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K-12 Blended and Online Learning

Syllabus Outline for an Online Unit of Instruction


Template
Course
Information

Self-Check
Welcome to Biology A at Woodstock High School, 9th grade
My name is Tracy Castleberry and I will be your instructor this semester for
this completely online class.
Our online learning platform: www.woodstockwolverinesonline.com
Office Hours: M-F 8 am-3 pm
Required text: Glencoe Biology, Georgia Edition. You will be issued a book
but are responsible for the replacement cost if the book is lost or damaged or
not returned at the end of the school year. $86.50

Lokey-Vega (2014)

Did you include course title,


instructor information, grade
level, subject area, office hours
and required textbooks or
resources?
Yes. I included course name,
instructor name, online platform
website, office hours, required
text, check out and return
information, as well at
replacement cost.

K-12 Blended and Online Learning


Expected
Student
Audience

My students all attend Woodstock High School in Cherokee County in north


metro Atlanta, Georgia. This class is made up of all high school grades and
can be taken as recovery credit or initial credit. All students must have credit
for both Biology A and Biology B to graduate high school in Georgia.

Is the expected student audience


described? (Are your students in
the USA?)
Yes. I described the expected
student audience as well as who
might take the class. I also
stated that Biology is required for
all students to graduate.

Teacher
Communication

Course
Description

I can be reached by email at tracy.castleberry@cherokee.k12.ga.us


I will do my very best to respond to your emails within 24 hours.
My cell number is 7XX-555-1234. Please leave a message if I dont answer
and Ill get back to you. You can also text me if youd like. Please include
your name in the text so I know who Im talking to.

Did you provide at least two


forms of communication are
included in the syllabus?

This curriculum includes more abstract concepts such as the interdependence


of organisms, the relationship of matter, energy, and organization in living
systems, the behavior of organisms, and biological evolution.

Does this clearly identify the


broad goals or topics to be
covered? Does it outline the
general topics, concepts and
skills to be covered?

Yes. I listed my email address


and phone number with
instructions on how to get in
touch with me.

Yes. The course description of


Biology as listed in the Ga
performance standards is listed.

Lokey-Vega (2014)

K-12 Blended and Online Learning


Learning
Outcomes

SB1. Students will analyze the nature of the relationships between structures
and functions in living cells.
a. Explain the role of cell organelles for both prokaryotic and eukaryotic cells,
including the cell membrane, in maintaining homeostasis and cell
reproduction.
b. Explain how enzymes function as catalysts.
c. Identify the function of the four major macromolecules (i.e., carbohydrates,
proteins, lipids, nucleic acids).
d. Explain the impact of water on life processes (i.e., osmosis, diffusion).

Are these measurable and/or


observable? Do they describe
what students must know and be
able to do? Do they involve some
cognitive challenge and active
learning?
Yes. The standards are listed as
they are on
www.georgiastandards.org

SB3. Students will derive the relationship between single-celled and multicelled organisms and the increasing complexity of systems.
a. Explain the cycling of energy through the processes of photosynthesis and
respiration.
b. Compare how structures and function vary between the six kingdoms
(archaebacteria, eubacteria, protists, fungi, plants, and animals).
c. Examine the evolutionary basis of modern classification systems.
d. Compare and contrast viruses with living organisms.
SB4. Students will assess the dependence of all organisms on one another
and the flow of energy and matter within their ecosystems.
a. Investigate the relationships among organisms, populations, communities,
ecosystems, and biomes.
b. Explain the flow of matter and energy through ecosystems by Arranging
components of a food chain according to energy flow. Comparing the quantity
of energy in the steps of an energy pyramid. Explaining the need for cycling of
major nutrients (C, O, H, N, P).
SB5. Students will evaluate the role of natural selection in the development of
the theory of evolution.
a. Trace the history of the theory.
b. Explain the history of life in terms of biodiversity, ancestry, and the rates of
evolution.
c. Explain how fossil and biochemical evidence support the theory.
Lokey-Vega (2014)

K-12 Blended and Online Learning


Topics by Week

Week 1: Basic chemistry and properties of water


Week 2: Macromolecules
Week 3: Enzymes
Week 4: Prokaryotic and Eukaryotic cells
Week 5: Cell organelles
Week 6-7: Biological Classification
Week 8: Viruses
Week 9: History of Life
Week 10: History of the theory of evolution
Week 11: Natural Selection
Week 12: Evidence for evolution
Week 13: Biological resistance
Week 14: Ecosystem structure
Week 15: Cycles of matter
Week 16: Photosynthesis and respiration
Week 17: Review of topics
Week 18: Culminating assignment and final exam

Lokey-Vega (2014)

Did you list the topics to be


covered each week?
Yes. The course topics are listed
by week, with one week for
review and final exam week.

K-12 Blended and Online Learning


Expectations of
Student
Participation

The course is divided into weekly modules. For each week, students are
expected to complete each module by the due date. Each module may
consist of:
Lecture videos
Discussion boards
Assignments
Virtual labs
Study guides
Quizzes
Synchronous online sessions
Students are expected to:
Log at least three hours per week in the online module
Complete all online modules by watching all videos and completing all
assignments and uploading them to the dropbox by the due date
Participate in all discussion boards by replying to the original prompt
and replying to at least 2 of your classmates posts
Complete all study guides for the quizzes
Take all quizzes by the due date
Login and participate in all synchronous online sessions

Lokey-Vega (2014)

Did you outline class participation


with descriptions of how it is
measured (expectations for
discussion forums, number and
frequency of logins, amount of
time in online class, group project
participation, synchronous
sessions, etc.)?
Yes. Expectations for course
expectations is clearly listed and
defined. Online discussion post
instructions are explained.

K-12 Blended and Online Learning


Student
Communication
Expectations

Late Work Policy

Students are expected to:


Always use kind words when communicating with classmates or the
instructor
Complete your own workdo not share assignments or borrow work
from others
Refrain from using any type of profanity or derogatory language when
communicating
Login with their own account username and password only
Avoid trying to tamper with the online learning platform in any way
Stay active in the course each week, by completing the online
modules, submitting work to be graded, completing all online
assessments, participating in discussion forums and attending all
synchronous class sessions
Communicate with your instructor. Please be sure to communicate
with me if you are having any type of issue, need guidance or extra
help. Success in an online course means that you have to be
proactiveand seek help when you need it. If I dont hear from you, I
assume that everything is going well. Please reach out if you need to
and I will assist you in every way I can.

Did you describe the


expectations for student behavior
when communicating online?

Please pay close attention to the deadlines on the course calendar so you
dont fall behind. Late work will not receive full credit unless there is
extenuating circumstances and even then ONLY with instructor approval.
Work not handed in will receive a zero, and all late assignments will lose 5
points per day that they are late (including weekends).
Please feel free to work ahead if you have extra time in a weekthis will
ensure that you stay on track.

Did you explain the


consequences for not submitting
assignments on time?

Lokey-Vega (2014)

Yes. Expectations for student


communication are stated in
detail, including behavior
expectations in communicating,
completing their own work,
staying active in the course and
communicating with the
instructor.

Yes. The consequences for


submitting late work are
explained clearly. I stated that
students might want to work
ahead.

K-12 Blended and Online Learning


Grading Policy

Grades will be assigned using the following weights:


15 % Classwork
25 % Virtual Lab assignments
40 % Test and Quizzes
20 % Final Exam
A- (90-100)
B- (80-89)
C- (71-19)
D- (70)
F- (69 and below)

Assessments

Each module has at least one quiz per learning target. Some of the longer
modules that cover more content will have two quizzes. Each module will end
with a chapter test that covers all of the topics in the module. For the most
part, quizzes and tests will be graded automatically by the online learning
system. Occasionally, a small part of the chapter test might be hand graded
by the instructor.
Discussion board postings will be graded with the Discussion Rubric. Full
points will only be given for replies that are respectful and analytical in nature.
The instructor will grade virtual labs and class assignments.
The final exam will be graded automatically by the online system and will be
multiple choice.

Lokey-Vega (2014)

Is a grading policy defined with


point distribution or weighting
scheme? Is the grading scale is
included?
Yes. Both weighting policies and
grading scales are explained.

Area a variety of assessment


types included? Is at least one
assessment requiring either
applying, analyzing, evaluating,
or creating?
Yes. Assessment types include,
tests, quizzes, discussion posts
(rubric based), virtual labs, class
assignments and final exams are
listed. Each assessment types
grading method is explained.

K-12 Blended and Online Learning


Academic
Honesty

ACADEMIC DISHONESTY; UNAUTHORIZED ASSISTANCE TO OR BY


ANOTHER PERSON ON CLASSROOM ASSIGNMENTS OR PROJECTS
Disposition:
The student will receive a reduction in credit, or no credit, for any test,
project or other school assignment for which the student was found to
have cheated or plagiarized. The teacher will determine the amount of
credit received by the student in this situation, with approval from the
principal.
Additionally, at the discretion of the principal, and upon notification of
the parent(s), the following consequences may be added to the
disposition regarding any student found to have cheated or plagiarized
a test, project or other school assignment: Detention, In-School
Suspension, and Saturday School. This disposition may also include
requiring the student to properly complete the previous assignment
where there was cheating/plagiarism.
ACADEMIC DISHONESTY; PLAGIARISM OR CHEATING ON
CLASSROOM ASSIGNMENTS OR PROJECTS, TEST OR EXAMS
Disposition:
The student will receive a reduction in credit, or no credit, for any
test, project or other school assignment for which the student was
found to have cheated or plagiarized. The teacher will determine
the amount of credit received by the student in this situation, with
approval from the principal.
Additionally, at the discretion of the principal, and upon notification
of the parent(s), the following consequences may be added to the
disposition regarding any student found to have cheated or
plagiarized a test, project or other school assignment: Detention, InSchool Suspension, and Saturday School. This disposition may
also include requiring the student to properly complete the previous
assignment where there was cheating/plagiarism.
Plagiarism can be avoided by making sure that you do your own work and cite
your sources. Please contact Ms. Castleberry if you need help.

Lokey-Vega (2014)

Do conduct and academic


honesty requirements clearly
explain the policy on cheating
and plagiarism. Are
consequences for inappropriate
behavior included?
Yes. The academic honesty
statement comes from the
Cherokee County Discipline
code. Consequences for this
behavior are explained.

K-12 Blended and Online Learning


Acceptable Use
Policy

All students must agree to abide by Cherokee Countys ACCEPTABLE USE


POLICY

Is the Acceptable Use Policy


(AUP) described or linked? Are
consequences for noncompliance
described?
Yes. The AUP for Cherokee
County is linked. The document
explains expectations and
consequences for noncompliance
as well.

Lokey-Vega (2014)

K-12 Blended and Online Learning


Student Right to
Privacy

Students personal information will not be shared with anyone except for the
students and parents.
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. 1232g;
34 CFR Part 99) is a Federal law that protects the privacy of student
education records. The law applies to all schools that receive funds under an
applicable program of the U.S. Department of Education.
FERPA gives parents certain rights with respect to their children's education
records. These rights transfer to the student when he or she reaches the age
of 18 or attends a school beyond the high school level. Students to whom the
rights have transferred are "eligible students."

Did you include the conditions for


sharing or not sharing student
information?
Yes. FERPA is linked and
explained. The parents rights to
their childs personal information
are also stated.

Parents or eligible students have the right to inspect and review


the student's education records maintained by the school. Schools are
not required to provide copies of records unless, for reasons such as
great distance, it is impossible for parents or eligible students to review
the records. Schools may charge a fee for copies.

Parents or eligible students have the right to request that a


school correct records that they believe to be inaccurate or misleading.
If the school decides not to amend the record, the parent or eligible
student then has the right to a formal hearing. After the hearing, if the
school still decides not to amend the record, the parent or eligible
student has the right to place a statement with the record setting forth
his or her view about the contested information.

Please contact Ms. Castleberry or Mr. Smith if you have questions or


concerns regarding FERPA.

Lokey-Vega (2014)

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K-12 Blended and Online Learning


Technology
Requirements

To be successful in this course students will need:


1. Computer with Internet connection (DSL, LAN, or cable connection)
2. Speakers or headphones, and microphone
3. Word processing program, recommended Microsoft Word
4. Account access to the online classroom 24/7 (passwords will be provided).
5. Web Cam
To make sure that you have a supported browser and all required plug-ins,
you must complete an Online Technology Prerequisite Course (Mod 0 in the
course) before you begin working in your online content (this takes
approximately one hour).

Do the technology requirements


outline technical specifications for
student computers? Did you
describe the procedures to follow
when technical problems occur?
Yes. Requirements and
specifications along with
hardware are all listed an
explained. Information on what
to do if there is a technical issue
is listed as well.

If you need technology assistance at any time during the course you can call
1-800-434-7374 or email the webmaster, also email your instructor in regards
to the problem.
Copyright
Statement

All communications and information accessible via this course should be


assumed to be subject to copyright law. The course is owned by Cherokee
County Schools and the textbook is the property of Glencoe. The user is
responsible for checking for copyrighted or licensing agreements. Course and
course materials are not to be copied, edited, or redistributed for any purpose.
Data received through the Internet is subject to the same rules of
documentation as traditional information. Credit is to be given for all material
used in research.

Did you provide a copyright


statement and disclaimer that
identifies the owner of the
course?
Yes. Glencoe is stated to be the
owner of the textbook and the
course owner is Cherokee
County Board of Education.

If you have any questions regarding any of the materials created in this
course please contact Ms. Castleberry at
tracy.castleberry@cherokee.k12.ga.us

Lokey-Vega (2014)

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K-12 Blended and Online Learning


Students with
Disabilities

Any student with a documented disability seeking academic adjustments or


accommodations is requested to speak with your instructor during the first two
weeks of class. All discussions will remain as confidential as possible.
Students with disabilities will need to contact the Special Education
department or your administrator.
Every classroom at Woodstock High School includes services and supports
that provide a free and appropriate public education in the least restrictive
environment to eligible students.
The special education department will operate in compliance with the federal
Individuals with Disabilities Education Act (IDEA).

Did you indicate your willingness


to provide reasonable
accommodations to a student
with a disability?
Yes. Students are instructed to
contact the instructor, the special
education department and the
principal if accommodations are
needed.
A link to IDEA is provided.

Please contact Ms. Castleberry at tracy.castleberry@cherokee.k12.ga.us if


you have questions or possibly need accommodations for this course.
*This document pairs with Designing a Syllabus for an Online Unit of Instruction (Peer Evaluation Checklist)
by Lokey-Vega (2014).

Lokey-Vega (2014)

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