Biology CR (Semester 2)
This course is an introduction to general biology. It will include the fundamental principles of living organisms including physical and chemical properties of life, cellular organization and function, the transfer of energy through metabolic systems, cellular reproduction, the classification of living things, and the six kingdoms of life. The main focus is to present biological information in an understandable and straight forward way that will capture the student’s interest dealing with up-to-date principles and concepts.
|Course Title (District):||Biology CR (Semester 2)|
|Course Title (NCES SCED) :||Biology|
|Course Provider :||Genesee ISD|
|Content Provided By :||Fuel Education LLC (formerly Aventa Learning)|
|Online Instructor Provided By :||Fuel Education LLC (formerly Aventa Learning)|
|Standards Addressed :||CCSS|
|Academic Terms :||Open Entry / Open Exit|
|NCES SCED Code :||
How To Enroll:
|Enrollment Website :||https://www.gennet.us|
|Email :||[email protected]|
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: 810-591-4401
• Explain the unifying themes in biology.
• Describe the differences between atoms and elements.
• Identify the structure and function of different types of carbon compounds.
• Define the roles of enzymes in chemical reactions.
• List the two major processes of photosynthesis and state what occurs in those sets of reactions.
• Describe the nature of light and how it is associated with the release of electrons from a photosystem.
• Explain the role of the two energy-carrying molecules produced in the light dependent reactions (ATP and NADPH) and in the light independent reactions.
• State the role of oxygen in aerobic respiration.
• Describe how humans use fermentation, what products are made, and how they impact society.
• Define magnification and resolution in the use of a microscope.
• State why cells must be relatively small.
• Compare the structures of prokaryotic cells and eukaryotic cells.
• Identify the structures of cell membranes.
• Describe the role of the nucleus in cell activities and the internal membranes play in protein production.
• Describe the importance of mitochondria in eukaryotic cells.
• Match the organelles of an animal cell and a plant cell.
• Describe the four stages of Mitosis and the stages of Meiosis
• Identify Mendel’s contribution to science in its historical perspective.
• Discuss how genes influence human health.
• Outline the role of DNA in heredity.
• Compare RNA and DNA.
• Identify the major steps in translation and the four basic steps of genetic engineering.
• Outline the main points of Darwin’s theory.
• Describe how fossil record supports evolution.
• List the five conditions that must exist before conditions for the Hardy-Weinberg principle are met.
• Distinguish between stabilizing, directional, and disruptive selection.
• Identify two groups of prokaryotes and describe the evolution of eukaryotes.
• Identify the first multicellular organisms to live on land.
• Name the first animals to live on land and the first vertebrates to leave the ocean.
• Define the term mass extinction.
• Identify the characteristics used to classify organisms in each of the domains and kingdoms.
• Identify the levels of cellular organization that occur in plants and animals (tissues, organs, and organ systems).
• Recognize the characteristics of the three domains and identify organisms based on assigned names (taxonomy).
• Describe how phylogenetic reconstruction is used to identify the evolutionary patterns that unite different organisms.
• Explain why outward appearance alone does not provide enough information to assign an organism to a particular species.
• Explain the purpose of applying a genus name and a species name to an organism.
• Give reasons why using common names alone for organisms is often very unsatisfactory.
• Compare and contrast the concepts of evolutionary systematics, phenetics, and cladistics with respect to their methods of grouping organisms.
• Comprehend that a monophyletic lineage evolves independently with organisms that share a common ancestry.
• Explain the construction of a cladogram and the information it represents.
• Interpret a simple cladogram to define derived trait and out-group.
• Arrange in proper order: kingdom, phylum (or division), class, order, family, genus, and species.
• Name and define the tissues and organ systems that extend throughout the plant body.
• Discuss and identify parts of the plant root and root tip, and distinguish the taproot system and fibrous root system.
• Identify the various parts of a typical flower and give their functions.
• Relate the sequence of events that give rise to microspores and megaspores.
• List the five types of hormones found in most flowering plants.
• Describe the Cohesion-Tension Theory, explaining how water moves upward in an unbroken column through xylem to the tops of tall trees.
• Generally describe the internal structure of a leaf as well as give the function of stomata.
• Know the function, location, and features of the basic tissue types in animals.
• Explain homeostasis and how it is maintained in an animal’s body, including the idea of feedback.
• Interpret the functions of systems in organisms including circulatory, digestive, nervous, endocrine, reproductive, integumentary, skeletal, respiratory, muscular, excretory, and immune.
• Describe the organs and other important components that make up the main animal organ systems (circulatory, digestive, nervous, endocrine, reproductive, integumentary, skeletal, respiratory, muscular, excretory, and immune). Identify how an animal’s body responds to various stimuli in both the internal and external environments.
• Compare the interrelationships of organ systems to each other and to the body as a whole (such as the respiratory/circulatory or skeletal/muscular).
• Define population density and describe the relationship between resources and population growth.
• Define ecosystem.
• Differentiate primary succession from secondary succession.
• Describe the differences between producers and consumers.
• Outline elements and key players in the Earth’s ecosystem, such as food webs, food chains, herbivores, carnivores, omnivores, detritivores, and decomposers. Describe the major steps of the carbon cycle.
INACOL Online Course Quality Standards
|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.||Partially 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.||Fully Met|
|Online instructor resources and notes are included.||Fully Met|
|Assessment and assignment answers and explanations are included.||Fully Met|
|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|
|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|
|The grading policy and practices are easy to understand.||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|
|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.||Fully Met|
|The course uses content-specific tools and software appropriately.||Fully Met|
|The course is designed to meet internationally recognized interoperability standards.||Fully Met|
|Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found.||Fully Met|
|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|
|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.||Fully Met|
|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.||Fully Met|
Review Conducted By : Fuel Education LLC (formerly Aventa Learning)
Date of Review : 07/02/2014
Unit 6: History of Life on Earth
• Section 1 – Fossils
• Section 2 – The Precambrian: Birth of a Planet and Establishment of Life
• Section 3 – The Paleozoic: The Time of Ancient Life
• Section 4 – The Mesozoic Era: The Age of Dinosaurs
• Section 5 – The Cenozoic: Age of Mammals and Birds
Unit 7: Biological Diversity and Classification
• Section 1 – Taxonomy
• Section 2 – Prokaryotes: Bacteria and Archaea
• Section 3 – Domain Eukarya: Evolution of Eukaryotes
• Section 4 – The Plant Kingdom
• Section 5 – Kingdom Fungi
• Section 6 – Kingdom Animalia
• Section 7 – Phylum Annelida: Segmented Worms
Unit 8: Plant Structure
• Section 1 – Plant Organs, Tissues, and Cells
• Section 2 – Flowering Plant Reproduction
• Section 3 – Plant Hormones, Nutrition, and Transport
Unit 9: Animal Organization
• Section 1 – Animal Cells and Tissues
• Section 2 – Animal Organ Systems and Homeostasis
• Section 3 – The Integumentary System: Protection and Senses
• Section 4 – The Circulatory System: Transport of Materials Within the Body
• Section 5 – The Lymphatic System and Immunity: The Body’s Defense
• Section 6 – The Digestive System: Getting Food and Nutrients Into the Body
• Section 7 – Control of the Body Part I: The Nervous System
• Section 8 – Muscular and Skeletal Systems
• Section 9 – The Respiratory System
• Section 10 – The Reproductive System and Human Development
Unit 10: Ecology
• Section 1 – Population Growth
• Section 2 – Community and Ecosystem Dynamics
• Section 3 – The Biosphere and Mass Extinctions
|Term Type||Enrollment Opens||Enrollment Ends||Random Draw Date||Enrollment Drop Date||Course Starts||Course Ends||# of Seats||Course Fee||Potential Additional Costs|
|Open Entry / Open Exit||07/01/2019||12/31/2019||100||$270.0000||0.0000|
|Drop Policy||Completion Policy||Term Type||Enrollment Opens||Enrollment Ends|
|Courses dropped within 2 weeks of enrollment will receive 100% refund||Enrollments earning 60% or more of the total course points are considered course completions and will be charged the final 20% payment.||Open Entry / Open Exit||07/01/2019||12/31/2019|
Students can contact their online instructor as needed. Online instructors have posted office hours, and provide contact information.
|School Year||Enrollment Count||Pass Count||Completion Rate||Notes|
|13-14||36||21||58.3%||Enrollment data include all enrollments (21f and non-21f) for the Spring and Summer 2013-14 school year.|