Biology 2 Syllabus
Instuctor: Donna Dietrich
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Course Description: Biology 2 is a continuation of the concepts learned in your sophomore Biology class. Students taking Biology 2 need a strong foundation in Biology and should have taken or should currently be enrolled in chemistry since biochemistry will be explored more in depth in Biology 2. Although Biology 2 is not an AP Biology course, we will cover many of the same concepts that are covered in an AP course. For this reason, you will see AP Biology labs used throughout the course.
Required Materials:
A binder or composition notebook
Pens and pencils
Calculator
Two pocket folders for loose papers
Course Outline
The following is a tentative course outline for Biology Two. Although some assignments may take longer than anticipated or be finished more quickly, we will attempt to adhere to the schedule as outlined below.
FIRST NINE WEEKS THEME: FROM ATOMS TO SYSTEMS: ENERGY AND METABOLISM IN THE BODY
Partial first week:
Classroom Expectations and Procedures
General Classroom and Laboratory Safety Procedures
Overview of the History of Biology
Week 1 and 2:
See Unit 1 Learning Plan
Review of Atoms, Molecules, and Reactions
Molecules of Life
Lab Activity
Molecule of Life Quiz
Week 3
Complete Lab Report for Molecules of Life Lab
Read Odyssey from Keeping Things Whole
Review of Enzymes
Enzyme Lab
Week 4
Finish Unit 1
Unit 1 Test
Week 5
Review of Cellular Organelles and Their Functions: SEE UNIT 2 LEARNING
PLAN
Students Create Organelle Glog
Cell Types and Specialization
Tissue Detectives Lab
Mini Lab Report
Cell Organelles and Tissues Quiz
Week 6
Finish activities from Week 5
Procedures and Safety for Dissection
Frog Dissection: Organ Comparison
Relate to form and function
Lab Report
Week 7
Energy Transformation in the Cell
Cellular Respiration Lab AP Biology Lab 7
Finish Cellular Respiration
Cellular Respiration Quiz
Week 8
Respiratory and Circulatory Systems
Relating Cellular Respiration to Respiration and Circulation
Energy in the Body Writing Assignment
Week 9
Finish work from Weeks 7 and 8
Unit Test
SECOND NINE WEEKS THEME: MAINTAINING HOMEOSTASIS AND MOVEMENT IN THE BODY
Week 10:
Review Cell Membrane Features
Review of Cell Transport and Energy Needs
Diffusion and Osmosis AP Lab 1
Lab Report
Week 11:
Pig Dissection: Circulatory System
Week 12:
Circulation and Cell Transport
Circulatory Physiology AP Lab 10
Lab Report
Week 13:
Circulation and Cell Transport Assignment
Circulation Unit Test
Week 14
Nerve Cell Structure and Function
Relating Cell Transport to Nerve Cell Function
Nerve Cell Quiz
Week 15
Pig Dissection: Nervous System
Lab Report
Animal Behavior AP Lab 11
Week 16:
Explanation of Animal Behavior Lab: Glog or PowerPoint
Students Present
Nerve Cells and Nervous Systems Test
Week 17:
Immune Cells and Immune System
Immune System Research Topic
Create Presentations
Week 18:
Student Presentations
Review
Final
SECOND SEMESTER TOPICS
3RD NINE WEEKS THEME: MOLECULES AND MENDEL: GENETICS
Week 1:
Set Up Plant Lab
Review of Genetics from Biology I
Analysis of DNA Lab
Week 2:
Forensics Simulation Lab
Lab Report
Review of Central Dogma
Week 3:
Analysis of Plant Lab
Relate Protein Synthesis to Plant Lab Results
Problem Solving Activity and Writing
Quiz over DNA, Biotechnology, and Protein Synthesis
Week 4
Review Cell Division
Mitosis and Meiosis AP Lab 3
Mitosis and Meiosis Problem Solving Activity and Writing
Week 5
Review of Mendelian Genetics
Reading from Nature of Life
Apply Mendelian Genetics to Plant Lab
Week 6
Finish work with lab results
Beyond Mendel: Other types of crosses and inheritance
Quiz
Week 7
Biological Diversity: Organism comparison dissection
Cladograms and phylogenetic trees
Natural Selection Reading in Nature of Life
Week 8
Finish reading and discussion
Begin student topic reports on evolutionary concepts
Week 9
Students finish reports and present
AP Biology Lab 8: Population Genetics
Quiz
4TH 9 WEEKS THEME: ECOLOGY AND GLOBAL CLIMATE CHANGE
Week 10
Review of Ecosystems
Review Reactions in the context of Photosynthesis
Relate to Cellular Respiration
Review Biogeochemical Cycling
Week 11
Student Topics Assigned
Students research and present
Finish student research and presentations on ecology topics
Quiz over ecology topics
Week 12
Tragedy of the Commons in Keeping Things Whole
Shared Inquiry Discussion
Clip from Inconvenient Truth
Discussion
Week 13
Global Warming Experiments in Stations
Student Summarize Lab Data
Begin student Global Warming Video Projects
Week 14
Students Work on Video Projects
Students present videos
Quiz over Climate Change
Week 15
Review properties of water
Begin water quality study at outdoor classroom aka "the creek"
Examining Macroinvertebrates to gauge water quality
Students evaluate water quality and use data to support findings
Week 16
AP Lab 12: Dissolved Oxygen and Primary Productivity Lab
Full Lab Report
Quiz over Water Quality
Week 17
Finish work not completed from the previous two weeks
Week 18
Review and Finals
Assessment
Grading in this class will be approached in a manor similar to that of Biology I. Assignments are graded based on how well you meet the standard being assessed for the given assignment. Grades are not set in stone, and can change depending on how hard you are willing to work. Not all assessments will be graded. Some assessments are merely for the purpose of providing information on your progress so that I can see where you are and how to move your understanding forward. We may stop often and re-teach a concept if students are struggling with it, and we will have a variety of formal and informal assessments throughout any unit.
Informal Assessments: Informal assessments are graded as participation only. They are used for the purpose of determining what you understand and what you do not. Informal assessments determine what we will do next in the class.
Differentiated Activities: After giving an informal assessment, I usually find that students are at different levels of understanding. Sometimes we may do a differentiated activity to help you move from your present level of understanding to the next one. In this type of activity, you will be grouped with others who have similar needs as you, and the activity you do will be unique to your needs. Other groups with different needs may do other activities.
Formal Assessments: These are assessments that go in as assessment grades. After we have learned a concept, and re-learned it if students had problems understanding, we will formally assess that standard. Some formal assessments may be multiple choice or open response tests while other may be short answer tasks similar to the informal assessments you do.
Formal Assessments - 90% of your grade
Participation - 10% of your grade
Performance Indicators: Instead of receiving a percent correct, you will receive one of the following on most assessments.
Beginning: Limited mastery of essential knowledge and skills; may require assistance or extended time in applying knowledge and skills.
Progressing: Partial mastery of essential knowledge and skills; partial success in tasks using this knowledge or skill.
Proficient: Solid academic performance, demonstrates competency of subject matter knowledge, applies such knowledge to real-world situations.
Advanced: Superior performance, in-depth understanding, application of knowledge and skills to develop new understanding and solutions.
The goal is for everyone to understand the material to at least a proficient level by the end of the year. If you have not mastered the material to a proficient level after learning the material and being re-taught in class, you should consider staying after school for tutoring. When you stay for tutoring, we will work one on one or in small groups. I will present the material to you in a different way or explain it in a different way to help you gain the understanding you need.
Your grade will be based on the performance and understanding of the material that you demonstrate a majority of the time. For example, if you show progressing work most of the time with some proficient work here and there, you would receive a progressing. The following performance levels will translate into the following grades:
Advanced - A
Proficient - B
Progressing - C
Beginning - D
Incomplete Data - I (no course credit)
Expected Classroom Behavior:
1. Come in the room, sit in your assigned seat, and get your materials our BEFORE THE TARDY BELL RINGS.
2. Begin bellwork QUIETLY as soon as the tardy bell rings. THERE IS GENERALLY TO BE NO TALKING DURING BELLWORK.
3. When the teacher is asking questions, do not call out answers unless called upon. Students will be selected randomly using a computer program or dice to answer questions The purpose of this procedure is to give everyone a fair chance to participate.
4. Complete all assignments to the best of your ability and participate fully in group work. Group work counts as part of your participation, but more importantly it helps you gain understanding of the material that will be assessed.
5. Remain on task at all times.
6. No talking during instruction. Talking during group work should be limited to the topic being studied.
7. Follow all classroom and laboratory safety rules at all times.
8. Remain in your seat until dismissed by the teacher. The bell does not dismiss you.
9. If you are in seventh period, please put up your chair after the bell rings at the end of class.
Hints for Success:
1. Study outside of class especially if you know you are not performing at a proficient level.
2. Complete all homework that is assigned. Do individual practice if you see that you need it.
3. When working in pairs or in groups, be willing to help others. However, helping does not mean allowing them to copy. Explain concepts to your group members if you understand and they don't. Remember, next time it could be you who is having difficulty.
4. Hand in all assignments on time. It hurts your grade when you turn in assignments late. (See Late Work and No Zero policy below)
5. Be at school every day.
Make-Up Work Policy (For when you are absent):
If you miss for whatever reason whether or not you are excused, you need to do the following.
Make up work will be available through Quia online. This can be accessed by going to the blog and clicking on your class link.
1. On the day you return as soon as you come in, give me your admit slip.
2. Go directly to the class composition notebook in the yellow tray that is labeled "Make-Up Work." Find the date of the day you missed, and see what we did.
3. Get any handouts you need from the trays below the class notebook.
4. Check to see which assignments are completed in the notebook and which were handed in for a grade. This information should be stated in the class notebook.
You will only be allowed to receive a grade for assignments missed on days you were absent. The following rules apply.
They must be made up outside of class. You will not be given class time to make up missed work.
If you missed a test or other formal assessment, you will be required to come in after school or to arrange another time to come in to make this up. I will not get you out of other classes to do make-up work!
You must see me within three days of returning to school to arrange a time for make-ups.
YOU ARE RESPONSIBLE FOR MAKING UP ANY ASSIGNMENTS YOU MISS WHILE ABSENT. YOU ARE NOT EXEMPT FROM THESE ASSIGNMENTS. NOT MAKING THEM UP WILL RESULT IN YOU RECEIVING A ZERO FOR THOSE ASSIGNMENTS OR ASSESSMENTS.
Since this is a Biology 2 course, homework will be assigned and I will expect it to be turned in on time. Any student who does not have the assignments turned in on time will have the opportunity to turn it in within one week. IF THE ASSIGNMENT IS EVEN ONE DAY LATE, IT WILL RECEIVE A MAXIMUM SCORE OF 70%. IN OTHER WORDS, PLEASE TURN IN WORK WHEN IT IS DUE!
IF AN ASSIGNMENT IS NOT TURNED IN WITHIN THAT ONE WEEK PERIOD, IT WILL RECEIVE A ZERO.
Extra Practice: There will be optional homework assignments posted on the blog When we are studying any topic in class, there will be times when you may not understand something from dealing with it in class alone. Therefore, extra practice on any topic will be left in the Independent Practice folder. There will also be answer keys posted so that you can check your work.
Redos:
You can redo any assessment whether it is a test or other type of formal assessment. In order to redo an assessment, you must earn the right. For example, if you miss a multiple choice test, I may ask you to come in after school. You will be given the test back and asked to explain why you missed the questions or why the correct answers are correct. Then you will be given the opportunity to retake an alternate version of the test.
Notebooks:
In the past I have taken up notebooks for a grade and had students use a specific format. I have noticed a direct correlation between test scores and notebook grades in many cases. It seems the better the notebook, the better the understanding. This makes sense because if you have a good notebook, you can find your work from day to day and easily refer back to what you have done previously.
There will be two options for keeping a notebook this year, and grading will be done a little differently.
Options:
1. Composition or spiral bound notebook. You can attach handouts to the pages or make a pocket for your handouts in the notebook. All work including handouts needs to be dated and in order.
2. A binder with all papers securely attached. All work including handouts needs to be dated and in order.
3. See me if you have another idea or system that has worked for you in the past. Depending on what it is, I might approve it.
Grading of Notebooks:
Notebooks count towards the participation grade and also affect assessment grades since they are needed as a study tool.
Notebooks this year will be randomly spot checked. I will randomly select a few students and ask them to locate work in their notebook. I will check the work to see if it is completed and to see if the notebook is organized.
What must be in your notebook on any given day:
- Date
-Bellwork question: Yes you have to write the question in most cases.
-Bellwork answer
-Notes from the day or handouts. Whatever we do after the bellwork goes next. If you are using pockets for you handouts make a note under the day's bellwork to remind yourself that we did a lab sheet or other handout and where it is located.
For example:
-If we do any reflections, include these as well.
NOTEBOOKS WILL NOT BE PERMITTED ON TESTS . NOTEBOOKS MAY BE USED ON OTHER FORMAL ASSESSMENTS THAT ARE NOT MULTIPLE CHOICE OR OPEN RESPONSE TESTS.