Learning goals for this class are based on the National Next Generation Science Standards and the Utah Science and Engineering Education Standards.

1A: Describe the functions of the nervous, endocrine, and immune systems and how they work with other organ systems to maintain homeostasis.
1B: Model how positive and negative feedback mechanisms maintain homeostasis within organisms.
1C: Plan an investigation that generates data showing how feedback mechanisms maintain homeostasis.
1D: Explain how the shape and internal structures of a cell relates to its function.
1E:  Model the role of the cell membrane in maintaining homeostasis within cells.
2A: Develop a model showing how matter cycles and energy flows within an ecosystem.
2B: Explain how the molecules taken in by organisms are broken down and rearranged to form new molecules.
2C: Develop a model showing how matter cycles and energy flows within organisms through the processes of photosynthesis and cellular respiration.
2D: Explain how the processes of photosynthesis and cellular respiration affect the carbon cycle.
2E: Explain how the availability of biotic and abiotic factors affect species ability to survive in an ecosystem.
3A: Analyze data to show how the biotic and abiotic factors in an ecosystem can affect the stability and change of the populations in that ecosystem.
3B: Use evidence to explain how changing environmental conditions causes the numbers and types of organisms in an ecosystem to remain stable or to change.
3C: Assess how humans are impacting the biodiversity of an ecosystem.
3D: Justify a solution that will mitigate the negative impacts humans are having on the biodiversity of an ecosystem.  
4A: Explain why organisms of the same species have different traits.
4B: Explain the patterns of nucleotide pairing within DNA.
4C: Construct a model that shows how an organism’s DNA sequence results in that organism’s traits.
4D: Explain the role of mitosis in complex organisms.
4E: Construct a model that shows why daughter cells are genetically identical to parent cells.
5A: Use representations (Punnett squares, pedigree charts, etc.) to predict how traits are passed from parents to offspring.
5B: Explain how genetic variation can occur during the formation of gametes.
5C: Analyze data to determine the prevalence of a trait within a population and predict how the prevalence of that trait might change in the future.
5D: Evaluate how effectively biotechnologies can be used to solve problems.
6A: Provide multiple lines of evidence that support biological evolution.
6B: Describe the pattern of variations of traits within a population and predict how those patterns might change in the future given environmental pressures.
6C: Explain the process of natural selection.
6D: Evaluate design solutions to a real-world problem involving a species adapting or failing to adapt to a changing environment (antibiotic resistance, bee colony collapse disorder, etc.)

I have a masters in Earth Science science and I have taught integrated science at the middle school level as well as high school Biology, Wildlife Biology, and Zoology.
During the last two years, I have worked as a Science Specialist for a large school district in Utah, supporting teachers and administration in science education. 

Homework Offered
Students will be required to complete 20-30 min of homework, reading, activities, etc. per each live lesson (totaling about 1 hour per week). These will be assigned before the end of each live class, if needed. 
0 - 1 hours per week outside of class
Assessments Offered
Assessments will be given as an indication of how well a student is learning the content and skills for the class and to help me continuously develop a better curriculum. Students will be assigned a number on a proficiency scale* that lets the student, parent, and teacher know how the student is doing. Each assignment will have a rubric attached to it letting the student, parent, and teacher know the expectations for the assessment. 

Assessments may be multiple choice, free response, modeling, or many other types. Most assessments will be taken in class, but some may be at-home projects. 

Assessment retakes and/or revisions will be provided and encouraged. 

*See Grading Policy for our Proficiency Scale
Grades Offered
Grades will be provided by default to all learners. If students do not want their student graded or to not have access to their grades, please let me know.

Grades allow students, parents, and myself to understand where the student is at in their learning. 

For each assignment or assessment, students will receive a "grade" according to the rubric below. 
0 - The student demonstrates no evidence of learning.
1 - The student demonstrates a minimal understanding of the concept.
2 - The student demonstrates a partial understanding of the concept.
3 - The student demonstrates a complete understanding of the concept.

We will be referencing Jordan School District's (Utah) open-source curriculum created by certified expert teachers. 
If you would like more information please see https://highscience.jordandistrict.org/biology/