Lithia Springs High School
Science Department
“Freedom Through Excellence”
Human Body Systems
2016-2017 Course Syllabus
Instructor Information:
Instructor: Coach Walton, M.Ed., CSCS, USATF Level 2
Email:
Classroom phone: 770-651-6784 Classroom: S206
Tutoring: Mondays, 4:00 – 5:00pm or by apt.
Course Objective:
Students examine the interactions of body systems as they explore identity, communication, power, movement, protection, and homeostasis. Students design experiments, investigate the structures and functions of the human body, and use data acquisition software to monitor body functions such as muscle movement, reflex and voluntary action, and respiration. Exploring science in action, students build organs and tissues on a skeletal manikin, work through interesting real world cases and often play the role of biomedical professionals to solve medical mysteries
Course Content
Unit One – Identity
Unit one engages students in a discussion of what it means to be human. Students investigate the body systems and functions that all humans have in common, and then look at differences in tissues, such as bone and muscle, and in molecules, such as DNA, to pinpoint unique identity. Students play the role of forensic anthropologists as they unlock the clues of identity found in bone and use restriction analysis and gel electrophoresis to analyze differences in DNA. Students begin to study histology and build upon their knowledge of human tissue.
Unit Two – Communication
In unit two, students investigate modes of communication within the human body as well as the ways humans communicate with the outside world. Students create a model of the human brain and design a brain map that pinpoints specific areas of function. Students investigate the roles of electrical and chemical signals in communication and response in the human body. They explore the ways in which hormones and the endocrine system control body function in order to solve a medical mystery. Students compare response time to reflex and voluntary actions using data acquisition software, and design experiments to test factors that can impact this response. By investigating the anatomy and physiology of the human eye, students learn how the body receives and interprets stimuli from the outside world.
Unit Three – Power
In this unit, students investigate the human body systems that work to obtain, distribute, or process the body’s primary resources for energy and power—food, oxygen, and water. Students make a working model of the digestive system and design experiments to test the optimal conditions for chemical digestion. Students use probes and data acquisition software to monitor their own lung function and oxygen intake. Students investigate the anatomy and physiology of the urinary system and do a simulated urinalysis to identify health conditions and diagnosis disease.
Unit Four – Movement
In unit four, students investigate the movement of the human body as well as of substances within the body. Students dissect a joint to visualize the connection between skeletal muscle and bone. By building muscle groups on a skeletal model, students learn how a muscle’s structure is directly related to its function and to the actions it can produce. Students design experiments to test the requirements for muscle contraction and create models to show relaxation and contraction of the sarcomere. A study of blood flow illustrates the roles smooth and cardiac muscles play in the transport of substances around the body. At the end of the unit, students combine information about power and movement to describe how the body fuels and responds to exercise. Playing the role of biomedical professionals in a combined medical practice that caters to athletes, the students design a comprehensive training plan for an athlete. The plan includes all aspects of training, from diet and exercise to hydration and injury prevention.
Unit Five – Protection
In this unit, students explore ways in which the human body protects itself from injury and disease. Before students investigate specific defense mechanisms and the immune system, they explore the protective functions of skin, bone and the feeling of pain. Antigen-antibody interactions are introduced as well as the structure of the lymphatic and immune system. Students analyze data from a fictional illness and relate antibody response to the action of specific white blood cells. Students design a game or a children’s book that illustrates the many ways in which body structures function in protection.
Unit Six – Homeostasis
This final unit focuses on the connection between all of the human body systems and examines how these systems work together to maintain health and homeostasis. Students explore how the body deals with extreme external environments as well as how the body reacts to and defends against injury and illness. Students begin to discuss and design medical interventions; the activities in this lesson are an engagement for the subsequent course, Medical Interventions.
REQUIRED MATERIALS: All materials should be brought to class every day.
*3-ring binder (1.5-2 inches)
*A box of CLOROX wipes
*Pens (blue or black ink only) & pencils
*Colored pencils
*Composition Notebooks
*textbook, magazines, encyclopedias, video clips, & internet (additional materials used during class)
LSHS STUDENT NON-NEGOTIABLES:
Ø Show respect for authority figures
Ø Be on time to every class
Ø Use appropriate language
Ø Contribute to instruction in a positive way
Ø Follow the Dress Code
CLASSROOM RULES:
All classroom rules and procedures will be explained in detail and practiced as part of our daily classroom routines and procedures. Always be on time and prepared to learn, passes will not be issued during the last 10 minutes of class, hats, hoods, headbands, and/or head garments of any kind are not to be worn in the school building, electronic devices, including phones, iPods, ear buds, etc., are not permitted during the school day. All electronic devices must remain turned off and out of sight or they may be confiscated. Confiscated items will only be returned to legal parent/guardian, please stay in your class and in your seat until the bell rings, and thank you for assisting in keeping our high school clean by picking up around your area and throwing your trash away. This is particularly vital in the cafeteria area. To sum the majority of the classroom expectations into a few sentences would be, “When you come into the classroom, say something, do something and work hard to make your parents proud. Never quit or complain, don’t give excuses just results. And vow to change your Good to Better and your Better to Best.”
BE PROMPT! BE PREPARED! BE POLITE!
DISCIPLINE CONSEQUENCES: (severe disruptions will be sent to office)
1st Offense: Detention and Parent Contact
· *Tardies - Will result in a Tardy Detention which can be served daily from 3:50 – 4:50 Room C110.
2nd Offense: Detention, Behavior Analysis Assignment and Parent Contact
3rd Offense: Detention, Behavior Analysis Assignment and Parent Conference
· Parent Conference is suggested to be Face to Face, but can be a conference call.
4th Offense: Administrative Referral
· Some situations may require an immediate referral.
DETENTION:
All minor infractions (chit chat, off task, sleeping/head down, inappropriate behavior, etc.) will be subject to Detention hat will be held Monday - Thursday from 3:50-4:50 in Rm A110. Failure to do so will result in a referral. At any time a parent contact will be made if the student chooses to behave contrary to the rules and expectations set forth.
TECHNOLOGY:
Students at LSHS are encouraged to bring their own technology, BYOT. A form that outlines the terms and conditions defining that use both in the school and classroom, along with a signature page is posted on the school’s website and your student’s Moodle page. Technology devices would include all smart devices; tablets; phones; and laptops. Please note that any student bringing a device for school use must have this contract agreement on file, and adhere to all of the terms and conditions highlighted therein. The opportunity to use these devices is at your own risk and is a privilege. Any violation will result in that privilege being revoked. Students are not allowed to charge any of their electronic devices here at school. The listed policies in the BYOT contract will be strongly enforced in the Chemistry classroom.
Most handouts, assignments, worksheets, journal forms, projects, and other forms and documents will be available on either to Moodle (Learning Management System -LMS) and the school’s website at http://tinyurl.com/galshs in an effort to operate as a green facility and provide consistent accessibility for all. A separate signature page will be provided and can either be e-mailed via attachment or printed and returned to the teacher. Moodle is the web application that is used to create effective online learning sites. The focus for using Moodle in Forensic Science will be to manage and promote learning. BYOT promotes the facilitation of learning through technology, and get students ready for the 21st century classrooms they will face in their secondary and post-secondary learning environments: 4-year College; 2-year College; military; online college; technical school; etc. To learn more about Moodle, visit the website at http://moodle.org/about/. If there is not an efficient internet resource at the home, all local Douglas County Libraries have working up to date computer labs. It is highly encouraged to make a visit so that you can access this resource to meet the expectations of this class.
GRADING SCALE & POLICY:
All grades taken on assignments, tests, and/or projects shall be recorded in the Student Information System (electronic grade book).
Douglas County Grading Scale: (100-90 A; 89-80 B; 71-79 C; 70 D; below 70 F)
All grades can be categorized into two groups, summative and formative. All grades should be academic and relevant to the course. Extra credit work should be academic.
Ø Summative Grades: Will comprise of 50% of the 36 week average. These categories or grades could include, but not be limited to examinations/tests, projects, labs, term papers, compositions, benchmarks, common district assessments, quizzes, midterms, and other similar assignments.
Ø Formative Grades: Will comprise of 30% of the 36 week average. These categories or grades could include, but not be limited to class work, notebooks, labs, quizzes, homework, and other similar assignments.
Ø EOC/Final Exam: End of course tests or SLO courses will count 20% of the 36 week average. Non EOC/SLO courses can use a culminating project or final which also count 20%.
Minimum Numbers of Grades: (18) grades per (9) weeks. Every two weeks will be updated in the Student Information System. There should be a clear explanation of evaluation, including a clear statement on the assessment process and measurements. You may include format, number, weight for quizzes and exams, descriptions of papers and projects, as well as how they will be assessed and the overall grading scale and standards.
Incomplete Grades: Incompletes are awarded to students who did not complete their End of Course Test upon finishing the course, did not complete their final exam, and/or have major grades missing due to an unexpected absence or illness. For EOCs, incompletes will be converted to a numeric grade once the EOC is completed by the student or the student is given numerous opportunities to take the test and a zero is awarded for the EOC score. For missing exams or major grades, students have ten days to complete the missing items.
PROGRESS REPORTS:
Students will be given progress reports every 9 weeks throughout the school year. Please check the school website for the calendar schedule. A final report card will be given at the end of the year. The grades run cumulative, therefore the grades you receive in August can affect you in May. Grade Reports will also distributed from the instructor periodically. Parents are encouraged to check parent portal to stay current on student performance in class.
HOMEWORK EXPECTATIONS:
All homework is expected to be complete and turned in on time. An assignment will be considered late if it is not turned in when the teacher collects it. Late homework will be collected a class day after it was due with a maximum grade of 50%. NO HOMEWORK WILL BE ACCEPTED AFTER THE NEXT CLASS MEETING.
MAKE-UP:
If a student has an excused absence, it is their responsibility to ask for any work they may have missed. Students who are absent will have until the next class meeting day upon their return to school, to turn in their make-up work. *It is recommended that you record names and phone numbers of at least two class members and check the board daily for assignments and check the teacher’s web for additional information. For students who have unexcused absences, the opportunity to make up work will be left to the teacher’s discretion. There will be no excused late work due to computer-related problems such as crashed hard drives, power outages causing disk corruptions, printer ran out of ink, etc. Back up your work regularly and plan printing your work well ahead of the due date. Students are expected to make up all missed assessments within 2 weeks from the time you return to school.
ASSESSMENTS:
There will be a county-wide common assessment after each unit. Other assessments will be given on a continuous basis throughout the year. Your final grade will be determined by your performance on major tests, quizzes, class and homework assignments, lab work, group work, class participation (group participation, rubrics, performance assessment, etc.). Assignments will be due at the beginning of the period on the due date. Test dates will be announced in class approximately one week before the test. Announced and unannounced assessments will be given on a regular basis. Students will be allowed to retest once for assessments that haven’t been mastered once remediation has taken place. Major projects also count as assessments and are expected to be turned in on time. Ten points per school day will be removed for late projects.
RETESTING OPPORTUNITIES: Will be afforded (after school) to those students that do not achieve mastery (80%) of standards per Unit. This will be administered within a 2 week time frame from the original assessment date ONLY, and additionally after the remediation process outlined by the instructor has been completed by the student.
ACADEMIC DISHONESTY:
There is a ZERO tolerance policy for cheating. Cheating is obtaining information from any sources other than those prescribed (approved) by the teacher for the specific assignment.
Examples of cheating offenses:
Ø Having a “cheat sheet”
Ø Copying from someone else’s paper during a test or homework assignment