Avon Community School Corporation

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1 ACSC Science Curriculum Process Standards Students should understand that scientific knowledge is gained from observation of natural phenomena and experimentation, by designing and conducting investigations guided by theory, and by evaluating and communicating the results of those investigations according to accepted procedures. Thus, scientific knowledge is scientists' best explanations for the data from many investigations. Further, ideas about objects in the microscopic world that we cannot directly sense are often understood in terms of concepts developed to understand objects in the macroscopic world that we can see and touch. In the science classroom student work should align with this process of science and should be guided by the following principles. These should be woven throughout the daily work that students are doing when learning the content presented in the standard indicators. Develop explanations based on reproducible data and observations gathered during laboratory investigations. Recognize that their explanations must be based both on their data and other known information from investigations of others. Clearly communicate their ideas and results of investigations verbally and in written form using tables, graphs, diagrams, and photographs. Regularly evaluate the work of their peers and in turn have their work evaluated by their peers. Apply standard techniques in laboratory investigations to measure physical quantities in appropriate units and convert known quantities to other units as necessary. Use analogies and models (mathematical and physical) to simplify and represent systems that are difficult to understand or directly experience due to their size, time scale, or complexity, and recognize the limitations of analogies and models. Focus on the development of explanatory models based on their observations during laboratory investigations. Explain that the body of scientific knowledge is organized into major theories, which are derived from and supported by the results of many experiments, and allow us to make testable predictions. Recognize that new scientific discoveries often lead to a re-evaluation of previously accepted scientific knowledge and of commonly held ideas. Describe how scientific discoveries lead to the development of new technologies, and conversely how technological advances can lead to scientific discoveries through new experimental methods and equipment. Explain how scientific knowledge can be used to guide decisions on environmental and social issues. * You will see Avon Added Indicators signified by pale green highlighting throughout the curriculum document. Example: A.A.I.F.E.1.1 translates to: Avon Added Indicator/Forensic Entomology/1st Standard/1st addition. The following staff members should be credited for their extensive work in the articulation and creation of the Science Curriculum. 9th-12th Grade: Amy Keller 9th-12th Grade: Michelle Hammons 9th-12th Grade: Katherine Blaske 9th-12th Grade: Sarah Holland Director of Intermediate and Secondary Education: Dr. Peggy Clark

2 Science Curriculum Standard 1: Identity 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. Indicators contained in the Standard: HBS.1.1 Recognize interesting facts about the human body and identify the systems and structures involved in these facts. HBS.1.2 HBS.1.3 HBS.1.4 HBS.1.5 HBS.1.7 HBS.1.6 HBS.1.8 HBS.1.9 HBS.1.10 HBS.1.11 HBS.1.12 HBS.1.13 Display information about human body systems using graphic organizers. Diagram the relationship between multiple human body systems. Design a visual system that demonstrates correct use of directional and regional terms. Compare and contrast the structure and function of various types human tissue. Model tissue placement in the face. Identify and locate bones of the human skeletal system. Analyze bones to determine a person s gender, age, stature and ethnicity. Derive a mathematical equation to determine height of an individual using the length of long bone. Explain how restriction enzymes cut DNA. Demonstrate how gel electrophoresis separates DNA fragments by size. Interpret gel electrophoresis results to solve a missing persons case. Evaluate the way in which characteristics such as fingerprints, facial features and retinal patterns can be used to establish identity. Sample Student Activities: Level 1: HBS.1.6 Level 2: HBS.1.8 HSB.1.9 Knowledge/Comprehension Identify the basic structure and function of the skeletal system. Application/Analysis Interpret bone markings, bone landmarks and bone measurements to provide information about gender, race, ethnicity and height of a missing person. Level 3: HBS.1.9 Evaluation/Synthesis Create and test the equation to predict height from the length of bone.

3 Scientifically Based Research Instruction: APPB-learning: project-based problem-based activities- based Resources: HBS Curriculum Classroom Websites PLTW Forum and Virtual Academy PowerPoint on PCR & Gel Electrophoresis Assessment(s): Quizzes and Unit Tests Review Worksheet Questions & Answers Maniken Project Concept Mapping

4 Science Curriculum Standard 2: Communication 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. Indicators contained in the Standard: HBS.2.1 Identify types of communication that occur inside the human body. HBS.2.2 HBS.2.3 HBS.2.4 HBS.2.5 HBS.2.6 HBS.2.7 HBS.2.8 HBS.2.9 HBS.2.10 HBS.2.11 HBS.2.12 HBS.2.13 HBS.2.14 Describe the structure and function of the central nervous system. Determine the region of the brain responsible for specific actions, emotions, or functions of humans. Explain how electrical signals are created and transmitted in the human body. Describe the roles of ions in creating electrical impulses in the human body. Explain how neurotransmitters help propagate electrical impulses. Interpret a graph of membrane potential in the neuron. Analyze a case study, relate disease to an error in communication and create a presentation of findings. Describe the way in which hormones interact with target cells. Explain the difference between endocrine and exocrine glands as well as protein/peptide and steroid hormones. Interpret symptoms and physical characteristics of a patient to determine an endocrine system malfunction. Describe how the eye and the brain work together to allow a person to see. Explain visual perception, including visual acuity, depth perception, peripheral vision, color vision, and the interpretation of optical illusions. Interpret results from vision testing to assess their own abilities.

5 Sample Student Activities: Level 1: Knowledge/Comprehension HBS.2.12 Recognize how the structures of the eye focus light on the retina. Level 2: HBS.2.13 HBS.2.14 Level 3: HBS.2.12 HBS.2.13 HBS.2.14 Application/Analysis Apply knowledge of different types of lenses to refocus light and correct problems with vision. Evaluation/Synthesis Describe and reflect in writing what life would be like with a vision disease or abnormality. Scientifically Based Research Instruction: APPB Learning: activities-based project-based problem-based Assessment(s): Resources: HBS Curriculum Classroom Websites PLTW Forum and Virtual Academy PowerPoint on The Neuron, Action Potential, Discovery Education Quizzes and Unit Tests Review Worksheet Questions & Answers Maniken Project Concept Mapping

6 Science Curriculum Standard 3: Power 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. Indicators contained in the Standard: HBS.3.1 Describe the human body systems that create, process and distribute food, water and oxygen. HBS.3.2 HBS.3.3 HBS.3.4 HBS.3.5 HBS.3.6 HBS.3.7 HBS.3.8 HBS.3.9 HBS.3.10 HBS.3.11 HBS.3.12 HBS.3.13 HBS.3.14 HBS.3.15 HBS.3.16 Investigate how long the human body can last without key resources and compare this estimate to a survival rule. Identify the structure and function of the organs in the digestive system. Design and explain a laboratory experiment investigating the impact environmental changes can have on enzyme function. Analyze diet by comparing energy inputs and outputs. Describe structure and function of ATP. Describe the structure of the respiratory system, especially the lungs, and the basic mechanics of breathing. Explain how the structure of the lungs facilitates the exchange of oxygen and carbon dioxide between air and the body. Explain how the close connection between the respiratory and cardiovascular systems facilitates the transport of oxygen to all cells in the body. Interpret data charts and graphs to determine tidal volume, inspiratory reserve volume, expiratory reserve volume, and vital capacity. Apply knowledge of lung structure and breathing mechanics to determine the effect on oxygen transport of various diseases and medical conditions, including rib injuries, lung fibrosis, asthma, and anemia. Describe the structure and function of the human urinary system. Describe how the structure of the kidney relates to its function in the body. Illustrate the composition of normal blood and normal urine. Interpret the effects of two different hormones on the nephron and on overall water balance. Analyze the urine of four fictional patients to diagnose disease and dysfunction in other human body systems.

7 Sample Student Activities: Level 1: HBS.3.12 Knowledge/Comprehension Describe the structure and function of the human urinary system. Level 2: HBS.3.12 Level 3: HBS.3.16 Application/Analysis Design a model of the human urinary system on the skeletal Maniken. Evaluation/Synthesis Analyze the urine of four fictional patients to diagnose disease and dysfunction in other human body systems. Scientifically Based Research Instruction: APPB Learning: activities-based project-based problem-based Assessment(s): Quizzes and Unit Tests Review Worksheet Questions & Answers Maniken Project LabVIEW Concept Mapping Resources: HBS Curriculum Classroom Websites PLTW Forum and Virtual Academy LabVIEW Digestive & Respiratory System PowerPoint

8 Science Curriculum Standard 4: Movement 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. Indicators contained in the Standard: HBS.4.1 Demonstrate terms that describe the types of movement possible at a joint and match range of motion photographs to specific actions. HBS.4.2 HBS.4.3 HBS.4.4 HBS.4.5 HBS.4.6 HBS.4.7 HBS.4.8 HBS.4.9 HBS.4.10 HBS.4.11 HBS.4.12 Compare range of motion at particular joints to classroom data as well as standard data and discuss the reason for differences. Use proper microscope technique to examine the different types of muscle tissue. Understand structure of the muscle and attachment of this muscle to bone directly relates to the function of each skeletal muscle. Describe the requirements for muscle contraction, the sliding filament mechanism of muscle contraction, and the connection between nerves and muscle. Explain how muscle contributes to identity and how exercise affects muscle. Explain the relationship between the heart and the lungs and trace the path of major circulatory routes. Define pulse and blood pressure and will name and locate several pulse points on the body and identify the body's major arteries and veins and name the body region supplied by each. Apply knowledge of peripheral artery disease to suggest and model effective medical interventions and knowledge of the relationship between arteries and veins to build major circulatory routes on a skeletal model. Describe the ways in which the human body can generate ATP as well as how long the energy will last in each case. Interpret EMG and grip strength data to assess muscle fatigue and experimental data and determine the effect of feedback, competition or coaching on muscle fatigue. Apply their knowledge of power and movement in the body to design a comprehensive training plan for an athlete about to undergo a great endeavor.

9 Sample Student Activities: Level 1: HBS.4.1 Level 2: HBS.4.2 Level 3: HBS.4.2 Knowledge/Comprehension Explain the meaning of terms that describe the motion at joints, such as flexion and extension Application/Analysis Apply knowledge of movement at joints to devise a plan to measure range of motion Evaluation/Synthesis Compare range of motion at particular joints to classroom data as well as standard data and discuss the reason for differences. Scientifically Based Research Instruction: APPB Learning: activities-based project-based problem-based Assessment(s): Quizzes and Unit Tests Resources: HBS Curriculum Classroom Websites PLTW Forum and Virtual Academy Human Body: Pushing the Limits DVD Surviving the Extremes Book Powerpoints on Muscle, Joints, & Veins/Arteris Review Worksheet Questions & Answers Maniken Project

10 Science Curriculum Standard 5: Protection 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. Indicators contained in the Standard: HBS.5.1 Describe the structure and function of human skin. HBS.5.2 HBS.5.3 HBS.5.4 HBS.5.5 HBS.5.6 HBS.5.7 HBS.5.8 HBS.5.9 Model and describe how damage to skin through burns can affect both the functions of the skin and other body systems. Explain how bones provide clues to human identity, assist muscles with movement of the body, and protect the internal organs from damage and injury. Recognize that bone is a living connective tissue composed of cells and protein fibers wrapped in hard mineral salts that can adapt and change to fit the needs of the person. Explain how Osteoclasts and osteoblasts are specialized bone cells that function to break down old bone tissue and replace it with new. Interpret X-rays to determine specific types of bone fractures and possible damage to internal organs. Describe the structure and function of the lymphatic and immune system. Describe the interaction between antigens and antibodies and explain how blood cells are involved in specific immunity. Interpret information presented on a pedigree to determine the blood type of family members. Sample Student Activities: Level 1: HBS.5.6 Level 2: HBS.5.6 Knowledge/Comprehension Describe types of bone fractures. Application/Analysis Analyze bone breaks shown in X-rays and match the images with descriptions of the injuries. Level 3: HBS.5.6 Evaluation/Synthesis Interpret X-rays to determine specific types of bone fractures and possible damage to internal organs.

11 Scientifically Based Research Instruction: APPB Learning: activities-based project-based Resources: HBS Curriculum Classroom Websites PLTW Forum and Virtual Academy problem-based Assessment(s): Quizzes and Unit Tests Review Worksheet Questions & Answers Maniken Project Concept Mapping

12 Science Curriculum Standard 6: Homeostasis Students study 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. Indicators contained in the Standard: HBS.6.1 Describe how the body systems respond to an extreme external environment. HBS.6.2 HBS.6.3 HBS.6.4 Explain how the systems work together to maintain homeostasis in the body and to complete basic functions such as movement and communication. Apply their knowledge of the body s response to external stress to design an innovative new product used to increase survival rates and reduce injury. Model disease and a medical intervention on skeletal model. Sample Student Activities: Level 1: HBS.6.2 HBS.6.3 Knowledge/Comprehension Evaluate medical data and use this information to build a unique case study. Level 2: HBS.6.3 HBS.6.4 Application/Analysis Illustrate disease in the human body, from its initial symptoms to eventual diagnosis and treatment, by creating and solving a medical mystery. Level 3: HBS.6.4 Evaluation/Synthesis In the role of various medical professionals, diagnose and offer treatment options for a fictional patient. Scientifically Based Research Instruction: APPB Learning: activities-based project-based problem-based Resources: HBS Curriculum Classroom Websites PLTW Forum and Virtual Academy "Surviving the Extremes" Assessment(s): Quizzes and Unit Tests Review Worksheet Questions & Answers Maniken Project Concept Mapping