curriculum and instruction – office of science--anatomy ... and physi… · web vieweducators...

Science First Nine Weeks Anatomy and Physiology

Purpose of Science Curriculum Maps

This map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task,, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. The curriculum maps contain components to ensure that instruction focuses students toward college and career readiness. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards. Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process standards of which include planning investigations, using models, asking questions and communicating information. The science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), and informational text (specific writing activities).

The Science Framework for K-12 Science Education provides the blueprint for developing the effective science practices. The Framework expresses a vision in science education that requires students to operate at the nexus of three dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The Framework identified a small number of disciplinary core ideas that all students should learn with increasing

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depth and sophistication, from Kindergarten through grade twelve. Key to the vision expressed in the Framework is for students to learn these disciplinary core ideas in the context of science and engineering practices. The importance of combining science and engineering practices and disciplinary core ideas is stated in the Framework as follows:

Standards and performance expectations that are aligned to the framework must take into account that students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content. (NRC Framework, 2012, p. 218)

To develop the skills and dispositions to use scientific and engineering practices needed to further their learning and to solve problems, students need to experience instruction in which they use multiple practices in developing a particular core idea and apply each practice in the context of multiple core ideas. We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Students in grades K-12 should engage in all eight practices over each grade band. This guide provides specific goals for science learning in the form of grade level expectations, statements about what students should know and be able to do at each grade level.

An instructional model or learning cycle, such as the 5E model is a sequence of stages teachers may go through to help students develop a full understanding of a lesson concept. Instructional models are a form of scaffolding, a technique a teacher uses that enables a student to go beyond what he or she could do independently. Some instructional models are based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. Engage captures the students’ attention. Gets the students focused on a situation, event, demonstration, of problem that involves the content and abilities that are the goals of instruction. In the explore phase, students participate in activities that provide the time and an opportunities to conducts activities, predicts, and forms hypotheses or makes generalizations. The explain phase connects students’ prior knowledge and background to new discoveries. Students explain their observations and findings in their own words. Elaborate, in this phase the students are involved in learning experience that expand and enrich the concepts and abilities developed in the prior phases. Evaluate, in this phase, teachers and students receive feedback on the adequacy of their explanations and abilities. The components of instructional models are found in the content and connection columns of the curriculum maps.

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Science is not taught in isolation. There are commonalities among the practices of science (science and engineering), mathematics (practices), and English Language Arts (student portraits). There is an early focus on informative writing in ELA and science. There’s a common core in all of the standards documents (ELA, Math, and Science). At the core is: reasoning with evidence; building arguments and critiquing the arguments of others; and participating in reasoning-oriented practices with others. The standards in science, math, and ELA provide opportunities for students to make sense of the content through solving problems in science and mathematics by reading, speaking, listening, and writing. Early writing in science can focus on topic specific details as well use of domain specific vocabulary. Scaffold up as students begin writing arguments using evidence during middle school. In the early grades, science and mathematics aligns as students are learning to use measurements as well as representing and gathering data. As students’ progress into middle school, their use of variables and relationships between variables will be reinforced consistently in science class. Elements of the commonalities between science, mathematics and ELA are embedded in the standards, outcomes, content, and connections sections of the curriculum maps.

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Science Curriculum Maps Overview

The science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), informational text (specific writing activities), and NGSS (science practices) At the end of the elementary science experience, students can observe and measure phenomena using appropriate tools. They are able to organize objects and ideas into broad concepts first by single properties and later by multiple properties. They can create and interpret graphs and models that explain phenomena. Students can keep notebooks to record sequential observations and identify simple patterns. They are able to design and conduct investigations, analyze results, and communicate the results to others. Students will carry their curiosity, interest and enjoyment of the scientific world view, scientific inquiry, and the scientific enterprise into middle school.

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At the end of the middle school science experience, students can discover relationships by making observations and by the systematic gathering of data. They can identify relevant evidence and valid arguments. Their focus has shifted from the general to the specific and from the simple to the complex. They use scientific information to make wise decision related to conservation of the natural world. They recognize that there are both negative and positive implications to new technologies.

As an SCS graduate, former students should be literate in science, understand key science ideas, aware that science and technology are interdependent human enterprises with strengths and limitations, familiar with the natural world and recognizes both its diversity and unity, and able to apply scientific knowledge and ways of thinking for individual and social purposes.

How to Use the Science Curriculum MapsTennessee State StandardsThe TN State Standards are located in the first three columns. Each content standard is identified as the following: grade level expectations, embedded standards, and outcomes of the grade/subject. Embedded standards are standards that allow students to apply science practices. Therefore, you will see embedded standards that support all science content. It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

ContentThe performance tasks blend content, practices, and concepts in science with mathematics and literacy. Performance tasks should be included in your plans. These can be found under the column content and/or connections. Best practices tell us that making objectives measureable increases student mastery.ConnectionsDistrict and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used as needed for content support and differentiation.

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State Standards Embedded Standards Outcomes Content Connections

Standard 1 – Anatomical Orientation – 3 WeeksCLE 3251.1.1 Distinguish between anatomy and physiology.

CLE 3251.1.2 Investigate the interrelationship between the structures and functions of the body systems.

CLE 3251.1.3 Investigate the body cavities, the subdivisions of each cavity, and the organs within each area.

CLE 3251.1.4 Use correct anatomical terminology when discussing body structures, sections, and regions.

CLE3251.1.5Describe the body mechanisms that maintain homeostasis.

CLE 3251.Inq.1 Recognize that science is a progressive endeavor that reevaluates and extends what is already accepted.

CLE 3251.Inq.6 Communicate and defend scientific findings.

CLE 3251.Inq.5 Compare experimental evidence and conclusions with those drawn by others about the same testable question.

CLE 3251.Inq. 2 Design and conduct scientific investigations to explore new phenomena, verify previous results, test how well a theory predicts, and compare opposing theories.

Illustrate the interconnections between anatomy and physiology using a concept map.

Sequence the levels of structural organization from the molecular level through the organismic level.

Compare experimental evidence to distinguish among different types of tissues.

Classify organ systems of the body as either (1) protection, support, and movement, (2) regulation and integration, (3) transport, and (4) absorption and excretion.

Identify the major organs and describe the functions of each body system.

Apply correct terminology to reference anatomical orientation

Provide examples of bodily mechanisms that serve to maintain homeostasis and explain how the body regulates temperature, blood carbon dioxide levels, and blood glucose levels

1. Hole’s Human Anatomy and Physiology Chapters 1 and 5

2. www.mhhe.com/shier12

3. http://biologycorner.com/ anatomy/chap1.html

4. http://www.slideshare.net/ sgossett5757/chapter-5-tissues-8702629

5. http://www.biologycorner.com/ anatomy/chap5.html

6. http://www.innerbody.com/htm/ body.html

Frayer Model

https://y9maths-trig-interest-stats.wikispaces.com/file/view/Statistics%20Frayer%20Model.PNG/360608600/Statistics%20Frayer%20Model.PNG

Academic VocabularyAnatomy, physiology, human organism, levels of organization, homeostasis, homeostatic mechanisms, negative feedback, normal range, body cavities, serous membranes, pleural membranes, pericardial membranes, cardiovascular system, lymphatic system, digestive system, respiratory system, urinary system, reproductive system, histology, epithelial tissues, simple squamous epithelium, pseudo-stratified columnar epithelium, glandular epithelium, endocrine glands, exocrine glands, fibroblast, macrophages, mast cells, collagenous fibers,Performance TasksLife and DeathStudents will read the article on p.2. Imagine yourself as one of the health-care professionals who helped identify Judith R.’s injury and got her on the road back to health. How would you know what to look, listen, and feel for? How would you place the signs and symptoms into a bigger picture that would suggest the appropriate diagnosis? (Practice 1/ Literacy.RST.11-12.7)

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http://www.corestandards.org/ELA-Literacy/RST/11-12/7/




http://www.innerbody.com/htm/body.html

http://www.innerbody.com/htm/body.html

http://www.biologycorner.com/anatomy/chap5.html


http://www.slideshare.net/sgossett5757/chapter-5-tissues-8702629



http://biologycorner.com/anatomy/chap1.html

http://biologycorner.com/anatomy/chap1.html

http://www.mhhe.com/shier12



DeathIn many states, death is defined as “irreversible cessation of total brain function. Students will research how death is defined in their state? How is this definition related to the characteristics of life?Tissue EngineeringTissue engineering combines living cells with synthetic materials to create functional substitutes for human tissues. Students will research to determine what components can be used to engineer replacement (s) skin, (b) blood, (c) bone, and (d) muscular. Students will prepare a graphic representation to explain the tissue engineering process. (Practice 2/ Literacy.RST.9-10.9)

The Science Behind the Story http://www.storybehindthescience.org/pdf/howtouse.pdf

State Standards Embedded Standards Learning Outcomes Adopted Resources* Core Ideas

Standard 2 – Protection, Support, Movement - 2 Weeks

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http://www.storybehindthescience.org/pdf/howtouse.pdf






CLE 3251.2.1Identify structures of the integumentary, skeletal, and muscular systems and show the relationship between these structures and their functions

CLE 3251.2.2 Investigate physiological mechanisms that allow the integumentary, skeletal, and muscular systems to function.


Identify the structures of the skin and explain their role in protecting the body and maintaining homeostasis.

Explain the physiological processes involved in healing the skin and disorders of the skin.

Construct a labeled model of the skin with descriptions of its functions.

1. Hole’s Human Anatomy and Physiology Chapter 6


3. http://iteachbio.com/Anatomy- Physiology/anat-phys.html

4. http://www.getbodysmart.com/ ap/systems/tutorial.html

Foldablehttp://anatomylist.com/tag/human+body+systems+foldable

Academic VocabularyOrgan, integumentary system, epidermis, subcutaneous layer, keratinization, hair follicle, eumelanin, pheomelanin, nails, sebaceous glands, sweat glands, eccrine glands, apocrine glands, conduction, convection, radiation, evaporation,Performance TasksSkin SurfaceStudents will research to determine what special problems would result from the loss of 50% of a person’s functional skin surface? How might this person’s environment be modified to compensate partially for such a loss? Students will prepare a poster presentation and deliver an oral presentation to explain this process. (Practice 2/ Literacy.RST.9-10.9)Skin CollagenStudents will research the claims by dermatologist concerning collagens and elastin added to skin creams. Why would collagen and elastin added to skin creams be unlikely to penetrate the skin as some advertisements imply they do? Based on the information obtained, students will construct a brochure explaining why one collagen is

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http://anatomylist.com/tag/human+body+systems+foldable

http://anatomylist.com/tag/human+body+systems+foldable

http://www.getbodysmart.com/ap/systems/tutorial.html


http://iteachbio.com/Anatomy-Physiology/anat-phys.html

http://iteachbio.com/Anatomy-Physiology/anat-phys.html




better than another.


Standard 2 – Protection, Support, Movement - 2 WeeksCLE 3251.2.1Identify structures of the integumentary, skeletal, and muscular systems and show the relationship between these structures and their functions


CLE 3251.Inq. 2 Design and conduct scientific investigations to explore new phenomena, verify previous results, test how well a theory predicts, and compare opposing theories

Distinguish between the different types of bones.

Describe the physiological mechanisms involved in bone development, growth, and repair..

Compare and contrast the axial and appendicular skeletons using a graphic organizer.

1. Hole’s Human Anatomy and Physiology Chapter 7 and 8



4. http://www.slideshare.net/ sgossett5757/chapter-7-skeletal-system-8702703

5. http://www.slideshare.net/ sgossett5757/chapter-8-joints-of-the-skeletal-system-8702746


7. Build-a-body http://www.spongelab.com/game_pages/bab.cfm

Academic Vocabularylong bone, sesamoid bones epiphysis, articular cartilage, diaphysis, periosteum, compact bone, spongy bone, medullary cavity, endosteum, marrow, osteocytes, osteon, intramembranous bones, osteoblasts, endochondral bones, epiphyseal plate, bone remodeling, growth hormone, cranium, vertebral column, cervical vertebrae, coccyx, joints, synchondrosis, synovial joint, flexion, hip jointPerformance TasksMetallic Elements in the BonesStudents will research steps that should be taken to reduce the chances of bones accumulating metallic elements such as lead, radium, and strontium. Students will present their findings in the form of a powerpoint presentation.JointsStudents will compare the

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http://www.spongelab.com/game_pages/bab.cfm




http://www.slideshare.net/sgossett5757/chapter-8-joints-of-the-skeletal-system-8702746



http://www.slideshare.net/sgossett5757/chapter-7-skeletal-system-8702703










different types of joints. Through their research, students will determine why knee joint is poorly protected and is especially vulnerable to injuries compared to the hip and shoulder joints.


Standard 2 – Protection, Support, Movement - 2 WeeksCLE 3251.2.1Identify structures of the integumentary, skeletal, and muscular systems and show the relationship between these structures and their functions.



Identify the major muscles of the body.

Observe, draw, and label the different types of muscle tissue noting their functions and structure.

Illustrate the major steps of the sliding filament theory of muscle contraction.

Compare and contrast the characteristics of skeletal, cardiac and smooth muscle.

Predict the types of problems that would occur in the body if the muscular system could not maintain homeostasis.

1. Hole’s Human Anatomy and Physiology Chapters 9



4. http://www.slideshare.net/ sgossett5757/chapter-9-muscular-system-8702768?related=1


6. Build-a-body http://www.spongelab.com/game_pages/bab.cfm

7.

Academic VocabularyFascia, tendon, aponeuroses, myofibrils, sarcomeres, troponin, tropomyosin, sarcoplasmic reticulum, transverse tubules, neurotransmitters, synaptic cleft, acetylcholine, muscle impulses, creatine phosphate,Lactic acid threshold, multiunit smooth muscle, antagonists, epicranius, orbicularis oculi, zygomaticus major and minor,Performance TasksExercising before a CompetitionStudents will prepare a report on why they think athletes generally perform better if they warm up by exercising lightly before a competitive event.Lactic AcidAs lactic acid and other substances accumulate in an

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http://www.slideshare.net/sgossett5757/chapter-9-muscular-system-8702768?related=1










active muscle, they stimulate pain receptors, and the muscle may feel sore. Students will explain, in a brief report, how the applications of heat or substances that dilate blood vessels help relieve such soreness.The Science Behind the Story http://www.storybehindthescience.org/pdf/howtouse.pdf

TOOLBOXUnit 1.1

Levels of Organization

Plans

Introduction to AnatomyThis chapter covers the basics of anatomy, how the body is organized into regions, how the areas of the body are named and a general overview of all of the organ systems. Students worksheets are also availablehttp://www.biologycorner.com/anatomy/intro/chap1_notes.html

The Science Behind the Storyhttp://www.storybehindthescience.org/pdf/howtouse.pdf

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http://www.biologycorner.com/anatomy/intro/chap1_notes.html




TOOLBOXUnit 1.1


Background for Teachers

This website provides an introduction to Human Anatomy and Physiology


https://docs.google.com/document/d/1wRkLeAbzqgEFqL-5t9tGpaIS06Ks-wYm5Djkkuo9rX4/edit?hl=en_US&pli=1

http://highered.mcgraw-hill.com/sites/0072919329/student_view0/lab_exercises.html Interactive Lab Exercises As every teacher knows, hands-on experience is far and away the most effective way to learn anything. To teach art, let a student paint; to teach driving, let a student drive a car; to teach science, let a student do an experiment. Unfortunately, there is a limit to how much science can be taught hands-on in a classroom. This is particularly true of Anatomy & Physiology, in which students typically encounter a variety of concepts and can spend only a limited amount of time in a laboratory. Thus, it is with genuine excitement that teachers and students greet the new interactive technologies now coming on-line in today's classrooms.

Unit 1.1


Student Activities

Student worksheets on Body Systems Concept Map, Body Cavities Labeling Body Regions Chart | Body Cavities Labelinghttp://www.biologycorner.com/anatomy/intro/chap1_notes.html

Have students read the article on Body Farm and cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.https://docs.google.com/document/d/1wRkLeAbzqgEFqL-5t9tGpaIS06Ks-wYm5Djkkuo9rX4/edit?hl=en_US&pli=1

Unit 1.1


Other Resources

Identify organs in the three planes of the body from digitized sections of a human body.http://www.getbodysmart.com/ap/systems/tutorial.htmlhttp://www.innerbody.com/The Visible Human Project has generated over 18000 digitized sections of the human body. This introduction and tour uses images and animals from the project to teach key concepts in human anatomy.http://www.madsci.org/~lynn/VH/

Unit 1.2

Support and Movement

Plans

Examine a disarticulated skeleton (male and female), identify each bone and specific structures on each bone and conclude the unit with a Lab Practical Testhttp://www.biologycorner.com/anatomy/skeletal/labguide.pdf

Muscular Systemhttp://www.biologycorner.com/anatomy/muscles/notes_muscles.html

Unit 1.2


Background for

The skin is the largest organ in the body: 12-15% of body weight, with a surface area of 1-2 meters. The integumentary system has multiple roles in homeostasis, including protection, temperature regulation, sensory reception, biochemical synthesis, and absorption.http://www.emc.maricopa.edu/faculty/farabee/biobk/biobookintegusys.html#Skin%20and%20Homeostasis

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http://www.emc.maricopa.edu/faculty/farabee/biobk/biobookintegusys.html#Skin%20and%20Homeostasis

http://www.biologycorner.com/anatomy/muscles/notes_muscles.html

http://www.biologycorner.com/anatomy/skeletal/labguide.pdf

http://www.madsci.org/~lynn/VH/

http://www.innerbody.com/




http://www.biologycorner.com/anatomy/intro/bodyregions_describe.html

http://www.biologycorner.com/anatomy/intro/body_cavities_label.html

http://highered.mcgraw-hill.com/sites/0072919329/student_view0/lab_exercises.html




TOOLBOXTeachersUnit 1.2


Student Activities

The Mystery of the Boneshttp://www.biologycorner.com/projects/bones/index.html

Mrs. Muskopf's Human Bones Photo Album - photos of all the bones, with labels

The Human Skeleton and the Anatomy and Physiology of Boneshttp://www.getbodysmart.com/ap/skeletalsystem/skeleton/menu/animation.html

http://www.biologycorner.com/anatomy/muscles/ch8_studyguide.htmlUnit 1.2

Other Resources

http://www.getbodysmart.com/ap/muscletissue/menu/animation.html

Each of the following sections has a blank sheet for printing that can be labeled by looking at the images of that section. Includes head, neck thoracic, legs and arms.http://www.biologycorner.com/anatomy/muscles/head/head_muscles.html

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http://www.biologycorner.com/anatomy/muscles/head/head_muscles.html

http://www.getbodysmart.com/ap/muscletissue/menu/animation.html

http://www.biologycorner.com/anatomy/muscles/ch8_studyguide.html

http://www.getbodysmart.com/ap/skeletalsystem/skeleton/menu/animation.html

https://picasaweb.google.com/muskopf1/Bones_human?authuser=0&feat=directlink

http://www.biologycorner.com/projects/bones/index.html

curriculum and instruction – office of science--anatomy ... and physi… · web vieweducators...

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