Biology A (1st Semester Course)
This course explores the study of life – Biology. Scientific method, chemistry of life, cells and basic genetics are covered in this course.
|Course Title (District):||Biology A (1st Semester Course)|
|Course Title (NCES SCED) :||Biology|
|Course Provider :||Davison Community Schools|
|Content Provided By :||Davison Community Schools|
|Online Instructor Provided By :||Davison Community Schools|
|Standards Addressed :||NGSS|
|Academic Terms :||Semester|
|NCES SCED Code :||
How To Enroll:
|Email :||[email protected]|
|Phone :||(810) 591-3531 ext. 1279|
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: (810) 591-3531 ext. 1279
Identify and summarize the characteristics of life.
Provide examples of the characteristics of life.
Explain the characteristics of science.
Compare and contrast science and pseudoscience.
Understand and use the metric system.
Identify the scientific method.
Answer questions using the scientific method.
Differentiate between a control, independent and dependent variable.
Differentiate between hypotheses, theories, and laws.
Identify and diagram the parts of an atom.
Identify the most common elements found in living things.
Compare and contrast covalent and ionic bonding.
Identify the parts of a chemical reaction.
Describe the importance of enzymes in chemical reactions.
Balance chemical equations and understand the law of conservation of matter.
Describe the structure and function of the four biological macromolecules.
Identify examples of the four biological macromolecules.
Describe how dehydration and hydrolysis make and break down macromolecules.
Understand the pH scale.
Describe the difference between acids and bases.
Describe why water is a good solvent.
Explain why water is polar.
Summarize hydrogen bonding.
Summarize the principles of the cell theory.
Identify the scientist that contributed to the cell theory.
Compare compound light microscope to electron microscope.
Differentiate between prokaryotic cell and a eukaryotic cell.
Compare and contrast plant and animal cell structures.
Identify and explain the structure and function of a typical eukaryotic cell.
Summarize how the plasma membrane helps maintain homeostasis for the cell.
Compare and contrast active and passive transport.
Identify examples of active and passive transport.
Differentiate between isotonic, hypotonic, and hypertonic solutions.
Identify the laws of thermodynamics.
Identify the ultimate source of energy for living things.
Describe the structure of ATP and why ATP is important to organisms.
Identify where energy is stored in the ATP molecule.
Summarize the process of photosynthesis (light dependent and light independent/Calvin).
Summarize the process of cellular respiration (Glycolysis, Krebs, & Electron Transport).
Identify the reactants and products of photosynthesis and cellular respiration.
Write the chemical reactions for photosynthesis and cellular respiration.
Explain how organisms obtain and use energy.
Identify cell structures involved in photosynthesis and cellular respiration.
Compare alcoholic fermentation and lactic acid fermentation.
Explain why cells are small.
Identify what limits cell size.
Recognize and summarize the stages of the cell cycle (Interphase, Mitosis, Cytokinesis).
Identify the structures involved in the cell cycle.
Explain how the cell divides its nucleus in Mitosis.
Differentiate between plant and animal cell Cytokinesis.
Understand the results of mitosis and the cell cycle.
Identify the number of chromosomes in daughter cells as a result of mitosis.
Explain how the cell cycle is regulated.
Describe cancer and how it relates to the cell cycle.
Summarize stem cells and their importance.
Recognize and summarize the stages of meiosis and the structures involved.
Explain how meiosis provides genetic variation.
Understand the results of meiosis and the chromosome number in each new cell.
Recognize and summarize the stages of meiosis.
Summarize the results of meiosis.
Compare and contrast mitosis and meiosis.
Explain why cell division is important.
Summarize the basic structure of DNA.
Diagram or label the structural components of DNA.
Explain how DNA replicates.
Describe the importance of DNA replication.
Summarize the three types of RNA including their function.
Compare and contrast DNA & RNA.
Explain how DNA and RNA are involved in transcription.
Describe the process of transcription and where it takes place in the cell.
Explain how RNA is involved in translation.
Describe the process of translation and where it takes place in the cell.
Analyze the importance of protein synthesis.
Decode a segment of DNA into the correct amino acid sequence (protein).
Explain how genes are regulated.
Describe how mutations occur.
Identify examples of mutations.
Analyze how mutations can affect protein synthesis.
Differentiate between a somatic (body) cell and sex cell mutation.
Summarize traits are passed from parents to offspring.
Differentiate between heterozygous and homozygous genotypes.
Describe Mendel’s Law of Segregation and Law of Independent assortment.
Identify genotypes and phenotypes of parents and offspring.
Differentiate between traits, genes, and alleles.
Analyze how dominant and recessive alleles display phenotypes.
Conduct single trait crosses and determine the genotype and phenotype of the offspring.
Predict the genotypes and phenotypes of offspring.
Explain genetic recombination and identify examples.
Summarize polyploidy and how it affects different organisms.
INACOL Online Course Quality Standards
|Clear and consistent navigation is present throughout the course.||Fully Met|
|Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs.||Fully Met|
|Technology Requirements and Interoperability||Rating||Comments|
|All technology requirements (including hardware, browser, software, etc...) are specified.||Fully Met|
|Prerequisite skills in the use of technology are identified.||Partially Met||How to teach students the skills necessary for success in an online class are be planned.|
|The course uses content-specific tools and software appropriately.||Fully Met|
|The course is designed to meet internationally recognized interoperability standards.||Partially Met||Not sure of all the internationally standards that are needed to be met.|
|Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found.||Fully Met||To the best of my knowledge.|
|Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0).||Fully Met|
|Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA).||Fully Met|
|The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities.||Fully Met|
|The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules.||Fully Met||Course timing can be adjusted.|
|Accessing Course Effectiveness||Rating||Comments|
|The course provider uses multiple ways of assessing course effectiveness.||Fully Met|
|The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement.||Partially Met||Adding student survey to course.|
|The course is updated periodically to ensure that the content is current.||Fully Met|
|Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA.||Fully Met|
|Instructor and Student Support||Rating||Comments|
|Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available.||Fully Met|
|The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator.||Fully Met|
|Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment.||Fully Met|
|Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online.||Fully Met|
|The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students.||Fully Met|
|Students are offered an orientation for taking an online course before starting the coursework.||Partially Met||Currently in progress.|
|Academic Content Standards and Assessments||Rating||Comments|
|The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways.||Fully Met|
|The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards.||Fully Met|
|The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed.||Fully Met|
|Information literacy and communication skills are incorporated and taught as an integral part of the curriculum.||Fully Met|
|Multiple learning resources and materials to increase student success are available to students before the course begins.||Fully Met|
|Course Overview and Introduction||Rating||Comments|
|Clear, complete course overview and syllabus are included in the course.||Fully Met|
|Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated.||Fully Met|
|Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider.||Fully Met|
|Legal and Acceptable Use Policies||Rating||Comments|
|The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising.||Fully Met|
|Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated.||Fully Met|
|Privacy policies are clearly stated.||Partially Met||Additional details needed.|
|Online instructor resources and notes are included.||Fully Met||Resources are avaliable outside the online course.|
|Assessment and assignment answers and explanations are included.||Fully Met||Feedback to students on all assignments are given. Hard copies avaliable outside the online course.|
|Instructional and Audience Analysis||Rating||Comments|
|Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum.||Fully Met|
|Course, Unit and Lesson Design||Rating||Comments|
|The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content.||Fully Met|
|Instructional Strategies and Activities||Rating||Comments|
|The course instruction includes activities that engage students in active learning.||Fully Met|
|The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways.||Fully Met|
|The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways.||Fully Met|
|The course provides options for the instructor to adapt learning activities to accommodate students’ needs.||Fully Met||Students need to communication the need for additional accommodations.|
|Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations.||Fully Met|
|Communication and Interaction||Rating||Comments|
|The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress.||Fully Met|
|The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students.||Fully Met|
|The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material.||Fully Met|
|Resources and Materials||Rating||Comments|
|Students have access to resources that enrich the course content.||Fully Met|
|Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated.||Fully Met|
|The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content.||Fully Met|
|Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction.||Fully Met|
|Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content.||Fully Met|
|Assessment Resources and Materials||Rating||Comments|
|Assessment materials provide the instructor with the flexibility to assess students in a variety of ways.||Fully Met|
|Grading rubrics are provided to the instructor and may be shared with students.||Fully Met||Rubrics and scoring is provided for each assignment/assessment.|
|The grading policy and practices are easy to understand.||Fully Met|
Review Conducted By : Davison Community Schools
Date of Review : 12/20/2013
Week 1 – Introduction Unit & Pre-test
Weeks 2-4 – Unit 1 Scientific Method & Characteristics of Life
Weeks 5-6 – Unit 2 Chemistry of Life
Weeks 7-8 – Unit 3 Cell Structure & Function
Weeks 9-10 – Unit 4 Cellular Energy
Weeks 11-12 – Unit 5 Cell Reproduction/Division
Weeks 13-14 – Unit 6 DNA & Protein Synthesis
Weeks 15-16 – Unit 7 Mendelian Genetics
Weeks 17-18 – Study & Final Exam
|Term Type||Enrollment Opens||Enrollment Ends||Random Draw Date||Enrollment Drop Date||Course Starts||Course Ends||# of Seats||Course Fee||Potential Additional Costs|
|Drop Policy||Completion Policy||Term Type||Enrollment Opens||Enrollment Ends|
|Courses must be dropped by the drop date for the course. Students dropping the course after the drop date will be charged the full fee for the course.||Course must be completed by the course end date.||Semester||09/01/2020||10/01/2020|
Weekly via email or message in Schoology
|School Year||Enrollment Count||Pass Count||Completion Rate||Notes|