I. Course Description
This course is designed for students desiring a formal background in biology.  It includes laboratory work and extensive study of experimental design.  Course content encompasses a study of ecology, human interactions with the environment and social implications, levels of biological organization, some human biology, biochemistry, cellular biology, genetics, and evolution.  This is a semester course on block schedule and it counts for 1 high school science lab credit.  This course is intended to follow physical science in the course progression for science at Wade Hampton High School.

II. Instructional Philosophy
Learning activities include cooperative learning, student seat work, project-based learning, teacher-lead instruction, and lab exercises with both student-choice and teacher-choice grouping.  Specifically,
• All students will participate in all lab exercises;
• Optimal teaming is considered, as well as individual student strengths and weaknesses;
• Technology is used when applicable to increase student achievement;
• Inquiry-based learning is a priority;
• Individual work is an expectation;
• Scientific inquiry underlies all objectives;
• Real world application will be a daily objective.

III. Course Goals/Standards
A. The student will demonstrate an understanding of how to conduct a sound scientific investigation, using lab equipment and data appropriately.
B. The student will demonstrate an understanding of relationships that exist between organisms.
C. The student will demonstrate an understanding of the flow of energy within living systems.
D. The student will recognize how cells and their organelles represent the basis of all life and life processes.
E. The student will demonstrate an understanding of the molecular basis of inheritance.
F. The student should understand the basic principles underlying natural selection and biological evolution.

The complete list of standards can be found as a word document at http://ed.sc.gov/agency/Standards-and-Learning/Academic-Standards/old/cso/standards/science/index.html

IV. Major Assignments and Projects
A. Upcountry Discoveries Project- Students will visit and analyze a local ecosystem for energy flow, interrelationships of organisms, and other ecological principles.  They will take pictures and create a presentation in the form of a poster board, PowerPoint, video, website, or podcast. 
B. 3-D Cell Project- Students will have to construct a 3-D model of a plant or animal cell, label organelles, and explain their function.
C. Genetic Disorder Project- Students will be assigned a genetic disorder to research and they will create a presentation explaining the causes, genetics, treatments, implications, and community resources surrounding their disorder.  Students will place themselves in the position of a parent of a child with the disorder.
D. DNA Model Project—The students will work in groups to construct a model of a DNA molecule.  Students are required to know role of DNA in the cell and steps required for DNA replication and protein synthesis.  

V. Assessment and Grading Plan 
1st or 3rd Quarter Grade (40% of Final Grade)

- 40% minor assessments (class work, informal labs, quizzes, homework)
- 60% major assessments (tests, formal labs, major projects)

2nd or 4th Quarter Grade (40% of Final Grade)

- 40% minor assessments (class work, informal labs, quizzes, homework)
- 60% major assessments (tests, formal labs, major projects) 

Final Exam (20% of Final Grade)  - cumulative, spanning all material covered during the course of the semester

VI. Required and Recommended Reading
Nowicki, Stephen. Biology.  Illinois: McDougal Littell: 2008.
Additional science article readings will be assigned during the semester.  They include newspaper, magazine, and Internet sources. 
Other possible biology related novels may be referenced during this course.