Desert Vista High School Phoenix, AZ

Student Introduction

For the students of this biology class it is my goal that soon this class will be functioning in the capacity that I envision, a classroom full of technology to assist the student’s education. My goal is to supply the classroom with a wireless internet connection and a class set of lap top computers allowing all students in the class to access and make full use of this web page to enhance their education. At this time of the project I am currently still in the process of obtaining the hardware. Until then we will make use of the web page in a modified manner. Some but not all of the aspects and ideas put forth on this web page will be used in class this school year. Other concepts will be taught in more of a traditional manner. (be sure to read all italicized headings for current changes)

Current information for the 2005-06 school year: Weekly outlines | Course Policies & Procedures (rtf, htm)

This introduction provides information about each of the following:

Current use of web page Biology Notebook Using web page Saving assignments Printing papers Daily assignments

Science labs Self-evaluation Class tests Class grading systems Science Careers Your teacher

Current use of web page:

This biology web page will be used in conjunction with the above course policies & procedures, weekly outline, curriculum guide, classroom lectures, discussions, activities and labs. Much of the concepts that will be taught are listed on this web page in a weekly bases. Because this technology project is not fully complete the class will most likely not follow the weekly order of the concepts set forth on the curriculum pages. For now students will follow the weekly outlines given out each Monday and posted here on this web page. Throughout the school year we will meet several times in the computer labs located in the library. Also, students should be prepared to access the web page on their own from home or at school, for research, reading, assignments and sometimes tests and quizzes. It is a good idea that all students have a 3.5 diskette for saving work (better yet would be a USB flash drive, not required). Also each student should have access to their own personal storage file on the schools server.

(In conjunction with this web page make sure to read the Course Policies & Procedures for 2005-06 information)

Very Important Student must have a username and password for internet access at school, without this student’s will be unable to complete this class.

Two link icons will be used on all daily concept pages:

• The page icon will link to another page on your computer. You can get to these pages at any time.
• The globe icon will link to another website. You will have to be connected to the Internet for these.

Whenever possible, certainly when at school, you should use the Internet to access the curriculum. These files are regularly updated and will be the most current.

Biology Notebook:

It is in the student’s best interest to keep a well organized biology notebook. This is much like what a scientist would do with his notes and research. This allows the scientist to verify and refer back to what has been accomplished. Students will also need to keep track of completed work, notes, etc. for future use such as studying and grade conformation. Three ring binder works best.

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Using the DV biology web page:

The following is how the biology web page will function when all is complete; most of the information below is current except we will use a weekly outline for current assignments each week. It is unlikely that the class will hold exactly to the weeks and days schedule as it is set up currently.

The curriculum for this science class is divided into four nine-week pages. By clicking on 1 of the 4 quarter links found on the D.V. Biology homepage, you will be taken directly to the nine-week page. Each of these pages is divided into sections for each week, showing the concept for the week on the left and the lab for the week on the right. Scroll down the nine-week page until you find this icon indicating the current week. The icon (phospholipid) is updated on the Internet version only. The schedule for the week (first check the weekly outline for now) is found by clicking on "This week's concept". At the top of the concept page are links to notes and assignments for each day of the week. A typical class period goes something like this.

Make sure to check the weekly outline each week for the current assignments. There will also be hard copies of the weekly outline in class each Monday

Honors Biology:

All honors assignments have be incorporated into the biology web page and make use of the dynamics of this interactive medium to provide a higher level curriculum, promote higher order thinking and problem solving skills. Honors biology assignment on the biology web page will be indicated by a heading in blue font, such as “Honors Biology”. All honors biology students should first read the honors biology assignment criteria before completing the assignment as it will include special instructions.

Saving assignments:

You are asked to save all computer files for your science class in a certain way. Read these details about saving files.

Printing papers: (These guidelines will also apply when the class is in the computer lab)

Students must get approval from the science facilitator before sending a print job to the "classroom" printer. We do not want to waste paper and ink. Here are some general guidelines about appropriate print jobs.

Assignments:

Assignments are found at the bottom of each day's information. Each Assignment is given a title which includes the day of the assignment and the title of the topic being taught (Day 1 - Mammals).

• Web page Assignment categories – This is a brief description of how assignments are categorized on the web page. In-class assignments that are finished in class or finished as homework, homework assignments that are only done outside of class. Some assignments require the use of basic computer programs such as PowerPoint to complete; these are usually referred to as computer assignments. Project assignments are usually completed outside of class. Make sure to check the weekly outline for current information on the assignments. You must turn in assignments by the stated deadline to receive credit. Remember it is in the students best interest to organize and keep all assignments until the semester in over.

This check mark is found beside some assignments (usually assignments with due dates other then the next day) to remind you of the deadline for turning in the assignment (check the weekly outline, this takes precedence over any conflict of due date).

The "To Do" icon will indicate a short activity related to the current concept. You are usually asked to work in a group on this activity. While it is not a formal lab, be sure to keep the scientific method in mind when doing the activity.

A question of the day is found at the beginning of most concept pages. You might already know the answer to this science question. Click on the icon to check the answer.

Science labs:

(At this time, not all labs will be followed in this manner, most lab will be done in a traditional manner)

Most often a lab experience is scheduled each week. Most of these are presented as a question or hypothesis. You are expected to research these labs before beginning. Following the procedures and/or planning the procedures for an experiment is important in order to test your hypothesis correctly. To be successful in this experience, you must understand the scientific method and do your research before trying to do the lab in class. Most often one of two "Lab Key" icons will be found on the concept page to help you research the lab question.

This icon will be linked to the lab report guide for the week. The fact that it points down indicates that there is something on the page below it that will help with the lab. Since the information is in the current week of study, there are no farther hints.

This icon will be linked to another page where help with the lab can be found. The fact that it points to the right indicates that you are about to leave the page. You might be taken to another page on our website, or you might be taken to another website. When taken to another page on our website, this marker will indicate the relevant information.

The lab each week is presented on a "lab report guide" or as a "data sheet" with a list of steps to follow . Read these details about science labs.

Self-evaluation:

You will learn to evaluate your own work, looking for weaknesses, and correct them before turning in your work to the teacher. To help you do this, a tool called a "scoring rubric" is used. A scoring rubric is a chart showing the important areas of each assignment and the criteria to be fulfilled to produce a first-class product. The scoring rubric should be your guide when planning your work. As you do the assignment, be sure to fulfill all the criteria. When you have finished the assignment, use the scoring rubric again to critically evaluate your product. Give yourself enough time to find and correct weakness before turning in the assignment. Read these details about self-evaluation.

Class tests & quizzes:

At this time, this will be slightly modified depending on what material is covered.

Weekly quizzes are provided on the weekly pages and are sometimes given in class as a hard copy or done on the internet. The quizzes are also important when preparing for semester tests. Reviews for the semester tests will be available as we approach the completion of the semester at the bottom of the quarter pages.

Class grading systems:

All assignments will be given a point’s possible total which can be broken down into percentages. The grading and percentages for assignments and the class are explained on this page. Student grades/progress reports will be posted on this web page. Grade access will be password protected and each student will have their own password. Although online grade reports are updated regularly, the grade reflected here might already be out dated. The student’s grade is subject to change at any time and is not official until reported on a District-issued report card. Student grades are posted for your convenience and as a general indicator of the student’s progress.

Science Careers:

This Biology class has a science career link each week indicated by the icon shown here. Click on the icon on a concept page to be taken to a website that will introduce you to this science-related career.

Your teacher:

Your science teacher's main goal is to help you develop critical thinking skills. Because of this, he might do things differently from other teachers. He thinks of himself as a resource to you, someone who is there to "facilitate" your learning. A facilitator is someone who makes something; in this case you’re learning, run smoothly. A facilitator is not someone who just hands you the answers to questions. A facilitator expects you to think for yourself to find logical solutions to problems. Whenever you encounter a road block, the facilitator expects you to seek his advice about how to overcome it. In all probability, he will ask you questions to help stimulate your thinking so that you can solve the problem for yourself.

There will be times when you are asked a question that has a very specific answer. An example might be, "What is the density of water?" With this question, you must be able to give the answer as "one gram per cubic centimeter, at four degrees Celsius". Is the answer correct if you leave off the "at four degrees Celsius"? Well, that answer is certainly not as good, but it is better than saying "five grams per cubic centimeter". There will be times when you are asked to give your ideas about a topic. An example might be, "should cloning be controlled by government regulation?" When researching this question, you will find some that say yes and some that say no. Which group is right? Only you can answer this question. When you decide on an answer, be able to give a reason for your answer.

These examples are given to help you understand that your science facilitator expects you to think for yourself. Become confident in expressing your own ideas and be able to communicate the reasoning behind those ideas.

If you ask your science teacher, "Is this right?" His answer is going to be, "What do you think?" Your answer to his question is an indication of how well you are doing.