Major Units of Instruction



Cedar International School

BIOLOGY

Mr. Pascoe

zach.pascoe@

2011-2012

Grade 10

mrzpascoe.

Course Description: The grade 10 biology course is designed to introduce the student to a detailed study of the living world around them. The cell, both its structure and physiology, is studied as the basis of all life. We will explore a broad analysis of the five kingdoms of living organisms, as well as a detailed study of representative organisms of each. The biology course will explore genetics, evolution of life on earth with an emphasis on evolution of mammals. The course is experimental and the student is expected to be fluent in the scientific method in order to be able to carry out laboratory and research procedures.

Textbook: Biology. Miller and Levine. Prentice Hall 2006

Aims: The aims of the teaching and study of sciences are to encourage and enable students to:

❖ develop in the student an understanding of the life sciences.

❖ develop inquiring minds and curiosity about life sciences and the natural world

❖ acquire knowledge, conceptual understanding and skills to solve problems and make informed decisions in scientific contexts

❖ develop skills of scientific inquiry to design and carry out scientific investigations and evaluate scientific evidence to draw conclusions

❖ communicate scientific ideas, arguments and practical experiences accurately

❖ think analytically, critically and creatively to solve problems

❖ demonstrate attitudes and develop values of honesty and respect for themselves, others, and their shared environment

Note:

✓ I reserve the right not to mark work that is sloppily done or done without care! It may be resubmitted, but at a discounted mark.

✓ All assignments are due at the beginning of the class period.

✓ Late assignments will be accepted at a discounted mark.

(Anyone can occasionally have “timetable” issues. If you know ahead of time that such an event is likely to occur, perhaps due to a major test or assignment in another class or a family event, let me know ahead of time and we can make arrangements!)

✓ If you miss a test or assignment, it is your responsibility to see me on the first day back in class to make arrangements about making up this mark.

✓ There will be a cumulative final exam for all students at the end of trimester three in this course.

Notebook and Class supplies:

Since there are a lot of hand-outs given in this course and a lot of notes will be taken, the best way to keep your notes and handouts organized is to use a 3-ring binder. All notes must be dated on a daily basis and kept in order (I will be checking you notebooks periodically). Lab reports are to be filed accordingly. Sometimes, students prefer to use composition books for their class notes and use the binder for handouts. Students must have a pen, a metric ruler, paper, and a pencil with them every day. Laptops used responsibly are accepted.

Assessment Details:

In the MYP programme the overall academic grades are given with a number from 1-7. Descriptors are shown below for each level of achievement. In the MYP programme, each student receives a summative MYP grade on all science criteria. These grades are based on summative assessment that describes the student’s performance at the end of each term. This is complemented by the programmes special emphasis on formative assessment during the different stages of the learning process that measures the progress of the student. Students are also involved in formative self-assessment through reflection on their own learning.

[pic]

The following assessment criteria have been established by the IBO for sciences in the Middle Years Programme.

[pic]

[pic]

For each assessment criteria, a number of band descriptors are defined. These describe a range of achievement with the lowest level as 0. The band descriptors are then correlated to the published grade boundaries for each subject. The level of achievement is then converted to a final grade on a scale of 1-7.

Major Units of Instruction:

• Unit One: The Nature of Science and Biology

□ Studying Life and Characteristics of

□ Tools and procedures

□ Biology as a science

Case Study: How Scientists Work! Pasteur and Microbiology

• Unit Two: Chemistry Of Life

□ Nature of Matter

□ Chemical elements and water

□ Carbon Compounds

□ Chemical Reactions and Enzymes

Case Study: Enzymes in our lives

• Unit Three: Cells

□ Cell structure and functions

□ Cell theory

□ Prokaryotic vs. Eukaryotic cells

□ Membranes

□ Cell division

□ Photosynthesis

□ Cellular Respiration

□ Cell Growth and Division

▪ Regulating the Cell Cycle

Case Study: Cancer-Disease of the Cell Cycle

Case Study: Stem Cells and the future of medicine

• Unit Four: Genetics

□ Introduction to genetics

▪ Mendel

▪ Probability and Punnett Squares

▪ Meiosis

□ DNA and RNA

□ Genetic Engineering

▪ Changing the Living World

▪ Manipulation and Transformation

▪ Genetically Modified Foods

Case Study: GMF’s- Can they feed the world?

• Unit Five: Our changing world, past and present

□ Evolution

▪ Darwin

▪ Genes and Variation

▪ The History of Life

▪ Fossil Record and Earth’s Early History

Case Study: Darwin vs. the Courts

□ Classification

▪ Finding Order in Diversity

▪ Kingdoms and Domains

• Unit Six:

□ Human Health and Micro-organisms

▪ Bacteria

▪ Viruses

Case Study: H1N1 and disease transmission

• Unit Seven

□ Chordates

▪ Mammals and Homeostasis

▪ Controlling Body Temperature

▪ Form and Function

▪ Behavior

• Unit Eight: Human Health and Physiology

□ The Human Body

▪ Nervous System

▪ Skeletal, Muscular, and Integumentary System

▪ Endocrine and Excretory Systems

▪ The Immune System and Disease[pic][pic][pic][pic]

-----------------------

[pic]

[pic]

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download