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GA.CC.L11-12RST.Reading Standards for Literacy in Science and Technical Subjects
Reading Standards for Literacy in Science and Technical Subjects
Integration of Knowledge and Ideas L11-12RST8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
L11-12RST9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
Craft and Structure L11-12RST4. 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 11-12 texts and topics.
GA.CC.W11-12HST.Writing Standards for Literacy in Science and Technical Subjects
Writing Standards for Literacy in Science and Technical Subjects
Research to Build and Present Knowledge W11-12HST7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Production and Distribution of Writing W11-12HST4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Text Types and Purposes W11-12HST2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. W11-12HST2.a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
W11-12HST2.b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
W11-12HST2.c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
W11-12HST2.d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
W11-12HST2.e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
GA.SAP.Human Anatomy and Physiology
Human Anatomy and Physiology
SAP1. Students will analyze anatomical structures in relationship to their physiological functions. SAP1.b. Investigate the interdependence of the various body systems to each other and to the body as a whole.
SAP1.c. Explain the role of homeostasis and its mechanisms as these relate to the body as a whole and predict the consequences of the failure to maintain homeostasis.
SAP1.d. Relate cellular metabolism and transport to homeostasis and cellular reproduction.
SAP1.e. Describe how structure and function are related in terms of cell and tissue types.
SAP2. Students will analyze the interdependence of the integumentary, skeletal, and muscular systems as these relate to the protection, support and movement of the human body. SAP2.a. Relate the structure of the integumentary system to its functional role in protecting the body and maintaining homeostasis.
SAP2.b. Explain how the skeletal structures provide support and protection for tissues, and function together with the muscular system to make movements possible.
SAP3. Students will assess the integration and coordination of body functions and their dependence on the endocrine and nervous systems to regulate physiological activities. SAP3.a. Interpret interactions among hormones, senses, and nerves which make possible the coordination of functions of the body.
SAP3.b. Investigate the physiology of electrochemical impulses and neural integration and trace the pathway of an impulse, relating biochemical changes involved in the conduction of the impulse.
SAP3.c. Describe how the body perceives internal and external stimuli and responds to maintain a stable internal environment, as it relates to biofeedback.
SAP4. Students will analyze the physical, chemical, and biological properties of process systems as these relate to transportation, absorption and excretion, including the cardiovascular, respiratory, digestive, excretory and immune systems. SAP4.a. Describe the chemical and physical mechanisms of digestion, elimination, transportation, and absorption within the body to change food and derive energy.
SAP4.b. Analyze, and explain the relationships between the respiratory and cardiovascular systems as they obtain oxygen needed for the oxidation of nutrients and removal of carbon dioxide.
SAP4.c. Relate the role of the urinary system to regulation of body wastes (i.e. water-electrolyte balance, volume of body fluids).
SAP4.d. Examine various conditions that change normal body functions (e.g. tissue rejection, allergies, injury, diseases and disorders) and how the body responds.
SAP4.e. Describe the effects of aging on body systems.
SAP5. Students will analyze the role of the reproductive system as it pertains to the growth and development of humans. SAP5.a. Explain how the functions of the reproductive organs are regulated by hormonal interactions.
SAP5.b. Describe the stages of human embryology and gestation including investigation of gestational and congenital disorders (e.g. ectopic pregnancy, miscarriage, cleft palate, hydrocephaly, fetal alcohol syndrome).
SAP5.c. Describe the stages of development from birth to adulthood (i.e. neonatal period, infancy, childhood, adolescence and puberty, and maturity).
SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects. SAST1.a. Explain the challenges faced by astronomers due to the properties of light and the vast distances in the cosmos.
SAST1.b. Evaluate the types of telescopes used by astronomers for examining different frequencies of electromagnetic radiation and compare and contrast the uses and advantages of each (e.g. radio, visible, gamma ray, reflector, and refractor).
SAST1.c. Mathematically apply Newtonian gravity to celestial bodies to determine their masses and explain their motion (e.g. Kepler's Laws)
SAST1.e. Quantitatively analyze data from telescopes (e.g. spectra, multi-wavelength photometry, and images) and/or other astronomical sources (e.g. tide tables, sky charts).
SAST2. Students will describe the scientific view of the origin of the universe, the evolution of matter and the development of resulting celestial objects. SAST2.a. Outline the main arguments and evidence in support of the standard cosmological model. (e.g. elements, solar systems, and universe)
SAST2.b. Describe the life cycle of a star and explain the role gravity and mass play in the brightness, life span, and end-stages of stars.
SAST2.c. Compare and contrast the major properties of the components of our solar system.
SAST3. Students will describe and explain the celestial sphere and astronomical observations made from the point of reference of the Earth. SAST3.a. Evaluate the effects of the relative positions of the Earth, moon, and sun on observable phenomena, e.g. phases of the moon, eclipses, seasons, and diurnal cycles.
SAST4. Students analyze the dynamic nature of astronomy by comparing and contrasting evidence supporting current views of the universe with historical views. SAST4.a. Evaluate the impact that technological advances, as an agent of change, have had on our modern view of the solar system and universe.
SAST4.b. Explain the relevance of experimental contributions of scientists to the advancement of the field of astronomy.
SAST5. Students will evaluate the significance of energy transfers and energy transformations in understanding the universe. SAST5.a. Relate nuclear fusion reactions and mass-energy equivalence to the life cycle of stars.
SAST5.c. Analyze the energy relationships between the mass, power output, and life span of stars.
SAST5.d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies (e.g. orbits, binary pulsars, meteors, black holes, and galaxy mergers).
SAST6. Students will explore connections between cosmic phenomena and conditions necessary for life. SAST6.c. Describe signatures of life on other worlds and early Earth.
SAST6.d. Explain how astronomical hazards and global atmospheric changes have impacted the evolution of life on Earth.
SB1. Students will analyze the nature of the relationships between structures and functions in living cells. SB1.a. Explain the role of cell organelles for both prokaryotic and eukaryotic cells, including the cell membrane, in maintaining homeostasis and cell reproduction.
SB1.b. Explain how enzymes function as catalysts.
SB1.c. Identify the function of the four major macromolecules (i.e., carbohydrates, proteins, lipids, nucleic acids).
SB1.d. Explain the impact of water on life processes (i.e., osmosis, diffusion).
SB2. Students will analyze how biological traits are passed on to successive generations. SB2.a. Distinguish between DNA and RNA.
SB2.b. Explain the role of DNA in storing and transmitting cellular information.
SB2.c. Using Mendel's laws, explain the role of meiosis in reproductive variability.
SB2.d. Describe the relationships between changes in DNA and potential appearance of new traits including: Alterations during replication; Insertions; Deletions; Substitutions; Mutagenic factors that can alter DNA; High energy radiation (x-rays and ultraviolet); Chemical.
SB2.e. Compare the advantages of sexual reproduction and asexual reproduction in different situations.
SB2.f. Examine the use of DNA technology in forensics, medicine, and agriculture.
SB3. Students will derive the relationship between single-celled and multi-celled organisms and the increasing complexity of systems. SB3.a. Explain the cycling of energy through the processes of photosynthesis and respiration.
SB3.b. Compare how structures and function vary between the six kingdoms (archaebacteria, eubacteria, protists, fungi, plants, and animals).
SB3.c. Examine the evolutionary basis of modern classification systems (archaebacteria, eubacteria, protists, fungi, plants, and animals).
SB3.d. Compare and contrast viruses with living organisms.
SB4. Students will assess the dependence of all organisms on one another and the flow of energy and matter within their ecosystems. SB4.a. Investigate the relationships among organisms, populations, communities, ecosystems, and biomes.
SB4.b. Explain the flow of matter and energy through ecosystems by: Arranging components of a food chain according to energy flow; Comparing the quantity of energy in the steps of an energy pyramid; Explaining the need for cycling of major nutrients (C, O, H, N, P).
SB4.d. Assess and explain human activities that influence and modify the environment such as global warming, population growth, pesticide use, and water and power consumption.
SB4.f. Relate animal adaptations, including behaviors, to the ability to survive stressful environmental conditions.
SB5. Students will evaluate the role of natural selection in the development of the theory of evolution. SB5.a. Trace the history of the theory.
SB5.b. Explain the history of life in terms of biodiversity, ancestry, and the rates of evolution.
SB5.c. Explain how fossil and biochemical evidence support the theory.
SB5.d. Relate natural selection to changes in organisms.
SBO1. Students will use current plant phylogenetic principles and describe the structural changes used to delineate the plant divisions. SBO1.a. Describe the major structures and evolutionary changes of major organs, tissues, cells, and organelle types in nonvascular/seedless and vascular/seed plants.
SBO1.b. Identify and evaluate plant structures in relation to their functions.
SBO1.c. Use, compare, and contrast the methods and purposes of plant classification.
SBO2. Students will be able to identify and describe Georgia's major physiographic provinces and their natural plant communities. SBO2.a. Identify and describe four major regions (mountain, piedmont, coastal plain, salt marsh), the aquatic systems [freshwater, estuaries, and marine]) systems, and their natural plant (oak-hickory-pine, oak-pine, long leaf pine-wire grass, cord grass, algal) communities of Georgia.
SBO2.b. Use taxonomic keys to identify local flora and recognize major representative groups of the southeast.
SBO3. Students will explore the structures and processes necessary for the mutual survival of plants and animals. SBO3.a. Describe and relate plant structures (organs, tissues, cells, organelles) to plant processes (photosynthesis, respiration, transport, growth, reproduction, dispersal).
SBO5. Students will analyze the diversity of plant adaptations and responses to environmental extremes. SBO5.a. Describe the diversity of plants and their adaptations in relation to differing ecosystems and changing environments, both long term (climate) and short term (seasonal and diurnal).
SBO5.d. Analyze how human activities impact plants and the sustainability of plant communities.
SBO5.e. Explain the role of plant processes in the biosphere (i.e. energy and cycling of major nutrients (C, O, H, N, and P).
SBO6. Students will analyze the economic and ecological importance of plants in society. SBO6.b. Explain how plants impact the environment providing diverse habitats for birds, insects, and other wildlife in ecosystems.
SC1. Students will analyze the nature of matter and its classifications. SC1.b. Identify substances based on chemical and physical properties.
SC1.c. Predict formulas for stable ionic compounds (binary and tertiary) based on balance of charges.
SC1.d. Use IUPAC nomenclature for both chemical names and formulas: Ionic compounds (Binary and tertiary); Covalent compounds (Binary and tertiary); Acidic compounds (Binary and tertiary).
SC2. Students will relate how the Law of Conservation of Matter is used to determine chemical composition in compounds and chemical reactions. SC2.a. Identify and balance the following types of chemical equations: Synthesis; Decomposition; Single Replacement; Double Replacement; Combustion.
SC2.b. Experimentally determine indicators of a chemical reaction specifically precipitation, gas evolution, water production, and changes in energy to the system.
SC2.c. Apply concepts of the mole and Avogadro's number to conceptualize and calculate: Empirical/molecular formulas; Mass, moles and molecules relationships; Molar volumes of gases. Quiz, Flash Cards, Worksheet, Game The Mole
SC2.f. Explain the role of equilibrium in chemical reactions.
SC3. Students will use the modern atomic theory to explain the characteristics of atoms. SC3.a. Discriminate between the relative size, charge, and position of protons, neutrons, and electrons in the atom.
SC3.b. Use the orbital configuration of neutral atoms to explain its effect on the atom's chemical properties.
SC3.c. Explain the relationship of the proton number to the element's identity.
SC3.d. Explain the relationship of isotopes to the relative abundance of atoms of a particular element.
SC3.e. Compare and contrast types of chemical bonds (i.e. ionic, covalent).
SC4. Students will use the organization of the Periodic Table to predict properties of elements. SC4.b. Compare and contrast trends in the chemical and physical properties of elements and their placement on the Periodic Table.
SC5. Students will understand that the rate at which a chemical reaction occurs can be affected by changing concentration, temperature, or pressure and the addition of a catalyst. SC5.a. Demonstrate the effects of changing concentration, temperature, and pressure on chemical reactions.
SC5.b. Investigate the effects of a catalyst on chemical reactions and apply it to everyday examples.
SC5.c. Explain the role of activation energy and degree of randomness in chemical reactions.
SC6. Students will understand the effects motion of atoms and molecules in chemical and physical processes. SC6.a. Compare and contrast atomic/molecular motion in solids, liquids, gases, and plasmas.
SC6.b. Collect data and calculate the amount of heat given off or taken in by chemical or physical processes. Quiz, Flash Cards, Worksheet, Game Heat
SC6.c. Analyzing (both conceptually and quantitatively) flow of energy during change of state (phase).
SC7. Students will characterize the properties that describe solutions and the nature of acids and bases. SC7.a. Explain the process of dissolving in terms of solute/solvent interactions: Observe factors that effect the rate at which a solute dissolves in a specific solvent; Express concentrations as molarities; Prepare and properly label solutions of specified molar concentration; Relate molality to colligative properties.
SC7.b. Compare, contrast, and evaluate the nature of acids and bases: Arrhenius, Bronsted-Lowry Acid/Bases; Strong vs. weak acids/bases in terms of percent dissociation; Hydronium ion concentration; pH; Acid-Base neutralization.
GA.SCSh.Characteristics of Science
Characteristics of Science
SCSh1. Habits of Mind: Students will evaluate the importance of curiosity, honesty, openness, and skepticism in science. SCSh1.b. Recognize that different explanations often can be given for the same evidence.
SCSh1.c. Explain that further understanding of scientific problems relies on the design and execution of new experiments which may reinforce or weaken opposing explanations.
SCSh2. Habits of Mind: Students will use standard safety practices for all classroom laboratory and field investigations. SCSh2.a. Follow correct procedures for use of scientific apparatus.
SCSh2.c. Follow correct protocol for identifying and reporting safety problems and violations.
SCSh3. Habits of Mind: Students will identify and investigate problems scientifically. SCSh3.b. Develop procedures for solving scientific problems.
SCSh3.c. Collect, organize and record appropriate data.
SCSh3.d. Graphically compare and analyze data points and/or summary statistics.
SCSh3.e. Develop reasonable conclusions based on data collected.
SCSh3.f. Evaluate whether conclusions are reasonable by reviewing the process and checking against other available information.
SCSh4. Habits of Mind: Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials. SCSh4.a. Develop and use systematic procedures for recording and organizing information.
SCSh6. Habits of Mind: Students will communicate scientific investigations and information clearly. SCSh6.a. Write clear, coherent laboratory reports related to scientific investigations.
SCSh7. The Nature of Science: Students analyze how scientific knowledge is developed. Students recognize that: SCSh7.b. Universal principles are discovered through observation and experimental verification.
SCSh7.c. From time to time, major shifts occur in the scientific view of how the world works. More often, however, the changes that take place in the body of scientific knowledge are small modifications of prior knowledge. Major shifts in scientific views typically occur after the observation of a new phenomenon or an insightful interpretation of existing data by an individual or research group.
SCSh7.e. Testing, revising, and occasionally rejecting new and old theories never ends.
SCSh8. The Nature of Science: Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: SCSh8.f. Science disciplines and traditions differ from one another in what is studied, techniques used, and outcomes sought.
SCSh9. The Nature of Science: Students will enhance reading in all curriculum areas by: SCSh9.c. Building vocabulary knowledge SCSh9.c.1. Demonstrate an understanding of contextual vocabulary in various subjects.
SCSh9.c.2. Use content vocabulary in writing and speaking.
SCSh9.c.3. Explore understanding of new words found in subject area texts.
SCSh9.d. Establishing context Explore life experiences related to subject area content. SCSh9.d.2. Determine strategies for finding content and contextual meaning for unknown words.
SEC1. Students will analyze how biotic and abiotic factors interact to affect the distribution of species and the diversity of life on Earth. SEC1.c. Investigate factors that lead to the species richness of an ecosystem and describe the importance of biodiversity.
SEC1.d. Relate the role of natural selection to organismal adaptations that are specific to their habitats and describe some examples of coevolution.
SEC2. Students will investigate factors influencing population density, dispersion, and demographics. SEC2.c. Describe the different life history and reproductive strategies that have evolved in organisms.
SEC3. Students will explore and analyze community interactions. SEC3.a. Compare and contrast species interactions (e.g. predation, parasitism, mutualism, commensalism, and competition) and adaptations that have evolved in response to interspecific selective pressures.
SEC3.d. Analyze species diversity as it relates to the stability of ecosystems and communities.
SEC4. Students will analyze biogeochemical cycles and the flow of energy in ecosystems. SEC4.a. Compare and contrast the carbon, water, oxygen, phosphorus, nitrogen, and sulfur cycles, describing their flow through biotic and abiotic pools, including human influences.
SEC4.b. Apply the first and second laws of thermodynamics and the law of conservation of matter to the flow of energy and matter in ecosystems.
SEC4.c. Predict the flow of energy in the living world by constructing food chains, webs and pyramids for various ecosystems.
SEC4.d. Explore the importance of primary productivity in ecosystems.
SEC5. Students will assess the impact of human activities on the natural world, and research how ecological theory can address current issues facing our society, locally and globally. SEC5.a. Describe the sources, environmental impacts, and mitigation measures for major primary and secondary pollutants. Quiz, Flash Cards, Worksheet, Game Oceans
SEC5.b. Compare and contrast the ecological impact of sustainable and non-sustainable use of resources, including soil, timber, fish and wild game, mineral resources, and nonrenewable energy.
SEC5.c. Evaluate the causes and impacts on ecosystems of natural and anthropogenic climate change. Quiz, Flash Cards, Worksheet, Game Climate
SEN2. Students will investigate the reasons for insect success. SEN2.a. Investigate the insect body plan and compare and contrast to other arthropods (e.g., Arachnida, Crustacea).
SES1. Students will investigate the composition and formation of Earth systems, including the Earth's relationship to the solar system. SES1.a. Describe the early evolution of the Earth and solar system, including the formation of Earth's solid layers (core, mantle, crust), the distribution of major elements, the origin of internal heat sources, and the mechanism by which heat transfer drives plate tectonics.
SES1.b. Explain how the composition of the Earth's crust, mantle and core is determined and compare it to that of other solar system objects.
SES1.c. Describe how the decay of radioactive isotopes is used to determine the age of rocks, Earth, and solar system.
SES1.e. Identify the transformations and major reservoirs that make up the rock cycle, hydrologic cycle, carbon cycle, and other important geochemical cycles.
SES2. Students will understand how plate tectonics creates certain geologic features, materials, and hazards. SES2.a. Distinguish among types of plate tectonic settings produced by plates diverging, converging, and sliding past each other.
SES2.b. Relate modern and ancient geologic features to each kind of plate tectonic setting.
SES2.c. Relate certain geologic hazards to specific plate tectonic settings.
SES2.d. Associate specific plate tectonic settings with the production of particular groups of igneous and metamorphic rocks and mineral resources.
SES2.e. Explain how plate tectonics creates and destroys sedimentary basins through time.
SES3. Students will explore the actions of water, wind, ice, and gravity that create landforms and systems of landforms (landscapes). SES3.a. Describe how surface water and groundwater act as the major agents of physical and chemical weathering.
SES3.b. Explain how soil results from weathering and biological processes acting on parent rock.
SES3.c. Describe the processes and hazards associated with both sudden and gradual mass wasting.
SES3.d. Relate the past and present actions of ice, wind, and water to landform distribution and landscape evolution.
SES3.e. Explain the processes that transport and deposit material in terrestrial and marine sedimentary basins, which result, over time, in sedimentary rock.
SES4. Students will understand how rock relationships and fossils are used to reconstruct the Earth's past. SES4.b. Interpret the geologic history of a succession of rocks and unconformities.
SES4.d. Explain how sedimentary rock units are correlated within and across regions by a variety of methods (e.g., geologic map relationships, the principle of fossil succession, radiometric dating, and paleomagnetism).
SES5. Students will investigate the interaction of insolation and Earth systems to produce weather and climate. SES5.a. Explain how latitudinal variations in solar heating create atmospheric and ocean currents that redistribute heat globally. Quiz, Flash Cards, Worksheet, Game Oceans
SES5.b. Explain the relationship between air masses and the surfaces over which they form. Quiz, Flash Cards, Worksheet, Game Oceans
SES5.c. Relate weather patterns to interactions among ocean currents, air masses, and topography. Quiz, Flash Cards, Worksheet, Game Oceans
SES5.d. Describe how temperature and precipitation produce the pattern of climate regions (classes) on Earth. Quiz, Flash Cards, Worksheet, Game Climate
SES5.e. Describe the hazards associated with extreme weather events and climate change (e.g., hurricanes, tornadoes, El Nino/La Nina, global warming). Quiz, Flash Cards, Worksheet, Game Climate
SES5.f. Relate changes in global climate to variation in Earth/Sun relationships and to natural and anthropogenic modification of atmospheric composition. Quiz, Flash Cards, Worksheet, Game Climate
SES6. Students will explain how life on Earth responds to and shapes Earth systems. SES6.a. Relate the nature and distribution of life on Earth, including humans, to the chemistry and availability of water.
SES6.b. Relate the distribution of biomes (terrestrial, freshwater, and marine) to climate regions through time.
SES6.c. Explain how geological and ecological processes interact through time to cycle matter and energy, and how human activity alters the rates of these processes (e.g., fossil fuel formation and combustion). Quiz, Flash Cards, Worksheet, Game Climate
SES6.d. Describe how fossils provide a record of shared ancestry, evolution, and extinction that is best explained by the mechanism of natural selection.
SES6.e. Identify the evolutionary innovations that most profoundly shaped Earth systems: photosynthetic prokaryotes and the atmosphere; multicellular animals and marine environments; land plants and terrestrial environments.
SEV1. Students will investigate the flow of energy and cycling of matter within an ecosystem and relate these phenomena to human society. SEV1.a. Interpret biogeochemical cycles including hydrologic, nitrogen, phosphorus, oxygen, and carbon cycles. Recognize that energy is not recycled in ecosystems.
SEV1.b. Relate energy changes to food chains, food webs, and to trophic levels in a generalized ecosystem, recognizing that entropy is a primary factor in the loss of usable food energy during movement up the trophic levels.
SEV1.d. Relate the cycling of matter and the flow of energy to the Laws of Conservation of matter and energy. Identify the role and importance of decomposers in the recycling process.
SEV1.e. Distinguish between abiotic and biotic factors in an ecosystem and describe how matter and energy move between these.
SEV2. Students will demonstrate an understanding that the Earth is one interconnected system. SEV2.a. Describe how the abiotic components (water, air, and energy) affect the biosphere.
SEV2.b. Recognize and give examples of the hierarchy of the biological entities of the biosphere (organisms, populations, communities, ecosystems, and biosphere).
SEV2.c. Characterize the components that define a Biome (Abiotic Factors - to include precipitation, temperature and soils; Biotic Factors - plant and animal adaptations that create success in that biome).
SEV2.d. Characterize the components that define fresh-water and marine systems (Abiotic Factors - to include light, dissolved oxygen, phosphorus, nitrogen, pH and substrate; Biotic Factors - plant and animal adaptations characteristic to that system). Quiz, Flash Cards, Worksheet, Game Oceans
SEV3. Students will describe stability and change in ecosystems. SEV3.a. Describe interconnections between abiotic and biotic factors, including normal cyclic fluctuations and changes associated with climatic change (i.e. ice ages).
SEV3.e. Describe interactions between individuals (i.e. mutualism, commensalisms, parasitism, predation, and competition).
SEV4. Students will understand and describe availability, allocation and conservation of energy and other resources SEV4.a. Differentiate between renewable and nonrenewable resources including how different resources are produced, rates of use, renewal rates, and limitations of sources. Distinguish between natural and produced resources.
SEV4.b. Describe how technology is increasing the efficiency of utilization and accessibility of resources.
SEV4.c. Describe how energy and other resource utilization impact the environment and recognize that individuals as well as larger entities (businesses, governments, etc.) have impact on energy efficiency. Quiz, Flash Cards, Worksheet, Game Oceans
SEV4.e. Describe the commonly used fuels (e.g. fossil fuels, nuclear fuels, etc.) and some alternative fuels (e.g. wind, solar, ethanol, etc.) including the required technology, availability, pollution problems and implementation problems. Recognize the origin of fossil fuels and the problems associated with our dependence on this energy source.
SEV5. Students will recognize that human beings are part of the global ecosystem and will evaluate the effects of human activities and technology on ecosystems. SEV5.c. Explain how human activities affect global and local sustainability.
SEV5.d. Describe the actual and potential effects of habitat destruction, erosion, and depletion of soil fertility associated with human activities.
SEV5.e. Describe the effects and potential implications of pollution and resource depletion on the environment at the local and global levels (e.g. air and water pollution, solid waste disposal, depletion of the stratospheric ozone, global warming, and land uses). Quiz, Flash Cards, Worksheet, Game Oceans
SEV5.f. Describe how political, legal, social, and economic decisions may affect global and local ecosystems.
SFS1. Students will recognize and classify various types of evidence in relation to the definition and scope of Forensic Science. SFS1.d. Evaluate the relevance of possible evidence at the site of an investigation.
SFS1.e. Organize relevant information to accurately develop and submit both scene and analysis reports.
SFS2. Students will use various scientific techniques to analyze physical and trace evidence. SFS2.e. Determine the appropriate uses of chromatography and spectroscopy in evidence analysis.
SFS3. Students will analyze the use of toxicology, serology, and DNA technology in forensic investigations. SFS3.f. Compare short tandem repeat patterns (STR) and relate to identifying the DNA of an individual.
SFS3.g. Explain the use of the DNA database for DNA profiling.
SG1. Students will interpret the geologic history of the Earth. SG1.a. Describe the formation and evolution of the Earth including the lithosphere, hydrosphere, and atmosphere as driven by internal/external energy sources (i.e. solar, radioactive, gravitational).
SG1.b. Use fossils, radiometric dating and stratigraphic relationships and geologic maps (e.g. cross cutting, superposition, uniformitarianism) to interpret Earth's history.
SG1.c. Explain how catastrophic and long-term events have impacted the evolution of life on Earth.
SG2. Students will interpret the geologic conditions and processes that form different rocks and minerals. SG2.a. Describe how minerals form under diverse geological conditions.
SG2.b. Distinguish between the processes that form plutonic (intrusive) and volcanic (extrusive) igneous rocks of differing compositions, including magmatic differentiation.
SG2.c. Differentiate between processes that form various types of sedimentary rocks.
SG2.d. Interpret the changes in common sedimentary and igneous rocks under a variety of metamorphic conditions.
SG3. Students will investigate the evidence for plate tectonics; evaluate the importance of Earth's internal processes and assess the relationship between plate tectonic boundary type and certain disasters such as earthquakes and volcanic eruptions. SG3.a. Analyze the mechanisms that drive plate motion, the different types of plate boundaries, and how boundary type relates to mountain building, earthquakes, volcanism, and features such as island arcs, hot spots, and mid ocean ridges.
SG3.b. Compare and contrast folded, fault-block, and volcanic mountains and analyze their relationship to plate tectonic setting.
SG3.d. Classify volcanoes, using their interior/exterior features, magma composition and their plate tectonic settings and assess current volcanic hazards in the United States.
SG3.e. Research current technology that improves our ability to predict natural disasters and mitigate their effects.
SG3.f. Evaluate the differences in seismic activity at plate margins versus mid-plate areas and assess the degree of seismic risk in different parts of the United States including Georgia.
SG4. Students will evaluate how climate systems affect landforms on the surface of the Earth. SG4.a. Analyze the effects of climate on weathering processes and soil formation.
SG4.b. Characterize the geologic processes and resulting landforms of desert and glacial areas.
SG4.c. Distinguish specific landforms and geologic features on topographic maps.
SG4.e. Investigate the characteristics, geologic processes, and human impacts associated with surface and groundwater as a natural resource in Georgia. Quiz, Flash Cards, Worksheet, Game Oceans
SG4.f. Discuss how changes in greenhouse gases have affected Earth's climate history.
SG5. Students will apply geologic knowledge to the use of resources in the Earth and the control of human impacts on Earth's systems. SG5.a. Investigate the geologic origin, distribution, limitations, and economic importance of mineral resources, including those obtained in Georgia.
SG5.c. Research current controversies regarding the extraction and use of geologic resources (e.g. causes of global warming, drilling for oil, safety and environmental impact of mining).
SG5.d. Compare and contrast the impacts of using energy resources obtained from the Earth, with those of energy alternatives.
SM1. Students will relate the formation, structure and composition of Earth's atmosphere to the processes that cause weather. SM1.a. Describe how atmospheric activity such as meteor bombardment, led to the formation of Earth's early atmosphere.
SM1.b. Examine the chemical composition, location and characteristics of the layers of Earth's present day atmosphere.
SM1.c. Analyze the effect insulation has on the relative amount of heat energy in the atmosphere and how temperature differences give rise to phenomena such as Hadley cells and Ferrel cells.
SM1.d. Analyze the influence that the Coriolis Effect has on the movement of Earth's air masses.
SM1.e. Compare the amount of water vapor in the atmosphere to characteristic atmospheric conditions.
SM2. Students will investigate energy transfer to types of clouds formed, precipitation, and air masses. SM2.a. Explain the relationship between air masses and the areas over which they form.