weekly
含まれるもの
1 ライブミーティング
週あたりの授業時間数 55 分宿題:
週あたり 1-2 時間. Each week's discussion is accompanied by a learning module administered through Padlet.テスト
Each week's discussion is accompanied by a learning module administered through Padlet. In addition to relevant videos and activities, the module has a self-graded quiz for learners that would like feedback on their progress文章の成績
Grades can be provided upon learner request, provided the learner has completed relevant Padlet quizzesこの文章は自動翻訳されています
このクラスで学べること
英語レベル - 不明
米国の学年 7 - 10
Dive into the fascinating world of biology with our ongoing weekly class designed for middle and high school learners! This unique course combines creativity, collaboration, and cutting-edge research to explore the intricacies of living systems. Using sketchnoting, a visual notetaking technique, students will create engaging infographics to summarize and present the latest scientific discoveries—no prior artistic skills required! Each week, we tackle a new biology objective aligned with Next Generation Science Standards (NGSS). Students will explore current research, discuss experimental designs, and connect biology concepts to real-world applications. Our sketchnoting method enhances focus, deepens understanding, and makes learning both fun and impactful. The class is flexible—join anytime and stay enrolled for up to six months to cover all the standards. Even if objectives repeat, each session offers fresh content and unique approaches, ensuring an exciting and dynamic learning experience every week. In this class, students not only expand their biology knowledge but also develop essential skills in creativity, critical thinking, and collaboration. Sketchnoting empowers learners to break down complex scientific ideas into visually engaging formats, making biology more accessible and memorable. Whether you're just beginning or already passionate about life science, this class invites you to explore how biology shapes our understanding of the world. Join us to discover, create, and grow in a supportive and inspiring environment! Here is the schedule of topics. IMPORTANT NOTE: Different days of the week are on different parts of the learning cycle. Please check before requesting a transfer or enrolling in a new section on a different day. Tuesday leads the pack, followed by Wednesday, Thursday, then Monday. Refunds will not be given for double-booking the same lesson. If in doubt, reach out. The standards are listed in their entirety underneath the schedule. LS1 - Molecules to Organisms (Cell Biology) LS2 - Ecosystems LS3 - Heredity Inheritance and Variation of Traits LS4 - Biological Evolution LS = Life Science HS = High School Week of… Monday Tuesday Wednesday Thursday Jan 6- Jan 10. HS.LS2.7 HS.LS4.4 HS.LS4.3 HS.LS3.1 Jan 13-Jan17 HS.LS2.8 HS.LS4.5 HS.LS4.4 HS.LS3.2 Jan 20-Jan 24 No CLass HS.LS4.6 HS.LS4.5. HS.LS3.3 Jan 27-Jan 31 HS.LS3.1 HS.LS1.1 HS.LS4.6 HS.LS4.1 Feb 3-7 HS.LS3.2 HS.LS1.2 HS.LS1.1 HS.LS4.2 Feb 10-14 HS.LS3.3 HS.LS1.3 HS.LS1.2 HS.LS4.3 Feb 17-24 No Class HS.LS1.4 HS.LS1.3 HS.LS4.4 Feb 24-28 HS.LS4.1 HS.LS1.5 HS.LS1.4 HS.LS4.5 Mar 3-7 HS.LS4.2 HS.LS1.6 HS.LS1.5 HS.LS4.6 Mar 10-14 HS.LS4.3 HS.LS1.7 HS.LS1.6 HS.LS1.1 Mar 17-21 No Class No Class No Class No Class Mar 24-28 HS.LS4.4 HS.LS2.1 HS.LS1.7 HS.LS1.2 Mar 31-April 4 HS.LS4.5 HS.LS2.2 HS.LS2.1 HS.LS1.3 April 7-11 HS.LS4.6 HS.LS2.3 HS.LS2.2 HS.LS1.4 April 14-18. HS.LS1.1 HS.LS2.4 HS.LS2.3 HS.LS1.5 April 21-25 HS.LS1.2 HS.LS2.5 HS.LS2.4 HS.LS1.6 April 28-May 2 HS.LS1.3 HS.LS2.6 HS.LS2.5 HS.LS1.7 May 5-9 HS.LS1.4 HS.LS2.7 HS.LS2.6 HS.LS2.1 May 12-16 HS.LS1.5 HS.LS2.8 HS.LS2.7 HS.LS2.2 May 19-23 HS.LS1.6 HS.LS3.1 HS.LS2.8 HS.LS2.3 May 26-30 Holiday HS.LS3.2 HS.LS3.1 HS.LS2.4 Jun 2-6 HS.LS1.7 HS.LS3.3 HS.LS3.2 HS.LS2.5 Jun 9-13 HS.LS2.1 HS.LS4.1 HS.LS3.3 HS.LS2.6 Jun 16-20 HS.LS2.2 HS.LS4.2 HS.LS4.1 HS.LS2.7 Jun 23-27 HS.LS2.3 HS.LS4.3 HS.LS4.2 HS.LS2.8 Jun 30-Jul 4 HS.LS2.4 HS.LS4.4 HS.LS4.3 HS.LS3.1 Jul 7-11 HS.LS2.5 HS.LS4.5 HS.LS4.4 HS.LS3.2 Jul 14-18. HS.LS2.6 HS.LS4.6 HS.LS4.5 HS.LS3.3 Jul 21-25. HS.LS2.7 HS.LS1.1 HS.LS4.6 HS.LS4.1 Jul 28-Aug 1 HS.LS2.8 HS.LS1.2 HS.LS1.1 HS.LS4.2 Aug 4-8. HS.LS1.1 HS.LS1.3 HS.LS1.2 HS.LS4.3 Aug 11-15 HS.LS1.2 HS.LS1.4 HS.LS1.3 HS.LS4.4 Aug 18-22 HS.LS1.3 HS.LS1.5 HS.LS1.4 HS.LS4.5 Aug 25-29 No Class No Class No Class No Class Sep 1-5 No Class HS.LS1.6 HS.LS1.5 HS.LS4.6 Sep 8-12 HS.LS1.4 HS.LS1.7 HS.LS1.6 HS.LS1.1 Sep 15-19 HS.LS1.5 HS.LS2.1 HS.LS1.7 HS.LS1.2 Sep 22-26 HS.LS1.6 HS.LS2.2 HS.LS2.1 HS.LS1.3 Sep 29-Oct 3 HS.LS1.7 HS.LS2.3 HS.LS2.2 HS.LS1.4 Oct 6-10. HS.LS3.1 HS.LS2.4 HS.LS2.3 HS.LS1.5 Oct 13-17 No Class HS.LS2.5 HS.LS2.4 HS.LS1.6 Oct 20-31 HS.LS3.2 HS.LS2.6 HS.LS2.5 HS.LS1.7 Nov 3-7 HS.LS3.3 HS.LS2.7 HS.LS2.6 HS.LS2.1 Nov 10-14 HS.LS4.1 HS.LS2.8 HS.LS2.7 HS.LS2.2 Nov 17-21 HS.LS4.2 HS.LS3.1 HS.LS2.8 HS.LS2.3 Nov 24-28 No Class No Class No Class No Class Dec 1-5 HS.LS4.3 HS.LS3.2 HS.LS3.1 HS.LS2.4 Dec 8-12 HS.LS4.4 HS.LS3.3 HS.LS3.2 HS.LS2.5 Dec 15-19 HS.LS4.5 HS.LS4.1 HS.LS3.3 HS.LS2.6 Dec 22-26 No Class No Class No Class No Class Dec 29-Jan 2. No Class No Class No Class No Class HS.LS1: From Molecules to Organisms: Structures and Processes (Cells) 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. HS.LS1.3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. HS.LS1.4: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. HS.LS1.5: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. HS.LS1.6: Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. HS.LS1.7: Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. HS.LS2.1: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. HS.LS2: Ecosystems: Interactions, Energy and Dynamics (Ecology) Visual Biology NGSS Checklist HS.LS2.2: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. HS.LS2.3: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. HS.LS2.4: Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. HS.LS2.5: Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. HS.LS2.6: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. HS.LS2.7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* HS.LS2.8: Evaluate evidence for the role of group behavior on individual and species’ chances to survive and reproduce. HS.LS3: Heredity: Inheritance and Variation of Traits (Genetics) HS.LS3.1: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. HS.LS3.2: Make and defend a claim based on evidence that inheritable genetic variations may result from (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. HS.LS3.3: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. HS.LS4: Biological Evolution: Unity and Diversity (Evolution) HS.LS4.1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. HS.LS4.2: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. HS.LS4.3: Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. HS.LS4.4: Construct an explanation based on evidence for how natural selection leads to adaptation of populations. HS.LS4.5: Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. HS.LS4.6: Create or revise a simulation to test a solution to mitigate
その他の情報
学習ニーズ
Sketchnoting, a visual note-taking method, benefits neurodiverse learners by embracing non-linear thinking. Its use of iconography and visual metaphor provides alternative pathways for comprehension, accommodating diverse cognitive styles.
保護者へのお知らせ
All classes are based on the accepted consensus of the secular scientific community, and may include discussions of evolution by natural selection, the cellular and hormonal mechanics of sexual and asexual reproduction, and other aspects of studying living systems.
For some topics, research will be drawn from vetted science news sources. Learners will have no need to navigate to these news sites themselves.
Procreate and Sketchbook are digital drawing apps that can be downloaded for use on a tablet and are only for personal use for the learner. They do not require user accounts, and are not required for the class.
受講に必要なもの
Digital drawing app such as Procreate or Sketchbook, or any other preferred drawing and sketching tools
クラス登録時に 1 の学習素材が提供されます
外部リソース
提供:
教師の専門知識と資格
4 先生は教員免許を持っています
ジョージア 教員免許 英語/国語で
米国以外 教員免許 社会科・歴史で
ジョージア 教員免許 特別教育で
ノースカロライナ州 教員免許 中等教育で
4 先生は大学院の学位を持っています
博士号 University of Arts in Belgradeから 音楽、演劇、芸術 へ
修士号 University of Arts in Belgradeから 音楽、演劇、芸術 へ
修士号 University of Georgiaから 教育 へ
修士号 Georgia College and State Universityから 教育 へ
修士号 Georgia State Universityから 教育 へ
9 先生は学士号を取得しています
学士号 Kennesaw State Universityから 英語 へ
学士号 Vassar Collegeから 環境科学 へ
学士号 Georgia Southern Universityから 教育 へ
学士号 Ramapo College of New Jerseyから コミュニケーション へ
学士号 University of Georgiaから 音楽、演劇、芸術 へ
学士号 UNCPから 教育 へ
学士号 Oglethorpe Universityから 科学 へ
学士号 Hampshire Collegeから 科学 へ
学士号 Georgia State Universityから 歴史 へ
Benjamin Corey holds a Bachelor's of Science degree in Biology from Oglethorpe University and a Master's of Arts in Teaching in Secondary Science Education from Georgia State University. With 16 years of experience teaching sciences to inclusion classes for grades 7-12, he has been certified in both Georgia and California. Benjamin is deeply knowledgeable about the structure of the Next Generation Science Standards and best practices in science instruction.
レビュー
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他のクラス by Benjamin Corey's Creative Curriculum Coop
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