Teacher’s Guide
Biology with Virtual Labs Semester A
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© 2018 EDMENTUM, INC.
Contents
Biology, Semester A, Course Overview ............................................................................. 3
Curriculum Contents and Pacing Guide ............................................................................. 7
Unit 1: Cells ................................................................................................................... 7
Unit 2: Organ Systems ................................................................................................... 9
Unit 3: Heredity ............................................................................................................ 10
Augmented Reality Teacher Resource ............................................................................. 12
Appendix A: Safety Notes and Disclaimer ........................................................................ 14
Appendix B: Course Lab Materials (Semesters A and B) ................................................. 15
Appendix C: Lab Materials by Activity (Semester A) ........................................................ 16
For general information on Edmentum’s online courses, course components,
and instructional implementation models, please refer to:
Introduction to Edmentum Courseware.
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Biology with Virtual Labs, Semester A, Course Overview
Biology with Virtual Labs, Semester A, is a course based on the Next Generation Science
Standards (NGSS). The content in the course covers all three facets described by NGSS:
disciplinary core ideas, science and engineering practices, and crosscutting concepts.
Science is sometimes referred to as the crossroads for several different disciplines:
science, English language arts (ELA), and mathematics. To support this idea, the course
addresses three Common Core standards—Reading in Science and Technical Subjects
(RST), Writing in History, Social Studies, Science, and Technical Subjects (WHST), and
the Standards for Mathematical Practice (MP). The course also addresses a subset of the
Common Core Standards for Mathematics as identified by NGSS. Finally, the course
content is validated, enriched, and aligned based on a careful review of state science
learning standards.
English and Language Arts (ELA)
Success in science depends on strong reading, writing, and presentation skills and a
strong grasp of scientific terms. To this end, the course includes a robust glossary of
words that students can access through the resource menu and through hyperlinks on
glossary words within a lesson. At times, students pause to analyze root words and
prefixes so they can draw parallels between familiar terms. Writing exercises are varied.
Students will write responses to open questions in labs, analyze science and technology
articles, and reflect on their personal experiences with science. In one activity, for
example, students construct and present a scientific argument that supports or opposes
the view that AIDS currently meets the definition of a pandemic.
Inquiry, Labs, and Direct Interaction
Every state has science learning standards that focus on inquiry-based learning and
inquiry skills. Additionally, some states have standards related to the amount of student
time focused on inquiry activities or on laboratories.
These terms are sometimes loosely used, so for clarity Edmentum employs the definition of laboratory published in America’s Lab Report: Investigations in High School Science (National Research Council, 2006, p. 3):
“Laboratory experiences provide opportunities for students to interact directly with
the material world (or with data drawn from the material world), using the tools, data
collection techniques, models, and theories of science.”
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This means, for instance, that a field investigation in biology, geology, meteorology,
climate, or astronomy is a “lab” even though it’s done outside of a laboratory and even
though it doesn’t involve a classical experiment, in which the scientist can (or should) act
on the system being observed.
Also by this definition, a lab doesn’t require “direct interaction” with the material world.
Analyzing an online NOAA map of recent earthquakes or of ocean temperatures or
analyzing real-world data from a population count parallels the life work of many scientists
around the world. Direct interaction is critical to scientific learning, but laboratories using
collected real-world data sets are also valuable, especially when the collection effort is
beyond the capability of individual scientists, let alone a high school student.
Course Design – Inquiry and Labs
Edmentum science courses provide students with extensive and meaningful inquiry and
lab experiences through Lesson Activities, Course Activities, and Unit Activities. Students
will also extend their knowledge of biology through augmented reality and the use of the
Edmentum AR Biology app on their mobile device.
• Lesson Activities: Every science lesson contains one or more inquiry-oriented
investigation (Lesson Activity) that can be accomplished within the flow of a
lesson—anytime, anywhere. Many of these investigations employ powerful
multivariate online simulations. That’s great for in-lesson inquiry skills and thinking,
but a simulation that doesn’t employ actual real-world data does not qualify as a lab.
Other lesson activities qualify, though, using real-world data sets, such as the online
activities that employ NOAA resources mentioned above.
• Course Activities: These true laboratory experiences occasionally employ collected
real-world data sets but more typically involve direct interaction with real-world
phenomena through experiment, engineering design, or field investigation. In one
activity, for example, students plan and conduct an investigation to explain how
exercise affects heart rate and muscle activity.
• Unit Activities: Unit Activities are typically projects that enable students to connect
concepts and skills together. These activities are often STEM design projects that
link science, math, and engineering. Or they are research and communication
projects that link STEM concepts or issues to ELA research and communication
skill standards. The design projects fit into the NRC's definition of laboratory. The
research and communication projects typically do not.
Taken all together, Edmentum science courses focus a significant amount of student time
and student thought into scientific inquiry:
• About 50% of student time is focused on inquiry activities.
• About 40% of student time is focused on activities that qualify as laboratory work.
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• About 30% of student time is devoted to "direct interaction" investigations.
4E × 2 Inquiry Model
A significant portion of the learning in this course is inquiry-based science upheld by a
4E × 2 model for instruction: Engage, Explore, Explain, and Extend (4E), with Reflection
and Assessment (× 2) threaded throughout. Students complete hands-on Course Activities
(Explore) before studying the concepts within a lesson (Explain). In this way, students
develop their own understanding of the material before any formal presentation. Course
Activities also offer students the chance to apply what they’ve learned from the lab setting
to real-world applications (Extend).
In addition to labs, engagement and exploration also take place in Lesson Activities as
students interact with new concepts. Students dissect science articles leveled to their
reading ability; interpret video content, maps, and real-world data; and perform simple
investigations. With respect to reflection, students often begin a lesson by reflecting on
what the new content means to them through warm-up questions. Students also do checks
for understanding within lessons as a way to form their own thoughts and opinions on a
topic.
STEM Integration
The content in this course adheres to STEM (science, technology, engineering, and
mathematics) principles and 21st-century skills. Students experience science in the real
world through sections on science in the news and careers in science, which are
integrated into some lessons. The course emphasizes 21st-century skills, such as critical
thinking and problem solving, through various activities and unit discussion questions that
serve as authentic learning and assessment tools. In one activity, for example, students
develop genetic models to calculate the probability of expressed traits in a population over
several generations. In various Lesson Activities, students analyze and draw conclusions
about scientific relationships.
Specialized Science Lab Materials In this course, students complete teacher-graded labs in the Course Activities and Unit
Activities. All of these labs are either entirely virtual or require only the use of common
household items such as paper and pencil. Appendix B of this document provides a list of
common, household lab materials and optional, less-common lab materials so that
schools, teachers, and students can prepare to have the materials on hand. Appendix C
supplies a list of lab materials by individual activity for this semester of the course.
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Lab Safety
For safety purposes, all activities that make use of physical objects require adult
supervision. Students and teachers must always follow the safety instructions outlined in
Appendix A of this document. Edmentum assumes no liability for personal injury, death,
property damage, equipment damage, or financial loss resulting from the instruction
included in this course.
In the spirit of protecting our planet and the people who live here, it’s important that
students follow proper disposal methods for materials used during experiments.
The Course Activities and Unit Activities employ these icons to help students and teachers
throughout an experiment:
Safety: gives safety instructions to avoid injury, death, or damage to equipment or
property.
Time: gives an estimated total time (duration) and active time spent on an
experiment.
Materials: gives the materials and equipment needed to complete the experiment.
Disposal: gives instructions to properly and safely dispose of lab materials.
Pacing
Edmentum offers automatic pacing for this course. When creating a new class
assignment or updating an existing assignment, you can enable automatic pacing by
defining start and end dates for course administration. The following pacing guide
may also be used as a reference.
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Curriculum Contents and Pacing Guide
This section provides a brief summary of the course units in the semester. This
semester is divided into three units spread over 90 days. The Unit Pacing Guide
provides a general timeline for presenting each unit. It is designed to fit your class
schedule and is adjustable. The guide is based on a typical 180-day school year with
90 days per semester.
The pacing guide lists the title and the primary content objective of each lesson. For more
information about each lesson and activity, consult this coverage spreadsheet, which
correlates lessons with NGSS and Common Core standards. Notice that column A lists the
standards and column B gives the total number of lessons or other activities that address
that standard. Across the top of the spreadsheet, you’ll find the title of each lesson, Course
Activity, and Unit Activity by unit. In the cells under the titles, the number 1 indicates that
the NGSS or Common Core standard of a given row is addressed in that title.
Each tab of the spreadsheet serves a different purpose. The first tab lists the primary
objectives of Biology with Virtual Labs, Semesters A and B. The second and third tabs give
the NGSS performance expectations and the disciplinary core ideas, respectively. The
fourth tab lists the NGSS science and engineering practices. Finally, the fifth tab outlines
the Common Core ELA standards (RST, WHST, SL) and Common Core Math standards,
including the eight Common Core Mathematical Practices (MP).
Unit 1: Cells Summary
The first unit will introduce biology and biochemistry. Students will analyze how atoms
combine to play important roles in various biological functions. Students will investigate
structures of different organisms using a compound microscope, and explain the cell
theory and difference between prokaryotic and eukaryotic cells. Students will present a
scientific argument supporting or opposing the view that AIDS currently meets the
definition of a pandemic. Finally, students will explain the importance of different proteins
in carrying out critical life functions through systems of specialized cells.
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Day Activity/Objective Type
1 day:
1
Syllabus and Student Orientation
Review the Student Orientation and Course Syllabus at the
beginning of this course.
Course
Orientation
3 days:
2–4
Introduction to Biology
Use the scientific method to investigate a biology question.
Lesson
3 days:
5–7
Introduction to Biochemistry
Explain how atoms combine to form larger molecules that have various biological functions.
Lesson
4 days:
8–11
Using a Microscope
Use a compound microscope to investigate structures of
different organisms.
Course
Activity
3 days:
12–14
Cells: The Basic Units of Life
Explain cell theory and the differences between prokaryotic
and eukaryotic cells.
Lesson
4 days:
15–18
The AIDS Epidemic
Construct and present a scientific argument supporting or
opposing the view that AIDS currently meets the definition of
a pandemic.
Course
Activity
4 days:
19–22
Cell Processes and Transport
Explain how different proteins produced by a cell carry out
critical life functions through systems of specialized cells.
Lesson
5 days:
23–27
Unit Activity and Discussion—Unit 1 Unit Activity/
Discussion
1 day:
28
Posttest—Unit 1 Assessment
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Unit 2: Organ Systems
Summary
This unit discusses the functions of various organ systems. Students will study the nervous
system and explore the working of the musculoskeletal system with the help of models.
Students will analyze the effects of exercise on heart rate and muscle activity. They will
develop a model to show how the circulatory and respiratory systems work together to
provide oxygen to the body. Students will also develop a model to explain how the
digestive and excretory systems interact with the circulatory system to provide energy to
cells and eliminate waste. Students will test the effectiveness of an enzyme under different
conditions. Finally, students will use models to explain the regulation of the body,
maintenance of homeostasis, and human reproduction.
Day Activity/Objective Type
3 days:
29–31
The Nervous System
Develop and use a model to show how the nervous system processes and responds to stimuli from all other body systems.
Lesson
3 days:
32–34
The Skeletal and Muscle Systems
Develop and use a model to explain how the musculoskeletal system works with the nervous system for movement and support.
Lesson
4 days:
35–38
The Effects of Exercise on Muscles and Heart Rate
Plan and conduct an investigation to explain how exercise
affects heart rate and muscle activity.
Course
Activity
4 days:
39–42
The Respiratory and Circulatory Systems
Develop a model to show how the circulatory and respiratory systems work together to provide oxygen to the body.
Lesson
3 days:
43–45
The Digestive and Excretory Systems
Use a model to explain how the digestive and excretory
systems interact with the circulatory system to provide energy
to cells and eliminate waste.
Lesson
4 days:
46–49
Enzymes
Conduct an investigation that tests the effectiveness of an
enzyme under different conditions.
Course
Activity
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Day Activity/Objective Type
3 days:
50–52
The Integumentary, Immune, Lymph and Endocrine
Systems
Use models to explain how the integumentary, immune,
lymph, and endocrine systems regulate the body and maintain
homeostasis.
Lesson
3 days:
53–55
Human Reproduction and Development
Use models to explain how human reproduction is controlled
by anatomical and biochemical processes.
Lesson
5 days:
56–60
Unit Activity and Discussion—Unit 2
Includes an Augmented Reality exploration: Frog Dissection
Visit the AR Teacher Resource below to learn more.
Unit Activity
with AR/
Discussion
1 day:
61
Posttest—Unit 2 Assessment
Unit 3: Heredity Summary
In the last unit, students study the role of cell division in producing and maintaining
complex organisms. Students learn about the importance of DNA and chromosomes in
passing traits from parents to offspring. Then, students will research a cure for cancer.
They will also analyze evidence that inheritable genetic variations may result from genetic
mutations. And they will calculate the probability of expressed traits in a population.
Finally, students will use statistics and probability to calculate the variation and distribution
of expressed traits in a population.
Day Activity/Objective Type
3 days:
62–64
Mitosis and Meiosis
Use a model to illustrate the role of mitosis and meiosis in
producing and maintaining complex organisms.
Lesson
3 days:
65–67
Genes: The Heredity Code Lesson
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Day Activity/Objective Type
Ask questions to clarify the role of DNA and chromosomes in passing traits from parents to offspring.
4 days:
68–71
The Cure for Cancer
Present evidence to answer questions about the search for a
cancer cure.
Course
Activity
4 days:
72–75
Genetic Mutations
Make and defend a claim based on evidence that inheritable
genetic variations may result from genetic mutations.
Lesson
4 days:
76–79
Genetic Models
Develop genetic models to calculate the probability of
expressed traits in a population over several generations.
Course
Activity
3 days:
80–82
Inheritance Patterns and Genetic Research
Use statistics and probability to calculate variation and
distribution of expressed traits in a population.
Lesson
5 days:
83–87
Unit Activity and Discussion—Unit 3 Unit Activity/
Discussion
1 day:
88
Posttest—Unit 3 Assessment
1 day:
89
Semester Review
1 day:
90
End-of-Semester Exam Assessment
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Augmented Reality—Teacher Resource
In this science course, learners have the option to complete an augmented reality
exploration on their mobile device in the following activity:
Unit 2 Unit Activity: Organ Systems
AR Module: Frog Dissection
AR Explorations
Augmented reality gives students a chance to participate in
immersive learning using the built-in camera on their mobile device.
Each AR exploration and related worksheet takes about 30-45
minutes to complete. All AR explorations are bundled on the
Edmentum AR Biology app on the Apple Store (iOS) and Google
Play (Android). Search for the app by name and look for the logo
shown here. Note that AR explorations cannot be completed on a desktop or laptop.
AR Implementation
The AR explorations and worksheets are completely optional, but they offer learners
a chance to build their conceptual knowledge in an engaging way prior to completing
the graded lab. The AR exploration provides foundational conceptual knowledge for
the lab and helps students succeed with it when the time comes. AR explorations are
not designed to be direct replacements for the graded labs despite some shared
content.
AR Worksheets
An optional worksheet (PDF) is provided to guide the learner’s AR experience. The
worksheet can be printed or completed online. AR explorations are offered as a
supplement to an assigned science lab, but unlike the lab, the AR explorations do not
have grading expectations. They’re designed to be fun and engaging enhancements
for the graded activities. However, teachers can choose to grade the learner’s
completed AR worksheet which may be submitted through the Digital Drop Box for
the assigned activity, emailed as an attachment, or printed and turned in. The AR
worksheets and instructions are available to students inside the associated
course/unit activities and in the student resource menu for those activities.
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AR Best Practices
There are several steps you can take to help your students prepare for and succeed
with AR:
1. Plan ahead.
Each AR exploration and related worksheet takes about 30-45 minutes to complete.
We recommend that learners complete each AR exploration in a single session
because the app does not save data or student progress after the student exits the
app. Also, the app does not send data or information back to the graded activities in
Edmentum Courseware. The AR worksheets give students a way to capture and
record what they’re learning. See the section titled AR Worksheets above to learn
more.
2. Communicate expectations.
Advise your students whether they should complete the optional AR exploration and
worksheet. Decide whether they’ll turn in the worksheet and by which method (e.g.,
Digital Drop Box, email attachment, by hand).
3. Encourage safety.
Learners must allow themselves enough physical space to move around and remove
any hazards or obstacles from their work area. Adult supervision is recommended.
4. Download the app.
Learners will follow these steps to download the Edmentum AR Biology app for free on
their smartphone or tablet. Instructions are included with each AR activity:
a. Learners will need Wi-Fi to download the app and to get updates. The app works
with most Android and iOS mobile devices. Check this list of supported devices if
you’re not sure whether a device will work.
b. Visit the App Store for Apple iOS or Google Play for Android. Search for
"Edmentum AR Biology," and download the app.
c. Open the app, and select the module of interest.
5. Keep cameras active while in AR mode.
The AR explorations are driven by the built-in camera on the student’s mobile device.
Students should not cover or disable their device’s camera during an AR scene, otherwise
the AR features may not work properly. Also, students should not allow their devices to sit
idle during an AR scene for extended periods of time or the device might go to sleep. If
students encounter issues with the AR features, they can restart an AR scene by clicking
the Back arrow or they can shut down the app and reopen it. Be aware that restarting
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an AR scene or shutting down the app will cause students to lose their progress in the
exploration.
6. Contact us.
If you need help with the app, call Edmentum Customer Support at 800.447.5286 or email
Appendix A: Safety Notes and Disclaimer
Each Course Activity and Unit Activity that includes the use of physical materials will
highlight key safety guidelines indicated by the safety icon ( ). In addition to adhering to
those guidelines, students should follow these general safety practices:
• Work slowly and safely at all times, and abide by the safety notes and icons.
• Pay attention and be alert at all times. Limit any distractions.
• Keep your hands away from your nose, eyes, mouth, and skin. Wash your hands
before and after experiments.
• If you don’t understand something, ask a teacher or an adult before proceeding.
• Wear the required protective gear.
• Adult supervision is required for all activities involving an experiment/lab component.
• Do not perform experiments that have not been approved. Follow the procedure.
• Follow good housekeeping practices. Keep your work area clean.
• Abide by all disposal instructions and icons to protect yourself and our planet.
• Report any problems or complications to an adult.
Note: Edmentum assumes no liability for personal injury, death, property damage,
equipment damage, or financial loss resulting from the instruction included in this course.
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Appendix B: Course Lab Materials (Semesters A and B)
Household Materials
• pen or pencil
• paper
• stopwatch (could be a mobile app or on a computer)
• presentation software
• measuring cups (optional)
• tablespoon (optional)
Household Materials – Less Common
• firm stress ball or tennis ball (optional)
• kitchen scale (optional)
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Appendix C: Lab Materials by Activity (Semester A)
Unit Activity Name Task Equipment List
1 Course Activity:
Using a Microscope
Task: Using a
Microscope
N/A
1 Course Activity: The AIDS
Epidemic
Task: Planning and
Creating a Presentation
presentation software
1 Unit Activity: Cells Task: Evaluating
Influenza Vaccine
Recommendations
N/A
2 Course Activity: The Effects
of Exercise on Muscles and
Heart Rate
Task 1: Measuring
Pulse
• stopwatch (could be a mobile app or
on a computer)
• paper
• pen or pencil
Task 2: Testing Muscle
Fatigue
• stopwatch (could be a mobile app or
on a computer)
• firm stress ball or tennis ball (optional)
• paper
• pen or pencil
Task 3: Planning an
Investigation
N/A
2 Course Activity: Enzymes Task: Enzymes N/A
2 Unit Activity: Organ
Systems
Task: Modeling Organ
Systems
N/A
3 Course Activity: The Cure
for Cancer
Task: Planning and
Writing a Research
Paper
N/A
3 Course Activity: Genetic
Models
Task 1: Predicting Trait
Inheritance
N/A
Task 2: Modeling
Chromosome
Inheritance
N/A
3 Unity Activity: Heredity Task: Using the Gene
Database
N/A