Unit 5- Man and the Biosphere

We have been studying the relationships between organisms and their environment. The truth is, no organism has more influence on the environment than human beings. So, this week we will concentrate our studies on man's influence in the biosphere.

Instruction will involve several videos followed by class discussion and a short work assignment.

SBS4d. Assess and explain human activities that influence and modify the environment such as global warming, population growth, pesticide use, and water and power consumption.

Assignment 1: Mini-lecture: Man in the Biosphere (influence on food chains and nutrient cycles).

Assignment 2: Watch the video entitled "Non-Native species." Be prepared to discuss what you learn afterwords.

Assignment 3: Mini-lecture (continued): Man in the Biosphere (resource depletion, habitat destruction, pollution ...). Take notes and participate in class discussion.

Click here to view a short presentation on habitat destruction.

Assignment 4: Mini-lecture: Renewable vs. Non-renewable Resources. Click here to see a video version of the mini-lecture.

Assignment 5: Class activity: Watch a video on "Renewable Energy." Afterwords, write a short paragraph describing the renewable energy source that interested you the most.
In the paragraph tell

• what source you picked
• how we acquire the energy (capture it, mine it, make it)
• what advantages it has compared to non-renewable fossil fuels (costs less, cleaner for the environment etc.).

Assignment 6: Mini-lecture: Population Growth. Take note and participate in class discussion.

Quiz: Man's Influence in the Biosphere.

Unit - old Environment and Ecology

In the last unit with the study of photosynthesis and respiration we actually began our study of ecology, the branch of biological science which focuses on the interactions and relationships between organisms and their environment. In this unit we continue our study by investigating the relationships between organisms, populations, communities, ecosystems, and biomes. In the process we will see how energy as well as nutrients flow through an ecosystem through food chains and food webs, and explore the need for the cycling of major nutrients. Also during the process, we will examine two other important aspects of ecology -- symbiosis and ecological succession.

Instruction this week will be delivered in a series of videos, power point lessons, and short lectures accompanied by worksheets and at least one hands-on project.

SB4a: Investigate the relationships among organisms, populations, communities, ecosystems, and biomes.

SB4b: Explain the flow of matter and energy through ecosystems by

• Arranging components of a food chain according to energy flow.
• Comparing the quantity of energy in the steps of an energy pyramid.
• Explaining the need for cycling of major nutrients (C, O, H, N, P)

SB4c: Relate environmental conditions to successional changes in ecosystems.

Assignment 1: View the video "Environment, Ecosystems,and Habitat" with your class. Complete the worksheet on the Environment and participate in class discussion as you go.
(Note: you can view the video again (below) on your own if you need to review it)



Assignment 2: Ecological features of populations -- mini-lecture. Take notes and continue to complete the vocabulary words on the Environment worksheet.

Assignment 3: As a class, view the following powerpoint on the Relationships between Organisms. Take notes. Complete applicable sections of the Environment/Ecology worksheet. (click here to see and review a copy of the power point presentation)

Assignment 3: Food chains and energy pyramids -- mini-lecture. Take notes. Complete the vocabulary on the Ecology Worksheet as you go. Then, begin working on your Food Chain project. Click here to see instructions and the grading rubric.

Assignment 4: As a class, view a video introducing you to the concept of biomes. Fill in the appropriate information in the Biome Worksheet as you go. Be prepared to match biomes with their corresponding climate, animals, and plants in a practice exercise later in the week. Use the worksheet as a study guide.

To help you review click here to see a power point quiz on biome. Your goal is to be able to identify the biome pictured on each slide by the animals, plants and climate you observe in the photograph. Click here to start power point.

Assignment 5: Mini-lecture on the Marine Biome. Take notes and fill-in new vocabulary on your Ecology Worksheet.

Assignment 6: View the following power point presentation on Ecological Succession. Fill in the worksheet on Ecological Succession as you go. Be prepared to participate in a class discussion on ecological succession afterwords. Click here to view the power point lesson.

Unit Quiz: Environment and Ecology. Quiz includes nutrient cycles, populations dynamics, food chains and energy flow, biomes, and ecological succession.

Unit 7 - Photosynthesis and Respiration

As we discovered in the last unit, animals and plants have evolved differently. They differ on the cellular levels as well as in structure and appearance. However, plants and animals are inextricably linked and dependent on one another throughout their evolution because of two complimentary life processes - photosynthesis and respiration. In this unit we will take a close look at those two processes and how they relate to the production of energy which all living things need to live and grow.

SB3a: Explain the cycling of energy through the processes of photosynthesis and respiration.Assignment 1: Begin our study by watching the video entitled "Energy and the Chemistry of Life." Part 1 of the video is a review of the chemistry of life we touched on in the last unit. Part 2 is a detailed look at the important chemical processes we call photosynthesis and cellular respiration. Take notes and answer the questions on the Photosynthesis/Respiration worksheet as you watch. (Click here to view worksheet)




Assignment 2: Photosynthesis and Respiration - mini- lecture. Take notes, participate in class discussion, and begin to fill in the Important Vocabulary section in the Photosynthesis/Respiration worksheet as we go.

Click here to review what we learned about photosynthesis.

Watch following video entitled "Cellular Respiration" to review cellular respiration.



Assignment 3: Structure and Function of a Leaf -- mini-lecture. Complete the Leaf Structure and Function worksheet as we go. (Click here to see worksheet)

Recap what you learned about leaf structure and function. Watch the following videos entitled "Leaf Structure and Function" and "Transport in Vascular Plants."





Assignment 4: Review for unit quiz. To review first study the information on the worksheets. Then watch the videos attached to Assignment 2 one more time. Finally, take the following short practice quiz and discuss your answers with your instructor. (Click here to view quiz)

Quiz: Unit quiz on Photosynthesis and Respiration. Know the raw materials, products and balanced equations for photosynthesis, aerobic respiration, and anaerobic respiration as well as where in the cell and in plants these processes take place.

Unit 3 - The Organization of Life -- The Classification of Living Things)

Life on earth is organized on many different levels from single cells to the entire biosphere. In this unit we will be introduced to how we presently group living organisms into categories based upon similarities in their structures and function, a process we call classification.

Instruction this week will be a series of mini-lectures supplemented by worksheets and a several short, but good videos. Also, we will have a lab practical (quiz) in which, as a class, we will classify real animal specimens into their respective phyla. If time permits, we will take an outdoor field trip to compliment our study of the plant kingdom.

SB3: Students will derive the relationship between single-celled and multi-celled organisms and the increasing complexity of systems.

SB3b: Compare how structures and function vary between the six kingdoms (archaebacteria, eubacteria, protists, fungi, plants, and animals).

SB3c: Examine the evolutionary basis of modern classification systems.

Assignment 1: Classification of Organisms - mini-lecture. Take notes.

Click here to review what we learned about classification.

Assignment 2: Six Kingdoms of Living Things - mini lecture. Your goal is learn the major characteristics of each kingdom and record that information on the Six Kingdoms worksheet (click here to see worksheet).

OR ... view the video version of the lecture below.
(click here to first learn some necessary vocabulary)



Also (optional)
click here to learn more about two bacteria kingdoms
click here to learn more about the kingdom Protista
click here to learn more about the kingdom Fungi
click here to learn more about the kingdom Plantae
click here to learn more about the kingdom Animalia

Assignment 3: Click here to learn about the major groups (phyla) of animals. Record the appropriate information in the table in the upper section of the Phyla of Animals worksheet (click here to see worksheet).

Assignment 4: Classify an Animal - activity. Pick the name of an animal "out of the hat." It is a common name. Use the internet to obtain the Kingdom, Phylum, Class, Order, Family, Genus and species for your organism. Enter the information on the form provided. (click here to see form) Turn in your completed form for grading.

Assignment 5: Clads and Phylogenetic Trees -- mini lecture. Take notes.

Click here to review what you learned about Clads and click here for an explanation of Phylogenetic Trees.

Quiz: Classification of Organisms. The quiz will include questions on the characteristics of the six kingdoms and the characteristics of the major animal phyla. Know all the Levels of Classification (Kingdom, Phylum, Class .....) and which level contains the most and the least number of organisms.

Unit 6 - Evolution and Natural Selection

In the last unit we saw how organisms can adapt to live in a wide variety of environments from oceans and deserts to extreme environments such as the arctic tundra. We also learned earlier that one of the many characteristic of living things is that they can change over time, a process we call evolution. In this unit we will study evolution in more detail, focusing on the evidence for evolution as well as the rates and patterns of evolution. Most importantly, we will study natural selection, the mechanism by which evolution operates and how adaptations to a changing environment over long periods of time can lead to the evolution of new kinds of organisms, a process we call speciation.

SBS5. Students will evaluate the role of natural selection in the development of the theory of evolution.
a. Trace the history of the theory.
b. Explain the history of life in terms of biodiversity, ancestry, and the rates of evolution.
c. Explain how fossil and biochemical evidence support the theory.
d. Relate natural selection to changes in organisms.
Recognize the role of evolution to biological resistance (pesticide and antibiotic resistance).
SB3c: Examine the evolutionary basis of modern classification systems.

Instruction will be a selection of video lessons, class discussion, mini- lectures and at least one worksheet. Listen to mini-lectures, view videos, and participate in class discussions. It will save you a lot of time and effort if you complete the worksheet as we go (not before or after the lessons) and make flash cards of important vocabulary at the same time.

Specific Assignments:

Assignment 1: Watch video below on "Biological Evolution." Participate in the class discussion that follows. Begin to complete the Evolution and Natural Selection worksheet. Make flashcards of important terms. (click here to view worksheet)



Assignment 2: Introduction to Evolution - mini lecture. Take notes. Continue to fill-in your worksheet and make flash cards of important terms.

Review what you have learned about evolution so far,
click on video 1 and
then click on video 2.

Assignment 3: Mini-lecture: Rates of Evolution - Gradualism vs. Punctuated Equilibrium. Take notes and continue to complete the Evolution and Natural Selection worksheet.

Click here for a good summary of the concepts you have just learned.

Assignment 4: Study the handout sheet on Phylogenetic Trees. Then, during class discussion, demonstrate that you know how to interpret the information on the tree by answering your instructors questions . (click here to see worksheet)

Assignment 5: Mini-lecture: Patterns of Evolution. Take notes and add the information to the appropriate sections of the Evolution and Natural Selection worksheet.

Review what you have learned about patterns of evolution by clicking on an watching following short videos:
Divergent Evolution
Convergent Evolution
Adaptive Radiation
Co-evolution

Assignment 7: Mini-lecture: Speciation. Takes notes and complete the last section of the Evolution and Natural Selection worksheet.

The following video summarizes what you have learned about speciation.

Quiz: Evolution and Natural Selection. The quiz covers all you have learned about evolution and natural selection including rates of evolution, patterns of evolution, and speciation. Be able to interpret information on a phylogenetic tree. Use your worksheet as a study guide and your flashcards to help you memorize key terms and concepts. Be able to give examples.

Unit 12 - Genetics

Previously we studied how DNA and RNA work together to synthesize proteins from a genetic code kept by DNA. Ultimately the codes for proteins translate into the individual traits inherited and express by living organisms. In this unit we will study how these genetic traits are inherited or passed on from one generation to the next. We will also examine mutations(mistakes) that occur in the hereditary process. Finally, we will look at the ways man can manipulate and modify heredity through biotechnology.

Specific Assignments:

SB2: Students will analyze how biological traits are passed on to successive generations.
SB2e: Examine the use of DNA technology in forensics, medicine, and agriculture.

Assignment 1:
Study the following lessons on the Learn Genetics website to find and write down definitions for the vocabulary terms on the Genetics vocabulary helpsheet ((see helpsheet). To complete the lessons, first access the Learn Genetics website using the link below. Next, click on"Tour of the Basics" and then click on the appropriate tab for each lesson at the top of the page. Click here to access the web site.

Lesson 1: What is a gene?
Lesson 2: What is a chromosome?
Lesson 3: What is heredity?
Lesson 4: What is a trait


Assignement 2: Genetics in a Nutshell -- mini-lecture. Take notes and participate in class discussion. Continue to complete Genetics helpsheet as you go.

Review what you have learned about basic genetics by watching the following video.



Quiz: Basic Genetics -- Chromosomes, genes, and alleles

Assignment 3: Complete the Punnett Square worksheet. Be prepared to discuss your results with your teacher on an individual basis (i.e. one on one). (click here to see worksheet)

Here is a great video that summarizes how to use a Punnett Square.

Assignment 4: Sex Chromosomes -- mini-lecture. Take notes. Participate in class discussion.

Assignment 5: Mutations and Genetic Disorders-- mini-lecture. Again, take notes. Complete the Chromosomal Mutations exercise (see handout). Then, as a class, we will peruse the Genetic Disorders Library by clicking here.

Review what you have learned about mutations by watching the following short videos entitled "Point Mutations," "Duplication and Deletion," and "Translocation and Inversion."







Extra Credit: Genetic Disorder report. Prepare a very short report on a genetic disorder. Choose the disorder from the Genetic Disorders Library through the link given above. Read about the disorder and report the following information:

• The name of the disorder (or disease)
• What type of gene mutation or chromosome abnormality causes the disorder
• What are the symptoms of the disorder
• How is it treated (if at all)

You do not have to write a formal report. Just take notes and share with the class what you learned about the disorder.

Assignment 6: Exploring Biotechnology -- mini-lecture. Take notes and participate in class discussion introducing various aspects of biotechnology such as cloning, genetic engineering, stem cell research, and DNA fingerprinting. If time permits, make a virtual DNA fingerprint (class activity) . Click here to start lab.

Assignment 7: Review for the unit test.
First, watch the short video below. DO NOT TAKE NOTES. Just watch closely. It's a good review of all we have learned up to this point. Watch it as many times as needed.



Next, look over the genetics helpsheet. Make sure you understand each term. If you don't, ask your teacher or a classmate for help. (Helpful hint: Remember, flash cards will help you learn faster and cut down on study time)

Unit TEST: Genetics

Unit 10 - DNA,RNA and Protein Synthesis

In the previous unit we saw the importance of the nucleus and its DNA in cell reproduction. In this we will take a closer look at the structure of DNA and the basis for its "genetic code." In addition, we will examine the similarities and differences between DNA and RNA and then learn how both DNA and RNA work together to synthesis the proteins that ultimately express the genetic code in DNA as traits in a living organism.

Instruction this week will direct instruction supplemented by several activities, worksheets, a project, and a play.

SB2a: Distinguish between DNA and RNA.
SB2b: Explain the role of DNA in storing and transmitting cellular information.

Assignment 1: The Structure of DNA and DNA Replication - mini lecture. Take notes and complete appropriate parts of the DNA, RNA, Protein Synthesis worksheet as you go. (Click here to see worksheet)

The following short video summarizes what you have learned about the structure of DNA and how DNA replicates:



Assignment 2: Acquire a basic understanding of how DNA holds and transmits cellular information by completing the following activity.

• Access an interactive website called "Tour of the Basics". Then, click on the tab at the top of the page entitled "What is DNA?" Work through this short presentation. Discuss what you learned with your instructor afterwards. Click here to access the website.
  

Assignment 3: Build a model of a DNA molecule. To complete this project, you will work together in class in small groups of 3-4 students. Each group will build a portion of the molecule. Later, we will connect the sections together. (Click here for instructions)

Assignment 4: How DNA and RNA work together to make proteins. -- mini lecture. Take notes and label the appropriate diagrams on your worksheet as you go.

Watch the following video summarizing what you have learned about DNA, RNA, and protein synthesis:



Assignment 5: Review protein synthesis by completing the following activity. Your goal is to learn how to transcribe and translate genetic code into an amino acid sequence we call a protein.
Read all instructions carefully. Ask for help if you "get stuck." or "confused." Click here to begin activity.

Assignment 6: Participate in the play -- Protein Synthesis. This is a class activity.

Quiz: Unit test: DNA, RNA and Protein Synthesis

Unit 11 - Cell Division

Previously we learned that all living organisms are made of cells. The cells can be small, simple prokaryotic cells or large, more complex, organelle-filled eukaryotic cells. In this unit we take a closer look at one important life function performed by all cells -- cell reproduction. There are only two kinds of cell reproduction -- mitosis and meiosis. We will see how certain organelles such as the nucleus (and centrioles in animal cells) play a critical role in accomplishing this task. You will also learn the similarities and differences between the two types of cell division. We will also take a brief look at the rudimentary kind of reproduction displayed by bacteria, a process called binary fission.

Instruction this week is straight forward. It will consist of two mini-lectures supplement by several short animations, interactive websites, worksheets, and the project. Our project this week is to make a model of mitosis.

SB1a: Explain the role of cell organelles for both prokaryotic and eukaryotic cells, including the cell membrane, in maintaining homeostasis and cell reproduction.

Specific Assignments:

Assignment 1: . Mini-lecture : mitosis. Take notes, participate in a class discussion. As a class we will fill-out appropriate portions of the Mitosis v.s. Meiosis worksheet (click here to see worksheet) and . Next, access an interactive video that will help you visualize the phases (stages) of mitosis and complete a worksheet entitled Phases of Mitotic Cell Division (see handout). Click here to access the website. Your goal is understand what is happening in the cell at each phase of mitosis and be able to recognize each phase on sight. Finally, click here to access another helpful website that summarizes the phases of mitosis.

Quiz: Mitosis (be able to recognize the phases of mitosis by sight).

Assignment 2: Make 3-D model of Mitosis. illustrating the four phases of mitosis. Read directions carefully and use the illustrations from your quiz above to guide you through the model making process. (click here to see directions and grading rubric)

Assignment 3: Review the phases of mitosis by carefully watching the video (below) entitled "Mitosis." Then watch the video entitled "Meiosis," taking particular care to note similarities and differences between meiosis and mitosis, especially what happens during "crossing over." Review "crossing over" by watching the short video by the same title. Your goal is to know how meiosis differs from mitosis at the chromosome level. Be prepared to discuss what you learn.







Assignment 4: Review the similarities and differences between Mitosis and Meiosis by watching the video entitled "Mitosis vs. Meiosis (summary)" and complete the Mitosis v.s. Meiosis worksheet.

Assignment 5: The role of meiosis in sexual reproduction - mini lecture. Watch the following video entitled "Meiosis and Sexual Reproduction," paying particular attention to the role of meiosis in gamete formation and the subsequent process of fertilization. Complete the Cell Reproduction and Fertilization Activity which summarizes the processes of mitosis, meiosis, and fertilization. (click here to see activity sheet). Be prepared to discuss what you learned.


Assignment 6: Binary Fission -- mini lecture. Click here to see video version of the lecture.

Watch this video on "budding."

Test: Cell Reproduction (paper test).



Unit 2 - The Building Blocks of Life

In this unit we will study the basic building blocks of all life -- the cell. We will learn to recognize the structures of cells and their functions. In the process we will use our knowledge of structure to distinguish different types of cells such as prokaryotic from eukaryotic cells and animal cells from plant cells. Finally, we will focus on how all cells use four major molecules -- carbohydrates, proteins, lipids, and nucleic acids -- to build the structures that maintain them as the basic unit of life. So, our goal this week is simple:

(1) Learn the similarities and differences between Prokaryotic and Eukaryotic cells.
(2) Learn the structure and function of organelles in the eukaryotic cell.
(3) Compare and contrast Animal Cells v.s. Plant cells.
(4) Identify the function of the major macromolecues in the cell, namely carbohydrates, proteins, lipids, and nucleic acids.

SB1: Students will analyze the nature of the relationships between structures and functions in living cells.
a. Explain the roll of cell organelles for both prokaryotic and eukaryotic cells, including the cell membrane in maintaining homeostasis and cell reproduction.
c. Identify the function of the four major macromolecules (i.e., carbohydrates, proteins, lipids, nucleic acids)

Instruction this week will be a mixture of direct instruction, worksheets, and interactive activities. To help you learn the structures of a cell, you will build a 3-D model of a cell.

Assignment 1: View power point lesson entitled "Life is Cellular." Take notes. Complete the quiz at the end of the lesson and then complete Section 1 in the Cell Structure and Function worksheet. (Click here to see worksheet) (Click here to begin power point lesson)

Assignment 2: Mini-lecture explaining similarities and differences between Prokaryotic and Eukaryotic cells. Take notes and participate in the class discussion. Fill-in appropriate parts of Section 2 of the worksheet.

Click here for a video version of the mini-lecture on the Prokaryotic Cell.
Click here for a video version of the mini-lecture on the Eukaryotic Cell.

Click here to see a handout that will make it easy to compare prokayotes to eukaryotes.
You can also watch the following videos that summarize what you have learned about Prokaryotic vs Eukaryotic cells.





Assignment 3: Watch the following video on the "Evolutionary Origin of Eukaryotic Cells". (note: if the video does not play on your computer, click here to see a power point version) After watching the video and/or viewing power point, write a short paragraph (in Section 3 of the worksheet) in which you explain in your own words how scientists think eukaryotic cells came to be. (Watch the video or view power point as many times as needed to answer the question)



Assignment 4: The objective in this lesson is to learn the structure and function of the various organelles in eukaryotic cells, both animal and plant cells. Use the links to all the websites and presentations given below to help you accomplish this task.
Take your time. Look at all the videos and links. Fill-in the table in Section 4 of the Cell Structure and Function worksheet as you go, taking extra time to carefully label the diagrams of the animal cell and plant cell.

Look at the cell membrane and cell wall first. Click here.

Click here to access a most helpful interactive website. Look at both the animal and plant cell.

To check out the next website, click here. It's also interactive and very helpful.

Click here to see the next resource. It is the best resource for the function of organelles.

Finally, click here to watch a short video on cilia and flagella.

Helpful Hint: To help learn cell structures and their functions, make flash cards for each cell organelle (structure). Write the name of each cell structure on one side of a card and its function on the other side.

If you are still having trouble learning the structure and function of organelles, watch this music video entitled "The Cell Song."



Assignment 5: Plant Cell vs. Animal Cell - mini-lecture. Take notes and participate in class discussion. Complete the Venn Diagram comparing an animal cell to a plant cell (Section 4 of the worksheet).

To see the unique structures of a plant cell, click here, then select "Turn This Cell into a Plant Cell" from the computer screen.

Turn in your worksheet when you have completed it. It will be graded. Leave no blanks.

Assignment 6: Build a 3-D model of an Animal Cell. Click here to see instructions for building your model and the rubric by which your model will be graded.

Now that we are familiar with the cell and its components, we are going to take a closer look at the molecular building blocks from which they are constructed. The building blocks are commonly referred to a macromolecules. We will study 4 different kinds of macromolecules -- carbohydrates, proteins, lipids, and nucleic acids.

Assignment 7: Macromolecules -- mini-lecture. Listen carefully and fill-in the information on the Macromolecules Table. Click here to see table.

The following short video entitled "What are macromolecules" is a good overview of macromolecules.

The following links will give you detailed information about the four major kinds of macromolecules...
Click here to learn about Carbohydrates
Click here to learn about Protiens
Click here to learn about Lipids
Click here to learn about Nucleic Acids.

Review what you have learned by clicking on the following website. Run through the exercise (game) several times by pushing the "shuffle" button and seeing if you can fill in the hidden information before looking at the answer in your worksheet. Do this enough times to be able to fill in the entire macromolecules table without notes.

Assignment 8: Review for the unit test. Study the information on your worksheets, especially the Venn Diagrams. Also use your Flash Cards. Finally, click on this website to review what you just learned about Macromolecules. Play the matching game until you can match everything in each of the categories in 10 seconds or less.


Unit Test: The Building Blocks of Life. The test includes everything we covered in the lessons above, including all the structures of prokaryotic cells and eukaryotic cells as well as the difference between animal and plant cells. Know the four kinds of macromolecules that make up all cells, the elements and building blocks they are make of, examples of each, their functions in the cell, and special features.

Unit 9 -- Water and the Chemistry of Life

Although we learned that of all the nutrient cycles, the water cycle does not need living organisms to operate, the reverse is NOT true. Among other things, every living organism needs water to conduct the myriad of chemical reactions that allow it to sustain itself, gro, reproduce and maintain homeostasis. So, as we continue our study of biology, we will take a closer look at the contributions water makes toward the life process.

SB1d. Explain the impact of water on life processes, especially diffusion and osmosis.

Instruction will be a combination direct instruction, at least one worksheet, and a lab. You will write a short lab report on the results of the lab activity.

Specific Assignments:

Assignment 1: Mini-lecture: Water, Diffusion, and Osmosis. Listen carefully. Take notes, especially pay attention to diagrams.

Here is the video version of this lecture:


Assignment 2: Osmosis Lab: Complete the diffusion/osmosis lab. (we will do this together as a class), then write a lab report on what we did and observed.

Assignment 3: Mini-lecture: Importance of Water in maintaining Homeostasis. Take notes.

Take a look at this video that explains more about homeostasis. Click here to view lesson.

Assignment 4: Passive vs. Active Transport - mini lecture.

Here is the video version of this lecture:


Quiz: Water and the Chemistry of life.

Unit 1 -- Introduction to Biology

Biology is the study of Living Things. We will begin our study of Biology by becoming familiar with many of the branches or scientific disciplines that make up the field of Biology. In the process, you will be introduced to Greek and Latin "root words" that make up all biological terms. Next, we will learn about the specific set of characteristics displayed by all living things. We will conclude our introduction to biology by comparing the characteristics of living organisms to those of a virus, which is considered by scientists to be a non-living entity.

SCSh8f. Science disciplines and traditions differ from one another in what is studied, techniques used, and outcomes sought.

SB3d. Compare and contrast viruses with living organisms.

Assignment 1: Examine the table describing areas of study within the field of Biology (Click here to see table). Make flash cards for each discipline with the name of the discipline on one side and the description of the discipline on the reverse side. With a partner (of your choosing), use the flash cards to study for a quiz in which you must match each discipline with its proper description.

Quiz: A (paper) quiz on scientific disciplines.

Assignment 2: Obtain a list of 190 Root Words for Biology from your instructor (click here to see list. Use this list of words to help you define the terms on the Biological Terms worksheet (click here to see worksheet). Afterwords, review your choices with your instructor.

Assignment 3: Watch the video below on "The Characteristics of Living Things." Take notes. Your goal is to write down, study, and learn the various characteristic displayed by all living organisms.




Click here to view another video lesson on the Characteristics of Living Things.

Assignment 4: Viruses: power point presentation. Take notes and participate in class discussion that follows. Click here to access power point.

The following videos entitled "The Viral Lytic Cycle" and "Flu Virus" illustrate how viruses can replicate (reproduce) even though they are considered to be non-living.






Quiz: Introduction to Biology. Quiz (paper) will ask you to identify and define various biological disciplines and terms as well as recognize the characteristics of all living things. In addition, be able to explain why scientists do not consider a virus to be a living organism.

Course Syllabus

Course Overview

In this course you will cover many topics dealing with Biology, the study of living things. Class instruction will be guided by Georgia Performance Standards for Biology. The topics covered in the course will also prepare you for the mandatory End-of-Course Test (EOCT) which will be administered at the end of the course.

The topics we will study include:

Scientific Disciplines

Acquisition of Knowledge (the Scientific Method)

Metrics and Measurements

Accuracy vs Precision

Writing a Lab Report

Presenting Data

Chemistry for Life

Basic chemistry

Water

Macromolecules and enzymes

Photosynthesis and Respiration

Cell Structure and Function

Cell Division

Asexual vs Sexual Reproduction

Structure of DNA, RNA, and Protein Synthesis
Genes and Heredity

Mutations and Genetic Disorders

Biotechnology

Evolution and Natural Selection

Taxonomy (an evolutionary basis, evolution of plants and animals)

Environment

Populations

Food Chains and Energy Flow

Biomes

Relationships among Organisms

Ecological Succession

Man in the Biosphere

Instruction will be a combination of computer lessons (NovaNet, and internet), instructional videos, mini-lectures, worksheets and class discussions. Instruction will be accompanied by appropriate tests and quizzes. In addition you will complete several projects and be required to keep a journal. A pacing guide of daily and weekly assignments will be provided through a Blog format. By using this format, you will always be able to access and read your assignments from any computer with an internet connection, in school or out. You will also be able to post (turn in) completed assignments on the blog for your instructor to comment on or grade. This is the first term we are using the blog format in Biology, so it might take a little time to get use to it. I’m sure we will find some glitches in the process, but, in the end, it should allow you to complete your work faster.

Grading

Lesson based tests and quizzes 50%

Projects 20%

Journal 15%

EOCT 15%

Test and Quizzes – this portion of your grade will be the average of all test and quiz grades earned throughout the course. Remember, that in order to get credit for a NovaNet test, you must earn a score of 80 or above. If you earn less than an 80, you must review the subject material and retake the test. You will not be able to retake paper tests and quizzes.

Projects: the project grade will be the average grade for all the projects listed in your weekly pacing guide.

Scientific Journal: A written journal will be kept in a composition notebook. Each day you will make entries into the journal. Details of what goes into the journal will be discussed in class. Your journal will be checked periodically throughout the course and graded every 3 weeks. You grade will be the average of the resulting four grades.

EOCT: This is a computer-based state exam. It will be given near the end of the course and will also be averaged into your final grade.

Essential classroom materials:

pencils
pens
notebooks(2) – three ring binder with pockets for notes and note cards and a composition book as a journal.

User Agreement

Using a weblog for our classwork will require some parameters for your safety and the quality of everyone's work. First, you should recognize that your work, as well as mine will be published for the entire on-line world to see. This will ultimately make us all responsible for better and more original output than ever before. By visiting other students' weblogs, you will be able to view all their work, and it will also make it easy for me to see who is not making an effort to submit work that is original. Once you create your own weblog for this class, I will add it to the class blog roll so everyone's work can be accessed from this page. I encourage you to look at your peers' work for ideas or inspiration, but what you submit must be your own.

I will leave comments about your work. These comments will usually instruct you on how you can improve your work. Please make sure you check your comments and your e-mail regularly, and make sure you are finished with one assignment before moving to the next.

Since this weblog will be part of your education at Classic City High School, any activity on your weblog should be considered school activity, even if it is done outside of school. You should feel free to create posts that are not school related, but you should also be sure to refrain from anything that could be considered inappropriate. This includes, but is not limited to: references to alcohol or drugs, violence, or gang activity, foul language, nudity, threats, etc.

Plagiarism is submitting someone else's work as your own. This can be done in many ways: copying work from Wikipedia, classmates, Sparknotes, etc. If you plagiarize your work, you will receive a zero -- no questions asked.

THE USER AGREEMENT:

1. I agree to submit original work to my weblog. I realize I will have the opportunity to view my peers' work, and I will use this opportunity constructively. I understand that if I choose to plagiarize, I will receive a zero for the work in question.

2. I agree to keep my weblog appropriate for Classic City High School. I understand that if innapropriate material were to appear on my weblog, be it from myself or an outside comment, I will be asked to remove it. Failure to do so will result in my weblog being removed from the class roll. I also understand that refereneces to illegal or dangerous activities will be reported since it is the legal responsibility of my teacher.

To agree, post a comment to this message like this: I agree to Dr. Maudsley's Weblog User Agreement. I will not add your weblog to the class roll until I receive your message.

Rules and Expectations

General Rules and Expectations

The bottom line is -- you're here to learn. I'm here to help you. It's not hard. If you show up for class (on time), pay attention, and do the required work, you will pass this course, and you may even enjoy it (not a requirement). Any behavior that interferes with learning is a NO NO! Some unacceptable behaviors include sleeping in class, loud or excessive talking, use of profanity, or being off-task (3-Minute Rule). Cell phones are marvelous inventions, but definitely a distraction in class. Turn them off and put them away while in class. Respect your fellow classmates time as well as their personal property.

Some specific rules:

Hall Pass: I have a hall pass (a rock)to be used to go to the restroom, drink machine, etc. This hall pass is only good for one student at a time. There is also a Jittery Joe’s pass that is only for students who are making a purchase from Jittery Joe’s during class time. If you need to speak with a faculty member, you will need a written pass form me. Do NOT use the other passes for this reason.

If you leave the classroom without the permission of the teacher, you will receive an automatic absence and be asked to leave.

Food: I prefer that you not eat in class. We have an ant problem. Leaving crumbs aggravates the situation. However, if you ask, I will sometimes allow you to eat a snack. But ask first. Drinks are allowed as long as they are in container with a re-sealable cap or lid.

Breaks (3-Minute Rule): While your are in the classroom, you are expected to be on-task. However, I understand that you can't always work non-stop for the entire class period without a break, especially when working at your computer, . When you have to take a break, limit yourself to 3-minutes, then resume work. If you take a restroom break etc. Be courteous. Other people may be waiting for the pass. Limit your break to 3 minutes. For Jittery-Joe's, order your food or drink, return to the classroom, and then go back later to pick up your order when it's ready.

Two Weeks Behind: Two weeks behind to me means having at least one assignment that is more than two weeks overdue. If you fall two-weeks behind, you are subject to withdrawal from the course. Remember, if this occurs, you will also receive a failing grade for the course.

Consequences for breaking rules:

First occurance: I will probably remind you that "we don't do that here."

Repeated occurance: I ask you to "come walk with me." We'll will talk.

Habitual occurance: When I can't stand any more, you will be dismissed from class and given and automatic absence.

COURSE REQUIREMENTS

Individual course requirements (syllabus) and pacing guide will be provided.

User Agreement

Using a weblog for our classwork will require some parameters for your safety and the quality of everyone's work. First, you should recognize that your work, as well as mine will be published for the entire on-line world to see. This will ultimately make us all responsible for better and more original output than ever before. By visiting other students' weblogs, you will be able to view all their work, and it will also make it easy for me to see who is not making an effort to submit work that is original. Once you create your own weblog for this class, I will add it to the class blog roll so everyone's work can be accessed from this page. I encourage you to look at your peers' work for ideas or inspiration, but what you submit must be your own.

I will leave comments about your work. These comments will usually instruct you on how you can improve your work. Please make sure you check your comments and your e-mail regularly, and make sure you are finished with one assignment before moving to the next.

Since this weblog will be part of your education at Classic City High School, any activity on your weblog should be considered school activity, even if it is done outside of school. You should feel free to create posts that are not school related, but you should also be sure to refrain from anything that could be considered inappropriate. This includes, but is not limited to: references to alcohol or drugs, violence, or gang activity, foul language, nudity, threats, etc.

Plagiarism is submitting someone else's work as your own. This can be done in many ways: copying work from Wikipedia, classmates, Sparknotes, etc. If you plagiarize your work, you will receive a zero -- no questions asked.

THE USER AGREEMENT:

1. I agree to submit original work to my weblog. I realize I will have the opportunity to view my peers' work, and I will use this opportunity constructively. I understand that if I choose to plagiarize, I will receive a zero for the work in question.

2. I agree to keep my weblog appropriate for Classic City High School. I understand that if innapropriate material were to appear on my weblog, be it from myself or an outside comment, I will be asked to remove it. Failure to do so will result in my weblog being removed from the class roll. I also understand that refereneces to illegal or dangerous activities will be reported since it is the legal responsibility of my teacher.

To agree, post a comment to this message like this: I agree to Dr. Maudsley's Weblog User Agreement. I will not add your weblog to the class roll until I receive your message.

Advisor Visitation Log (copy). Task #2. Watch video on global warming. Click here to access video playlist.