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Biology

Course Description

 

This course includes laboratory work, study of specimens, projects, and a thorough understanding of scientific inquiry.  Course content encompasses interrelationships of living things, levels of biological organization, cellular biology, biochemistry, genetics, and evolution.  Students should be prepared to conduct projects and write a formal lab report. Instruction centers around inquiry based learning that is incorporated into class activities.  Learning activities include teacher-lead instruction, group work, student seatwork, project-based learning, and lab exercises with both student-choice and teacher-choice grouping.  Students can expect to start each day with a bell ringer assignment followed by learning activities and/or lecture.   At times students will work independently from the teacher in order to achieve student autonomy expected of upper school students.  Classes are structured to utilize every minute for learning and assessing understanding.  Real world application is a daily objective.  Higher-level thinking will be incorporated into each lesson as well as use of technology when applicable to increase student achievement.  Students are expected to participate in all activities and actively engage and ask questions during teacher-led lecture.  Students are also expected to review and study the content covered in class outside of school daily.

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Weekly Update 04/22/2019

Students will begin the week with a Drosophila (fruit fly) lab. In groups of 4-5, students will breed fruit flies based on phenotypic (visually identifiable, expressed traits). Students will have the choice of several phenotypes to combine and will choose as a group. 
 
Students will review lab reporting protocols and determine, as a group, what the objective of the lab should be. Groups will begin drafting their lab report in class. Students will check in on the first generation of their offspring this week and next as they grow and update group records as necessary for sorting and counting of subjects when they have matured.
Note: While this lab write-up will be guided, students have the knowledge and experience to do so collaboratively. As such, a template will not be provided. 
 
We will then move on to review evolution, referencing our fruit fly experiment as a simplified guide as we investigate questions of bioethics and technology. 

Weekly Update 04/15/2019

This week students will share their genetic disorder projects. From there, students will begin their fruit fly experiments.

Weekly Update 04/08/2019

This week we will continue working on wrapping up the genetics disorder research project in addition to testing.

Weekly Update 03/18/2019

On Monday, students will take an assessment of the concepts we've explored in our Heredity unit and continue working on their genetics project. Students will have time to work on their project, as well. We will also have a guided class discussion about genetic engineering.

Weekly Update March 11, 2019

This week we will review the unit and prepare for the genetics and heredity project. The project was released over 1 week before schedule with verbal instructions to students with extended time that they should begin their project early and reach out with any questions so that they could complete all elements of this project in time for the universal due date. In addition, students have been given extra time in class to work on these projects. Therefore, these projects can not be accepted late.
Monday, we will review polygenic traits, blood type, and reinforce any gaps in knowledge. Students will have the class to complete their Lab from last week and work on projects. 
Wednesday, students will review for an assessment to be taken on Friday. NOTE: This test may or may not be reflected on this quarter's grade.
Friday, students will assess their understanding of the concepts explored in this Unit on Heredity.
Project (extended time) due date: 03/20/2019 
No late work can be accepted.
 
 

Weekly Update 03/04/2019

Students will begin this week working on complex patterns of inheritance then moving onto mutations and pedigrees. As we work through these concepts, students will be encouraged to make note of any information they will need to reference through their research project. Students will not have dedicated time in class to work on this project this week. That said, students are expected to work on this project if they complete any assignments early.

Homework

March 4: Study for Complex Inheritance Patterns Quiz (on 3/06); work on the research project; movie permission slip sent home for GATTACA

March 6: Concept 3 notes; work on the research project

March 8: Finish pedigree practice problems. Review completed work from Pedigree Mystery lab activity. Work on the research project. Movie permission slips due for GATTACA.

Weekly Update 02.25.2019

Monday:
This week we will begin with a Popsicle stick babies activity. Students will finish unanswered questions for homework. 
Wednesday:
Students will take a Punnet square quiz before moving onto a brief practice over Heredity vocabulary.
Friday:
Lab stations
 
This week we will also begin our flipped class model. We will no longer be taking notes in class. Students will take notes over the second concept in this unit for homework Monday. These notes will be very important the next class to successfully complete practice after the quiz.

Weekly Update 02/19/2019

We will begin our exploration of Genetics. For this unit, students must use time wisely in the classroom. We will be reviewing and building upon their knowledge of Genetics in an effort to more fully explore mutations, genetic disorders, and genetic engineering. For this unit, students will be graded on the quality of their notes in lieu of the more structured study guide grades. Where the study guides had a structured “due date”, these notes will be randomly reviewed in an effort to help students stay on task. Students will also be assessed participation grades for the same reason.

 

On Wednesday, we will look at Mendelian Genetics, and briefly look at Dihybrid crosses.

Homework (Due the beginning of class Friday 02/22):

Monohybrid crosses practice

Dihybrid cross practice

 

On Friday, we will go into Monohybrid and Dihybrid crosses. If time permits, we will introduce complex inheritance patterns with an activity coupled with reflection questions.

Homework (Due the beginning of class Monday 02/25):

Punnett square practice

Popsicle stick babies activity response questions

Weekly Update 02/11/2019

This week we will wrap up Unit 4: Genetics with our concept 3 quiz. From there, students will begin their review project designing a children's book over main concepts we have explored thus far after the quiz. The goal for Monday 02/11/2019 is that students complete a rough draft of all words for me to check. The goal for Wednesday is for students to complete the rough draft of all images for me to check. The review project will be due on 02/20/2019 at the beginning of class for a project grade. Students have +/- 1.5 class periods to work on this project and, if time is used wisely, should have very little work to complete at home.  

Weekly Update 02.04.2019

After this week, students will be able to do the following:

  • Describe the difference between haploid cells and diploid cells.
  • Explain the significance of crossing over during prophase I/metaphase I.
  • Describe the difference between somatic cells and sex cells.
  • Describe the difference between autosomes and sex chromosomes.
  • Explain the purpose and results of meosis compared to mitosis.
  • List the end results of meosis I and meiosis II.
  • Draw and summarize each step in meiosis.
  • Explain what would happen if a mistake is made during meiosis.
  • Identify a cell as haploid or diploid based on a description or picture.

Monday, we will introduce these concepts with notes and practice. Students will be assessed on these practice/reinforcement worksheets. Wednesday, we will be doing lab stations where students will access content related videos and deepen their understanding of the concepts through guided inquiry questions that respond to these videos. Students will be allowed to use their phones for this instructional activity.These will be due at the end of class and graded. Friday will be dedicated to review. Study guides are also due Friday (02/08/2019) for the quiz over concept 3. The quiz over concept 3 will be done the following Monday (2/11/2019).

Weekly Update 01/28/2019

This week we will round out or study of Unit 4, concepts 1 and 2. Our schedule for the week follows.
 

01/28

Protein Synthesis

-Concept 2 SG Due

-Activity: Protein Synthesis Scavenger Hunt p.17-18

-Concept 2 SG

-Scavenger Hunt p.17-18

 

-Study for test

01/30

Protein Synthesis
Review

-Review Concepts 1-2

-Play Game: Protein Syn-thingo p.19-20

-Informal questioning and discussion

-Study for test

02/01

Test

-Unit 4 Test on Concepts 1-2 + Cumulative

-Unit 4 Test

 

Weekly Update 01/22/2019

This week we will continue our exploration of Genetics by focusing on protein synthesis. 
 
Our itinerary for the week follows:

01/23

Protein Synthesis

-Concept 1 SG due

-Concept 2 Notes p.8-9 (stop after transcription, before translation)

-Practice p.12 – do the transcribing only!

-Finish Concept 2 Notes p.9-11 on translation

-Finish Practice p.12 – do the translating

Assessment: 

Informal questioning and discussion

Homework:

Work on Concept 2 SG

01/25

Protein Synthesis

 

-Activity: DNA Candy Model p.13-14

-Practice: Protein Synthesis p.15-16

-Work on Concept 2 SG (if time)

Assessment:

DNA Candy Model p.13-14

Homework:Finish on Concept 2 SG

Weekly Update 12/17/2018

This week is finals. We will take a test over Bio Basics, Cells, and Energy Flow.