SEV1. Obtain, evaluate, and communicate information to investigate the flow of energy and cycling of matter within an ecosystem.
d. Evaluate claims, evidence, and reasoning of the relationship between the physical factors (e.g., insolation, proximity to coastline, topography) and organismal adaptations within terrestrial biomes.
e. Plan and carry out an investigation of how chemical and physical properties impact aquatic biomes in Georgia. (Clarification statement: Consider the diverse aquatic ecosystems across the state such as streams, ponds, coastline, estuaries, and lakes.)
Knowledge Targets:
I can identify terrestrial biomes.
I can describe organismal adaptations characteristic of organisms that live in terrestrial biomes.
I can describe the physical factors (insolation, proximity to coastline, and topography) of terrestrial biomes.
I can explain the relationship between the physical factors of a terrestrial biome and organismal adaptations.
I can identify aquatic biomes in Georgia.
I can describe the chemical and physical properties of aquatic biomes in Georgia.
Reasoning Targets:
Evaluate claims, evidence, and reasoning of the relationship between the physical factors (e.g., insolation, proximity to coastline, topography) and organismal adaptations within terrestrial biomes.
I can develop a claim supported by evidence of the relationship between the physical factors of terrestrial biomes and organismal adaptations.
I can evaluate multiple claims supported by evidence of the relationship between the physical factors of terrestrial biomes and organismal adaptations.
I can ask questions about how chemical and physical properties impact aquatic biomes in Georgia.
Skill Targets:
Plan and carry out an investigation of how chemical and physical properties impact aquatic biomes in Georgia.
I can plan and carry out an investigation to answer questions about the impact of chemical and physical properties on aquatic biomes in Georgia.