HONORS BIOLOGY
INFORMATION PAGE
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“What nobler profession than to teach the next generation,
to see students hold understanding in their eyes,
hope in their lives,
the universe in their hands—
to their success we give our ALL.”

Click Here for Class Guidelines

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Strategies that Work!
Chat with Mrs. Speirs about concerns!

*Reference the online grading for Honors Biology.

*Complete homework, i-search thoughtfully.

*Prepare for tests and weekly quizzes.

*Check the Class Website for information on a regular basis.

*Organize the academic binder to ensure organization, promote review, track performances and understandingand keep up to date in your science journal.

*Get Help Before or After School...make an appointment!

*Be sure to use the calendar!!!

*Bring materials to class everyday!

*Complete all make up work upon returning from an absence.

*Be on time! Use class time wisely and use all of the class time!

*Use the tools for learning

*Explore current biological issues, topics, events and legislation

Be sure to review—reduce, rehearse, recap, reflect, & refresh

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Tools for Learning!
Mrs. Speirs will differentiate instruction to ensure that the needs of students  are being met...

*I-Searches—are often modified. Be sure this is the correct I-search for Honors Biology.

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Grading Scale for Honors Biology

Formative Assessment: (40%)
Homework, Labs,  Activities, Current Events, Journaling...see below

Summative Assessment: (60%)
Quizzes, Tests, I-searches...see below

Formative Assessment (THE JOURNEY)   (40%)

1)       Homework—reading assignments, lab prediction reports, home learning, current article reviews, reading questions—peer, self and instructor assessment…WHY?       

Þ      promotes follow-up

Þ      provides enrichment

Þ      encourages initiative and responsibility for completing a task

Þ      reveals relevance with rigor

Þ      establishes a springboard for thinking, new thinking and rethinking of ideas

2)       Academic Binder—day to day organization of materials—peer and self assessment…WHY?

Þ      promotes organizational skills and behaviors

Þ      indicates daily dedication to Honors Biology—review, reduce, rehearse, recap, reflect, and refresh

Þ      creates a wonderful study guide for unit tests and quizzes

3)       Laboratory—preparation, technique and problem-solving skills and behaviors…WHY?

Þ      provides insight into the student’s ability to explore, wonder and be curious about science concepts

Þ      encourages the development of probing questions—what is unknown, what is thought to be known, and what is not even known to ask

Þ      examines assumptions and uses science concepts as tools and triggers to stimulate thinking

Þ      builds from class experiences

4)       Teaming…WHY?

Þ      provides instant peer feedback through the peer review process

Þ      encourages a free-exchange of ideas and sharing of multiple perspectives as students work to broaden possibilities and brainstorm

Þ      integrates learning from different areas into a plan for solving problems and addressing issues

Þ      sparks excitement for group and individual successes

Þ      invites sharing, caring, peer study groups

Þ      promotes the development of interpersonal skills and behaviors

5)       Persevering…WHY?

Þ      encourages a search for clarity, achievement of goals and development of potential

Þ      promotes completion of assigned work and improves its quality

6)       Behaving Responsibly…WHY?

Þ      “You control your attitude and effort!”

Þ      “Your actions are your own!”

7)       Following a plan—Course Goals…WHY?

Þ      develops a need to answer this question: “What is it that you want out of this course...Honors Biology?”

Þ      promotes the creation of a plan of action to achieve your goal

Þ      encourages students to ask for help in developing goals and pursuing plans

8)       Dialoguing …WHY?

Þ      promotes understanding and being understood

Þ      invites sharing ideas, insights, and perspectives

Þ      develops confidence as student’s express ideas and develop reasoning skills

Þ      promotes a free-exchange of ideas creating a warm, friendly learning environment

Þ      encourages students to participate in their learning and create their classroom culture

Summative Assessment (THE LEARNING)     (60%)

1)       Writing—thinking record of self-talk, learning strategies, class experiences; includes a variety of entries—webbing, analogizing, dialoguing, retelling, mind mapping, metaphors, essays…WHY?

Þ      leads the student on a unique journey of self-exploration and discovery

Þ      encourages the student to explore personal values, self-talk and ethical issues

Þ      develops writing skills and encourages writing fluency

Þ      stretches the imagination—writing is the hard core of thinking

2)       Unit Tests and Quizzes—traditional multiple choice and essay items…WHY?

Þ      encourages student’s to process and apply core concepts

Þ      assesses the student’s ability to predict, form relationships, make connections, see patterns

Þ      surveys the student’s understanding of the unit’s core concepts

Þ      serves as a springboard for discussion, clarification, rethinking

3)       Lab Analysis/Synthesis Pieces—laboratory discoveries…WHY?

Þ      uses science processes as tools and triggers for pursuing root questions, solving problems and creating new ones

Þ      explores implications, consequences and applications

Þ      assesses student’s ability to clarify the problem, acknowledge multiple variables, predict effects of variables, form relationships, and test and retest ideas

4)       Lab Practical—hands on laboratory test…WHY?

Þ      promotes careful and creative use of lab equipment for problem solving

Þ      explores student’s ability to reason and solve problems

Þ      surveys the student’s application of unit core processes

Þ      judges the adequacy with which conclusions are supported with data

Þ      examines the student’s use of the core concepts

Þ      encourages thinking like a scientist

5)       I-Search—differentiated, authentic assessment…WHY?

Þ      stimulates the application of core learnings in many and varied contexts making learning fun through authentic assessment

Þ      connects the curriculum with real world relevance

Þ      supports differentiation

Þ      develops insight, a vision for the future and world-changing applications

Þ      encourages expression of ideas in many and varied ways

The final grade for each semester of the course will include the:

Þ      first quarter (40%)

Þ      second quarter (40%)

Þ      mid-term assessment (20%)

Þ      third quarter (40%)

Þ      fourth quarter (40%)

Þ      final assessment (20%)

Assessments are evaluated in many and varied ways. Some assessments are graded using a numeric grading scale and others are graded holistically using a rubric. These rubrics will vary according to the assessment.

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Contacting Mrs. Speirs

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