Science Concepts Syllabus
2011-2012
Teacher: Sharon Price, Ed.D
Email:
Phone: (612) 638-3810
Course Objectives:
Biology is a course that studies the complexities of living things from the microscopic to the macroscopic. Emphasis is placed on the biochemical processes of life, including life cycles and the interaction of life with non-living things. In particular, several theories of science are examined, including Cell Theory, Germ Theory, Genetics and Chromosomal Theory, and Evolutionary Theory. Ecology, which is the study of life on planet Earth, will emphasize the study of various ecosystems and the interaction between humans and their environment.
Course Overview:
- Review:
- metric system basics
- lab skills and laboratory safety requirements
- microscopy
- scientific ways of thinking
- the relationship between science and technology
Major Concepts:
o Nature of Life
o Ecology
o Interactions Among Living Things
o Introduction to Cell Structure and Function/Genetics
o Evolution
o Microorganism and Fungi
o Invertebrates
o Vertebrates/Chordates
o Introduction to the Human Body
MYP Learner Profile
The Middle Years Program (MYP) encourages success and fosters self-awareness for ALL students. I encourage students and parents to periodically self-assess progress by using the IB Learner Profile. This helps focus on progress and growth as learners and to set individual goals. IB Learners Strive for:
Work Habits / DescriptionInquirer / Work to develop natural curiosity, independence in learning and actively enjoy learning
Reflective / Give thoughtful consideration to own learning and experience. Understand strengths and limitations in order to support own learning.
Risk-taking / Approach unfamiliar situations with confidence, courage and thoughtfulness. Articulate in defending opinions and conclusions
Balanced / Understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others
Content Mastery
Knowledgeable / Explores concepts, ideas and issues in order to acquire in-depth knowledge and develop understanding
Thinker / Exercise initiative in applying thinking skills critically and creatively to approach a problem and make reasoned conclusions
Personal Skills
Communicator / Understand and express ideas and information clearly, creatively and completely. Collaborates with others effectively, contributing to a given task and acknowledges contributions of others.
Caring / Exhibits empathy and respect for others
Principled / Act with integrity and honesty, taking responsibility for own actions and giving credit to others for their ideas. Puts effort and pride into all work.
Open-minded / Appreciates and respects cultures and personal histories of others. Seek and evaluate a range of points of view and willing to grow from experience
Course Objectives
The MYP seeks to provide students with a foundation of knowledge and skills to prepare students for college and beyond. To meet these goals MYP emphasizes:
· Holistic Learning: Holistic learning emphasizes the links between the disciplines, providing a global view of situations and issues. Students become aware of the relevance of their learning and see knowledge as an interrelated whole. Students should see the complementary nature of various fields of study. At the same time, each of the disciplines retains their own objectives and methodology.
· Intercultural Awareness: Intercultural awareness is concerned with developing students’ attitudes, knowledge and skills as they learn about their own and others’ social and national cultures. By encouraging students to consider multiple perspectives, intercultural awareness not only fosters tolerance and respect, but may also lead to empathy.
· Communication: Communication is fundamental to learning, as it supports inquiry and understanding and allows student reflection and expression. The MYP places particular emphasis on language acquisition and allows students to explore multiple forms of expression.
Required Texts and Other Supplies
§ Only a classroom set of biology books available
§ Students must have a science folder and a spiral notebook– organization accounts for 25% of your total quarter points.
§ Spiral notebooks will be used for note-taking; which is also a major part of each quarter grade.
Assignments
§ Major Assessments
? There will be a test and major project at the end of each quarter.
? Tests will be used to assess your progress in understanding concepts. Projects will demonstrate your ability to apply the concepts you have learned.
§ Daily Assignments
? Daily assignments will be inquiry-based through hands-on activities and lab work; although worksheets and note-taking will also be a major part of daily work.
? Folder and notebook organization will account for 25% of your total quarter points.
§ Homework
? Amount of homework will be determined on a day-by-day basis.
? Acceptance of late work will depend on the circumstances. In general, a late assignment will lose 10% of its grade for each day late.
Grading Policies
§ Grading Criteria:
§ 25% of your grade is daily assignments and class participation
§ 40% of your grade is quarter projects
§ 10% of your grade is tests and quizzes
§ 25% of your quarter grade will be folder and notebook organization
§ Grading Scale:
§ A = 100% - 90%
§ B = 89% - 80%
§ C = 79% - 70%
§ D = 69% - 60%
§ F = Below 60%
Class Participation:
§ Listening and being actively engaged in class assignments is an important part of learning. Disruptions infringe on the rights of others’ ability to learn. If after repeated warnings, inappropriate behavior continues, you will be escorted out of the classroom and to the appropriate disciplinary action. (This will be discussed in detail in class later.)
Late Work or Missing Work:
§ Unexcused late assignments will be docked points equivalent to 10% per day. Some late assignments will not be accepted at all. What constitutes an excusable late assignment will be discussed in class in detail.
§ You will be given two days to make it up “excusable” missing assignments.
§ Extra credit will be given to students who go above and beyond the requirements. For example, quarterly projects require accuracy, innovation and uniqueness. Students who display these characteristics plus show extra effort will receive extra credit. Other forms of extra credit will be discussed in class.
§ No extra credit will be given to “make up” work. Students must meet requirements in order to receive extra credit.
Class Policies:
Attendance:
§ You are expected to attend class every day. Only excused absences will be allowed makeup work
§ Be Prompt – Tardiness disrupts learning and will not be tolerated. BE IN YOUR SEAT WHEN THE BELL RINGS!
§ Be Prepared – You must have your science notebook, science folder, a writing utensil, and functioning brain, please.
§ Be positive – Attitude is everything! Negative comments, foul language, or “put-downs” will NOT be tolerated.
§ Only 3 passes per quarter will be allowed and whether or not you receive one is still based on my discretion.
§ This is a SCIENCE LABORATORY -No food or drink allowed.
§ Water is permissible only on certain days. We have safety precautions to consider when performing lab activities.
Academic Support
§ Tutorials
§ I will provide tutorials on Thursdays from 3:00 to 4:00 pm; unless otherwise noted.
Calendar of Topics and Assignments
(Please note that this is a tentative schedule and is subject to change as the year progresses.) I have provided a general overview on what will be covered this year.
Since science is mostly inquiry-based, it is not advantageous to get any more detailed than I already have.
Quarter 1:
Standards to be addressed for quarter 1:
- The student will understand the nature of scientific ways of thinking and that scientific knowledge changes and accumulates over time.
- The student will design and conduct a scientific investigation
- The student will understand the relationship between science and technology and how both are used.
- The student will recognize the historical and cultural context of scientific endeavors and how they influence each other.
- The student will describe how the environment and interactions between organisms can affect the number of species and the diversity of species in a ecosystem
- The student will describe and explain the cycling of matter and flow of energy through the ecosystem’s living and non living components
- The student will design and conduct a scientific investigation
- The student will understand the relationship between science and technology and how both are used.
1. Review of Scientific Processes
2. The Biosphere
3. Ecosystems and Communities/Types of Ecosystems
4. Populations and Carrying Capacities
5. Symbiosis (Commensalism, Mutualism, parasitism)
6. Natural vs. Invasive Species
7. Human Influence
Quarter 1 Project: Environmental Debate/Design an Experiment
Quarter 2:
Standards to be addressed for Quarter 2:
- The student will explain how inherited characteristics are encoded by genes
- The student will understand how biological evolution provides a scientific explanation for the fossil record of ancient life forms, as well as for the striking molecular similarities observed among the diverse species of living organisms
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1. Cell Structure and Function
2. Photosynthesis
3. Cellular Respiration
4. Cell Growth and Division
5. Introduction to Genetics
6. Genotype/Phenotype
7. DNA/RNA
8. Genetic Engineering
Quarter 2 Project: 2-Dimensional Model of DNA Molecule
2-Dimensional Cell Model
Quarter 3:
Standards to be addressed for Quarter 3:
- The student will classify, compare and contrast the diversity of organisms on Earth and their modes of accommodation the requirements for life.
- Explain how viruses, bacteria, fungi and parasites may infect the human body and interfere with normal body functions.
- Recognize that a microorganism can cause specific diseases and that there are a variety of medicines available that can be used to combat a given microorganism.
- Recognize that vaccines induce the body to build immunity to a disease without actually causing the disease itself.
1. Finding Order in Diversity (Classification)
2. Kingdoms and Domains
3. Bacteria and Viruses
4. Protists (Animal-like/Plant-like)
5. Fungi (Mushrooms, Mold/Yeast)
6. Plant Diversity (Vascular/Nonvascular)
7. Invertebrates
8. Vertebrates/Chordates
9. Chordate Evolution and Comparisons
Quarter 3 Project: Design an Animal/Habitat
Quarter 4:
Standards to be addressed for Quarter 3:
- Develop the theory of natural selection and common descent to explain evolution.
- Use scientific evidence, including the fossil record, homologous structures, and genetic and/or biochemical similarities, to show evolutionary relationships among species.
- Recognize that artificial selection has led to offspring through successive generations that can be very different in appearance and behavior from their distant ancestors.
- Explain why genetic variation within a population is essential for evolution to occur.
- Explain how competition for finite resources and the changing environment promotes natural selection on offspring survival, depending on whether the offspring have characteristics that are advantageous or disadvantageous in the new environment.
- Explain how genetic variation between two populations of a given species is due, in part, to different selective pressures acting independently on each population and how, over time, these differences can lead to the development of new species.
1. Darwin’s Theory of Evolution
2. Evolution of Populations
3. Evolution as Genetic Change
4. Fossil Records
5. Earth’s Early History
Quarter 4 Project: Research Project/Power Point Presentation
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