Mrs. Emily Hixson » Biology 304 Syllabus

Biology 304 Syllabus

Course Syllabus

Video Introduction

Course Name and Number:



Mrs. Betta, Mrs. Dress, Mrs. Edmonds, Mrs. Hixson, Mr. Waryck

Email Contact:

[email protected], [email protected], [email protected], [email protected] , [email protected]

Course Description: (IHS Course Description Handbook)

This Biology course deals with investigation centered upon four major themes: unity, diversity, continuity, and interaction. Throughout the course, the students are exposed to applications of biological knowledge in the investigation of current problems, shown how biology relates to everyday life and given a foundation for future studies in science-related areas. Parents/guardians of 9th graders who choose to accelerate student learning in Biology are encouraged to review PVAAS Keystone Exam student success probability information with their school counselors. There is a strong correlation between projection data and success on the Keystone Biology exam. Students who do not score proficient on Keystone Exams will be scheduled for supplemental instruction the following school year. Additionally, accelerated Biology students should be enrolled in Geometry and possess aptitude and commitment to enroll in successive AP level science course work. 

Course Prerequisites: (IHS Course Description Handbook)

Environmental Science

Course Outline: (IASD Secondary Planned Courses by Subject)

  • Basic Biological Principles

II. The Chemical Basis for Life

III.  Bioenergetics

IV.  Homeostasis and Transport

V.  Cell Growth and Reproduction

VI.  Genetics

VII.  Theory of Evolution

VIII.  Ecology

Primary Learning Objectives/Outcomes (SWBAT): (IASD Secondary Planned Courses by Subject)

The student will be able to...

  • Explain the characteristics common to all organisms. 

  • Describe relationships between structure and function at biological levels of organization.

  • Describe how the unique properties of water support life on Earth. 

  • Describe and interpret relationships between structure and function at various levels of biochemical organization (i.e., atoms, molecules, and macromolecules). 

  • Explain how enzymes regulate biochemical reactions within a cell.

  • Identify and describe the cell structures involved in processing energy. Identify and describe how organisms obtain and transform energy for their life processes. 

  • Identify and describe the cell structures involved in transport of materials into, out of, and throughout a cell. 

  • Explain mechanisms that permit organisms to maintain biological balance between their internal and external environments.

  • Describe the three stages of the cell cycle: interphase, nuclear division, cytokinesis.

  • Explain how genetic information is inherited. 

  • Compare Mendelian and non-Mendelian patterns of inheritance. 

  • Explain the process of protein synthesis (i.e., transcription, translation, and protein modification).

  • Explain how genetic information is expressed. 

  • Apply scientific thinking, processes, tools, and technologies in the study of genetics.

  • Explain the mechanisms of evolution. 

  • Analyze the sources of evidence for biological evolution. 

  • Apply scientific thinking, processes, tools, and technologies in the study of the theory of evolution. 

  • Describe ecological levels of organization in the biosphere.

  • Describe interactions and relationships in an ecosystem. 

Career Readiness Relevance of Course to Students:

Career opportunities in biology span from bee keeper to Medical Doctor. 

Student Learning Philosophy:

Our Philosophy of student learning is to provide supportive and engaging educational experiences that prepare students to be productive citizens who positively impact society.

We strive to foster critical thinking skills, to promote mastery of biology content, and to encourage habits of success such as; persistance, ability to seek appropriate help, positively respond to setbacks, and change strategy when needed to be successful.

Types of Assessments:

·         Tests & Quizzes

·         Homework

·         Reinforcement

·         Labs/activities

·         Study Island

·         Notebooks/Classwork


Biology, by Nowicki; © 2012, Holt McDougal 


93-100% A       85- 92 % B        77- 84 % C        69- 76 % D 

Make-up/Late Work Guidelines: (Student Handbook)

Students are expected to make-up work when absent. However, class work including tests, quizzes and assignments may not be made up for unexcused absences. Unexcused absences include absences caused by class cutting and unexcused tardiness. Upon returning from an absence, the student is responsible for contacting teachers to arrange for completing work missed. If it is anticipated that a student will be absent for more than three days, the parent/guardian should contact the school guidance office to obtain books and assignments. A student who is excused from class for a school sponsored activity is responsible for contacting his/her teachers prior to their absence to obtain assignments. Make-up work is to be completed in a timely manner. For the purposes of this policy, a timely manner is considered to be one day per day of absence up to a maximum of three days. Extensions to the three day maximum may be granted at the discretion of the classroom teacher. However, class work assigned during a suspension of three or more days must be submitted on the day the student returns to school. Failure to complete work in the given time will result in academic penalty. 

Class Attendance/Tardiness Guidelines: (Student Handbook)

Any student who has not entered his/her assigned class before the tardy bell is considered tardy. Such tardiness may be excused if an admittance slip is furnished from the teacher of the previous class. Under no circumstances will the office issue a permit to a student tardy to class unless that student has been detained by the office. Discipline for classroom tardiness will be administered by the classroom teacher.

Failure to Complete Work Guidelines: (Student Handbook)

Failure to complete make-up work in the given time will result in academic penalty. 

Cheating/Plagiarism Guidelines: (Student Handbook)

As defined in the student handbook Plagiarism is using the ideas or written work of another as one’s own without crediting the source.  Plagiarism in the classroom is considered a level I or level II offense and will be handled in accordance with the consequences set forth in the student handbook.

Best Strategies/Preparation for Succeeding in this Class:

Students who are successful in biology should follow the habits of success such as; persistance, ability to seek appropriate help, positively respond to setbacks, and change strategy when needed to be successful.