Biology Syllabus Student Name

Kamiak High School 2018-19 Period (circle one): 1 2 3 4 5 6 Teacher: Chandra Vostral, M. S., M. Ed. Room: 236 E-mail: vostralcb@mukilteo.wednet.edu Class Newsletter: Bi-Weekly to monthly. In Class Textbook: BSCS Biology: A Human Approach, Fourth Edition Student PDF version available at: https://www.psd1.org/cms/lib/WA01001055/Centricity/Domain/849/BSCS%20Student%20Copy.pdf Overall Goal: I will create an environment where all students will be able to communicate, collaborate, think

and do science as scientists, specifically biologists. Science is a process that encourages us to think about what we don’t know and how we might go about developing questions to examine these unknowns (especially the natural world that surrounds us as a community and a citizen of the earth) collect evidence, use reasoning, and discuss and share our logic.

Course Description: The sequence of topics of this course spirals in scale, starting with ecosystems as a whole (looking at both living and nonliving components), progressing into connections within ecosystems describing the cycling of matter in two important life processes: photosynthesis and respiration while also emphasizing the non-living parts of these cycles. Then the course moves into evolution (where evidence is based in both living and non-living systems) and then links evolution to the study of heredity. From there the course zooms in more (progressing to smaller scales) to what defines characteristics of life from the cell to multicellular organisms. The course ends by coming back full circle to ecosystems and the impacts that humans have on them especially in relationship to climate change. BSCS Biology is an inquiry-based curriculum that focuses on the study of living things. Biological principles, theories, structures, interrelationships, functions, and diversity will be explored. Although group work is an essential part of this class, students should expect a small amount of homework if unable to complete a reasonable amount of in-class work.

This highly active curriculum is closely aligned with district and state NGSS standards. In this class, students will learn to generate questions, identify evidence using logic and reasoning, and formulate and modify conclusions while enhancing their written communication skills.

Materials: Each student must have the following items in class EVERY day:

• Writing utensil (pencil and/or blue or black pen – NO OTHER COLORS are acceptable)

• Lab Notebook, provided by teacher • Other materials frequently used include: ruler, calculator, graphing

paper, tape, glue, dry erase markers, colored pencils, sharpies, markers, and highlighters.

Grades: Grading in this class will be based upon two criteria: NOTEBOOK & PARTICIPATION 40% (collaborative) and QUIZZES & TESTS 60% (summative assessments). It is your responsibility to ensure that all assignments are completed to the best of your ability and completed on time. It is my responsibility to objectively grade your work and provide feedback and instruction. Below is the grading scale used to determine your final grade.

A 94-100 B- 80-83 D+ 67-69

A- 90-93 C+ 77-79 D 60-66

B+ 87-89 C 74-76 F Below 60

B 84-86 C- 70-73

Grading Categories and Weights:

Your final grade in this course is based primarily on summative assessments and laboratory performance.

Category Weight Purpose/Rationale Examples

Summative

(Quizzes, Exams, etc.)

60%

Demonstrates knowledge and skills gained at the end of a chapter, unit, or at the end of the semester.

• Chapter Quizzes • Unit Exams • Semester Final Exams

Collaborative

(Notebook &

Participation)

40%

Collaborative learning, in this BSCS program, models the processes that scientists use and helps teach the working relationship skills necessary in today’s team-based workforce. These assignments prepare you for summative assessments of learning, giving both you and your teacher feedback about your learning. Assignments will be completed in your science notebook. A critical skill of a scientist is the ability to keep and maintain an organized laboratory notebook. Your science notebook will be periodically checked for progress.

• Homework • Classroom work • Lab Assignments • Discussions • Participation • Entrance/Exit assignments • Reading • Writing • Model building • Inquiry based research • So much more! (:

At the end of each month – 50/50 Day! Students can correct work (not quizzes or tests) or correctly resubmit daily work that was missed, late, or incomplete (not quizzes or tests) for half of the missed points. Only work from the month will be given a 50/50 credit. Daily Assignments, Labs and Homework: Daily assignments will be assessed upon completion of the

in class work. Late work is still expected to be completed and can earn half of the possible points up to 50/50 day. If you have an excused absence, you have the same number of days to make up missed work. For example, if you are absent on a test day, you MUST make up the test on the day you return, or you will receive a zero.

Technological Issues: Technology is not an acceptable excuse for late work. If you don’t turn something in

for any reason, it is late. AND, No Cell Phones. Ever. Announcements during 3rd period: Students will maintain a respectful silence and may choose to SIT or

STAND, but are NOT permitted to cause a disruption. Missed Assignments: It is YOUR responsibility to obtain missing work. You may find assignments on the on-

line grading system as well as the ABSENT FILES labeled by date in the classroom. Missing assignments will not just be given to you; YOU must advocate for yourself. Do NOT use teaching/learning time after you return to find out what you missed. I strongly suggest that you email the teacher or come to class before the 7:15 bell to find out what you missed.

Quizzes/Tests: It is YOUR responsibility to come in BEFORE SCHOOL (not during class) to make up a missed

test on the FIRST day of your return after an absence. It is strongly suggested that you STUDY for each quiz and test, as they cannot be retaken and are open notebook.

Plagiarism: Also called “academic dishonesty” in the student handbook, plagiarism will NOT be accepted in

Biology. Any graded work that is exactly the same as anyone else’s will receive a zero. Answers can be the same, but the way they are presented/written should come from the individual brain and be different.

Hall Passes: Each student will receive a total of 6 passes to use each semester during NON-LAB & NON-

INSTRUCTIONAL time only. Students must sign in and sign out for any reason when leaving the classroom. Only one student may leave the classroom at a time for 5 minutes or less when using a Hall Pass.

Conduct Expectations: It is expected that all students will follow the guidelines set forth in the student

handbook and the Science Safety Contract. Any conduct violations of either document will result in immediate removal from the classroom for the day and notification of parents and the vice-principal.

Food and Drinks: Because this is a science lab, only water in a clear container with a lid is allowed in class.

Food and other beverages are not allowed for health, safety, and sanitation issues. Start and End of Class: Be in your seat with your bag/backpack stowed beneath your seat and out of the

walkway before the bell rings and until Ms. Vostral allows the entire class to get their backpacks in order to leave the class when Ms. Vostral dismisses all students. Have all electronic devices stored in your bags, off, and out of sight. Everyday, when the bell rings, be in your seat and have on your desks: Pen/pencil & notebook.

My Classroom Rules and Consequences:

Rules: 1. Listen & follow directions. 2. Raise your hand before speaking or leaving your seat. 3. Respect your classmates and your teacher.

Consequences for breaking rules:

1st time: Warning 2nd time: Separation 3rd time: Letter home

Semester 1 1 Ecosystem interactions and Energy (6 weeks)

Chapters 0, Orca Unit

• What factors affect the size of populations within an ecosystem? • What are common threats to remaining natural ecosystems and biodiversity? • How can these threats be reduced?

2 Evidence of Evolution (6 weeks) Chapters 1, 2, 3

• How has the cycling of energy and matter in ecosystems changed over Earth’s history? • What evidence shows that different species are related? • What causes species to evolve, new species to emerge, and some species to become extinct? • How can genetics be used to support the theory of evolution? • How do the dynamics of earth’s systems effect human activity? • Can humans influence evolution?

3 Inheritance of Traits (4 weeks) Chapters 10, 11, 12, 13

• How are characteristics of one generation passed to the next? • What allows traits to be transmitted from parents to offspring? • How does selective pressure determine the distribution and proportion of traits within a population?

Semester 2 4 Structure, Function, and Growth of cells to organisms (5 weeks)

Chapters 4, 5, 6 • Under what circumstances does cellular reproduction occur? • How does the structure of DNA affect how cells look and behave? • How do systems work in a multi-celled organism and what happens if there is a change in the system? • How do organisms survive even when there are changes in their environment?

5 Photosynthesis and Respiration (6 weeks) Chapters 7, 8, 9

• How do living things acquire energy and matter for life? • How do organisms store energy? • How are photosynthesis and cellular respiration connected? • How do organisms use the raw materials they acquire from the environment?

6 Ecosystem Stability and the Response to Climate Change (8 weeks) Chapters 15, 16

• What factors affect the biodiversity of an ecosystem? • How are human activities impacting Earth’s systems and how does that affect life on Earth? • What can humans do to mitigate their negative impact on the environment?

Biology Syllabus Quiz Use your syllabus to answer the following questions. Use complete sentences for all written responses. 1. List the 6 major units in this class. Next to each unit, give a description of what you think that unit will be

about and/or what types of things you think you’ll learn in each. Unit Title Description

1.

2.

3.

4.

5.

6.

2. What can you do to find out missed work in the Biology class?

3. What type and approximate quantity of work are you expected to complete?

4. If you’re absent for the test review day on Tuesday, and you show up Wednesday, when do you have to take the test?

5. What do you think might happen if you do not make up a test that you missed?

6. Can you drink soda in class? 7. Right before the bell rings, your friend jumps across the table and chases you across the room, right in

front of the teacher. What rules were broken?

8. Name at least 2 things you can do about missing work when you’re absent. 9. Students will work together in groups to discuss the questions and answers together. Is it considered

plagiarism if you and your friend both have the exact same answer word-for-word? 10. You show up to class with no notebook (someone stole it out of your locker) and a green pen to write with.

Is there anything wrong with either of these? Explain what you think will happen:

11. If you come to class late, how should you enter the classroom? 12. In the space below, list skills you will learn when working in groups. Next to each, describe what you might

like or not like about performing that skill.

Skill What you Like/Don’t Like

Skill

What you Like/Don’t Like

13. What questions do you wonder the most about in science? (Please list your top three questions below!) 1.

2. 3.

Parent/Guardian Signature

Dear Parent/Guardian: Please read the attached document, including the Quiz your student completed showing understanding of the Biology classroom expectations. Sign below to show you have read and understand that your student will be held responsible for adhering to the policies for this classroom. If you have any specific questions about anything in the syllabus or in the class, feel free to write your questions here, or email me at the address listed on the front page. Thank you for letting me spend time with your family doing biology! I am so excited to be a part of your lives! Thank you!!! Please have your student return this entire document to be kept in his/her classroom file. Parent Name(s) printed: Parent signature: Please let me know if you have specific health concerns: