Internet Assisted Instruction


Desert Vista High School
Phoenix, AZ

Student Introduction

Welcome to your biology class. The obvious goal of this class is to provide you with the best possible learning experience that will allow you to grow academically and personally as a mature young adult. True to the nature of science another critical goal is to enhance your ability to ask thought provoking questions, problem solve, think critically, analyze and discuss data, and conclude best possible solutions. We will accomplish this through many different methods of learning. Be prepared to experience both inquiry based learning, and direct instruction. You will find that the class will focus both on how science works, in other words, "how did we come to know something" or "how did we go about figuring that out" and on the other hand, "what we currently know about biology". In this class you will have the benefit of learning through projects, biology lab investigations, group work, presentations, model building, small and large group discussions, reading books and writing papers, researching information, and most important of all asking questions. You will also find that you will be using different forms of technology (application, and scientific hardware) and the resources provide to you by the technology. Examples include this web page our online text web page, goggle app's, email, online grades, online videos, online quizzes, biology mp3's, probe ware, gel electrophoresis apparatus, centrifuge, electronic balances, etc). By the end of the school year my hope is that you will have grown and learned not only in your biology content knowledge but more importantly in your ability to make observations, ask critical questions, problem solve, conclude best possible solutions, and sharing ideas, as these skills will most certainly be useful for a lifetime. When faced with a problem remember my favorite acronym A. I. O. (adapt improvise and overcome)


(be sure to print out and read the Course Outline below)


Course Outline/syllabus: 

Part 1Course Outline/Syllabus  Part 2 - Student information form or word format 

Use this link to fill out part 2 of the course outline online. Type "none" in the place of any blanks. When you submit your student information the signature page will be displayed, print and bring to class to turn in.

Course Curriculum:  Biology Curriculum

This introduction provides information about each of the following:

Current use of web page:

This biology web page will be used in conjunction with the above course policies & procedures, weekly outline, text, online text webpage, curriculum guide, classroom lectures, discussions, activities and labs. Much of the concepts that will be taught are listed on this web page and organized by units, sections and parts a,b,c. Because there is a vast amount of information in the subject of biology, and therefore on this web page, we will be unable to cover all the concepts presented on this web page in one school year.  The concepts that the class will cover will be provided on a weekly outline as we progress thought the school year. The weekly outlines will be posted for students each Monday. Throughout the school year we will meet several times in the computer labs located either in the library or the science building. Also, students should be prepared to sometimes access the web page on their own from home or at school, for research, reading, assignments and sometimes tests and quizzes. It is a good idea (but not required) that all students have a portable storage device for saving work (USB flash drive, even ipods will work). An email account can also be used to save and transport work done on a computer. Also each student should have access to their own personal storage file on the schools server.



USB Flash drive



Very Important Student must have a username and password for internet access at school, without this studentís will be unable to complete this class.

Two link icons will be used on all section concept pages:

  • The page icon will link to another page on your computer. You can get to these pages at any time.
  • The globe icon will link to another web site. You will have to be connected to the Internet for these.


Biology Notebook:

It is in the studentís best interest to keep a well organized biology notebook. This is much like what a scientist would do with his notes and research. This allows the scientist to verify and refer back to what has been accomplished. Students will also need to keep track of completed work, notes, etc. for future use such as studying and grade conformation. Three ring binder works best.


Using the DV biology web page: 

The biology web page for this science class is divided into four units which is further divided by sections. By clicking on 1 of the 4 unit links found on the D.V. Biology homepage (index page), you will be taken directly to that unit page. Each of the unit pages are divided into sections showing the title for the section on the left and the lab for the section on the right. Scroll down the unit page until you find this icon (phospholipid) indicating the current section. The phospholipid will be used in conjunction with the weekly outline  to indicate the current topic the class is learning about and working from. Buy clicking on the current concept title students will then be taken to the concept page with links to reading material and assignments. Clicking on the labs from the units page will take students to the current lab for that section. 


Weekly outline: (Important: if ever in doubt follow the weekly outline)
Make sure to check the weekly outline each week for the current assignments. There will also be hard copies of the weekly outline in class each Monday


Honors Biology:

All honors assignments have be incorporated into the biology web page and make use of the dynamics of this interactive medium to provide a higher level curriculum, promote higher order thinking and problem solving skills. Honors biology assignment on the biology web page will be indicated by a heading in blue font, such as ďHonors BiologyĒ. All honors biology students should first read the honors biology assignment criteria before completing the assignment as it will include special instructions.

Saving assignments:

In order to keep track of your assignment files, here is a way to name them so you can easly tell what they contain. Read these details about saving files.


Printing papers:

We all want to help conserve so all print jobs should be for school purposes and make sure to check all setting before your print. Here are some general guidelines about appropriate print jobs.



Most assignments are found at the bottom of each sections information. Each assignment is given a title which includes the unit the section and part: Example assignment 1.1a -  would indicate unit one, section 1 Intro to biology part a.

  • Other assignments come from the biology text book or the online version. Student are often given class time to begin or finish assignments but may need to finish them as homework, others are done as homework only.


The "To Do" icon will indicate a short activity related to the current concept. You are usually asked to work in a group on this activity. While it is not a formal lab, be sure to keep the scientific method in mind when doing the activity.






A question of the day is found at the beginning of most concept pages. You might already know the answer to this science question. Click on the icon to check the answer.



Science labs:

Most often one or even more lab experience are linked to each section concept. Most of these are presented as a question or hypothesis. You are expected to research these labs before beginning. Following the procedures and/or planning the procedures for an experiment is important in order to test your hypothesis correctly. To be successful in this experience, you must understand the scientific method and do your research before trying to do the lab in class.

Some of the labs for each section are presented on a "lab report guide" or as a "data sheet" with a list of steps to follow . Read these details about science labs.


You will learn to evaluate your own work, looking for weaknesses, and correct them before turning in your work to the teacher. To help you do this, a tool called a "scoring rubric" is often used. A scoring rubric is a chart showing the important areas of each assignment and the criteria to be fulfilled to produce a first-class product. The scoring rubric should be your guide when planning your work. As you do the assignment, be sure to fulfill all the criteria. When you have finished the assignment, use the scoring rubric again to critically evaluate your product. Give yourself enough time to find and correct weakness before turning in the assignment. Read these details about self-evaluation.


Class tests & quizzes:

Section quizzes are provided on the concept pages and are sometimes given in class as a hard copy or done on the internet. The quizzes are also important when preparing for semester tests. Reviews for the semester will consist of all quizzes taken during the semester.


Class grading systems:

All assignments will be given a pointís possible total which can be broken down into percentages. The grading and percentages for assignments and the class are explained on this page. Student grades/progress reports will be posted on this web page. Grade access will be password protected and each student will have their own password. Although online grade reports are updated regularly, the grade reflected here might already be out dated. The studentís grade is subject to change at any time and is not official until reported on a district-issued report card. Student grades are posted for your convenience and as a general indicator of the studentís progress.



Science Careers:

This Biology web page has a science career link throughout the sections  indicated by the icon reading "science careers". Click on the icon on a concept page to be taken to a web site that will introduce you to this science-related career.



Your teacher:

One of your science teacher's main goals is to help you develop critical thinking skills. Because of this, he might sometimes do things differently from other teachers. He thinks of himself as a resource to you, someone who is there to "facilitate" your learning. A facilitator is someone who makes something; in this case youíre learning, run smoothly. A facilitator is not someone who just hands you the answers to questions. A facilitator expects you to think for yourself to find logical solutions to problems. Whenever you encounter a road block, the facilitator expects you to seek his advice about how to overcome it. In all probability, he will ask you questions to help stimulate your thinking so that you can solve the problem for yourself.

There will be times when you are asked a question that has a very specific answer. An example might be, "What is the density of water?" With this question, you must be able to give the answer as "one gram per cubic centimeter, at four degrees Celsius". Is the answer correct if you leave off the "at four degrees Celsius"? Well, that answer is certainly not as good, but it is better than saying "five grams per cubic centimeter". There will be times when you are asked to give your ideas about a topic. An example might be, "should cloning be controlled by government regulation?" When researching this question, you will find some that say yes and some that say no. Which group is right? Only you can answer this question. When you decide on an answer, be able to give a reason for your answer.

These examples are given to help you understand that your science facilitator expects you to think for yourself. Become confident in expressing your own ideas and be able to communicate the reasoning behind those ideas. (remember A. I. O.)

If you ask your science teacher, "Is this right?" His answer is going to be, "What do you think?" Your answer to his question is an indication of how well you are doing.

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