Download Biology I Course Syllabus

Biology I Course Syllabus
Ms. Shannon Moore
Course Description/Overview
Biology I is an introductory, laboratory-based course designed to study living organisms and their physical
environment. Students should apply scientific methods of inquiry and research in examination of the following
topics: chemical basis of life; cell structure, function and reproduction, energy, natural selection and diversity, and
ecology. Laboratory activities, the use of technology, and the effective communication of results through various
methods are integral components of this course.
Students must be willing to commit to the rigor of the coursework. BIOLOGY I IS A STATE TESTED SUBJECT.
THIS MEANS THAT A COMPREHENSIVE STATE TEST WILL BE GIVEN TOWARD THE END OF THE
COURSE. THE PASSING OF THE STATE TEST IS A GRADUATION REQUIREMENT FOR THE STATE OF
MISSISSIPPI.
Course Materials
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1.5 to 2 inch binder
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Dividers
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Loose-leaf paper
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Colored Pencils
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Highlighters
Course Competencies
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Comp 1: 1. Apply inquiry-based and problem-solving processes and skills to scientific investigations.
Comp 2: Describe the biochemical basis of life and explain how energy flows within and between the
living systems.
Comp 3: Investigate and evaluate the interaction between living organisms and their environment.
Comp 4: Analyze and explain the structures and function of the levels of biological organization.
Comp 5: Demonstrate an understanding of the molecular basis of heredity.
Comp 6: Demonstrate an understanding of principles that explain the diversity of life and biological
evolution.
Grading Policy/Assessment
Term Grades will be determined as follows:
Homework
10%
Quizzes
15%
Classwork/Lab
15%
Tests/Projects
60%
**Student grades will be available for viewing in the parent portal of the power school website.
Formative Assessment- An ongoing process influenced by student needs and teacher feedback that is carried out day
to day while learning is in progress. Examples of formative assessment include: homework, quizzes, daily
classwork, and lab activities.
Summative Assessment- This assessment measures what the student achieved while focusing on the products of
learning. These assessments are used to make final decisions on success or failure for assigned sets of instructional
activities. Examples of summative assessments include: End of unit, end of course tests, end of unit lab reports,
projects, and presentations.
Semester Average: Average of nine weeks grades.
Final Average: Average of 1st semester and 2nd semester grades at 80%. The comprehensive semester exam at 20%
* Bonus points are periodically available on tests.
Benchmark Tests: Benchmark tests will be given twice during the academic year. Benchmark tests are tests designed
by Rankin County School District’s Curriculum Department. These tests are used to determine possible success or
failure on the Subject Area Test.
Progress Reports: A detailed progress report will be handed out approximately every 4 weeks.
Quizzes and Tests: Quizzes are given periodically to assess student achievement on material that has been
previously covered. Tests will be given at the end of a unit and periodically at the unit’s midpoint. Exams will be
given at the end of each term..
Cheating: Cheating on any assignment will result in a zero on the assignment for all parties involved. Any talking
during a test or exam is considered cheating.
Daily 90-Minute Block Pacing Guide
15 min.
20 min.
25 min.
10 min
15 min.
5 min.
Warm-Up (bellringer, old material)
Lecture/model (new material)
Activity (new material), small group, pairs, etc.
Reflection on Activity-written or presentation to class
More practice (new material), worksheet, etc.
Exit Slips, “what I learned today”, “what questions I still have”
Course Policies
Absences/Make-up Work: In the event of an absence, it is the responsibility of the student to find out what
assignments were missed and also to pick up any handouts missed. Assignments and handouts will be located in a
binder/box at the front of the classroom. Lecture notes/activities may also be found on Canvas. Students should pick
up make-up assignments before class/after class. Students absent on a test date will be expected to report to the
teacher on the first day back to make arrangements for testing/quizzing. All work must be made up two days prior
to each progress report and term grading period.
Homework and Classwork: Assignments will be given at least twice per week. Classwork is assigned during the
class and will either be picked-up at the time indicated by the teacher or may be sent home to be completed and
collected the next day for a grade.
Redo Policy: At the teacher’s discretion, a student who scores below 60 on a summative assessment may have the
opportunity to redo the assessment. Students must have all missing work completed before retaking the assessment.
The assessment may only be re-administered once. A maximum score of 60 will be earned regardless of the
student’s score on the second administration of the assessment.
Classroom Rules
Please review and sign the attached classroom rule and consequence policy.
State Biology I Test
The MS Biology I test will be given in May, 2017. It is imperative that you prepare for this test both during class
and at home. You will be given several practice tests, but do not wait until the last week to begin reviewing. You
may obtain information concerning the test and sample test items by visiting the Mississippi Department of
Education’s website.
http://www.mde.k12.ms.us/student-assessment/student-assessment-satp2
Personal Statement
Please come to class prepared to work. If you do not understand any topics that are covered, please see me as soon
as possible. I am available for tutoring. I hope that you will enjoy Biology and seek to discover a new and amazing
world of science!
Contact Information
School Telephone Number: 601-854-8135
School E-mail address: [email protected]
Term Pacing Guide
Biology I Competencies and Objectives
1st Nine Weeks
Competency 1:
Apply inquiry-based and problem-solving processes and skills to scientific investigations.
a. Conduct a scientific investigation demonstrating safe procedures and proper care of laboratory equipment.
(DOK 2) Safety rules and symbols Proper use and care of the compound light microscope, slides, chemicals, etc.
Accuracy and precision in using graduated cylinders, balances, beakers, thermometers, and rulers
b. Formulate questions that can be answered through research and experimental design. (DOK 3)
c. Apply the components of scientific processes and methods in classroom and laboratory investigations (e.g.,
hypotheses, experimental design, observations, data analyses, interpretations, theory development). (DOK 2)
d. Construct and analyze graphs (e.g., plotting points, labeling x-and y-axis, creating appropriate titles and legends
for circle, bar, and line graphs). (DOK 2)
e. Analyze procedures, data, and conclusions to determine the scientific validity of research. (DOK 3)
f. Recognize and analyze alternative explanations for experimental results and to make predictions based on
observations and prior knowledge. (DOK 3)
g. Communicate and defend a scientific argument in oral, written, and graphic form. (DOK 3)
**Objectives within competency 1 will be taught and measured throughout the entire course.
Competency 4:
Analyze and explain the structures and function of the levels of biological organization.
c. Describe and differentiate among the organizational levels of organisms
(e.g., cells, tissues, organs, systems, types of tissues.) (DOK 1)
Competency 2:
Describe the biochemical basis of life and explain how energy flows within and between the living systems.
a. Explain and compare with the use of examples the types of bond formation (e.g., covalent, ionic, hydrogen, etc.)
between or among atoms. (DOK 2) Subatomic particles and arrangement in atoms
Importance of ions in biological processes
b. Develop a logical argument defending water as an essential component of living systems (e.g., unique bonding
and properties including polarity, high specific heat, surface tension, hydrogen bonding, adhesion, cohesion, and
expansion upon freezing). (DOK 2)
c. Classify solutions as acidic, basic, or neutral and relate the significance of the pH scale to an organism’s survival
(e.g., consequences of having different concentrations of hydrogen and hydroxide ions). (DOK 2)
d. Compare and contrast the structure, properties, and principle functions of carbohydrates, lipids, proteins, and
nucleic acids in living organisms. (DOK 2) Basic chemical composition of each group Building components of each
group (e.g., amino acids, monosaccharides, nucleotides, etc.) Basic functions (e.g., energy, storage, cellular,
heredity) of each group.
e. Examine the life processes to conclude the role enzymes play in regulating biochemical reactions. (DOK 2)
Enzyme structure Enzyme function, including enzyme-substrate specificity and factors that affect enzyme function
(pH and temperature)
2nd Nine Weeks
Competency 4:
Analyze and explain the structures and function of the levels of biological organization.
a. Differentiate among plant and animal cells and eukaryotic and prokaryotic cells.
(DOK 2) Functions of all major cell organelles and structures
Competency 2:
Describe the biochemical basis of life and explain how energy flows within and between the living systems.
f. Describe the role of adenosine triphosphate (ATP) in making energy available to cells. (DOK 1) ATP structure
ATP function
g. Analyze and explain the biochemical process of photosynthesis and cellular respiration and draw conclusions
about the roles of the reactants and products in each. (DOK 3) Photosynthesis and respiration (reactants and
products) Light-dependent reactions and light independent reactions in photosynthesis, including requirements and
products of each Aerobic and anaerobic processes in cellular respiration, including products of each and energy
differences.
Competency 4:
Analyze and explain the structures and function of the levels of biological organization.
b. Differentiate between types of cellular reproduction. (DOK 1) Main events in the cell cycle and cell mitosis
(including differences in plant and animal cell divisions Binary fission (e.g., budding, vegetative propagation, etc.)
Significance of meiosis in sexual reproduction Significance of crossing over
*End Material for Fall Benchmark
Competency 5:
Demonstrate an understanding of the molecular basis of heredity.
a. Analyze and explain the molecular basis of heredity and the inheritance of traits to successive generations by
using the Central Dogma of Molecular Biology. (DOK 3) Structures of DNA and RNA Processes of replication,
transcription, and translation Messenger RNA codon charts
3rd Nine Weeks
Competency 5:
Demonstrate an understanding of the molecular basis of heredity.
b. Utilize Mendel’s laws to evaluate the results of monohybrid Punnett squares involving complete dominance,
incomplete dominance, codominance, sex linked, and multiple alleles (including outcome percentage of both
genotypes and phenotypes.) (DOK 2)
c. Examine inheritance patterns using current technology (e.g., pedigrees, karyotypes, gel electrophoresis). (DOK 2)
d. Discuss the characteristics and implications of both chromosomal and gene mutations. (DOK 2) Significance of
nondisjunction, deletion, substitutions, translocation, and frame shift mutation in animals Occurrence and
significance of genetic disorders such as sickle cell anemia, Tay-Sachs disorder, cystic fibrosis, hemophilia, Downs
Syndrome, color blindness
Compentency 3:
Investigate and evaluate the interaction between living organisms and their environment.
a. Compare and contrast the characteristics of the world’s major biomes
(e.g., deserts, tundra, taiga, grassland, temperate forest, tropical rainforest). (DOK 2)
Plant and animal species Climate (temperature and rainfall) Adaptations of organisms
b. Provide examples to justify the interdependence among environmental elements. (DOK 2)
Biotic and abiotic factors in an ecosystem (e.g., water, carbon, oxygen, mold, leaves) Energy flow in ecosystems
(e.g., energy pyramids and photosynthetic organisms to herbivores, carnivores, and decomposers) Roles of
beneficial bacteria Interrelationships of organisms (e.g., cooperation, predation, parasitism, commensalism,
symbiosis, and mutualism)
c. Examine and evaluate the significance of natural events and human activities on major ecosystems (e.g.,
succession, population growth, technology, loss of genetic diversity, consumption of resources). (DOK 2)
4th Nine Weeks
Competency 4:
d. Explain and describe how plant structures (vascular and nonvascular) and cellular functions are related to the
survival of plants (e.g., movement of materials, plant reproduction). (DOK 1)
Competency 6:
Demonstrate an understanding of principles that explain the diversity of life and biological evolution.
a. Draw conclusions about how organisms are classified into a hierarchy of groups and subgroups based on
similarities that reflect their evolutionary relationships. (DOK 2) Characteristics of the six kingdoms Major levels in
the hierarchy of taxa (e.g., kingdom, phylum/division, class, order, family, genus, and species) Body plans
(symmetry) Methods of sexual reproduction (e.g., conjugation, fertilization, pollination) Methods of asexual
reproduction (e.g., budding, binary fission, regeneration, spore formation)
b. Critique data (e.g., comparative anatomy, Biogeography, molecular biology, fossil record, etc.) used by scientists
(e.g., Redi, Needham, Spallanzani, Pasteur) to develop an understanding of evolutionary processes and patterns.
(DOK 3)
c. Research and summarize the contributions of scientists, (including Darwin, Malthus, Wallace, Lamarck, and
Lyell) whose work led to the development of the theory of evolution. (DOK 2)
d. Analyze and explain the roles of natural selection, including the mechanisms of speciation (e.g., mutations,
adaptations, geographic isolation) and applications of speciation (e.g., pesticide and antibiotic resistance). (DOK 3)
e. Differentiate among chemical evolution, organic evolution, and the evolutionary steps along the way to aerobic
heterotrophs and photosynthetic autotrophs.
(DOK 2)