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2014-2015 - Period 1 Honors Biology
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2014-2015 - Period 1 Honors Biology
WELCOME TO HONORS BIOLOGY I w/Lab
Big Ideas in Biology!
Big Idea 1:
The process of evolution drives the diversity and unity of life.
Big Idea 2:
Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis.
Big Idea 3:
Living systems store, retrieve, transmit and respond to information essential to life processes.
Big Idea 4:
Biological systems interact, and these systems and their interactions possess complex properties.
Assessments to Prepare for:
1) MCAS Biology
2) SAT II - Biology E
3) Mid-Terms and Finals
4) Performance Tasks
1) 1 1-Inch 3-Ring Binder
2) Two-pocket folder
3) #2 Pencils/Eraser
4) Pens - (Plain Black)
5) Composition Notebook (College Ruled)
6) 1 Package Loose-Leaf Filler Paper (College Ruled)
Mr. Cieri's class is a BYOD class. You are welcome to bring in personal (cell phones, iPads, iPods, Android devices, laptops, etc.) technology tools (internet-enabled, of course) from home to be used as tools in class. We will use a variety of on-line tools as well as apps to write, create, compute, research, and collaborate. When specific tech tools are required for individual assessment, Mr. Cieri will provision school devices for students. Of course, you may still use your own, if you can accomplish the task using it. This is not meant as a requirement; it is an invitation. If you are caught using the device inappropriately, school policies in the Handbook will be followed.
1) Safety Procedures Sign off
If food is the source of your body’s basic ingredients, then what’s in your food? How do you get what you need from your food?
This unit will help us understand the basic components of matter and what scientists understand about how they assemble to make a living thing. We will also review scientific processes skills, such as asking scientific questions, following procedures, collecting data, and analyzing data. We will perform a computational modeling activity to observe how enzymes function. We will conduct hands-on experiments using catalase and hydrogen peroxide. In order to reinforce vocabulary, we will practice vocabulary and read/take notes from the textbook. We will write in scientific notebooks, present a small project about food, and use digital technology to record and reflect on our daily understanding of content. We will conduct formative assessment activities and take vocabulary quizzes. We will self-assess our learning using rubrics and document our growth against the standards and objectives of the unit. We will have some choice in how to present our findings from our project. Be accountable to each day’s agenda and objectives.
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Cells are the Basic Unit Life! So what? It’s not like your LIFE depends on it!
This unit is meant to help us understand the basic parts of a cell and what we understand about how the parts function to make life possible. We will also review scientific processes skills (such as asking scientific questions, following procedures, making observations, collecting data and searching for patterns and trends while we analyze data). We will perform a computational modeling activity to observe the difference between diffusion and active transport. We will conduct hands-on experiments investigating osmosis and diffusion. In order to reinforce vocabulary, we will practice vocabulary, read/take notes from texts and observe models of the Cell. We will write in our scientific journals. We will take quizzes as well as formative assessment activities to reinforce content. We will regularly use and self-assess our learning using rubrics and objectives to observe our growth against the standards and objectives of the unit. Our projects will reflect choice in type of basic tools and creative processes and we will have some choice in how to present their descriptions of New Cell City. We will practice a variety of multi-sensory activities to build our experience prior to presentation of material. Each day, we will have an agenda and objective. Please be accountable to these items. We will review the objectives at the end of the session to observe whether we have met the objective.
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Do living things break the Laws of Energy?
This unit begins the first Project-Based learning Scenario! The duration of this unit is one week (the entire scenario is five weeks). The one week task sheet is designed to help us understand the cellular metabolic processes of photosynthesis and respiration. While conducting hands-on experiments to investigate this, we will ask scientific questions, follow procedures, collect data, analyze data, and share our results. We will also focus on understanding, describing, and interpreting information found in graphs and charts made by others. We will write in our scientific notebook to document and reflect on our daily understanding of content. We will regularly use and self-assess our learning using rubrics and objectives to observe our growth against the standards and objectives of the unit. Our experiments will reflect choice in what variables are investigated and measured. Please be accountable to each day’s agenda and objective. We will review the objectives at the end of the session to observe whether we have met them.
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Multicellular Growth - Unity and Diversity
This unit is designed to help us compare and contrast mitosis and meiosis. We will observe cells undergoing mitosis and review the meiotic process. While conducting observations to investigate this, we will ask scientific questions, follow procedures, collect data, analyze data, and share our results. We will write in our scientific journal and use digital technology to document and reflect on our daily understanding of content. Please be accountable to each day’s agenda and objective. We will review the objectives at the end of the session to observe whether we have met them.
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This unit engages students to become familiar with molecular genomics by introducing them to the structure of DNA and how DNA codes for information in living things. The Tainted Pattie - a hands-on project - sets the contextual stage while content is reviewed using modern molecular genetic techniques - gene amplification, restriction digests and gel electrophoresis. Students will get a practical understanding of the Central Dogma of Biology using examples of transcription and translation. The link between the structure of chromosomes (structure/function), inheritance (unity), genetic mutation (variation), and sexual reproduction (diversity) will be made. Finally, students explore the use of pedigrees and simple punnett squares to discover patterns in human heredity.
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Classical Genetics - Unity and Diversity
This unit will very briefly introduce Mendelian Genetics by focusing on understanding, describing, and interpreting information found using probability models made by others. Our final assessment will relate Gregor Mendel’s genetics laws to examples of heredity in living things. Please be accountable to each day’s agenda and objective. We will review the objectives at the end of the session to observe whether we have met them.
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SCIENCE RESEARCH PROJECTS
We are taking a break from Biology-specific standards to allow for the improvement of skills related to communication, problem-solving and scientific practices. When we complete this process, we will have completed the classroom portion of our Science Research Projects.
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My body is a “machine”! Or, my body is a “complex system”?
This unit will help us understand how a body is a set of interacting parts that work together and sustain multicellular animal life. We will design and conduct an investigation in physiology, as well as use dissection as a learning experience to discover the link between evolution/diversity and structure/function of living body systems. We will connect our developing understanding of complex systems and genetics to animal body plans. In order to reinforce vocabulary and the structures/functions of the major systems of the body, Quizlet will be available and we can read/take notes from the textbook. Our unit project will use digital technology to create an original documentary video. We will self-assess our learning with rubrics and objectives to document our growth against the standard and objectives of the unit. Be accountable to each day’s agenda and objectives.
1) How does the Human Body carry out the functions of life?
2) How does the Human Body demonstrate evolution by natural selection?
3) How do the principles of complex systems MODEL the 'clockwork mechanisms' of human physiology?
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Ecology & Evolution
Ecology and Evolution is the culminating unit of the Biology curriculum. It uses the knowledge, understandings, facts and skills acquired throughout the year such as making careful observations, generating scientific questions, critically analyzing texts, using argumentation from evidence, and modeling with computational thinking tools. Your culminating project will be to make careful measurements of an ecocolumn as well as consider how complex systems can be used to model ecological concepts and evolution by natural selection.
Essential Questions -
1) How did Earth get all of the diversity of living things?
How does the idea of “living within your means” apply to populations?
3) Can human activity impact Earth systems?
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