2nd Block Environmental Science

Week of: 11/4/24

*for additional curriculum information, please visit the district's resource High School Pacing Guides  or Georgia Standards of Excellence

Course Name: Modified Environmental Science

Monday 

Standard(s): 

• SEV1c. Analyze and interpret data to construct an argument of the necessity of biogeochemical cycles (hydrologic, nitrogen, phosphorus, oxygen, and carbon) to support a sustainable ecosystem. 

• SB5b. Develop and use models to analyze the cycling of matter and flow of energy within ecosystems through the processes of photosynthesis and respiration. Includes arranging components of a food web according to energy flow, comparing the quantity of enfery in the steps of an energy pyramid, explaining the need for cycling of major biochemical elements (C, O, N, P, and H).

• SB1.e Ask questions to investigate and provide explanations about the roles of photosynthesis and respiration in the cycling of matter and flow of energy within the cell (e.g. single-celled alga). (Clarification: instruction should focus on understanding the inputs, outputs, and functions of photosynthesis and respiration and the functions of the major sub-processes of each including glycolysis, Krebs Cycle, electron transport chain, light reactions, and Calvin Cycle)

LT: We are learning about the role of photosynthesis and cellular respiration in the cycling of matter. 

SC: 

-I can list the parts of an ATP molecule.

-I can describe how energy is released in the ATP cycle.

-I know the difference between an ATP molecule and an ADP molecule. 

Lesson/Activity: 

-Unit 4 Part 2 vocab pictures (ATP, ADP) 

-Intro to ATP (Bill Nye clip - Edpuzzle) 

-ATP Cycle Notes

-ATP Cycle Poster

-ATP Cycle WS Review 

-Check on Algal Bloom Lab Day 3 

Resources:

-Teacher created materials

-EdPuzzle 

Tuesday

Standard(s): 

• SEV1c. Analyze and interpret data to construct an argument of the necessity of biogeochemical cycles (hydrologic, nitrogen, phosphorus, oxygen, and carbon) to support a sustainable ecosystem. 

• SB5b. Develop and use models to analyze the cycling of matter and flow of energy within ecosystems through the processes of photosynthesis and respiration. Includes arranging components of a food web according to energy flow, comparing the quantity of enfery in the steps of an energy pyramid, explaining the need for cycling of major biochemical elements (C, O, N, P, and H).

• SB1.e Ask questions to investigate and provide explanations about the roles of photosynthesis and respiration in the cycling of matter and flow of energy within the cell (e.g. single-celled alga). (Clarification: instruction should focus on understanding the inputs, outputs, and functions of photosynthesis and respiration and the functions of the major sub-processes of each including glycolysis, Krebs Cycle, electron transport chain, light reactions, and Calvin Cycle)

LT: We are learning about the role of photosynthesis and cellular respiration in the cycling of matter. 

SC: 

-I know what types of organisms perform photosynthesis.

-I know the reactants (in) of photosynthesis.

-I know the products (out) of photosynthesis. 

Lesson/Activity: 

-Intro Photosynthesis (EdPuzzle, discuss what plants need to survive)

-Unit 4 Part 2 Vocab Pictures (Photosynthesis) 

-Photosynthesis Doodle Notes 

-Photosynthesis WS w/partner

-Algal Bloom Lab Day 4

Resources:

-Teacher created materials

-EdPuzzle 

Wednesday

Standard(s): 

• SEV1c. Analyze and interpret data to construct an argument of the necessity of biogeochemical cycles (hydrologic, nitrogen, phosphorus, oxygen, and carbon) to support a sustainable ecosystem. 

• SB5b. Develop and use models to analyze the cycling of matter and flow of energy within ecosystems through the processes of photosynthesis and respiration. Includes arranging components of a food web according to energy flow, comparing the quantity of enfery in the steps of an energy pyramid, explaining the need for cycling of major biochemical elements (C, O, N, P, and H).

• SB1.e Ask questions to investigate and provide explanations about the roles of photosynthesis and respiration in the cycling of matter and flow of energy within the cell (e.g. single-celled alga). (Clarification: instruction should focus on understanding the inputs, outputs, and functions of photosynthesis and respiration and the functions of the major sub-processes of each including glycolysis, Krebs Cycle, electron transport chain, light reactions, and Calvin Cycle)

LT: We are learning about the role of photosynthesis and cellular respiration in the cycling of matter. 

SC: 

-I know what types of organisms perform photosynthesis.

-I know the reactants (in) of photosynthesis and products (out) of photosynthesis. 

-I know what types of organisms perform cellular respiration.

-I know the reactants (in) and products (out) of cellular respiration. 

-I can make a connection between photosynthesis, cellular respiration and the carbon cycle. 

Lesson/Activity: 

-Intro Cellular Respiration (EdPuzzle/Flocabulary, discuss what we need to survive)

-Unit 4 Part 2 Vocab Pictures (Cellular Respiration) 

-Cellular Respiration doodle notes

-Cellular Respiration Color by Number Review 

-Algal Bloom Lab Day 5

Resources:

-Teacher created materials

-EdPuzzle, Flocabulary 

Thursday

Standard(s): 

• SEV1c. Analyze and interpret data to construct an argument of the necessity of biogeochemical cycles (hydrologic, nitrogen, phosphorus, oxygen, and carbon) to support a sustainable ecosystem. 

• SB5b. Develop and use models to analyze the cycling of matter and flow of energy within ecosystems through the processes of photosynthesis and respiration. Includes arranging components of a food web according to energy flow, comparing the quantity of enfery in the steps of an energy pyramid, explaining the need for cycling of major biochemical elements (C, O, N, P, and H).

• SB1.e Ask questions to investigate and provide explanations about the roles of photosynthesis and respiration in the cycling of matter and flow of energy within the cell (e.g. single-celled alga). (Clarification: instruction should focus on understanding the inputs, outputs, and functions of photosynthesis and respiration and the functions of the major sub-processes of each including glycolysis, Krebs Cycle, electron transport chain, light reactions, and Calvin Cycle)

LT: We are learning about the role of photosynthesis and cellular respiration in the cycling of matter. 

SC: 

-I know what types of organisms perform photosynthesis.

-I know the reactants (in) of photosynthesis and products (out) of photosynthesis. 

-I know what types of organisms perform cellular respiration.

-I know the reactants (in) and products (out) of cellular respiration. 

-I can make a connection between photosynthesis, cellular respiration and the carbon cycle. 

Lesson/Activity: 

-Photosynthesis vs. Cellular Respiration Comparison Chart 

-Am I a chloroplast or mitochondria? review sheet

-Algal Bloom Lab Conclusion 

-Achieve Article 

Resources:

-Teacher created materials

-EdPuzzle, Flocabulary

-Achieve  

Friday

Standard(s): 

• SEV1c. Analyze and interpret data to construct an argument of the necessity of biogeochemical cycles (hydrologic, nitrogen, phosphorus, oxygen, and carbon) to support a sustainable ecosystem. 

• SB5b. Develop and use models to analyze the cycling of matter and flow of energy within ecosystems through the processes of photosynthesis and respiration. Includes arranging components of a food web according to energy flow, comparing the quantity of enfery in the steps of an energy pyramid, explaining the need for cycling of major biochemical elements (C, O, N, P, and H).

• SB1.e Ask questions to investigate and provide explanations about the roles of photosynthesis and respiration in the cycling of matter and flow of energy within the cell (e.g. single-celled alga). (Clarification: instruction should focus on understanding the inputs, outputs, and functions of photosynthesis and respiration and the functions of the major sub-processes of each including glycolysis, Krebs Cycle, electron transport chain, light reactions, and Calvin Cycle)

LT: We are learning about the role of photosynthesis and cellular respiration in the cycling of matter. 

SC: 

-I know what types of organisms perform photosynthesis.

-I know the reactants (in) of photosynthesis and products (out) of photosynthesis. 

-I know what types of organisms perform cellular respiration.

-I know the reactants (in) and products (out) of cellular respiration. 

-I can make a connection between photosynthesis, cellular respiration and the carbon cycle. 

Lesson/Activity: 

-Photosynthesis vs. Cellular Respiration Skittles Lab

-Unit 4 Kahoot Review

-Start Unit 4 Study Guide (quiz next week) 

Resources:

-Teacher created materials

-Kahoot