Science & Nature
Biology With Lab Component: Flex Semester 1: 17 Weeks
Biology is the natural science that involves the study of life and living organisms. Join this 17 week flex course, one of Mrs. Collins' most popular science classes. Families get a $35 off coupon for semester 2 after completing semester 1. Get $10 off my classes with coupon code COLLICOW6610 until Sep 11, 2023.
Mrs. Collins, Certified Teacher
77 total reviews for this teacher
3 reviews for this class
Completed by 23 learners
year old learners
learners per class
$12 per week
Over 17 weeks
No live meetings
There are no open spots for this class.
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Biology is a branch of science that deals with living organisms and their vital processes. Biology encompasses diverse fields, including botany, conservation, ecology, evolution, genetics, marine biology, medicine, microbiology, molecular biology, physiology, and zoology. Biology is the study of life, and in this course we will be learning the basics of biology using a variety of methods-group discussions, diagramming science concepts, fun science themed art projects, interactive assessments,...
Meets the following standards: Grades: 9-12 Standards Correlation NGSS, NSES, AK, AZ, CA, CO, CT, DE, DC, FL, GA, HI, ID, IL, IN, IA, KS, KY, ME, MD, MA, MI, MN, MO, MT, NE, NV, NH, NJ, NM, NY, NC, ND, OH, OK, OR, PA, RI, SD, TN, TX, UT, VT, VA, WA, WV, WI, WY To access the full list of standards, visit https://www.nextgenscience.org/sites/default/files/HS%20LS%20topics%20combined%206.13.13.pdf -------------------- Biology SB1. Obtain, evaluate, and communicate information to analyze the nature of the relationships between structures and functions in living cells. a. Construct an explanation of how cell structures and organelles (including nucleus, cytoplasm, cell membrane, cell wall, chloroplasts, lysosome, Golgi, endoplasmic reticulum, vacuoles, ribosomes, and mitochondria) interact as a system to maintain homeostasis. b. Develop and use models to explain the role of cellular reproduction (including binary fission, mitosis, and meiosis) in maintaining genetic continuity. c. Construct arguments supported by evidence to relate the structure of macromolecules (carbohydrates, proteins, lipids, and nucleic acids) to their interactions in carrying out cellular processes. (Clarification statement: The function of proteins as enzymes is limited to a conceptual understanding.) d. Plan and carry out investigations to determine the role of cellular transport (e.g., active, passive, and osmosis) in maintaining homeostasis. e. Ask questions to investigate and provide explanations about the roles of photosynthesis and respiration in the cycling of matter and flow of energy within the cell (e.g., single-celled alga). (Clarification statement: Instruction should focus on understanding the inputs, outputs, and functions of photosynthesis and respiration and the functions of the major sub-processes of each including glycolysis, Krebs cycle, electron transport chain, light reactions, and Calvin cycle.) SB2. Obtain, evaluate, and communicate information to analyze how genetic information is expressed in cells. a. Construct an explanation of how the structures of DNA and RNA lead to the expression of information within the cell via the processes of replication, transcription, and translation. b. Construct an argument based on evidence to support the claim that inheritable genetic variations may result from: new genetic combinations through meiosis (crossing over, nondisjunction); non-lethal errors occurring during replication (insertions, deletions, substitutions); and/or heritable mutations caused by environmental factors (radiation, chemicals, and viruses). c. Ask questions to gather and communicate information about the use and ethical considerations of biotechnology in forensics, medicine, and agriculture. (Clarification statement: The element is intended to include advancements in technology relating to economics and society such as advancements may include Genetically Modified Organisms.) SB3. Obtain, evaluate, and communicate information to analyze how biological traits are passed on to successive generations. a. Use Mendel’s laws (segregation and independent assortment) to ask questions and define problems that explain the role of meiosis in reproductive variability. b. Use mathematical models to predict and explain patterns of inheritance. (Clarification statement: Students should be able to use Punnett squares (monohybrid and dihybrid crosses) and/or rules of probability, to analyze the following inheritance patterns: dominance, codominance, incomplete dominance.) c. Construct an argument to support a claim about the relative advantages and disadvantages of sexual and asexual reproduction. SB4. Obtain, evaluate, and communicate information to illustrate the organization of interacting systems within single-celled and multi-celled organisms. a. Construct an argument supported by scientific information to explain patterns in structures and function among clades of organisms, including the origin of eukaryotes by endosymbiosis. Clades should include: archaea bacteria eukaryotes fungi plants animals (Clarification statement: This is reflective of 21st century classification schemes and nested hierarchy of clades and is intended to develop a foundation for comparing major groups of organisms. The term 'protist' is useful in describing those eukaryotes that are not within the animal, fungal or plant clades but the term does not describe a well-defined clade or a natural taxonomic group.) b. Analyze and interpret data to develop models (i.e., cladograms and phylogenetic trees) based on patterns of common ancestry and the theory of evolution to determine relationships among major groups of organisms. c. Construct an argument supported by empirical evidence to compare and contrast the characteristics of viruses and organisms. SB5. Obtain, evaluate, and communicate information to assess the interdependence of all organisms on one another and their environment. a. Plan and carry out investigations and analyze data to support explanations about factors affecting biodiversity and populations in ecosystems. (Clarification statement: Factors include population size, carrying capacity, response to limiting factors, and keystone species.) b. Develop and use models to analyze the cycling of matter and flow of energy within ecosystems through the processes of photosynthesis and respiration. Arranging components of a food web according to energy flow. Comparing the quantity of energy in the steps of an energy pyramid. Explaining the need for cycling of major biochemical elements (C, O, N, P, and H). c. Construct an argument to predict the impact of environmental change on the stability of an ecosystem. d. Design a solution to reduce the impact of a human activity on the environment. (Clarification statement: Human activities may include chemical use, natural resources consumption, introduction of non-native species, greenhouse gas production.) e. Construct explanations that predict an organism’s ability to survive within changing environmental limits (e.g., temperature, pH, drought, fire). SB6. Obtain, evaluate, and communicate information to assess the theory of evolution. a. Construct an explanation of how new understandings of Earth’s history, the emergence of new species from pre-existing species, and our understanding of genetics have influenced our understanding of biology. b. Analyze and interpret data to explain patterns in biodiversity that result from speciation. c. Construct an argument using valid and reliable sources to support the claim that evidence from comparative morphology (analogous vs. homologous structures), embryology, biochemistry (protein sequence) and genetics support the theory that all living organisms are related by way of common descent. d. Develop and use mathematical models to support explanations of how undirected genetic changes in natural selection and genetic drift have led to changes in populations of organisms. (Clarification statement: Element is intended to focus on basic statistical and graphic analysis. Hardy Weinberg would be an optional application to address this element.) e. Develop a model to explain the role natural selection plays in causing biological resistance (e.g., pesticides, antibiotic resistance, and influenza vaccines). Biology Lab Goals: Learning Goals and Objectives Goal-1: Students learn to apply the scientific method and knowledge for solving biological problems. • Objective1: Understand a biological problem or question and articulate its significance. • Objective2: Critically evaluate an experimental method used to solve a biological problem. • Objective3: Understand the results of a biological experiment presented in various formats. • Objective4: Use a statistical tool to answer a biological question or solve a problem. • Objective5: Use a technical tool to answer a biological question or solve a problem. • Objective6: Critically evaluate evidence and sources of information for solving a biological problem. Goal-2: Students learn to effectively communicate results of a biological study to any audience. • Objective1: Create a convincing presentation of a biological research or project. • Objective2: Give a convincing oral presentation of a biological research or project.
Mrs. Collins has been teaching science for 23 years. She is certified in science, agriculture and gifted education. She currently teaches Biology in the school system so she has access to a large variety of resources that can benefit students enrolled in this class.
Students will be given chapters to read, notecards to complete, at home labs to complete, and discussion questions to respond to. Each week 5 mini assignments will be given for the student to complete taking on average of 15 minutes each task, a week. All flex parents are asked to check the class wall a minimum of once a week to make sure the student is working on the assignments and keeping a pace that works for your family. The parent and teacher are partners together to make sure the student is successful.
2 files available upon enrollmentspiral notebook long-sleeve button up shirt for lab coat (optional but fun) googles or sunglasses for eye protection headphones notecards ziploc bag or shoebox to hold notecards for each chapter pen, pencils coloring pencils, markers, or crayons 2 pieces of posterboard jello mix tape glue stapler plate shampoo little items to represent parts of the cell (paper clips, rock, etc.) dry erase marker play-dough (several colors) or clay dry erase board or something to draw/erase on vinegar salt sugar small clear cups corn syrup gummy bear candies celery (optional lab) cut flowers or store bought for food coloring lab dry yeast packets (4-5) funnel (helpful when mixing elements but not required) glass jars Access to our online textbook- https://flexbooks.ck12.org/cbook/ck-12-biology-flexbook-2.0/
Students will be provided periodic assessments. We will use Quizlet and Quizizz for assessments. Families will be given a website and code for the student to test on. This allows the student to test when ready, and on their own time. Grades are provided immediately after the test and the option to retest as many times as needed is provided with the test code. All students will create a science spiral. Students will be instructed to label the last page of the spiral "Quiz/Test" since students are following a flex schedule and testing on different days, they will be asked to write down their scores for parents to view in their spiral.
No live meetings, and an estimated 0 - 1 hours per week outside of class.
Please carefully read the class description, review the supply list, and reach out if you have questions. Outschool disclaimer: Please look over the supply list and do not use any items the child maybe allergic to. -------- Class Information For Parents: I am only a small piece of your homeschool puzzle. My goal is to provide your family quality curriculum, fun labs, crafts and assessment tools. I have over 23 years of experience in the classroom and homeschooling my own children. Over the years I have taught in the private, public and college setting providing quality labs and curriculum. I currently write science curriculum for 3 states to be used in public school classrooms. Over the years I have improved my craft by taking countless professional development on assessment methods, how to integrate technology into the classroom, and hands-on activities that promote learning. I am now taking my experience to provide quality curriculum for homeschool families. Third Party Tools: In my classes I use the following at times to help with comprehension: YouTube summary videos, Loom (I create how to videos), Quizizz, Quizlet, Nearpod, Flipgrid, Google Docs, and Google Slides. Outschool would like us to list all third party tools we may use in the class description. Assessments: Because my classes are flex, the option for live testing is not included. Instead I have a paid premium teacher membership to Quizizz and Quizlet. When it is time for an assessment I provide the student a website link and special code to take the test. Quizizz and Quizlet both grade test immediately for the family and allow the student the option to retest for a higher grade. Then students are asked to write down the grade, test name and date in their spiral on the "test score" page. All flex parents are asked to look at the spiral and test score page periodically to keep informed and to see how well the student is progressing in the class. If you are participating in a co-op that requires live testing, please let me know. I have a special Outschool one day option add-on that you can use for live testing. You can simply request the time/day for live testing that works for you. I have found that some flex parents use my Quizizz/Quizlet tests, but some families opt out of testing so it is whatever works best for your family. But I do provide the assessments if you would like to use them. Once the student is on the testing site via my special code they may also use the site for test over other subjects also. How To Grade: I recommend that parents add up all of the test scores at the end of the session, and divide by the number of test to get the final average for the class. At the end of the class I provide a general letter of completion that can be used for your records or charter/private/co-op use. If you need me to put a specific average on the letter, I am more than happy to just let me know the average your child has or seen me a list of their test scores to average. I hope the above information is helpful and I want to thank you for taking the time to read it. I strive to give 200% to my families on Outschool so please reach out if you have questions.
CK-12 Flexbooks Amoeba Sisters Video Recaps Holt Biology Textbook MooMath & Science Video Summaries Lumen Learning The above will be utilized by the teacher, all reading or pdfs will be provided for the student. The reading level overall for online chapters will be 6th grade.
Mrs. Collins, Certified Teacher
Come learn about science from a certified teacher with 23 years of experience.
🇺🇸Lives in the United States
77 total reviews
196 completed classes
Hello and welcome to my class profile/catalog. I offer mainly flex classes, and only a few live classes. My goal is to get to 900 subscribers so please subscribe today. I would love to meet you and your child. Please sign up for a meet and...