Biology

Communication

• For students and/or parents needing to contact me, it is best to do this through email.  My email address is nbattagliese@rsu21.net.

Class Materials:

• Chromebook & charger, pencil/pen and earbuds are the only things students are expected to bring to class.

• Notebooks and folders are provided for students and these items remain in class. They do NOT go home.

Class Expectations:

• Students arrive on time.

• Phones are placed in the phone caddy at the beginning of class and they remain in the caddy for the entire block.

  • • Phones remain in the caddy if you leave class with intent to return, such as going to the bathroom

• A pass is required to leave class, including the bathroom.

• Your biology notebook and folder must be maintained according to the teacher's instructions

  • • Notebook and folders need to be brought to your seat prior to class beginning and returned at the end of class

• Respect should be shown to all people as well as possessions

Class Materials:

• Chromebook & charger, pencil/pen and earbuds are the only things students are expected to bring to class.

• Notebooks and folders are provided for students and these items remain in class. They do NOT go home.

Google Classroom

Google Classroom is an essential part this class.  The enrollment code for each section of Honors Bio is as follows:

Biology Blue Block 2: etazpea

Biology Blue Block 4:  cryvrzw

Gizmos

We use Gizmos in this class to enhance the learning through online experiments, activities and STEM Cases.

Gizmos Login: https://apps.explorelearning.com/account/el/login/student 

Class codes

• 1. • • Blue Block 2: ELJ9YZZK

       • Blue Block 4: ELDPHYZF

Course Outline

The outline below is a guideline for the foundational Biology class. We follow the general course outline for CP & Honors but allow for customization of the outline. While still covering the major concepts addressed at other levels, instructions is modified to the interests of students. The goal is for students to enjoy this science class while learning about the natural world and find connections between the curriculum the students' own lives.

Unit 1: Life & The Basic Processes of Life

• What is life and how do organisms maintain stability for life to exist?

Unit 2: The Cycling of Matter & Energy Among Organisms and In Ecosystems and Within the Environment

• Section 1: How does the cycling of matter and the flow of energy occur among organisms within ecosystems?

• Section 2: What evidence supports claims for the cycling of matter and the flow of energy among organisms within ecosystems and within the environment?

Unit 3: The Division of Cells and the Impact of Mutations During Mitosis

• Section 1: How and why do cells divide and what are the ramifications of cell division mistakes during mitosis?

• Section 2: How are the combined genes of parents expressed in offspring?

Unit 4: The DNA Code, Protein Synthesis and The Ramifications of Germ Cell Mutations

• How is DNA utilized by cells and how do DNA mutations within sperm and egg cells result in possible new traits among offspring?

Unit 5: Evolution Through Natural Selection

• How does the environment influence the survival of species and the creation of new species?

Unit 6: Culminating Anatomy & Physiology Unit

• This unit will incorporate various concepts as we analyze and compare several body systems between humans and frogs. This unit involves dissection.

Homework

• The only time homework is given is if a student is absent, they leave class early OR they procrastinate and do not complete a necessary assignment during the allotted time frame. Otherwise, all scored work is to be done in class.

Grading

All sections of Biology will be graded on a points system.  Assignments. labs and assessments will be assigned point values.  Point values will vary based on the rigor of the assignment/lab/assessment and the extent to which each completed assignment/lab/assessment demonstrates student understanding of targeted objectives/standards.  Daily participation assignments (formative assessments) will receive the lowest point values and unit (summative) assessments will receive the highest point values. The point value for each task will be communicated to students before the students begin working on the tasks.

• Students will also be scored on the expected work in student notebooks, such as responses to Bell and Exit questions.