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Biology P Mr. Jang Class Syllabus/ Class Management/ Grading Policy
Classroom Objectives: The main objective is to have each student become self reliant and to be responsible for knowing what is expected and to follow though with all assignments on a timely basis. In order to establish a positive learning and growing environment in this class, we must all work together and agree to the following 1. Attentive listening: Listening to others and checking for understanding 2. No Put-downs: treat each other kindly, no negative remarks or name calling, no hitting or violence. 3. Right to Pass: voluntary participation enhances learning, you can choose to what extent you want to participate in the group 4. Mutual Respect: recognizing the value and uniqueness of each person, and resolving conflict that naturally emerge due to the differences among us 5. Everyone must be in their seat when the bell rings with materials out, quiet, and ready to learn What is not allowed in class:
Consequences for violating the above agreements: 1. Verbal reminder of the agreements 2. Teacher/ student conference with reduction of the citizenship grade by one letter 3. Call parents and another reduction of citizenship grade 4. Teacher/parent/student conference 5. Referral to counselor and another reduction of citizenship grade 6. Referral to the Dean and another reduction of the citizenship grade 7. Continued severe behavior problems will be directed to Dean of Students and the student will receive a “U” in citizenship
Attendance: Absences must be cleared with the teacher by bringing a note and obtaining a pink slip from the attendance office. Un-cleared absences are considered cuts.
Tardies: If you are not in your seat when the bell rings, this is a tardy. Tardiness affects the citizenship grade as follows: Each student gets one free tardy per marking period. Each additional tardy subtracts one grade from citizenship grade. * Tardiness may also affect the scholarship grade if class work and/or quizzes are missed because of tardiness. Parent- Teacher Communication Parents can monitor their student’s work in the following ways:
b) Telephoning Skyline High at (510)879-3060 ext 155 and/or by leaving a message. The best time to reach Mr. Jang is between 2:15pm and 3:00pm (MTTHF)
Classroom Expectations:
Materials required for class: * Textbooks are to be brought to class each day *2 pencils and eraser *A Notebook consisting of a three ring binder with paper and five dividers (1 Assignment log, 2 Class work/homework, 3 Test/ Quizzes, 4 Labs, 5 Projects) *Notebooks will be check and GRADED on a regular basis All work must be kept in a notebook. Work required by students: Homework: may be assigned daily and it will be due the following day at the beginning of the period. - Allow yourself 30-45 minutes for homework each day - Students are individually responsible for making up missed work due to absence. - Full credit will be awarded for homework if the work is complete and neat, work is shown, and directions are followed. - All Completed assignments are to be kept in your notebook, for the entire semester Complete a listing of three students who are also in Mr. Jang’s class that you can call to get class work/homework assignments, in case you have no internet access. 1._____________________Phone Number___________________ 2._____________________Phone Number___________________ 3._____________________Phone Number___________________
Testing and Grading: * Chapter test given at the end of each chapter or lesson. * Unannounced quizzes are given at least once a week. * A comprehensive final exam will be given at the end of each semester. * If any test, quizzes, or homework/ class work are missed (due to excused absence) and are not made up within the 3 day limit, a failing grade will be automatically assigned (No Exceptions). * There may be EXTRA CREDIT assigned to improve grades. No extra credit will be accepted the last week of the grading period. * NO LATE WORK WILL BE ACCEPTED Grading: Grades are calculated in the following manner: Class work/ Homework/ Projects/ Research Papers 60% Tests 30% Quizzes 10%
Grading Scale: A Outstanding work 100-90% B Work is done consistently 89-80% C Work level satisfactory 79-65% D Work needs improvement 64-50% F Work is unsatisfactory below 50% Course Description: September: Scientific method, microscope October: Cell theory, biochemistry-nutrition and digestion, cell parts and functions November: Photosynthesis and respiration December: Genetics January: Evolution, classification, virus-immunology and infectious diseases, bacteria February: Protests, fungi, plants March: Invertebrates, vertebrates April: Mammals, ecological succession June: Ozone hole, global warming, rainforest depletion
Required Text:
Biology, Stephen Nowicki,(McDougal Littell , ISBN #0-618-72515-6) EXTRA CREDIT Rules: · Each extra credit is worth 20 points · Only one extra credit is accepted per week · No extra credit will be accepted the last week of the grading period. · Be sure to keep all graded extra credits in your notebook. · You can do a maximum of 60 points extra credit in a marking period. · No Extra Credit will be accepted the last week of the Grading Period.
How to do Extra Credit: · Choose a two page article from a Current Science magazine · Read the article · Prepare a four page brochure.
Title Page · Title of article/authors name/date of article. · Your name/date/period Use 3 colors to decorate the title page.
Page 2 Write a summary of the article. Be sure to answer the following questions: 1. Who is the article about? 2. What is the subject? 3. Where did this happen? 4. When did this happen? 5. Briefly describe what the article was about. 6. Underline 5 new key words that appeared in the article
Page 3 Define the 5 new words that you learned from the article. Use your own words in writing the definitions.
Page 4 Make a drawing or include a picture that best describes the article. Be sure to label all important items and include a title for your picture.
Holiday Extra Credit
Bacteria Disease Mystery Name _________________________
Small microorganisms such as bacteria can cause many different diseases in humans. Most bacteria live harmlessly in the environment and our bodies without causing sickness. In fact, bacteria play numerous positive roles in our lives by helping us to digest food, decomposing our sewage at water treatment plants, and helping plants we eat take up nutrients from the soil. Bacteria cause disease when our bodies’ homeostasis, or state of equilibrium, is disrupted. This can happen for several reasons. Can you think of reasons why you might get sick at some times of the year?
Humans are getting sick at alarming rates with diseases that have never been seen before. We call a new disease an emerging disease. In humans, West Nile Virus, Severe Acute Respiratory Syndrome (SARS) and Bird Flu are emerging diseases that you may have recently heard about on the news. Can you think of any others?
Most emerging diseases actually come from animals in our environment. These are called zoonoses. There are several ways in which humans get zoonoses from animals. Humans might pick up animal diseases through bites or contact with feces, or they may get animal diseases from an intermediate “messenger” or vector. A vector, which is usually an insect, easily transfers a disease from an animal to a human.
List a few disease vectors that you have heard of:
One of the reasons why emerging diseases are of current concern is that humans are at higher risk for zoonoses than ever before. In fact, the Center for Disease Control, a US governmental agency that tracks the spread of new diseases, has an entire branch called the Bacterial Zoonoses Unit. Can you think of a few reasons why humans living today (compared to thousands of years ago) have more contact with 1) animal bites or feces or 2) disease insect vectors?
1)
2)
By the end of class today, you will have learned several ways in which humans get zoonoses. Keep these in mind as you complete your disease mystery.
Your task today: You have just been urgently called by the Center for Disease Control’s Bacterial Zoonoses Unit. People are becoming sick with a deadly disease that needs to be identified, and only you can help. Scientists who need to identify the source of a disease use several types of information (lab results, patient symptoms, patient exposure to different animals) in combination. Today you will do the same with the clues provided to identify the bacteria before it’s too late! Good luck!
Instructions: You will receive each clue one-by-one from your teacher. The table and the questions provided (one per clue) will help guide you through the mystery.
Bacteria Disease Mystery Name _________________________
Answer the following questions as you go through the clues:
Can you eliminate any bacterial shapes? _____________________________
2. Clue # 2 suggests that the disease came from the following possible vector:
_______________________________________
3. Clue # 3 gives you some information about the source animal. Vectors carry diseases from the source animals (usually another mammal) to humans. What source animal do you suspect? List the evidence that backs up your claim.
Possible Source Animal(s): ________________________________
Evidence:
4. With Clue # 4, you finally confirm the shape of the bacterium: ______________
Does your internet research give you any additional information? Be sure to look back at earlier clues.
6. Clue # 5 suggests that the new pathogen has the same bacterial fingerprint as __________________________. Often bacteria that are in the same scientific genus have similar DNA profiles. Can you now identify the bacteria causing the new disease (using your chart) and explain how it got into the victims?
Bacteria responsible: __________________________
According to the chart, identify the source animal for this disease: ____________
7. Using Clue # 6, speculate as to why humans contacted the source animal this year. What can studies of the environment tell you about new diseases?
Name _________________________
Scientific Report to Center for Disease Control (Complete After Solving Mystery)
The Center for Disease Control (CDC) has asked you to design a policy to control the spread of this new disease, now that you have identified its source. Work in small groups (3-4) to answer the following questions from policy-makers at the CDC.
The clues to this assignment may be found at http://csip.cornell.edu/curriculum_resources/CSIP/Hawley/DiseaseDetectivesClues.pdf
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