teacher’s guide biology with virtual labs

Teacher’s Guide

Biology with Virtual Labs Semester A

Biology with Virtual Labs, Semester A

2

© 2018 EDMENTUM, INC.

Contents

Biology, Semester A, Course Overview ............................................................................. 3

Curriculum Contents and Pacing Guide ............................................................................. 7

Unit 1: Cells ................................................................................................................... 7

Unit 2: Organ Systems ................................................................................................... 9

Unit 3: Heredity ............................................................................................................ 10

Augmented Reality Teacher Resource ............................................................................. 12

Appendix A: Safety Notes and Disclaimer ........................................................................ 14

Appendix B: Course Lab Materials (Semesters A and B) ................................................. 15

Appendix C: Lab Materials by Activity (Semester A) ........................................................ 16

For general information on Edmentum’s online courses, course components,

and instructional implementation models, please refer to:

Introduction to Edmentum Courseware.

http://redirect.platoweb.com/356615

Biology, Semester A

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Biology with Virtual Labs, Semester A, Course Overview

Biology with Virtual Labs, Semester A, is a course based on the Next Generation Science

Standards (NGSS). The content in the course covers all three facets described by NGSS:

disciplinary core ideas, science and engineering practices, and crosscutting concepts.

Science is sometimes referred to as the crossroads for several different disciplines:

science, English language arts (ELA), and mathematics. To support this idea, the course

addresses three Common Core standards—Reading in Science and Technical Subjects

(RST), Writing in History, Social Studies, Science, and Technical Subjects (WHST), and

the Standards for Mathematical Practice (MP). The course also addresses a subset of the

Common Core Standards for Mathematics as identified by NGSS. Finally, the course

content is validated, enriched, and aligned based on a careful review of state science

learning standards.

English and Language Arts (ELA)

Success in science depends on strong reading, writing, and presentation skills and a

strong grasp of scientific terms. To this end, the course includes a robust glossary of

words that students can access through the resource menu and through hyperlinks on

glossary words within a lesson. At times, students pause to analyze root words and

prefixes so they can draw parallels between familiar terms. Writing exercises are varied.

Students will write responses to open questions in labs, analyze science and technology

articles, and reflect on their personal experiences with science. In one activity, for

example, students construct and present a scientific argument that supports or opposes

the view that AIDS currently meets the definition of a pandemic.

Inquiry, Labs, and Direct Interaction

Every state has science learning standards that focus on inquiry-based learning and

inquiry skills. Additionally, some states have standards related to the amount of student

time focused on inquiry activities or on laboratories.

These terms are sometimes loosely used, so for clarity Edmentum employs the definition of laboratory published in America’s Lab Report: Investigations in High School Science (National Research Council, 2006, p. 3):

“Laboratory experiences provide opportunities for students to interact directly with

the material world (or with data drawn from the material world), using the tools, data

collection techniques, models, and theories of science.”












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This means, for instance, that a field investigation in biology, geology, meteorology,

climate, or astronomy is a “lab” even though it’s done outside of a laboratory and even

though it doesn’t involve a classical experiment, in which the scientist can (or should) act

on the system being observed.

Also by this definition, a lab doesn’t require “direct interaction” with the material world.

Analyzing an online NOAA map of recent earthquakes or of ocean temperatures or

analyzing real-world data from a population count parallels the life work of many scientists

around the world. Direct interaction is critical to scientific learning, but laboratories using

collected real-world data sets are also valuable, especially when the collection effort is

beyond the capability of individual scientists, let alone a high school student.

Course Design – Inquiry and Labs

Edmentum science courses provide students with extensive and meaningful inquiry and

lab experiences through Lesson Activities, Course Activities, and Unit Activities. Students

will also extend their knowledge of biology through augmented reality and the use of the

Edmentum AR Biology app on their mobile device.

• Lesson Activities: Every science lesson contains one or more inquiry-oriented

investigation (Lesson Activity) that can be accomplished within the flow of a

lesson—anytime, anywhere. Many of these investigations employ powerful

multivariate online simulations. That’s great for in-lesson inquiry skills and thinking,

but a simulation that doesn’t employ actual real-world data does not qualify as a lab.

Other lesson activities qualify, though, using real-world data sets, such as the online

activities that employ NOAA resources mentioned above.

• Course Activities: These true laboratory experiences occasionally employ collected

real-world data sets but more typically involve direct interaction with real-world

phenomena through experiment, engineering design, or field investigation. In one

activity, for example, students plan and conduct an investigation to explain how

exercise affects heart rate and muscle activity.

• Unit Activities: Unit Activities are typically projects that enable students to connect

concepts and skills together. These activities are often STEM design projects that

link science, math, and engineering. Or they are research and communication

projects that link STEM concepts or issues to ELA research and communication

skill standards. The design projects fit into the NRC's definition of laboratory. The

research and communication projects typically do not.

Taken all together, Edmentum science courses focus a significant amount of student time

and student thought into scientific inquiry:

• About 50% of student time is focused on inquiry activities.

• About 40% of student time is focused on activities that qualify as laboratory work.

Biology, Semester A

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• About 30% of student time is devoted to "direct interaction" investigations.

4E × 2 Inquiry Model

A significant portion of the learning in this course is inquiry-based science upheld by a

4E × 2 model for instruction: Engage, Explore, Explain, and Extend (4E), with Reflection

and Assessment (× 2) threaded throughout. Students complete hands-on Course Activities

(Explore) before studying the concepts within a lesson (Explain). In this way, students

develop their own understanding of the material before any formal presentation. Course

Activities also offer students the chance to apply what they’ve learned from the lab setting

to real-world applications (Extend).

In addition to labs, engagement and exploration also take place in Lesson Activities as

students interact with new concepts. Students dissect science articles leveled to their

reading ability; interpret video content, maps, and real-world data; and perform simple

investigations. With respect to reflection, students often begin a lesson by reflecting on

what the new content means to them through warm-up questions. Students also do checks

for understanding within lessons as a way to form their own thoughts and opinions on a

topic.

STEM Integration

The content in this course adheres to STEM (science, technology, engineering, and

mathematics) principles and 21st-century skills. Students experience science in the real

world through sections on science in the news and careers in science, which are

integrated into some lessons. The course emphasizes 21st-century skills, such as critical

thinking and problem solving, through various activities and unit discussion questions that

serve as authentic learning and assessment tools. In one activity, for example, students

develop genetic models to calculate the probability of expressed traits in a population over

several generations. In various Lesson Activities, students analyze and draw conclusions

about scientific relationships.

Specialized Science Lab Materials In this course, students complete teacher-graded labs in the Course Activities and Unit

Activities. All of these labs are either entirely virtual or require only the use of common

household items such as paper and pencil. Appendix B of this document provides a list of

common, household lab materials and optional, less-common lab materials so that

schools, teachers, and students can prepare to have the materials on hand. Appendix C

supplies a list of lab materials by individual activity for this semester of the course.


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Lab Safety

For safety purposes, all activities that make use of physical objects require adult

supervision. Students and teachers must always follow the safety instructions outlined in

Appendix A of this document. Edmentum assumes no liability for personal injury, death,

property damage, equipment damage, or financial loss resulting from the instruction

included in this course.

In the spirit of protecting our planet and the people who live here, it’s important that

students follow proper disposal methods for materials used during experiments.

The Course Activities and Unit Activities employ these icons to help students and teachers

throughout an experiment:

Safety: gives safety instructions to avoid injury, death, or damage to equipment or

property.

Time: gives an estimated total time (duration) and active time spent on an

experiment.

Materials: gives the materials and equipment needed to complete the experiment.

Disposal: gives instructions to properly and safely dispose of lab materials.

Pacing

Edmentum offers automatic pacing for this course. When creating a new class

assignment or updating an existing assignment, you can enable automatic pacing by

defining start and end dates for course administration. The following pacing guide

may also be used as a reference.

Biology, Semester A

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Curriculum Contents and Pacing Guide

This section provides a brief summary of the course units in the semester. This

semester is divided into three units spread over 90 days. The Unit Pacing Guide

provides a general timeline for presenting each unit. It is designed to fit your class

schedule and is adjustable. The guide is based on a typical 180-day school year with

90 days per semester.

The pacing guide lists the title and the primary content objective of each lesson. For more

information about each lesson and activity, consult this coverage spreadsheet, which

correlates lessons with NGSS and Common Core standards. Notice that column A lists the

standards and column B gives the total number of lessons or other activities that address

that standard. Across the top of the spreadsheet, you’ll find the title of each lesson, Course

Activity, and Unit Activity by unit. In the cells under the titles, the number 1 indicates that

the NGSS or Common Core standard of a given row is addressed in that title.

Each tab of the spreadsheet serves a different purpose. The first tab lists the primary

objectives of Biology with Virtual Labs, Semesters A and B. The second and third tabs give

the NGSS performance expectations and the disciplinary core ideas, respectively. The

fourth tab lists the NGSS science and engineering practices. Finally, the fifth tab outlines

the Common Core ELA standards (RST, WHST, SL) and Common Core Math standards,

including the eight Common Core Mathematical Practices (MP).

Unit 1: Cells Summary

The first unit will introduce biology and biochemistry. Students will analyze how atoms

combine to play important roles in various biological functions. Students will investigate

structures of different organisms using a compound microscope, and explain the cell

theory and difference between prokaryotic and eukaryotic cells. Students will present a

scientific argument supporting or opposing the view that AIDS currently meets the

definition of a pandemic. Finally, students will explain the importance of different proteins

in carrying out critical life functions through systems of specialized cells.



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Day Activity/Objective Type

1 day:

1

Syllabus and Student Orientation

Review the Student Orientation and Course Syllabus at the

beginning of this course.

Course

Orientation

3 days:

2–4

Introduction to Biology

Use the scientific method to investigate a biology question.

Lesson

3 days:

5–7

Introduction to Biochemistry

Explain how atoms combine to form larger molecules that have various biological functions.

Lesson

4 days:

8–11

Using a Microscope

Use a compound microscope to investigate structures of

different organisms.

Course

Activity

3 days:

12–14

Cells: The Basic Units of Life

Explain cell theory and the differences between prokaryotic

and eukaryotic cells.

Lesson

4 days:

15–18

The AIDS Epidemic

Construct and present a scientific argument supporting or

opposing the view that AIDS currently meets the definition of

a pandemic.

Course

Activity

4 days:

19–22

Cell Processes and Transport

Explain how different proteins produced by a cell carry out

critical life functions through systems of specialized cells.

Lesson

5 days:

23–27

Unit Activity and Discussion—Unit 1 Unit Activity/

Discussion

1 day:

28

Posttest—Unit 1 Assessment

Biology, Semester A

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Unit 2: Organ Systems

Summary

This unit discusses the functions of various organ systems. Students will study the nervous

system and explore the working of the musculoskeletal system with the help of models.

Students will analyze the effects of exercise on heart rate and muscle activity. They will

develop a model to show how the circulatory and respiratory systems work together to

provide oxygen to the body. Students will also develop a model to explain how the

digestive and excretory systems interact with the circulatory system to provide energy to

cells and eliminate waste. Students will test the effectiveness of an enzyme under different

conditions. Finally, students will use models to explain the regulation of the body,

maintenance of homeostasis, and human reproduction.


3 days:

29–31

The Nervous System

Develop and use a model to show how the nervous system processes and responds to stimuli from all other body systems.

Lesson

3 days:

32–34

The Skeletal and Muscle Systems

Develop and use a model to explain how the musculoskeletal system works with the nervous system for movement and support.

Lesson

4 days:

35–38

The Effects of Exercise on Muscles and Heart Rate

Plan and conduct an investigation to explain how exercise

affects heart rate and muscle activity.

Course

Activity

4 days:

39–42

The Respiratory and Circulatory Systems

Develop a model to show how the circulatory and respiratory systems work together to provide oxygen to the body.

Lesson

3 days:

43–45

The Digestive and Excretory Systems

Use a model to explain how the digestive and excretory

systems interact with the circulatory system to provide energy

to cells and eliminate waste.

Lesson

4 days:

46–49

Enzymes

Conduct an investigation that tests the effectiveness of an

enzyme under different conditions.

Course

Activity


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3 days:

50–52

The Integumentary, Immune, Lymph and Endocrine

Systems

Use models to explain how the integumentary, immune,

lymph, and endocrine systems regulate the body and maintain

homeostasis.

Lesson

3 days:

53–55

Human Reproduction and Development

Use models to explain how human reproduction is controlled

by anatomical and biochemical processes.

Lesson

5 days:

56–60

Unit Activity and Discussion—Unit 2

Includes an Augmented Reality exploration: Frog Dissection

Visit the AR Teacher Resource below to learn more.

Unit Activity

with AR/

Discussion

1 day:

61


Unit 3: Heredity Summary

In the last unit, students study the role of cell division in producing and maintaining

complex organisms. Students learn about the importance of DNA and chromosomes in

passing traits from parents to offspring. Then, students will research a cure for cancer.

They will also analyze evidence that inheritable genetic variations may result from genetic

mutations. And they will calculate the probability of expressed traits in a population.

Finally, students will use statistics and probability to calculate the variation and distribution

of expressed traits in a population.


3 days:

62–64

Mitosis and Meiosis

Use a model to illustrate the role of mitosis and meiosis in

producing and maintaining complex organisms.

Lesson

3 days:

65–67

Genes: The Heredity Code Lesson

Biology, Semester A

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Ask questions to clarify the role of DNA and chromosomes in passing traits from parents to offspring.

4 days:

68–71

The Cure for Cancer

Present evidence to answer questions about the search for a

cancer cure.

Course

Activity

4 days:

72–75

Genetic Mutations

Make and defend a claim based on evidence that inheritable

genetic variations may result from genetic mutations.

Lesson

4 days:

76–79

Genetic Models

Develop genetic models to calculate the probability of

expressed traits in a population over several generations.

Course

Activity

3 days:

80–82

Inheritance Patterns and Genetic Research

Use statistics and probability to calculate variation and

distribution of expressed traits in a population.

Lesson

5 days:

83–87

Unit Activity and Discussion—Unit 3 Unit Activity/

Discussion

1 day:

88


1 day:

89

Semester Review

1 day:

90

End-of-Semester Exam Assessment


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Augmented Reality—Teacher Resource

In this science course, learners have the option to complete an augmented reality

exploration on their mobile device in the following activity:

Unit 2 Unit Activity: Organ Systems

AR Module: Frog Dissection

AR Explorations

Augmented reality gives students a chance to participate in

immersive learning using the built-in camera on their mobile device.

Each AR exploration and related worksheet takes about 30-45

minutes to complete. All AR explorations are bundled on the

Edmentum AR Biology app on the Apple Store (iOS) and Google

Play (Android). Search for the app by name and look for the logo

shown here. Note that AR explorations cannot be completed on a desktop or laptop.

AR Implementation

The AR explorations and worksheets are completely optional, but they offer learners

a chance to build their conceptual knowledge in an engaging way prior to completing

the graded lab. The AR exploration provides foundational conceptual knowledge for

the lab and helps students succeed with it when the time comes. AR explorations are

not designed to be direct replacements for the graded labs despite some shared

content.

AR Worksheets

An optional worksheet (PDF) is provided to guide the learner’s AR experience. The

worksheet can be printed or completed online. AR explorations are offered as a

supplement to an assigned science lab, but unlike the lab, the AR explorations do not

have grading expectations. They’re designed to be fun and engaging enhancements

for the graded activities. However, teachers can choose to grade the learner’s

completed AR worksheet which may be submitted through the Digital Drop Box for

the assigned activity, emailed as an attachment, or printed and turned in. The AR

worksheets and instructions are available to students inside the associated

course/unit activities and in the student resource menu for those activities.

Biology, Semester A

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AR Best Practices

There are several steps you can take to help your students prepare for and succeed

with AR:

1. Plan ahead.

Each AR exploration and related worksheet takes about 30-45 minutes to complete.

We recommend that learners complete each AR exploration in a single session

because the app does not save data or student progress after the student exits the

app. Also, the app does not send data or information back to the graded activities in

Edmentum Courseware. The AR worksheets give students a way to capture and

record what they’re learning. See the section titled AR Worksheets above to learn

more.

2. Communicate expectations.

Advise your students whether they should complete the optional AR exploration and

worksheet. Decide whether they’ll turn in the worksheet and by which method (e.g.,

Digital Drop Box, email attachment, by hand).

3. Encourage safety.

Learners must allow themselves enough physical space to move around and remove

any hazards or obstacles from their work area. Adult supervision is recommended.

4. Download the app.

Learners will follow these steps to download the Edmentum AR Biology app for free on

their smartphone or tablet. Instructions are included with each AR activity:

a. Learners will need Wi-Fi to download the app and to get updates. The app works

with most Android and iOS mobile devices. Check this list of supported devices if

you’re not sure whether a device will work.

b. Visit the App Store for Apple iOS or Google Play for Android. Search for

"Edmentum AR Biology," and download the app.

c. Open the app, and select the module of interest.

5. Keep cameras active while in AR mode.

The AR explorations are driven by the built-in camera on the student’s mobile device.

Students should not cover or disable their device’s camera during an AR scene, otherwise

the AR features may not work properly. Also, students should not allow their devices to sit

idle during an AR scene for extended periods of time or the device might go to sleep. If

students encounter issues with the AR features, they can restart an AR scene by clicking

the Back arrow or they can shut down the app and reopen it. Be aware that restarting



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an AR scene or shutting down the app will cause students to lose their progress in the

exploration.

6. Contact us.

If you need help with the app, call Edmentum Customer Support at 800.447.5286 or email

[email protected].

Appendix A: Safety Notes and Disclaimer

Each Course Activity and Unit Activity that includes the use of physical materials will

highlight key safety guidelines indicated by the safety icon ( ). In addition to adhering to

those guidelines, students should follow these general safety practices:

• Work slowly and safely at all times, and abide by the safety notes and icons.

• Pay attention and be alert at all times. Limit any distractions.

• Keep your hands away from your nose, eyes, mouth, and skin. Wash your hands

before and after experiments.

• If you don’t understand something, ask a teacher or an adult before proceeding.

• Wear the required protective gear.

• Adult supervision is required for all activities involving an experiment/lab component.

• Do not perform experiments that have not been approved. Follow the procedure.

• Follow good housekeeping practices. Keep your work area clean.

• Abide by all disposal instructions and icons to protect yourself and our planet.

• Report any problems or complications to an adult.

Note: Edmentum assumes no liability for personal injury, death, property damage,

equipment damage, or financial loss resulting from the instruction included in this course.

Biology, Semester A

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Appendix B: Course Lab Materials (Semesters A and B)

Household Materials

• pen or pencil

• paper

• stopwatch (could be a mobile app or on a computer)

• presentation software

• measuring cups (optional)

• tablespoon (optional)

Household Materials – Less Common

• firm stress ball or tennis ball (optional)

• kitchen scale (optional)


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Appendix C: Lab Materials by Activity (Semester A)

Unit Activity Name Task Equipment List

1 Course Activity:

Using a Microscope

Task: Using a

Microscope

N/A

1 Course Activity: The AIDS

Epidemic

Task: Planning and

Creating a Presentation

presentation software

1 Unit Activity: Cells Task: Evaluating

Influenza Vaccine

Recommendations

N/A

2 Course Activity: The Effects

of Exercise on Muscles and

Heart Rate

Task 1: Measuring

Pulse

• stopwatch (could be a mobile app or

on a computer)

• paper

• pen or pencil

Task 2: Testing Muscle

Fatigue

• stopwatch (could be a mobile app or

on a computer)

• firm stress ball or tennis ball (optional)

• paper

• pen or pencil

Task 3: Planning an

Investigation

N/A

2 Course Activity: Enzymes Task: Enzymes N/A

2 Unit Activity: Organ

Systems

Task: Modeling Organ

Systems

N/A

3 Course Activity: The Cure

for Cancer

Task: Planning and

Writing a Research

Paper

N/A

3 Course Activity: Genetic

Models

Task 1: Predicting Trait

Inheritance

N/A

Task 2: Modeling

Chromosome

Inheritance

N/A

3 Unity Activity: Heredity Task: Using the Gene

Database

N/A

teacher’s guide biology with virtual labs

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