Biology 1A/B MYP Level 4 Instructor: Mrs. Monica Petrous monica.petrous@oxfordschools.org Room: 421 Phone Number: 248 !"!

#1$$% ext. 412! Additional Instructors: Mrs. &ar'n (erric) *caryn.herrick@o !ordschools.org+ Mr. ,ohn -oster *"ohn.koster@o !ordschools.org+ Ms. .auren Rambo *lauren.ra#$o@o !ordschools.org+ Mr. Matthe/ Pearce *#atthe%.&earce@o !ordschools.org+ Mr. R'an &ies0)o/s)i *r'an.cies0)o/s)i@oxfordschools.org+ 'escri&tion 1iolog' 1 is a course all students are re2uired to ta)e in their !th grade 'ear. !th grade is the fourth 'ear of the 31 Middle 4ears Program *M4P+. 5he course is designed to incorporate 31 concepts learned during the elementar' and middle school 'ears% as /ell as prepare the students for M4P 4ear # *&hemistr'+. 5he goal of all 31 programs is to gi6e students a broader perspecti6e of course content b' emplo'ing cross curricular units% as /ell as increasing student a/areness of global issues in order to better prepare them for the challenges of the 21st centur'. M4P is guided b' three fundamental concepts: holistic learning% or the idea that all )no/ledge is interrelated% intercultural a/areness% /hich is fostered b' exploration of cultures outside of the school communit'% and open and effecti6e communication. 5his is accomplished b' de6eloping each and e6er' student7s .earner Profile. 5he traits of 31 .earner Profile are embedded into e6er' learning opportunit' so students /ill de6elop their a/areness of% and sensiti6it' to% the experiences of others be'ond the local or national communit'. Learner Pro!ile 31 learners stri6e to be: 3n2uirers b' de6eloping their natural curiosit' -no/ledgeable b' exploring concepts% ideas and issues that ha6e local and global significance 5hin)ers b' exercise initiati6e in appl'ing thin)ing s)ills criticall' and creati6el' to recogni0e and approach complex problems% and ma)e reasoned% ethical decisions &ommunicators b' understanding and expressing ideas confidentl' and creati6el' in more than one language and in a 6ariet' of modes of communication Principled b' acting /ith integrit' and honest'% /ith a strong sense of fairness% 8ustice and respect for the dignit' of the indi6idual% groups and communities.

9pen minded b' understanding and appreciate their o/n cultures and personal histories% /hile being open to the perspecti6es% 6alues and traditions of other indi6iduals and communities &aring b' sho/ing empath'% compassion and respect to/ards the needs and feelings of others Ris) ta)ers b' approaching unfamiliar situations and uncertaint' /ith courage and forethought% and possessing the independence of spirit to explore ne/ roles% ideas and strategies 1alanced b' understanding the importance of intellectual% ph'sical and emotional balance to achie6e personal /ell being for themsel6es and others Reflecti6e b' gi6ing thoughtful consideration to their o/n learning and experience

MYP and (tate o! Michigan AIM(/)$"ectives/(tandards

MYP (cience Ai#s and )$"ectives *+riteria, A, )ne /orld : gain understanding of the role of science in societ' B, +o##unication in (cience : become competent and confident /hen communicating information in science +, 1no%ledge and 2nderstanding o! (cience : understand and appl' scientific )no/ledge *facts% ideas% la/s% theories etc.+ ', (cienti!ic In5uiry : design and carr' out lab experiments and e6aluate the methods

(tate o! Michigan +ontent (tandards and - &ectations . A, (tandard B1.0: Recogni0e the strengths and limitations of scientific )no/ledge% /hich /ill pro6ide the perspecti6e the' need to use the information to sol6e real /orld problems. 1+ (tandard B1: Ma)e obser6ations about the natural /orld% identif' patterns in data% and propose explanations to account for the patterns. &+ (tandards B0 3 B4: 9rgani0ation and ;e6elopment
of .i6ing <'stems *12+% 3nterdependence of .i6ing <'stems and the =n6ironment% >enetics *14+% =6olution and 1iodi6ersit' *1#+

', (tandard B1.1: &ollection of rele6ant data% the use of logical reasoning% and the application of imagination in de6ising h'potheses to explain patterns in data. -, Processing 'ata : collect% process% and =+ (tandard B1.1: &onduct scientific in6estigations interpret data and dra/ conclusions using appropriate tools and techni2ues% identif' patterns in data and relate them to theoretical models% and predict /hat /ould happen if the 6ariables% methods% or timing of an in6estigation /ere changed. ?+ Attitudes in (cience : de6elop safe% ?+ (tandard B1.1+: &onduct scientific responsible% and collaborati6e /or)ing practices in6estigations using appropriate tools and techni2ues *e.g.% selecting an instrument that measures the desired 2uantit'@length% 6olume% /eight% time inter6al% temperature@/ith the appropriate le6el of precision+. A Bll " M4P &riteria /ill be explored and assessed throughout the 'ear */hen /e /or) through the content )no/ledge outlined in standards 12 : 1#+ Areas o! Interaction 5hese represent the general and sub8ect specific learning s)ills that the student /ill de6elop and appl' during the programme. 5he follo/ing discusses some /a's the B93s /ill be addressed throughout 1iolog' B 6ealth and social education del6es into the range of human issues that exists in human societies% such as social structures% relationships and health. 1iochemistr' of .ife and (omeostasis and (uman <'stems: students /ill consider the choices the' ma)e to loo) after themsel6es and others% specificall' those appl'ing to diet and exercise. >enetics: students in6estigate the /a' that their uni6ersal genetic code% shared b' all li6ing things% contributes to the differences bet/een indi6iduals. 5his )no/ledge /ill be applied to sol6e problems% compare the ph'sical traits bet/een members of different cultures% and explore the social ethical issues related to genetic disorders and screening. -nviron#ents considers ho/ humans interact /ith the /orld at large and the parts /e pla' in our en6ironments. =colog': students /ill focus on the /a' in /hich organisms interact /ith one another. B large concentration /ill be on ho/ humans affect the en6ironment at a local and global le6el. &ells: students in6estigate the /a' that a cell7s external en6ironment influences its acti6it'. 5he' /ill appl' the same concepts to humans as a /hole. Natural <election and =6olution: students /ill also in6estigate the role en6ironment pla's in the li6es of all li6ing things.

7e ts and 8esources Blong /ith se6eral supplemental materials% including digital resources% the students /ill utili0e the follo/ing textboo): Miller% -.R.% .e6ine% ,. *2$$4+. Prentice Hall Biology. Cpper <addle Ri6er% N,: Pearson =ducation% 3nc. Methodology 2nit 1iochemistr' of .ife (omeostasis and (uman <'stems =colog' &ells >enetics and (eredit' Natural <election and =6olution 2nit 9uestion 5he' sa' 'ou are /hat 'ou eat% so /hat are 'ouD 4our bod' is tal)ing to 'ou. EhatFs it tr'ing to sa'D Ehen can 3 put m' fish in the ecolog' 8arD (o/ is a cell li)e a factor'D Ehat ma)es me an indi6idualD 3s change al/a's a good thingD (igni!icant +once&t <hort term decisions */hat 'ou eat% acti6it' le6el+ ha6e long term conse2uences .ife is a balancing act. Ehat 3 do toda' affects the future of the planet. Man' different things can be created /ith the same materials. =6er'one is different e6en though /e ha6e the same building bloc)s. .ife changes o6er time.

Methods o! Assess#ent 7o&ic 1iochemistr' of .ife (omeostasis and (uman <'stems &ells >enetics and (eredit'

IB +riterion &riteria B% 1 &riteria ;% =% ? &riteria ;% =% ? &riteria B% 1

Assess#ent :a#e (igh ?ructose &orn <'rup 3n6estigation *=ssa'+ (eart Rate and =xercise .ab =gg 9smosis .ab >enetic &ounseling Pro8ect *&ase <tud' G =ssa'+

ACnit exams /ill be used along /ith these items to assess &riterion & ;rading &olicy including the use o! MYP criteria M4P grades /ill based on the criteria listed on pg. 2% using grade boundaries published b' 31 M4P and traditional grades /ill be issued using the board appro6ed grading scale for the district.