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Ecology Introduction
This course is designed to aid those students who wish to their knowledge of their role and impact on Earth. Traditionally, this course is offered to juniors and seniors. The course is composed of a wide array of topics relating to ecology that include but are not limited to ecosystem structure, population growth, pollution, and resource management. An outline of the course curriculum, nine weeks outline, scope and sequence, and a list of suggested activities and lab experiments are located within this document. This information is intended to be a guide for the topics, themes, and laboratory activities to be covered each six weeks. The 6-12 Science Safety Manual guidelines must be adhered to whenever anyone performs a demonstration or a laboratory exercise. The emphasis should be on higher ordered thinking skills rather than simple knowledge skills. The concept of portfolio assessment is an on-going activity that will enhance the students’ critical and analytical thinking skills.
The Philosophy of Ecology
Ecology is designed to introduce the world of ecological sciences and engage each student in learning so that the student can fully appreciate the field of science and develop to his/her maximum potential. The course work is designed to utilize and establish a strong foundation of ecological understanding by laboratory experiences, hands-on activities, and cooperative learning skill that make emphasize problem solving, information gathering, and decision making.
Rationale
This is a semester
course designed to be a basic, introductory ecology course that focuses
on the basic concepts within ecology. The
evaluation
of this course will be based on the assessment strategies stated
within this handbook.
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 IIEP 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 and excellent means of finding techniques to maximize the student’s educational progress. School resource departments are also invaluable resources.