BIOLOGY EXPECTATIONS

Mrs. Sutton Co-Teacher: Mr. Hartshorn

School Phone: 364-7778 ext.7365 School Phone: ______

E-mail: E-mail: ______

Class Webpage:

Philosophy: Biology is a hands-on standards based course designed to give students knowledge of the living world and provide a strong understanding of living systems. This course builds on the idea that science knowledge is acquired through inquiry and process. Students are taught the importance of process skills and how scientists use them. Through the observation, measurement, organization of data, classification, predicting, experimenting, analysis of data, and communication of information, the students will gain an understanding of the importance of the living world around them. Coupled with real-world applications for the concepts, Biology sets the stage for lifelong learning.

Text: Biggs, A., Hagins, W.C., Kapicka, C., Lundgren, L., Rillero, P., Tallman,

K.G., Zike, D & The National Geographic Society. (2004). Biology:

The Dynamics of Life. Glencoe Science.

Supplies: Students will be expected to bring with them to each class:

  • A pen or pencil.
  • An agenda book is highly recommended.

Students will be provided with the following:

  • 1 single subject class notebook to use for notes and journals.
  • 1 class folder to store all pertinent work and handouts.
  • A safe place in the classroom for storage of these items. It is the responsibility of the student to make sure that all items are stored safely away before leaving class.

Students will not be assigned individual textbooks for this class. A class set will be kept in the room for students to use when needed. Students may be able to sign out a book to use at home with teacher permission. If a book is lost when signed out by a student it will be the student’s responsibility to pay the school the cost of replacing that book.

Absences: If you are absent, it is YOUR responsibility to see me the next day you are in school to get any assignments/notes you may have missed or to schedule make-up time after school. This means that even though we meet every other day, you may have to see me on a day when class does not meet. When you are out, it is expected any assignments missed are made up within the allotted time period. (Refer to student handbook for the school policy).

* All class assignments, applicable notes and important dates will be posted on a daily basis to the class webpage at .

Class Rules: The school provides students with a handbook that serves to explain the conduct and attendance expectations of Chariho Students. The handbook can also be used to organize their assignments. It is the intention of this class to follow the school’s mission statement and student expectations in words, deeds, actions and thoughts. Two essential and central concepts to the success of a productive learning environment are quality work and respect for others. The safety contract must be signed and returned before participation in any lab activity.

Course Outline and Objectives:

The Science of Life

Objectives: Students will learn and understand the processes scientists use to study the natural world. Students will discover the characteristics of life.

  • Characteristics of Life (Chapter 1)
  • Scientific Method (Chapter 1)

Ecology

Objectives: Students will describe and analyze the components of the Water, Carbon, and Nitrogen cycles. Students will describe the flow of energy through an ecosystem. Students will identify and describe the effects of destruction of habitats, pollution, urbanization, and natural disasters have on populations.

  • Earth cycles (Chapter 2)
  • Equilibrium in an Ecosystem (Chapter 3)
  • Food Pyramids and Biomass (Chapter 2)
  • Energy Transfer (Chapter 2)
  • Human impact on Ecosystems (Chapters 4 and 5)

Quarter 1 Major Course Assessment

Cells

Objectives: Students will describe the properties of elements and their role in living systems. They will describe the role of water processes of osmosis, diffusion, Turgor Pressure, and universal solvents within cells. Students will describe the structure of the cell membrane and understand its role in transport. They will identify the role of each organelle in maintaining homeostasis in the cell. They will describe complex interactions among different types of molecules that cause distinct cycles of activities such as growth and division. Students will compare energy transfer within cells. Students will compare and contrast body system organization within and among major animal and plant phylums.

  • Homeostasis (Chapter 6)
  • Membrane Structure (Chapter 7)
  • Enzymes (Chapters 6 and 9)
  • Membrane Transport (Chapter 8)
  • Prokaryotes vs. Eukaryotes (Chapter 7)
  • Organelles (Chapter 7)
  • Cell specialization (Chapter 7)
  • Tissues
  • Organs and Organ systems
  • Cell Division (Chapter 8)

Quarter 2 Major Course Assessment

DNA and Genetics

Objectives: Students will demonstrate understanding the structure and function of DNA and its role in heredity. Students will learn about the process of gene combination and the outcomes that come with changes to those combinations. Students will gain insight into human genetics including physical expression of traits, effects of mutations and identify many common disorders.

  • Genes (Chapter 11)
  • Alleles (Chapters 10)
  • Phenotypes (Chapter 10)
  • Punnett squares (Chapter 12)
  • Genetic engineering (Chapter 13)
  • Structure of DNA (Chapter 11)
  • Ribosomes and Protein synthesis (Chapter 11)
  • Mutations (Chapter 11)

Quarter 3 Major Course Assessment

Evolution and Classification

Objectives: Students will compare and contrast various theories of evolution, defining such processes as adaptations, natural selection, and speciation. Students will familiarize themselves with classification techniques and will apply this information to describe evolutionary trends in major body systems.

  • Theory of Evolution (Chapter 15)
  • Natural selection (Chapter 15)
  • Effects of environmental pressures (Chapter 15)
  • Adaptations (Chapter 15)
  • Evidence of evolution (Chapter 15)
  • Microevolution vs. macroevolution
  • Relationships between organisms for classification (Chapter 17)
  • Use of classification schemes as basis for evolution trends (Chapter 17)

Quarter 4 Major Course Assessment

Graduation Portfolio: As part of the requirements for graduation and your portfolio, you must complete 4 formal lab reports, two of which will come from this class. You will have 2 opportunities, one per semester, to meet proficiency on these tasks. It is important to take these labs seriously and keep in mind that they have serious impacts towards your future beyond the end of this course.

Help Night: Help night is held Mondays after school or other days by request.

This course has been aligned with the new Chariho High School Science Curriculum. This document is available online through the school’s website:

Please sign and return with your student for the next class meeting:

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Name of Student:______

Name of Parent/ Guardian:______

Parent/Guardian Signature:______

Parent/Guardian Email: ______

Parent/Guardian Phone #: ______

This verifies that at least one parent/guardian has read the Biology Expectations document and has viewed the grading policy.