Here is my syllabus for the high school Biology class. Remember that we meet once per week, September through April. There are a few weeks we skip due to holidays, but it ends up being 28 weeks.
The Apologia textbooks are all 16 modules. So, most modules get 2 weeks while 2 modules get only 1 week.
The Syllabus
1. Each week, I expect you to read the assigned readings before class, and narrate them, either to yourself or someone else. Here is a video that explains narration really well: https://www.youtube.com/watch?v=1Ubrs3cSHpw
2. Your nature journal is an important part of your education. Bring it to class every week, as we will add to it every week. You are welcome to add to it during the week, on your own.
3. As you can, take a walk and work to notice the living things around you. Trees, grass, bugs, birds. NOTICE them and aim to really see them. See how they interact with their surroundings. For example, you most often see dragonflies around water. See what you can add to your nature journal after that walk.
4. I will not tolerate cheating of any sort. There are times you will work with a partner, but you each must do the work. If it is something to be done alone, I expect you to do it on your own. If it is to be done without access to book, I expect you to respect this.
5. If something doesn’t make sense, ASK! I cannot read your mind, and I don’t know when you don’t understand. Exposing your ignorance is the best way to rid yourself of that ignorance.
6. For students in Grades 10, 11 and 12: You will do an additional outside project. You may chose from doing an insect collection or a leaf/flower collection. If you have another idea, ask me about it. Students in grade 9 may do this additional work, but it is not required.
7. I will post addition resources on my blog: mamarachael.wordpress.com. Follow the link ‘Science CM-Style’ at the top.
8. If you are late to class, there will be a consequence according to the frequency of your lateness, the extremity of your lateness, and the general effectiveness of the consequence according to your character and personality. In other words, don’t be late.
Book: Exploring Creation with Biology, 2nd Edition (by Wile and Durnell)
| Assigned readings (pages) | Topic | |
| Sept 8 | 1-32 | The Study of Life |
| Sept 15 | 37-53 | Monera |
| Sept 22 | 53-62 | Monera |
| Sept 29 | 67-79 | Protista |
| Oct 6 | 79-92 | Protista |
| Oct 13 | 97-120 | Fungi |
| Oct 20 | 120-138 | Chemistry of Life |
| Oct 27 | 139-156 | Chemistry of life |
| Nov 3 | 161-176 | The Cell |
| Nov 10 | 176-189 | The Cell |
| Nov 17 | 195-222 | Cell reproduction/DNA |
| Dec 1 | Cell reproduction/DNA | |
| Dec 8 | 227-256 | Genetics |
| Dec 15 | Genetics | |
| Jan 12 | 261-280 | Evolution/creation/the start of life |
| Jan 19 | 280-294 | Evolution/creation/the start of life |
| Jan 26 | 299-324 | Ecology |
| Feb 2 | Ecology | |
| Feb 9 | 429-462 | Plantae |
| Feb 16 | 463-494 | Plantae |
| Feb 23 | 392-360 | Invertebrates |
| Mar 2 | Invertebrates | |
| Mar 16 | 361-376 | Arthropoda |
| Mar 23 | 376-392 | Arthropoda |
| April 6 | 393-403 | Chordata: fishes |
| April 13 | 403-428 | Chordata: amphibian |
| April 20 | 495-518 | Reptiles, Birds and Mammals |
| April 27 | 518-530 | Reptiles, Birds and Mammals |
General comments
Do you like my late policy? This gives me the flexibility I need when it’s not the student’s fault they are late, e.g. an older sibling is dropping them off and older sibling is the one running late.
I don’t list all the activities of that day because I found students don’t really read/remember those bits anyways. And this gives me the flexibility to set up each week as I feel is most helpful. This will change, likely, as the year progresses and I learn more of who these students are, their academic levels and personalities.
On the other hand, I do have a good idea of what activities we will do over this year. I will plan these out more specifically over this next week. Baby-steps!
I’ll cover how I plan to run class time in a later post. But please, feel free to ask questions!
So Says Me 