Biology I: 2018-2019Course Syllabus

Instructor: Dr. McInnisE-mail: dmcinnis@madison-schools.com

Germantown High School

Room: 109

Student: _______________________ Block _____

Dr. McInnis2018-2019

COURSE SYLLABUS

1

http://www.mde.k12.ms.us/sites/default/files/documents/Secondary%20Ed/2018-ms_ccrs---sci_k-12_final_20171006.pdf (page 63)

Biology, a one-credit course, is a laboratory-based course that is designed to build a life science foundation emphasizing patterns, processes, and interactions among organisms. Students are expected to master conceptual understandings based on both individual investigations and the investigations conducted by others. Individual learning experiences are used to support claims and engage in evidence-based arguments.

In this way, students explore the organization of life; the interdependence between organisms and their environment; the chemical composition of life; the role of DNA, RNA, and protein in cellular structure and function; inheritance; and evolution. Local resources coupled with external resources, including evidence-based literature, will be used to extend and increase the complexity of these core ideas.

The nature of science refers to the foundational concepts that govern the way scientists formulate explanations about the natural world to increase the depth of understanding based on evidence, logic, and innovation. These concepts are expected to appear throughout the course.

As a laboratory-based course, students are expected to utilize science and engineering practices to design and conduct investigations using appropriate equipment, measurement (SI units), and safety procedures. Students should also design data tables and draw conclusions using mathematical computations and/or graphical analysis. The recommendation is that students should be actively engaged in inquiry activities, lab experiences, and scientific research (projects) for a minimum of 30% of class time.

GRADING

60% Exams (Test, Major Projects, Lab Reports) 30% Daily Grade (Classwork and Quizzes)

Quizzes are weighted 2.00 10% Homework

BIG GOALS:1. 90% of students will achieve proficient/advanced on the Biology I State Test2. 100% of students will pass the Biology I.

2

Content Strand/Disciplinary Core Idea

Number of Total Performance Objectives

Number of Items

Cells and Energy 18 16-30Cells as a System 14 12-24Energy Transfer 4 4-6

Heredity and Evolution 17 15-23Reproduction & Heredity 11 10-16

Adaptations and Evolution 6 5-7Interdependence of Organisms

and Their Environments 7 8-10TOTAL SCORED ITEMS

55Field-Test Items 10

TOTAL TEST 65

Textbook: Miller and Levine, Biology (Mississippi edition)

Required Materials:

3 ring; 2-inch binder with pockets

Dividers labeled as: Cells as a System Energy Transfer Reproduction and Heredity

Adaptations and Evolution Interdependence of

Organisms and Their Environments

Writing Utensils Highlighters Lab Fee [$20.00- can be paid

online, cash, or check made out to GHS)

Recommended Materials: Colored Pencils Index Cards Kleenex Lysol spray or wipes

CLASSROOM GUIDELINES1. Be Prepared and On Time (If you are tardy, you will have to sign the Tardy

Sheet…also, if you are tardy, please enter class quietly and respectfully)2. Come with a Positive Attitude3. Respect Yourself, Your Teacher, and Your Peers. 4. Don’t use your cell phones unless it is for an assignment or during a “Brain

Break”. Cell phones utilized during class will be confiscated and turned in to the office.

5. Stay in Your Seat at all times. During labs and group activities, you will be able to move around the classroom.

6. Please raise your hand if you have a question. We want disruptions to a minimum to maximize instructional time.

7. Gum- I do not mind if you Chew it, just don’t Pop! No food or open containers/cups with lids…

8. Always sit in your assigned seat. If you are not in your seat, you will be marked absent.

CONSEQUENCES

3

1st Offense: Verbal Warning 2nd Offense: Parent Contact 3rd Offense: Office Referral

REWARDS OF GOOD BEHAVIOR1. Snack Days (Designated days were you are allowed to eat/drink in class) 2. Bonus Points- points given towards a Test Grade3. Occasional Treats (I love to bring goodies to great classes/students!)

MAV BREAK

Tutoring will be offered during the Mav Break. If you are absent and need assistance on the work you missed, you may

come to my class during the Mav Break.

COMMUNICATION

If you need additional help or you will be absent, please communicate with me.

Remind 101- Text Alert Email: dmcinnis@madison-schools.com. Include your name and class period.

CLASSROOM PROCEDURES:1. Restroom: Students are to use the restroom or get water before entering

the classroom. Please do not come to class, place materials down, and leave to go to the restroom---you will be marked tardy if you arrive after the bell has rung!

2. Brain Breaks: Brain-breaks will be given at the midpoint of the block at the discretion of the teacher. This is a privilege, NOT a requirement. (Restroom time will be allowed during this time if needed.)

4

3. Passes Out : Students will have to sign the ‘Sign Out Log’ every time they leave the room. 4 passes will be given per term. If there are passes remaining, bonus points will be given.

1 pass = 3 points2 passes = 5 points3 passes = 7 points

4 passes = 10 points

4. Enter & Exit: Students are expected to enter the classroom through the marked entrance door, place needed materials at their desk, sit in their seats, Review the Board for the daily agenda, and begin working on the Do Now by the time the tardy bell rings. The bell DOES NOT dismiss you. Before you will be dismissed all materials must be put up, all students must be seated, and the classroom must be in order.

5. Electronic Device Storage & Usage:

a. Cell phones must be kept in your backpacks or out of sight. No phones should be placed on the desk. Usage is only allowed during brain-break times.

b. Students should not be on smart devices during instructional time.

COURSE EXPECTATIONS:1. Attendance:

Both excused and unexcused absences are counted. Make-up work is allowed only in the case of an excused absence (SEE STUDENT HANDBOOK FOR TYPES OF ABSENCES CONSIDERED EXCUSED)

o If you are absent from class, it is your responsibility to obtain any missed work or notes.

o LATE ASSIGNMENTS students are responsible for informing the teacher of an assignment that has been submitted late. Points will be deducted.

5

o MISSED QUIZZES OR EXAMS must be taken within 48 hours of the date given during Mav Break.

Students and parents will receive a verbal notice of excessive tardies or absences: 3rd tardy/ 7th absence- Parent Contact, 4th tardy/ 10th absence- office referral.

NO CREDIT will be given for the course once the 12th absence has been received.

2. Academic Honesty: Cheating will not be tolerated under any conditions. Any person(s) caught

cheating will receive no credit for the work. First offenses will result in

immediate notification of parent(s)/guardian(s). Subsequent offenses will

result in notification of the administration and recommendation of further

action.

3. Assignment Completion: HOMEWORK : May be assigned at the discretion of the instructor.

BELLRINGERS/NOTES : Bell ringers will be administered daily. Notes are to be kept in the student binder in order. ORGANIZATION IS IMPORTANT IN THIS CLASS!!!

QUIZZES/UNIT EXAMS/PROJECTS : All quizzes and unit exams are to be completed during the designated class time. Under no circumstances will a student be allowed to begin an exam or quiz and return later to complete it. Students who require special accommodations or more time will be referred to the counselor for other testing arrangements. Meaningful projects may be assigned as major grades.

EXTRA CREDIT & BONUS POINTS : Extra credit MAY be offered in this course. Bonus points on quizzes and exams may be awarded based on content related questions.

LATE WORK : See student handbook

4. Behavior Problems/Failing Course:

If you are required to leave the classroom repeatedly as a result of poor behavior or if you are failing the course, you will be required to attend MAV BREAK tutorials. The date and time of the tutorials will be made known at a later time. Attendance will be taken. Failure to attend may result in disciplinary action.

6

COURSE PACING:

7

8

9

UNITS

BIO.1 Cells as a SystemConceptual Understanding: Biologists have determined that organisms share unique characteristics that differentiate them from non-living things. Organisms range from very simple to extremely complex.

BIO.1A Students will demonstrate an understanding of the characteristics of life and biological organization.

Conceptual Understanding: Organisms are composed of four primary macromolecules: carbohydrates, lipids, proteins, and nucleic acids. Metabolism is the sum of all chemical reactions between molecules within cells. Cells continuously utilize materials obtained from the environment and the breakdown of other macromolecules to synthesize their own large macromolecules for cellular structures and functions. These metabolic reactions require enzymes for catalysis.

BIO.1B Students will analyze the structure and function of the macromolecules that make up cells.

Conceptual Understanding: Cells are the basic units of all organisms, both prokaryotes and eukaryotes. Prokaryotic and eukaryotic cells differ in key structural features, but both can perform all functions necessary for life.

BIO.1C Students will relate the diversity of organelles to a variety of specialized cellular functions.

Conceptual Understanding: The structure of the cell membrane allows it to be a selectively permeable barrier and maintain homeostasis. Substances that enter or exit the cell must do so via the cell membrane. This transport across the membrane may occur through a variety of mechanisms, including simple diffusion, facilitated diffusion, osmosis, and active transport.

BIO.1D Students will describe the structure of the cell membrane and analyze how the structure is related to its primary function of regulating transport in and out of cells to maintain homeostasis.

Conceptual Understanding: Cells grow and reproduce through a regulated cell cycle. Within multicellular organisms, cells repeatedly divide for repair, replacement, and growth. Likewise, an embryo begins as a single cell that reproduces to form a complex, multicellular organism through the processes of cell division and differentiation.

BIO.1E Students will develop and use models to explain the role of the cell cycle during growth, development, and maintenance in multicellular organisms.

BIO.2 Energy TransferConceptual Understanding: Organisms require energy to perform life functions. Cells are transformers of energy, continuously utilizing a complex sequence of reactions in which energy is transferred from one form to another, for example, from light energy to chemical energy to kinetic energy. Emphasis is on illustrating the inputs and outputs of matter and the transfer and transformation of energy in photosynthesis and cellular respiration. Assessment is limited to identification of the phases (i.e., glycolysis, citric acid cycle, and electron transport chain) in cellular respiration as well as light and light-

10

independent reactions of photosynthesis and does not include specific biochemical reactions within the phases.

BIO.2 Students will explain that cells transform energy through the processes of photosynthesis and cellular respiration to drive cellular functions

BIO.3 Reproduction and HeredityConceptual Understanding: Somatic cells contain homologous pairs of chromosomes, one member of each pair obtained from each parent, that form a diploid set of chromosomes in each cell. These chromosomes are similar in genetic information but may contain different alleles of these genes. For sexual reproduction, an offspring must inherit a haploid set from each parent. Haploid gametes are formed by meiosis, a specialized cell division in which the chromosome number is reduced by half. During meiosis, members of a homologous pair may exchange information and then are randomly sorted into gametes resulting in genetic variation in sex cells.

BIO.3A Students will develop and use models to explain the role of meiosis in the production of haploid gametes required for sexual reproduction.

Conceptual Understanding: Offspring inherit DNA from their parents. The genes contained in the DNA (genotype) determine the traits expressed in the offspring’s phenotype. Alleles of a gene may demonstrate various patterns of inheritance. These patterns of inheritance may be followed through multiple generations within families.

BIO.3B Students will analyze and interpret data collected from probability calculations to explain the variation of expressed traits within a population.

Conceptual Understanding: Gene expression results in the production of proteins and thus determines the phenotypes of the organism. Changes in the DNA occur throughout an organism’s life. Mutations are a source of genetic variation that may have a positive, negative, or no effect on the organism.

BIO.3C Students will construct an explanation based on evidence to describe how the structure and nucleotide base sequence of DNA determines the structure of proteins or RNA that carry out essential functions of life.

BIO.4 Adaptations and Evolution Conceptual Understanding: Evolution is a key unifying principle in biology. Differentiating between organic and chemical evolution and the analysis of the gradual changes in populations over time, helps students understand common features and differences between species and thus the relatedness between species. There are several factors that affect how natural selection acts on populations within their environments leading to speciation, extinction, and the current diversity of life on earth.

BIO.4 Students will analyze and interpret evidence to explain the unity and diversity of life.

BIO.5 Interdependence of Organisms and Their Environments

11

Conceptual Understanding: Complex interactions within an ecosystem affect the numbers and types of organisms that survive. Fluctuations in conditions can affect the ecosystem’s function, resources, and habitat availability. Ecosystems are subject to carrying capacities and can only support a limited number of organisms and populations. Factors that can affect the carrying capacities of populations are both biotic and abiotic.

BIO.5 Students will Investigate and evaluate the interdependence of living organisms and their environment.

12