Amarillo ISD Science Curriculum

Transcription

1 Amarillo Independent School District follows the Texas Essential Knowledge Skills (TEKS). All of AISD curriculum documents resources are aligned to the TEKS. The State of Texas State Board of Education has defined the focal points for Anotomy & Physiology (A & P) in the first paragraph of the introduction to the Texas Essential Knowledge Skills. Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing increasing knowledge is described by physical, mathematical, conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not scientifically testable. In Anatomy Physiology, students conduct laboratory field investigations, use scientific methods during investigations, make informed decisions using critical thinking scientific problem solving. Students in Anatomy Physiology study a variety of topics, including the structure function of the human body the interaction of body systems for maintaining homeostasis To ensure the State Curriculum is taught in every class room Amarillo ISD has has create the following Scope Sequence. The main ideas for each unit of study is listed below. The following pages contain the TEKS covered in each unit of study. Unit 1 Introduction to A & P: Safety Scientific Method, Terminology, Cells Unit 2 Chemistry of Life Integumentary System Unit 3 Skeletal System/Articulations Muscluar System Unit 4 Nervous System Digestive System Unit 5 Cardiovascular/Reespiratory Systems Lymphatic System Unit 6 Excretory/Endocrine Systems Male/Female Reproductive Systems Page 1 of 10

2 Scientific Processes to be taught ALL Year HAP.01 The student conducts investigations, for at least 40% of instructional time, using safe, environmentally appropriate, ethical practices. These investigations must involve actively obtaining analyzing data with physical equipment, but may also involve experimentation in a simulated environment as well as field observations that extend beyond the classroom. The student is expected to: HAP.02 The student uses scientific methods equipment during laboratory field investigations. The (A) demonstrate safe practices during laboratory field investigations; (B) demonstrate an understing of the use conservation of resources the proper disposal or recycling of materials. (A) know the definition of science underst that it has limitations, as specified in subsection (b)(2) of this section; (B) know that hypotheses are tentative testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories; (C) know scientific theories are based on natural physical phenomena are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established highly-reliable explanations, but they may be subject to change as new areas of science new technologies are developed; (D) distinguish between scientific hypotheses scientific theories; (E) plan implement descriptive, comparative, experimental investigations, including asking questions, formulating testable hypotheses, selecting equipment technology; (F) collect organize qualitative quantitative data make measurements with accuracy precision using tools such as calculators, spreadsheet software, datacollecting probes, computers, stard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, h lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, Petri dishes, lab Page 2 of 10

3 HAP.03 The student uses critical thinking, scientific reasoning, problem solving to make informed decisions within outside the classroom. The Unit 1 Introduction to A & P: Safety Scientific Method, Terminology, Cells 29 Days incubators, dissection equipment, meter sticks, models, diagrams, or samples of biological specimens or structures; (G) analyze, evaluate, make inferences, predict trends from data; (H) communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, technology-based reports. (A) in all fields of science, analyze, evaluate, critique scientific explanations by using empirical evidence, logical reasoning, experimental observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; (B) communicate apply scientific information extracted from various sources such as current events, news reports, published journal articles, marketing materials; (C) draw inferences based on data related to promotional materials for products services; (D) evaluate the impact of scientific research on society the environment; (E) evaluate models according to their limitations in representing biological objects or events; (F) research describe the history of science contributions of scientists. HAP.01 The student conducts investigations, for at least 40% of instructional time, using safe, environmentally appropriate, ethical practices. These investigations must involve actively obtaining analyzing data with physical equipment, but may also involve experimentation in a simulated environment as well as field observations that extend beyond the classroom. The student is expected to: (A) demonstrate safe practices during laboratory field investigations; (B) demonstrate an understing of the use conservation of resources the proper disposal or recycling of materials. Page 3 of 10

4 HAP.02 The student uses scientific methods equipment during laboratory field investigations. The HAP.03 The student uses critical thinking, scientific reasoning, problem solving to make informed decisions within outside the classroom. The (A) know the definition of science underst that it has limitations, as specified in subsection (b)(2) of this section; (B) know that hypotheses are tentative testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories; (C) know scientific theories are based on natural physical phenomena are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established highly-reliable explanations, but they may be subject to change as new areas of science new technologies are developed; (D) distinguish between scientific hypotheses scientific theories; (E) plan implement descriptive, comparative, experimental investigations, including asking questions, formulating testable hypotheses, selecting equipment technology; (F) collect organize qualitative quantitative data make measurements with accuracy precision using tools such as calculators, spreadsheet software, datacollecting probes, computers, stard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, h lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, Petri dishes, lab incubators, dissection equipment, meter sticks, models, diagrams, or samples of biological specimens or structures; (G) analyze, evaluate, make inferences, predict trends from data; (H) communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, technology-based reports. (A) in all fields of science, analyze, evaluate, critique scientific explanations by using empirical evidence, logical reasoning, experimental observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; (B) communicate apply scientific information extracted from various sources such as current events, news reports, published journal articles, marketing materials; (C) draw inferences based on data related to promotional materials for products services; Page 4 of 10

5 HAP.04 The student evaluates the energy needs of the human body the processes through which these needs are fulfilled. The HAP.06 The student examines the body HAP.09 The student investigates environmental factors that affect the human body. The HAP.12 The student recognizes emerging technological advances in science. The student Unit 2 Chemistry of Life Integumentary System 29 Days (D) evaluate the impact of scientific research on society the environment; (E) evaluate models according to their limitations in representing biological objects or events; (F) research describe the history of science contributions of scientists. (C) analyze the effects of energy deficiencies in malabsorption disorders such as diabetes, hypothyroidism, Crohn's disease; (A) investigate describe the integration of the chemical physical processes, including equilibrium, temperature, ph balance, chemical reactions, passive transport, active transport, biofeedback, that contribute to homeostasis; (B) determine the consequences of the failure to maintain homeostasis. (A) identify the effects of environmental factors such as climate, pollution, radioactivity, chemicals, electromagnetic fields, pathogens, carcinogens, drugs on body systems; (B) explore measures to minimize harmful environmental factors on body systems. (A) recognize advances in stem cell research such as cord blood utilization; (B) recognize advances in bioengineering transplant technology. HAP.04 The student evaluates the energy needs of the human body the processes through which these needs are fulfilled. The HAP.05 The student differentiates the responses of the human body to internal external forces. The (A) analyze the chemical reactions that provide energy for the body; (C) analyze the effects of energy deficiencies in malabsorption disorders such as diabetes, hypothyroidism, Crohn's disease (D) analyze describe the effects of pressure, movement, torque, tension, elasticity on the human body; Page 5 of 10

6 HAP.06 The student examines the body HAP.09 The student investigates environmental factors that affect the human body. The HAP.10 The student investigates structure function of the human body. The student Unit 3 Skeletal System/Articulations Muscluar System 22 Days (A) investigate describe the integration of the chemical physical processes, including equilibrium, temperature, ph balance, chemical reactions, passive transport, active transport, biofeedback, that contribute to homeostasis; (B) determine the consequences of the failure to maintain homeostasis (A) identify the effects of environmental factors such as climate, pollution, radioactivity, chemicals, electromagnetic fields, pathogens, carcinogens, drugs on body systems; (B) explore measures to minimize harmful environmental factors on body systems. (A) analyze the relationships between the anatomical structures physiological functions of systems, including the integumentary, nervous, skeletal, musculoskeletal, cardiovascular, respiratory, gastrointestinal, endocrine, reproductive; (B) evaluate the cause effect of disease, trauma, congenital defects on the structure function of cells, tissues, organs, systems; (C) research technological advances limitations in the treatment of system disorders; HAP.04 The student evaluates the energy needs of the human body the processes through which these needs are fulfilled. The HAP.05 The student differentiates the responses of the human body to internal external forces. The HAP.06 The student examines the body (D) analyze the effects of energy excess in disorders such as obesity as it relates to cardiovascular musculoskeletal systems. (A) explain the coordination of muscles, bones, joints that allows movement of the body; (B) investigate report the uses of various diagnostic therapeutic technologies; (C) interpret normal abnormal contractility conditions such as in edema, glaucoma, aneurysms, hemorrhage; (D) analyze describe the effects of pressure, movement, torque, tension, elasticity on the human body; (E) perform an investigation to determine causes effects of force variance communicate findings. (B) determine the consequences of the failure to maintain homeostasis. Page 6 of 10

7 HAP.07 The student examines the electrical conduction processes interactions. The HAP.08 The student explores the body's transport systems. The HAP.10 The student investigates structure function of the human body. The student Unit 4 Nervous System Digestive System 29 Days (A) illustrate conduction systems such as nerve transmission or muscle stimulation; (B) investigate the therapeutic uses effects of external sources of electricity on the body system; (C) evaluate the application of advanced technologies such as electroencephalogram, electrocardiogram, bionics, transcutaneous electrical nerve stimulation, cardioversion. (C) contrast the interactions among the transport systems. (A) analyze the relationships between the anatomical structures physiological functions of systems, including the integumentary, nervous, skeletal, musculoskeletal, cardiovascular, respiratory, gastrointestinal, endocrine, reproductive; (B) evaluate the cause effect of disease, trauma, congenital defects on the structure function of cells, tissues, organs, systems; (C) research technological advances limitations in the treatment of system disorders; HAP.06 The student examines the body HAP.07 The student examines the electrical conduction processes interactions. The HAP.08 The student explores the body's transport systems. The HAP.10 The student investigates structure function of the human body. The student (A) investigate describe the integration of the chemical physical processes, including equilibrium, temperature, ph balance, chemical reactions, passive transport, active transport, biofeedback, that contribute to homeostasis; (B) determine the consequences of the failure to maintain homeostasis. (A) illustrate conduction systems such as nerve transmission or muscle stimulation; (B) investigate the therapeutic uses effects of external sources of electricity on the body system; (C) evaluate the application of advanced technologies such as electroencephalogram, electrocardiogram, bionics, transcutaneous electrical nerve stimulation, cardioversion. (C) contrast the interactions among the transport systems. (A) analyze the relationships between the anatomical structures physiological functions of systems, including the integumentary, nervous, skeletal, musculoskeletal, cardiovascular, respiratory, gastrointestinal, endocrine, reproductive; (B) evaluate the cause effect of disease, trauma, congenital defects on the Page 7 of 10

8 Unit 5 Cardiovascular/Reespiratory Systems Lymphatic System 33 Days structure function of cells, tissues, organs, systems; (C) research technological advances limitations in the treatment of system disorders; (D) examine characteristics of the aging process on body systems. HAP.05 The student differentiates the responses of the human body to internal external forces. The HAP.06 The student examines the body HAP.07 The student examines the electrical conduction processes interactions. The HAP.08 The student explores the body's transport systems. The HAP.09 The student investigates environmental factors that affect the human body. The HAP.10 The student investigates structure function of the human body. The student HAP.11 The student describes the process of reproduction growth development. The (B) investigate report the uses of various diagnostic therapeutic technologies; (C) interpret normal abnormal contractility conditions such as in edema, glaucoma, aneurysms, hemorrhage; (B) determine the consequences of the failure to maintain homeostasis. (A) illustrate conduction systems such as nerve transmission or muscle stimulation; (B) investigate the therapeutic uses effects of external sources of electricity on the body system; (B) determine the factors that alter the normal functions of transport systems; (C) contrast the interactions among the transport systems. (A) identify the effects of environmental factors such as climate, pollution, radioactivity, chemicals, electromagnetic fields, pathogens, carcinogens, drugs on body systems; (A) analyze the relationships between the anatomical structures physiological functions of systems, including the integumentary, nervous, skeletal, musculoskeletal, cardiovascular, respiratory, gastrointestinal, endocrine, reproductive; (B) evaluate the cause effect of disease, trauma, congenital defects on the structure function of cells, tissues, organs, systems; (C) research technological advances limitations in the treatment of system disorders; (D) examine characteristics of the aging process on body systems. (C) summarize the human growth development cycle. Page 8 of 10

9 HAP.12 The student recognizes emerging technological advances in science. The student (A) recognize advances in stem cell research such as cord blood utilization; (B) recognize advances in bioengineering transplant technology. Unit 6 Excretory/Endocrine Systems Male/Female Reproductive Systems 38 Days HAP.05 The student differentiates the responses of the human body to internal external forces. The HAP.06 The student examines the body HAP.08 The student explores the body's transport systems. The HAP.10 The student investigates structure function of the human body. The student HAP.11 The student describes the process of reproduction growth development. The HAP.12 The student recognizes emerging technological advances in science. The student (C) interpret normal abnormal contractility conditions such as in edema, glaucoma, aneurysms, hemorrhage; (B) determine the consequences of the failure to maintain homeostasis. (A) analyze the physical, chemical, biological properties of transport systems, including circulatory, respiratory, excretory; (B) determine the factors that alter the normal functions of transport systems; (C) contrast the interactions among the transport systems. (A) analyze the relationships between the anatomical structures physiological functions of systems, including the integumentary, nervous, skeletal, musculoskeletal, cardiovascular, respiratory, gastrointestinal, endocrine, reproductive; (B) evaluate the cause effect of disease, trauma, congenital defects on the structure function of cells, tissues, organs, systems; (C) research technological advances limitations in the treatment of system disorders; (D) examine characteristics of the aging process on body systems. (C) summarize the human growth development cycle. (A) recognize advances in stem cell research such as cord blood utilization; (B) recognize advances in bioengineering transplant technology. Page 9 of 10

10 To ensure that every student has an opportunity to learn, underst demonstrate the Texas Essential Knowledge Skills. Amarillo Independent has adopted the following protocols for teachers, curriculum others to use in reference to Curriculum, Instruction Assessment. Curriculum 1) Prioritize essential learning based on AISD written curriculum adhere to the scope sequence. 2) Develop deep understings of the AISD written curriculum with an emphasis on the essential learning outcomes. 3) Create relevant learning environments in every classroom using the AISD written curriculum. 4) Analyze vertical horizontal alignment to ensure grade level curriculum is being taught. Instruction 1) Common lessons are developed based on strategically selected grade level TEKS include learning opportunities for students that: are at the expected level of thinking rigor utilize research based instructional strategies are actively engaging have real world applications 2) Collaboratively align instruction to assessment. 3) Individual student instructional needs are considered addressed in the lessons. 4) Strategic re-teaching when students do not underst. 5) Common lessons are analyzed strengthened through a continuous improvement process such as the Professional Teaching Model, Lesson Study or other method for collaborative study sharing. Assessment 1) Collaboratively align all assessment to the AISD written curriculum reflect appropriate rigor. 2) Collaboratively engage in purposeful dialogue about assessment tied to clearly defined essential learning outcomes. 3) Continuously improve adjust instruction based on common assessment results student work. 4) Provide feedback to the annual curriculum feedback revision process. Page 10 of 10