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Science

Education

Education Specialist Degree - Administration - Lincoln Memorial University

Science Endorsements - Tennessee Tech University 

Master's Degree - Secondary Education/PE -Western Kentucky University

Bachelors Degree - Health and Physical Education - Emory and Henry College  



Experience

Twenty seven and a half years teaching science at Oneida High School.



Bio

TOPIC

OVERVIEW/OBJECTIVES

TIME SPENT

CHAPTERS COVERED

Standard 1: Cells

(and cell processes)

 

Scientific Method; organic chemistry; 4 major macromolecules;   cell parts/functions; compare and contrast plant and animal cells; how   materials move throughout a cell.   Learn more about how a cell works by the processes it carries out such   as cell division; how gametes are formed; and, how meiosis leads to the   variety of life.

 

POSSIBLE LABS:

“Crash Landing on Mars”   -   Scientific Method

“Scientific Method using a   Penny”

“Use of microscopes’

“Macromolecule Models”

“Pectic Enzymes in the Fruit   Juice Industry”

“Erupting Colors”

“Cell Models”

”Identifying Organic Compounds”

“Testing for Organic Molecules”

“Permeable vs. Semi-permeable   Membranes”

“Egg Membrane Lab-Diffusion and   Osmosis”

“Osmosis In Living Cells-Onion   Skin”

“Mitosis and Meiosis Models”

“DNA Models”

 

Approximately

5 weeks

1, 2, 3, 4, 5, 8

 

Standard 3:   Flow

Of Matter and Energy

Learn about biochemical pathways through the processes of photosynthesis   & cellular respiration. How energy   is transferred from the environment to an organism. How plants make their own food using radiant   energy from the sun; how animals break down chemical energy from plants into   the energy needed for everyday tasks; and, biogeochemical cycles

 

POSSIBLE LABS:

“Paper Chromotography”

“Fantastic Fluorescing Chlorophyll”

Role playing   photosynthesis and cellular respiration

How matter cycles   and energy flows through the biosphere.

“Energy Pyrimads”

 

 

 

Approximately

2½-3 weeks

6, 7, 18

 

Standard 4: Heredity

Discuss Mendelian genetics and relate that to probability   of certain genetic scenarios; discuss chromosomes & different disorders   associated with them; autosomal disorders vs. germ cell mutations;   interpreting pedigrees.

Also, understanding the difference between DNA & RNA;   transcription and translation of DNA & RNA; mutations specifically   dealing with DNA

 

POSSIBLE LABS:

“Punnett Squares”

“Strawberry DNA Extraction”

“Pop Beads” for DNA transcription

“Pop Beads” for RNA   translation

“DNA models”

“DNA models for mutation”

“Magnetic Karyotypes”

“DNA Fingerprinting”

“Pop Beads” for Recombinant DNA

 

Approximately

3 1/2 weeks

9, 10, 12, 13

 

Standard 5: Biodiversity and Change

Discuss the concepts   of biodiversity; evolution through the process of natural selection; & complexity   of organisms.

Body systems structure, function and adaptations.

 

POSSIBLE LABS:

“Dichotomous Keys”

“Rebops”

“Twizzler Half-Life”

“Hardy-Weinberg Law”

 

 

 

Approximately

7 days

14, 15, 16, 17

 

 

 

 

Standard 2: Interdependence

 

 

Ecology: Discuss   populations; flow of energy throughout ecosystems; communities &   differences among organisms.

 

 

 

POSSIBLE LABS:

“Biome Postures”

“Analyzing Population Growth”

 

 

 

Approximately

2 weeks

             19, 20, 21, 22

 

 

 

Standard 6:

Inquiry, Technology

And Engineering

Distinguish among tools and procedures best suited to   conduct a specified scientific inquiry; evaluate a protocol to determine the   degree to which an engineering design process was successfully applied;   evaluate the overall benefit to cost ratio of a new technology; use design   principles to determine if a new technology will improve the quality of life   for an intended audience; interpret a graph that depicts a biological   phenomenon; select a description or scenario that reevaluates and/or extends   a scientific finding; analyze the components of a properly designed   scientific investigation; evaluate the accuracy and precision of data; and   determine why a conclusion is free of bias.

Through out the semester.

This standard will be taught throughout most all chapters   and labs listed above.



 

The TIME SPENT in each subject area is approximate and subject to change.

The EOC for Biology I will be given approximately the first week in December for the first block and the first week in May for the second block.

EOC’s count 25% of your overall Biology I grade and also counts as your final exam.

All students are given a copy of both the syllabus and Outline which are expected to stay in their notebooks throughout the block schedule