School Year: 2016-2017

Course Title: AP Biology

Instructor’s Contact Information Instructor’s name: Ms. Lindberg Email: nanna.lindberg@mauihigh.org School phone # (808) 727-4000 Room location # A-107 School Website: mauihigh.org

HIDOE Website: hawaiipublicschools.org

Table of Contents Course overview………………………………………………………………………………..1 Instructional Context…………………………………………………………………………...2 Resources Used………………………………………………………………………………..2 AP Biology Content…………………………………………………………………………….2

Connections between the 4 main ideas…………………………………………………2 The Investigative Laboratory Component………………………………………………4 The 7 Science Practices………………………………………………………………….4 Units of Instruction

Unit 1: First Week and Introduction…………………………………………..5 Unit 2: Biochemistry and Introduction to the Cell…………………………...5 Unit 3: Cellular Energy and Related Processes…………………………….7 Unit 4: Cell Communication and the Cell Cycle…………………………….8 Unit 5: Genetic Basis of Life…………………………………………………..9 Unit 6: Gene Activity and Biotechnology…………………………………...10 Unit 7: Evolution and Phylogeny…………………………………………….12 Unit 8 Diversity in the Biological World: Organism Form and Function…13 Unit 9: Ecology………………………………………………………………...15

AP Biology Exam……………………………………………………………………………...17 Daily Materials……………………………………………………………………………..…..17 Classroom Expectations and Consequences………………………………………………17 Classroom Procedures………………………………………………………………………..18 Grading………………………………………………………………………………………….18

Missed-Work Policy and Procedures: For Absent Students………………………………18 Late Work Policy and Procedures……………………………………………………………19 Signature………………………………………………………………………………………..19 Your first assignment………………………………………………………………………….20

Course Overview Advanced Placement Biology (SLH8003) is comparable to a first year college-level course that emphasizes developing an understanding of concepts and science as a process, recognizing unifying themes that integrate and apply critical thinking to environmental and social concerns, and using extensive laboratory experience to clarify underlying principles of biology. This rigorous course helps to prepare students for the Advanced Placement Examination, which is three hours in length and is administered in May. The laboratory work done by AP students is equivalent to work completed by college students and is an integral part of the course for deep understanding of concepts in unity and diversity among organisms, connections between form and function, genetics and evolutionary change, energy and matter essential for life, biochemistry, microbiology, and ecological interactions. Examples of topics include: molecules and cells, heredity and evolution, and organisms and populations. The AP Biology Curriculum Framework states the curriculum requirements (CR) which must be included in the course and are referenced to with [CR] in this syllabus. Recommended Pre-requisite: Course in Biology.

Instructional Context The AP Biology course will be given to 10-12th graders at high school. We utilize a 7-block rotating schedule. Thus I will meet with the students every 7th period, 3-4 times a week. Every lesson period is 55-60 minutes in length.

Resources Used Reece, J.B., Urry, L.A., Cain, M.L., Wasserman, S.A., Minorsky, P.V., Jackson, R.B., AP Edition Campbell Biology (9th ed, 2011). [CR1] Baker, S., et al, AP Biology: Investigative Labs (College Board, 2012) Holtzclaw, F.W., Holtzclaw, T.K., AP Test Prep Series Campbell (2013) Google classroom

AP Biology Content The AP Biology course is structured around 4 big ideas, the enduring understandings within the big ideas and the essential knowledge within the enduring understanding. [CR2]

Big idea 1: The process of evolution drives the diversity and unity of life. Big idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis. Big idea 3: Living systems store, retrieve, transmit, and respond to information essential to life processes. Big idea 4: Biological systems interact, and these systems and their interactions possess complex properties. Connections between the 4 main ideas Each big idea is supported by enduring understandings and essential knowledge, which are taught in relationship to each other and to the associated big idea(s). Big Ideas 1 through 4 are connected to applicable enduring understandings, within each unit of study. Students will have opportunities to connect the AP Biology enduring understandings within each of the AP Biology big ideas to at least one other AP Biology idea.

Main Unit Class Topic

Big Idea 1: The process of evolution drives the

diversity and unity of life

Evolution: Change over time

Descent from common ancestry

Evolution continue in a changing environment

Natural processes and the origin of living systems

Big Idea 2: Biological systems utilize free energy

and molecular building blocks to grow, to

reproduce and to maintain dynamic

homeostasis

Role of free energy and matter for life processes

Cell maintenance of internal environment

Role of feedback mechanisms in homeostasis

Growth and homeostasis are influenced by environmental changes

Temporal regulation and coordination to maintain homeostasis

Big Idea 3: Living systems store, retrieve, Heritable information

transmit, and respond to information essential

to life processes Cellular and molecular mechanisms of gene expression

Genetic variation can result from imperfect processing

How cells transmit and receive signals

How information transmission results in changes

Big Idea 4: Biological systems interact, and

these systems and their interactions possess

complex properties

Interactions within biological systems

Competition and cooperation

Diversity affects interactions within the environment

Students will be provided with opportunities to meet the learning objectives in the AP Biology Curriculum Framework within each of the big ideas, in addition to laboratory investigations. This course provides the students with opportunities to connect their biological and scientific knowledge to major issues to help them become scientifically literate citizens. The goal of this course is for students to be capable of higher level thinking and doing science by internalization of the science practices. This will be done by placing an emphasis on the science practices not only through inquiry labs but also through use of hand on activities, homework, and evaluations. The Investigative Laboratory Component The course is also structured around inquiry in the lab and the use of seven science practices throughout the course. The student-directed laboratory investigations used throughout the course allows students to apply the seven practices defined in the AP Biology Curriculum Framework and will include at least two laboratory experiences for each of the 4 big ideas. [CR6] Students will be provided the opportunity to engage in investigative laboratory work integrated throughout the course for a minimum of 25% of instructional time. [CR7] All levels of inquiry will be used and all seven science practice skills will be used by students on a regular basis in formal labs as well as activities outside of the lab experience The course also provides opportunities for students to develop and record evidence of their verbal, written, and graphic communication skills through laboratory reports, summaries of literature or scientific investigations, and oral, written, or graphic presentations. The 7 Science Practices

Science Practice How will they be addressed

1. The student can use representations and models to communicate scientific phenomena and solve scientific problems.

Photosynthesis lab, 3D kits that require students to demonstrate knowledge of protein synthesis and protein folding and the effects of mutations on DNA and RNA. Paper nucleotides that ask students to demonstrate their understanding of nucleic acid structure as well as the processes of DNA replication, transcription and translation. Squirrel Lab using model of oak forest to model how free energy availability effects squirrel carrying capacity. Students will make 12 presentations that require them to use representations and models to communicate scientific phenomena and to solve their problems they address in these inquiry labs. [CR5a]

2. The student can use mathematics appropriately.

All labs involve some math. Chi square is applied in drosophila genetics lab, behavior lab and population genetics. Rates are determined in enzyme catalysis and transpiration. Water potential is determined in Osmosis lab. [CR5b]

3. The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course.

All 12 labs from new AP Biology manual as well as guided inquiry labs such as interaction of species, origin of life, etc. Campbell’s inquiry problems such as Donor’s dilemma – described in unit VI below. [CR5c]

4. The student can plan and implement data collection strategies appropriate to a particular scientific question.

All 12 labs from new AP Biology lab manual as well as guided inquiry labs such as interaction of species, origin of life etc. Use of Vast to compare primary amino acid sequences for evolutionary comparison and cladogram production. [CR5d]

5. The student can perform data analysis and evaluation of evidence.

Behavior lab (statistical analysis); Artificial Selection lab; PCR lab; Transpiration lab (comparisons of rate); Osmosis lab (comparison of water potentials and sugar content). All 12 labs listed in AP Biology lab manual. Lesson 2 in AP Biology Professional Development module from gene to protein where the students read the primary article of Watson and Crick’s discovery of the structure of DNA in Nature and use it to construct a model of DNA. [CR5e]

6. The student can work with scientific explanations and theories.

Goldenrod Gall Activity. Activities from AP Biology Professional Development manual – From gene to protein where students work with the data from various experiments from Griffith and Hershey and Chase to draw conclusions that DNA is the genetic material and then extract DNA from strawberries and make observations about its chemical make-up. [CR5f]

7. The student is able to connect and relate knowledge across various scales, concepts and representations in and across domains.

Goldenrod Gall Activity – connections across big ideas, Species Interaction lab – connecting photosynthesis to oxygen levels, predation to photosynthesis, and both to productivity and its measurement. Origin of Life – connecting chemistry and geology to this question of the origin of biological life. Journal writing all year making connections. Squirrel activity connecting productivity by a producer to its effect on a population’s carrying capacity which will have an effect on the community6 and ecosystem.

Units of Instruction

Though most chapters are listed below, I am aware of the exclusions and illustrative example choices as listed in the curriculum framework. Choices will be made as to what examples will most benefit the student on a year to year basis with clear knowledge that these are not the focus but a means to teach the Big Ideas, Enduring Understandings, and Essential knowledge statements. I knowingly have only 32 weeks accounted for due to the unknowns – inquiry will take longer, interruptions, etc.

Unit Topics / Chapters Labs / Activities Time

~35

week

s I –

Biochemistry

Introduction to Big Ideas, Enduring Understandings and science practices. 2 – Chemistry

3 – Water

4 – Carbon

•

•

•

Though it is expected students arrive with some foundation in chapters 2 -5, I will still ensure mastery. Evolution of CHONPS – students research why these six

elements are the most fit for life. CR3a connecting BI 1

(evolution and fitness) to BI 2 (molecular building blocks).

Lectures / activities / Journal writing to review most.

3

weeks

5 – Macromolecules

51 – Behavior

important concepts.

• Big Idea 4 Lab: Behavior Students use science practices to complete this guided inquiry experience. Students will analyze their data statistically and present. Though I will be using this lab to introduce guided inquiry, students will still describe how behaviors that were observed in their results and that of other teams relates to understanding some of the major tenets of animal behavior such as orientation, response to pheromones, taxis, kinesis, or tropisms. CR 5a and CR5b

• Molecular model kits to understand how structure relates

to function and the effects of functional groups on chemical properties.

• 3D molecular amino acid starter kit: student directed investigation to amino acids and their effects on protein folding. Students create their own mutations in DNA, determine the effect on the amino acid, and then use the tube and new amino acid to determine its effect on protein structure.

• Water properties – students explore as well as

demonstrating the properties of water.

II Cells 6 – Cells

7 – Membranes structure

and function

8 – Introduction to metabolism

• Cell structure is a pre-req but the students do a survey of various cells within a kingdom as well as across the domain to emphasize structure and function.

• Lecture / activities / Journal writing like toothpickase to teach

enzyme structure and function as well as membrane

structure and function.

• Video – Inner Life of a Cell to visualize membrane structure

and function as well as cell structure and function.

• Big Idea 2 Lab Diffusion and Osmosis – new AP Biology lab

manual for guided inquiry.

• Make integral protein channel with copper wire using

Susan Offner’s directions from NCBIS lab.

2 wks

(total =

5)

III Flow of

Energy

9 – Cellular Respiration and

Fermentation

10 – Photosynthesis

• Lectures / Activities/ Journal writing to learn Cellular Respiration and Photosynthesis and how these two processes are linked by the concepts of energy transfer, endosymbiotic origin of organelle, and chemiosmotic method of ATP production.

• Big Idea 2 Lab – Germinating Pea Respiration – guided

inquiry from AP Biology new lab manual.

• Big Idea 3 Lab – Plant Pigments and Photosynthesis from

new AP Biology Lab Manual or Carolina’s new guided

inquiry kit using probe ware. Students will also compare

and contrast paper chromatography of plant pigments

using both a polar (non-acetone nail polish remover) and a

non-polar solvent.

2 wks

(total =

7)

10

IV Cell Communication and Reproduction

11 – Cell communication

12 – Cell cycle

13 - Meiosis

• Lectures / activities / Journal writing to learn cell communication, introduce chromosomes and their anatomy, cell cycle, meiosis and how meiosis results in genetic variation. Various applications will be taught here such as microsporogenesis, megasporogenesis, oogenesis, and spermatogenesis to see the roles of both mitosis and meiosis.

• Big Idea Lab 3 Mitosis and Meiosis – guided inquiry from

new AP Biology lab manual. Use Sordaria to study crossing over and map distance.

• Order HeLa cells or use pictures online to study

karyotypes of normal female and these cells.

• Cell Communication inquiry lab using yeast from Carolina’s

new guided inquiry lab kit.

2 wks

(total =

9)

V - Plants 35 – Plant structure and

growth

36 – Transport in Plants

38 – Angiosperm Reproduction

39 – Plant responses

• Lectures / activities / Journal writing to learn plant

transport, reproduction and hormonal control.

• Big Idea 1 lab – artificial selection using guided inquiry lab

from new AP Biology lab manual or Carolina’s lab using

Wisconsin fast plants. Students will choose a trait early in

the year and select for it over many generations

throughout the year and will quantify the change at year’s

end from data they have kept all year in their lab notebook

3 wks

(total =

12)

11

• Big Idea 4 Lab – Transpiration – guided inquiry from new AP

Biology Lab Manual. I will add stomata peels to add to the

lab tools to help the student develop relevant and rich

questions to investigate. CR3b connecting Big Idea 2 (EU

2A.3 to Big Idea 1 (evolution) stomata for varying climates

(C3 vs. C4 crabgrass) • Plant Posters – Used as pictorial concept maps to

help students build models that represent plant

processes.

• Egg osmometers to represent root pressure and review

osmosis. This is analogous to the old thistle tubes but utilizes

raw eggs still in the shell with the membrane exposed on the

bottom but not damaged and multiple straws in the top of

the egg and sealed with hot glue. CR3d linking 4.A.6 to 2.A.3

• Seed germination in Petri dishes in both light and dark to use to investigate tropisms and effects of light and dark. This activity is linked to Micro assay activity comparing gene expression in cells exposed to light and cells in the dark. CR3c linking 3B (differential gene expression) to 2D

(biological systems are influenced by changes in the

environment).

• Flower anatomy – this dissection is also linked to evolution

discussion on why one still finds “ancient” flower structures

still abundant. • Video – Sexual Encounters of the Floral Kind – the co-

evolution of angiosperms and pollinators.

12

VI – Genetics 14 – Mendelian Genetics

15– Chromosomal basis of inheritance 16– Molecular Basis of inheritance 17– Gene to Protein

•

•

•

Lectures / activities / Journal writing to learn about

Mendelian and non-Mendelian genetics, DNA and DNA

replication, RNA and protein synthesis.

DNA and RNA paper nucleotides that ask students to

demonstrate their understanding of nucleic acid structure

as well as the processes of DNA replication and

transcription. 3D molecular inquiry activity using

investigation of Beta Hemoglobin Gene map.

3 wks.

(total =

15)

•

3D molecular amino acid starter kit revisited for

protein structure.

• Use Chromosomal Beads labeled to represent various genes

and their alleles, students manipulate the chromosomal

beads to demonstrate an understanding of Mendel’s laws of

segregation and independent assortment through the

process of meiosis.

• They then continue to use the beads to demonstrate the

effects of crossing over and random fertilization on

genetic variation.

• Activity from Biological Inquiry: A workbook of investigative

cases from Campbell biology. Donor Dilemma has students

analyzing data about west Nile virus, including regional

differences, studying alignment of sequences of the

envelope protein, and then does additional investigations

tracking this virus, ending with open ended investigations

where they use west Nile virus workbench for instructions

on using the data and bioinformatics tools. CR 5c and CR 5d

• Video: Double Helix – BBC version – the story of Watson

and Crick

13

• Activities from AP Biology Professional Development book

– From Gene to Protein where students work with the data

from various experiments from Griffith and Hershey and

Chase to draw conclusions that DNA is the genetic material

and then extract DNA from strawberries and make

observations about its chemical make-up. CR5f

• Lesson 2 in AP Biology Professional Development module from gene to protein where the student reads the primary article of Watson and Crick’s discovery of the structure of DNA in Nature and use it to construct a model of DNA. CR5e

• Video: Inner life of the cell – this time to visualize protein synthesis of cytosolic proteins and secreted proteins –

the latter occurring within the endomembrane system. • Old genetics of Drosophila lab – allows students to work

with living organisms and to apply statistical analysis to

data. M & M chi square to introduce or review chi square

analysis.

14

VII – Molecular

genetics and

biotechnology

18– Genetics of viruses and bacteria 19– Eukaryotic gene

regulation

20– DNA technology 21 – Genetic basis of development

•

•

•

•

•

Lectures / activities / Journal writing to learn the gene regulation in virus and bacterial models as well as how they are used in biotechnology. Biotechnology focuses on techniques and their applications to medicine, bioremediation, agriculture, etc. Big Idea 3 lab DNA electrophoresis – guided inquiry from new AP Biology Lab Manual. Bid Idea 3 Lab – DNA transformation – guided inquiry from Carolina’s new guided inquiry kit or the new AP Biology Lab Manual. Use of p-glo regulation by arabinose is from Bio-Rad and allows for linking of Big Ideas. This lab not only focuses on the applications of recombinant DNA but is an excellent review of genomic structures across the domains. CR3d – linking Big Idea 3 (modern technologies) to Big Idea 4 (interactions of organisms with the environment). Note: with the new AP Biology Lab Manual still unpublished it is difficult to know which of the three choices above I will choose but I have always done p-glo to allow for this linking (even before the new curriculum).

Big Idea 1 lab – PCR Lab using Alu polymorphisms to study human populations. Students use Taq polymerase and learn how it is used in PCR as well as in nature in thermophiles – thus staying stable in the PCR thermocycler. CR3d – linking Big Idea 3 (linking use in modern technologies) to Big Idea 4 (study interactions of organisms with the environment) Big Idea 1 Lab: BLAST – a guided inquiry lab from the new

AP Biology Lab Manual. Blast uses the NCBIS data bank to

compare DNA sequences.

3 wks.

(total =

18)

15

• Fishbowl discussion – a student directed discussion on the ethics of genetically modified organisms. Students research

the topic for the week preceding the discussion and then

hold a discussion among themselves – no teacher – for the

entire 50 minute class period. CR 4

16

III - Evolution 22 – Darwinian Evolution

23 – Evolution of Populations

24 – Origin of species

25 - Phylogeny

•

•

•

•

•

•

Lectures / activities / Journal writing to learn about evolution

- Big Idea I is the focus of this unit. We will study the fundamentals of Darwinian evolution, population genetics and the causes of microevolution, the origin of species, the early evolution of macromolecules and life, and the mechanisms involved. Big Idea 1 Lab – Does natural selection favor large golden rod galls by Theresa and Fred Holtzclaw? Students gather golden rod galls and examine their fate by analysis of the holes in the gall. Large galls are preyed on by birds and small ones by wasps. This is an example of stabilizing selection. CR3a connecting Big Idea 1 (evolution) linked to Big Idea 4 (populations and organisms interact in communities).

Big Idea 1 Lab – Hardy Weinberg lab – guided inquiry computer modeling from the new AP Biology Lab Manual or Population genetics – a guided inquiry lab from the new Carolina Inquiry Kits.

Big Idea 1 lab – Artificial Selection lab – a guided inquiry lab using Wisconsin fast plants from the new AP Biology Lab Manual. Ongoing lab all year. Read NABT article by Susan Offner on the making of

phylogenetic trees and then they make a cladogram.

Students examine many cladograms to determine

relatedness. VAST – Students use VAST to compare similar

proteins

3 wks.

(total =

21)

across domains to determine relatedness. 3a connecting

Big Idea 1 (evolution) to Big Idea 2 (organisms use

molecules to grow, reproduce and maintain homeostasis).

17

IX –

Evolutionary

History

26 – Origin of Life

29/30 – Plant colonization of

land – an example of

evolutionary history

• Lecture / Activity / Journal writing to learn how natural selection influences the evolution of life from the origin of life to today. Plants colonization of land is used as a natural history story of biological change.

• Big Idea I lab – Origin of Life – a guided inquiry lab from Carolina’s new AP Biology Inquiry lab kits. This lab use solutions of gelatin and gum of Arabic to produce observable coacervates under low power. The student then changes the pH to determine the optimum pH for coacervate production. Students then develop and pursue questions they come up with such as the coacervates ability to take up stain – polar or non-polar among many other possible variables.

• Sex in a dish – Water fern alternation of generation

activity where students grow gametophytes and then they

can observe this alternation as well as chemotaxis by

sperm as they follow chemical signals to the archegonia so

they can fertilize the egg. After fertilization the student

can observe growth of the sporophyte.

1 wk.

(total =

22)

X – Human

Systems

40 – Basics of Animal Structure and Function 41 – Animal Nutrition 42 – Circulation and Gas exchange 43 – The Immune System

• Lectures / Activities / Journal writing to learn how animals

obtain, digest, absorb, circulate and utilize nutrients,

exchange and circulate gases, and the immune system.

• Comparative analysis will help students see how

various traits provide evidence for evolution.

• Utilize ADAMS interactive CD’s to help students understand

structure and function as well as regulatory processes.

3 wks

(total =

25).

XI – Human

Systems

44/45/46 Endocrine System

48 – Nervous System

49 – Sensory and motor systems

• Lectures / Activities / Journal writing to learn how animals

regulate and communicate via hormones and the

nervous system as well as interact with their

environment.

2 wks.

(total =

28)

XII - Ecology 50 – Introduction to

ecology 52 – Population

ecology

• Lectures / Activities / Journal writing to study population

ecology, community ecology and ecosystems. Discussions

4 wks.

(total

53– Community ecology

54– Ecosystems

55– Conservation biology and

restoration ecology

and guest speakers will address man’s impact on ecosystems.

• Big Idea 4 lab – Energy Dynamics lab – a guided inquiry lab from the new AP Biology Lab Manual using Wisconsin fast plants and butterflies.

• Big Idea 4 lab – species interactions – a guided inquiry lab from Carolina’s new inquiry labs. This lab measures Dissolved Oxygen concentrations of various cultures so students can assess the interactions of species within a food chain. The food chain organisms utilized are Chlorella, Daphnia, and Hydra.

• Fishbowl discussion on Global Warming. CR4

• Squirrel Carrying Capacity – this activity has students analyze a

model of an oak forest to determine the free energy production

by various species and their affect on squirrel carrying capacity.

Students employ many math calculations to analyze the data. The

student uses this analysis to predict the impact of various

environmental changes on free energy availability on the squirrel

population numbers AND allelic frequencies (evolution). CR3b:

(relates EU Growth, reproduction and maintenance of the

organization of living systems require free energy and matter in

Big Idea 2 to Big Idea 4’s EU interactions with biological systems

lead to complex properties. AND CR3a – the students are asked

to predict changes to not only the carrying capacity but changes

to the phenotypes of the squirrels when various pressures are

applied such as the introduction of a predator, or a competitor or

decreased production of nuts.

=32)

AP Biology Exam May 8, 2017 Daily Materials Student School ID MHS School planner 1 good quality three-ring binder with 3” rings and pocket inserts 8 colored-tab subject dividers 1 zipper pouch to store supplies 1 good quality spiral notebook with pocket inserts (preferably plastic cover, please get ASAP) 2 or more pens, 2 or more pencils Index cards Colored pencils 1 or more colored highlighter pens Glue and tape Classroom Expectations and Consequences You will find a copy of the classroom procedures and rules on Jupiter Grades. These are set forward to ensure a smoothly working classroom environment. The awards for good classroom behavior and consequences for not following procedures and rules are stated in that document as well. Rules

1. Listen and follow directions. 2. Stay in your seat and keep your hands, feet and items to yourself. 3. Raise your hand and wait before speaking. 4. Respect your teacher and fellow peers. 5. NO cell phone use in class. (unless rewarded)

Consequences • 1st time: Name on board • 2nd time: One warning • 3rd time: Second warning. Call home. • 4th time: Third warning. Referral to admin.

Classroom Procedures Interactive notebook: Interactive notebook (INB) will be the daily organization tool for classwork and homework! The INB’s are graded daily/weekly and inputted into Jupiter Grades (online grade book) after every unit assessment. If the student loses or misplaces the INB, he/she must replace it with a new spiral notebook ASAP. The student will be responsible for copying the non-graded section or most current section of missed notes. It is important because the notebook will be the main source of material to be covered and assessed for grading. The INB should be left in school MOST of the time. MOST homework assignments can be done WITHOUT the INB. Extra Help: I am available during recess and lunch most days for individual help. I may also have after school tutoring, please ask if you are interested. Personal cell phone use policy: All Maui High School cell phone use Rules and Expectations apply to this class. Recording audio or video during class is strictly prohibited! Misuse of a cell phone shall be reported to administration, and any confiscated cell phone shall be turned over to administration. Although technology brings many opportunities for learning extensions, my professional experience has brought to my attention the distractions (academic, social, behavioral, etc.) cell phones can, and often do, bring to the high school classroom environment. Students will therefore be required to place them in the appropriately numbered pouches near the teacher’s desk for the duration of each class unless the lesson calls for their use. In case of an emergency, call the school office at (808) 727-4000 and calls will be routed to my classroom phone.

Grading

Grade Percentage score on assignments and tests

A 90%

B 80%

C 70%

D 60%

F Below 60%

Grades are input every two weeks. The year-grade is an average of all 4 quarters! All assignments and assessments are input to Jupiter Grades. Please monitor your child’s progress on Jupiter Grades weekly and check your student’s planner for assignments.

Missed-Work Policy and Procedures: For Absent Students If a student is absent from class they must request the missed assignments or schedule a time to complete the missed assessments. All assignments will be accepted up to one week prior to the end of each quarter (subject to a deduction of points). Maui High School follows the DOE Attendance Procedures (available on the DOE website and in student planner).

Late Work Policy and Procedures Late work will be deducted by 10% for every class the assignment is late! It’s important to stay up to date with assignments to be able to follow along with the course material covered. After 4 class days it will only be possible to get a passing grade (60%) on assignments.

Signature From time to time, I show examples of outstanding student work during class as well as part of my own personal development. In order to post pictures of your student and/or student’s work in class and/or online, I need your permission (check one): __YES, you have permission to post pictures of my student and/or students’ work. __NO, you do not have permission to post pictures of my student and/or students’ work. By signing below, this means that you both have read and understood the policies and materials that are necessary for this specific class! Student Name :______________________________________________________ Pd. ____________ Date_______________ Student Signature :___________________________________________________ Student E-mail Address: ______________________________________________ Parent/Guardian Name:_______________________________________________ Parent Signature: ____________________________________________________ Parent Phone #: _____________________________________________________ Parent E-Mail Address: _______________________________________________