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視覺生物學:透過生命研究繪製你的道路

由 1187 位學習者完成
年齡 13-18
現場團體小班課程
隨時加入這個為期 24 週的高中生物學探索週期,討論和繪製近期科學研究的草圖摘要,包括細胞結構、生理學、遺傳學、生物技術、進化和生態學
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即時視訊會議
每週 1 次
3-14 名學習者(每班)
55 分鐘

包含什麼

1 現場會議
每週上課 55 分鐘 小時
作業
每週 1-2 小時. Each week's discussion is accompanied by a learning module administered through Padlet.
評估
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
等級
Grades can be provided upon learner request, provided the learner has completed relevant Padlet quizzes
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課堂經歷

英語程度 - 未知
美國 7 - 10 年級
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

其他詳情

學習需求
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.
父母的引導和規範
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.
供應清單
Digital drawing app such as Procreate or Sketchbook, or any other preferred drawing and sketching tools
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喬治亞州 教學證書 在 英語/語言藝術
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非美國 教學證書 在 社會研究/歷史
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博士學位 在 音樂或戲劇或藝術 從 University of Arts in Belgrade
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碩士 在 教育 從 University of Georgia
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碩士 在 教育 從 Georgia College and State University
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碩士 在 教育 從 Georgia State University
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學士學位 在 英語 從 Kennesaw State University
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學士學位 在 環境科學 從 Vassar College
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學士學位 在 教育 從 Georgia Southern University
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學士學位 在 通訊 從 Ramapo College of New Jersey
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學士學位 在 音樂或戲劇或藝術 從 University of Georgia
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學士學位 在 教育 從 UNCP
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學士學位 在 科學 從 Oglethorpe University
Benjamin Corey
學士學位 在 科學 從 Hampshire College
Peter Burke
學士學位 在 歷史 從 Georgia State University
James Bostick
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.

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