Biology Honors

  • While the content focus of this course is consistent with the Biology I course, students will explore these concepts in greater depth. In general, the academic pace and rigor will be greatly increased for honors level course work.

    Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in the science lab or field, collecting data every week.

    Students will be evaluated but not limited to areas including:

    Ensuring wide reading from complex text that varies in length.
    Making close reading and rereading of texts central to lessons.
    Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.
    Emphasizing students supporting answers based upon evidence from the text.
    Providing extensive research and writing opportunities (claims and evidence).
    Science and Engineering Practices (NRC Framework for K-12 Science Education, 2010)

    Asking questions (for science) and defining problems (for engineering).
    Developing and using models.
    Planning and carrying out investigations.
    Analyzing and interpreting data.
    Using mathematics, information and computer technology, and computational thinking.
    Constructing explanations (for science) and designing solutions (for engineering).
    Engaging in argument from evidence.
    Obtaining, evaluating, and communicating information.