Biology A (1st Semester Course)
Course Description:
This course is designed to teach students the basics of biology, chemistry of life, cell structure and function, cell division, protein synthesis and DNA. The main goal for this class is for students to gain a better understanding of the living things. Google Classroom is the platform for this course.
Course Details:
| 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 : |
Next Generation Science Standards |
| Academic Terms : |
Semester |
| NCES SCED Code : 03051 |
| Subject Area : |
Life and Physical Sciences |
| Course Identifier : |
Biology |
| Course Level : |
High School (Secondary) |
| Available Credit : |
0.5 |
| Sequence : |
1 of 1 |
|
How To Enroll:
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
Additional Cost: $0.0
Additional Cost Description:
N/A
Upon completion of this course, students will be able to...
- 1.1 Identify the characteristics of life.
- 1.2 Generate examples for the characteristics of life.
- 1.3 Differentiate between living and nonliving.
- 1.4 Generate a question to be answered using scientific inquiry.
- 1.5 Develop a hypothesis to be tested.
- 1.6 Design and conduct a controlled experiment.
- 1.7 Identify the independent and dependent variables in an experiment.
- 1.8 Identify weaknesses in experimental design.
- 1.9 Create data tables and graphs based on data.
- 1.10 Differentiate between observations and inferences.
- 1.11 Analyze data.
- 1.12 Distinguish between science and pseudoscience.
- 2.1 Differentiate between ionic and covalent bonds.
- 2.2 Identify the six major elements found in all organisms.
- 2.3 Explain how matter is conserved and rearranged in chemical reactions.
- 2.4 Identify the potential energy of products and reactants in a chemical reaction. (exothermic & endothermic)
- 2.5 Identify and describe the structure and function of the four macromolecules (biomolecules)
- 2.6 Differentiate between dehydration and hydrolysis reactions.
- 2.7 Explain why water is important to living things.
- 2.8 Develop a model that explains the phrase “We are what we eat”
- 2.9 Summarize how matter is conserved in living things.
- 3.1 Compare and contrast prokaryotic and eukaryotic cells.
- 3.2 Compare and contrast plant and animal cells.
- 3.3 Identify and describe cell structures and their function.
- 3.4 Explain the structure and function of the cell/plasma membrane.
- 3.5 Distinguish between active and passive transport.
- 3.6 Explain how substances are moved across the membrane.
- 3.7 Explain how osmosis works.
- 4.1 Describe how organisms get and use energy.
- 4.2 Identify forms of chemical energy.
- 4.3 Describe how photosynthesis stores energy.
- 4.4 Describe how cellular respiration releases energy.
- 4.5 Identify where in the cell cellular respiration and photosynthesis occur.
- 4.6 Identify the steps involved in cellular respiration and photosynthesis.
- 4.7 Summarize how matter and energy are conserved in living things.
- 5.1 Explain why cells are small.
- 5.2 Identify what limits cell size.
- 5.3 Identify and diagram the stages of the cell cycle (Interphase, Mitosis, Cytokinesis).
- 5.4 Identify the structures involved in the cell cycle.
- 5.5 Explain how the cell divides using Mitosis.
- 5.6 Differentiate between plant and animal cell cytokinesis.
- 5.7 Describe the results of mitosis and the cell cycle.
- 5.8 Identify the number of chromosomes in daughter cells as a result of mitosis.
- 5.9 Explain how the cell cycle is regulated.
- 5.10 Describe cancer and how it relates to the cell cycle.
- 5.11 Explain apoptosis.
- 5.12 Summarize stem cells and their importance.
- 5.13 Identify and summarize the stages of meiosis and the structures involved.
- 5.14 Explain how meiosis provides genetic variation.
- 5.15 Describe the results of meiosis and the chromosome number in each new cell.
- 5.16 Recognize and summarize the stages of meiosis.
- 5.17 Summarize the results of meiosis.
- 5.18 Compare and contrast mitosis and meiosis.
- 5.19 Explain why cell division is important.
- 6.1 Identify the structural components of DNA.
- 6.2 Differentiate between DNA and RNA.
- 6.3 Explain how DNA replicates.
- 6.4 Summarize the importance of DNA replication.
- 6.5 Identify the base pairing rules for DNA.
- 6.6 Describe the structure and function of the three types of RNA molecules.
- 6.7 Describe a codon and anti-codon.
- 6.8 Transcribe DNA into mRNA.
- 6.9 Identify the base pairing rules for DNA to mRNA and mRNA to tRNA anti-codons.
- 6.10 Translate mRNA to amino acid sequence.
- 6.11 Summarize protein synthesis.
- 6.12 Identify where transcription and translation take place in the cell.
- 6.13 Identify causes of mutations.
- 6.14 Analyze how mutations can affect protein synthesis.
- 6.15 Summarize how mutations affect gene expression.
iNACOL National Standards for Quality Online Courses
| Academic Content Standards and Assessments |
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| 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
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| 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
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| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. |
Fully Met
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| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. |
Fully Met
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| Multiple learning resources and materials to increase student success are available to students before the course begins. |
Fully Met
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| Course Overview and Introduction |
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Comments |
| Clear, complete course overview and syllabus are included in the course. |
Fully Met
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| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. |
Fully Met
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| Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. |
Fully Met
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| Legal and Acceptable Use Policies |
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Comments |
| The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. |
Fully Met
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| 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
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| Privacy policies are clearly stated. |
Partially Met
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Additional details needed. |
| Instructor Resources |
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Comments |
| Online instructor resources and notes are included. |
Fully Met
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Resources are avaliable outside the online course. |
| Assessment and assignment answers and explanations are included. |
Fully Met
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Feedback to students on all assignments are given. Hard copies avaliable outside the online course. |
| Accessing Course Effectiveness |
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Comments |
| The course provider uses multiple ways of assessing course effectiveness. |
Fully Met
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| The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. |
Partially Met
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Adding student survey to course. |
| Course Updates |
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Comments |
| The course is updated periodically to ensure that the content is current. |
Fully Met
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| Certification |
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Comments |
| 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
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| Instructor and Student Support |
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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
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| The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. |
Fully Met
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| 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
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| 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
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| 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
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| Students are offered an orientation for taking an online course before starting the coursework. |
Partially Met
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Currently in progress. |
| Instructional and Audience Analysis |
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Comments |
| Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. |
Fully Met
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| Course, Unit and Lesson Design |
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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
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| Instructional Strategies and Activities |
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Comments |
| The course instruction includes activities that engage students in active learning. |
Fully Met
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| 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
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| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. |
Fully Met
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| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. |
Fully Met
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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
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| Communication and Interaction |
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Comments |
| The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. |
Fully Met
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| 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
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| The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. |
Fully Met
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| Resources and Materials |
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Comments |
| Students have access to resources that enrich the course content. |
Fully Met
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| Evaluation Strategies |
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Comments |
| Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. |
Fully Met
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| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. |
Fully Met
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| Feedback |
Rating
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Comments |
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. |
Fully Met
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| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. |
Fully Met
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| Assessment Resources and Materials |
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Comments |
| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. |
Fully Met
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| Grading rubrics are provided to the instructor and may be shared with students. |
Fully Met
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Rubrics and scoring is provided for each assignment/assessment. |
| The grading policy and practices are easy to understand. |
Fully Met
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| Course Architecture |
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Comments |
| The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. |
Fully Met
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| The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. |
Fully Met
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Course timing can be adjusted. |
| User Interface |
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Comments |
| Clear and consistent navigation is present throughout the course. |
Fully Met
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| Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. |
Fully Met
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| Technology Requirements and Interoperability |
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Comments |
| All technology requirements (including hardware, browser, software, etc...) are specified. |
Fully Met
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| Prerequisite skills in the use of technology are identified. |
Partially Met
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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
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| The course is designed to meet internationally recognized interoperability standards. |
Partially Met
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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
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To the best of my knowledge. |
| Accessibility |
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Comments |
| 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
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| Data Security |
Rating
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Comments |
| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). |
Fully Met
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Review Conducted By: Davison Community Schools
Date of Review:
12/20/2013
Units:
- Characteristics of Life & Scientific Method/Inquiry
- Chemistry of life
- Cell Structures & Function
- Cellular Energy
- Cellular Reproduction
- DNA and Protein Synthesis
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Weekly communication via Google Form and school email.
Internet Google Drive Working email
