Biology Syllabus
School year 2013-2014
Darrell Rowell (Pops)
TEXTBOOK: Biology ©Glencoe Science
Goal
Our goal is to examine biological concepts as they apply to our world. We will consider the role
of humans and other life forms as they interact within the biosphere.
Pacing Guide
1st Quarter
Chapter 1:The Study of Life
Pages 2 - 27
SCSH1. Students will evaluate the importance of curiosity, honesty, openness, and skepticism in
science.
SB1. Students will analyze the nature of the relationships between structures and functions in
living cells.
Chapter 2: Principles of Ecology
Pages 30 -57
SCSh3d Graphically compare and analyze data points and / or summary statistics.
SB4a: Investigate the relationship among organisms, populations, communities, ecosystems,
and biomes.
SB3a: Explain the cycling of energy through the processes of photosynthesis and respiration.
SB4b: Explain the flow of matter and energy through ecosystems by arranging components of a
food chain according to energy flow.
SB1d: Explain the impact of water on life processes.
Chapter 3: Communities, Biomes, and Ecosystems
Pages 58 – 89
SB4a: Investigate the relationships among organisms, populations, communities, ecosystems,
and biomes.
SB4c: Relate environmental conditions to successional changes in ecosystems.
Chapter 4: Population Ecology
Pages 90 – 113
SB4a: Investigate the relationships among organisms, populations, communities, ecosystems,
and biomes.
SB4f: Relate animal adaptations, including behaviors to the ability to survive stressful
environmental conditions.
SB4d: Assess and explain human activities that influence and modify the environment, such as
global warming, population growth, pesticide, and water and power consumption.
Chapter 5: Biodiversity and Conservation
Pages 114 – 143
SB2f: Examine the use of DNA technology in forensics, medicine, and agriculture.
SB5b: Explain the history of life in terms of biodiversity, ancestry, and the rates of evolution.
SB4a: Investigate the relationships among organism, populations, communities, ecosystems
and biomes.
SB4f: Relate animal adaptations including behaviors, to the ability to survive stressful
environmental conditions.
SB4d: Access and explain human activities that influence and modify the environment.
Chapter 7: Cell Structure and Function
Pages 180 – 215
SB1a: Explain the role of cell organelles for both prokaryotic and eukaryotic cells.
SB1d: Explain the role of water on life processes.
SB2a: Distinguish between DNA and RNA.
SB3a: Explain the cycling of energy through the processes of photosynthesis and respiration.
SB1d: Explain the impact of water on life processes.
Chapter 8: Cellular Energy
Pages 216 – 241
SB1: Students will analyze the nature of the relationships between structure and function of
living cells.
SB3: Students will derive the relationship between single-celled and multicellular organisms
and the increasing complexity of systems.
Chapter 9: Cell Reproduction
Pages 242 - 265
SB1: Students will analyze the nature of the relationships between structure and functions in
living cells.
SB2: Students will analyze how biological traits are passed on to successive generations.
Pacing Guide
2nd Quarter
Chapter 10: Sexual Reproduction and Genetics
Pages 268 - 293
SB2: Students will analyze how biological traits are passed on to successive generations.
Chapter 11: Complex Inheritance and Human Heredity
Pages 294 – 323
SB2: Students will analyze how biological traits are passed on to successive generations.
Chapter 12: Molecular Genetics
Pages 324 – 357
SB1: Students will analyze the nature of the relationships between structure and function of
living cells.
SB2: Students will analyze how biological traits are passed on to successive generations.
Chapter 13: Genetics and Biotechnology
Pages 358 – 387
SB2c: Using Mendel’s laws, explain the role of meiosis in reproductive variability.
SB2b: Explain the role of DNA in storing and transmitting cellular information.
SB2f: Examine the use of DNA technology in forensics, medicine, and agriculture.
Chapter 18: Bacteria and Viruses
Pages 514 – 539
SB3b: Compare how structures and function vary between the six kingdoms.
SB3d: Compare and contrast viruses with living organisms.
Chapter 19: Protist
Pages 540 - 573
SB3b: Compare how structures and function vary between the six kingdoms.
SB3c: Explain the evolutionary basis of modern classification systems.
SB1a: Explain the role of cell organelles for both prokaryotic cells.
SB3a: Compare how structures and function vary between the six kingdoms.
Chapter 20: Fungi
Pages 574 - 599
SB3b: Compare how structures and function vary between the six kingdoms.
SB4e: Relate animal adaptations, including tropisms, to the ability to the ability to survive
stressful environmental conditions.
SB4a: Investigate the relationships among organisms, populations, communities, ecosystems,
and biomes.
SB5b: Explain the history of life in terms of biodiversity, ancestry, and the rates of evolution.
Chapter 21: Introduction to Plants
Pages 602 – 629
SB4e: Relate plant adaptations to the ability to survive stressful environmental conditions.
SB3b: Compare how structures and function vary between the six kingdoms
Pacing Guide
3rd Quarter
Chapter 22: Plant Structure and Function
Pages 624 - 653
SB1a: Explain the role of cell organelles for both prokaryote and eukaryote cells.
SB3a: Explain the cycling of energy through the processes of photosynthesis and cell
respiration.
SB4e: Relate plant adaptations to the ability to survive stressful environmental conditions.
Chapter 23: Reproduction in Plants
Pages 660 - 687
SB3b: Compare how structure and function vary between the six kingdoms.
SB2e: Compare the advantages of sexual reproduction and asexual reproduction indifferent
situations.
SB2f: Examine the use of DNA technology in forensics, medicine, and agriculture.
Chapter 24: Introduction to Animal
Pages 690 - 723
SB1a: Explain the role of cell organelles for both prokaryotes and eukaryote cells.
SB3c: Explain the evolutionary basis of modern classification systems.
SB5b: Explain the history of life in terms of biodiversity, ancestry, and the rates of evolution.
Chapter 25: Worms and Mollusk
Pages 724 - 759
SB3b: Compare how structure and functions vary between the six kingdoms.
SB1d: Explain the impact of water on life process
Chapter 26: Arthropods
Pages 760 - 789
SB3b: Compare how structures and function vary between the six kingdoms.
SB5b: Explain the history of life in terms of biodiversity, ancestry, and rates of evolution.
5B4f: Relate animal adaptations to the ability to survive stressful environmental conditions.
SB5d: Relate natural selection to changes in organisms.
Chapter 27: Echinoderms and Invertebrate Chordates
Pages 790 - 815
SB3b: Compare how structures and vary between the six kingdoms.
SB5b: Explain the history of life in terms of biodiversity, ancestry, and the rates of evolution.
SB3c: Examine the evolutionary basis of modern classification systems.
Chapter 28: Fishes and Amphibians
Pages 818 - 849
SB3b: Compare how structures and function vary between the six kingdoms.
SB5b: Explain the history of life in terms of biodiversity, ancestry, and the rates of evolution.
SB4f: Relate animal adaptations to the ability to survive stressful environmental conditions.
SB5c: Explain how fossil and chemical evidence support the theory of evolution.
Chapter 29: Reptiles and Birds
Pages 850 - 877
SB3b: Compare how structures and function vary between the six kingdoms.
SB3c: Examine the evolutionary basis of modern classification systems.
Pacing Guide
4th Quarter
Chapter 30: Mammals
Pages 878 - 905
SB3b: Compare how structures and function vary between the six kingdoms.
SB3c: Examine the evolutionary basis of modern classification systems.
SB4f: Relate animal adaptations to the ability to survive stressful environmental conditions.
Chapter 31. Animal Behavior
Pages 906 - 931
SB4f: Relate animal adaptations to the ability to survive stressful environmental conditions.
SB5b: Explain the history of life in terms of biodiversity, ancestry, and the rates of evolution.
Chapter 14: The History of Life
Pages 388 - 415
SB5b: Explain the history of life in terms of biodiversity, ancestry, and rates of evolution.
SB5c: Explain how fossils and biochemical evidence support the theory of life.
SB5a: Trace the history of the theory of life.
SB5d: Relate natural selection to changes in organisms.
Chapter 15: Evolution
Pages 416 - 449
SB5a: Trace the history of the theory of life.
SB5d: Relate natural selection to changes in organisms.
SB4f: Relate animal adaptations to the ability to survive stressful environmental conditions.
SB5c: Explain how fossils and biochemical evidence support the theory of life.
SB5b: Explain the theory of life in terms of biodiversity, ancestry, and rates of evolution.
Chapter 16: Primate Evolution
452 - 481
SB4f: Relate animal adaptations to the ability to survive stressful environmental conditions.
Sb5b: Explain the theory of life in terms of biodiversity, ancestry, and rates of evolution.
Grading Scale
Test and
50%
Projects
Daily
30%
Labs /
15%
Research
Nine Weeks
5%
Test
Make up work
Remediation
1.
2.
3.
4.
RTI
“0” is NOT an option!
If you are absent on the day that an assignment is due, you must turn it in on your first
day back.
If an assignment is given while you were out you will need to see me between classes
or after school for your make up work.
If the assignment is not turned in on schedule, or is of poor quality, you will be notified
that you must report to me after school to complete the assignment. You will be given
a day’s notice so that you can arrange transportation.
Make up test are given on Saturday by a proctor.
You will be notified that you failed the test or scored poorly. You will report to me at 3:30 4:30. At this time we will discuss your remediation plan. It will consist of :
1. One on one tutoring after school.
2. USA Test Prep either at school or at home.
3. Parents will call out your study guide questions with you.
This remedial work will be documented on a parental sign sheet.
Then you will report to Saturday school to make up the test.
No makeup test will be given until the remedial work is completed and the parent sheet is
signed and returned.
Failure to comply with your remediation plan may result in disciplinary action.
If your test score is
unsatisfactory:
Classroom supplies: You will
Need
COMPUTER USAGE
A three ring notebook
Notebook paper
Pens (blue or black ink)
#2 lead pencils (wood or mechanical)
Colored pencils and/or crayons
A wireless marbled composition book
Two paper folders with prongs
We will be using the computer lab some, but internet access at home would help. If
this is not possible, then arrangements will be made to use the computer lab.
Smart phones may be used for research purposes.
To access my PowerPoint presentations at home, you will need to have PowerPoint on
your home computer.
SCIENCE FAIR
SCSH1: students will evaluate the
importance of curiosity, honesty,
openness, and skepticism in science.
SCSH4: Students will use instruments
for observing, measuring, and
manipulating, scientific equipment
and materials.
SCSH5:Students will demonstrate the
Projects
No exceptions! You may work in pairs. Supplies needed for science fair:
1 tri-board
1 marbled notebook for log book
Labels such as: HYPOTHESIS, PROCEDURES, etc. available at some stores.
If you are in groups, you will each have to produce a log book. You will be
given a day or two in the media center to make explore science fair ideas.
Sciencebuddies.com can also offer suggestions. I will be available every day
after school to work with you on this. You will be questioned by me
periodically to make sure you are on task. The project will not be accepted
Computation and estimation skills
necessary for analyzing data.
If I discover that your parents did this project for you. Parents may assist, but
may not do the whole thing.
1ST SEMESTER PROJECT
SB4a: Investigate the relationships
among organism, populations,
communities, ecosystems, and
biomes.
The student will produce a Biome notebook.
A list of the biomes will be given to you.
You will produce a full page colored illustration of each biome, then do a one
page report on each biome.
2nd Semester Project
SB5b: Explain the history of life in
terms of biodiversity, ancestry, and
the rates of evolution.
The student will produce a Six Kingdom notebook.
A list of the kingdoms and the members needed to be included in your
notebook will be given to you. You will produce a full page colored illustration
of each member and a one page report on each member.
Bell Ringers
and Journals
Each day you will have a questions posted. You will write the question in your journal and give a 1
paragraph response. A paragraph has at least 5 sentences. These journals will be taken up at
different times and graded.
Classroom rules and procedures:
You must have your agenda, journal, textbook, paper, colored pencils, and writing instruments with you each day.
Be respectful at all times.
1. Do not talk about other teachers.
2. Do not bother other students or touch the personal belongings of other students.
Keep a positive attitude! If you begin having problems, get help.
If you have anything to say, raise your hand and we will all listen. However, PRIVATE conversations are not allowed.
No food of any kind is allowed in the classroom.
No profanity
All rules of the student handbook will be enforced.
Parents
Please contact me at drowell@montgomery.k12.ga.us as soon as possible. That way I can save your email address.
I would like to be able to contact you on a weekly basis.
If I need to contact you buy phone:
Phone number: _______________________________
Best time to call: ______________________________
Who to ask for: _______________________________
Just a reminder:
Your child may have to see me after school. He or she will be given a one day notice before he or she has to stay after
school. He or she will need transportation.
Your child may have to attend Saturday school for disciplinary action or to make up a test. All make up test will be given
during Saturday school. He or she will need transportation.
Your child must review his or her class notes every night. It would be helpful if you would go over the notes with your
child. This would make sure that the child is understanding the material.
I recommend that you contact the school and open a parent portal. This will give you access to your child’s grades on a
daily basis.
I would like for you to periodically schedule parent /teacher conferences.
Working together, we can make Montgomery County High School one of the best in the area.
Thank you for all you do. I look forward to working with you this school year
Yours in Christ,
Darrell Rowell
Pops
Science Instructor
Montgomery County High School
Please return this sheet ASAP
Parent Signature: _________________________________________________