Lithia Springs High SchoolScience Department

“Freedom Through Excellence”

Human Body Systems

2016-2017 Course Syllabus

Instructor Information:

Instructor: Coach Walton, M.Ed., CSCS, USATF Level 2

Email: william.walton@douglas.k12.ga.us

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 mysteriesCourse 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: Show respect for authority figures Be on time to every class Use appropriate language Contribute to instruction in a positive way

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 Contact3rd 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.

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.

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.

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:

Having a “cheat sheet” Copying from someone else’s paper during a test or homework assignment Providing someone else with answers Talking during a test Plagiarism (copying, word for word, or ideas, without giving credit to your source) Use of any technology (cells phones will be turned in prior to testing and returned after

the testing period is o completed)

If a student has a question any time during the testing period, they must raise their hand as not to disturb/disrupt other students testing. During assessments every student’s desk should be cleared before testing, except for the materials the teacher gives or asks the students to take out. If a student is caught cheating, the student(s) that copied the information and/or provided the information will be given a grade of a zero?

Penalties for cheating:1. Parent notification2. An assignment of 0% for the grade

BATHROOM/HALL PASSES:According to school policy, hall passes are not to be issued unless it is a true emergency. Please be sure to notify the nurse and the teacher of any medical conditions the student may have. The exact procedure for bathroom/hall passes will be discussed in class at a later date. Before leaving with the pass, students must sign in and out, recording the time leaving and returning. Passes will not be given the first or last ten minutes of class. There will be absolutely no hall passes given to students unless the teacher deems it as an emergency. Make sure all materials and/or homework needed are brought every day to avoid any problems of needing to go to lockers.

Semester Course Schedule for Human Body Systems:Course Outline:

1st Semester Lessons Topic Titles Assessments

Unit 1 - IdentityStudents engage 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.

Lesson 1: Identity: Human

A.1.1.1 Amazing FactsA.1.2.2 Directional, Regional TermsA.1.1.3 The Human Experience

Students will explain the functions of different human body systems, and list the major organs within each system. Students will interpret interesting facts about the body to determine the involvement of multiple body systems. Students will represent key directional term pairs on a model of the human body.

Lesson 2:Identity: Tissues

A.1.2.1 Histology ReviewA.1.2.2 Skeleton Scavenger HuntP.1.2.3 Bone DetectivesA.1.2.4 Height Est. from Bone

Students will describe the differences in the appearance of epithelial and connective tissues. Students will explain the basic structure and function of the skeletal system. Students interpret bone markings, bone landmarks, and bone measurements to provide information about gender, race, age, and height of a missing person.

Lesson 3:Identity:Molecules & Cells

A.1.3.1 DNA DetectivesA.1.3.2 Careers in IdentityP.1.3.3. Biometrics: Who Are You?

Students will describe how the structure of DNA is linked to function in the body. Students will demonstrate how gel electrophoresis separates DNA fragments by size and interpret the gel to solve a missing person’s case. Students will apply their knowledge of biometrics to design a comprehensive security plan for a real-world situation.

Unit 2 - CommunicationIn 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. Evolution & TaxonomyViruses & BacteriaProtista & Fungi

Lesson1:The Brain

A.2.1.1 The Power of CommunicationA.2.1.2 Build-A-brainP.2.1.3 Map-A-Brain

Students will describe the structure and function of the central nervous system. .      Students will explain the techniques scientists use to map brain function. Students will interpret how a breakdown in communication would impact the function of the human body.  Students will determine the region of the brain responsible for specific actions, emotions, or functions of humans.

Lesson 2: Electrical Communication

A.2.2.1 The NeuronA.2.2.2 The Secret SignalsP.2.2.3 Reaction Time (LabVIEW)A.2.2.4 It’s All in the Reflexes (LabVIEW)A.2.2.5 Communication Breakdown

Students will explain how electrical signals are created and transmitted in the human body. Students will explain the roles of ions in creating electrical impulses in the human body. Students will explain how neurotransmitters help propagate electrical impulses. Students will interpret a graph of membrane potential in the neuron. Students will apply their knowledge of neuron structure and function and suggest ways communication could be interrupted in the human body.  Students will apply their knowledge of reflex versus reaction time to pathways of processing in the brain.

Lesson 3:Chemical Communication

A.2.3.1 The Hormone ConnectionP.2.3.2 Hormones Gone Wild

Students will describe the way in which hormones interact with target cells. Students will explain the difference between endocrine and exocrine glands as well as protein/peptide and steroid hormones. Students will interpret symptoms and physical characteristics of a patient to determine an endocrine system malfunction.

Lesson 4:Communication with the Outside World

A.2.4.1 Exploring the Anatomy of the EyeA.2.4.2 Visual PerceptionP.2.4.3 Put Yourself in Someone Else’s EyesA.2.4.4 Eye Care Professionals

Students will explain how the structures of the eye focus light on the retina. Students will describe how the eye and the brain work together to allow a person to see. Students will explain visual perception, including visual acuity, depth perception, peripheral vision, color vision, and the interpretation of optical illusions. Students will teach others about the tests and procedures in a typical eye exam.  Students will interpret results from vision testing to assess their own abilities.

Unit 3: PowerIn 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

Lesson 1: Introduction to Power

A.3.1.1 Resources for LifeA.3.1.2 The Rule of Threes

Students will predict how long the body can function in the absence of water, food or oxygen.  Students will list and describe the human body systems that create, process and distribute food, water and oxygen. Students will deduce the factors, both environmental and personal that can impact the body’s ability to survive with limited fuel.

Lesson 2:Food

P.3.2.1 Living in a Material WorldP.3.2.2 The Amylase ExperimentP.3.2.3 Metabolism- A Balancing ActA.3.2.4 In Search of Energy

Students will describe the structure and function of the organs in the digestive system. Students will explain how energy is stored in ATP and how energy is released from ATP. Students will balance the calories consumed in their diet versus the calories expended in their daily activities to assess overall health.   Students will interpret results of laboratory experiments to make conclusions about enzyme function.

urinalysis to identify health conditions and diagnosis disease. 

Lesson 3:Oxygen

A.3.3.1 How Does Oxygen Get to Your Cells?A.3.3.2 Measuring Lung Capacity (LabVIEW)P.3.3.3 Oxygen Capture by the lungs (LabVIEW)A.3.3.4 Respiratory Therapy Resume

Students will describe the structure of the respiratory system, especially the lungs, and the basic mechanics of breathing.  Students will explain how the structure of the lungs facilitates the exchange of oxygen and carbon dioxide between air and the body.   Students will explain how the close connection between the respiratory and cardiovascular systems facilitates the transport of oxygen to all cells in the body. Students will interpret data charts and graphs to determine tidal volume, inspiratory reserve volume, expiratory reserve volume, and vital capacity.   Students will interpret data charts to determine the amount of oxygen absorbed by the lungs at rest and after exercise.

Lesson 4:Water

A.3.4.1 Hook Up the PlumbingA.3.4.2 Spotlight on the KidneyP.3.4.3 The Blood/Urine ConnnectionA.3.4.4 Water BalanceA.3.4.5 Urinalysis

Students will describe the structure and function of the human urinary system. Students will describe how the structure of the kidney relates to its function in the body.  Students will illustrate the composition of normal blood and normal urine.  Students will explain how the body uses hormones to maintain a water balance.  Students will illustrate the movement of fluids and ions in and out of various parts of the nephron.  Students will interpret the effects of two different hormones on the nephron and on overall water balance.    Students will relate mathematical estimates to the function of the human kidney.

Unit 4: MovementIn 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

Lesson 1:Joints & Motion

A.4.1.1 Bone, Joints, ActionA.4.1.2 Range of Motion

Students will describe how the types of joints found in the human body differ in both structure and function.   Students will demonstrate the meaning of terms that describe the motion at joints, such as flexion and extension.  Students will interpret range of motion diagrams to measure joint angles using a goniometer. Students will interpret how the structure of a cow elbow compares to that of the human elbow.

Lesson 2:Muscles

A.4.2.1 Muscle RulesA.4.2.2 Building a Better BodyP.4.2.3 Maniken Mystery MusclesA.4.2.4 Laws of ContractionP.4.2.5 Rigor Mortis ModelingA.4.2.6 You’ve Got NerveA.4.2.7 Muscle Function Analysis (LabVIEW)

Students will describe how the three types of muscle tissue differ in structure and function.   Students will describe the requirements for muscle contraction.  Students will explain the sliding filament mechanism of muscle contraction.   Students will compare isometric and isotonic contractions.    Students will show the connection between nerves and muscle.  Students will interpret muscle function by examining its structure and its attachment to bones.   Students will interpret features of specific muscles by deciphering their names.   Students will interpret nerve function by analyzing nerve structure.  Students will interpret EMG data to analyze muscle function.

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.

Lesson 3:Blood Flow

A.4.3.1 The Heart of the MatterP.4.3.2 Varicose VeinsA.4.3.3 Go With the FlowA.4.3.4 Cardiac OutputA.4.3.5 Smoking Can Cost You an Arm and a Leg

Students will explain the relationship between the heart and the lungs and trace the path of major circulatory routes.   Students will define pulse and blood pressure and will name and locate several pulse points on the body.   Students will identify the body's major arteries and veins andname the body region supplied by each.    Students will name the elements of the intrinsic conduction system of the heart and describe the pathway of impulses through this system.  Students will interpret the ankle brachial index (ABI) to determine possible blockages in blood vessels.   Students will interpret cardiac output values and relate the amount of blood pumped by the heart to the health of other body systems and organs.   Students will interpret patient symptoms and diagnostic test results to explore peripheral artery disease.

Lesson 4:Energy & Motion:Exercise Physiology

P.4.4.1 The Body’s Response to ExerciseA.4.4.2 Mind over MuscleA.4.4.3 Performance EnhancersP.4.4.4 Training A Champion

Students will describe the ways in which the human body can generate ATP as well as how long the energy will last in each case. Students will explain the impact performance-enhancing drugs have on the human body.   Students will interpret EMG and grip strength data to assess muscle fatigue.     Students will interpret experimental data and determine the effect of feedback, competition or coaching on muscle fatigue.  

Unit 5: ProtectionIn 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.

Lesson 1:The Skin

A.5.1.1 Under My SkinA.5.1.2 Burn UnitA.5.1.3 Hurts So Good

Students will describe the structure and function of human skin.   Students will explain how different degrees of burns damage layers of the skin.   Students will explain how the human body senses and processes signals of pain.  Students will interpret how burn damage to the skin will affect the function of the organ and overall homeostasis in the body.  Students will judge why pain can be considered a protective mechanism.

Lesson 2:Bones

A.5.2.1 Looking Inside BoneA.5.3.2 X-Ray VisionA.5.2.3 Bone Remodeling and Repair

Students will compare the structure and function of compact and spongy bone.   Students will describe the types of bone fractures.   Students will outline what happens to bone structure as we age.   Students will demonstrate how the hormones calcitonin and parathyroid hormone affect bone strength and the release of calcium.  Students will interpret X-rays to determine specific types of bone fractures and possible damage to internal organs.

Lesson 3:Lymph & Blood Cells

A.5.3.1 To Drain and ProtectA.5.3.2 TransfusionA.5.3.3 Fighting the Common ColdP.5.3.4 Lines of Defense

Students will describe the structure and function of the lymphatic and immune system.    Students will describe the interaction between antigens and antibodies.   Students will explain how blood cells are involved in specific immunity.   Students will interpret information presented on a pedigree to determine the blood type of family members.   Students will interpret data on antibody concentrations after an infection.

Unit 6: HomeostasisThis 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.

Lesson 1:Health and Wellness

P.6.1.1 Surviving the ExtremesA.6.1.2 Putting it All TogetherP.6.1.3 Building a CaseA.6.1.4 Finishing Touches

Students will describe how the body systems respond to an extreme external environment.  Students will explain how the systems work together to maintain homeostasis in the body and to complete basic functions such as movement and communication. Students will evaluate medical data and use this information to build a unique case study.

SCIENCE FAIR:

Lithia Springs High School will participate in the Douglas County Science Fair again this year. Every science student is required to participate. All science fair information is available on the school website.

*projected 2016-17 DCSS Student Science Fair TimelineCritical Dates Item/Event Description

Tuesday, August 19, 2016 Deadline for students to return SIGNED parent permission letters

Tuesday, August 26, 2016 Deadline for logbook purchase.

Thursday, September 4, 2016 Topic Deadline/Topic Approval. Checkpoint #1 Worksheet Due

Tuesday, September 9, 2016 Last day for students to begin background research

Friday, September 12, 2016 Final day for construction of a Hypothesis (teacher should approve)

Wed., September 17, 2016 Deadline for 3 required GSEF forms needed at region fair

(checklist for adult sponsor, research plan 1A, approval plan 1B)

http://student.societyforscience.org/forms

Wed., September 17, 2016 Checkpoint #2 Worksheet Due (Required County Grade)

Wed., September 24, 2016 Final day for the development of the initial experiment plan (teacher should approve)

Monday, September 29, 2016 Final day for students to begin experiment

Wednesday, October 15, 2016 Rough Draft Due (including cover-page, partial abstract (excluding results), table of contents, introduction, background information, hypothesis, procedures, and materials. Students should exclude results from experiment, as they may still be experimenting)

Abstract form at http://student.societyforscience.org/forms

Friday, November 21, 2016 All Science Fair experimentation should be done

Monday, December 1, 2016 to Thursday, December 18, 2016

During this time: Tri-Panel Display, logbook and formal report due to teachers; projects should be presented to the class, and graded as well.

Dec. 1, 2016 - to January 9, 2017

Individual School Science Fairs

Jan. 12th , 2017 Turn in student entries to Central office by Noon today. Email to pamela.walker@douglas.k12.ga.us

Friday, January 16, 2017 Projects may be set up at the annex from 3:00-5:30 this afternoon if students are unable to do it on the morning of Jan. 20th.

Tuesday, January 20, 2017 Set-up, judging and interviews at the Annex (unless otherwise noted). All set up should be completed by 10:00AM this morning. Judging begins at 1:00. Student interviews begin at 4:00PM

Thursday, January 22, 2017 Douglas County School System Science Fair Award Ceremony and Project Removal

Project viewing for public 5:15-6:15; Awards ceremony begins at 6:30PM

TBA (early Feb. 2017) University of West Georgia Regional Science Fair

Requirements for Success

Students should only take this class if they have: A strong interest in medicine and health-related careers Willingness to attend class ON TIME on a daily basis and make up ALL WORK if absent Willingness to work hard both IN CLASS and on HOMEWORK assignments Willingness to complete college-level work—this course is comparable to an AP course Willingness to do their OWN work (copying and/or plagiarism result in failing grades) Willingness to complete ALL assignments and turn them in ON TIME Maturity level to care for laptops/ iPads, be responsible, work safely and effectively in a

lab setting Availability of computer with Word and internet access outside of the classroom OR

willingness to stay after school.

Rewards for Successful Participation

Students who put forth their best effort in this class will find that by the end of the course they have:

Improved writing capabilities Improved public speaking skills Improved critical thinking skills (we do lots of problem-solving in this class) Improved technology skills (we use laptops and iPads, learn how to do effective searches

online for information, make concept maps on the computer, use sensors to collect and analyze data on the computers, etc)

A chance to participate in many exciting and fascinating lab activities (Maniken structure formation, kidney, eye, and joint dissection, electrophoresis, etc.)

A deep understanding of the human body – anatomy, physiology and functions.

Science Fair 2016-2017 Parent LetterDear Parent/Guardian,

One of the goals of the Douglas County Schools science program is to involve students in quality independent research in an area of their choice. With assistance from several sources, each student will select a topic and conduct an experiment to study some aspect of that topic. All students will need to do most of this work at home, in addition to using libraries to research their topic. Many will actually conduct their experiments at home, although some will need to make arrangements to conduct their experiments at school or at another facility. A schedule of events and a timeline for completing various parts of the project are attached. Please review them with your student.

Top projects from each school will be entered in the Douglas County Schools Science Fair, from which first-place winners will move on to the Regional Science Fair. Regional winners are then invited to the Georgia Science & Engineering Fair at the University of Georgia in Athens. Your child will need your support and encouragement in preparing a project for these competitive events.

Below are the answers to some frequently asked questions, which may help your student as he/she begins this project.

Q: Can my child do the same project he/she did last year?A: No. If you would like to do an extension from a previous year, you must (1) notify your sponsor, (2) test NEW variables (not just increase the sample size), and (3) do NEW research on your NEW variables.

Q: When is my child’s project due?A: To assist your child in time management, we have provided a timeline and broken up the project into a series of assignments. Please check the dates carefully. We ask your assistance in reminding your child to keep up with assignments.

Q: To what extent should I be involved in my child’s project?A: Parent involvement may be necessary to some degree. Your child may need assistance with transportation to the library, lab, or store to purchase materials. You may be asked to serve as an “adult sponsor” for your child’s project; however, parents are discouraged from supplying assistance with experimentation.

Please sign below to indicate that you have read the Science Fair Information Packet. Have your student sign below and return this letter to his/her teacher by Friday August 19, 2016.

Parent Signature: _______________________

Parent Name (please print): _______________________

Student Signature: ______________________

Syllabus Verification for Anatomy

Coach Waltonwilliam.walton@douglas.k12.ga.us

770-651-6784

In an effort to save paper, the syllabus can be viewed at anytime throughout the semester at: You may view the syllabus and any other information via the school’s website. Go to Lithia Springs High School’s main website, find me on the school staff link, and then click on forms.

You may also contact me at anytime throughout the semester for a copy of the syllabus if you would like to have a hard copy. Your child has been made aware that paper copies of the syllabus are available.

Please sign and return entire page after coping down contact information.

I, _______________________________ (print student name) agree to the standards and rules set forth by the syllabus for Mr. Walton’s class.

I, _______________________________ (print parent/guardian name) agree to the standards and rules set forth by the syllabus for Mr. Walton’s class.

___________________________ ____________________________ ____________Student Signature Parent/Guardian Signature Date

Student Email: _________________________________________________________________

Parent/Guardian Email: ___________________________________________________________

Parent/Guardian Phone Number: ____________________________________ Home

Parent/Guardian Phone Number: ____________________________________ Cell

Dear Parents.Lithia Springs High School will be engaging in a professional learning opportunity with teachers during the 2015-2016 school year that will include videoing in their classroom in an effort to increase research-based teaching practices. Each video will be used for professional learning and only viewed by certified school personnel. By signing below you understand that during videoing, your child may be included in the video and also understand that the video will not be published.

Please sign and return entire page.

I, ______________________________________________ (print student name) agree to the standards and rules set forth by the syllabus for this course and comply with the video statement above.

I, ______________________________________________ (print parent/guardian name) agree to the standards and rules set forth by the syllabus for this course and comply with the video statement above.

_____________________________________ _____________________________________ ________________________Student Signature Parent/Guardian Signature Date

Student Email: _________________________________________________________________________________________________________

Parent Email: _________________________________________________________________________________________________________

Parent/Guardian Phone Number: __________________________________________________ (Home)

Parent/Guardian Phone Number: __________________________________________________ (Cell)