Inquiry Based Biology 1: Inheritance and Variation of Traits
In this six week intensive course, students will begin mastering biology standards through inquiry based learning as we use primary sources, models, simulations, and case studies to understand genetics.
Malikai Bass M.A
Average rating:
5.0
Number of reviews:(316)
Popular
What's included
12 live meetings
10 in-class hoursHomework
1-2 hours per week. Learners will have a homework assignment after every class to develop independent learning skills and allow us to cover more material and develop skills.Projects
Learners will complete several projects throughout the course.Progress Report
Students will receive regular progress reports and written feedback on tasks.Class Experience
US Grade 9 - 10
Intermediate Level
This course is designed for small communities of learners and is a hybrid of individualized tutoring and traditional instruction covering biology one content. Each section has no more than six learners which provide a foundation for strong relationships, social-emotional learning, and truly individualized instruction. These classes are specifically designed for the inclusion of neurodivergent learners including dyslexia-friendly font, explicit executive functioning skills instruction, and support for AAC users and through the use of inquiry and project based learning strategies grounded in real-world context. In this unit, students will explore the central question of "Who Gets Cancer and Why?" through a variety of sources and models along the way they will learn about DNA, inheritance, cell duplication, and more. This series is designed according to the Next Generation Science Standards organized by subject area.This curriculum is designed to allow students to develop skills to help them in traditional academic settings including high school or colleges such as note-taking and self-led learning. The class meets two days a week and homework reading, activities, and text-based discussions are completed on two additional weekdays. Students will complete a science notebook, a printable designed by the teacher, using graphic organizers and traditional note-taking strategies.
Learning Goals
HS-LS1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life through systems of specialized cells.HS-LS1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
Syllabus
Standards
Aligned with Next Generation Science Standards (NGSS)12 Lessons
over 6 WeeksLesson 1:
Unit Introduction
We will introduce ourselves, cover class structure and expectations, and be introduced to our grounding phenomenon of understanding shared experiences around cancer and explore basic data patterns that help us understand who gets cancer and why. For homework, students will explore more data and read articles about cancer in humans and other mammals and learn about P53. They will develop their initial model for the unit explaining our central question. 50 mins online live lesson
Lesson 2:
What is Cancer?
We will jump into our unit by creating a consensus model based off our initial models and developing a driving question board and ideas for investigation. For Homework, students begin to explore what cancer is by investigating differences between cancerous and non-cancerous cells. They will develop a model for how cancer causes illness. 50 mins online live lesson
Lesson 3:
What is Cancer Continued?
We will share and revise our initial models, gain additional information through a reading, and create a consensus model. We will also begin our progress tracker for the unit. 50 mins online live lesson
Lesson 4:
How do Non-Cancer Cells Become Cancer Cells?
We will investigate how non-cancer cells become cancer cells through agent-based and kinesthetic modeling using game-based learning. We figure out that cells go through a cycle to get resources and are checked by p53 before they divide and make new cells. There is no homework for this lesson. 50 mins online live lesson
Other Details
Learning Needs
Class is led and developed by an AUDHD educator. Transcripts are available for all audio-video content and simulations. Dyslexia friendly fonts have been chosen and tested. A teacher created workbook supports executive functioning.
Parental Guidance
Learners will use nearpod. Nearpod is a third party online tool which does not require a login or collect any identifying information. Learners should be supervised during hands-on labs which may require the use of skewers or scissors.
Pre-Requisites
Learners should have mastery of middle school biology and physics standards.
Joined April, 2021
5.0
316reviews
Popular
Teacher expertise and credentials
I have been working in science-based museums doing curriculum, programming, and education for students in a variety of settings for over twelve years. I worked at the Creative Discovery Museum on a pilot program which involved biological science and dissections for home educated students. I served as a peer tutor for the biology class listed above and helped college level students with a variety of backgrounds and support needs obtain content mastery. I led programming on a variety of inclusive science based summer camps including those partnering with the local zoo and aquarium.
During my graduate degree, I worked on projects with the Seattle Aquarium and Burke Museum on science education concepts. I collaborated on the design of virtual field trips which supported concept standards in earth and life sciences and applied science through museum evaluation. I have been teaching science to students in grades k-8 online for over two years in a variety of settings and have seen significant success. Last year, many of my students achieved above the 90th percentile on nationally standardized tests.
At East Tennessee State University I completed the following courses receiving near-perfect grades and completing all extension and academic work:
Integrated Stem for Education Majors, which I applied to the development and teaching of this course through the inclusion of math, technology and engineering principles and which prepares me well to teach them.
Concepts in Biology this course was designed for those wishing to teach Biology at a K-8 level and included teaching demonstrations, standards, and preparation for the K-6 Praxis exam for science concepts on which I scored in the 96th percentile.
Life in the Universe this course was an exploration of life science using an inquiry based model and which inspired my adaptation for this course. It covered a variety of life-science topics. Based on my performance in this course, I was nominated for nationally competitive research internships.
Science Education: Wildife Conservation: As part of a science education track, I took an honor’s section of this senior course focusing on wildlife conservation which included a variety of life science skills and strategies for those teaching kindergarten through eighth grade. Reviews
Live Group Course
$34
weekly or $200 for 12 classes2x per week, 6 weeks
50 min
Live video meetings
Ages: 12-15
2-6 learners per class
