• Department of Academics | Course Curriculum

  • Biology, Biology A and Lab

    Course Number(s):
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  • Course Overview

    Biology is designed for students who will benefit from a strong focus on developing science and engineering skills. Biology introduces students to broad aspects of the biological sciences including the structure and function of matter and organisms, inheritance and variation of traits in living things, organisms and their interdependent relationships including the effects of humans on the environment, natural selection and evolution. Students experience a variety of learning strategies, to assist students in developing group skills and scientific knowledge that will prepare them for continued study in the sciences, including cooperative group interaction, discussion, demonstration and laboratory experimentation. In all of these activities students incorporate content into their critical thinking. Many different learning strategies are employed.

  • Modifications

    Each teacher, each student, each classroom is unique and adaptations are specific to each situation.  Differentiating instruction and providing multiple ways to assess allows more flexibility for students to meet the standards and requirements of the class. Below are samples of the types of adaptations/modifications that may occur for students based on need including ELLs, students with a 504 Plan, Special Education, Basic Skills and Gifted and Talented students.



    Adapt the way instruction is delivered to the learner.

    For example:

    • Use different visual aids,
    • Plan more concrete examples,
    • Provide hands-on activities,

    Place students in cooperative groups.


    Adapt how the learner can respond to instruction.

    For example:

    • Allow a verbal vs. written response,
    • Use a communication book for students,

    Allow students to show knowledge with hands-on materials.


    Adapt the time allotted and allowed for learning, task completion or testing.

    For example:

    • Individualize a timeline for completing a task,

    Pace learning differently (increase or decrease) for some learners.


    Adapt the skill level, problem type, or the rules on how the learner may approach the work.

    For example:

    • Simplify task directions.

    Use of calculator.

    Level of Support 

    Increase the amount of personal assistance with specific learner.

    For example:

    Assign peer buddies, teaching assistants, peer tutors or cross-age tutors.


    Adapt the number of items that the learner is expected to learn or complete.

    For example:

    Reduce the number of vocabulary words a learner must learn at any one time.

    Degree of Participation

    Adapt the extent to which a learner is actively involved in the task.

    For example:

    Allow for small group/individual presentations vs. presentations to the whole class.

    Alternate Goals 

    Adapt the goals or outcome expectations while using the same materials.

    For example:

    Students in the same class are expected to either write a paragraph, write a bulleted response, or meet with the teacher to provide a verbal response.

    Substitute Curriculum

    Provide differentiated instruction and materials to meet a learner’s individual goals.

    For example:

    • Individualize a timeline for completing a task, pace learning differently (increase or decrease) for some learners,

    Use of Learning Ally.

  • Materials and Resources

    Biology, Miller, K. & J. Levine, Prentice Hall, 2014

    ISBN:  9780133235746