Environmental Science/Biology Syllabus
[email protected]
Course Objectives:
My first and main objective is to foster curiosity and wonder. I envision an environment where students ask questions, think critically and develop as collaborative learners who approach relevant problems analytically.
Through in-depth projects, students will be encouraged to apply the knowledge learned in the classroom to the outside world, making connections between past and present, school and community, classroom and our outside world.
Recommended Supplies:
(If you need assistance with any of the following supplies, please let me know)
1. Paper for note taking (at least 75 pages)
2. Several pens and pencils
Tentative Course Calendar, Projects and Academic Concepts:
(Subject to changes and adjustments)
Week 1-3: Mini-Project to begin
Content: Life on Earth, Matter and Energy, Cycles, Biomes/Ecosystems, Interdependent relationships in Ecosystems
Week 4-6: Mid-Project
Content: Protein Synthesis, Genetics/Inheritance, Mutation, Selection, Evolution, Plant evolution and physiology
Week 7-16: Planting Community Project
Content: Kingdoms of life, Animalia, Human Physiology, Digestion, Metabolism and Nutrition, Agriculture, Environmentalism, Barriers and corridors, Field Biology, Local Ecology, Global Ecology, Conservation ecology
Week 17: Exhibition prep and Exhibition
****Note on SAT Subject Tests: This course is not specifically designed to prepare students for the SAT Subject Tests. If you are interested in taking the Biology E/M Subject Test, please talk to me about independent work you would need to complete to be successful on the test, and our honors option, which will aid in preparing for the Biology SAT II
Assessment:
Grading in a project based environment can be difficult. I work hard to develop authentic, content-filled projects that demonstrate the concepts from the world of Environmental and Biological Sciences. Constraining evaluation of students to 5 possible categories (A,B,C,D,F) can feel limiting. I do not place emphasis on grades; instead I concentrate on learning and doing. Grades, though, are a necessary evil when considering the application process for colleges. Evaluation of my students is based on much more than quiz or test results. I include areas such as project work, demonstration of understanding, and presentations when evaluating grades for my students. If you have any questions or concerns in regard to your student’s performance or evaluation, please feel free to call or email me at any time.
20% Participation
60% Weekly work
20% Projects
Grades:
A=90-100%, B=80-89%, C=70-79%, D=60-69%, F=below 60%
(At HTH, both a D and F are not considered passing.)
Absences: The learning at HTH is experiential and predominantly happens within the collaborative hours of the school day. While absences are a part of life, so is managing your obligations when you are out. If you miss class you are expected to check in with your teacher and group members, which will help you sustain a strong connection with your individual and group work. If you have been absent 8 times, without checking in, your credit for the course will be considered incomplete and a meeting will be scheduled to determine a path forward.
Behavior Guidelines:
Students are expected to come to class (ON TIME) each day, with their school supplies, prepared and willing to be an participating contributor to our project work. Behavior and participation are factors for the participation grade.
Dress code:
Students must dress according to village wide dress code policy (see HTH student handbook)
Eating and Drinking Policy:
Eating and drinking is allowed as long as it does not become a distraction or a potential threat to damage to equipment.
Wish List:
Parents wishing to further contribute to the Biology class can consult the list below. (Contributions are not at all expected or required of parents or their students)
-Blue painters tape
-½ inch Plywood
-Chip brushes
[email protected]
Course Objectives:
My first and main objective is to foster curiosity and wonder. I envision an environment where students ask questions, think critically and develop as collaborative learners who approach relevant problems analytically.
Through in-depth projects, students will be encouraged to apply the knowledge learned in the classroom to the outside world, making connections between past and present, school and community, classroom and our outside world.
Recommended Supplies:
(If you need assistance with any of the following supplies, please let me know)
1. Paper for note taking (at least 75 pages)
2. Several pens and pencils
Tentative Course Calendar, Projects and Academic Concepts:
(Subject to changes and adjustments)
Week 1-3: Mini-Project to begin
Content: Life on Earth, Matter and Energy, Cycles, Biomes/Ecosystems, Interdependent relationships in Ecosystems
Week 4-6: Mid-Project
Content: Protein Synthesis, Genetics/Inheritance, Mutation, Selection, Evolution, Plant evolution and physiology
Week 7-16: Planting Community Project
Content: Kingdoms of life, Animalia, Human Physiology, Digestion, Metabolism and Nutrition, Agriculture, Environmentalism, Barriers and corridors, Field Biology, Local Ecology, Global Ecology, Conservation ecology
Week 17: Exhibition prep and Exhibition
****Note on SAT Subject Tests: This course is not specifically designed to prepare students for the SAT Subject Tests. If you are interested in taking the Biology E/M Subject Test, please talk to me about independent work you would need to complete to be successful on the test, and our honors option, which will aid in preparing for the Biology SAT II
Assessment:
Grading in a project based environment can be difficult. I work hard to develop authentic, content-filled projects that demonstrate the concepts from the world of Environmental and Biological Sciences. Constraining evaluation of students to 5 possible categories (A,B,C,D,F) can feel limiting. I do not place emphasis on grades; instead I concentrate on learning and doing. Grades, though, are a necessary evil when considering the application process for colleges. Evaluation of my students is based on much more than quiz or test results. I include areas such as project work, demonstration of understanding, and presentations when evaluating grades for my students. If you have any questions or concerns in regard to your student’s performance or evaluation, please feel free to call or email me at any time.
20% Participation
60% Weekly work
20% Projects
Grades:
A=90-100%, B=80-89%, C=70-79%, D=60-69%, F=below 60%
(At HTH, both a D and F are not considered passing.)
Absences: The learning at HTH is experiential and predominantly happens within the collaborative hours of the school day. While absences are a part of life, so is managing your obligations when you are out. If you miss class you are expected to check in with your teacher and group members, which will help you sustain a strong connection with your individual and group work. If you have been absent 8 times, without checking in, your credit for the course will be considered incomplete and a meeting will be scheduled to determine a path forward.
Behavior Guidelines:
Students are expected to come to class (ON TIME) each day, with their school supplies, prepared and willing to be an participating contributor to our project work. Behavior and participation are factors for the participation grade.
Dress code:
Students must dress according to village wide dress code policy (see HTH student handbook)
Eating and Drinking Policy:
Eating and drinking is allowed as long as it does not become a distraction or a potential threat to damage to equipment.
Wish List:
Parents wishing to further contribute to the Biology class can consult the list below. (Contributions are not at all expected or required of parents or their students)
-Blue painters tape
-½ inch Plywood
-Chip brushes
