Coach Stone's Class

Welcome to Coach Stone's Class!!

Biology: The Biology curriculum is designed to continue student investigations of the life sciences that began in grades K-8 and provide students the necessary skills to be proficient in biology. This curriculum includes more abstract concepts such as the interdependence of organisms, the relationship of matter, energy, and organization in living systems, the behavior of organisms, and biological evolution. Students investigate biological concepts through experience in laboratories and field work using the processes of inquiry.

Standards: SB1. Students will analyze the nature of the relationships between structures and functions in living cells.

  • a. Explain the role of cell organelles for both prokaryotic and eukaryotic cells, including the cell membrane, in maintaining homeostasis and cell reproduction.
  • b. Explain how enzymes function as catalysts.
  • c. Identify the function of the four major macromolecules (i.e., carbohydrates, proteins, lipids, nucleic acids).
  • 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.

  • a. Distinguish between DNA and RNA.
  • b. Explain the role of DNA in storing and transmitting cellular information.
  • c. Using Mendel�s laws, explain the role of meiosis in reproductive variability.
  • 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
  • e. Compare the advantages of sexual reproduction and asexual reproduction in different situations.
  • 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.

  • a. Explain the cycling of energy through the processes of photosynthesis and respiration.
  • b. Compare how structures and function vary between the six kingdoms (archaebacteria, eubacteria, protists, fungi, plants, and animals).
  • c. Examine the evolutionary basis of modern classification systems.
  • 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.

  • a. Investigate the relationships among organisms, populations, communities, ecosystems, and biomes.
  • 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).
  • c. Relate environmental conditions to successional changes in ecosystems.
  • 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.
  • e. Relate plant adaptations, including tropisms, to the ability to survive stressful environmental conditions.
  • 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.

  • a. Trace the history of the theory.
  • b. Explain the history of life in terms of biodiversity, ancestry, and the rates of evolution.
  • c. Explain how fossil and biochemical evidence support the theory.
  • d. Relate natural selection to changes in organisms.
  • e. Recognize the role of evolution to biological resistance (pesticide and antibiotic resistance).

Environmental Science The Environmental Science curriculum is designed to extend student investigations that began in grades K-8. This curriculum is extensively performance, lab and field based. It integrates the study of many components of our environment, including the human impact on our planet. Instruction should focus on student data collection and analysis. Some concepts are global; in those cases, interpretation of global data sets from scientific sources is strongly recommended. It would be appropriate to utilize resources on the Internet for global data sets and interactive models. Chemistry, physics, mathematical, and technological concepts should be integrated throughout the course.

Standards: SEV1. Students will investigate the flow of energy and cycling of matter within an ecosystem and relate these phenomena to human society.

  • a. a. Interpret biogeochemical cycles including hydrologic, nitrogen, phosphorus, oxygen, and carbon cycles. Recognize that energy is not recycled in ecosystems.
  • 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.
  • c. Relate food production and quality of nutrition to population growth and the trophic levels
  • 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.
  • 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.

  • a. Describe how the abiotic components (water, air, and energy) affect the biosphere.
  • b. Recognize and give examples of the hierarchy of the biological entities of the biosphere (organisms, populations, communities, ecosystems, and biosphere).
  • 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.
  • 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.

SEV3. Students will describe stability and change in ecosystems.

  • a. Describe interconnections between abiotic and biotic factors, including normal cyclic fluctuations and changes associated with climatic change (i.e. ice ages).
  • b. Explain succession in terms of changes in communities through time to include changes in biomass, diversity, and complexity.
  • c. Explain how succession may be altered by traumatic events.
  • d. Explain how biotic and abiotic factors influence populations.
  • 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

  • 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.
  • b.Describe how technology is increasing the efficiency of utilization and accessibility of resources.
  • 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.
  • d. Describe the relationship of energy consumption and the living standards of societies.
  • 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.
  • f.Describe the need for informed decision making of resource utilization. (i.e. energy and water usage allocation, conservation, food and land, and long-term depletion)

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.

  • a. Describe factors affecting population growth of all organisms, including humans. Relate these to factors affecting growth rates and carrying capacity of the environment.
  • b. Describe the effects of population growth, demographic transitions, cultural differences, emergent diseases, etc. on societal stability.
  • c. Explain how human activities affect global and local sustainability.
  • d. Describe the actual and potential effects of habitat destruction, erosion, and depletion of soil fertility associated with human activities.
  • 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).
  • f. Describe how political, legal, social, and economic decisions may affect global and local ecosystems.

About Me: I, Coach Travis Stone, graduated from Copper Basin High School in 2003 as the salutatorian. While at CBHS, I was a five year letterman in Football, Basketball, and Baseball. I attended Cleveland State Community College, where I played varsity baseball for two seasons. Following Cleveland State, I attended University of Tennessee Knoxville, where I studied Ecology and Evolutionary Biology. I then attended Lee University in Cleveland, TN where I received a BS degree in Biological Science.


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Contact Info:

Teacher: Travis Stone

Work Hours: 7:40 am - 3:40 pm

Room Number: 136A

Phone Number: 706-632-2081 Ext. 136


Planning Block: 4th 1:38 - 3:10



1st Day Materials

This document is intended to inform parents about the website.


50 pgs of what to expect and test taking strategies for the Biology EOCT
EOCT Study Guide (195.58 KB)