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Biology With Lab Component: Flex Semester 2: 18 Weeks
Completed by 12 learners
Ages 12-17
Live Group Class
Mrs. Collins, Certified Teacher
Average rating:
4.9
Number of reviews:(77 reviews)
No live video meetings
18 weeks
1-18 learners per class
What's included
Class Experience
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 video lessons, discussion group time, group projects, interactive games, scavenger hunts, at home labs, and science themed artistic diagrams. This total course will consist of 13 chapters, split into two semesters. The first semester will be 17 weeks, and this second semester will be 18 weeks. The course will feature Mrs. Collins (a certified Biology teacher) providing instruction and 5-6 mini assignments/labs each week (total of 90 tasks in the session). An example of the class wall and a little about flex learning-https://www.loom.com/share/b8d059cf0e8042cc9547478bbfba1a2e?sid=3ee3e819-583e-46f7-8447-b7281398c342 Semester 1: (17 weeks) The focus semester 1 was cell types, cell processes, and identifying cell parts. Students do not have to complete semester 1 in order to take semester 2. ** This semester** Semester 2: (18 weeks) The following topics and lessons will be taught: Genetic History Traits Punnett Squares Rare Diseases Animals vs Plant Cell Comparison Human Biology Body Systems Diseases & Conditions Of The Body Students do not have to register for both semesters, they can sign up for one or both. The students will study concepts relating to biology in our environment. The curriculum includes major topics such as biochemistry, cells, human body systems, genetics, and plants. Students will be given opportunities to analyze and evaluate these topics and how they relate to one another. Lessons are designed using a best practice model that includes scaffolding, vocabulary, guided practice, independent practice, and written response opportunities for students to synthesize and evaluate topics. State Learning Standards and unit alignment were utilized in building this curriculum, as well as the Common Core Literacy Standards in the History/Social Studies, Science, and Technical Subjects. From Mrs. Collins: I have been teaching science for 23 years online and in the public school system. I love finding ways to show students how they can be successful in their current science class. I use interactive methods and lots of hands-on labs to encourage comprehension of material. Please let me know if you have any questions about the course. I would love to share more information about the class, how the student will interact, how the assignments will be presented, and more about the class. We will be using https://flexbooks.ck12.org/cbook/ck-12-biology-flexbook-2.0/ , Lumen Learning, and teacher created curriculum. Please note the following: -This course has a limited refund policy. Limited on Outschool means - Full refund within 24 hours of purchase until the class begins or up to a week in advance of the class. -If you have a question, concern, or would like a refund we ask that you reach out to the instructor first. Instructors of flex courses are paid upfront, so refunds need to be arranged on an as-needed basis. -The course will be setup with easy labels for students to find assignments: Week 1, Task 1 Week 1, Task 2 etc... this makes it easy for students to find assignments and complete them. We do ask that parents sit down with the child as they access the course the first week to make sure the student knows how to find assignments, and upload work. -Communication is key between the instructor and parent so please expect the instructor to check in regularly with you. If you do not want teacher-parent communication please let the instructor know. -Parents will need to check their Outschool settings before beginning the course. Many times the settings will alert the parent each time any student responds to a post, so please visit the settings options to turn off class notifications. -Mrs. Collins uses Quizlet and Quizizz for assessments. Please help your child setup a free account on Quizlet. Quizlet will require an account, but students can access Quizizz with a code (given by the teacher the week of the assessment). When students access Quizizz they will be asked to enter a username, we ask that students create a username that includes their first name or initials so the instructor can recognize the scores made. -If there is any learning disabilities or education needs, please make Mrs. Collins aware beforehand. She is very willing to help in anyway. But please understand this class will involve independent learning and regular class wall check ins by the parent. -With flex courses, students will be joining anytime between January-April, so please expect more students to register as time goes on and everyone will be working at their own pace. -Also, with flex courses students are taking tests on different days so live assessments are not given. If your child needs live test with the instructor or grade reports please contact the instructor.
Learning Goals
Met 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 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).
Other Details
Parental Guidance
Parents we will need your help to:
-help the child learn how to upload work
-help the child learn how to find work and navigate the class wall
-check the make sure work is being uploaded each week
-check for messages from the instructor once a week in regards to missing work
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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.
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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. That being said, I do not provide hands-off learning. All of my classes encourage parents to be involved. Like most flex teachers on the platform I ask that you check to make sure your child is uploading work and look at their science spiral periodically. We are working together as a team to make sure your child has quality curriculum and the class is a success for the student. The first week of my class I provide practice assignments that I ask my families to work on together. The practice assignments (normally 3) involve practicing uploading an image, short video and pdf file (for grades 7-12). Those are the 3 ways we upload work so I want to make sure early that the student knows how. Outschool also provides an inbox so students can ask the teacher for help, but many students are unaware of how to find it so I help the parent setup the student inbox the first week. All of my science students keep a science spiral. This spiral is where the student will hold their notes, diagrams/drawings, key facts, and more. I provide a science spiral template the first week for the family to print out and glue in the spiral. This provides the students an easy template to add to as they go along. The science spiral will consist of a checklist for students to check off when they complete a task to encourage student responsibility and organization, spiral table of contents, and where to write down test scores.
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.
On Outschool, I do make sure that I:
-provide weekly curriculum (4-5 mini tasks each week)
-upload the assignments each Sunday night for the upcoming week
-provide weekly tasks/assignments to go along with state science standards by grade level
-provide short positive general feedback on daily participation work on the class wall 2 times a week
-respond to parent and student messages within 8 hours
-provide easy to follow labs to try at home
-provide access to Quizlet and Quizizz for testing and to look over as a possible assessment site for other subjects
-provide access to my class Epic Books page if the family is interested for online reading books
-provide access to my class Padlet page for students to post funny responses/likes/share ideas in regards to class projects
-provide full year credit for courses (all of my semester 1 classes have a matching semester 2)
-supervise the class wall 2-3 times a week to make sure the student responses are kind to each other and supportive, promoting a safe learning environment
-sent a welcome message the first week to all parents and students (please check your inbox)
-provide practice family assignments the first week to show families how the class works, how to setup the spiral, and provide an area for families to learn how to upload work/find the inbox
-sent out a mid session message to parents asking for feedback on the class
-provide coupons for returning families to encourage more science education on Outschool
-provide coupons to families that refer other friends and family members
-teach key skills needed for academic success
*I created a video I share with all of my classes teaching them how to crate notecards and how to organize their science spirals.
*I encourage the use of complete sentences (for embedded language arts cross curriculum standards) in all student written responses.
*I provide direction on how to create a slideshow for students in grades 7-12.
*I provide every 3-4 weeks a classroom reminder to encourage the student to update their spiral, show the parent their class wall/spiral/grades.
Flex means the class is flexible and more relaxed. Students will have the set class period-Example: January 1-May 1 to finish the tasks. After the May 1 date the class will end, but students can still access the class to work if needed.
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.
Supply List
spiral notebook long-sleeve button up shirt for lab coat googles or sunglasses headphones notecards ziploc bag or shoebox to hold notecards for each chapter pen, pencils coloring pencils, markers, or crayons 2 pieces of posterboard tape glue stapler plate ruler computer or drawing paper for science diagrams Make a virus lab-pieces of metal (nails, screws, paper clip folded out, etc) to represent a virus shape yeast package sugar clear cups clear water bottle scissors rubberbands a few balloons straws clay or play-dough in 6 colors plastic wrap foil plastic knife Additional lab supply list will be sent out as time progresses, but a week or two before it is needed to give students time.
3 files available upon enrollment
External Resources
In addition to the Outschool classroom, this class uses:
Sources
Mrs. Collins used Holt Biology, Lumen Learning, GA Virtual Resources, CK-12 Flexbooks, Amoeba Sisters Youtube Channel, Generation Genius, and Glencoe Biology resources.
All online curriculum needed will be provided.
Meet the teacher
Teacher expertise and credentials
Georgia Teaching Certificate in Secondary Education
Master's Degree in Education from University of Georgia (UGA)
Mrs. Collins has been teaching science for 23 years. She is a certified Biology instructor and is certified in 3 areas.
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