Honors Biology I
Recommended Prerequisite: Physical Science
Grades Offered: 9-12
Credit ½ - 1
SDE Course Code: 3210
MNPS Course Code: SCI6155
Course Description:
Honors biology deals extensively with the abstract concepts of biology and incorporates an extensive practice of higher order thinking skills and science process skills. Students will study the six biology Gateway standards in depth, which include: cells, interactions, photosynthesis and respiration, genetics and biotechnology, diversity and biological evolution. Laboratory activities are designed to provide students with creative problem solving experiences. Students will be administered the TCAP Gateway Biology Test at the conclusion of this course.
Honors Courses:
Honors courses may be eligible to receive the addition of 3 points to the grades used to calculate the semester average. To do so, they must substantially exceed the content standards, learning expectations, and performance indicators approved by the State Board of Education.
Framework of Standards for Honors Courses:
All honors courses must include multiple assessments exemplifying coursework (such as short answer, constructed–response prompts, performance-based tasks, open-ended questions, essays, original or creative interpretations, authentic products, portfolios, and analytical writing. Additionally, the honors course shall include all four of the following components, plus one additional component as listed below:
1. Projects that apply course curriculum to relevant or real world situations. These may include oral presentations, power point presentations, or other modes of sharing findings. (Connection of the project to the community is strongly encouraged.)
2. Open-ended investigations in which the student selects the questions and designs the research.
3. Integration of appropriate technology into the course of study. Suggested technology includes but is not limited to:
a. Microscopy and or use of Flexible Camera Apparatus
b. Computer probes and or sensors
c. Calculator probes and or sensors
d. Digital microscopy
e. Internet
f. Laboratory equipment
4. Extensive opportunities for problem solving experiences through imagination, critical analysis, and application.
Additionally, select at least one or more component.
5. Extended reading assignments that connect with the specified curriculum.
6. Research-based writing assignments that address and extend the course curriculum.
7. Writing assignments that demonstrate a variety of modes purposes and styles.
• Examples of modes include narrative, descriptive, persuasive, expository, and expressive.
• Examples of purpose include to inform, entertain, and persuade.
• Examples of style include formal, informal, literary, analytical, and technical.
8. Deeper exploration of the culture, values, and history of the discipline (ethical implications of technology).
9. Job shadowing experiences with presentations which connect class study to the world of work.
Course of Study:
• Interactions
o compare and contrast the different types of symbiotic relationships
o distinguish between the abiotic and biotic factors in an environment
o analyze the flow of energy in an ecosystem using pyramids of energy and biomass
o analyze different behaviors to determine if they are learned or innate and relate this to survival of organisms
o investigate the roles of producers, consumers, and decomposers in an ecosystem
o examine the effects of human activity on ecosystems
• Cells
o compare and contrast the chemistry of biomolecules and investigate their roles in cell structure and metabolism
o explore and compare the organelles of different cell types
o probe the composition of the cell membrane and its significance to homeostasis
o analyze the various cell processes (e.g. osmosis and mitosis) in a laboratory setting
• Photosynthesis and Respiration
o compare and contrast the light dependent and light independent reactions of photosynthesis
o investigate the relationship between the processes of photosynthesis and respiration in a laboratory setting
o analyze the carbon, oxygen, nitrogen, and water cycles in the biosphere
o explore the efficiency of aerobic and anaerobic respiration
• Genetics and Biotechnology
o investigate the structure and molecular composition of DNA and RNA
o relate the structure of DNA and RNA to the processes of replication and protein synthesis
o compare and contrast the asexual and sexual reproductive strategies used by organisms.
o apply the principles of Mendelian inheritance to make predictions for offspring using Punnett Squares.
o examine modes of inheritance involving sex-linkage, co-dominance, incomplete dominance, multiple alleles, and polygenic traits.
o investigate the causes and effects of mutations.
o identify causes and effects of genetic diseases in plants and animals.
o investigate the scientific and ethical ramifications of genetic engineering, recombinant DNA, selective breeding, hybridization, cell and tissue culturing, transgenic animals, and DNA fingerprinting.
• Diversity
o establish criteria for designing a system of classification and compare historically relevant systems of classification used in Biology.
o infer the types of organisms native to specific environments included in the major biomes present on earth.
o integrate a comparative study of plant and animal anatomical structures in a laboratory setting, so as to recognize relationships among organisms relating to structural components, symmetry, metamorphosis, and alternation of generations
• Biological Evolution
o in a laboratory activity, interpret and evaluate the evidence for biological evolution in the fossil record
o investigate how natural selection, mutations, and adaptations impact the emergence of new species
o recognize and report on the contributions of scientists, including Darwin, that led to the concept of evolution
o research and apply current knowledge of DNA and comparative anatomy to provide evidence for biological evolution
Reading: In addition to the use of the textbook, students are expected to read from a variety of sources including essays, studies, newspapers/periodicals, maps, charts, graphs, science cartoons, and other documents. Students are expected to gain literal understandings of readings and also interpret, analyze, and evaluate information from readings.
Writing: Students are expected to write regularly and effectively in various domains including: narrative, descriptive, persuasive, analytical, and practical. Suggested written assignments include: essays, journals, lab reports, and research papers.
Standards:
MNPS standards for Biology can be accessed at: http://www.mnps.org/PageFactory.aspx?PageID=3353
State Gateway Biology standards can be found at: http://www.state.tn.us/education/ci/cistandards2001/sci/ciscibiology1.htm
Helpful Sites:
Gateway Biology: Interactive sites to help students practice skills needed for the Biology Gateway exam http://www.internet4classrooms.com/gateway_biology.htm
Virtual Cell Website http://www.ibiblio.org/virtualcell/index.htm
Cells Alive Website http://www.cellsalive.com/
Biology Education Activities Exchange http://www.accessexcellence.org/AE/
The Biology Place http://www.phschool.com/science/biology_place/biocoach/index.html
Biology Lesson Plans http://student.biology.arizona.edu/sciconn/biology.html
DNA information (NSTA recommended) www.eurekascience.com
Interactive DNA Site www.dnalc.org/home.html
Textbooks: Miller/Levine, Biology, 1/e, 2002, Prentice-Hall (basal – Honors Biology)
Recommended/Required Resources:
• Basic safety equipment (goggles, aprons, safety shower, eyewash station, first aid kit, fire extinguisher, fire blanket, sharps disposal) required
• Laboratory facility with access to a source of water and electricity for lab equipment; required
• Various types of lab equipment and apparatus for inquiry investigations; required
• Microscopes (one per two students); required
• Microscopes slides; required
• Flexible camera apparatus (flex cam) and video monitor; recommended
• Dissection equipment/tools and specimens (earthworm, crayfish, and frog) recommended.
• Television, VCR, DVD player, data projector; recommended
• Access to computers that are web-accessible; recommended
• Computer and calculator sensors and probes; recommended