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Biology Syllabus School Year: 2015-2016 Certificated Teacher: Desired Results Course Title): Biology Credit: one semester (.5) x two semesters (1.0) Prerequisites and/or recommended preparation: None Estimate of hours per week engaged in learning activities: 5 hours of class work per week per 18 week semester Instructional Materials: All learning activities (resources, assignments, assessments) are contained within or referenced in the student’s online course. The online course is accessed via login and password assigned by student’s school (web account) or emailed directly to student upon enrollment, with the login website. Other resources required/Resource Costs: This course requires the Miller and Levine Biology online textbook. The access codes will be provided by your virtual instructor. Course Description: This is a lab science course focused on biology, the study of living things. This course provides students the opportunity to learn science concepts and principles, acquire reasoning and problem solving abilities, and develop inquiry skills. The course engages students in in-depth learning experiences that enable them to develop a deep understanding of the ideas of science and the ability to apply these ideas appropriately. The tenth grade course is the fourth year of a four year science sequence (7th-10th grades) that is designed to enable students to attain a fundamental level of scientific literacy that will provide the competencies ended for successful participation in our scientifically and technologically oriented society. Enduring Understandings for Course (Performance Objectives): Enduring Understandings are outlined under each unit. Course Learning Goals (including WA State Standards, Common Core Standards, National Standards): What is the key knowledge and skill needed to develop the desired understandings? Introduction to Biology: Unit 1 Unit: Enduring Understandings for Unit: Students develop an understanding of the characteristics of living organisms and living systems while designing investigations and exploring variables. They will learn to explain the difference between colloquial versus scientific use of the terms “theory” and “law.” Students will develop an understanding of the four main types of biological macromolecules. Content Standards: SYSB—Systems thinking. Systems thinking used to analyze complex situations. INQB—Investigate. Plan and conduct appropriate scientific investigations to answer specific questions. INQC—Conclusions must be logical, based on evidence. INQF (9-12) Science is a human endeavor that involves logical reasoning and creativity and entails the testing, revision, and occasional discarding of theories as new evidence comes to light. LS1F—All of the functions of the cell are based on chemical reactions. Cells: Unit 2 Unit: Enduring Understandings for Unit: Students develop an understanding of the similarities and differences of plant and animal cells in terms of both structure and function. Students learn to describe the processes of photosynthesis and cellular respiration, where these processes occur in the cell, and how the end products of photosynthesis and respiration compare. Content Standards: SYSB—Systems thinking. Systems thinking used to analyze complex situations. LS1C—Cells contain specialized parts for determining essential functions. LS1D—The cell is surrounded by a membrane that separates the interior from the outside. LS1F—All of the functions of the cell are based on chemical reactions. SYSB—Systems thinking. Systems thinking used to analyze complex situations. LS1A—Photosynthesis by plants to produce energy-rich compounds and release oxygen. LS1B—Cellular respiration provides the primary energy source for living organisms. LS1F—All of the functions of the cell are based on chemical reactions. Unit: From Gene to Protein: Unit 3 Enduring Understandings for Unit: Students develop a deeper understanding of Mendelian Inheritance by studying dihybrid crosses, incomplete dominance, and codominance. They learn to compare and contrast mitosis and meiosis in terms of process, cellular products, and purpose. Students also will describe the process of protein synthesis, providing detail for the steps as well as identifying cellular locations for each step. Content Standards: INQB—Investigate. Plan and conduct appropriate scientific investigations to answer specific questions. INQC—Conclusions must be logical, based on evidence. LS1E—The genetic information responsible for the inherited characteristics is encoded in the DNA molecules in chromosomes. LS1E—The genetic information responsible for the inherited characteristics is encoded in the DNA molecules in chromosomes. LS1G—Cells use the DNA that forms their genes to encode enzymes and other proteins. LS1H—Most cells divide by mitosis, in which the new cell contains exact copies of the original chromosomes. LS1I—Egg and sperm cells are formed by Meiosis—Recombination …during meiosis allows for new genetic combinations and characteristics in the offspring. LS1E—The genetic information responsible for the inherited characteristics is encoded in the DNA molecules in chromosomes. LS1G—Cells use the DNA that forms their genes to encode enzymes and other proteins. Biological Evolution: Unit 4 Unit: Enduring Understandings for Unit: Students develop an understanding of how the process of natural selection provides a mechanism for biological evolution. They examine the evidences for evolution and will learn to describe how scientists determine how closely related various organisms are. Content Standards: INQB—Investigate. Plan and conduct appropriate scientific investigations to answer specific questions. INQC—Conclusions must be logical, based on evidence. LS3A—Biological evolution is due to: 1) Genetic variability… 2) the potential for a species to increase its numbers, 3) a finite supply of resources, and 4) natural selection by the environment for those offspring better able to survive and produce offspring. LS3C—The great diversity of organisms is the result of more than 3.5 billion years of evolution. LS3D— The fossil record and anatomical and molecular similarities observed among diverse species of living organisms provide evidence of biological evolution. LS3E—Biological classifications are based on how organisms are related, reflecting their evolutionary history. Ecology: Unit 5 Unit: Enduring Understandings for Unit: Students learn how changing an environmental factor(s) can cause significance changes to populations in an ecosystem. They also learn that matter and energy cycling is a continuous process while the overall quantity of matter is conserved. Students will develop an understanding of the significance of human involvement in ecosystems and how to consider ecosystem health when altering natural ecosystems. Content Standards: LS2A—Matter cycles and energy flows through living and nonliving components in ecosystems. LS2E—Interrelationships of organisms may generate ecosystems that are stable…Biodiversity refers to the different kinds of organisms in specific ecosystems… LS2B—Population density is the number of individuals of a population in a given space. LS2C— Population growth is limited by resources, size of the environment, and competition. SYSB— Systems thinking. Systems thinking used to analyze complex situations. INQE—The essence of scientific investigation involves the development of a theory or conceptual model that can generate testable predictions. LS2F—The concept of sustainable development supports adoption of policies that enable people to obtain the resources they need today without limiting the ability of future generations to meet their own needs. Evidence of Assessment What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skill attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, observations, and assessments] Performance Tasks: •Students plan an investigation, collect evidence, and make appropriate inferences. •Students differentiate between scientific hypothesis, theory, and law (nature of science) •Students can describe the characteristics of life. •Students describe the structure and function of basic biomolecules •Students describe the essential functions of structures within cells •Students describe the processes that allow substances to cross cell membranes •Students describe chemical reactions in cells and their significance to the organism •Students explain the role of photosynthesis in the life of plants and animals •Students describe the process of cellular respiration that cells use in changing the energy of glucose into ATP •Students describe possible combinations of offspring in genetic crosses involving two traits with simple dominance, codominance, or incomplete dominance •Students describe the processes of mitosis and meiosis and compare the resulting cells from each process • Students describe the structure of DNA and how genetic information is contained in the DNA code • Students describe the steps and/or structures in the process by which gene sequences are copied to produce proteins •Students describe the genetic variability of offspring due to mutations and genetic recombination as allowing some offspring to be better able to survive and reproduce•Students describe the process of biological evolution in terms of inherited variability, finite resources, and natural selection by the environment•Students describe various evidences for biological evolution•Students describe that scientists infer the degree of evolutionary relationship among organisms using physiological traits, genetic information, and/or the ability of two organisms to produce a fertile offspring•Students explain how a change to an environmental factor would limit the population of a species•Student calculate the population density given an area and the number of a given organism within the area•Students describe the cycling of carbon and nitrogen through ecosystems•Students describe the transfers and transformations of matter and/or energy in an ecosystem • Students describe how biodiversity affects the stability of an ecosystem•Students describe how sustainable development could help with specific resource issues Other Evidence (self-assessments, observations, work samples, quizzes, tests and so on): Students will complete assignments, virtual labs, module quizzes, readings, reflectios, and summative assessments (at the end of every unit) to show evidence of understanding. Types of Learning Activities Indicate from the table below all applicable learning strategies that may be used in the course. Direct Instruction Indirect Instruction Experiential Learning Independent Study Interactive Instruction X Structured Overview _ X _Problembased _ _Case Studies _ X _Inquiry _X _Reflective Practice _ X _Project _ X _Paper _ X _Concept Mapping _ _Other (List) _ _X_ _Essays _X_ Self-paced computer _X_ _Journals _Learning Logs _X_ _Reports _X_ _Directed Study _ _X_ _Research Projects _X_ _Discussion _Debates _Role Playing _Panels _Peer Partner Learning _ X _Mini presentation _ X _Drill & Practice _ _Demonstrations _ _Other (List) _ Virt. Field Trip _X Experiments _X _Simulations _X_ _Games _Field Observ. _Role-playing _X_ _Model Bldg. _Surveys _Other (List) _ _Other (List) _Project team _Laboratory Groups _X_ _Think, Pair, Share _Cooperative Learning _Tutorial Groups _Interviewing _X_ _Conferencing _Other (List) Other:Click here to enter text. Learning Activities Learning activities (as provided in the student friendly course schedule posted in online course) and contains the scope and sequence of performance tasks, activities and assessments by semester, unit, and weeks. These learning activities are aligned with the successful completion of the course learning goals and progress towards these learning activities will be reported monthly on a progress report. 1st Semester Biology Learning Activities Unit: Introduction to Biology: Unit 1 Duration: 5 Week Essential Understandings: Students develop an understanding of the characteristics of living organisms and living systems while designing investigations and exploring variables. They will learn to explain the difference between colloquial versus scientific use of the terms “theory” and “law.” Students will develop an understanding of the four main types of biological macromolecules. Essential Questions: •How can I use data to communicate results of an investigation? •What is a feedback loop? How do I know when it is positive feedback? Negative feedback? •How are living things organized? •What are the primary molecules in biological systems? Student Learning Targets: •Students plan an investigation, collect evidence, and make appropriate inferences. •Students differentiate between scientific hypothesis, theory, and law (nature of science) •Students can describe the characteristics of life •Students describe the structure and function of basic biomolecules Learning Activities: Unit 1; Module 1- Applying Inquiry Skills Task #1- Review the Process of Doing Science- Formative assessment Task #2- Process of Doing Science Task #3- Identifying Variables Task #4- Identifying the Parts of an investigation Task #5- Conclusion Practice Task #6- Self Reflection Task #7- Module quiz Module 2- Science of Biology Task #1- Studying Life- Formative assessment Task #2- 1.3 Worksheet “Studying Life” Task #3- Hierarchy of Life Task #4- “The Basics of Biology: What Life?”- Video Questions Task #5- New Characteristics of Life Worksheet Task #6- Self Reflection Task #7- Module Quiz Module 3- Biomolecules- The Chemistry of Life Task #1- 2.3 Carbon Compounds- Formative assessment Task #2- Biomolecule Lab- Table completion Task #3- 2.3 Carbon Compounds: Structure and Function of Biomolecules Task #4- Biomolecules Review Task #5- Self Reflection Task #6- Module 3 Quiz Task #7- Unit 1 Summative Assessment Unit: Cells: Unit 2 Duration: 8 Weeks Essential Understandings: Students develop an understanding of the similarities and differences of plant and animal cells in terms of both structure and function. Students learn to describe the processes of photosynthesis and cellular respiration, where these processes occur in the cell, and how the end products of photosynthesis and respiration compare. Essential Questions: •How does the structure of plant cells compare with animal cells? •How do plant cells capture light energy and convert it into a useful form for other organisms? •Which cell processes take place in all kinds of cells and which ones are unique to certain types of cells? Student Learning Targets: •Students describe the essential functions of structures within cells •Students describe the processes that allow substances to cross cell membranes •Students describe chemical reactions in cells and their significance to the organism •Students explain the role of photosynthesis in the life of plants and animals •Students describe the process of cellular respiration that cells use in changing the energy of glucose into ATP Learning Activities: Module 1: Cell Structure Task #1- Life is Cellular- Formative assessment Task #2- Cell Video: “The Science of Life: The Living Cell”- Video Quiz Task #3- Cell Structure- Formative assessment Task #4- Cell Organelles Task #5- Cell Transport- Formative assessment Task #6- Diffusion Lab Task #7- Self Reflection Task #8- Module 1 Quiz Module 2: Photosynthesis and Respiration Task #1- Energy of Life- Formative assessment Task #2- Overview of Photosynthesis- Formative assessment Task #3- Photosynthesis Video: “World of Plants”- Video Quiz Task #4- The Process of Photosynthesis- Formative assessment Task #5- SAS in Schools Photosynthesis Lesson Task #6- Photosynthesis Highlighted Reading Task #7- Cellular Respiration: An Overview- Formative assessment Task #8- The Process of Cellular Respiration- Formative assessment Task #9- Kahn Video- Video Questions Task #10- Respiration Highlighted Reading Task #11- Self Reflection Task #12- Unit 2 Summative Assessment Unit: From Gene to Protein: Unit 3 Duration: 4 Weeks Essential Understandings: Students develop a deeper understanding of Mendelian Inheritance by studying dihybrid crosses, incomplete dominance, and codominance. They learn to compare and contrast mitosis and meiosis in terms of process, cellular products, and purpose. Students also will describe the process of protein synthesis, providing detail for the steps as well as identifying cellular locations for each step. Essential Questions: •What traits are expressed in offspring when the alleles do not display simple dominance? •How does variation in living organisms take place? •How does the cell make proteins and how does it know which protein to make? Student Learning Targets: •Students describe possible combinations of offspring in genetic crosses involving two traits with simple dominance, codominance, or incomplete dominance •Students describe the processes of mitosis and meiosis and compare the resulting cells from each process •Students describe the structure of DNA and how genetic information is contained in the DNA code • Students describe the steps and/or structures in the process by which gene sequences are copied to produce proteins Learning Activities: Module 1: Mendelian Inheritance Task #1- Mendelian Genetics by Bozmanbiology- Video Questions Task #2- Work of Gregor Mendel- Formative assessment Task #3- Applying Mendel’s Principles- Formative assessment Task #4- SAS in School Punnet Squares Task #5- Punnett Square Lab Task #6- Self Reflection Task #7- Summative assessment 2nd Semester Biology Learning Activities Unit: From Gene to Protein: Unit 3 Duration: 4 Weeks Essential Understandings: Students develop a deeper understanding of Mendelian Inheritance by studying dihybrid crosses, incomplete dominance, and codominance. They learn to compare and contrast mitosis and meiosis in terms of process, cellular products, and purpose. Students also will describe the process of protein synthesis, providing detail for the steps as well as identifying cellular locations for each step. Essential Questions: •What traits are expressed in offspring when the alleles do not display simple dominance? •How does variation in living organisms take place? •How does the cell make proteins and how does it know which protein to make? Student Learning Targets: •Students describe possible combinations of offspring in genetic crosses involving two traits with simple dominance, codominance, or incomplete dominance •Students describe the processes of mitosis and meiosis and compare the resulting cells from each process •Students describe the structure of DNA and how genetic information is contained in the DNA code • Students describe the steps and/or structures in the process by which gene sequences are copied to produce proteins Learning Activities: Module 1: Mitosis-Meiosis, DNA Module 2: Protein Synthesis Unit: Biological Evolution: Unit 4 Duration: 7 Weeks Essential Understandings: Students develop an understanding of how the process of natural selection provides a mechanism for biological evolution. They examine the evidences for evolution and will learn to describe how scientists determine how closely related various organisms are. Essential Questions: •What are the factors that determine whether a species survives or becomes extinct? •How does the process of natural selection provide a mechanism for biological evolution? •What are the evidences for biological evolution? •How do scientists determine the relatedness of various organisms? Student Learning Targets: •Students describe how the genetic variability of offspring due to mutations and genetic recombination enables some offspring to be better able to survive and reproduce •Students describe the process of biological evolution in terms of inherited variability, finite resources, and natural selection by the environment •Students describe various evidences for biological evolution •Students describe that scientists infer the degree of evolutionary relationship among organisms using physiological traits, genetic information, and/or the ability of two organisms to produce a fertile offspring Learning Activities: Module 1: Variation and Natural Selection Module 2: Evidence for Evolution Unit: Ecology: Unit 5 Duration: 6 Weeks Essential Understandings: Students learn how changing an environmental factor(s) can cause significance changes to populations in an ecosystem. They also learn that matter and energy cycling is a continuous process while the overall quantity of matter is conserved. Students will develop an understanding of the significance of human involvement in ecosystems and how to consider ecosystem health when altering natural ecosystems. Essential Questions: •How does changing a factor in an ecosystem affect the ecosystem’s balance? •What are the factors that affect populations in an ecosystem? •How is matter and energy cycled in ecosystems? •What can people do to help maintain the stability and health of a specific ecosystem? Student Learning Targets: •Students explain how a change to an environmental factor would limit the population of a species •Student calculate the population density given an area and the number of a given organism within the area •Students describe the cycling of carbon and nitrogen through ecosystems •Students describe the transfers and transformations of matter and/or energy in an ecosystem •Students describe how biodiversity affects the stability of an ecosystem •Students describe how sustainable development could help with specific resource issues Learning Activities: Module1: Population, Matter Cycles Module 2: Human Impacts