Mrs. Berry
415- 453-8770 x 4419
Grades will be posted on eSchool
Textbook-Hole’s Essentials of Human Anatomy and Physiology, 11th edition
Course Descriptor
This course is designed to teach students about human anatomy and physiology so that they develop an appreciation for the complexity of the human body and understand the interdependence of human systems. This course will emphasize the causes and effects of diseasesas well as preventative care and healthy lifestyles. Major themes reoccur throughout the class such as how form relates to function and how the body is in constant battle to maintain homeostasis.
Students will learn through a project-based learning (PBL) model where content is contextualized
through projects that are both relevant and engaging. Within each project, instruction will be personalized through direct instruction, workshops, labs, case study analysis, individual assessments of learning, research, and collaborative activities. In addition to learning physiology content, students will develop enduring skills such as agency, collaboration, and communication.
Course Content
Learning goals will be organized into the following units throughout the year.
Unit One: Introduction to Anatomy/Physiology and Levels of Organization, Biochemistry
Unit Two: Support/ Movement-Integumentary System, Skeletal System, Muscular System
Unit Three: Integration and Coordination-Nervous System, Senses and Endocrine System
Unit Four:Reproduction
Unit Five: Transport-Blood and Cardiovascular
Unit Six: Absorption and Excretion-Respiratory
In addition to Anatomy and Physiology I will teach and assess the learning principles of collaboration, agency, oral and written communication. Students will also develop their digital literacy as we will use technology to learn and communicate with authentic audiences.
Grading Policies
Students will be graded through a standards-based grading (SBG) model where students will
have multiple opportunities to show proficiency in the learning outcomes of the course. Grades will reflect a student’s level of understanding of learning outcomes at the end of the semester. This system will help to personalize the learning experiences for students so that I can target instruction to their individual needs.
Grades
Assessments will be weighted and will be posted in eSchool in the following categories.
70%-Knowledge and Thinking 10%-Communication
10% -Collaboration10 % Agency
Grade reporting
All assignments in eSchool will include a specific learning outcome and aname of the assessment used. (ex. Homeostasis-Pre-assessment) Pre-assessments and formativeassessments will be entered as 1 point each in eSchool. At the end of each learning segment,students will earn a summative score for each learning outcome that reflects their progress andmost recent assessment of learning such as test grade or project product. Summative scoreswill be entered as 100 points. Students will have opportunities to demonstrate their learningand improve their grades throughout the semester. Please note that while many assignmentswill be completed in collaborative groups, students will only be individually assessed on theirunderstanding. All assignments will be graded on a 4-tiered rubric such as the one below.
Grade CalculationsScore / Corresponding Percentage / What the score means
4.0
Transfer / 100% / In addition to a Score of 3.0 performance, use of in-depth inferences and applications that go beyond what was taught
3.5 / 90% / In addition to 3.0 performance, partial success at inferences and applications that go beyond what was taught
3.0
Meaning / 85% / No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught
2.5 / 80% / No major errors or omissions regarding any of the simpler details and processes and partial knowledge of the more complex ideas and processes
2.0
Acquisition / 75% / No major errors or omissions regarding any of the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes
1.5 / 65% / Partial knowledge of the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes
1.0 / 60% / With help, a partial understanding of some of the simpler details and processes and with some of the more complex ideas and processes
0.5 / 50% / With help, a partial understanding of some of the simpler details and processes, but not the more complex ideas and processes
0 / 0% / Even with help, no understanding or skill demonstrated
Letter grades will be assigned as follows: A= 90-100% B= 80-89% C= 70-79% D= 60-69% F= 0-59%
MATERIALS-You will need a 3 ring binder for this classneeded to keep assignments and handouts in. In addition you will need a college ruled bound spiral notebook that will be used regularly for note-taking.
Digital Code of Conduct
I believe that technology can benefit learning when it is used purposefully and conscientiously to deepen learning experiences and connect students with authentic audiences for their work. We are fortunate to have iPads and laptops available for student use in the class. Having 1:1 devices gives me the power to personalize
content for individual students and give students voice and choice in how they demonstrate their learning. As students are living in an increasingly digitized and interconnected world, I believe it is my responsibility to teach students how to self-regulate their use of technology to maximize learning outcomes and improve
interpersonal relationships. Therefore, my students will create a “Digital Code of Conduct” that will be the guide for how we use technology in class. This will be a living document and will be posted on my website throughout the year.