Mr. Christopher Martin
Embedded Files
Biology
Course Description
Course Description
This course explores the concepts that help make sense of life science. Students build upon their science understanding and disciplinary core ideas, science and engineering practices, and crosscutting concepts from earlier grades. Areas of study include 1) Structure and Function, 2) Inheritance and Variation of Traits, 3) Matter and Energy in Organisms and Ecosystems, 4) Interdependent Relationships in Ecosystems, and 5) Natural Selection and Evolution. The performance expectations for high school life science blend core ideas with scientific and engineering practices and crosscutting concepts to support students in developing usable knowledge that can be applied across the science disciplines.
Units of Study & Assessment Information
Units of Study & Assessment Information
Unit 1: Homeostasis and Feedback Mechanisms in Humans
Unit 1: Homeostasis and Feedback Mechanisms in Humans
August 18 ~ October 17
(8-9 weeks)
Unit 2: Natural Selection and Interdependence of Organisms
Unit 2: Natural Selection and Interdependence of Organisms
October 20 ~ February 13th
(8-9 weeks)
Week by Week Breakdown by Section
Week by Week Breakdown by Section
Unit 1: Human Body Systems an Homeostasis
Week 1: How do scientific investigations help scientists answer questions?
Week 2: Why do we breathe faster when we exercise?
Week 3: Why do we breathe faster when we exercise?
Week 4: How do our bodies use energy during exercise?
Week 5: How do our bodies use energy during exercise?
Week 6: How do our bodies deal with changes in temperature?
Week 7: How do our bodies maintain water balance?
Week 8: How does the human body maintain dynamic equilibrium and respond to internal and external changes in its environment?
Unit 2: Bacteria and Humans
Week 9: Why are bacterial diseases increasing globally? How can we prevent new disease outbreaks?
Week 10: What can we learn about infectious disease transmission from past outbreaks like The Black Death? Why were some people able to survive, when so many people did not?
Week 11: What can we learn about infectious disease transmission from past outbreaks like The Black Death? Why were some people able to survive, when so many people did not?
Week 12: Why aren't antibiotics working as well as they used to?
Week 13: How do humans interact with bacteria? How can we fight bacterial infections using other bacteria?
Week 14: How do bacteria interact with each other? How can we leverage those interactions to fight infections?
Week 15: How can best prevent a future outbreak of cholera?
Unit 3: Human Genetics and Environment
Week 16: How have our environments and culture changed over time? How have these changes impacted our health?
Week 17-18: Why are some people able to digest dairy into adulthood but others cannot?
Week 19-20: Why is obesity increasing globally? Why do some people gain weight easily but others do not?
Week 21: Why do virtually all organisms have a day-night cycle? How might disruptions or environmental changes in the day-night cycle impact our health?
Week 22: Why aren’t we just evolving to address mismatch problems?
Week 23: How can we design healthy schools?
Assessment Criteria
Assessment Criteria
High school biology is a standards based grading (SBG) course where students will be scored on their proficiency of the Next Generation Science Standards (NGSS). SBG helps students focus on learning by providing feedback and opportunities to demonstrate their understanding on multiple occasions. In science, students are graded based on the Broad Learning Categories (BLCs) found below with their percentages shown. The classes are designed to emphasise the importance of "doing science" where inquiry and experimentation are used.
Students will have a series of formative (ungraded) assessments to check for progress and understanding, followed by a summative (graded) assessment. Students are offered the chance to improve and reassess at a later date in accordance with the Reassessment Policy agreed upon by the science department.
Broad Learning Categories
Broad Learning Categories
(Science at Cheongna Dalton School is taught with alignment to the Next Generation Science Standards. Within the Next Generation Science Standards (NGSS), there are three distinct and equally important dimensions to learning science. These dimensions are combined to form each standard—or performance expectation—and each dimension works with the other two to help students build a cohesive understanding of science over time.
Disciplinary Core Ideas (DCI) (50%) are fundamental scientific ideas that form the content of an NGSS curriculum. They cover four domains: physical science, life science, earth and space science, as well as engineering, technology, and applications of science.
Science and Engineering Practices (50%) describe what scientists do to investigate the natural world and what engineers do to design and build systems. The practices better explain and extend what is meant by “inquiry” in science and the range of cognitive, social, and physical practices that it requires. Students engage in practices to build, deepen, and apply their knowledge of core ideas and crosscutting concepts.
Crosscutting concepts (0%) have application across all domains of science. As such, they are a way of linking the different domains of science. They include patterns; cause and effect; scale, proportion, and quantity; systems and system models; energy and matter; structure and function; and stability and change.
Parents can find more information of the standards assessed in each Broad Learning Category on PowerSchool.
Proficiency Scale
Proficiency Scale
Course Expectations
Course Expectations
Come to class prepared with all necessary course materials.
Complete assignments thoroughly and submit them on time.
Perform laboratory experiments that demonstrate inquiry.
Master standards relevant to each unit.
Work effectively in collaborative groups.
Show kindness, open-mindedness, and respect to peers.
Seek appropriate help when needed.
Students can expect the following from the teacher concerning the following:
GOOGLE CLASSROOM - All assignments will be posted in Google Classroom. If you are having trouble locating it, contact the teacher.
RUBRICS AND POLICIES - Once posted here they will not change. However, if a chance is necessary the teacher will inform students well in advance and will clearly mark the changes.
Quick Link High School Policies
Quick Link High School Policies
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