Morgan Park High School



MORGAN PARK HIGH SCHOOL

1744 WEST PRYOR AVENUE

CHICAGO, ILLINOIS, 60643

PRINCIPAL ASSISTANT PRINCIPALS

Dr. Carolyn Epps Ms. Gail Tennial

Dr. Mark Simmons

TELEPHONE: (773) 535-2550 FAX: (773) 535-2706 SCHOOL WEBSITE:

PARENT PORTAL: Student Portal:

Dear Students and Parent(s)/Guardian(s),

Welcome to the 2013-2014 school year at Morgan Park High School! My name is Mr. Charles Lesley and I will be your child’s IB MYP Biology Teacher. I am looking forward to working with your child and helping him/her to discover and explore the depth of the living world while being conscious that they are members of a global community. This course will develop students into internationally minded people who recognize their common humanity and share guardianship of the planet to help create a better and more peaceful world. All lessons taught in the class will address one of the five IB MYP areas of interactions: approaches to learning, community and service, health and social education, environments, and human ingenuity. These areas of interaction provide context through which students can strengthen and extend their awareness and understanding of Biology. The goal of the IB MYP program is to develop learners who are inquisitive, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective.

Successful IB MYP students will demonstrate the following skills and traits for each of the IB MYP Science assessment criteria (see my page of the school’s website for the complete assessment rubric).

• Criterion A: One World - The student explains how science is applied to addressing a specific local or global issue. The student explains some of the benefits and limitations of science in solving the issue. The student discusses how science and its applications interact with some of the following factors: social, economic, political, environmental, cultural and ethical.

• Criterion B: Communication in science - student communicates scientific information effectively using scientific language correctly. The student presents all the information appropriately using symbolic and/or visual representation accurately according to the task. The student acknowledges sources of information appropriately.

• Criterion C: Knowledge and Understanding of Science - The student explains scientific ideas and concepts and applies scientific understanding to solve problems in familiar and unfamiliar situations. The student analyses and evaluates scientific information by making scientifically supported judgments about the information, the validity of the ideas or the quality of the work.

• Criterion D: Scientific Inquiry - The student defines the purpose of the investigation, formulates a testable hypothesis and explains the hypothesis using scientific reasoning. The student identifies the relevant variables and explains how to manipulate them. The student evaluates the method commenting on its reliability and/or validity. The student suggests improvements to the method and makes suggestions for further inquiry when relevant.

• Criterion E: Processing Data - The student organizes and transforms data into numerical and diagrammatic forms and presents it logically and clearly, using appropriate communication modes. The student explains trends, patterns or relationships in the data, comments on the reliability of the data, draws a clear conclusion based on the correct interpretation of the data, and explains it using scientific reasoning.

• Criterion F: Attitudes in Science - The student works largely independently; uses equipment with precision and skill; pays close attention to safety and deals responsibly with the living and non-living environment. The student consistently works effectively as part of a team, collaborating with others and respecting their view.

Students will be working with science equipment and materials that are easily breakable and very often consumable. For that reason there is a laboratory fee of $20. This class fee is due to me by September 30, 2013.

Please review the attached syllabus and laboratory safety contract for an overview of the course. In addition to the procedures and rules outlined in these documents I would like to add that I understand that learning doesn’t happen overnight. The best way to understand material is by learning from mistakes. Therefore labs and projects (assignments worth more than 10 points) can be corrected until the end of a quarter to earn more points. Students simply make corrections on a separate piece of paper and staple it to the original work. The corrected grade will replace the original grade. Quiz grades can be improved by retaking quiz after coming to get help afterschool.

Please feel free to contact me anytime you have a question or would like to schedule a conference. The best and fastest method of contact is through email: cwlesley@cps.edu

I look forward to working with you and your student this year and meeting you during report card pick-up.

Mr. Charles Lesley Credentials: M.A. Curriculum and Instruction, Concordia University Chicago

B.S. Biology, Chicago State University

MORGAN PARK HIGH SCHOOL

1744 WEST PRYOR AVENUE

CHICAGO, ILLINOIS, 60643

PRINCIPAL ASSISTANT PRINCIPALS

Dr. Carolyn Epps Ms. Gail Tennial

Dr. Mark Simmons

Biology Syllabus 2013-2014

TELEPHONE: (773) 535-2550 FAX: (773) 535-2706 SCHOOL WEBSITE:

PARENT PORTAL: Student Portal:

DESCRIPTION:

Biology is a full year lab science course required for graduation. Students will develop a deeper understanding of the world we live as they conduct hands-on, inquiry-based activities. Throughout the year, students will use their reasoning skill to analyze evidence to draw conclusions and will have to use communication skills to defend their conclusions.

Biology will explore the following Big Ideas:

• Structure, Function and Information Processing

• Matter and Energy in Organisms

• Natural Selection and Evolution

• Inheritance and Variation of Traits

All topics will be integrated with overarching Crosscutting Concept of Science:

• Patterns

• Cause and Effect

• Scale, proportion and quantity

• Systems and System Models

• Energy and Matter: Flows, cycles and conservation

• Structure and Function

• Stability and Change

To be successful in this course you will need show improvement with Science and Engineering Practices:

• Asking questions and defining problems

• Developing and using models

• Planning and carrying out investigations

• Analyzing and interpreting data

• Using mathematics and computational thinking

• Construction explanations and designing solutions

• Engaging in argument from evidence

• Obtaining, evaluating and communicating information

GOALS OF COURSE:

1. To use reading and writings to gain knowledge about Biology topics.

2. To inquiry and experimentation to collect and analyze single and or multiple data sets.

3. To use research to develop and support opinion surrounding Biological issues.

STANDARDS

Biology is aligned to Illinois Science Learning Standards (11, 12A, 13), The Next Generation of Science Standards (High School Life Science), ACT College Readiness Standards (20-23), and Common Core Standards.

TEXTBOOK:

Biggs, A., et. Al. (2007) Biology Illinois Edition. New York: Glencoe Science. ISBN: 0-07-875986-2

Cost of a lost book: $110.

You can find the online version of the textbook at: User Name: GLNBIOIL07

Password: 8lec4EbL

REQUIREMENTS:

Students are required to attend all classes and be active participants. Students need to take notes and study on a daily basis. It is also the responsibility of students to be organized so that they don’t lose materials or miss assignment deadlines. Grades reflect the amount of effort taken in the completion of homework, classwork and labs. Student learning will be assessed with quizzes, tests, projects, papers and lab write-ups. All students are required to produce an individual science research project during first semester.

CLASS FEE:

There is a $20 class fee which includes lab materials, glassware and breakage, maintenance and materials. The $20 class fee is due to your teacher by September 30, 2013. After this date this fee will become a debt on the student’s record and will need to be taken care of in the main office.

CLASSROOM MATERIALS

You need to be prepared for learning every day.

Make sure you bring the following materials to class everyday:

• Pens/Pencil

• Notebook designated just for Biology

• Binder or folder to keep loose leaf paper and assignments

• Daily planner

Although the following materials will not be used every day, but are needed for success:

• Scientific Calculator

• Glue/Tape

• Scissors

• Colored Pencils

GRADING SCALE

Grades will be posted on Gradebook in a timely manner. It is the responsibility of the student and parent/guardian to monitor grades. If a student is in danger of failing at the time of progress reports, the student should contact his or her teacher to ensure that the student knows how to get back on-track.

Parents/guardians can check grades using the Parent Portal on Impact at

The semester grade (when credit is earned) is an average of two quarter grades.

GRADE SCALE PERCENT OF OVERALL CLASS GRADE

100 – 90% = A Classwork 30%

89 – 80% = B Homework 10%

79 – 70% = C Laboratory Assignments and Projects 25%

69 – 60% = D Assessments (quizzes and unit tests) 20%

59 – 0% = F Midterm and Final Exam (cumulative tests) 15%

BEHAVIORAL EXPECTATIONS:

• Be present and on time each day.

• Wear an ID at ALL times.

• Respect yourself and every other person in the room.

• Turn in all assignments by due dates.

• Do not use any electronic devices in class.

• Do not eat or drink in class (except water).

ATTENDANCE AND PUNCTUALITY:

Good attendance and punctuality are necessary for academic excellence. Most of Biology failures are due to poor attendance and lack of completion of make-up assignments. It is the student’s responsibility to determine what was missed during an absence, complete and turn in the necessary assignments. Assignments that are not made up will receive a grade of zero (even if the absence is excused). If a student is absence on the day an assignment is due, the assignment will be due the day the student returns or it will be considered late. If a test or quiz is missed due to an excused absence, a make-up time needs to be scheduled immediately upon a student’s return.

LATE ASSIGNMENTS

Late homework and classwork assignments not resulting from an excused absence will not be accepted. Late labs, papers and projects will be accepted if the student turns in a parent/guardian note explaining the valid emergency situation that prevented the student from turning it in on the due date. Accepted late assignments will be penalized.

STUDENT ASSISTANCE and RECOVERY PLANS:

After school tutoring will be available. Contact your teacher for specific times and days. Discussion of grades or missing work will not take place during class time. If you are struggling with the course you are expected to see your teacher after school so you can determine what you need to do to get back on track.

HOMEWORK:

Students will be given daily homework that will include readings from the textbook, worksheets, completion of laboratory write-ups, and doing the necessary work to complete projects. Homework assignments will be listed on the school’s website.

ASSESSMENT:

Students will be assessed continually throughout the school year to ensure that they are meeting the standards of the course. Students will be provided a variety of opportunities to show their knowledge and understanding of Biological content that can include but are not limited to concept quizzes, essays, presentations, projects and end of chapter tests. Within the first two weeks of school students will be given a quiz covering the Science Laboratory Safety Rules. At the end of each quarter (approximately every 10 weeks), a cumulative assessment focusing on science skills will be given. In addition, standardized tests will be administered throughout the year.

FINAL EXAMINATION:

At the end of each semester a final, cumulative semester exams will be given. These tests will be scheduled by the school and will comprise 15% of the overall grade. A comprehensive study guide will be provided in advance of the test.

PASSES FROM CLASS

Student will only be issued passes for extreme emergencies. Students with restroom/water fountain access written on medical passes will be allowed to visit facilities as necessary. Permission for excusal from class for an official school activity must be obtained from the teacher prior to the activity.

LABORATORY SAFETY:

The student is responsible for his/her personal safety as well as those around him/her. This is the most important requirement of any laboratory science. Refer to the attached safety contract for specific guidelines. It is expected that all students will know how to respond to an emergency situation with the appropriate action. If you are unable to follow laboratory procedures you will lose lab privileges.

COURSE SEQUENCE:

| |Unifying Concept |Chapter |Essential Questions |Topics |Timeframe |

|Qua|Big Idea: Structure, Function and Information |Chapter 1 |What is life? |Scientific method, experiments, variables,|3 weeks |

|rte|Processing |and |What is considered the nature of |data, graphing, organisms, life, Origin | |

|r 1| |Section 14.2 |science? |of life, geological time | |

| |Topic: Chemistry of Life and Multicellular | | | | |

| |Organization | | | | |

| |Big Idea: Structure, Function and Information |Sections 7.1 and |What makes a cell? |Cell Theory, Prokaryotes, eukaryotes, |2 weeks |

| |Processing |7.3 | |organelles | |

| | | | | | |

| |Topic: Chemistry of Life and Multicellular | | | | |

| |Organization | | | | |

| |Big Idea: Inheritance and Variation of Traits |Chapter 12 |What are the molecules of life? |Elements, macromolecules, enzymes, DNA, |3 weeks |

| | |and | |replication, transcription, translation | |

| |Topic: Genetics and Reproduction |Section 6.4 | | | |

|Qua|Big Idea: Inheritance and Variation of Traits |Sections 10.2, |How are genes inherited? |Probability, heredity, traits, alleles, |4 weeks |

|rte| |11.1 and 11.3 | |Punnett Square, Pedigree, Karyotype, | |

|r 2|Topic: Genetics and Reproduction | | |mutations | |

| |Big Idea: Structure, Function and Information |Section 13.2 |How do the tools of biotechnology |Biotechnology, electrophoresis |2 weeks |

| |Processing | |benefit mankind? | | |

| | | | | | |

| |Topic: From Molecules to Organisms: | | | | |

| |Big Idea: Natural Selection and Evolution |Sections 15.1, |How does life change? |Evolution, Natural Selection, Common |4 weeks |

| | |15.2 and 16.2 | |Ancestry, Darwin, DNA variation | |

| |Topic: Evidence and Mechanism of Evolution | | | | |

|Qua|Big Idea: Structure, Function and Information |Section 7.2 |How is life maintained? |Plasma Membrane, Osmosis, Diffusion |3 weeks |

|rte|Processing | | | | |

|r 3| | | | | |

| |Topic: Maintaining Homeostasis | | | | |

| |Big Idea: Structure, Function and Information | |How is the human body organized? |Human Systems, dissection |3 weeks |

| |Processing | | | | |

| | | | | | |

| |Topic: Organization of Interacting Systems | | | | |

| |Big Idea: Inheritance and Variation of Traits |Chapter 9 and |How does sexual and asexual |Cell Size, Interphase, Mitosis, Meiosis, |4 weeks |

| | |section 10.1 |reproduction work? |Cancer, Stem Cells | |

| |Topic: Genetics and Reproduction | | | | |

|Qua|Bid Idea: Matter and Energy in Organisms |Sections 8.1 and |How do living things get their energy?|Food, ATP, cellular respiration |2 weeks |

|rte| |8.3 | | | |

|r 4|Topic: Respiration | | | | |

| |Bid Idea: Matter and Energy in Organisms |Section 8.2 |Why is the sun the source of all |Photosynthesis |1 week |

| | | |energy on Earth? | | |

| |Topic: Photosynthesis | | | | |

| |Big Idea: Ecosystems: Interactions, Energy, and |Chapter 2.2 |How is energy transferred from |Abiotic, Biotic, Food Chains, Food Webs, |2 weeks |

| |Dynamics | |organism to organism? |Trophic Levels | |

| | | | | | |

| |Topic: Cycling of Matter and Flow of Energy | | | | |

| |Big Idea: Ecosystems: Interactions, Energy, and |Sections 4.1 and |How do organisms interact with each |Organization of Biosphere, Endangered |2 weeks |

| |Dynamics |5.2 |other? |Species, biodiversity, population growth, | |

| | | | |predator-prey | |

| |Topic: Populations and Ecological Disruptions | | | | |

The instructor retains the right to vary this syllabus due to school schedule changes or as the instructor deems necessary due to circumstances.

Science Laboratory Safety Contract

PURPOSE

Science is a hands-on laboratory class. You will be doing many laboratory activities which require the use of hazardous chemicals. Safety in the science classroom is the #1 priority for students, teachers, and parents. To ensure a safe science classroom, a list of rules has been developed and provided to you in this student safety contract. These rules must be followed at all times.

GENERAL RULES

1. Conduct yourself in a responsible manner at all times in the laboratory.

2. Follow all written and verbal instructions carefully. If you do not understand a direction or part of a procedure, ask the instructor before proceeding.

3. Never work alone. No student may work in the laboratory without an instructor present.

4. When first entering a science room, do not touch any equipment, chemicals, or other materials in the laboratory area until you are instructed to do so.

5. Do not eat food, drink beverages, or chew gum in the laboratory. Do not use laboratory glassware as containers for food or beverages.

6. Perform only those experiments authorized by the instructor. Never do anything in the laboratory that is not called for in the laboratory procedures or by your instructor. Carefully follow all instructions, both written and oral. Unauthorized experiments are prohibited.

7. Be prepared for your work in the laboratory. Read all procedures thoroughly before entering the laboratory.

8. Never fool around in the laboratory. Horseplay, practical jokes, and pranks are dangerous and prohibited.

9. Observe good housekeeping practices. Work areas should be kept clean and tidy at all times. Bring only your laboratory instructions, worksheets, and/or reports to the work area. Other materials (books, purses, backpacks, etc.) should be stored in the classroom area.

10. Keep aisles clear. Be mindful of the location of your bag and chair.

11. Know the locations and operating procedures of all safety equipment present in your room.

12. Always work in a well-ventilated area. Use the fume hood when working with volatile substances or poisonous vapors. Never place your head into the fume hood.

13. Be alert and proceed with caution at all times in the laboratory. Notify the instructor immediately of any unsafe conditions you observe.

14. Dispose of all chemical waste properly. Never mix chemicals in sink drains. Sinks are to be used only for water and those solutions designated by the instructor. Solid chemicals, metals, matches, filter paper, and all other insoluble materials are to be disposed of in the proper waste containers, not in the sink. Check the label of all waste containers twice before adding your chemical waste to the container.

15. Labels and equipment instructions must be read carefully before use. Set up and use the prescribed apparatus as directed in the laboratory instructions or by your instructor.

16. Keep hands away from face, eyes, mouth and body while using chemicals or preserved specimens. Wash your hands with soap and water after performing all experiments. Clean all work surfaces and apparatus at the end of the experiment. Return all equipment clean and in working order to the proper storage area.

17. Experiments must be personally monitored at all times. You will be assigned a laboratory station at which to work. Do not wander around the room, distract other students, or interfere with the laboratory experiments of others.

18. Students are never permitted in the science storage rooms or preparation areas unless given specific permission by their instructor.

19. Know what to do if there is a fire drill during a laboratory period; containers must be closed, gas valves turned off, fume hoods turned off, and any electrical equipment turned off.

20. Handle all living organisms used in a laboratory activity in a humane manner. Preserved biological materials are to be treated with respect and disposed of properly.

21. When using scissors and scalpels, always carry with tips and points pointing down and away. Always cut away from your body. Never try to catch falling sharp instruments. Grasp sharp instruments only by the handles.

22. If you have a medical condition (e.g.,allergies, pregnancy, etc.), check with your physician prior to working in lab.

CLOTHING

23. Any time chemicals, heat, or glassware are used, students will wear laboratory goggles. There will be no exceptions to this rule!

24. Contact lenses should not be worn in the laboratory unless you have permission from your instructor.

25. Dress properly during a laboratory activity. Long hair, dangling jewelry, and loose or baggy clothing are a hazard in the laboratory. Long hair must be tied back and dangling jewelry and loose or baggy clothing must be secured. Shoes must completely cover the foot. No sandals allowed.

26. Lab aprons have been provided for your use and should be worn during laboratory activities.

ACCIDENTS AND INJURIES

27. Report any accident (spill, breakage, etc.) or injury (cut, burn, etc.) to the instructor immediately, no matter how trivial it may appear.

28. If you or your lab partner are hurt, immediately yell out “Code one, Code one” to get the instructor’s attention.

29. If a chemical splashes in your eye(s) or on your skin, immediately flush with running water from the eyewash station or safety shower for at least 20 minutes. Notify the instructor immediately.

30. When materials are broken, notify the instructor immediately.

HANDLING CHEMICALS

31. All chemicals in the laboratory are to be considered dangerous. Do not touch, taste, or smell any chemicals unless specifically instructed to do so. The proper technique for smelling chemical fumes will be demonstrated to you.

32. Check the label on chemical bottles twice before removing any of the contents. Take only as much chemical as you need.

33. Never return unused chemicals to their original containers.

34. Handle micropipets with care. Follow proper instructions and never over-twist the dial.

35. When transferring reagents from one container to another, hold the containers away from your body.

36. Acids must be handled with extreme care. You will be shown the proper method for diluting strong acids. Always add acid to water, swirl or stir the solution and be careful of the heat produced, particularly with sulfuric acid.

37. Handle flammable hazardous liquids over a pan to contain spills. Never dispense flammable liquids anywhere near an open flame or source of heat.

38. Never remove chemicals or other materials from the laboratory area.

39. Take great care when transporting acids and other chemicals from one part of the laboratory to another. Hold them securely and walk carefully.

HANDLING GLASSWARE AND EQUIPMENT

40. Carry glass tubing, especially long pieces, in a vertical position to minimize the likelihood of breakage and injury.

41. Never handle broken glass with your bare hands. Use a brush and dustpan to clean up broken glass. Place broken or waste glassware in the designated glass disposal container.

42. Inserting and removing glass tubing from rubber stoppers can be dangerous. Always lubricate glassware (tubing, thistle tubes, thermometers, etc.) before attempting to insert it in a stopper. Always protect your hands with towels or cotton gloves when inserting glass tubing into, or removing it from, a rubber stopper. If a piece of glassware becomes “frozen” in a stopper, take it to your instructor for removal.

43. Fill wash bottles only with distilled water and use only as intended, e.g., rinsing glassware and equipment, or adding water to a container.

44. When removing an electrical plug from its socket, grasp the plug, not the electrical cord. Hands must be completely dry before touching an electrical switch, plug, or outlet.

45. Examine glassware before each use. Never use chipped or cracked glassware. Never use dirty glassware.

46. Report damaged electrical equipment immediately. Look for things such as frayed cords, exposed wires, and loose connections. Do not use damaged electrical equipment.

47. If you do not understand how to use a piece of equipment, ask the instructor for help.

48. Do not immerse hot glassware in cold water; it may shatter.

HEATING SUBSTANCES

49. Exercise extreme caution when using a gas burner. Take care that hair, clothing and hands are a safe distance from the flame at all times. Do not put any substance into the flame unless specifically instructed to do so. Never reach over an exposed flame. Light gas (or alcohol) burners only as instructed by the teacher.

50. Never leave a lit burner unattended. Never leave anything that is being heated or is visibly reacting unattended.

Always turn the burner or hot plate off when not in use.

51. You will be instructed in the proper method of heating and boiling liquids in test tubes. Do not point the open end of a test tube being heated at yourself or anyone else.

52. Heated metals and glass remain very hot for a long time. They should be set aside to cool and picked up with caution. Use tongs or heat-protective gloves if necessary.

53. Never look into a container that is being heated.

54. Do not place hot apparatus directly on the laboratory desk. Always use an insulating pad. Allow plenty of time for hot apparatus to cool before touching it.

55. When bending glass, allow time for the glass to cool before further handling. Hot and cold glassware look the same. Determine if an object is hot by bringing the back of your hand close to it prior to grasping it.

PLEASE PRINT AND RETURN THIS PAGE ONLY TO YOUR STUDENT’S INSTRUCTOR.

Complete the following information and sign below, indicating that you and your student have read and understood the syllabus, safety contract and what is expected. A signed copy by both you and a parent or guardian needs to be turned in before you can participate in the laboratory.

Student Name:__________________________________

Student Signature: _______________________________

List any student allergies:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Are contacts worn by the student? Yes or No

|Parent/Guardian Name |Parent/Guardian Name |

| | |

|___________________________________ |___________________________________ |

|Parent/Guardian Signature: |Parent/Guardian Signature: |

| | |

|___________________________________ |___________________________________ |

|Contact Numbers |Contact Numbers |

|(h)_________________________________ |(h)_________________________________ |

| | |

|(c)_________________________________ |(c)_________________________________ |

| | |

|(w)_________________________________ |(w)_________________________________ |

| | |

|E-mail______________________________ |E-mail ______________________________ |

Preferred method of contact: ____________ Preferred method of contact: ____________

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