Instructor : Mr. Elyard
Level : 10 th Grade
Prerequisites : None
Duration of Course : 1 year – one period per day.
Textbook : Biology Miller/Levine Sixth Edition Prentice Hall 2006
Course Description : This full year course is designed as an introductory course to the life sciences.
There will be particular emphasis placed on concepts and principles of biological diversity, the structure and organization of living systems, the molecular basis of heredity, evolution, the biology of organisms, life processes, environmental and resource issues along with an emphasis on the development of scientific inquiry and problem solving in order to develop the skills and processes of science and technology.
Course Goals:
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For students to be able to effectively communicate biological knowledge and understanding.
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For students to apply scientific knowledge in order to make informed decisions.
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For students to become scientifically literate in order to function in an increasingly technological world.
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To develop critical thinking, problem solving, and judgment skills.
Major Units of Study :
Unit 1: Structures and Functions of Living Organisms/Processes within Cells (LS1A through LS1I)
What are the complex molecular and cellular structures and functions that allow an organism to carry out life functions such as photosynthesis and respiration and pass on their characteristics to future generations? Information for producing proteins and reproduction is coded in DNA and organized into genes in chromosomes. This elegant yet complex set of processes explains how life forms replicate themselves with slight changes that make adaptations to changing conditions possible over long periods of time. These processes that occur within living cells help students understand the commonalities among the diverse living forms that populate Earth today. (Standards for Science EALR 4 Life Science p98
2009)
Unit 2 Ecosystem/Maintenance and Stability of Populations Cells (LS2A through LS2F)-
What are the factors that foster or limit growth of populations within ecosystems and that help to maintain the health of the ecosystem overall? Organisms of populations within ecosystems and that help to maintain the health of the ecosystem overall. Organisms participate in the cycles of matter and flow of energy to survive and reproduce. Given abundant resources, populations can increase at rapid rates. But living and nonliving factors limit growth, resulting in ecosystems that can remain stable for long periods of time. Understanding the factors that affect populations is important for many societal issues, from decisions about protecting endangered species to questions about how to meet the resource needs of civilization while maintaining the health and sustainability of Earth’s ecosystems. (Standards for Science
EALR 4 Life Science p 100 2009)
Unit 3 Biological Evolution/Mechanisms of Evolution – What are the factors that underlie biological evolution? These factors include the variability of offspring, population growth, a finite supply of resources, and natural selection. Both the fossil record and analyses of DNA have made it possible to better understand the causes of variability and to determine how the many species alive today are related.
Evolution is the major framework that explains the amazing diversity of life on our planet and guides the work of the life sciences. (EALR 4 Life Science p102 2009)

Crosscutting/Common Concepts, Skills and Abilities throughout the course include the understanding and construction of sophisticated system models and an understanding of systems analysis as an essential tool both for scientific inquiry and for technological design. Along with systems analyses comes the understanding of the nature of inquiry and the ability to formulate questions, propose hypothesis, and design, conduct and report on investigations. In addition the concept that science and technology are interdependent, that science and technology influence society, and that society has an influence on both science and technology. Improvement in one’s ability to work with and use math and information technologies to solve problems allows for transference of insights from those abilities when considering local, regional and global issues. These insights and capabilities will help prepare students to solve societal and personal problems in future years. (Adapted from EALRs 1,2 and 3 Science pages 82,
84 and 86.
Materials provided by the school : 3 ring folder and all lab materials.
Materials provided by the student : notebook paper, pencil, pen and calculator.
Beginning of Class/Classroom Expectations
•Come into class quietly and be in your assigned seat prior to the tardy bell.
•Take out your notebook or binder and open up to your completed homework.
•Work quietly on the daily warm-up until class starts.
•Cell phones must be shut off and put away. If your phone is out, it will be taken away and given to Mr. Wood or Mr. Dearden for the remainder of the day.
•Keep the classroom clean and organized – all desks are to have the storage areas facing toward the front of the room.
•No food or drink is allowed in the room without permission.