Genetics Syllabus
Cleveland Humanities Magnet
Course Title: Genetics, Grade 9
Instructor: Mrs. Wareham
Room: B7
Course Outline: This genetics course is designed to integrate with the established
world cultures curriculum of 9th grade CORE. Students will explore environmental
and biological concepts in order to gain a deeper understanding of how human
societies have changed over time. The semester begins with a discussion of
globalization and what it means to live in a “shrinking world.” In the Australia unit,
we look into the interdependent relationship small-scale societies share with their
environment. These relationships reflect the necessary relationships all organisms
must engage in to survive in their environment. Human societies changed drastically
with the advent of agriculture. This is plainly visible in looking at the English
colonizers who came to Australia as well as in the study of the Mexica and the
Spanish conquest. In our next unit, students will study the principles of genetics,
with an emphasis on domestication of key crop and livestock species in
Mesoamerica and in Europe.
Organization: Each period begins with a warm-up activity that will either review
material from the previous day or get students thinking about that day’s topic. We
then begin covering new material through lecture, class discussion, group work,
class activities, films, or readings. Homework is assigned regularly and is posted
online. Students receive long-term projects once every 10-week period.
Grading:
I use the following grading scale:
A
=
90% or better
B
=
80 – 89%
C
=
70 – 79%
D
=
60 – 69%
F
=
59% or lower
Grades are visible to students and parents through Engrade.com.
Quizzes:
Quizzes are given once every week or so. They range from between 20 – 40 points
depending on the amount of information they cover. The format varies, but will
always be comprised of a short answer format and a matching/fill-in-theblank/multiple choice section. Quizzes are written to take half the period.
Tests:
Tests are given once per unit and cover the bulk of the material covered in class.
They range between 80-100 points. Questions are gleaned from the quizzes leading
up to the test. The format will vary, but will always include several short-answer
questions.
IUE:
Each CORE student is asked to write an interdisciplinary unit exam at the close of
each unit. This exam, or IUE, includes the science discipline. Students will receive
instruction on how to write about science and link scientific ideas to their other
CORE subjects.
The students receive one grade in the genetics course, but this grade also affects
their final 20-week grade in their other CORE classes.
Attendance:
Students who miss school and have a school excused absence (illness, athletics, etc.)
will be allowed to make up work/quizzes/tests missed on that day. It is the
student’s responsibility to get any missed notes from a friend. It is also the student’s
responsibility to notify the teacher of any missed quizzes or tests and arrange a
makeup.
Work Habits and Cooperation:
Work habits and cooperation are designated on the report card with the grades “E”
(excellent), “S” (satisfactory), and “U” (unsatisfactory). Throughout the semester, I
will be assessing these areas with and without the students awareness. For work
habits, I look at things like assignments completed, staying on task, group work, and
things of that nature. With cooperation I am observing whether the student
complies with the classroom rules and being respectful to the teacher and fellow
students.