I have decided that I am going to do Standards Based Grading this year. I am teaching one class--Biology and am going down to teaching only 4 sections. I feel that this is something you just have to decide to do and then get to work. The majority of the work comes at the beginning before students walk in the door---deciding what I would like students to learn in my class by looking at what the district wants and what the state wants and what I feel is plausible. This is where it gets overwhelming. I am going to post the rough draft of my objectives (standards/learning targets/etc). I haven't discovered the perfect way to describe them yet. Always looking for examples of way to rephrase the standards so that they can be used effectively in SBG.
Biology Standards:
State Standards for Biology Emphasized by the District:
CELLS
The student will relate cellular structures to their functions
The student will compare and contrast the structures found in typical plant, animal, and bacterial cells.
The student will compare and contrast viruses with living cells.
The student will explain the role of the cell membrance as a highly selective barrier in diffusion, osmosis, and active transport.
The student will differentiate between the proceses of photosynthesis and respiration in terms of energy flow, reactants, and products.
DIVERSITY OF ORGANISMS
The student will relate the structure, complexity, and organization of organ systems to the methods of obtaining, transforming, releasing, and eliminating the matter and energy used to sustain the organism.
The student will recognize that organisms have both innate and learned behavioral responses to internal and external stimuli, includig trophic responses in plants.
The studnt will use scientific evidence, including the fossil record, homologous structures, empryological development or biochemical similarities to classify organisms in order to show probable evolutionary relationships and common ancestry.
INTERDEPENDENCE OF LIFE
The student will describe the factors related to matter and energy in an ecosystem that both influence fluctuations in population size and determine the carrying capacity of a population.
The student will explain how adaptations of species and co-evolution with other species are related to success in an ecosystem.
The student will predict and analyze how a change in an ecosystem, resulting from natural causes, changes in climate, human activity or introduction of invasive species, can affect both the number of organisms in a population and the biodiversity of species in the ecosystem.
HEREDITY
The student will define the relationship between DNA, genes, and chromosomes.
The student will describe the structure and function of DNA and distinguish between replication, transcription, and translation.
The student will describe how genetic information is transmitted from parents to offspring through the processes of meiosis and fertilization as they relate to chromosome recombination and sexual reproduction.
The student will use Mendel's laws of segregation and independent assortment to determine the genotype and phenotype of a monohybrid cross.
The student will differentiate between dominant, recessive, co-dominant, incompletely dominant, polygenic, and sex-linked traits.
BIOLOGICAL POPULATIONS CHANGE OVER TIME
The student will use the principles of natural selection to explain the differential survival of groups of organisms as a consequence of: the potential for a species to increase its numbers, the genetic variability of offspring due to mutation and recombination of genes, a finite supply of resources required for life, and the ensuing selection based on environmental factors of those offspring better able to survive and produce reproductively successful offspring.
The student will describe how genetic variation between populations is due to different selective pressures acting on each population, which can lead to a new species.
The student will use biological evolution to explain diversity of species.
The student will understand that the same processes that are responsible for biological evolution of plants and animals on Earth are also responsible for evolution for the evollution of the human species.
FLOW OF ENERGY AND MATTER
The student will explain the relationship between abiotic and biotic components of an ecosystem in terms of the cycling of water, carbon, oxygen, and nitrogen.
The student will know that all matter tends to become more disorganized over time, and that living systems require continuous input of energy in order to maintain their chemical and physical organizations and prevent death.
The student will understand that matter and energy flow through different levels of organization of living systems, from cells to communities, as well as between living systems and the physical environment as chemical elements are recombined in different ways. Each recombination results in both storage and dissipation of energy.
HUMAN ORGANISM
The student will understand and describe the basic anatomy and physiology of the nervous system and sense organs.
The student will describe how the functions of individual organ systems are integrated to maintain a homeostatic balance in the body.
Science Skill Standards:
State Science Skill Standards:
SCIENTIFIC WORLD VIEW
The student will be able to distinguish amoung hypothesis, theory, and law as scientific terms and how they are used to answer a specific question.
The student will be able to explain how scientific and technological innovations as well as new evidence can challenge portions of or entire accepted theories and models including by not limited to cell theory, atomic theory, theory of evolution, plate tectonic plate theory, germ theory of disease, and big bang theory.
The student will recognize that in order to be valid, scientific knowledge must meet certain criteria including that it: be consistent with experimental, observational, and inferential evidence about nature, follow rules of logic and reporting both methods and procedures, and be falsifiable and open to criticisms.
SCIENTIFIC INQUIRY
The student will design and complete a scientific experiment using scientific methods by determining a testable question, making a hypothesis, designing a scientific investigation, with appropriate controls, analyzing data, making conclusions based on evidence and comparing conclusions to the original hypotesis and prior knowledge.
The student will distinguish between qualitative and quantitative data.
The student will apply mathematics and models to analyze data and support conclusions.
The student will identify possible sources of error and their effects on results.
SCIENTIFIC ENTERPRISE
The student will provide an example of a need or problem identified by science and solves by engineering or technology.
The student will provide an example of how technology facilitates new discoveries and the development of scientific knowledge.
HISTORIC PERSPECTIVE
The student will be able to trace the development of scientific advancement, invention, or theory and its impact on society.
The student will compare and contrast the differences between scientific theories and theories from other bodies of knowledge, and the importance of each in a science discussion.
Housenga Science Skill Standards:
The student will demonstrate the ability to create a quality science sketch
The student will demonstrate the ability to follow scientific procedures
The student will demonstrate safe lab prcedures
The student will collect multiple types of data accurately
The student will correctly use the metric system to make measurements
The student will correctly use lab equpiment
The student will work collaboratively with other students to gather data, analyze data, share information, and complete lab procedures.
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