Nick Hartel

Contact Information or 503-916-2000 x71723


Learning and Credit Options: Virtual Scholars

School Year:


Course number: 1711OR2

Course title: Biology II (Semester 2)

Subject: Science

Grade Level(s): 9, 10, 11, 12

Course Description:

Biology is the study of life! The emphases of this course will be on the nature of science and inquiry, currently accepted theories, global ecology, bioethical decision making and current biological issues. Whenever possible these threads will be woven through the basic biological topics which will comprise the curriculum. These topics will include the nature of science, inquiry, cell biology, ecology and environmental issues, evolution, taxonomy and diversity, biochemistry, cellular respiration and photosynthesis, cell division, DNA, reproduction and genetics.

Prerequisites: None

Priority Standards and Final Proficiencies:

This course is a standards-based course. All students will be exposed to CCSS or Oregon state 9, 10, 11, 12 standards--below are the standards that mastery must be shown in order to earn credit.

H.1L.4 Explain how cellular processes and cellular differentiation are regulated both internally and externally in response to the environments in which they exist.
H.2L.4 Explain how biological evolution is the consequence of the interactions of genetic variation, reproduction and inheritance, natural selection, and time.
H.2L.5 Explain how multiple lines of scientific evidence support biological evolution.
H.3S.4 Identify examples from the history of science that illustrate modification of scientific knowledge in light of challenges to prevailing explanations.

Schedule of Units Covered:

Unit One:

Scientific Method
Matter and Measurements
Energy and Temperature
Unit Conversions
Accuracy and Precision

Unit Two:

Evolutionary Relationships
Primate Evolution
Classification of Living Organisms

Unit Three

Plant Cells and Tissues
Plant Growth, Reproduction, and Development

Unit Four

Nervous and Endocrine Systems
Respiratory and Circulatory
Digestive and Excretory
Muscular, Skeletal, and Integumentary
Reproductive System
Immune System

Academic Vocabulary

abiotic components of ecosystems, alleles, amino acid sequence, anatomical characteristic, autosomes, biological adaptation, biological evolution, biological molecule, breakdown of food molecules, carbon, carbon dioxide, catalyst, cell function, cell membrane, cell nucleus, cell organelle, cell wall, cellular differentiation, Charles Darwin, chemical bond, chloroplast, chromosome, DNA, DNA replication, DNA sequence, dominant trait, embryo formation, energy requirements of living systems, equilibrium of ecosystems, filial generation, flow of energy, flow of matter, fossil fuels, genes, genetic diversity, genetic mutation, genetic variation, geochemical cycle, geologic time (scale), Gregor Mendel, Golgi apparatus, greenhouse gas, human genetics, human modification of ecosystems, meiosis, mitochondrion, mitosis, natural selection, nitrogen, nitrogen cycle, organic matter, origin of life, ozone, parental generation, plate tectonics, protein, protein synthesis, recessive trait, revision of scientific theories, segregation of alleles, sex chromosomes, sex-linked (X-linked) trait, transforming matter and/or energy, transport of cell materials, ultraviolet radiation, vacuole

District-Adopted Materials

Supplemental Resources

As needed

Differentiation/Accessibility Strategies and Support (TAG, ELL,SpEd, other):

Accommodations based on IEP and 504 will be adhered to with guidance from case manager. Case manager approval is required for a student to take a VS course.


Instruction and assessments are created and delivered with a mind to multiple learning styles; it is with active cognition that teachers build material for students who learn in many different ways.

Career-Related Learning Experiences


Essential Skills and Required Work Samples:

Being a standards-based course, work will need to be scored at “Successful” or higher in order to earn credit.

Assessment/Evaluation/Grading Policy

Students are expected to submit work in each course weekly. Students can learn at their own pace; however, students must follow their course pace chart and make progress in the course every week. Students are required to complete self-checks, practice lessons, multiple choice questions, projects, discussion-based assessments, and discussions. Students are expected to:

  • Make regular progress (follow course calendar)
  • Maintain regular contact with teachers

When teachers, students, and families work together, students are successful.


This course is a standards-based course.

Course lessons and assessments are targeted to a specific set of CCSS/Oregon state standards. Students will be expected to score at the “Successful” level or higher in order to be marked proficient in each assessment. Students are expected to complete all assessments in the course.


If a student scores “Work In Progress” on an assessment, they will be able to revise and resubmit it for re-scoring.

Final grades in Virtual Scholars are determined using the VS Proficiency Matrix.

Behavioral Expectations:

PLAGIARISM is strictly monitored.


From the PPS Student Acceptable Use Guide:

Students will not plagiarize works that they find on the Internet. Plagiarism is taking the ideas or writings of others and presenting them as if they were original to the student.

Students will respect the rights of copyright owners. Copyright infringement occurs when an individual inappropriately reproduces a work that is protected by a copyright. If a work contains language that specifies appropriate use of that work, the student should follow the expressed requirements. If the student is unsure whether or not they can use a work, they should request permission from the copyright owner.

Students will adhere to the regulations outlined in the PPS Student Acceptable Usage guide

Safety Issues and Requirements