Honors Anatomy and Physiology                                                                                         Page  of

Unit 1 - Organization and Regulation of Body Systems

Unit 2 - The Skeletal System

Unit 3 - The Muscular System

Unit 4 -  The Cardiovascular System

Unit 5 - The Lymphatic System

Unit 6 - The Digestive System and Nutrition

Unit 7 - The Respiratory System

Unit 8 - The Urinary System

Unit 9 - The Nervous System

Unit 10 -  The Sensory System

Unit 11 - The Endocrine System

Unit 12 -  The Reproductive System




Unit Title

Unit 1 - Organization and Regulation of Body Systems

Timeframe 

30 days

Unit Summary

In this unit, students will be presented an overview of the levels of organization of the human body. Students will learn the language of Human Anatomy and Physiology as they become familiar with terminology used to describe locations of major body cavities and those used to to describe relative positions, body sections, and regions. Students will explore the location, general characteristics, and functions of the membranes of the human body together with the four major types of tissues including epithelial, connective, muscle, and nervous. Also, an overview of the integumentary system will involve the following topics: structural and functional characteristics of the layers of skin and accessory structures, functions of the skin, wound healing, and factors that determine skin color.

Learning Targets

Essential Questions

  • How do human beings acquire materials and energy?
  • How do tissues help organs to function?
  • How are tissues classified?
  • How does the skin and its components make up a complex set of organs that protects and interacts with other body systems?
  • How can skin cancer be prevented?
  • What are the effects of aging on the integumentary system?

Enduring Understandings

Students will understand:

  • Discuss how humans have a responsibility to the global community to decide how best to use scientific knowledge for the benefit of all living things
  • Explain the similarities and differences among the nine levels of organization of the body
  • Recognize the primary functions of the body tissues and membranes
  • Explain how the skin is composed of layers with various functions

Know

By the end of this unit, students will know

  • Define terminology used to describe locations of major body cavities and those used to to describe relative positions, body sections, and regions.
  • Name the four major types of tissues and describe their structure, function, and location.
  • Describe the structure and function of the regions of the skin and its accessory structures.
  • Describe dangers associated with excessive UV exposure.
  • List the organ systems of the body and their general functions.
  • Describe body cavities and associated membranes.
  • Discuss homeostasis, its maintenance and function.
  • Differentiate between positive and negative feedback.

Do

By the end of this unit, students will be able to

  • Use medical terminology in reference to specific locations of the body using diagrams, models, etc.
  • Illustrate feedback mechanisms through analogies such as a household thermostat.
  • Diagram each major body system on a diagram of the human body.
  • Locate skin layers on a diagram.
  • Identify epithelial tissues while viewing through a microscope.

Evidence of Learning

Formative

  • Torso Activity - Name that Organ
  • Interactive Anatomical Terms Activity
  • Regions of the Body Interactive Activity
  • Interactive Blood Type Activity
  • Tissue identification
  • Online Skin labeling Exercise
  • Various quizzes

Summative/ Benchmark

Summative assessment (Computer-generated) - Demonstrate the understanding of medical terminology to identify and explain the structures/regions of the body; differentiate among 4 tissue types; structure and function of skin including accessory structures

Alternative Assessments

Performance Assessment - lab practical to demonstrate ability to differentiate among the four types of tissues

Tissue art project - Students create an artwork that features tissues learned about in the unit; includes description of function and location of tissues

Learning Activities

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Textbook "Human Anatomy and Physiology"

Study Guides "Making Your Biology/Life Science Instruction the Best it can Be"

Equipment

  • Chromebooks
  • Model skeleton
  • Model torso

Supplemental Resources

Videos

  • Systems Working Together
  • All Systems Go

Websites

Standards

Content Statement

Indicator

Life science (LS) core idea 1:  Organisms have structures and functions that facilitate their life processes, growth and reproduction.  {Molecules to organisms:  Structures and processes}

LS1.A – Structure and function sub question:  How do the structures of organisms help them to perform life’s functions?

LS1.B – Growth and development of organisms sub question:  How do the structure and function of organisms change as they grow and develop?

LS1..C – Organization of matter and energy flow sub question:  How do organisms get and use the matter and energy they need to live and grow?

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  • Art: Drawing and labeling generalized model of the body demonstrating the levels of organization
  • Art: Tissue art project
  • English:  Analyze and interpret print and Internet sources, speaking skills
  • English: Journal writing, lab report on cutaneous sensation lab

 

  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

8.1.12.A.5 Create a report from a relational database consisting of at least two tables and describe the process, and explain the report results.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

Modifications/Accommodations

IEPs

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly

504s

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s or 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences)

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible
  • Electronic translators.
  • Provide work for completion or understanding to ELL teacher to continue during ELL class

G/T

  • Projects are designed so teacher may extend criteria based on student needs.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.
  • Collaborate with after-school programs or clubs to extend learning opportunities

Unit Title

Unit 2 - The Skeletal System

Timeframe 

15 days

Unit Summary

The skeletal system unit encompasses a description of the axial and appendicular skeletal systems in which major functions of bones, bone structure and the functions of bone parts will be explored together with bone growth and development. Students will locate and identify bones and the major features of the bones that comprise the skull, vertebral column, thoracic cage, pectoral and pelvic girdles, and the upper and lower limbs. Also, the three classes of joints will be explored revealing their structural characteristics and functions.

Learning Targets

Essential Questions

  • What is the structure and function of bone tissue and the dynamics of its formation and remodeling throughout life?

  • How do the bones, joints, and ligaments function to permit movement and mobility in the skeleton?

  • What are the effects of aging on the skeletal system?

Enduring Understandings

Students will understand:

  • Describe the role the human skeleton has in regard to protection and calcium availability.
  • Explain how bones develop and grow and the importance of the growth plate in regard to normal development and in the event of a bone breakage.
  • Explain how bones and joints are affected by the aging process and the importance of exercise and good nutrition relative to their normal functioning.

Know

By the end of this unit, students will know

  • List the functions of the skeleton.
  • Describe the anatomy of a long bone.
  • Name and provide the function of the different bone cells.
  • Identify and state the function of the bones of the axial and appendicular skeletons
  • Differentiate between intramembranous and endochondral ossification and explain how bone remodeling occurs
  • List the sequence of events as a bone repairs a fracture.
  • Classify articulations according to their type.
  • Describe the types of synovial joint movements.
  • Describe diseases associated with the skeletal system.

Do

By the end of this unit, students will be able to

  • Label a diagram of a long bone.
  • Identify the bones of the skeletal system on a classroom model.
  • Demonstrate various types of joint movements manually and with the classroom model.

Evidence of Learning

Formative

  • Bone-labeling exercise: Model and diagrams
  • Practice practicals - Skull and complete skeleton
  • Axial skeleton quiz
  • Bone formation and fracture repair quiz

Summative/ Benchmark

Summative assessment (Computer-generated): Bones of the axial and appendicular skeletal systems; structure and functions of bones, bone growth and development; three classes of joints together with joint movements.

Alternative Assessments

Performance assessment: Lab practicals in which students identify bones of the skull as well as appendicular and axial skeletons

Lab report: Forensics Activity: Determining the sex of a victim based on skeletal remains

Learning Activities

  • Forensics Activity Determining the sex and/or race of the classroom skeleton (Upon finding bones in the woods, students have to determine the sex of the victim through research)

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Textbook "Human Anatomy and Physiology"

Study Guides "Making Your Biology/Life Science Instruction the Best it can Be"

Equipment

  • Chromebooks
  • Model skeleton
  • Skeleton model
  • Prepared bone slides

Supplemental Resources

Standards

Content Statement

Indicator

Life science (LS) core idea 1:  Organisms have structures and functions that facilitate their life processes, growth and reproduction.  {Molecules to organisms:  Structures and processes}

LS1.A – Structure and function sub question:  How do the structures of organisms help them to perform life’s functions?

LS1.B – Growth and development of organisms sub question:  How do the structure and function of organisms change as they grow and develop?

LS1..C – Organization of matter and energy flow sub question:  How do organisms get and use the matter and energy they need to live and grow?

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  • Language Arts: Journal writing and forensic report concluding on the sex of the model skeleton

  • Math: Measurement of skeletal parts to determine the sex of the skeleton

  • Health:  Fitness and nutrition

  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.12.D.1 Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

 

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

Modifications/Accommodations

IEPs

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly

504s

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s or 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences)

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible
  • Electronic translators.
  • Provide work for completion or understanding to ELL teacher to continue during ELL class

G/T

  • Projects are designed so teacher may extend criteria based on student needs.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.
  • Collaborate with after-school programs or clubs to extend learning opportunities


Unit Title

Unit 3 - The Muscular System

Timeframe 

15 days

Unit Summary

This unit deals with the structure, functions, and location of skeletal, smooth, and cardiac muscles. Similarities and differences among the muscle tissues will be described from both structural and behavioral characteristics. Both microscopic and macroscopic features of skeletal muscle will be examined together with a comprehensive exploration of the contraction mechanism.

Learning Targets

Essential Questions

  • How does the muscle structure permit movement and integrate with the nervous system?

  • What is the molecular mechanism of skeletal muscle contraction and what is the meaning of associated terms such as twitch, tetanus, summation, and tone?

  • What are the effects of aging on the muscular system?

Enduring Understandings

Students will understand:

  • The three types of muscles and their primary function(s)
  • The major superficial muscles of the body
  • The effects of use and disuse of skeletal muscle

Know

By the end of this unit, students will know

  • List the three types of muscles and describe their locations and general functions.
  • Describe the levels of organization of skeletal muscle.
  • Explain how muscles are named.
  • List the major muscles and their location and function.
  • Describe how skeletal muscles act as antagonistic pairs.
  • Describe the neuromuscular junction and explain how impulses are transferred to the muscle fiber.
  • Describe the skeletal muscle contraction mechanism.
  • Describe diseases associated with the muscular system.

Do

By the end of this unit, students will be able to

  • Identify muscle tissue through microscopy.
  • Create a chart of muscles and their functions
  • Draw a muscle and label its component parts from single muscle fiber to an entire muscle
  • Demonstrate the action of various muscles.
  • Label diagrams of the major superficial muscles of the body

Evidence of Learning

Formative

  • Practice muscle terms quiz
  • Label exercise - Superficial muscles
  • Muscle-naming quiz
  • Kahoot review game

Summative/ Benchmark

Summative assessment (Computer-generated): Structure, functions, and location of skeletal, smooth, and cardiac muscles; microscopic and macroscopic features of skeletal muscle; contraction mechanism.

Alternative Assessments

  • Performance assessments: Fetal Lab practical - Identification of superficial muscles of the fetal pig

  • Chicken Wing Lab practical: Identification of superficial muscles of the chicken wing together with description of muscles moving in antagonistic pairs

Learning Activities

  • Muscular System Webquest (requires worksheet) -

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Textbook "Human Anatomy and Physiology"

Study Guides "Making Your Biology/Life Science Instruction the Best it can Be"

Equipment

  • Chromebooks
  • Torso model
  • Fetal pigs
  • Prepared muscle slides

Supplemental Resources

Standards

Content Statement

Indicator

Life science (LS) core idea 1:  Organisms have structures and functions that facilitate their life processes, growth and reproduction.  {Molecules to organisms:  Structures and processes}

LS1.A – Structure and function sub question:  How do the structures of organisms help them to perform life’s functions?

LS1.B – Growth and development of organisms sub question:  How do the structure and function of organisms change as they grow and develop?

LS1..C – Organization of matter and energy flow sub question:  How do organisms get and use the matter and energy they need to live and grow?

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  • Art: Drawing and labeling macroscopic as well as microscopic specimens.
  • Health:  Fitness and nutrition

  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.

Technology Standards - 8.1

9-12th Grade

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Demonstrate personal responsibility for lifelong learning.

8.1.12.D.2 Evaluate consequences of unauthorized electronic access (e.g., hacking) and disclosure, and on dissemination of personal information.

8.1.12.D.3 Compare and contrast policies on filtering and censorship both locally and globally.

Modifications/Accommodations

IEPs

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly

504s

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s or 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences)

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible
  • Electronic translators.
  • Provide work for completion or understanding to ELL teacher to continue during ELL class

G/T

  • Projects are designed so teacher may extend criteria based on student needs.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.
  • Collaborate with after-school programs or clubs to extend learning opportunities


Unit Title

Unit 4 -  The Cardiovascular System and Blood

Timeframe 

15 days

Unit Summary

This unit deals with the general characteristics of blood, including a survey of the various blood types, and its major functions together with the clotting mechanism. Students will learn about blood typing and its application to blood transfusions. Students will also gain an understanding of the structure and functions of the organs of the cardiovascular system. The location and functions of the anatomical features of the heart will be studied including tracing the pathway of blood through the heart and the vessels of coronary circulation.

Learning Targets

Essential Questions

  • How does the blood serve as a transport vehicle for organs of the cardiovascular system?

  • How does the heart work within the cardiovascular system and the body as a whole?

  • How do the structures and functions of the blood vessels relate to the circulatory pathways?

  • What is the relevance of ABO blood types and blood transfusions?

  • What is the relevance of the Rh factor during pregnancy?

  • What are the effects of aging on the cardiovascular system?

Enduring Understandings

Students will understand:

  • The composition and function of blood cells and platelets

  • The blood clotting process and its effect on the human body

  • The differences among the various blood vessels

Know

By the end of this unit, students will know

  • Describe the functions of blood.
  • List and provide the functions of the components of blood.
  • Describe the steps in the blood clotting process.
  • Describe how antigens on RBCs determine blood type and their significance in blood transfusions.
  • Differentiate among blood vessels anatomically and physiologically.
  • Describe the anatomy of the heart and the function of the components.
  • Discuss the homeostatic functions of the cardiovascular system as it relates to other body systems.
  • Describe diseases associated with the cardiovascular system.

Do

By the end of this unit, students will be able to

  • Trace the pathway of blood through the heart.
  • Model blood type determination.
  • Determine the compatibility of blood types in transfusions.
  • Dissect a mammalian heart and draw and label major structures.
  • Identify cardiovascular system organs in a mammalian specimen.

Evidence of Learning

Formative

  • Diagram labeling exercise - Structures of the heart and blood vessels
  • Worksheet - Trace the pathway of blood through the heart
  • Blood flow through Heart quiz
  • Heart structure quiz

Summative/ Benchmark

Summative assessment (Computer-generated): General characteristics of blood, various blood types, and its major functions together with the clotting mechanism; organs of the cardiovascular system; anatomical features of the heart including tracing the pathway of blood through the heart and the vessels of coronary circulation.

Alternative Assessments

  • Performance Assessments- Lab activity used to simulate blood type determination and transfusion rules
  • Lab practical - Identify cardiovascular organs of the fetal pig

Learning Activities

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Textbook "Human Anatomy and Physiology"

Study Guides "Making Your Biology/Life Science Instruction the Best it can Be"

Equipment

  • Chromebooks
  • Model skeleton
  • Model torso
  • Prepared slides
  • Preserved heart specimen display
  • Skeleton model
  • Torso model

Supplemental Resources

Videos - Open Heart Surgery

Websites

Standards

Content Statement

Indicator

Life science (LS) core idea 1:  Organisms have structures and functions that facilitate their life processes, growth and reproduction.  {Molecules to organisms:  Structures and processes}

LS1.A – Structure and function sub question:  How do the structures of organisms help them to perform life’s functions?

LS1.B – Growth and development of organisms sub question:  How do the structure and function of organisms change as they grow and develop?

LS1..C – Organization of matter and energy flow sub question:  How do organisms get and use the matter and energy they need to live and grow?

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  • History: Associated with blood transfusions and blood type determination

  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.12.D.1 Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

 

Modifications/Accommodations

IEPs

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly

504s

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s or 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences)

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible
  • Electronic translators.
  • Provide work for completion or understanding to ELL teacher to continue during ELL class

G/T

  • Projects are designed so teacher may extend criteria based on student needs.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.
  • Collaborate with after-school programs or clubs to extend learning opportunities


Unit Title

Unit 5 - The Lymphatic System and Immunity

Timeframe 

10 days

Unit Summary

In this unit, students will learn about the structure and function of lymphatic tissue and organs together with the types and functions of immune system cells and their relationship with the lymphatic system.

Learning Targets

Essential Questions

Essential Questions and Enduring Understandings are linked! They should reflect and support one another.

  • How does the lymphatic system play an essential role in the body’s defense mechanism and resistance to disease?
  • How is the lymphatic system interdependent with other body systems relating to wellness, disease, and disorders?
  • How does the immune system operate effectively to protect the body from most infectious microorganisms, cancer cells, and transported organs or grafts?
  • What are  the four main types of immunity?
  • What are the effects of aging on the lymphatic system?

Enduring Understandings

Students will understand:

                        

  • The lymphatic system works hand-in-hand with the cardiovascular system to ensure blood pressure and the immune system to fight off pathogens
  • The functional differences between specific (adaptive) and nonspecific (innate) defense?
  • The similarities and differences between cellular and humoral immunity?
  • Vaccines and antibiotics work to prevent disease?        

Know

Knows/Dos are linked! They should reflect and support one another.

By the end of this unit, students will know

  • Define pathogen.
  • Describe the structures and functions of the lymphatic system.
  • Outline the pathway of the lymphatic vessels.
  • Differentiate among the structure and function of WBCs
  • Describe the structure and classes of antibodies.
  • Explain how active and passive immunities provide protection against infectious diseases.
  • Describe the process of tissue rejection
  • Describe diseases associated with the lymphatic system.

Do

By the end of this unit, students will be able to

 

  • Outline three lines of defense against invasion.
  • Label a diagram of organs of the lymphatic and immune systems.

Evidence of Learning

Formative

  • Labeling exercise - lymphatic vessels
  • Classes of antibodies/Types of Immunity quiz
  • Immune system vocabulary graphic organizer

Summative/ Benchmark

Summative assessment (Computer-generated): Structure and function of lymphatic tissue and organs; types and functions of immune system cells and their relationship with the lymphatic system.

Alternative Assessments

Art/Immune System Project - Bacteria Wanted Poster - Students will research a bacterial infection and create a poster displaying information about their bacteria. Students will also have to present their poster to the class. A peer assessment of both the poster and the oral presentation will be conducted.

http://jfmueller.faculty.noctrl.edu/toolbox/examples/greenbiology99/task1.pdf

Learning Activities

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Textbook "Human Anatomy and Physiology"

Study Guides "Making Your Biology/Life Science Instruction the Best it can Be"

Equipment

  • Chromebooks
  • Model skeleton
  • Model torso

Supplemental Resources

Standards

Content Statement

Indicator

Life science (LS) core idea 1:  Organisms have structures and functions that facilitate their life processes, growth and reproduction.  {Molecules to organisms:  Structures and processes

LS1.A – Structure and function sub question:  How do the structures of organisms help them to perform life’s functions?

LS1.B – Growth and development of organisms sub question:  How do the structure and function of organisms change as they grow and develop?

LS1..C – Organization of matter and energy flow sub question:  How do organisms get and use the matter and energy they need to live and grow?

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  • Art:  Immune System Project - Bacteria Wanted Poster
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

  • Select and use applications effectively and productively.

8.1.12.A.5 Create a report from a relational database consisting of at least two tables and describe the process, and explain the report results.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Exhibit leadership for digital citizenship.

8.1.12.D.4 Research and understand the positive and negative impact of one’s digital footprint.

8.1.12.D.5 Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

8.1.12.E.2 Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers.

Modifications/Accommodations

IEPs

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly

504s

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s or 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences)

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible
  • Electronic translators.
  • Provide work for completion or understanding to ELL teacher to continue during ELL class

G/T

  • Projects are designed so teacher may extend criteria based on student needs.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.
  • Collaborate with after-school programs or clubs to extend learning opportunities


Unit Title

Unit 6 - The Digestive System and Nutrition

Timeframe 

15 days

Unit Summary

The purpose of this unit is to learn about the structural characteristics and functions of the organs of the digestive system such as the esophagus, stomach intestines, pancreas, gall bladder, etc. Various digestive enzymes will be characterized based on the organic molecules they break down. An analysis of the nutrient requirements of the human body will also be explored.

Learning Targets

Essential Questions

  • How does the digestive system take in food, break food down into nutrient molecules, absorb the molecules into the bloodstream, and rid the body of indigestible remains?

  • How are foods digested and absorbed?

  • What happens to the foods once they enter the blood?

  • What are the effects of aging on the digestive system?

Enduring Understandings

Students will understand:

  • The primary functions of the digestive system organs regarding the digestion of food and absorption of food and water.
  • Explain the importance of having a diet that includes proteins, fats, and carbohydrates for the normal functioning, growth, and development of the human body.

Know

By the end of this unit, students will know

  • Trace the path of food from the mouth to the anus.

  • Describe the structure of digestive organs and their related functions.
  • Name the major digestive enzymes, the type of nutrient they digest, the products of digestion, and the organ in which they are produced.
  • Describe how digestive secretions are controlled, and list hormones involved.
  • Discuss nutrition and the role of carbohydrates, protein, and fat in the diet.
  • Describe the concept of moderation in nutrient uptake.
  • Discuss the vitamin and mineral requirements in the diet.
  • Describe diseases associated with the digestive system.

Do

By the end of this unit, students will be able to

  • Trace the pathway of a common food from mouth to anus fully describing digestive and absorptive processes.
  • Identify digestive system organs in a mammalian specimen.
  • Label digestive organs on a torso model or diagram.

Evidence of Learning

Formative

  • Great Cheeseburger Challenge - Pathway, Digestive, Absorptive processes
  • Digestive enzyme graphic organizer
  • Crossword puzzles (Organ functions and Digestive Enzymes)
  • Organ function/location quiz

Summative/ Benchmark

Summative assessment (Computer-generated): The purpose of this unit is to learn about the structural characteristics and functions of the organs of the digestive system such as the esophagus, stomach intestines, pancreas, gall bladder, etc. Various digestive enzymes will be characterized based on the organic molecules they break down. An analysis of the nutrient requirements of the human body will also be explored.

Alternative Assessments

Lab Practicals - Identify and describe digestive organs of a specimen;

                        Identify the organs of the Digestive system in mammalian specimen and torso model

Learning Activities

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Textbook "Human Anatomy and Physiology"

Study Guides "Making Your Biology/Life Science Instruction the Best it can Be"

Equipment

  • Chromebooks
  • Model skeleton
  • Model torso
  • Fetal Pig

Supplemental Resources

Standards

Content Statement

Indicator

Life science (LS) core idea 1:  Organisms have structures and functions that facilitate their life processes, growth and reproduction.  {Molecules to organisms:  Structures and processes}

LS1.A – Structure and function sub question:  How do the structures of organisms help them to perform life’s functions?

LS1.B – Growth and development of organisms sub question:  How do the structure and function of organisms change as they grow and develop?

LS1..C – Organization of matter and energy flow sub question:  How do organisms get and use the matter and energy they need to live and grow?

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  • Language Arts: Comprehensive writing assignments tracing the digestion and absorption of an ingested food such as a cheeseburger or cheesesteak

  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

Modifications/Accommodations

IEPs

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly

504s

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s or 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences)

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible
  • Electronic translators.
  • Provide work for completion or understanding to ELL teacher to continue during ELL class

G/T

  • Projects are designed so teacher may extend criteria based on student needs.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.
  • Collaborate with after-school programs or clubs to extend learning opportunities


Unit Title

Unit 7 - The Respiratory System

Timeframe 

10 days

Unit Summary

The respiratory system unit addresses the general functions of the respiratory system including a description and location of the organs together with an explanation of the mechanisms of inspiration and expiration. Nervous control of respiration will be studied together with the exchange and transport of blood gases.

Learning Targets

Essential Questions

  • How are the respiratory and circulatory systems coupled?

  • How is breathing regulated?

  • What are the effects of aging on the respiratory system?

Enduring Understandings

Students will understand:

  • Explain how air is inhaled and exhaled by providing the contribution of each major organ of the respiratory system to the processes.
  • Summarize the factors that affect breathing rate.

Know

By the end of this unit, students will know

  • Differentiate among inspiration, expiration, and ventilation.
  • List the components of the respiratory system and their functions.
  • Name and describe the structures in the lungs in which gas exchange occurs.
  • Describe how breathing rate and volume are controlled.
  • Explain how speech depends on the respiratory system.
  • Describe diseases associated with the respiratory system.

Do

By the end of this unit, students will be able to

  • Identify and locate the major components of the respiratory system in a mammalian specimen or model.
  • Demonstrate the physics of breathing using the lung demo apparatus
  • Determine the vital capacity for each student and respiration rates
  • Identify microscopic and macroscopic features of diseased lung tissue such as the lungs of smokers vs. non-smokers.

Evidence of Learning

Formative

  • Exit/admit slips
  • Labeling exercise - organs and blood vessels
  • Organ location/function and Oxygenated and Deoxygenated blood quiz

Summative/ Benchmark

Summative assessment (Computer-generated): General functions of the respiratory system, description and location of the organs; mechanisms of inspiration and expiration; nervous control of respiration; exchange and transport of blood gases.

Alternative Assessments

Performance Assessment- Lab activity - Determine lung capacity and breathing rate

Lab practical - Identify the organs of the respiratory system in mammalian specimen and torso model

Learning Activities

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Textbook "Human Anatomy and Physiology"

Study Guides "Making Your Biology/Life Science Instruction the Best it can Be"

Equipment

  • Chromebooks
  • Model skeleton
  • Model torso
  • Lung demo

Supplemental Resources

Standards

Content Statement

Indicator

Life science (LS) core idea 1:  Organisms have structures and functions that facilitate their life processes, growth and reproduction.  {Molecules to organisms:  Structures and processes}

LS1.A – Structure and function sub question:  How do the structures of organisms help them to perform life’s functions?

LS1.B – Growth and development of organisms sub question:  How do the structure and function of organisms change as they grow and develop?

LS1..C – Organization of matter and energy flow sub question:  How do organisms get and use the matter and energy they need to live and grow?

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  • Math: Determination of lung capacity, variations in breathing rate, together with graphical analysis of data collected

  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

Modifications/Accommodations

IEPs

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly

504s

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s or 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences)

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible
  • Electronic translators.
  • Provide work for completion or understanding to ELL teacher to continue during ELL class

G/T

  • Projects are designed so teacher may extend criteria based on student needs.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.
  • Collaborate with after-school programs or clubs to extend learning opportunities

Unit Title

Unit 8 - The Urinary System

Timeframe 

10 days

Unit Summary

In this unit, students will gain an understanding of the structure, function, and location of the organs of the urinary system including the kidneys, ureters, urethra, and urinary bladder together with urine production and the process of micturition.  

Learning Targets

Essential Questions

  • What is the path of urine and the mechanism of control of urination?

  • What is the role of hormones in proper blood volume and pressure?

Enduring Understandings

Students will understand:

  • Describe the relationship between the structure of the kidney and its function and summarize the function of urine and how urine is produced.
  • Describe the pathway of urine flow during urination.

Know

By the end of this unit, students will know

  • Define excretion.

  • Trace the path of urine and describe the general structure and function of the associated organs.
  • Describe the nervous and hormonal controls of urination.
  • Describe the three steps in urine formation and relate these to parts of the nephron.
  • Explain how the urinary system maintains the acid-base and water-salt balance of blood.
  • Describe diseases associated with the urinary system.

Do

By the end of this unit, students will be able to

  • Label the parts of a urinary system diagram.
  • Illustrate the path of urine on a diagram of the human body
  • Predict a hormone’s ability to increase or decrease blood volume and therefore affect blood pressure
  • Identify urinary system organs on a mammalian specimen or model.

Evidence of Learning

Formative

  • Diagram labeling exercise (urinary system and urine path)
  • Diagram labeling and organ function quiz
  • Constructive quiz (self-graded)
  • Kahoot review game

Summative/ Benchmark

Summative assessment (Computer-generated): Structure, function, and location of the organs of the urinary system; urine production and the process of micturition.

Alternative Assessments

Learning Activities

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Textbook "Human Anatomy and Physiology"

Study Guides "Making Your Biology/Life Science Instruction the Best it can Be"

Equipment

  • Chromebooks
  • Model skeleton
  • Model torso
  • Modeling kidney function kit

Supplemental Resources

http://www.getbodysmart.com/ap/urinarysystem/kidney/externalanatomy/tutorial.html

Standards

Content Statement

Indicator

Life science (LS) core idea 1:  Organisms have structures and functions that facilitate their life processes, growth and reproduction.  {Molecules to organisms:  Structures and processes}

LS1.A – Structure and function sub question:  How do the structures of organisms help them to perform life’s functions?

LS1.B – Growth and development of organisms sub question:  How do the structure and function of organisms change as they grow and develop?

LS1..C – Organization of matter and energy flow sub question:  How do organisms get and use the matter and energy they need to live and grow?

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  • Language Arts: Journal writing, lab reports on urine analysis

  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

Modifications/Accommodations

IEPs

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly

504s

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s or 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences)

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible
  • Electronic translators.
  • Provide work for completion or understanding to ELL teacher to continue during ELL class

G/T

  • Projects are designed so teacher may extend criteria based on student needs.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.
  • Collaborate with after-school programs or clubs to extend learning opportunities



Unit Title

Unit 9 - The Nervous System

Timeframe 

25 days

Unit Summary

In this unit, students will explore the general functions of the central and peripheral nervous systems as well as the structure of associated cells, tissues, and organs such as neurons, neuroglial cells, nerves, the brain, and the spinal cord. Specifically, the brain and spinal cord will be studied in good detail revealing the microscopic and macroscopic structures together with functions associated with particular regions. The mechanism of nervous transmission will also be presented together with specific references to the functions of the sympathetic and parasympathetic nervous systems.

Learning Targets

Essential Questions

  • What are the three overlapping functions of the nervous system?

  • How does the nervous system act as the master system in controlling and communicating within the body?

  • What is the structure of the central nervous system and the functions associated with its various regions?

  • What are the roles of neurons and neuroglial cells in the nervous system?

  • What are the effects of aging on the nervous system?

Enduring Understandings

Students will understand:

  • Describe the role of the nervous system and summarize the functions of the cell types associated with the central and peripheral nervous systems.
  • Differentiate between the major structures and functions of the central and peripheral nervous systems.

Know

By the end of this unit, students will know

  • Describe the functions of the nervous system.

  • Differentiate among the three types of neurons.
  • Describe the structure and function of the various neuroglial cells.
  • Explain how a nervous impulse is conducted including transmission across a synapse.
  • Describe the general anatomy of the brain and functions of its major parts.
  • Distinguish between spinal and cranial nerves.
  • Describe the functions of the somatic and autonomic nervous systems.
  • Describe diseases associated with the nervous system.

Do

By the end of this unit, students will be able to

Diagram a neuron and label its component parts

  • Demonstrate several of the body's reflexes. (e.g., knee-jerk, ankle-jerk.)
  • Using a model or diagram of the human brain and spinal column, locate and label specific regions and structures

Evidence of Learning

Formative

  • Nervous System Packets 1 and 2 (Life Science Workbook)
  • Brain and spinal cord labeling exercise
  • Parts of the brain function quiz
  • General vocabulary crossword puzzle
  • Mechanism of Drug Action Crossword

Summative/ Benchmark

Summative assessment (Computer-generated): General functions of the central and peripheral nervous systems; structure and functions of associated cells, tissues, and organs; mechanism of nervous transmission; functions of the sympathetic and parasympathetic nervous systems.

Alternative Assessments

Performance Assessment- Lab activity (sensory perception and reflex analysis)

Lab practical - Identify the organs of the nervous system in mammalian specimen and torso model

Learning Activities

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Textbook "Human Anatomy and Physiology"

Study Guides "Making Your Biology/Life Science Instruction the Best it can Be"

Equipment

  • Chromebooks
  • Model skeleton
  • Model torso
  • Model of Vertebrae
  • Reflex hammers

Supplemental Resources

Standards

Content Statement

Indicator

Life science (LS) core idea 1:  Organisms have structures and functions that facilitate their life processes, growth and reproduction.  {Molecules to organisms:  Structures and processes}

LS1.A – Structure and function sub question:  How do the structures of organisms help them to perform life’s functions?

LS1.B – Growth and development of organisms sub question:  How do the structure and function of organisms change as they grow and develop?

LS1..C – Organization of matter and energy flow sub question:  How do organisms get and use the matter and energy they need to live and grow?

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  • Language Arts: Journal writing and lab reports, analyze and interpret print and Internet resources

  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP11. Use technology to enhance productivity.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

  • C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.12.D.1 Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

 

Modifications/Accommodations

IEPs

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly

504s

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s or 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences)

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible
  • Electronic translators.
  • Provide work for completion or understanding to ELL teacher to continue during ELL class

G/T

  • Projects are designed so teacher may extend criteria based on student needs.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.
  • Collaborate with after-school programs or clubs to extend learning opportunities


Unit Title

Unit 10 -  The Sensory System

Timeframe 

15 days

Unit Summary

In the sensory system unit, the five kinds of receptors will be explored including chemo-, thermo-, pain, mechano-, and photoreceptors including the generations of sensation. The relationship between taste and smell will be explored together with the processes in which vision, hearing and maintaining balance are performed by photoreceptors and mechanoreceptors, respectively.

Learning Targets

Essential Questions

  • What are the characteristics and functions of the various skin sensory receptors?

  • What are the structure, function, and location of the following: chemoreceptors, photoreceptors, and mechanoreceptors?

  • What are the effects of aging on the sensory system?

Enduring Understandings

Students will understand:

  • Relate the skin's perception of stimuli based on the various skin sensory receptors.
  • Identify the receptors responsible for the senses of taste, smell, hearing, and sight and summarize their basic functions. 
  • What are the effects of aging on the sensory system?

Know

By the end of this unit, students will know

  • Differentiate between exteroceptors and interoceptors.
  • Identify various receptors and explain how they are classified.
  • Explain how a sensation is generated.
  • Describe the anatomy of the eye and the function of each part.
  • Describe the anatomy of the ear and the function of each part.
  • Explain how tastes and smells are generated through the function of chemoreceptors in the mouth and nose.

Do

By the end of this unit, students will be able to

  • Describe diseases associated with the sensory system.
  • Label diagrams of the sensory organs.
  • Model the production of an image using lenses
  • Model the corrective use of lenses for conditions such as myopia

Evidence of Learning

Formative

  • Diagram labeling exercise (Sensory organs)
  • Diagram labeling/functions quiz (Sensory organs)
  • Graphic organizer
  • Nervous System Packets 1 and 2

Summative/ Benchmark

Summative assessment (Computer-generated): Structure and functions of receptors: chemo-, thermo-, pain, mechano-, and photoreceptors; generations of sensation; mechanisms of taste, smell, vision, hearing and maintaining balance

Alternative Assessments

Performance Assessment- Lab activity - dealing with aspects of sensory perception

Lab practical - Identify the organs of the sensory system in mammalian specimen and torso model

Learning Activities

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Textbook "Human Anatomy and Physiology"

Study Guides "Making Your Biology/Life Science Instruction the Best it can Be"

Equipment

  • Chromebooks
  • Eye model
  • Lens demo (convex lens, ruler, etc.)
  • The Senses

Supplemental Resources

Standards

Content Statement

Indicator

Life science (LS) core idea 1:  Organisms have structures and functions that facilitate their life processes, growth and reproduction.  {Molecules to organisms:  Structures and processes}

LS1.A – Structure and function sub question:  How do the structures of organisms help them to perform life’s functions?

LS1.B – Growth and development of organisms sub question:  How do the structure and function of organisms change as they grow and develop?

LS1..C – Organization of matter and energy flow sub question:  How do organisms get and use the matter and energy they need to live and grow?

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  • Language Arts: Journal writing, lab reports, analyzing and interpreting print and Internet sources

  • Math: Data analysis related to experiments on sensory perception

  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.

  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

  • C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

Modifications/Accommodations

IEPs

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly

504s

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s or 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences)

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible
  • Electronic translators.
  • Provide work for completion or understanding to ELL teacher to continue during ELL class

G/T

  • Projects are designed so teacher may extend criteria based on student needs.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.
  • Collaborate with after-school programs or clubs to extend learning opportunities


Unit Title

Unit 11 - The Endocrine System

Timeframe 

10 days

Unit Summary

In this unit, students will explore the structure, function, and location of endocrine and exocrine glands and gain an understanding of the function of hormones they produce together with the regulation of hormonal secretions. Stress will be defined together with an examination of the how the body responds to it.

Learning Targets

Essential Questions

  • What are the major endocrine glands and where are they located in the body?

  • Referring to a particular hormone,how does the mechanism of negative feedback effect the body?

  • What are the structure and functions of the major endocrine glands?

  • What are the effects of aging on the endocrine system?

Enduring Understandings

Students will understand:

  • Explain how the major glands of the body regulate body processes through the use of hormones often regulated by negative feedback mechanisms. 

Know

By the end of this unit, students will know

  • Compare and contrast the nervous and endocrine systems.
  • Provide the location of the major endocrine glands and the hormones they produce.
  • Describe the function of the various hormones.
  • List hormones and functions derived from organs not considered endocrine glands.
  • Describe diseases associated with the endocrine system.

Do

By the end of this unit, students will be able to

  • Illustrate a negative feedback loop using an endocrine gland and it related hormone(s) as an example.
  • Label a diagram of a typical endocrine gland.
  • Label a diagram of the organs of the endocrine system.

Evidence of Learning

Formative

  • Graphic organizer (hormone function chart)
  • Hormone function crossword puzzle
  • Diagram labeling worksheet of glands
  • Gland location and function quiz

Summative/ Benchmark

Summative assessment (Computer-generated): Structure, function, and location of endocrine and exocrine glands; function of hormones and regulation of hormonal secretions; stress and its effects

Alternative Assessments

Diagnosis Performance Assessment - "So You Want to be a Doctor" - Upon being presented the symptoms of patients, students will attempt diagnoses

Lab practical - Identify the organs of the endocrine system in mammalian specimen and torso model

Learning Activities

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Textbook "Human Anatomy and Physiology"

Study Guides "Making Your Biology/Life Science Instruction the Best it can Be"

Equipment

  • Chromebooks
  • Model skeleton
  • Model torso

Supplemental Resources

Standards

Content Statement

Indicator

Life science (LS) core idea 1:  Organisms have structures and functions that facilitate their life processes, growth and reproduction.  {Molecules to organisms:  Structures and processes}

LS1.A – Structure and function sub question:  How do the structures of organisms help them to perform life’s functions?

LS1.B – Growth and development of organisms sub question:  How do the structure and function of organisms change as they grow and develop?

LS1..C – Organization of matter and energy flow sub question:  How do organisms get and use the matter and energy they need to live and grow?

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

  • C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.12.D.1 Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

 

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

Modifications/Accommodations

IEPs

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly

504s

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s or 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences)

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible
  • Electronic translators.
  • Provide work for completion or understanding to ELL teacher to continue during ELL class

G/T

  • Projects are designed so teacher may extend criteria based on student needs.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.
  • Collaborate with after-school programs or clubs to extend learning opportunities



Unit Title

Unit 12 -  The Reproductive System

Timeframe 

10 days

Unit Summary

In this unit, students will learn about the structure and function of the reproductive organs, the actions of sex hormones, gamete production, and ovarian and uterine cycles. Students will also learn about the events surrounding fertilization and pregnancy.

Learning Targets

Essential Questions

  • How is the continuity of life sustained through reproduction and development?
  • How do the male and female reproductive organs produce offspring?
  • How does a single, fertilized egg grow to become a complex human being?
  • How does a single, fertilized egg grow to become a complex human being?
  • What are the effects of aging on the reproductive system?

Enduring Understandings

Students will understand:

                                                   

  • Oogenesis is the process through which egg cells form.
  • Spermatogenesis is the process through which sperm cells form.
  • The penis, testes, and vas deferens are the main structures of the male reproductive system.
  • The ovaries, fallopian tubes, uterus, cervix, and vagina are the main structures of the female reproductive system.
  • Prenatal care has a direct impact on the delivery and long-term health of the child.

Know

By the end of this unit, students will know

  • Describe the human life cycle.
  • Describe the structure, function, and location of the reproductive organs in each of the sexes.
  • Discuss sperm and egg production and the role of hormonal regulation.
  • Explain the role of hormones on secondary sex characteristics.
  • Describe the events surrounding fertilization and pregnancy.
  • Describe diseases associated with the reproductive system.
  • Categorize birth control measures by action and effectiveness.
  • Describe diseases associated with the reproductive system.

Do

By the end of this unit, students will be able to

  • Identify reproductive system organs in a mammalian specimen or model.
  • Label a diagram of the organs of the reproductive system.

Evidence of Learning

Formative

  • Diagram labeling worksheet (male and female sex organs)
  • Oogenesis and Gametogenesis Development worksheet
  • Effect of sex hormones quiz
  • Path of sperm/path of egg worksheet

Summative/ Benchmark

Summative assessment (Computer-generated): Structure and function of the reproductive organs; actions of sex hormones; gamete production; ovarian and uterine cycles; fertilization and pregnancy.

Alternative Assessments

Lab practical - Identify the organs of the reproductive system in mammalian specimen and torso model

Learning Activities

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Textbook "Human Anatomy and Physiology"

Study Guides "Making Your Biology/Life Science Instruction the Best it can Be"

Equipment

  • Chromebooks
  • Model skeleton
  • Model torso

Supplemental Resources

Standards

Content Statement

Indicator

Life science (LS) core idea 1:  Organisms have structures and functions that facilitate their life processes, growth and reproduction.  {Molecules to organisms:  Structures and processes}

LS1.A – Structure and function sub question:  How do the structures of organisms help them to perform life’s functions?

LS1.B – Growth and development of organisms sub question:  How do the structure and function of organisms change as they grow and develop?

LS1..C – Organization of matter and energy flow sub question:  How do organisms get and use the matter and energy they need to live and grow?

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

  • C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

Modifications/Accommodations

IEPs

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly

504s

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s or 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences)

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible
  • Electronic translators.
  • Provide work for completion or understanding to ELL teacher to continue during ELL class

G/T

  • Projects are designed so teacher may extend criteria based on student needs.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.
  • Collaborate with after-school programs or clubs to extend learning opportunities