Ecology, Heart, Immune, and EOC Review 4/13 – 5/1

Accommodations for ESE, 504 & ELL 1. Provide notes when requiring student to copy. 2. Highlight key concepts. 3. Allow extended time. 4. Provide materials for review. 5. Read directions for student. 6. Check for comprehension. 7. Leave class for assistance. 8. Use organizational strategies. 9. Question students when necessary.

Friday 4/13 agenda Learning Goal Bell Ringer I Do – Ecology Notes We Do – levels of organization You Do - Highlight Key Concepts

Learning Goal and Bell Ringer Friday 4/13 (P165) Benchmark SC.912.L.17.8 Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Learning Goal I will be able to explain ecology. I will be able to explain organization of life. Bell Ringer What are the levels of organization in Biology?

Ecology: Organisms + Their Environment INB Page 171 – ON schoology Ecology: Organisms + Their Environment copyright cmassengale

Levels of Organization

Levels of Ecology Organizer (172) Organism Definition/Image Population Definition/Image Community Definition/Image Ecosystem Definition/Image Biome Definition/Image Biosphere Definition/Image copyright cmassengale

Friday 4/13 Exit Add in Pages to TOC Complete open foldable on levels of ecology copyright cmassengale

Monday 4/16 agenda Learning Goal Bell Ringer I Do – Population + Community Notes We Do – Relationship open foldable You Do - Highlight Key Concepts

Learning Goal and Bell Ringer Monday 4/16 (P173) Benchmark SC.912.L.17.5 Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. SC.912.L.17.8 Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. SC.912.L.17.9 Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Learning Goal I will be able to explain population growth. I will be able to explain factors of population growth. Bell Ringer What are the macromolecules and their monomers? Carbohydrates – Monosaccharide Lipid – Fatty Acid + Glyceride Protein – Amino Acid Nucleic Acid – Nucleotides

How do they Change Overtime? On Schoology p174 Populations How do they Change Overtime? On Schoology p174

Community and Relationships in Communities On schoology p175

Monday 4/16 Add in Pages to TOC Underline Key Words Highlight important information Draw Images for open foldable

Tuesday 4/17 agenda Learning Goal Bell Ringer I Do – Review Unit We Do – Keystone Species You Do – Energy in Ecosystems

Learning Goal and Bell Ringer Tuesday 4/17 (P173) Benchmark SC.912.L.17.5 Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. SC.912.L.17.8 Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. SC.912.L.17.9 Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Learning Goal I will be able to explain population growth. I will be able to explain factors of population growth. I will be able to explain keystone species. I will be able to explain energy flow. Bell Ringer What are enzymes? What effects them? Enzyme – catalyst that speeds up chemical reactions in living things pH, Temperature, Concentration, Inhibitors

10 minute stop summaries Ecology Summary I will be able to explain ecology. I will be able to explain organization of life. 4-5 sentences Population + Community Summary I will be able to explain population growth. I will be able to explain factors of population growth. I will be able to explain community relationships. 6 sentences

Keystone Species Use the video and article to complete the keystone specie worksheet. The worksheet goes on 177. https://www.youtube.com/watch?v=_IWw8Ruz8Uo

Energy in the Ecosystem Use the power point online and complete the outlined notes for page 178.

Tuesday 4/17 Add in Pages to TOC Finish keystone specie worksheet Finish energy in ecosystem

Wednesday 4/18 agenda Learning Goal Bell Ringer I Did – Ecology + Population + Community Notes We Do – Discuss food web vs food chain You Do – Energy in Ecosystems Worksheet + Create your own food web

Learning Goal and Bell Ringer Wednesday 4/18 (P173) Benchmark SC.912.L.17.5 Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. SC.912.L.17.8 Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. SC.912.L.17.9 Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Learning Goal I will be able to explain food chains and food webs. I will be able to create and answer questions on a food web. Bell Ringer Differentiate Prokaryote and Eukaryote Cells. Differentiate Animal and Plant Cells. Prokaryote – no nucleus, circular DNA, no membrane bound organelles Eukaryote – nucleus, linear DNA, membrane bound organelles Plant – 1 Large vacuole, Chloroplast, Cell Wall Animal – small vacuoles, centrioles, centrosomes

Energy in the Ecosystem Use the power point online and complete the outlined notes for page 178.

Create your own Food Web Create your own food web with 12 organisms. Have your food web checked off Answer the food web questions on your own food web

Wednesday 4/18 Add in Pages to TOC Finish create your own food web

Thursday 4/19 agenda Learning Goal Bell Ringer I Do – Biogeochemical Cycle We Do – Biogeochemical cycle sheet You Do – Highlight Notes

Learning Goal and Bell Ringer Thursday 4/19 (P173) Ribosomes – make protein Nucleus – brain, contain DNA Mitochondria – energy Golgi Body – modify/package proteins Vacuole – store fluid Benchmark SC.912.L.17.5 Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. SC.912.L.17.8 Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. SC.912.L.17.9 Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Learning Goal I will be able to explain food chains and food webs. I will be able to create and answer questions on a food web. Bell Ringer What is the purpose of the following: Ribosomes Nucleus Mitochondria Golgi Body Vacuole

Thursday 4/19 Add in Pages to TOC Biogeochemical Notes 181 + Cycle Sheet 181 Use the PPT to complete

Friday 4/20 agenda Learning Goal Bell Ringer I Do – Biogeochemical Cycle We Do – Biogeochemical cycle sheet You Do – Highlight Notes

Learning Goal and Bell Ringer Friday 4/20 (P173) Active Transport – uses energy: exocytosis, endocytosis, protein pump Passive Transport – No energy: osmosis, simple diffusion, facilitated diffusion Benchmark SC.912.L.17.5 Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. SC.912.L.17.8 Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. SC.912.L.17.9 Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Learning Goal I will be able to explain food chains and food webs. I will be able to create and answer questions on a food web. Bell Ringer Differentiate active and passive transport. Give examples of both.

Friday 4/20 Add in Pages to TOC Ecological Succession (182) use the online PPT Aquatic Ecosystems (183) use the bookpages

Monday 4/23 agenda Learning Goal Bell Ringer I Do – Heart Notes We Do – Heart Foldable You Do – Highlight Notes

Learning Goal and Bell Ringer Monday 4/23 (P185) 6CO2 + 6H2O + light energy = C6H12O6 + 6O2 Benchmark SC.912.L.14.36 Describe the factors affecting blood flow through the cardiovascular system. Learning Goal I will be able to trace blood through the heart. I will be able to keep the heart healthy. Bell Ringer What is the chemical reaction for photosynthesis? How does this relate to the reaction for cellular respiration.

The Human Heart (184) Label the Heart as shown. Under the heart discuss: Heart healthy life style Blood viscosity importance Poor blood flow related disorders Use the Heart PPT to help with the information.

Monday 4/23 Add in Pages to TOC Heart Knowledge!!

Tuesday 4/24 agenda Learning Goal Bell Ringer I Do – Introduce Immune Response You Do – Immune Notes

Learning Goal and Bell Ringer Tuesday 4/24 (P185) Stigma – female collect pollen Petals – attract insects for pollination Sepal – protection for developing flower Xylem – vascular moves water Phloem – vasular moves sugars/nutrients Benchmark SC.912.L.14.52 Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. SC.912.L.14.6 Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Learning Goal I will be able to explain the lines of defense in the immune system. Bell Ringer Explain the following plant organs. Stigma Petals Sepal Xylem Phloem

The Immune System (p186) Invaders First Line of Defense Second Line of Defense Third Line of Defense Make open foldable/chart. Include images, examples, and information on the immune system. Under define the following: Interferon, Lymphocyte, B Cell, T Cell, Phagocyte. Use the cartoon pdf to help with the information.

Tuesday 4/24 Add in Pages to TOC Immune System Knowledge!!! Open notebook quest tomorrow!

Thursday 4/26 agenda Learning Goal Bell Ringer We Do – Review for EOC You Do – Practice EOC tests

Learning Goal and Bell Ringer Thursday 4/26 (P185) Mitosis – same at ending, asexual reproduction, 1 cycle Meiosis – Half at ending, sexual reproduction, 2 cycles Benchmark Reviewing all benchmarks from the year. Learning Goal I will be able to pass the EOC!! Bell Ringer What is the difference between mitosis and meiosis?

Thursday 4/26 Review EOC Work on Review Packet Go through EOC practice Quizzes

Friday 4/27 agenda Learning Goal Bell Ringer We Do – Review for EOC You Do – Practice EOC tests

Learning Goal and Bell Ringer Friday 4/27 (P185) Testes – produce sperm Epididymis – tube above testes where sperm develops Ovaries – produce eggs Uterus – where young develops, layer shed during menstration Benchmark Reviewing all benchmarks from the year. Learning Goal I will be able to pass the EOC!! Bell Ringer Describe the function of the following Testes Epididymis Ovaries Uterus

Friday 4/27 Review EOC Work on Review Packet Go through EOC practice Quizzes

Monday 4/30 agenda Learning Goal Bell Ringer We Do – Review for EOC You Do – Practice EOC tests

Learning Goal and Bell Ringer Monday 4/30 (P195) Phenotype – physical traits Genotype – genes for traits Dominance – one form is complete dominate Incomplete dominance – neither is dominate, heterozygote is a mix Codominance – neither is dominate, heterozygote is showing both Benchmark Reviewing all benchmarks from the year. Learning Goal I will be able to pass the EOC!! Bell Ringer What do the following mean? Phenotype Genotype Dominance Incomplete dominance Codominance

Monday 4/30 Review EOC Work on Review Packet Go through EOC practice Quizzes

Tuesday 5/1 agenda Learning Goal Bell Ringer We Do – Review for EOC You Do – Practice EOC tests

Learning Goal and Bell Ringer Tuesday 5/1 (P195) TAC CAT AGC UAC CAU AGC Tyrosine Histidine Arginine Benchmark Reviewing all benchmarks from the year. Learning Goal I will be able to pass the EOC!! Bell Ringer For the complementary strand for the following DNA strand: ATG GTA TCG What is the RNA stand? What is the amino acid sequence?

Tuesday 5/1 Review EOC Work on Review Packet Go through EOC practice Quizzes