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NGSSS SCIENCE SUPPLEMENTAL RESOURCES

STUDENT PACKET

Biology

SC.912.L.17.20DEPARTMENT OF MATHEMATICS AND SCIENCE

SCIENCE

http://www2.dadeschools.net/index.htm

THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Perla Tabares Hantman, ChairDr. Lawrence S. Feldman, Vice Chair

Dr. Dorothy Bendross-MindingallSusie V. Castillo

Dr. Wilbert “Tee” HollowayDr. Martin KarpLubby NavarroDr. Marta Pérez

Raquel A. Regalado

Julian LafaurieStudent Advisor

Alberto M. CarvalhoSuperintendent of Schools

Maria IzquierdoChief Academic Officer

Office of Academics and Transformation

Dr. Maria P. de ArmasAssistant Superintendent

Division of Academics

Mr. Cristian CarranzaAdministrative DirectorDivision of Academics

Dr. Ava D. RosalesExecutive Director

Department of Mathematics and Science

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Introduction

The purpose of this document is to provide students with enhancement tutorial sessions that will enrich the depth of content knowledge of the Biology 1 course. Each tutorial session is aligned to Biology Annually Assessed Benchmarks of the Next Generation Sunshine State Standards (NGSSS) as described in the course description and the Biology Item Specifications and include an ExploreLearning Gizmos activity and/or a science demonstration followed by assessment questions.

The Nature of Science Body of Knowledge (BOK) is embedded in all lessons. Teachers are encouraged to generate an inquiry-based environment where students grow in scientific thinking while creating and responding to higher-order questions.

NGSSS Science Supplemental Resources Page 1Biology SC.912.L.17.20

Table of Contents

Organisms, Populations, and Ecosystems - SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. (Also assesses SC.912.N.1.3, SC.912.L.17.11, SC.912.L.17.13 and HE.912.C.1.3)

Activity 1 - Water Pollution..........................................................................................................3

Activity 2 - Pond Ecosystem........................................................................................................8

Activity 3 - Human Impact.........................................................................................................14


Activity 1 – Water Pollution

Vocabulary: bacterial pollution, nutrient pollution, sediment pollution, toxic pollution, water pollution

Prior Knowledge Questions (Do these BEFORE using the Gizmo.)

1. Water pollution is the addition of harmful substances to water. Some of these substances are found at home. What household chemicals might be harmful if not disposed of properly?

2. What are some other causes of water pollution?

Gizmo Warm-upThe Water Pollution Gizmo™ will teach you about some of the main kinds of water pollution. On the TYPE tab, under Types of pollution, check that Toxic is selected. Read the paragraphs on the right and bottom of the Gizmo.

1. What is toxic pollution?

2. What are some examples of toxic pollutants listed in the Gizmo?

3. Can you think of other examples of toxic substances, not listed in the Gizmo?


Activity A: Types of water pollution

Engage Question: What are the main types of water pollution?

1. Get the Gizmo ready : Check that the TYPE tab and Toxic pollution are selected.

Sediment pollution

Description:

Causes:

Consequences:

Nutrient pollution

Description:

Causes:

Consequences:

Bacterial pollution

Description:

Causes:

Consequences:


Activity B: Real-world examples

Engage Question: What are the real-world causes of water pollution?

1. Get the Gizmo ready : Select the EXAMPLE tab. Check that example 1/12 is selected. (If not, use the arrow buttons to get to example

1/12.).

2. Practice : For each Real-world example presented in the Gizmo, guess which type or types of pollution will result by checking the boxes. When you are ready, click Check answer to see if you were right. Read the explanation, and then use your own words to fill in the table.

Example Pollution type(s) Explanation1

2

3

4

5

6

7

8

9

10

11

12

3. Practice : Classify each of the following examples as toxic, sediment, nutrient, and/or bacterial pollution. Explain your classifications.

A. Logging removes trees from a hill, leaving a barren landscape.

Classification:

Explanation:

B. A man washes clothes in a stream using a detergent that contains phosphorus.

Classification:

Explanation:


C. At an old gas station, gasoline leaks from an underground storage tank.

Classification:

Explanation:

D. At a research lab, a scientist carelessly pours cultures of living microbes down the drain.

Classification:

Explanation:

4. Think and discuss : Many sources of water pollution are found within the home. What actions can you take to reduce water pollution?


Assessment – Water Pollution

1. Logging operations used to use a technique called clear-cutting, in which all of the trees in an area are cut down. What type of water pollution will this most likely lead to?

A. Toxic B. Sediment C. Nutrient D. Bacterial

2. When cars age or are poorly maintained, they tend to leak oil onto roadways and parking lots. This oil is washed into the nearest waterway with the next rainfall. What type of water pollution does this cause?


3. Joggers running along an urban running path noticed paint running out of a culvert into a nearby creek. Local authorities investigated and found that some homeowners had painted the outside of their home and dumped the extra paint down a storm drain. They were fined. What type of water pollution did they cause?


4. A farmer applies excess fertilizer to one of her fields just before a rainstorm. What kind of pollution is this most likely to lead to?


5. A new wastewater treatment plant opens in an area where raw sewage used to be dumped directly into a bay. What type of pollution will be reduced the most by the new plant?



Activity 2: Pond Ecosystem

Vocabulary: abiotic factor, biotic factor, concentration, mean, oxygen, parts per million, photosynthesis

Prior Knowledge Questions (Do these BEFORE using the Gizmo.)

1. All animals need oxygen. We get oxygen from the air we breathe. How do fish get theirs?

2. Where does the “fizz” in soda come from?

Gizmo Warm-upThe Pond Ecosystem Gizmo™ lets you study ponds as an ecologist would. Each of the tools can be dragged to the pond to take measurements.

1. Drag the Thermometer to the pond at 6:00 AM. What is the water temperature?

2. Click Fast-forward ( ) until about 12:00 PM, and then click Pause ( ).

What is the water temperature now?

3. Just as soda contains dissolved carbon dioxide, pond water contains dissolved oxygen. The unit for measuring the concentration (amount) of oxygen is parts per million (ppm).

Drag the Oxygen gauge to the pond. What is the concentration of oxygen?

4. Click Play ( ) and drag the Fishing pole to the pond. Fish for about four hours.

How many catfish did you catch?

How many trout?


Activity A: A day in the life of a pond

Introduction: The fish in a pond are affected by biotic factors such as other fish, aquatic plants, insects, and bacteria. They are also affected by abiotic factors, or nonliving things such as temperature and the concentration of dissolved oxygen.

Engage Question: How does the amount of dissolved oxygen in a pond change during one day?

1. Get the Gizmo ready : Click Reset ( ).

2. Observe : Use the Oxygen gauge to measure the concentration of dissolved oxygen at several different times. How does the oxygen concentration change over a single day?

3. Predict : At what time should the amount of oxygen in a pond be lowest? (Circle one)

6:00 AM 12:00 PM (noon) 6:00 PM 12:00 AM (midnight)

4. Test : Measure the dissolved oxygen at four times during the day: 6 AM, 12 PM (noon), 6 PM, and 12 AM (midnight). Then click New pond and repeat the test for two more ponds.

Record your results in the table below.

6:00 AM 12:00 PM 6:00 PM 12:00 AM

Pond 1

Pond 2

Pond 3

5. Analyze : Was your prediction correct for all three ponds? Explain.

6. Draw conclusions: The dissolved oxygen in a pond is produced by pond plants and algae in a process called photosynthesis.

A. At what time of day does photosynthesis take place?

B. What source of energy is present during this time?

C. Why does the level of dissolved oxygen go down after sunset?


Activity B: Go fish!

Engage Question: How do concentrations of dissolved oxygen affect fish?

1. Get the Gizmo ready : Click Reset.

2. Explore : To investigate the question, measure the oxygen concentration and go fishing in several ponds. (To fish, click Play and drag the fishing pole into the pond for several hours.)

3. Form hypothesis : How does oxygen concentration affect the fish that live in a pond?

Hypothesis: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

4. Predict : If you fish in four ponds, will more fish be caught in the two ponds with the lowest oxygen concentrations, or the two ponds with the highest oxygen concentrations? Explain.

5. Test : Investigate four ponds. For each pond, measure the dissolved oxygen concentration at 6:00 AM. Fish for six hours and record how many catfish and trout you catch in each pond. (Hint: To find a pond with relatively high levels of dissolved oxygen, click No farms.)

Oxygen (6:00 AM) Number of catfish Number of troutPond 1

Pond 2

Pond 3

Pond 4

6. Analyze : What does your data show?

7. Draw conclusions : Which type of fish can survive better in low-oxygen conditions? Explain.


Activity C: Dissolved oxygen

Engage Question: How does temperature affect the concentration of dissolved oxygen?

1. Get the Gizmo ready : Select No farms. A calculator is recommended for this activity.

2. Explore : Measure the temperature and concentration of dissolved oxygen in several ponds.

3. Form hypothesis : How does temperature affect oxygen concentrations?

Hypothesis: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

4. Predict : Which ponds will have a higher average oxygen concentration, ponds cooler than 20 °C or ponds hotter than 20 °C?

5. Test : For each pond, measure the temperature and oxygen concentration at 6:00 AM. If the temperature is below 20 °C, record your results in the left table. If the temperature is above 20ºC, record your results in the right table. Continue until each table is filled.

Ponds cooler than 20°C6:00 AM Temp. 6:00 AM Oxygen

Ponds hotter than 20°C6:00 AM Temp. 6:00 AM Oxygen

6. Calculate : Find the mean (average) oxygen concentration for the cold ponds and for the hot ponds. To find the mean, add the three oxygen concentrations and then divide by three.

Mean oxygen level for cold ponds:

Mean oxygen level for hot ponds:

7. Draw conclusions : How does the temperature of water affect its ability to hold oxygen?

8. Challenge : Turn off the No farms checkbox. Use the Gizmo to investigate the effect of farms on dissolved oxygen. Record all data on separate sheets. What did you find?


Assessment – Pond Ecosystem

1. The temperature of four ponds was measured at 6:00 AM. Which of the ponds would probably have the highest dissolved oxygen concentration?

A. Pond A B. Pond B C. Pond C D. Pond D

2. At what time of day are dissolved oxygen levels most likely to be highest?

A. 6:00 AM B. 12:00 PM (noon) C. 6:00 PM D. 12:00 AM (midnight)

3. Which of the following would most likely occur if the oxygen in a pond decreased?

A. Fish would grow larger. B. Fish would die. C. The temperature of the pond would decrease. D. The pond would dry up.


4. Which would increase the amount of dissolved oxygen in a pond?

A. Removing plants. B. Removing fish. C. Adding plants. D. Both B and C are correct.

5. Four fishermen fished for the same amount of time in different ponds. Which catch came from the pond with the highest level of dissolved oxygen?

A. Catch A B. Catch B C. Catch C D. Catch D


Activity 3 - Human Impact

Research Human Impact: Get in groups of 2 or 3. Read Human Impact on the Environment and choose an Environmental scenario to

research and present. o Provide time and opportunity for students to research their topic so having

availability to computers is a good idea for this lesson. Each group will present their findings on their topic. The presentation should focus on

one or more of the following:o The need for adequate monitoring of environmental parameters when making

policy decisions.o fines, laws, incentives, regulations, interest groups and public awarenesso Evaluate how environment and personal health are interrelated.o Air pollution and respiratory systemso Water pollution and cancer

Human Impact on the Environment (by http://www.hobart.k12.in.us/jkousen/Biology/biotopics.html)

Natural environment is of crucial importance for social and economic life. We use the living world as:

a resource for food supply an energy source a source for recreation a major source of medicines natural resources for industrial products

In this respect the diversity of nature not only offers man a vast power of choice for his current needs and desires. It also enhances the role of nature as a source of solutions for the future needs and challenges of mankind.

State of ecosystems, habitats and species

In the past, human interaction with nature, although often having a disruptive effect on nature, often also enriched the quality and variety of the living world and its habitats - e.g. through the creation of artificial landscapes and soil cultivation by local farmers.

Today, however, human pressure on natural environments is greater than before in terms of magnitude and efficiency in disrupting nature and natural landscapes, most notably:

intensive agriculture replacing traditional farming; this combined with the subsidies of industrial farming has had an enormous effect on western rural landscapes and continues to be a threat.

mass tourism affecting mountains and coasts. the policies pursued in the industry, transport and energy sectors having a direct and

damaging impact on the coasts, major rivers (dam construction and associated canal building) and mountain landscapes (main road networks).


http://www.hobart.k12.in.us/jkousen/Biology/biotopics.html

the strong focus of forestry management on economic targets primarily causes the decline in biodiversity, soil erosion and other related effects.

The clearest manifestations of the degradation of the natural environment are:

Reduction and fragmentation of habitats and landscapes The expansion of humans activities into the natural environment, manifested by

urbanization, recreation, industrialization, and agriculture, results in increasing uniformity in landscapes and consequential reduction, disappearance, fragmentation or isolation of habitats and landscapes.

It is evident that the increasing exploitation of land for human use greatly reduces the area of each wildlife habitat as well as the total area surface throughout Europe. The consequences are: o A decreased species diversity, due to reduced habitable surface area which

corresponds to a reduced "species carrying capacity". o The reduction of the size of habitats also reduces the genetic diversity of the species

living there. Smaller habitats can only accommodate smaller populations, this results in an impoverished gene pool.

o The reduction of genetic resources of a species diminishes its flexibility and evolutionary adaptability to changing situations. This has significant negative impacts on its survival.

The conditions under which the reduction of habitats often occur prevent living organisms making use of their normal ways to flee their threatened habitat. Those escape routes include migration to other habitats, adaption to the changing environment, or genetic interchange with populations in nearby habitats. Of particular concern is: o The abrupt nature of human intervention; human projects are planned and

implemented on a much shorter time scale than natural processes; o Furthermore human intervention, such as the construction of buildings, motorways or

railways results in the fragmentation of habitats, which strongly limits the possibility for contact or migration among them;

o In extreme cases even the smallest, narrowest connections between habitats are broken off. Such isolation is catastrophic for life in the habitat fragments.

Loss of Species of Fauna and Flora Although relatively few species of Europe's fauna and flora have actually become totally

extinct during this century, the continent's biodiversity is affected by decreasing species numbers and the loss of habitats in many regions. Approximately 30 % of the vertebrates and 20 % of the higher plants are classified as "threatened". Threats are directly linked to the loss of habitats due to destruction, modification and fragmentation of ecosystems as well as from overuse of pesticides and herbicides, intensive farming methods, hunting and general human disturbance. The overall deterioration of Europe's air and water quality add to the detrimental influence.

Agriculture Europe's natural environment is inextricably linked with agriculture and forestry. Since agriculture traditionally depends on sound environmental conditions, farmers have a special interest in the maintenance of natural resources and for centuries maintained a mosaic of landscapes which protected and enriched the natural environment.


As a result of needs for food production since the 1940s, policies have encouraged increased production through a variety of mechanisms, including price support, other subsidies and support for research and development. The success achieved in agricultural production has however entailed increased impact on the environment.

Modern agriculture is responsible for the loss of much wildlife and their habitats in Europe, through reduction and fragmentation of habitats and wildlife populations. The drainage of wetlands, the destruction of hedgerows and the intensive use of fertilizers and pesticides can all pose a threat to wildlife. Highly specialised monoculture are causing significant loss in species abundance and diversity. On the other hand increased production per hectare in intensive areas, raising of livestock volume, and lower prices for agricultural products also caused marginalization of agricultural land, changing the diversity of European landscapes into the direction of two main types: Intensive Agriculture and Abandoned land.

Energy Abandonment can be positive for nature, but this is not necessarily so. Land abandonment increases the risk of fire in the Mediterranean Region, causes a decline of small-scale landscape diversity and can also cause decrease in species diversity.

All energy types have potential impacts on the natural environment to varying degrees at all stages of use, from extraction through processing to end use. Generating energy from any source involves making the choices between impacts and how far those impacts can be tolerated at the local and global scale. This is especially of importance for nuclear power, where there are significant risks of radioactive pollution such as at Chernobyl.

Shell Oil Company and IUCN have jointly drafted environmental regulations for oil-exploitation in Arctic areas of Siberia. Other oil companies are aware of this and use these environmental regulations voluntarily for developing oil fields.

Into the future the sustainability of the natural environment will be improved as trends away from damaging energy uses and extractive methods reduce and whilst real cost market forces and the polluter pays principle take effect.

Fisheries The principle of the fisheries sector is towards sustainable catches of wild aquatic fauna. The principle environmental impact associated with fisheries activities is the unsustainable harvesting of fish stocks and shellfish and has consequences for the ecological balance of the aquatic environment. The sector is in a state of "crisis", with over capacity of the fleet, overexploitation of stocks, debt, and marketing problems. Growing aquaculture industry may increase water pollution in Western Europe, and is appearing to be a rising trend in the Mediterranean and Central/East Europe.

Fishing activities have an impact on cetaceans and there is concern that large numbers of dolphins, and even the globally endangered Monk seal, are being killed.

Forestry Compared to other land uses, forest management has the longest tradition in following sustainable principles due to which over 30% of Europe is still covered with trees. Without such NGSSS Science Supplemental Resources Page 16Biology SC.912.L.17.20

an organized approach, forests are likely to have already disappeared from Europe's lowlands. However, as an economic sector, forestry has also impacted severely on the naturalness of Europe's forests: soils have been drained, pesticides and fertilizers applied, and exotic species planted. In many areas monocultures have replaced the original diverse forest composition. Monocultures are extremely sensitive to insect infestations, fires or wind, and so can lead to financial losses as well as biological decline. The inadequate afforestation practices characterize new trends in impacting on the sustainability of the natural environment.

Industry Almost all forms of industry have an impact on the natural environment and its sustainability. The impact varies at different stages in the life cycle of a product, depending upon the raw materials used through to the final end use of the product for waste residue, re-use or recycling. Industrial accidents and war damage to industrial plants can also endanger the natural environment.

Tourism and Recreation Tourism and recreation impact in various ways on the natural environment. On the one hand, natural areas form the very basis of many touristic attractions by highlighting scenic value or exceptional encounters with fauna and flora. However, some forms of tourism can be extremely detrimental to ecologically sensitive areas, resulting in habitat degeneration or destruction, in the disturbance or hunting even rare or threatened species. The pressure from short holiday seasons and specific, sometimes small, locations of touristic interest result in conflicting land-uses, such as in the Alpine regions, at Mediterranean beaches, and along many banks of inland waters.

Transport and Infrastructure Transport is perhaps the major contributor to pollution in the world today, particularly global environmental issues such as the greenhouse effect. The key impacts of transportation include fragmentation of habitats and species and genetic populations, disruption of migration and traffic mortalities to wildlife. Since the 1970s transport has become a major consumer of non-renewable resources, 80% of oil consumption


Assessment - Human Impact

1. A lake that has been affected by acid rain may have an altered pH level. Although the pH may be lower than normal, the lake may still appear blue and clear.

Which of the following best explains why this may occur?

A. Acid rain may promote the growth of organisms that consume lake algae. B. Acid rain may introduce invasive species that compete with algae for resources. C. Acid rain may neutralize the lake's natural alkalinity which would decrease any

cloudiness. D. Acid rain may affect the whole lake ecosystem by first killing algae that cause cloudiness

2. Most deforestation occurs for agricultural purposes as farmers cut and burn forests to grow crops. On a local scale, animals living in the forested area will either die or be forced from their habitat. On a larger scale, many plant and animal species may become extinct.

What is another global effect of deforestation?

A. Production of fossil fuels will decrease as foliage is destroyed. B. Soil erosion will decrease as ash covers and protects the topsoil. C. Herbivore populations will increase as more plants become available for food. D. Greenhouse gases will increase as carbon dioxide is released into the atmosphere

3. Human activities affect the quality and supply of natural resources for future generations. Since the Industrial Revolution, the use of fossil fuels has greatly increased industrial productivity, but it has also caused environmental issues.

Which of the following is least likely to be caused by the burning of fossil fuels?

A. acid rain B. global warming C. an increase in smog D. holes in the ozone layer

4. Some farmers have begun using biological pest controls to manage their crops. Which of the following is an example of using biological pest controls to contribute to sustainability?

A. adding ladybugs to the fields of crops B. cutting down only selected trees in a field C. spraying pesticides that target only some insect species D. using modern machinery that is more environmentally friendly


Anti-Discrimination Policy

Federal and State Laws

The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and educational programs/activities and strives affirmatively to provide equal opportunity for all as required by:

Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or national origin.

Title VII of the Civil Rights Act of 1964 as amended - prohibits discrimination in employment on the basis of race, color, religion, gender, or national origin.

Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender.

Age Discrimination in Employment Act of 1967 (ADEA) as amended - prohibits discrimination on the basis of age with respect to individuals who are at least 40.

The Equal Pay Act of 1963 as amended - prohibits gender discrimination in payment of wages to women and men performing substantially equal work in the same establishment.

Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.

Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in employment, public service, public accommodations and telecommunications.

The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of unpaid, job-protected leave to "eligible" employees for certain family and medical reasons.

The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of pregnancy, childbirth, or related medical conditions.

Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin, marital status, or handicap against a student or employee.

Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination because of race, color, religion, sex, national origin, age, handicap, or marital status.

Title II of the Genetic Information Nondiscrimination Act of 2008 (GINA) - prohibits discrimination against employees or applicants because of genetic information.

Boy Scouts of America Equal Access Act of 2002 – no public school shall deny equal access to, or a fair opportunity for groups to meet on school premises or in school facilities before or after school hours, or discriminate against any group officially affiliated with Boy Scouts of America or any other youth or community group listed in Title 36 (as a patriotic society).

Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07 (Florida Statutes), which stipulate categorical preferences for employment.

In Addition: School Board Policies 1362, 3362, 4362, and 5517 - Prohibit harassment and/or discrimination against students, employees, or applicants on the basis of sex, race, color, ethnic or national origin, religion, marital status, disability, genetic information, age, political beliefs, sexual orientation, gender, gender identification, social and family background, linguistic preference, pregnancy, and any other legally prohibited basis. Retaliation for engaging in a protected activity is also prohibited.

Revised: (07.14)

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