Morganparkcps.enschool.org



Morgan Park High School

1744 West Pryor

Chicago, IL 60643

(773)-535-2550 Fax (773) 535-2806

IB-MYP-Biology 2014-2015

School Website:

Link to Parent Portal:

Link to Student Portal:

TEACHER: Mrs. E. Gonzalzles CONTACT: egonzalzles@cps.edu CREDENTIALS: B.S. Biology, Loyola University

M.Ed, National Louis University

DESCRIPTION:

The Middle Years Programme is designed for students aged 11 to 16. It provides a framework of learning which encourages students to become creative, critical and reflective thinkers. The MYP emphasizes intellectual challenge, encouraging students to make connections between their studies in traditional subjects and the actual world. It fosters the development of skills for communication, intercultural understanding and global engagement—essential qualities for young people who are becoming global leaders (International Baccalaureate Organization, 2014).

With inquiry at the core, the MYP sciences framework aims to guide students to independently and collaboratively investigate issues through research, observation and experimentation.

Scientific inquiry also fosters critical and creative thinking about research and design, as well as the identification of assumptions and alternative explanations. Students should learn to appreciate and respect the ideas of others, gain good ethical-skills and further develop their sense of responsibility as members of local and global communities (International Baccalaureate Organization, 2014).

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 have 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, 2014. 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 that contains loose leaf paper

• 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 Class work 25%

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%

Binders/Notes/ 5%

|IB MYP MARK |Morgan Park Percentage |

| | |

|8 |100-95 |

| | |

|7 |94-89 |

| | |

|6 |88-80 |

| | |

|5 |79-72 |

| | |

|4 |71-66 |

| | |

|3 |65-61 |

| | |

|2 |60-56 |

| | |

|1 |55-50 |

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. Guidelines will be handed out for the student, as well as the parent/guardian, to look over and acknowledge with a signature. It is expected that all students will know how to respond to an emergency situation with the appropriate action or equipment (fire extinguisher, eye wash, chemical shower, etc.). If you are unable to follow laboratory procedures you will lose lab privileges.

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.

PASSES FROM CLASS

Unless there is an emergency, the student has a medical reason, or a prior arrangement has been made with the classroom teacher, no passes will be issued from class for any reason. Permission for excusal from class for an official school activity must be obtained from the teacher prior to the activity.

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. 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.

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.

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.

Please complete the following information and sign below, indicating that you and your student have read and understood the syllabus and what is expected.

Return this page of this document to your student’s instructor.

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: ____________

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

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

Google Online Preview   Download