 Apply each step of the scientific method.
1.4 Describe atomic structure and organic compounds.
Course Preparation
Read the course description and objectives.
Read the instructor’s biography and post your own.
Reading
Read Ch. 1 of Campbell Essential Biology With Physiology.
Reading
Read the “Fluoride in the Water” and “Some Basic Chemistry” sections of Ch. 2 of Campbell Essential Biology With Physiology.
Reading
Read Ch. 3 of Campbell Essential Biology With Physiology.
Reading
Read the University of Phoenix Material: Discussing Controversial Topics located on the student website.
Nongraded Activities and Preparation
Process of Science
Listen to the Process of Science MP3 recording located on the student website.
Individual
Levels of Life
Complete the Levels of Life Worksheet located on the student website.
Day 5
01/24/14
100
Individual
The Scientific Method
Complete the Scientific Method activity on the student website.
Write a 350-word paper on the scientific method. Include the following:
· Describe how you applied the steps of the scienti.
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This unit plan integrates science with visual arts and dance to teach first grade students about the plant life cycle. Students will study lessons on how plants grow and change during their life cycle. They will learn the main parts of a plant and do activities like planting seeds and observing their growth. Assessments include observing student discussions, exit slips, worksheets, and performances. The unit addresses state standards for visual arts, dance, and science.
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Bio chapter 1 biochemistry, the cell, & genetics
Evolution, the Themes of Biology, and Scientific Inquiry

KEY CONCEPTS
1.1 The study of life reveals common themes
1.2 The Core Theme: Evolution accounts for the unity and
diversity of life
1.3 In studying nature, scientists make observations and form and test hypotheses
1.4 Science benefits from a cooperative approach and
diverse viewpoints
Biochapter1 biochemistrythecellgenetics-151125135547-lva1-app6892
This document provides an overview of key concepts from the Biology 212 course on Biochemistry, The Cell, and Genetics. It discusses the five unifying themes of biology, which are that all living things share heritable genetic information, organization and emergent properties, interactions with the environment, use of energy and matter, and evolution. Examples are given to illustrate these themes at different levels of biological organization from molecules to ecosystems. Key topics covered include cells, DNA, heredity, organization, biochemistry, and natural selection.
Geog 300
This document provides information about conducting a lesson on different energy sources. It outlines an activity where students are divided into groups and each group researches and reports on a different energy source. The document then provides descriptions of various energy sources like the sun, food, fossil fuels, water, wind, and nuclear power to be used in the lesson. It also includes a list of materials needed and procedures for the activity.
Science
This document provides information about conducting a lesson on different energy sources. It outlines an activity where students are divided into groups and each group researches and reports on a different energy source. The document then provides background information on various energy sources like the sun, food, fossil fuels, water, wind, and nuclear power. It concludes with extensions for modifying the activity, such as having students write essays on their preferred energy sources.
Similar to Energy Flows – Pyramids Of Biomass (20)
Week 2 DiscussionThe Cell,Lokiarcharum, and the Chemicals
Week 2 DiscussionThe Cell,Lokiarcharum, and the Chemicals
Po l2e ch01 lecture principles of life edited sphs
Po l2e ch01 lecture principles of life edited sphs
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Webquest pwrpt2003-withteacherpage-1207934635215811-9
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Course Design GuideSCI230 Version 71Course Design Gui.docx
Biochapter1 biochemistrythecellgenetics-151125135547-lva1-app6892
Biochapter1 biochemistrythecellgenetics-151125135547-lva1-app6892
Bio chapter 1 biochemistry, the cell, & genetics
Bio chapter 1 biochemistry, the cell, & genetics
Biochapter1 biochemistrythecellgenetics-151125135547-lva1-app6892
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At an average temperature of 10°C, the optimum fur length for survival is 15mm, with individuals distributed around this length. If the temperature drops to 5°C, individuals with longer fur are better insulated and more likely to survive and reproduce, passing on genes for longer fur. Over generations, the mean fur length of the population increases as longer-furred individuals survive at a higher rate than shorter-furred individuals, until the optimum length is reached again.
Lab safety[1]
Students should queue quietly outside the classroom until instructed to enter, store bags under desks, and follow safety procedures like wearing glasses and not touching equipment without permission during science experiments to prevent injuries from flammable or breakable materials.
The Carbon Cycle
Carbon is constantly cycled around the biosphere through processes like combustion, respiration, and being stored in marine organisms and limestone rocks. Combustion and respiration both release carbon dioxide gas. While both animals and plants respire, only respiration releases carbon dioxide. Scientists think increased carbon dioxide in the atmosphere from human activities will cause global warming.
Decay And Decomposition
Decomposers like mushrooms, worms and bugs play an important role in decay and decomposition by breaking down dead organisms and converting them into soil. For decay to occur, certain conditions need to be present including warmth, moisture and oxygen. Without decomposers, dead organisms would accumulate and the world would be covered in remains rather than recycled into dirt.
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Energy Flow
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Starch
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The Variety Of Life Continued
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This document provides instructions for making slides of onion cells and cheek cells to view under a microscope. The steps are to peel a thin layer of onion, scrape the area with a cotton bud and place it on a slide, then add iodine. For cheek cells, scrape the inside of the cheek with a cotton bud, place it on a separate slide, and add methylene blue. Both slides should then have excess liquid blotted off and a cover slip lowered onto the sample.
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Energy Flows – Pyramids Of Biomass
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