Download Greenville High School 1 Vardry Street Greenville, SC 29603 Mr

Greenville High School
1 Vardry Street
Greenville, SC 29603
Mr. Brett M. Fleming
Biology Instructor
[email protected]
Phone: 355-5558
GHS Mission Statement
To provide educational experiences, in cooperation with the home and community, that prepare students for
lifelong learning and for ethical, productive participation in a democratic society and the global
community.
Freshman Academy Mission Statement
The mission of the Freshman Academy is to facilitate and support the students' effort to make a successful
transition from middle school through high school.
The Freshman Science Department Mission Statement
The mission of the Science Teachers in the Freshman Academy is to help students develop scientific
literacy. To become literate in science, students will explore a way of thinking and learn a body of
knowledge about the natural world.
Personal Philosophy
The depth and complexity of living Nature far exceeds human imagination. Biologists never cease to stress
how little we know of the natural world around us. This is why I continue to seek my own understanding of
the biological sciences and impart any newly acquired knowledge on the student. I relish new discoveries
of the natural world and all aspects of biological thinking. As a result, I too will continue to learn as we
take this academic journey together. Within the classroom, I see my role as a guide in your own journey of
discovery and will do my best to coach you and lead you, but how far you go will be largely based upon
your own motivation and interest. This does not mean, however, that I will not assess your learning. For
better or worse, part of my job is to administer the grade in which you have earned. Some students will
indeed go further, faster and deeper than others and therefore receive higher marks. Ultimately, it will be
your decision to determine where you finish in this course
This introductory laboratory-based course is designed to familiarize the honors student with the major
concepts of biological science: the cell; molecular basis of heredity; biological evolution; interdependence
of organisms; matter, energy, and organization in living systems; and behavior and regulation. This course
provides numerous opportunities for students to develop science process skills, critical thinking, and an
appreciation for the nature of science through inquiry-based learning experiences. Investigative, hands-on
lab activities that address the high school inquiry standards are an integral part of this course.
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Course Goals/Objectives:
South Carolina State Biology and Common Core Science Standards will be taught in order for students to
gain a better understanding of the biological world.
Course Organization
The course will revolve around 7 units focusing on the main themes of biology.
These units are:
1) Chemistry of Life,
2) Cell Structure and Function
3) Metabolism
4) Cell Reproduction
5) Genetics
6) Evolution
7) Ecology.
Units will be of varying lengths depending upon the complexity of the topic covered. These units may not
necessarily correspond with the text book units. Student knowledge will be assessed through chapter tests,
quizzes, labs, homework, and projects. Students will take a mid-term exam at the end of first semester and
a state EOC at the end of the year. Both exams will be cumulative.
Note: The State of South Carolina has officially classified Biology I (CP & Hon) as an EOC course.
This means that your student will take a mandatory state sanctioned End-of –Course exam that is
weighted as 20% of their final grade. Please review the Biology standards under the site navigation
list on my website to familiarize yourself with testable content.
Student Evaluation
This course is designed to promote the student’s ability to demonstrate scientific reasoning through analysis
and synthesis, research effectively, and to express/support a position in writing. Course assessments are
designed to both promote and assess these skills.
Each student’s grade is based on his/her performance on exams, projects, essays, labs, quizzes, required
readings, and homework assignments. Labs, essays, quizzes and homework are considered formative
assessments, enabling both teacher and student to measure the student’s progress towards mastery of the
topic, and are weighted accordingly. Chapter exams, projects, and papers are summative assessments,
designed to allow the student to demonstrate his or her mastery of the material and as such are weighted
more heavily than formative assessments . Student’s final grade is determined as follows:
Assessment Type
Weight
Major Exams, Papers, Projects
60%
Labs, Essays, Quizzes, Homework
40%
Midterms and Final Exams count as 20% of that semester’s grade.
Note: Some assessments may be weighted differently within each category.
All assessments for evaluation are expected to be turned in on time. Turning assignments in late is highly
discouraged and will be deducted points accordingly.
Freshman Academy policy is as follows:
Late Day 1 – Maximum score of 75%
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Late Day 2 and the remainder of the unit – Maximum score of 50%
Failure to completely turn in the assessment will be assessed a grade of zero.
Reviewing concepts covered in class and what will be discussed the next lecture day is expected as part of
everyday homework. The most academically successful students in this course will employ a literal
interpret of this sound recommendation.
Tests will cover entire chapters and will be announced a few days in advance. Quizzes may or may not be
announced prior to administration. It is the student’s responsibility to arrange a make-up time before or
after school. Taking the exam during class is not permitted.
Labs
Labs are a necessary component for success in any science class. They will be performed as often as
possible (time permitting) to provide the students with ample opportunities to employ new skills and
concepts covered. Please understand that appropriate behavior/technique in lab settings is mandatory, and
I reserve the right to prohibit anyone from further lab work at any time I determine the situation warrants
such action. Lab safety and regulations will be reviewed in class and students receive a general list of rules.
Cooperative group work is essential to the way in which scientific investigations proceed. Students are
expected to work with each other in class activities. While each student will compile his/her own data in
cooperation with classmates, everyone is required to turn in original work.
Required Materials
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2” 3-ring binder with pocketed dividers
Standard size, loose leaf notebook paper
Colored pencils
Index cards
Graph paper
Black/Blue ink pens
Access to the internet & a word processor
Scientific or graphing calculator if used in other courses
Textbook & Study Resources
Biology. South Carolina Edition. By Pearson Education, Pearson Prentice Hall Publishing, 2009.
CD-ROM: Interactive Study Partner, By Pearson Education, Pearson Prentice Hall Publishing, 2009.
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Grading Scale
Credit is based on Carnegie units; therefore, a year course is valued as one (1) unit.
Grading Scale
Grade Points
Weighted (AP)
93 - 100 A
A=4
A=5
84 - 92 B
B=3
B=4
77 - 83 C
C=2
C=3
70 - 76 D
D=1
D=2
0 - 69
F=0
F=0
F
AP Biology receives weighted credit on the student's rank GPA
and on the state GPA appearing on the transcript.
Semester Grades will be determined as follows:
1st/2nd nine weeks 40%
3rd/4th nine weeks 40%
Semester Tests
20%
Honors Biology Course Outline:
Unit 1-Cells: Weeks 1-7
A. Cell Theory
B. Structures and Functions of major organelles in Eukaryotic Cells
C. Prokaryotic cells, eukaryotic cells, and viruses
D. Hierarchical organization of organisms
E. Homeostasis and solutions
F. Cell Cycle
G. Chemical Control System
H. Factors that affect the rates of biochemical reactions
Unit 2-Cellular Energy: Weeks (8-15)
A. Photosynthesis
B. Cellular respiration
C. ATP-ADP Cycle
D. Structure and function of organic molecules
E. Energy flow through ecosystems
Unit 3- Genetics Structure and Function: Weeks (16-18)
A. Nucleic Acids
B. Molecular basis of heredity
C. DNA is the"code of life" genetic code
D. Protein Synthesis"Central Dogma of Biology"
Unit 4-Heredity: Weeks (19-25)
A. Meiosis (National Geographic Genographic project)
B. Genetics
C. Chromosome Theory of Inheritance
D. Mutations
E. Genetic Engineering
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Unit 5-Biological Evolution: Weeks (26-32)
A. Biological evolution (all of the changes that have transformed life on Earth from the earliest
beginnings to the diversity of organisms in the world today).
B. Natural Selection
C. Continuity of life-forms is based on an organism’s success in passing genes to the next generation.
D. Mechanisms for passing genes to the next generation
E. A species is a group of organisms that share similar characteristics and can interbreed with one
another to produce fertile offspring.
F. Genetic variation is random and ensures that each new generation results in individuals with
unique genotypes and phenotypes.
G. Hardy-Weinberg Principle: When there is no change in the allele frequencies within a species the
population is said to be in genetic equilibrium.
H. Speciation
I. Patterns of macroevolution
J. Scientific evidence in support of biological evolution
K. Phylogeny/evolutionary history
L. Phylogenetic Tree
M. Binomial nomenclature
Unit 6-Ecology: Weeks (33-35)
A. Ecosystems
B. Relationships within an ecosystem
C. Populations and limiting factors
D. Ecological succession
E. Geochemical cycles
F. Maintaining the ecosystem
G. Human impact on the ecosystem
***Week 36 will be used for EOC Review***
Biology Honors will focus on critical thinking, inquiry, and literacy skills. Laboratory reports need to
typed and presented in the correct format. There will be multiple projects that will require out of
class work.
Integration of the Curriculum
I. Math :graphs, metric system, qualitative data.
II. ELA : Lab reports, case studies, journal articles, SSR, reflection journals, poetry, and genre
reformulation.
III. Technology : Web quests, computer research, Use of PowerPoint, Prezi, Microsoft word,
Microsoft Publisher.
IV. Arts :Making Science models, drawing labeled scientific diagrams, thinking (Concept)maps,
graphic organizers, models.
Student Signature___________________________________
Parent Signature____________________________________
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