Course: Biology

Teacher: Mr. Nicholas Nguyen Room: 440S

Phone: 123.456.7890 Email: Nicholas.TLNguyen@csu.fullerton.edu

Greetings!
Welcome to my classroom! I am your teacher, Mr. Nicholas Nguyen, and I have the honor of initiating
you into the world of Biology. I myself, studied at the University of California, San Diego where I received
my Bachelors of Science in Cell Biology and Biochemistry. My science journey has guided me through a
career in research, technology, and education. I have been privileged to work with some of the world’s
greatest minds throughout my studies and career developing research and exploring the realms of
genetics, health, and biotechnology and hope to work with the world’s future leading thinkers and
scientists in the year ahead!

Why should you care about the living earth?

Why are people concerned about the depletion of resources when cities seem to have all the resources
they need? Is it okay to take a 20 minute shower since it rained so much last year? Have you ever
wondered how it is possible for someone to have green eyes when both their biological parents have
brown eyes, or how a football injury can completely repair itself over time? These questions and more
will be explored as we navigate the wonders of our living earth!

How will this course empower you to seek answers to the many
questions you have about yourself and the world around you?
Throughout history, scientists have ventured to solve the many problems and mysteries of the world – a
not-so-easy task. Scientific practices and background knowledge are used to guide research and
experimentation. All of which you will continue to strengthen throughout this course. However, in
addition to these skills, scientists must be curious, keen observers, and willing to challenge even what is
thought to be true. We will ask ourselves, “How does that work?” or, “How can I solve this problem?”
In this course you will have multiple opportunities to ask questions and explore the world around you as
we try to find solutions to those problems. You may encounter obstacles along the way, but all
scientists do at some point. What separates the experienced scientist from the novice is their
willingness to take intellectual risk and the perception that “problems” are fantastic learning
opportunities that should be explored and not ignored. By the end of this course, you will have the tools
necessary to answer the questions you have about your innerworkings and of the world around you.

Where can you explore important information?

Anywhere you want! Bring your favorite web-enabled device (with a fully charged battery) to every
class; we’ll use it often. Scientists use online resources, textbooks, peer-reviewed articles, and personal
communications with colleagues to not only develop technologies to help people, but to also find ways
to conserve the natural resources and diversity of life that we have on our planet. As your facilitator, at
times I will recommend specific resources, but do not feel limited to only those. If you find something
interesting, be sure to share it with me so we can share it with the class!
How will we evaluate your progress?

How will you demonstrate your scientific skills?

Science & Engineering Practices (45%) - Scientists rely on a variety of skills to answer challenging
questions such as, “How can I cure cancer?” or “How can I reduce my carbon footprint?” Some skills
include using and developing models, planning and carrying out investigations, analyzing and
interpreting data, designing solutions, engaging in arguments using evidence, and communicating
information. Engaging in these practices is the most effective way of strengthening your skills.
 You and I will assess your progress utilizing Science & Engineering Practices (SEP) rubrics. Your
progression of these skills will be recorded in your SEP Tracker after assignments are assessed.
We will partner together to identify how you can improve your skillset throughout the
course. The level of your mastery at the end of each semester will be the score entered into the
gradebook for this category.

How will you show us what you know and understand?

Disciplinary Core Ideas and Crosscutting Concepts (45%) - Scientists still rely on their sound
background knowledge of science disciplinary core ideas and crosscutting concepts. Understanding how
these ideas and concepts connect with each other is critical when trying to figure out what is happening
in the world. Ultimately, this category will measurement the science concepts you understand. The
grade for this category will be averaged throughout each semester.

How will you demonstrate your values?

Values (10%) - Scientists rely on a set of core values to positively contribute to their communities. Ain
this classroom you will be recognized for exhibiting the values of perseverance, respect, integrity, drive,
and empathy. The grade for this category will be averaged throughout each semester.

 Loyalty - Learners complete their own work and positively contribute in partner or group work.

 Empathy - Learners contribute to a positive learning environment by supporting each other and
the facilitator with the intellectual risks taken.

 Ambition - Learners take intellectual risks and continue to strive for improvement and mastery
even when faced with adversity.

 Respect - Learners work well with their peers, the facilitator, and abide by classroom and lab
behavioral expectations.

 Never Give Up - Learners will be resilient in the face of challenge and aim to complete and turn
in all assignments on time.

How will you ensure success during this course?

All learners will be capable, creators, communicators, and contributors. Successful development of these
outcomes will help you be adequately prepared for the rapidly changing 21st Century.

BE CAPABLE. How can you demonstrate you are capable?

Come to class prepared with all course materials. Just as you wouldn’t want your surgeon operating
without gloves or using a kitchen knife instead of a sterile scalpel, you wouldn’t want to show up to class
unprepared. Show that you are capable by bringing the recommended materials with you to class
everyday.

 Web-enabled device AND charger

o Textbook (link is available on Google Classroom)
o Digital Science Notebook (template is available on Google Classroom)
 Notebook or 3-ring binder or a section dedicated to the course
 College ruled paper
 #2 pencil, pens, highlighters
 Colored pencils

Complete homework on time and to the best of your ability. Homework provides you the opportunity
to reinforce and extend science concepts and skills. Points will not be allocated for certain homework
assignments, yet the completion of all assignments are expected and will greatly benefit your
understanding of content or strengthening of skills. Life events can happen, therefore late work will be
accepted. However, continuously turning assignments in late is not the best plan of action as those
assignments are critical to understanding concepts and provide opportunities to practice skills before
assessments. Feel free to contact me with any questions or concerns.

Don’t give up if things get tough. There may be times when your performance on an assessment may
not be a true reflection of your capability. Being capable does not necessarily mean that you “get it” the
first time around. It means that you don’t give up, and you are resilient in the face of challenges. I want
all learners to be successful in this course. As such, if you do not do as well as you had hoped on an
assessment, there are opportunities for you to demonstrate you are capable by requesting to retest.

Have good attendance and complete make-up work in a timely manner. Although we understand that
“things” can come up through the course of the year, it is important that you do your best to be in class
and also be on time. Your attendance in class not only gives you essential opportunities to learn, but
also gives you the chance to interact with your teacher and peers in a collaborative setting. If you
unfortunately do have to be absent, be sure to communicate with the attendance office to ensure that
your absences are excused. It is your responsibility to communicate with your teacher regarding
absences so we can create a plan for you to complete make up work in a timely manner. In this class we
do work on long term assignments and those are expected to be delivered the day the project is due,
even if the absence is excused.

Tardy policy: Scientists are expected to be on time and prepared to help facilitate work with their
colleagues and achieve their research goals. Similarly, you are expected to arrive prepared, and on time
to class. The 1 tardy through the 5 tardy may result in a warning, parent contact or detention. Each
st th

subsequent tardy will result in a referral.

Check Parent Portal regularly to demonstrate you are capable of monitoring your progress. It is
imperative for scientists to monitor the progress of their research or their practice. They often send out
surveys or have a colleague/mentor offer them feedback to continue to grow in their
profession. Learners and parents can access up to date grades and assignments via Parent Portal to
monitor your progress in the course.
Take advantage of extra credit when and/or if it is available. A maximum of 2% will be available each
semester and will be announced in class when opportunities become available.

BE A CREATOR. How can you demonstrate you are a creator?

Create a Digital Science Notebook. Scientists need to keep the notes they create and other important
information organized so they can easily reference what they have already learned when answering new
questions or solving new problems. To help you stay organized, you will create a digital science
notebook that will contain slides, visuals, and other important media links in one convenient location. A
template will be provided by your teacher.

Create a useful and up to date Living Earth Assignment Folder (LEAF). In addition to your notes taken in
the Digital Science Notebook, you will also need a place to organize all of your assignments and lab
reports. The LEAF is a binder or notebook where you will store all these amazing artifacts! You will
format the LEAF using the template provided on Google Classroom. However, if you find a different way
of organizing your learning artifacts more helpful, you are welcome to modify the format to suit your
needs. It is meant to be the main learning hub for you, so make it useful, and be sure not to “leaf” it at
home!

Create novel solutions to problems posed in projects. Scientists tackle projects that can have a
significant impact on others’ lives by creating new medications or technological advances. They do this
by thinking outside the box and taking intellectual risks. Students will engage in daily warm-up activities
to be recorded in their digital notebooks or LEAF(s). Additionally, there will be various projects assigned
throughout the semester where you will also be challenged to think outside the box to tackle a
problem. Each semester there will be one project where you will work in a group or individually to try to
solve a larger problem. Don’t worry though! Your teacher will help guide you through the first semester
project, and then let you spread your wings and “leaf” the nest to explore more independently during
the second semester.

BE A COMMUNICATOR. How can you demonstrate you are a good communicator?

Communicate clearly and concisely with your peers and me what you understand and what you still
have questions about during laboratory activities. Scientists often have to communicate their findings
from research and experiments to their colleagues and the general public. Being able to clearly and
concisely communicate what you have learned is a valuable skill that transcends all subjects and careers.
Lab activities are designed to give you opportunities to strengthen your communication, collaboration,
and science skills as well as assist you in forming an understanding of content.

Check Google Classroom regularly to receive daily class communication. Google Classroom is primarily
where all communication and course material will be distributed.

BE A CONTRIBUTOR. How can you demonstrate you are a contributor?

Contribute to a positive classroom environment. All professionals desire to work in a positive and
productive environment. To contribute to a positive environment, we are all expected to be responsible
and respectful at all times in the classroom. Using your personal devices and technology in an
unproductive or disrespectful manner will not only distract others in the classroom but will also break
the trust between us. I expect that you will make responsible decisions when using technology so that
you and others around you can have an enjoyable learning experience. Actions such as bullying,
defiance, and other disruptive or harassing behavior will not be tolerated.

Contribute to an atmosphere of integrity and academic honesty. You are expected to demonstrate
honesty and integrity within the classroom. You are expected to do your own work. This includes test
taking, homework, class assignments, and the creation of original essays, projects, term papers, and
scientific research. Sharing any work with another learner is considered unethical. If you decide to use
an outside source, it is only fair that you give them the proper credit and cite it appropriately.
Submitted work that is not a true reflection of your own effort and ability and can be defined as
cheating or plagiarism will be subject to the following consequences.

Consequences for breaching the Academic Honesty Policy:

1 offense:
st
Parent Contact
Learner referred to Asst. Principal
Learner receives “0” on assignment
2 offense:
nd
Parent Contact
Learner referred to Asst. Principal
Learner dropped from class with “F” or learner participates in alternate program and
completes all requirements as an alternative to “F” and withdrawal from class.
3 offense:
rd
Learner referred to Asst. Principal
Learner dropped from class with “F”
 Please sign and return this page to your teacher!

Student and Parent/Guardian Agreement

We understand and agree to the above guidelines and expectations of this course. We understand that
this is a rigorous college prep level course that encourages communication, drive, and collaboration. It
is understood that the learner will be provided with many opportunities to explore their individual
interests in science.

Although not expected, if an issue arises during the course, the learner will reach out to the teacher in
person during office hours and if an agreement cannot be made, we will respectfully contact the teacher
and find a mutually convenient time to address our concerns.

_____________________________ _______________________________ _____________

Student Name Student Signature Date

Period Number: ______

_____________________________ _______________________________ _____________

Parent/Guardian Name Parent/Guardian Signature Date

_____________________________________________
Parent/Guardian Email

Is there anything you would like me to know about your learner that would be helpful for me to know at
the start of this school year? Please leave any comments in the space below that may help me better
provide support for your learner.
Rationale for Classroom Management Plan

Letter

The CMR is structured like a syllabus – the introduction services both parents and students and
gives them a brief summary of my education and experiences throughout my career.

Introduction

The introduction is an extension of the letter. Essentially answering questions and setting
expectations on what learners can encounter in my class. Learners will be expected to ask
questions and explore their learning as scientists.

Grading

Grading is setup utilizing NGSS. These standards establish the framework for how students
should engage within the classroom and the skills they will continue to develop over the course
of the year. Giving a brief description of the expectations guiding each major grading
component: Science and Engineer Practices (SEP), Disciplinary Core Ideas (DCI), and
Crosscutting Concepts (CCC).

Classroom Expectations and Routines

I wanted to create an easy mnemonic for students to LEARN and establish general expectations
on how they should behave and contribute in class. This serves as a way for students to know
how to remain successful in the classroom. The primary components being how they self-
manage and interact with others in order to create a positive learning environment for
themselves. Additionally, students are expected to be capable, creative, contribute, and
communicate – these subsections give students an idea of the daily routines, semester
objectives, self-monitoring tools, and course-wide guidelines (and consequences) on how to
positively interact with their peers and facilitator.

Google Classroom

Google Classroom and other digital resources, such as the digital notebook, are given
subsections to highlight the importance of developing a sense of digital literacy throughout the
course. I want to establish the routine of checking and using GC as a resource, library, and hub
as they engage throughout the year.

Signature

The final page is a signature and acknowledgement by students and their parent/guardian to be
turned in as an assignment. This serves as a way to make sure both student and
parent/guardian are aware of what they need to know and do to be successful in my class. In
addition, it is further reassurance that I remain a resource to my students and their families and
encourage communication.