Biology II

Click here to download the pdf file of the curriculum guide.

Introduction

Biology II is an advanced course for students who would like to continue to develop an understanding of and appreciation for biological science. The students who choose this course should be able to work independently, and consistently to achieve the objectives of the course. This course covers the entire field of Biology with emphasis on analytical thinking, application of knowledge and the interpretation of scientific data. The purpose of this curriculum guide is to provide a framework for the scope, order and pacing of these advanced concepts. All laboratory activities are located at the end of the textbook and is abbreviated TE. Supplemental laboratory activities, black line transparency masters and contemporary readings are located in the teacher’s resource book and are abbreviated TRB.

A separate section that lists web addresses and multimedia options follows the Scope and Sequence.

Philosophy

The Biology II curriculum is designed to promote the thought processes and problem solving competencies of each student. The course work is designed to include laboratory experiences that emphasize problem solving, information gathering, and decision-making. Students are encouraged to apply the principles of biology and science to societal issues past and present.

Rationale

Biology II is designed to build on the previous biological knowledge of students. Students will acquire an intellectual appreciation for the intricacies of life and their interrelationships in nature. This course is structured to have a hands-on approach using meaningful lab activities that investigate real life scientific problems. Further, the emphasis will be on higher order thinking skills, using data interpretation, inquiry skills, and inductive reasoning.

Modifications for IEP

The students within Shelby County Schools who require modifications due to their Individualized Education Program (IEP) are legally entitled to curriculum adjustment. An IEP is a legal document which must be followed in accordance with the laws set forth by the federal government, state statutes and Shelby County Schools’ policy.

All educators must examinee the student’s IEP to determine exactly what modification are necessary to meet the student’s educational needs. For example, many IEPs require extended time for student reading, writing, test taking, and other assignments. However, it is not a question of whether the IEP should be followed, rather, it is a question of how best to effectively implement the required modifications of the IEP to benefit the student. Educators should read each student’s IEP and review curriculum plans. Interviewing the students individually provides an excellent means of finding techniques to maximize the student’s educational progress. School resource departments are also invaluable resources.