Griffin_+Examples

Science Example:

2012* Student B's WIKI =‍__ Helpful Science Resources __=

‍__[|Common Core Standards]__
The following list includes linnks to a number of helpful resources focusing on implementation of the Common Core Standards.

1. Reading Standards for Literacy in Science and Technical Subjects 6–12 []

2. Myths vs. Facts About the Standards []

3. Workshop for Professional Development of Common Core Standards in Secondary Science []

__4. Brochure for Common Core__ []

5. Article - Common Core vs. Essential Standards []

‍[|NC Essential Standards - Biology]
The following list contains links to helpful websites, containing different learning activities that are in allignment with the newly implemented North Carolina Essential Standards for Biology.

**Media** 1. PBS Nature - Educational videos and interactive science games []

2. National Geographic - Assortments of videos, phtos and journals to incorporate into lessons []

3. BBC Science and Nature - Videos, weekly series, interactive games, activities, tutorials, etc. []

4. Project Noah - Members can explore, document and share their own photos of local wildlife []

**Teacher Tools** 1. Biology Corner - Spotlight lessons, blogs, activities/worksheets []

2. Action BioScience - Original peer-edited lessons and activities sorted by unit/topic []

3. BioDidac - Collection of images/diagrams for use in Biology classrooms []

4. Serendip - Collection of hands-on/lab-type lessons and activities for Biology teachers []

1. Museum Stuff - List of museums, exhibits (acquariums, planetariums, etc.) in your local area available for visits. []
 * Out of School (For Students, Teachers or Parents!) **

2. Careers in Biology - For students/parents with a keen interest in biology, and soon to be enrolling in college. []

=‍ __Leadership Product__ = Ecology: Energy Flow and Cycling of Nutrients Author: Student B Date created: 12/12/2011 5:22 PM EDT ; Date modified: 03/25/2012

Subject(s): Biology, Science Topic or Unit of Study: Ecology, Community Interactions Grade/Level: Honors, Grade 9


 * Summary:** Day 2 of the ecology unit. Students will become familiar with the terms and concepts of energy flow through an ecosytem, sunlight as the main energy source for life on earth, and the role of organisms in different trophic levels in a food pyramid and the relationship among organisms in a food web.

First, we will go over the handout from the previous day, making sure students are all provided the correct answers to the worksheet. The matching section will be written on the board, and the short answer questions will be covered 1 by 1, with students sharing their answers, with other students having the opportunity to elaborate, discuss or express concerns with their answer.
 * 1. Focus and Review**

As a second bell-work activity, students will answer the following question. Consider the following: Ants use energy to carry objects that are many times their size. Birds use a great deal of energy to migrate thousands of miles in the winter. Many of you require more energy than others to get out of bed in the morning. So where does the energy for all of these life processes come from? Students will answer this question independently, and then as a class we will briefly discuss the role of the sun as well as inorganic compounds as energy producers before beginning a lecture on the subject.

__Materials and Time:__ For the first activity, students need to have the previous day's handout on their desk, and something to write with. Teacher needs access to black/whiteboard. This activity will be given 10 minutes. For the second, students require a sheet of paper and a pen/pencil. This activity will take 10 minutes.

Students will be able to differentiate the two main forms of energy that power living systems, and provide examples of types of organisms that utilize each. Students will understand and be able to describe the flow of energy among organisms in an ecosystem. Students will know what proportion of energy is transferred from one trophic level to the next in an ecosystem, and explain the relationships of autotrophs, herbivores and omnivores in a food chain.
 * II. Statement (Inform) of Objectives**

Using the Chapter 3 PowerPoint section 3.2, the teacher will lecture from slides 9-23. Students will be introduced to a number of key terms including the following, which are all to be defined in their written notes: //Autotroph, photosynthesis, chemosynthesis, heterotroph, food chain, trophic level, producer, consumer, herbivore, carnivore, omnivore, detritivore, food web, ecological pyramid, biomass// In addition, students will learn the concept(s) of energy flow in an ecosystem, how (much) energy is transferred from one trophic level to another, and the role of different organisms within a food web.
 * III. Teacher Input**

__Materials and Time:__ Students require a sheet of paper and a pen/pencil for note-taking. This lecture will take 40 minutes.

At the completion of the lecture, students will work on the Section Review 3-2 worksheet. Students will complete the handout using their lecture notes as well as their textbook if necessary.
 * IV. Guided Practice**

Before the end of class, the teacher will go over the correct answers to the Section 3-2 worksheet. The final questions pertain to the transfer of energy in pyramids, relative to biomass, which relates to the homework activity as well. For homework, students will complete the following handout on energy transfer. The handout should not take more than 15 minutes to complete at home, and will be reviewed and corrected in class the following day.
 * V. Independent Practice- Seatwork and Homework**

Activities and Setting After the completion of the classwork, we will discuss in more detail the transfer of energy from producer, to herbivore, carnivore and so on, and discuss how little energy is actually obtained by the higher level organism. This will wrap up the class concepts before students need to apply them again in the homework activity.
 * VI. Closure**


 * STANDARDS & ASSESSMENT – NEW***

Analyze the interdependence of living organisms within their environments. Explain various ways organisms interact with each other (including predation, competition, parasitism, mutualism) and with their environments resulting in stability within ecosystems.
 * North Carolina Essential Standards - Biology**
 * Bio.2.1**
 * Bio.2.1.3**


 * Common Core Standards**
 * English Language Arts Standards » Science & Technical Subjects » Grades 9-10**
 * Craft and Structure**
 * ‍**RST.9-10.4.** Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to //grades 9–10 texts and topics//.
 * ‍**RST.9-10.5.** Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., //force, friction, reaction force, energy//).