• Welcome to Biology!  Image result for biology

    Mrs. Pollak

    e-mail: lpollak@staunton.k12.va.us

     

    I use the curriculum framework as a structured guide for teaching students the required standards.  The Virginia Department of Education's Biology curriculum framework can be found here: http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/curriculum_framewk/biology.pdf

     

    SOL resources:

    Jefferson lab: https://education.jlab.org/solquiz/

    SOL pass: http://www.solpass.org/high.php

     

    We will use Google classroom for some of our work. Please check this site daily. 

    Google classroom code: z0ucc56

     

    Syllabus:

    SHS Biology Syllabus 

    Instructor: Mrs. Pollak

     Email:  lpollak@staunton.k12.va.us

    Course Description:

    This class focuses on the study of living things and their relationships with other living organisms, as well as the physical environment.  Special attention will be given to the eight unifying themes of biological sciences:

    1.     Science as a Process                                 5.  Structure and Function
    2.     Evolution                                                         6.  Regulation
    3.     Energy Transfer                                         7.  Interdependence in Nature
    4.     Continuity and Change                           8.  Science, Technology, and Society

     

    Goals:

    1. Students shall understand concepts dealing with the nature of science.
    2. Students shall demonstrate an understanding of the role of chemistry in life processes.
    3. Students shall demonstrate an understanding of the structure and function of cells.
    4. Students shall demonstrate an understanding of how cells obtain and use energy (energetics).
    5. Students shall demonstrate an understanding of heredity.
    6. Students shall investigate the molecular basis of genetics.
    7. Students shall examine the development of the theory of biological evolution.
    8. Students shall demonstrate an understanding that organisms are diverse.
    9. Students shall demonstrate an understanding of ecological and behavioral relationships among organisms.
    10. Students shall demonstrate an understanding of the ecological impact of global issues.
    11. Develop 21st century skills using course curriculum as a guide: citizenship, critical thinking, communication, collaboration and creativity.

    Course Expectations:

     

    • This course is a Standards of Learning (SOL) course.  Students are expected to do their very best on this test by learning the course content and taking the course expectations seriously.
    • Students are responsible for daily required materials. 
    • It is expected that students participate fully in class daily in order to get the most out of the learning experience.  Class-work is not considered optional.
    • Follow all directions and safety guidelines as given by the teacher.
    • Students are responsible for acquiring and making up missed work including tests, labs, and homework. 
    • Students are expected to study nightly and complete assignments on time.
    • No cell phone use in class.
    • Adhere to the 10/10 rule.
    • You must have a teacher-signed pass to leave the class.
    • Students are expected to demonstrate academic, social and personal integrity as members of Staunton High School.
    • Stay on task at all times, especially when utilizing chromebooks.  Chromebooks must stay closed unless we are working in them.  
    • Be polite to your classmates and teacher(s). 

     Daily Required Materials:

    1)    Binder with paper

    2)    Writing utensils

    3)    Homework due

    4)    Index cards

    5) Chromebook

    6) Headphones/ earbuds

     

     

    Grading Policy:

     

    Tests:            40%

    Quizzes:        25%

    Labs:            25%

    HW/CW:       10%

     

    1) Work is due when you arrive in class at the beginning of the block.

    2) No homework or classwork will be accepted late. 

    3) Classwork is to be completed IN CLASS. If you need extra time for a classwork assignment, talk to me.

    4) If I give class time to begin homework, you should work on it as designated in class. No Idle time!!

    5) Tests and quizzes are to be completed within the designated time frame.

    6) Labs and other assignments which count as quiz or test grades will be accepted late but with a grade reduction of 50% of the earned score and must be turned in within 3 days of due date.

    7) If you miss a test, you must plan to take the make-up test after school within the time frame of the make-up work policy.

    8) If you are experiencing circumstances that interfere with completing work on time, please see me to discuss the issue(s). I want you to succeed, however deadlines exist to help prepare you for the real world. 

     Make-Up Work Policy:

    • Students are responsible for obtaining work they miss due to absences. Alternate assignments may be given for some work such as science labs, group activities, etc.
    • Students have the number of days absent plus one to get the make-up work turned in.
    • In certain circumstances where a prolonged illness is involved, an extension of this limit may be arranged between student and teacher.
    • Exams missed are to be taken outside of class time within the make-up period and must be scheduled by the student.
    • Pre-announced exams will be taken when the student returns to school after being absent unless other arrangements are made at the teacher’s discretion.
    • Students are responsible to contact the teacher on or before the day of the absence when missing an exam.
    • Students who are truant will not be able to receive credit for make-up work or exams.
    • An extension will be considered an extenuating circumstance for attendance purposes and make-up work must be completed at the Alternative Suspension Center. Failure to do the work within the designated time may result in a grade of zero.
    • Long Term assignments having preset due dates are unchanging regardless of student attendance. In the event of an absence (regardless of cause: illness, field trip, ) on the due date students must submit projects via email, google docs, or have them hand delivered on the due date.  If extenuating circumstances arise, it is the student’s responsibility to contact the teacher as soon as possible.

     

    NOTE: *Any student failing a DE or AP class at the mid-point, will be dropped from the class.

     

    Honor Code

    •       You are expected to do your own work. Copying or sharing work that is not your own is prohibited.
    •       Plagiarism is a violation of the honor code.
    •       Sources must be cited on ALL research type work before I grade it.
    •       Conquer/ divide work is not acceptable.
    •       If your work looks like someone else’s work, I will speak to all parties and will refer to the honor code violation policies.

     

    Honor Code Violation Consequences

    1st offense: 

    •       Referral written and turned in to Mrs. Pollak or Ms. Knoxville and the parent/guardian(s) contacted by teacher.  
    •       Student receives a zero but is offered an opportunity to redo the assignment for a minimum of a one grade reduction of credit of grade earned. 
    •       Student meets with Honor Council. Discussion and recommendations by the council are communicated to the teacher and to administration. 
    •       One year removal from Honor society and any student office positions if student is a member/ serves, to include running for office for any club or student organization. 

     

    2nd offense: 

    •       Referral written and turned in to Mrs. Pollak or Ms. Knoxville and the parent/guardian(s) contacted by teacher. 
    •       Student receives a zero and no opportunity to complete assignment. 
    •       Student meets with Honor Council. Discussion and recommendations by the council are communicated to the teacher and to administration.
    •       Student assigned to one day of after school detention.  
    •       One year removal from Honor society and any student office positions if student is a member/ serves, to include running for office for any club or student organization. 

     

    3rd offense: 

    •       Referral written and turned in to Mrs. Pollak or Ms. Knoxville and the parent/guardian(s) contacted by teacher. 
    •       Student receives a zero and no opportunity to complete assignment.
    •       Student meets with Honor Council. Discussion and recommendations by the council are communicated to the teacher and to administration.
    •       Student assigned to two days of after school detention.  
    •       Permanent ban from Honor society and student becomes ineligible to apply to NHS and any student office positions if student is a member/ serves, to include running for office for any club or student organization.

     

              4th + offense:

    •       Referral written and turned in to Mrs. Pollak or Ms. Knoxville and the parent/guardian(s) contacted by teacher. 
    •       Student receives a zero and no opportunity to complete assignment.
    •       Student meets with Honor Council. Discussion and recommendations by the council are communicated to the teacher and to administration.
    •       Student assigned to one day of Saturday school. 
    •       Permanent ban from Honor society and any student office positions if student is a member/ serves, to include running for office for any club or student organization.


    Biology SOL’s

    The Biology standards are designed to provide students with a detailed understanding of living systems. Emphasis continues to be placed on the skills necessary to examine alternative scientific explanations, actively conduct controlled experiments, analyze and communicate information, and gather and use information in scientific literature. The history of biological thought and the evidence that supports it are explored, providing the foundation for investigating biochemical life processes, cellular organization, mechanisms of inheritance, dynamic relationships among organisms, and the change in organisms through time. The importance of scientific research that validates or challenges ideas is emphasized at this level. All students are expected to achieve the content of the biology standards.

     

    The Biology standards continue to focus on student growth in understanding the nature of science. This scientific view defines the idea that explanations of nature are developed and tested using observation, experimentation, models, evidence, and systematic processes. The nature of science includes the concepts that scientific explanations are based on logical thinking; are subject to rules of evidence; are consistent with observational, inferential, and experimental evidence; are open to rational critique; and are subject to refinement and change with the addition of new scientific evidence. The nature of science includes the concept that science can provide explanations about nature and can predict potential consequences of actions, but cannot be used to answer all questions.

     

    BIO.1       The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which

    1. a) observations of living organisms are recorded in the lab and in the field;
    2. b) hypotheses are formulated based on direct observations and information from scientific literature;
    3. c) variables are defined and investigations are designed to test hypotheses;
    4. d) graphing and arithmetic calculations are used as tools in data analysis;
    5. e) conclusions are formed based on recorded quantitative and qualitative data;
    6. f) sources of error inherent in experimental design are identified and discussed;
    7. g) validity of data is determined;
    8. h) chemicals and equipment are used in a safe manner;
    9. i) appropriate technology including computers, graphing calculators, and probeware, isused for gathering and analyzing data, communicating results, modeling concepts, and simulating experimental conditions;
    10. j) research utilizes scientific literature;
    11. k) differentiation is made between a scientific hypothesis, theory, and law;
    12. l) alternative scientific explanations and models are recognized and analyzed; and           
    13. m) current applications of biological concepts are used.

     

    BIO.2       The student will investigate and understand the chemical and biochemical principles essential for life. Key concepts include

    1. a) water chemistry and its impact on life processes;
    2. b) the structure and function of macromolecules;
    3. c) the nature of enzymes; and
    4. d) the capture, storage, transformation, and flow of energy through the processes of photosynthesis and respiration

     

     

    BIO.3       The student will investigate and understand relationships between cell structure and function. Key concepts include

    1. a) evidence supporting the cell theory;        
    2. b) characteristics of prokaryotic and eukaryotic cells;
    3. c) similarities between the activities of the organelles in a single cell and a whole organism;
    4. d) the cell membrane model; and
    5. e) the impact of surface area to volume ratio on cell division, material transport, and other life processes.

     

    BIO.4       The student will investigate and understand life functions of Archaea, Bacteria and Eukarya. Key concepts include

    1. a) comparison of their metabolic activities;
    2. b) maintenance of homeostasis;
    3. c) how the structures and functions vary among and within the Eukarya kingdoms of protists, fungi, plants, and animals, including humans;
    4. d) human health issues, human anatomy, and body systems;
    5. e) how viruses compare with organisms; and
    6. f) evidence supporting the germ theory of infectious disease.

     

    BIO.5       The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include

    1. a) cell growth and division;
    2. b) gamete formation;
    3. c) cell specialization;
    4. d) prediction of inheritance of traits based on the Mendelian laws of heredity;
    5. e) historical development of the structural model of DNA;
    6. f)     genetic variation;
    7. g) the structure, function, and replication of nucleic acids;
    8. h) events involved in the construction of proteins;
    9. i) use, limitations, and misuse of genetic information; and
    10. j) exploration of the impact of DNA technologies.

     

    BIO.6       The student will investigate and understand bases for modern classification systems. Key concepts include

    1. a) structural similarities among organisms;
    2. b) fossil record interpretation;
    3. c) comparison of developmental stages in different organisms;
    4. d) examination of biochemical similarities and differences among organisms; and
    5. e) systems of classification that are adaptable to new scientific discoveries.

     

    BIO.7       The student will investigate and understand how populations change through time. Key concepts include

    1. a) evidence found in fossil records;
    2. b) how genetic variation, reproductive strategies, and environmental pressures impact the survival of populations;
    3. c) how natural selection leads to adaptations;
    4. d) emergence of new species; and
    5. e) scientific evidence and explanations for biological evolution. 




















     

     

     

     

     

Last Modified on August 1, 2019