anatomy & physiology curriculum guide -...

MOUNT VERNON CITY SCHOOL DISTRICT

Anatomy & PhysiologyCurriculum Guide

THIS HANDBOOK IS FOR THE IMPLEMENTATION OF THEANATOMY AND PHYSIOLOGY CURRICULUM IN MOUNT VERNON.THIS PROVIDES AN OUTLINE OF THE DISTRICT’S EXPECTATIONS.

2015-16

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Mount Vernon City School District

Board of Education

Adriane SaundersPresident

Serigne GningueVice President

Board TrusteesCharmaine FearonRosemarie Jarosz

Micah J.B. McOwenOmar McDowell

Darcy MillerWanda WhiteLesly Zamor

Superintendent of SchoolsDr. Kenneth Hamilton

Deputy SuperintendentDr. Jeff Gorman

Assistant Superintendent of BusinessKen Silver

Assistant Superintendent of Human ResourcesDenise Gagne-Kurpiewski

Administrator of Mathematics and Science (K-12)Dr. Satish Jagnandan

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ACKNOWLEDGEMENTS

The Department of Curriculum and Instruction and Secondary Science ArticulationCommittee embarked upon a long range plan of curriculum development for thehigh schools. Teachers of every subject area from Mount Vernon and NellieThornton High School’s were joined by district administrator in the curriculumrevision process. The educators gave many personal hours and demonstratedexceptional commitment to this critical task.

The New York State Learning Standards and, in some cases, the Core Curriculumformed the basis for decisions regarding the identification of grade levelobjectives, learning activities and assessments. Each set of performance objectivesdescribes what a student should be able to do or understand by the end of the year,with a particular focus or the development of critical thinking ability and problemsolving skills.

This document is by no means completed; the modifications will depend upon itsuse. We hope that during the next year the school staff will explore, develop, andrecord the strategies deemed most successful in helping students meet the gradelevel objectives. Also, the order of units and their time frames should be revisitedafter a year of implementation.

Much credit goes to school leaders who organized the efforts of the teachers whocollaborated on this project.

Thank you.

Dr. Satish Jagnandan

Administrator for Mathematics and Science (K-12)

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TABLE OF CONTENTS

I. COVER …..……………………………………....... 1

II. MVCSD BOARD OF EDUCATION …..……………………………………....... 2

III. ACKNOWLEDGEMENTS …..……………………………………....... 3

IV. TABLE OF CONTENTS …..……………………………………....... 4

V. IMPORTANT DATES …..……………………………………....... 5

VI. VISION STATEMENT …..……………………………………....... 6

VII. ATTRIBUTES OF AN EXEMPLARY SCIENCE PROGRAM ..………………. 7

VIII. ANATOMY AND PHYSIOLOGY PACING GUIDE ..…………..…... 8

IX. SYSTEMATIC DESIGN OF A SCIENCE LESSON ………………..……………... 19

X. SCIENCE GRADING POLICY ………………..……………... 22

XI. SETUP OF THE SCIENCE CLASSROOM ………………..……………... 23

XII. WORD WALLS ARE DESIGNED ………………..……………... 24

XIII. SCIENCE CLASSROOM AESTHETICS ………………..……………... 25

XIV. FORMAL LAB REPORT FORMAT ………………..……………... 26

This document was prepared by the Mount Vernon City School District Curriculum and

Instruction Department in conjunction with the Secondary Science Articulation Committee.

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IMPORTANT DATES 2015-16

REPORT CARD – 10 WEEK PERIOD

MARKINGPERIOD

MARKINGPERIODBEGINS

INTERIMPROGRESSREPORTS

MARKINGPERIOD

ENDS

DURATION REPORT CARDDISTRIBUTION

MP 1 September 8,2015

October 9,2015

November 13,2015

10 weeks Week ofNov. 23, 2015

MP 2 November 16,2015

December 18,2015

January 29,2016

10 weeks Week ofFebruary 8, 2016

MP 3 February 1,2016

March 11,2016

April 15,2016

9 weeks Week ofApril 25, 2016

MP 4 April 18,2016

May 20,2016

June 23,2016

10 weeks Last Day of SchoolJune 23, 2016

The Parent Notification Policy states “Parent(s) / guardian(s) or adult students are

to be notified, in writing, at any time during a grading period when it is apparent -

that the student may fail or is performing unsatisfactorily in any course or grade

level. Parent(s) / guardian(s) are also to be notified, in writing, at any time during

the grading period when it becomes evident that the student's conduct or effort

grades are unsatisfactory.”

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VISION STATEMENT

True success comes from co-accountability and co-responsibility. In a coherentinstructional system, everyone is responsible for student learning and studentachievement. The question we need to constantly ask ourselves is, "How are ourstudents doing?"

The starting point for an accountability system is a set of standards andbenchmarks for student achievement. Standards work best when they are welldefined and clearly communicated to students, teachers, administrators, andparents. The focus of a standards-based education system is to provide commongoals and a shared vision of what it means to be educated. The purposes of aperiodic assessment system are to diagnose student learning needs, guideinstruction and align professional development at all levels of the system.

The primary purpose of this Instructional Guide is to provide teachers andadministrators with a tool for determining what to teach and assess. Morespecifically, the Instructional Guide provides a "road map" and timeline forteaching and assessing the NYS Science Content Standards.

I ask for your support in ensuring that this tool is utilized so students are able tobenefit from a standards-based system where curriculum, instruction, andassessment are aligned. In this system, curriculum, instruction, and assessment aretightly interwoven to support student learning and ensure ALL students have equalaccess to a rigorous curriculum.

We must all accept responsibility for closing the achievement gap and improvingstudent achievement for all of our students.

Dr. Satish Jagnandan

Administrator for Mathematics and Science (K-12)

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ATTRIBUTES OF AN EXEMPLARY SCIENCE PROGRAM

1. The standards-based science program must ensure equity and excellence for allstudents.

2. It is essential that the science program focus on understanding importantrelationships, processes, mechanisms, and applications of concepts that connectmathematics, science and technology.

3. The science program must emphasize a hands-on and minds-on approach tolearning. Experiences must provide students with opportunities to interact with thenatural world in order to construct explanations about their world.

4. The science program must emphasize the skills necessary to allow students toconstruct and test their proposed explanations of natural phenomena by using theconventional techniques and procedures of scientists.

5. The science program must provide students with the opportunity to dialog anddebate current scientific issues related to the course of study.

6. The science program must provide opportunities for students to make connectionsbetween their prior knowledge and past experiences to the new information beingtaught. Student learning needs to be built upon prior knowledge.

7. The science program must incorporate laboratory investigations that allowstudents to use scientific inquiry to develop explanations of natural phenomena.These skills must include, but are not limited to, interpreting, analyzing,evaluating, synthesizing, applying, and creating as learners actively construct theirunderstanding.

8. The science program must assess students’ ability to explain, analyze, andinterpret scientific processes and their phenomena and the student performancedata generated by theses assessments must be used to focus instructional strategiesto meet the needs of all students.

9. The science program must be responsive to the demands of the 21st century byproviding learning opportunities for students to apply the knowledge and thinkingskills of mathematics, science and technology to address real-life problems andmake informed decisions.

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Anatomy and Physiology Curriculum Guide

This guide using Science Interactive © 2010 (Modules 6, 7, 8 and9) was created to provideteachers with a time frame to complete the Science 9 Curriculum.

Module 6 - Ecology and the Environment (ISBN 10: 133734889)Module 7 - Cells and Heredity (ISBN 10: 133734846)

Module 8 - The Diversity of Life (ISBN 10: 133734854)Module 9 - Human Body Systems (ISBN 10: 133735168)

Module 6: Ecology and the Environment Timeframe1. Populations and Communities Weeks 1, 21.1 Living Things and the Environment (E.1.1)1.1.1 Identify what an organism gets from it environment.1.1.2 Identify biotic and abiotic parts of a habitat.1.1.3 Describe the levels of organization within an ecosystem.1.2 Populations (E.1.2)1.2.1 Explain the causes of changes in population size.1.2.2 Identify factors that limit population growth.1.3 Interactions Among Living Things (E.1.3)1.3.1 Explain how an organism’s adaptations help it survive.1.3.2 Describe the competition and predation.1.3.3 Identify the three types of symbiotic relationships.1.4 Changes in Communities (E.1.4)1.4.1 Describe the differences between primary and secondary succession.

Common Assessment #1 Sept. 162. Ecosystems and Biomes Weeks 3, 4, 52.1 Energy Flow in Ecosystems (E.2.1)2.1.1 Name and describe energy roles that organisms play in an ecosystem.2.1.2 Explain how energy moves through an ecosystem. 2.1.3 Describe how muchenergy is available at each level of an energy pyramid.2.2 Cycles of Matter (E.2.2)2.2.1 Name and describe processes involved in the water cycle.2.2.2 Explain how carbon and oxygen are recycled.2.2.3 Define and describe the nitrogen cycle.2.3 Biogeography (E.2.3)2.3.1 Explain how the movement of the continents has affected the distribution ofspecies.2.3.2 Name three ways that organism dispersal occurs. 2.3.3 Name and describe factorsthat can limit the dispersal of a species.2.4 Biomes (E.2.4)2.4.1 Name the six major biomes found on Earth.2.4.2 Name and describe the factors that determine the type of biome found in an area.2.5 Aquatic Ecosystems (E.2.5)2.5.1 Name and describe the two major types of aquatic ecosystems.2.5.2 Describe how organisms are adapted to each of the aquatic habitats.

Common Assessment #2 October 9

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Module 6: Ecology and the Environment Timeframe3. Living Resources Weeks 6, 73.1 Introduction to Environmental Issues (E.3.1)3.1.1 Identify the general categories of environmental issues. 3.1.2 Describe howdecision makers balance opposing needs and concerns.3.2 Introduction to Natural Resources (E.3.2)3.2.1 Explain what natural resources are and why they are important.3.2.2 Distinguish between renewable and nonrenewable resources.3.3 Human Population Growth (E..3.3)3.3.1 Explain how human population growth has grown over time.3.3.2 Identify factors that affect the rate of human population growth.3.4 Forests and Fisheries (E.3.4)3.4.1 Describe how forests can be managed as renewable resources.3.4.2 Describe how fisheries can be managed for a sustainable yield.3.5 Biodiversity (E.3.5)3.5.1 Explain the value of biodiversity.3.5.2 Identify factors that affect biodiversity.3.5.1 Identify ways that human activity threatens and protects biodiversity.

Common Assessment #3 October 23

4. Land, Water, and Air Resources Weeks 8, 9

4.1 Conserving Land and Soil (E.4.1)4.1.1 Tell how people use land.4.1.2 Describe the structure of fertile soil.4.1.3 Identify problems arising from the use of soil and explain methods of soilconservation.4.2 Waste Disposal and Recycling (E.4.3)4.2.1 Name three methods of solid waste disposal.4.2.2 Identify ways people can help control the solid waste problem.4.2.3 Explain how hazardous wastes can be safely disposed of.4.3 Water Pollution and Solutions (Derivative of E.5.1 and E.5.2)4.3.1 Explain why fresh water is a limited resource.4.3.2 Identify the major sources of water pollution.4.3.3 Describe how water pollution can be reduced.4.4 Ocean Resources (E.5.4)4.4.1 Identify the ocean’s living and non-living resources.4.4.2 Identify sources of ocean pollution.4.5 Air Pollution and Solutions (Derivative of E.6.1 and E.6.2)4.6.1 Identify the causes of indoor and outdoor air pollution.4.6.2 Explain the importance of the ozone layer and how it has been damaged.4.6.3 Explain the key to reducing air pollution.

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Module 6: Ecology and the Environment Timeframe

5. Energy Resources Weeks 9, 10

5.1 Fossil Fuels (E.7.1)5.1.1 Name the three major fossil fuels.5.1.2 Explain why fossil fuels are considered nonrenewable resources.5.2 Alternative Sources of Energy (Derivative of E.7.2 and E.7.3)5.2.1 Describe the forms of energy provided by the sun.5.2.2 Identify and describe various renewable sources of energy.5.2.3 Explain how a nuclear power plant produces electricity.5.3 Energy Use and Conservation (E.7.4)5.3.1 Explain how human energy use has changed over time.5.3.2 Name ways to ensure that there will be enough energy for the future.

Common Assessment #4 November 13

End of Mark Period 1

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Module 7: Cells and HeredityModule 7: Cells and Heredity Timeframe

1. Introduction to Cells Weeks 11, 12

1.1 Discovering Cells (C.1.1)1.1.1 Tell what cells are.1.1.2 Describe how scientists first observed cells and developed the cell theory.1.1.3 Describe how microscopes produce magnified images.1.2 Looking Inside Cells (C.1.2)1.2.1 Describe the functions of cell structures and organelles.1.2.2 Describe how specialized cells are organized in many-celled organisms.1.3 Chemical Compounds in Cells (C.1.3)1.3.1 Define elements and compounds.1.3.2 Identify the compounds that are important to a cell.1.4 The Cell in Its Environment (C.1.4)1.4.1 Describe how materials move into and out of cells.

Common Assessment #5 November 25

2. Cell Processes and Energy Weeks 13, 14

2.1 Photosynthesis (C.2.1)2.1.1 Explain how the sun supplies living things with the energy they need.2.1.2 Describe what happens during the process of photosynthesis.2.2 Respiration (C.2.2)2.2.1 Describe the events that occur during respiration. 2.2.2 Tell what fermentation is.2.3 Cell Division (C.2.3)2.3.1 Summarize the functions of cell division.2.3.2 Identify the events that take place during the three stages of the cell cycle.3. Genetics: The Science of Heredity Weeks 14, 153.1 What Is Heredity? (C.3.1)3.1.1 Describe the results of Mendel’s experiments.3.1.2 Identify the role of alleles in controlling the inheritance of traits.3.2 Probability and Heredity (C.3.2)3.2.1 Define probability and describe how it helps explain the results of genetic crosses.3.2.2 Explain what is meant by genotype and phenotype.3.3 Patterns of Inheritance (C.3.3)3.3.1 Describe at least three complex patterns of inheritance.3.3.2 Discuss how characteristics result from inheritance and environmental factors.3.4 Chromosomes and Inheritance (C.3.4)3.4.1 Describe the role chromosomes and genes play in inheritance.3.4.2 Identify the events that occur during meiosis and fertilization.

Common Assessment #6 December 18

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Module 7: Cells and HeredityModule 7: Cells and Heredity Timeframe

4. The DNA Connection Weeks 15, 16

4.1 The Genetic Code (C.4.1)4.1.1 Explain what forms the genetic code.4.1.2 Describe how DNA copies itself.4.2 How Cells Make Proteins (C.4.2)4.2.1 Describe how a cell produces proteins.4.3 Mutations (C.4.3)4.3.1 Identify how mutations can affect an organism.4.3.2 Explain how cancer is related to mutations and the cell cycle.

5. Human Genetics and Genetic Technology Week 17

5.1 Human Inheritance (C.5.1)5.1.1 Identify some patterns of inheritance in humans.5.1.2 Describe the functions of the sex chromosomes.5.2 Human Genetic Disorders (C.5.2)5.2.1 Identify two major causes of genetic disorders in humans.5.2.2 Explain how geneticists trace the inheritance of traits.5.2.3 Describe how genetic disorders are diagnosed and treated.5.3 Advances in Genetics (C.5.3)5.3.1 Describe three ways of producing organisms with desired traits.5.4 Using Genetic Information (C.5.4)5.4.1 Describe ways that genetic information can be used.5.4.2 Explain the issues surrounding the use of genetic information.6. Evolution Weeks 186.1 Darwin’s Theory (C.6.1)6.1.1 Describe how Darwin’s observations helped him to develop his hypothesis.6.1.3 Explain how natural selection leads to evolution.6.2 Evidence of Evolution (C.6.2)6.2.1 State evidence that supports the theory of evolution.6.3 Rate of Change (C.6.6)6.3.1 Explain how new species form.6.3.2 Describe the two theories on the rate of evolution.

Common Assessment #7 January 15


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Module 8: The Diversity of LifeModule 8: The Diversity of Life Timeframe

1. Introduction to Living Things Week 201.1 What Is Life? (A.1.1 + A.1.2)1.1.1 List the characteristics all living things share.1.1.2 Explain where living things come from.1.1.3 Identify what all living things need to survive.1.2 Classifying Life (A.1.3)1.2.1 Explain why biologists classify organisms and how they assign scientific names.1.2.2 Describe the organization of the levels of classification.1.2.3 Explain how taxonomic keys are useful.1.3 Evolution and Classification (A.1.4)1.3.1 Explain the relationship between evolution and classification.1.3.2 Explain why classification is subject to change.2. Viruses, Bacteria, Protists, and Fungi Weeks 21, 222.1 Viruses (A.2.1)2.1.1 List characteristics of viruses and describe the basic structure of a virus.2.1.2 Discuss both positive and negative ways that viruses affect living things.2.2 Bacteria (A.2.2)2.2.1 Name and describe structures of a bacterial cell and explain how bacteria obtainfood and energy.2.2.2 Describe the conditions under which bacteria thrive and reproduce frequently.2.2.3 Describe the roles of bacteria in the production of oxygen and food, inenvironmental recycling and cleanup, and in health and medicine.2.3 Protists (A.2.3)2.3.1 Describe the characteristics of animal-like protists and give examples.2.3.2 Describe the characteristics of plantlike protists and give examples.2.3.3 Describe the characteristics of funguslike protists and give examples.2.4 Fungi (A.2.4)2.4.1 Name the characteristics fungi share.2.4.2 Explain how fungi reproduce.2.4.3 Describe the roles fungi play in nature.

Common Assessment #8 February 12

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3. Plants Weeks 22, 23

3.1 The Plant Kingdom (A.3.1 + A.3.2)3.1.1 Identify the characteristics that all plants share and name all the things that a plantneeds to live successfully on land.3.1.2 Compare nonvascular and vascular plants.3.1.3 Describe the stages of a plant’s life cycle.3.2 Plants Without Seeds (A.3.4 + A.3.5)3.2.1 Name some nonvascular plants and list the characteristics they share.3.2.2 Name some seedless vascular plants and list the characteristics they share.3.3 The Characteristics of Seed Plants (A.4.1 + A.4.2)3.3.1 Identify the characteristics that seed plants share.3.3.2 Explain how seeds become new plants.3.3.3 Describe the functions of roots, stems, and leaves.3.4 Gymnosperms (A.4.3)3.4.1 Identify the characteristics of gymnosperms.3.4.2 Describe how gymnosperms reproduce.3.4.3 List important products from gymnosperms.3.5 Angiosperms (A.4.4)3.5.1 Describe the characteristics shared by angiosperms.3.5.2 State the function of an angiosperm’s flowers, and explain how angiospermsreproduce.3.5.3 List important products from angiosperms.3.6 Plant Responses and Growth (A.4.5)3.6.1 Identify three stimuli that produce plant responses.3.6.2 Describe how plants respond to seasonal changes.3.6.3 State how long different angiosperms live.4. Introduction to Animals Weeks 24, 254.1 What is an Animal? (B.1.1)4.1.1: Describe the levels of organization in an animal’s body.4.1.2: Identify four functions that enable animals to meet their basic needs.4.1.3: Explain how animals are classified.4.2 Animal Symmetry (B.1.2)4.2.1: Define symmetry.4.2.2: Infer general characteristics of an animal based on its symmetry.4.3 Introduction to Invertebrates (B.1.3)4.3.1: Identify the characteristics of invertebrates.4.3.2: Describe the major groups of invertebrates.4.4 Introduction to Vertebrates (B.1.4)4.4.1: Identify the characteristics of chordates and vertebrates.4.4.2: Describe how vertebrates differ in the way they control body temperature.4.5 Vertebrate Diversity (B.1.5)4.5.1: Describe the major groups of vertebrates.

Common Assessment #9 March 11

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5. Getting Around Week 26

5.1 Variations in Body Structure (B.2.1)5.1.1: Describe different ways in which animal bodies are organized.5.1.2: Explain how various body structures relate to their function.5.2 Nervous System (B.2.2)5.2.1: Explain the function of the nervous system.5.2.2: Describe how the nervous systems of animals differ.5.3 Movement in Invertebrates (B.2.3)5.3.1: Describe how invertebrates move.5.4 Movement in Vertebrates (B.2.4)5.4.1: Describe how vertebrates move.

6. Obtaining Energy Week 27

6.1 How Invertebrates obtain and digest food (B.3.1)6.1.1: Identify the different ways invertebrates obtain food.6.1.2: Compare the different ways invertebrates digest food.6.2 How Vertebrates obtain and digest food (B.3.2)6.2.1: Identify the different ways vertebrates obtain food.6.2.2: Compare the different ways vertebrates digest food.6.3 How Invertebrates Obtain Oxygen (B.3.3)6.3.1: Compare how different invertebrates obtain oxygen.6.3.2: Describe closed circulatory systems and open circulatory systems.6.4 How Vertebrates Obtain Oxygen (B.3.4)6.4.1: Compare how different vertebrates obtain oxygen.6.4.2: Explain how closed circulatory systems differ among vertebrates.7. Animal Reproduction and Behavior Weeks 287.1 Reproduction in Invertebrates (B.4.1)7.1.1: Compare asexual reproduction and sexual reproduction in invertebrates.7.1.2: Explain how internal fertilization and external fertilization differ.7.2 Reproduction in Vertebrates (B.4.2)7.2.1: Give examples of how vertebrates reproduce.7.2.2: Describe how different vertebrates care for their young.7.3 Life Cycles (B.4.3)7.3.1: Compare and contrast the life cycles of animals.7.4 What is Behavior? (B.4.4)7.4.1 Explain what causes animal behavior.7.4.2 Describe what instincts are.7.4.3 Describe four types of learned behavior.7.5 Patterns of Behavior (B.4.5)7.5.1 List the three ways animals communicate.7.5.2 Give examples of competitive and cooperative behaviors.7.5.3 Describe cyclic behavior.

Common Assessment #10 April 8


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Module 9: Human Body SystemsModule 9: Human Body Systems Timeframe

1. The Human Body Week 291.1 Body Organization (D.1.1)1.1.1 List the levels of organization in the body.1.2 System Interactions (D.1.2)1.2.1 Describe how the skeletal and muscular systems work together.1.2.2 Describe which body systems work together to obtain and transport materials.1.2.3 Describe which body systems control communication and regulation.1.3 Homeostasis (D.1.3)1.3.1 Define homeostasis and explain how systems interact to maintain homeostasis.

2. Bones Muscles, and Skin Week 30

2.1 The Skeletal System (D.2.1)2.1.1 Identify the functions of the skeleton.2.1.2 Explain the role that joints play in the body.2.1.3 Describe the characteristics of bones and how to keep bones strong and healthy.2.2 The Muscular System (D.2.3)2.2.1 Identify the types of muscles found in the body.2.2.2 Explain how skeletal muscles work in pairs.2.3 The Skin (D.2.4)2.3.1 Describe the functions and structures of the skin.2.3.2 Identify habits that can keep skin healthy.

3. Digestion Week 31

3.1 Food and Energy (D.3.1)3.1.1 Explain why the body needs food.3.1.2 Describe nutrients used by the body and tell how they help carry out essentialprocesses.3.2 Healthy Eating (D.3.2)3.2.1 Explain how food pyramids can help in planning a healthy diet.3.2.2 List and describe the information that is included on food labels.3.3 The Digestive Process Begins (D.3.3)3.3.1 Describe the functions carried out in the digestive system.3.3.2 Explain the roles of the mouth, esophagus, and stomach in digestion.3.4 Final Digestion and Absorption (D.3.4)3.4.1 Describe how the small intestine, liver, and pancreas function in digestion.3.4.2 Explain the role of the large intestine in digestion.

Common Assessment #11 April 29

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4. Circulation Weeks 324.1 The Body’s Transport System (D.4.1)4.1.1 Explain the functions of the cardiovascular system.4.1.2 Describe the structure and function of the heart.4.1.3 Sequence the path blood follows through the cardiovascular system.4.2 A Closer Look at Blood Vessels (D.4.2)4.2.1 Describe the structure and functions of arteries, capillaries, and veins.4.2.2 Explain what causes blood pressure.4.3 Blood (D.4.3)4.3.1 Describe the components of blood.4.3.2 Explain what determines the type of blood that a person can receive in a transfusion.4.4 Cardiovascular Health (D.4.4)4.4.1 Identify some diseases of the cardiovascular system.4.4.2 Describe behaviors that can help maintain cardiovascular health.

5. Respiration and Excretion Week 33

5.1 The Respiratory System (D.5.1)5.1.1 Identify the functions and structures of the respiratory system.5.1.2 Explain how you breathe.5.1.3 Describe what happens during gas exchange.5.2 Smoking and Your Health (D.5.2)5.2.1 Identify the harmful chemicals contained in tobacco smoke.5.2.2 Explain how tobacco smoke affects a person’s health over time.5.3 The Excretory System (D.5.3)5.3.1 Identify the structures and functions of the excretory system.5.3.2 Explain how excretion contributes to homeostasis.6. Fighting Disease Week 346.1 What Causes Disease? (D.6.1)6.1.1 Explain the nature of infectious diseases and identify the pathogens that cause them.6.2 How Do Diseases Spread? (D.6.2)6.2.1 Identify four ways that pathogens are spread.6.3 The Body’s Defenses (D.6.3)6.3.1 Explain how the body’s first line of defense guards against pathogens.6.3.2 Describe what happens during the inflammatory response.6.3.3 State how the immune system responds to pathogens.6.4 HIV and AIDS (D.6.4)6.4.1 Identify how HIV affects the body.6.4.2 Describe how HIV infection spreads and how it is treated.6.5 Treating and Preventing Infectious Disease (D.6.5)6.5.1 Distinguish between kinds of immunity and tell how immunity is acquired.6.5.2 Describe methods for treating infectious diseases.6.6 Noninfectious Disease (D.6.6)6.6.1 Describe how allergies, diabetes, and asthma affect the body.6.6.2 Define cancer and explain how may it be treated and prevented.

Common Assessment #12 May 20

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7. The Nervous System Week 357.1 How the Nervous System Works (D.7.1)7.1.1 Identify the functions of the nervous system.7.1.2 Describe the structure of a neuron and the kinds of neurons found in the body.7.1.3 Explain how nerve impulses travel from one neuron to another.7.2 Divisions of the Nervous System (D.7.2)7.2.1 Describe the structures and functions of the central nervous system.7.2.2 Describe the structures and functions of the peripheral nervous system.7.2.3 Identify two ways in which the nervous system can be injured.7.3 Sight and Hearing (D.7.3)7.3.1 Describe how your eyes enable you to see.7.3.2 Describe how you hear and maintain your sense of balance.7.4 Smell, Taste and Touch (D.7.4)7.4.1 Explain how your senses of smell and taste work together.7.4.2 Explain how your skin is related to your sense of touch.7.5 Alcohol and Other Drugs (D.7.5)7.5.1 Describe the immediate and long-term effects of drug abuse on the body.7.5.2 Identify some commonly abused drugs and how each affects the body.7.5.3 Explain how alcohol abuse harms the body.8. The Endocrine System and Reproduction Week 368.1 The Endocrine System (D.8.1)8.1.1 Describe how the glands of the endocrine system control body processes.8.1.2 Explain how negative feedback controls hormone levels.8.2 The Male and Female Reproductive Systems (D.8.2)8.2.1 Describe the structures and functions of the male and female reproductive systems.8.2.2 Sequence the events that occur during the menstrual cycle.8.3 Pregnancy and Birth (D.8.3)8.3.1 List the stages of human development that occur before birth.8.3.2 Explain how the developing embryo is protected and nourished.8.3.3 Describe what happens during childbirth.8.4 The Human Life Cycle (D.8.4)8.4.1 Identify changes that occur from infancy to adulthood.

Common Assessment #13 June 3


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SYSTEMATIC DESIGN OF A SCIENCE LESSON

What are the components of a Science Lesson?

Standards-Based Science Lesson Plan Format Using the Workshop ModelComponent Time

AIM: Goal of the Day

Written in Question Form

Concept to be Learned

Linked to Closure of the lesson

Written in student friendly language

Can be elicited from the students

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Learning Objective(s): Standards-Based

A precise way of stating an outcome or goal (refer to Bloom's Taxonomy)

Describes what a student should be able to do (a road map)

Can be measured for achievability (attainable)

Getting started activities serve as prerequisite skills in preparation for undertaking newobjectives

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Key Idea(s): NYS Performance Standards

Specific skills and concepts students should master

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Key Words: Interactive Word Wall

Identify, define words relevant to the lesson, topic, concept, skill

Operational definitions of terms, concepts

Use of roots and prefixes for literary understanding

Display on the Science Word Wall and use for vocabulary development

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Materials: Creative and Varied

Items needed to facilitate the implementation of the lesson

Use to enhance/differentiate lesson (i.e. teacher-made, manipulatives, text, calculators,technology)

Organized and accessible to students

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Problem of the Day / Do Now: Opening - Whole Group

This can be considered the motivation or Do Now of the lesson

It should set the stage for the day's lesson

Skills review

Introduction of a new concept, built on prior knowledge

Open-ended problems

5 min

Mini Lesson: Guided Practice - Whole Group (Teacher Directed, Student Centered)

Inform students of what they are going to do. Refer to Objectives. Refer to the KeyWords (Word Wall)

Define the expectations for the work to be done

Provide various demonstrations using modeling and multiple representations (i.e. modela strategy and your thinking for problem solving, model how to use a ruler to measureitems)

Relate to previous work

Provide logical sequence and clear explanations

Provide medial summary

10 – 15min

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Standards-Based Science Lesson Plan Format Using the Workshop ModelComponent Time

Exploration/Investigation: Independent Practice - Cooperative Groups, Pairs,Individuals, (Student Interaction & Engagement, Teacher Facilitated) Students try out the skill or concept learned in the mini-lesson Teachers circulate the room, conferences with the students and assesses student

work (i.e. teacher asks questions to raise the level of student thinking) Students construct knowledge around the key idea or content standard through

the use of problem solving strategies, manipulatives, accountable/quality talk,writing, modeling, technology applied learning

20 – 25min

Share Out: Reflective Practice - Whole Group (Teacher Directed, StudentCentered) Students discuss their work and explain their thinking Teacher asks questions to help students draw conclusions and make references

5 – 10min

Journal Writing: Independent Reflections - Individuals (Teacher Facilitated,Student Centered) Reflect thinking in writing Use writing "prompts" if needed (i.e. "I tried to solve this problem by

______________ but it did not work because____________________.") Answer question (i.e. What did I do in Science today?, What science words did I

learn or review? What science did I learn or review?) Pose creative assignments (i.e. Use tangrams to create a character. Give a

description and details about your character.)

5 – 10min

Final Summary: (Closing) - Whole Group (Teacher Directed, Student Centered) Determine if aim/objective(s) were achieved Students summarize what was learned Allow students to reflect, share (i.e. read from journal) Homework is a follow-up to the lesson which may involve skill practice,

problem solving and writing

5min

Homework/Enrichment - Whole Group (Teacher Directed, Student Centered) Homework is a follow-up to the lesson which may involve skill practice,

problem solving and writing Homework, projects or enrichment activities should be assigned on a daily basis. SPIRALLING OF HOMEWORK - Teacher will also assign problems / questions

pertaining to lessons taught in the past

-

Remember: Assessments are on-going based on students’ responses.Assessment: Independent Practice (It is on-going! Provide formal assessmentwhen necessary / appropriate) Always write, use and allow students to generate Effective Questions for optimal

learning Based on assessment(s), Re-teach the skill, concept or content using alternative

strategies and approaches

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IMPORTANT NOTICE

All aims must be numbered with corresponding homework. For example, Aim #7will corresponded to homework #7 and so on.

Writing assignments at the end of the lesson (closure) bring great benefits. Not onlydo they enhance students' general writing ability, but they also increase both theunderstanding of content while learning the specific vocabulary of the disciplines.

AIM #7: What is matter?

NYS PERFORMANCE INDICATOR:

3.1q Matter is classified as a pure substance or as a mixture of substances.

Do Now (5 minutes):

Classify the following items based on their properties/characteristics.

Writing Exercise / Closure:

What are some properties of matter?

Homework #7

Page 34 #5, 7, 9, 11

Page 28 #4, 13

Page 15 #21, 33

Page 8 #40

Study for Quiz #2 on September 23, 2010

Demonstration (using manipulatives) must be incorporated in all lessons. Withstudents actively involved in manipulating materials, interest in science will bearoused. Using manipulative materials in teaching science will help students learn:

a. to relate real world situations to science symbolism.

b. to work together cooperatively in solving problems.

c. to discuss scientific ideas and concepts.

d. to verbalize their scientific thinking.

e. to make presentations in front of a large group.

f. that there are many different ways to solve problems.

g. that problems can be symbolized in many different ways.

h. that they can solve problems without just following teachers' directions.

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SCIENCE GRADING POLICY

This course of study includes different components, each of which are assigned the

following percentages to comprise a final grade. I want you--the student--to understand

that your grades are not something that I give you, but rather, a reflection of the work

that you give to me.

1. Common Assessments → 35%

2. Quizzes → 15%

3. Notebook, Journal → 15%

4. Homework → 15%

5. Research Projects / Reports → 10%

6. Classwork / Class Participation → 10%

o Class participation will play a significant part in the determination of your

grade. Class participation will include the following: attendance, punctuality

to class, contributions to the instructional process, effort, work in the

laboratory, contributions during small group activities and attentiveness in

class.

Important Notice

As per MVCSD Board Resolution 06-71, the Parent Notification Policy states “Parent(s) /

guardian(s) or adult students are to be notified, in writing, at any time during a grading period

when it is apparent - that the student may fail or is performing unsatisfactorily in any course or

grade level. Parent(s) / guardian(s) are also to be notified, in writing, at any time during the

grading period when it becomes evident that the student's conduct or effort grades are

unsatisfactory.

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SETUP OF THE SCIENCE CLASSROOM

I. Prerequisites for a Science ClassroomA Bulletin Board is meant to display necessary information related to the classitself. Displayed on the Bulletin Boards should be the following; Teacher Schedule Class List Seating Chart Code of Conduct / Discipline School Policies – dress code, attendance, important dates, etc. Grading Policy Safety and Laboratory Procedures Science Diagrams Extra Help Schedule

II. Updated Student WorkA section of the classroom must display recent student work. This can be of anytype of assessment, graphic organizer, and writing activity. Teacher feedback mustbe included on student’s work.

III. Board Set-UpEvery day, teachers must display the NYS Standard (Performance Indicator),Aim, Do Now and Homework. At the start of the class, students are to copy thisinformation and immediately begin on the Do Now.

IV. Spiraling HomeworkHomework is used to reinforce daily learning objectives. The secondary purposeof homework is to reinforce objectives learned earlier in the year. Theassessments are cumulative, spiraling homework requires students to reviewcoursework throughout the year.

Student’s Name: School:

Teacher’s Name: Date:

Aim #:

NYS Performance Indicator:

Do Now:

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WORD WALLS ARE DESIGNED …

to promote group learning. to support the teaching of important general principles about words and how they work. to foster reading and writing in content area. to provide reference support for children during their reading and writing. to promote independence on the part of young students as they work with words. to provide a visual map to help children remember connections between words and the

characteristics that will help them form categories. to develop a growing core of words that become part of their vocabulary.

IMPORTANT NOTICE A science word wall must be present in every science classroom.

Sample Science Word Wall

Process Skills Plants Soils Animals

classify root soil inheritmeasure stem humus traitpredict leaf topsoil mammalobserve seed clay birdrecord germinate loam amphibianinfer seedling resource gills

variable photosynthesis conservation fishcompare chlorophyll strip cropping scales

cotyledon contour plowing reptilemetamorphosis

cycle

Habitats Food Chains Rocks and Minerals

environment interact mineral valleyecosystem producer rock canyonpopulation consumer crust plaincommunity decomposer mantle plateau

habitat food chain core barrier islandforest energy pyramid igneous rock weathering

deciduous forest food web sedimentary rock erosiontropical rain forest predator metamorphic rock glacier

coastal forest prey rock cycle earthquakeconiferous forest fossil volcano

desert geologist floodsalt water landform natural disaster

fresh water mountain

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SCIENCE CLASSROOM AESTHETICS

“PRINT–RICH” ENVIRONMENT CONDUCIVE TO LEARNING

TEACHER NAME: _________________________________________________________

PERIOD: _________________________________________________________

ROOM: _________________________________________________________

CHECKLISTYES NO

Teacher Schedule

Class List

Seating Chart

Code of Conduct / Discipline

Grading Policy

List of Core Laboratories

Safety and Laboratory Procedures

Science Diagrams, Posters, Displays

Updated Student Work (Projects, Assessments, Writing, etc.)

Updated Student Portfolios

Updated Word-Wall

Updated Lab Folder

Organization of Materials

Cleanliness

Principal Signature: _________________________________________ Date: ____________

Administrator Signature: _____________________________________ Date: ____________

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Mount Vernon City School DistrictScience Department

Formal Lab Report Format

Laboratory reports are the vehicle in which scientific information is passed on from theexperimenter to others who have an interest in the scientific study. It is therefore very importantthat each student enrolled in a science class at University High School learn the proper formatand procedure for writing a scientific report.

The following is a brief summary of what information is to be included in an acceptablelaboratory report. Not all experiments will include all of the sections shown below. If yourexperiment (or your teacher) does not call for certain parts of the report format simply leave thatsection out.

Formal lab reports should always be word-processed or at least written neatly in ink. Never writeany section in pencil. Graphs should be hand drawn or done by a computer-graphing program.The report does not necessarily have to be lengthy or elaborate. Scientific writing should beclear, concise and accurate. Correct spelling and grammar is always important and will have animpact on the evaluation of your report. Unless your teacher informs you that this will be a groupreport, each student in the lab group will be responsible for completing his/her own report. Thereport may include:

Title PageThis section includes your name, title of the lab and the names of all labpartners. The page should also include the course title, instructor, period andthe date the lab was conducted

TitleThe title of the report must clearly reflect what the experiment was all about.This is not an appropriate place for creative or ambiguous titles.

PurposeThis section of the report clearly states in one or two sentences what is to bestudied in this experiment. What are you trying to find out in this experiment?

Hypothesis

Write a brief statement outlining your specific expected outcomes of theexperiment. The hypothesis is what you think will happen during theexperiment. It differs from a guess in that it is based upon prior knowledge orevidence.

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Materials

List what equipment was used in your experimental setup. In manyexperiments, it may be helpful to include a detailed and labeled diagram ofhow the equipment is set up. Experiments involving measurements ofelectrical circuits must include a circuit diagram.

Procedure

If you are reporting on an experiment with a written procedure, summarizebriefly how the experiment was performed. Include only the basic elementsthe will give the reader an understanding of how the data was collected.Please do not include small details such as size of beakers, specific times,computer commands, or how specific equipment is to be connected together,etc. Do NOT just recopy the procedure from the lab book or hand out. Writethe procedure as if you were describing the experiment to an interested friend.If you are writing a report on an experiment of your own design, list thenumbered steps of the procedure you followed. This should look a lot like theprocedure section of your lab book

Safety

Write a short statement outlining whatever safety precautions might apply tothe experiment. Consider the potential dangers of flammables, corrosives,toxins, sharps, heat or cold, among others. Eye protection is required forexperiments involving the use of chemicals, boiling water, dissections or thepossibility of flying projectiles

ExperimentalData

This section of the report will contain the raw data collected during theexperiment. Experimental data may take the form of qualitative observationsmade during the experiment. Observations may include color changes, newproducts formed, phase changes, sounds, lights, positions or other non-measurement observations. This type of information is often best given inparagraph form where you describe your observations during a particular step.Include in your description what you did and what happened when you did it.Do not attempt to include interpretations of what happened at this time. Thissection is for raw data only.

Data may also take the form of numerical measurements collected during theexperiment. Quantitative Data should be included in a data table with clearlylabeled headings that include the units used. Do not ignore suspected faultydata but include it you report. Later, in your CONCLUSIONS, you will havethe opportunity to explain why you have decided not to include the suspectederrors in your analysis.

Charts andGraphs

To look for relationships in the data it is often of benefit to graph the datacollected. Make sure all graphs and charts are fully titled and labeled. Seehandout on how to construct a scientific graph for format instructions.

SampleCalculations

Every time that you perform a new calculation for data analysis, show asample calculation of how it was done in this section of your report. Show asample for each type of calculation done in the experiment, no matter howtrivial it seems. Use data from your experiment in your sample calculation,not made up numbers. Fully label each calculation so that the reader

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understands what you are calculating. Show the equation used for eachcalculation. Make sure that each measurement has the proper units and thateach calculated result is given the correct number of significant digits. If acalculation is repeated in the experiment, there is no need to show it more thatonce.%Error: calculation which determines how close your experimental value is tothe accepted value (as always, show your work)

% Error = |accepted value - your value|accepted value

If one of the analysis questions below asks for a calculation, show the work inthe Questions section not Sample Calculations.

Questions

All analysis questions found at the end of the experiment are to be answeredin complete sentences (except calculations, where you need to show yourwork). One or two word answers are never acceptable. Do not rewrite theoriginal question; instead, word your answer such that the question is obviousfrom the wording of your answer.

Conclusions

This is the most important part of your lab report. It is here that you answerthe questions asked in the purpose. Your conclusion should always be statedin terms of what you said your purpose was. Did the experiment verify yourhypothesis? How do you know?

Begin your conclusion by restating your purpose and/or hypothesis. In asentence or two, indicate how the experiment was conducted. State whetherthe results verified or refuted your hypothesis. List the evidence or logic fromyour experimental results that lead you to that conclusion. Be specific. If yourresults did not agree with the expected results, how far off were you from theaccepted value? A percent error might be appropriate here. Is this errorsignificant? Looking back on how the experiment was conducted, identifyseveral sources of error. "Experimental error", "measurement error", "humanerror" and "calculation error" are not acceptable statements of error. Be muchmore specific! Your discussion of error should include the effects of eachsource with regard to both magnitude and direction. If you were to do thisexperiment again, how could you modify this experiment to improve yourresults?

Many of the points made above may have been previously discussedelsewhere in the report. Do not leave them out of your conclusion! Yourconclusion should be able to stand alone without the rest of the report.

All reports should be signed and dated by the author at the bottom of the report. The dateshould reflect the date that the report is submitted.

anatomy & physiology curriculum guide -...

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