Course Syllabus
Faculty
| Block | Teacher |
|---|---|
| E | Ms. K. Murray Hoenig |
Contacting Me
As the teacher for this course, I can be contacted in the following ways:
- Name: Kathryn Murray Hoenig
- Office: 214B
- Email: kmurray@stgeorges.bc.ca
- Phone: 604-224-1304 ext 3654
I am available for contact during these times: 8-4 on school days in person and via email in the evenings.
Course Description
Life Science 11 is an integrative course that draws connections between all living things on the planet (except for humans) through a lens of evolutionary trends. We engage in a survey of the three domains (Bacteria, Arachea, and Eukarya) and the six Kingdoms (Bacteria, Arachea, Protista, Fungi, Plantae, and Animalia). Taxonometric relationship and ecological forces are examined within and between groups. The process skills components of the course will be met by each student engaging in an original research project. As a class, the students will create a field guide for a portion of Pacific Spirit Park, which will tie together all the content learned in the course.
Course Expectations
St. George’s School expects all students at the Senior School to be interested and motivated in achieving their personal best while at the School. We expect students will be engaged in their endeavours, responsible to their studies, classmates and teachers, and demonstrate integrity in their pursuit of learning.
Workload
The workload of this course is expected to be: 20-30 minutes of revision or preparation each night for the following day's class.
Submitting work
Students in this course are expected to complete work assignments on the date assigned and to submit their work on Canvas.
If circumstances prevent the student from completing a work assignment on the assigned due date, the student must inform the teacher prior to the due date for the work assignment. The teacher will provide a second due date through 5th block system.
Instructional Aims
Based on the B.C. Ministry of Education curriculum, students will learn through the following experiences:
- How to plan, conduct, analyse and share a complete scientific experiment
- How to safely and effectively use a variety of laboratory equipment
- How to communicate through writing scientific papers and laboratory reports
- All living things have common characteristics.
- Living things evolve over time.
- Organisms are grouped on the basis of identifiable similarities.
Learning Outcomes
Based on the B.C. Ministry of Education curriculum, students will learn and be evaluated on the following knowledge and skills:
- 6% Questioning and Predicting: ○ Use observations to generate questions/topics/problems for further investigation
○ Formulate multiple "if...then" hypotheses and predict multiple outcomes
○ Demonstrate a sustained interest in a topic/problem/issue related to the course - 6% Planning and Conducting:Identify the variables (independent/dependent), and the groups (control/experimental)
"○ Create an experimental procedure that is safe, fair, ethical, logical, and limits confounding variables
○ Create a good data collection method that maximizes accuracy and precision (and uses correct units!)"
○ Collect reliable data (both quantitative and qualitative) from field and lab experiments - 8% Processing/Analyzing Information: ○ Be able to represent data by constructing a graph/table, or other models from data.
"○ Identify patterns/trends/connections/causal relationships in data.
○ Draw conclusions from collected/refined data"
"○ Experience and interpret the local environment
○ Use multiple knowledge sources: First People’s, experiential, local community" - 5% Evaluating: "○ Identify sources of error in their procedural and/or experimental methods..
○ Specify how to improve future investigations"
"○ Acknowledge limitations or boundaries of an experiment
○ Demonstrate a skepticism of work (assumptions? bias? quality of evidence? social/ethical/ environmental considerations?)" - 3% Applying and Innovating: ○ Apply learning to new situations
○ Be able to generate an idea or solution to a problem - 6% Communicating: "○ Use scientific language to communicate ideas and findings (good vocabulary use, sentence structure, idea phrasing).
○ Express and reflect on a variety of experiences, perspectives, worldviews, ways of knowing, and sources of information.
"
○ Be able to communicate ideas/information for a specific purpose/audience, using appropriate scientific language, conventions and representations - 6% Txaonomy: Evidence for Phylogenetic Relationships
• DNA, biochemistry, anatomy, embryology, fossil evidence, biogeography
Taxonometric principles for classifying organisms
• taxa: kingdom, phylum, class, order, family, genus, species
• phylogenetic tree (cladogram)
• dichotomous key
First Peoples knowledge on classification
• classification of BC plants based on use (e.g., food, medicine)
• classification of animals based on use (e.g., traditional clothing, food, hunting seasons)
Similarities and differences between domains and kingdoms
• unifying criteria for classification
• hierarchical nature of diversity
• changing models based on emerging knowledge
Correctly use binomial nomenclature - 6% Processes of Evolution: "Microevolution (changes that occur over time IN a population)
— adaptation to changing environments
— changes in DNA (mutations and population genetics)
— natural selection (mechanisms of gradual change)
"
"Macroevolution (major evolutionary changes that result in a new species)
— speciation (neo-Darwinism, punctuated equilibrium, genetic drift, sexual selection, adaptive radiation)
— processes of macroevolution (divergent, convergent, co-evolution)
— evidence for macroevolution (embryology, mitochondrial DNA, molecular evolution, fossil record)
"
"Artificial selection and genetic modifications
— gene therapy
— GMO’s
— Ethical considerations
" - 18% Characteristics of Living Things: "Organisms are cellular
— cellular respiration: glucose broken down in the presence of water yields energy (ATP) and carbon dioxide
— photosynthesis: consumes carbon dioxide and water, produces oxygen and sugars
Cell Structure and Function
• prokaryotic and eukaryotic
• unicellular and multicellular
• cell specialization
Levels of Organization: molecular, cellular, tissue, organ, organ system, organism, population, community, ecosystem
"
"Viruses
— at the boundary of living and non-living
— lytic and lysogenic cycles
— viral disease: immunity, vaccines, herd immunity, reducing the spread of viral diseases (e.g., H1N1, avian flu, HIV, Ebola, STIs)
"
Archaea and Bacteria - 11% All the Organisms: "Protists
• sexual and asexual reproduction (mitosis, meiosis, budding conjugation, binary fission)
• single-celled and multi-celled organisms (prokaryotic/eukaryotic, aerobic/anaerobic)
• trends in complexity among various life forms
• evidence for phylogenetic relationships
"
"Fungi
• sexual and asexual reproduction(mitosis, meiosis, budding conjugation, binary fission)
• single-celled and multi-celled organisms (prokaryotic/eukaryotic, aerobic/anaerobic)
• trends in complexity among various life forms (symmetry, tissue development, gas exchange, reproduction, vascularization, alternation of generations)
• evidence for phylogenetic relationships
• First Peoples understandings of interrelationships between organisms
"
"Plants
• sexual and asexual reproduction (mitosis, meiosis, budding conjugation, binary fission)
• single-celled and multi-celled organisms (prokaryotic/eukaryotic, aerobic/anaerobic)
• trends in complexity among various life forms (symmetry, tissue development, gas exchange, reproduction, vascularization, alternation of generations, seed production)
• evidence for phylogenetic relationships
• First Peoples understandings of interrelationships between organisms
"
"“Lower” invertebrates
• sexual and asexual reproduction (mitosis, meiosis, budding conjugation, binary fission)
• single-celled and multi-celled organisms (prokaryotic/eukaryotic, aerobic/anaerobic)
• trends in complexity among various life forms (symmetry, coelom, tissue development, gas exchange, cephalization, reproduction, vascularization, alternation of generations)
• evidence for phylogenetic relationships
"
"“Higher” invertebrates
• sexual and asexual reproduction
• single-celled and multi-celled organisms
• trends in complexity among various life forms (symmetry, coelom, tissue development, gas exchange, cephalization, reproduction)
• evidence for phylogenetic relationships
"
"Chordates
• sexual and asexual reproduction
• single-celled and multi-celled organisms
• trends in complexity among various life forms (symmetry, coelom, tissue development, gas exchange, cephalization, reproduction)
• evidence for phylogenetic relationships
"
Assessment and Evaluation
A student's final mark will be determined by evaluation of their ability to demonstrate proficiency in these skills and learning these concepts.
Major assessments for this course include:
Skills
- Plant labs
- Invertebrate and vertebrate dissections
- Microscopy work: plants, microbiology and invertebrates
- Microbiology report
- Personal science investigation and experiment
Content
- Plant lab report
- Plant essay
- Invertebrate Essay
- Invertebrate lab report
- Vertebrate Essay
- Microbiology lab report
We anticipate adjustments may be made throughout the year due to the extenuating circumstances we are facing. Any adjustments will be posted here and discussed as a class.
Both the school’s assessment expectations and supports that teachers provide can be found online. Academic dishonesty to any degree is not acceptable.
There are a variety of academic supports available at St. George’s for students. Students are encouraged to take advantage of the range of supports available to them which include:
- Faculty support
- 5th Block
- Head of Grade
- Student Success Centre
- Personal Counselling
First Peoples Principles
We would like to acknowledge that the land on which we gather is the unceded territory of the Coast Salish Peoples, including the territories of the xʷməθkwəy̓əm (Musqueam), Skwxwú7mesh (Squamish), and Səl̓ílwətaʔ/Selilwitulh (Tsleil-Waututh) Nations. We are honoured to live, work, and play on this land together.
As part of contribution to reconciliation, this course makes First Peoples Principles of Learning visible in class by:
- being reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place)
- recognizing the consequences of one’s actions and taking responsibility for them
- realizing that science is embedded in memory, history, and story
- ultimately supporting the well-being of the self, the family, the community, the land, the spirits, and the ancestors
- being aware that science has often been told through a particular lens and has prioritized some ways of knowing as being more important or valid than others and looking at ways that traditional knowledge is as valued in particular contexts
Literacy/Numeracy
This course makes literacy/numeracy visible by using the following comprehension tasks and strategies:
- how to write a complete lab report with particular focus on how to write a clear hypothesis, procedure, and discussion using scientific conventions
- how to read and interpret other lab reports in order to obtain and understand what the author is trying to share
- focuses on the generation of graphs and data tables
- how to use and analyse numerical data in writing
- reading scientific articles and journals to be able to find information to inform and support an argument
- writing science content for a particular scientific audience and adjusting the language accordingly - peers vs other scientists vs general public
- using graphics, posters, drawings, graphs, and tables to share their understanding of science content in a visual manner
Learning Resources
All resources in Life Science 11 will be posted to Canvas. This should be considered a student's home base for things course related.
Extension Resources
All resources in Life Science 11 will be posted to Canvas. This should be considered a student's home base for things course related.
Canvas Information
Canvas is where course content, grades, and communication will reside for this course.
- canvas.stgeorges.bc.ca
- For Canvas, passwords, or any other technical support contact the SGS Service Desk.
- 604 221-3654
- Sr Room 121
- SGSServiceDesk@stgeorges.bc.ca
St. George's School Student Code of Conduct
St. George’s School shares a proud tradition as a learning community committed to both academic excellence and character development. We strive for growth within our personal lives while maintaining respect for and contributions to the broader community.
The purpose of the Student Code of Conduct is to ensure that
- A safe, caring, and productive teaching and learning environment exists.
- We maintain appropriate balances among individual and collective interests and responsibilities.
- There is clarity around standards and expected student behaviour at school, in the community, and online through social media.
- We encourage and practice environmental stewardship.
The core values which provide the foundation for the Student Code of Conduct are:
- Empathy
- Humility
- Integrity
- Respect
- Responsibility
- Resilience
Conduct Expectations
- I commit myself to strive for honourable behaviour in my daily life, according to the standards as set forth by the School. I will try to be faithful to my parents, my School, my friends, and myself.
- I will avoid bringing any ill-repute to the School at any time, including evenings, weekends, or over any school break or holiday.
- I will comply with all school policies as they relate to upholding the standard of excellence of St. George’s School at all times.
- I understand, accept, and will respect all of my school-related commitments and responsibilities.
- I will arrive to school on time and attend all classes, assemblies, practices, rehearsals, and field trips as outlined by my teachers.
- I will obtain necessary permission to leave class or school.
- I will take pride in my personal appearance.
- I will be dressed appropriately at all times for all events as outlined by the School.
- I will abide by the grooming rules as outlined in the Standards of Dress and Appearance section and always observe the accepted standards of personal hygiene.
- I will behave in a way that always brings credit to the School, with integrity, empathy, respect, and humility.
- I recognize that the taking of tests and exams requires an exemplary standard of honesty and will not misrepresent myself by cheating, copying, or plagiarizing.
- I recognize that integrity is a clear expectation and that borrowing of possessions of others without their consent is stealing.
- I will care for all property, whether it is public or a peer’s personal possessions.
- I will avoid disruptive behaviour at all times, and will strive to treat all others with great respect.
- I will adhere to the School’s policies regarding the appropriate use of technology, including online communication, electronic devices, and the internet.
- I will avoid any possession, use, or distribution of alcohol, cigarettes, e-cigarettes, cannabis and illicit drugs or related paraphernalia, weapons, replica weapons, or any other dangerous or illegal items or substances.
- I will demonstrate responsible use and protection of the natural environment through conservation and sustainable practices.
Academic Integrity
Academic Integrity means honesty and responsibility in scholarship. It is the commitment and obligation of all students, faculty, parents/guardians, and administration to ensure that all academic work stems from the student’s own efforts. Academic Dishonesty erodes the ethical climate of honesty, respect, responsibility, fairness, and trust in our school community. At St. George's School, Academic Dishonesty to any degree is not acceptable. In addition to any other consequence, students found to have engaged in Academic Dishonesty shall not receive a mark for work that is the result of Academic Dishonesty.
Academic Dishonesty includes any conduct with the intent to gain an unfair advantage in connection with an academic assessment. Academic Dishonesty can occur in many ways. Common forms of Academic Dishonesty include, but are not limited to, cheating, falsification, plagiarism, and tampering.
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Cheating occurs when an individual undermines the integrity of an assessment (including homework and other assignments, reports, projects, quizzes, tests, exams, or other forms of performance evaluations). Examples of cheating include:
- Copying any part of an assessment;
- Allowing others to copy any part of an assessment;
- Improperly giving or receiving assessment information;
- Using unauthorized resources for or during an assessment;
- Submission of the same assessment more than once; and/or
- Skipping classes to avoid an assessment.
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Falsification: occurs when an individual has changed information in order to make one believe something that is not true. Examples of falsification include:
- Falsifying research findings, whether in laboratory experiments, field trip exercises, or other assignments;
- Alteration or falsification of academic reports or other academic records for any purpose;
- Submission of false credentials;
- Making false representation on an application for admission; and/or
- Requesting the extension of a deadline or delaying the taking or sitting of an assessment citing reasons known to be false, including submitting false documentation supporting that request.
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Plagiarism: occurs when an individual submits or presents the work and/or idea of another person as his or her own, in essence lying. This includes the copying of images, sound, video, and other forms of intellectual property. Examples of plagiarism include:
- Lack of recognition given to the original author for phrases, sentences, and ideas of the author incorporated in a paper or project; and/or
- A portion of a document is copied from an author, or composed by another person, and presented as original work of the student.
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Tampering occurs when individual has interfered with information for the purpose of academic gain. Examples of tampering include:
- Unauthorized access to, use of, or alteration of computer data and information;
- Gaining academic advantage by using technology that inhibits the use of the resources by others;
- Damage to or destruction of library or laboratory resources; and/or
- Willful or negligent damage to the academic work of a fellow student and/or teacher.
Academic Supports
There are a variety of academic supports available at St. George’s for students. Students are encouraged to take advantage of the range of supports available to them which include:
- Faculty support
- 5th Block
- Head of Grade
- Student Success Centre
- Personal Counselling
Bullying
St. George’s School does not tolerate bullying. Students are prohibited from bullying.
Bullying is conduct that is unwelcome to others, including other students and faculty members. This includes conduct which a reasonable person knows, or ought reasonably to know, is unwelcome to the recipient. Unwanted physical contact, verbal abuse and threats, unwelcome remarks including jokes, innuendo, or taunting (in verbal, written or digital form) about a person’s body, race, gender, attire, (perceived) sexual orientation, or religion are all forms of bullying. Other examples of bullying may include but are not limited to:
- Physical violence such as hitting, pushing or spitting at another student;
- Interfering with another student’s property, such as by stealing, hiding, or damaging it;
- Using offensive names when addressing another student;
- Teasing or spreading rumours about another student or their family;
- Belittling another student’s abilities and achievements;
- Writing offensive notes or graffiti about another student;
- Unreasonably excluding another student from a group activity;
- Ridiculing another student’s appearance, way of speaking or mannerisms; and/or
- Misusing technology (internet or mobiles) to hurt, intimidate, embarrass, or humiliate another person.
Anyone who is the target of bullies is encouraged to report the bullying and not to suffer in silence. Speaking out and reporting bullying ensures the School can appropriately address the bullying and may help prevent other students from future bullying.
Students are required to:
- Refrain from engaging in any kind of bullying;
- Intervene to help support any student who is being bullied, unless it is unsafe to do so; and
- Report to a member of faculty, staff, or administration any witnessed or suspected instances of bullying.
Course Summary:
| Date | Details | Due |
|---|---|---|