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  2. Botany/Zoology

Botany/Zoology

Botany/Zoology (zō ∙ ŏl’ĕ ∙ jē)

2014-2015 Course Description/Syllabus

Mrs. Finney

Contact Information:   email: efinney@wellstonschools.org   Phone: 405-356-2533

Prerequisites:  Biology           Grade level 10-12

Introduction:  Welcome to Botany/Zoology! Most people have a natural curiosity about plants and animals; this course is designed to be an introduction to both. This course will be challenging in the use of complex vocabulary and language, as well as the vast amount of content we will cover. It will require diligence and studiousness on your part. Instruction will incorporate notes/lecture, research assignments, reading assignments, labs (including dissections and online interactives), field work, statistical analysis, mathematics, data interpretation, inquires, and activities.

This program is intended to be first semester Botany and second semester Zoology. This is an elective science course and each semester/section is worth .5 credits. Therefore, students may be here for one or both sections, depending on the science credits they need or their interest in the field of study.

Focus of Study:  (Areas of focus may be revised or omitted by instructor at any time)

  • Botany: (Units 1-7)
  1. Introduction: Classroom, lab basics, safety, scientific method, graphing, data interpretation, and microscopy
  2. Review of Previous Knowledge -Plants: Plant cells and photosynthesis & cellular respiration
  3. Kingdom Plantae Diversity: Introduction to plants, bryophytes, seed plants, angiosperms, and monocots vs. dicots (Ch. 22)
  4. Plant Structures:  Specialized tissues, roots, stem, and leaves structures & functions (Ch. 23)
  5. Reproduction: Cones & flowers, seed development & germination, plant propagation & agriculture (Ch. 24)
  6. Plant Responses and Adaptation: Hormones, responses, and adaptation (Ch. 25)
  7. Kingdom Fungi: Classification, ecology, and structure & function (Ch. 21)
  • Zoology:  (Units 8 - 15)

Invertebrate Studies:

  1. Comparing Invertebrates: Introduction to animals (Ch. 26.1), evolution & body systems (Ch. 29)
  2. Sponges and Cnidarians: Structure & function, behaviors, uses, and ecology (Ch. 26)
  3. Worms and Mollusks: Groups, structure & function, behaviors, and diseases (Ch. 27)
  4. Arthropods and Echinoderms: Groups, structures & function, growth & development, and societies (Ch. 28)

Vertebrate Studies:

  1. Comparing Cordates: Evolution, body temperatures, structure & function (Ch. 33)
  2. Chordates, Fishes, and Amphibians: Introduction to vertebrate and nonvertebrate chordates, groups, evolution, structures, and ecology (Ch. 30)
  3. Reptiles and Birds: Evolution, groups, reproduction, structures & function, and ecology (Ch. 31)
  4. Mammals: Evolution, diversity, and structure & function (Ch. 32.1-2)

Class Materials: (Bring all items every day! If I loan you something… you loan me something…)

  • Textbook: Biology Miller & Levine 2006
  • 1.5” three ring binder with viewing window               
  • College ruled loose leaf paper (Spiral fringes make me crazy… don’t try to turn in an assignment with spiral fringes… I WON’T TAKE IT and if considered late for redoing, it will be subject to my Homework policy…)
  • Pencil: REQUIRED for lab write-ups and tests
  • Pen: Dark blue or black ink ONLY! (Work will not be accepted in any other color and if considered late for redoing, it is subject to my Homework policy…)        
  • Map pencils
  • Respect for yourself and others…and YOU!

Student Work and Assessment: Grades will primarily consist of…

(Weighted Point Scale)

  • Tests: (Includes unit  and comprehensive semester/final exams) 45%
  • Class/Lab Work: (Including, but not limited to: projects, worksheets, written reports, activities, notebooks, and in class assignments) 25%
  • Homework: (Including, but not limited to: projects, worksheets, and study guides) 20%
  • Quizzes: 10%
  • Note… Additional Test Information: You are allowed to drop your lowest unit test score from your average (one for Botany and one for Zoology). This does not apply for comprehensive semester/final exams.

LATE WORK:  ALL late work is subject to my Homework Policy as follows:

  • One day late: -10%
  • Two days late: -25%
  • Three days late: -50%
  • Past three days: -75%
  • AFTER 10 DAYS: I will NOT accept it.

* NOTE: Classroom time is NOT the time for makeup work or last minute work on assignments -Point reductions will be applied for this-Possibly resulting in a zero.

MAKEUP WORK DUE TO EXCUSED ABSENCES: As young men and women you are responsible for obtaining your missed assignments:

  • I will NOT discuss missing / makeup work with you during class… This is a discussion for Tiger Time, before school, or after school.
  • Missed labs will often require either written research reports/papers or online labs (if available).
  • Time allowance for makeup work (with an excused absence) is number of days absent plus one. So, if absent (excused absence) Monday and Tuesday all make-up work would be due on following Monday.
  • LATE work is subject to my Homework Policy

Policies and Expectations:

  1. Come ready to learn! Enter class with an attitude that you are going to walk away with some new knowledge. Strive to do your best… hard work is ALWAYS rewarded. As a student, it is your “job” to learn… I cannot do that for you. What you put into it = what you get out of it. I do not tolerate disruptive behaviors! You will not steal this educational experience from any of my other students!
  2. Be respectful… to EVERYONE AND EVERYTHING! Respect goes a long way with me. You may not like someone, but you can still treat them with respect. Their opinions and thoughts carry as much weight and are just as valuable as yours. Respect for the materials and classroom environment is ALWAYS expected in my classroom. Pick up after yourself, do not leave trash on the floor, and keep the classroom and lab clean.
  3. Follow Directions… listen, listen, listen! Following directions is critical in my class. By following directions you limit mistakes, consequently bettering your chance of doing well. This is very important in the lab where small mistakes can significantly hurt your performance and grade. I won’t repeat myself over and over again. Generally, I will explain things once… maybe twice… then I’ll answer your questions with questions... which can be as frustrating as having to repeat yourself.
  4. Follow Posted Expectations (Posted in classroom)