STEM Innovation Academy of the Oranges
Human Body Systems
“The important thing is not to stop questioning.” ~ Albert Einstein
In the Human Body Systems (HBS) course, students examine the interactions of body systems as they explore anatomy and physiology through units structured around 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 mysteries. Students practice problem solving with structured activities and progress to open-ended projects and problems that require them to develop planning, documentation, communication, and other professional skills.
Instructor: Gabriella Macri, Ed.M., B.A.
Ms. Macri holds a Master of Education in Science Education and a Bachelor of Arts in Biological Sciences from Rutgers University.
Ms. Macri will be available during advisory and after school from 3:30pm-4:00pm Tuesday - Thursday. Students may also make appointments for additional support during lunch periods and before school. During remote phases of instruction, office hours will be held virtually from 1:45pm-2:30pm.
The scientific reasoning skills built in this course will help open the doors to high-impact careers. The contexts in which these topics are explored will help you develop an understanding of the world and your role in its future. The ways you will work on these topics with your colleagues will help you think of challenges in a whole new way and understand that with the right mindset, nothing is impossible.
By the end of the course, students will have developed…
- The ability to use standard laboratory techniques, handle laboratory materials safely, collect, manipulate and present experimental data and use basic numeracy skills.
- The ability to evaluate their own strengths and weaknesses in the subjects studied to continually demonstrate personal development.
- Laboratory skills in gel electrophoresis, micropipetting, and restriction enzyme digests.
- Strategies for effective work with others on common tasks, ability to recognize the factors affecting team performance, the need for time management and self-reflection.
- The ability to design and carry out an independent research project within an appropriate area, record, analyze and interpret results, and produce a detailed and coherent written project report using Microsoft Office skill and Vernier data collection software.
- Communicate through individual oral presentation and be able to answer questions from the audience competently.
- The ability to perform clinical assessments including EMG analyses, blood pressure assessments, urinalysis, spirometry, visual perception testing, ankle brachial testing, blood typing, and range of motion analysis.
- The ability to construct appropriate graphs (by hand and electronically) based on data, interpolation and extrapolation of that data, and effective written communication of the significance of those findings.
Google Classroom: Links to worksheets, power points, and other class materials will be posted here. This is also where you will upload assignments for submission and view teacher feedback. The assignment due dates will sync automatically with Google Calendar.
Graphical Analysis 4: A data collection and analysis software which we will use for data collection and analysis
My PLTW: Here you will find the online textbook, downloadable documents, video tutorials, etc. You will need to become familiar with this resource and use it to complete your assignments.
Genesis: Grades will be available to students and parents through genesis.
Draw.io: A platform used to construct concept maps
Remind: An app used for communication and clarifying questions after school hours
25% Authentic Assessments
Each lesson will have a set of assignments (conclusion questions, reports, models, posters, etc.) which are due on the due dates as indicated on the course schedule. Assignment expectations will be discussed in class. Students can find the list of assignments and due dates on Google Classroom. Assignments that do not meet expectations may be returned for a “REDO” at Ms. Macri’s discretion. A REDO can be turned in, past the due date, for additional credit. Assignments will be submitted through Google Classroom.
Quizzes are designed to be learning experiences that can help identify problems before it becomes too late. Quizzes will be short and will contain various question types, including multiple choice, true/false, fill-in, short answer, diagrams, word problems, etc.
Labs will be conducted frequently in the classroom and will require submission of a lab report for grading. Lab reports will contain a pre-lab, in-lab, and post-lab section which will all contribute to the overall grade. A template and rubric will be provided. Pre lab assignments are to be completed before the start of every lab and marked as complete before students can begin the day’s activities. Students must complete the pre-lab assignments before they will be allowed to start the lab activity. In the event that a student misses a lab, the student will have to schedule a time to make-up the lab with Ms. Macri.
Students will NOT be permitted into the lab until they have submitted a signed safety contract and passed a safety test!
Tests will be given throughout each unit we cover. They will be made up of multiple choice questions and short answer questions. Classroom review games and student-generated study guides will help prepare for these tests. In June, students will take the PLTW End of Course (EoC) computer-based exam. The exam will be graded on a scale of 1-9.
Authentic assessments are those that model real-world problem solving and utilize project-based learning. Each unit will have both independent and collaborative opportunities for authentic learning and assessment. Students will engage in creation, presentation, and peer review of their final products. Rubrics will be provided when applicable.
Each student will set up a portfolio to display work completed over the course of the year. Portfolios will be updated at the end of every unit.
Progression of topics
Unit 1: Identity
Lesson 1: Human
Lesson 2: Tissues
Lesson 3: Molecules and Cells
Unit 2: Communication
Lesson 1: The Brain
Lesson 2: Electrical Communication
Lesson 3: Chemical Communication
Lesson 4: Communication with the Outside World
Unit 3: Power
Lesson 1: Introduction to Power
Lesson 2: Food
Lesson 3: Oxygen
Lesson 4: Water
Unit 4: Movement
Lesson 1: Joints and Motion
Lesson 2: Muscles
Lesson 3: Blood Flow
Lesson 4: Energy and Motion: Exercise Physiology
Unit 5: Protection
Lesson 1: The Skin
Lesson 2: Bones
Lesson 3: Lymph and Blood Cells
Unit 6: Homeostasis
Lesson 1: Health and Wellness
Late and Missing Assignments
Missing and incomplete assignments can be viewed on Genesis. If absent, each student will have two days to make up a missing assignment. After that, a 5-point penalty will be taken off any assignment for each day it is late. If a student is not absent, but failed to complete an assignment, they may request an extension by speaking with the instructor. A 5-point penalty may be taken off the assignment for every day it is not turned in. For example, a homework or classwork assignment that is late for a period of 5 school days, without being excused, is only eligible to receive a maximum score of 75. Additionally, your parents will be contacted when you miss an assignment and administration will be notified. Excessive missing assignments will result in a disciplinary action.
When faced with extenuating circumstances, students may request a deadline extension by emailing Ms. Macri. The email should include the name of the assignment and the reason for why the extension is needed. If approved, you may submit within the indicated timeframe without loss of credit. However, students without extenuating circumstances and who habitually request this accommodation, without merit, will be penalized under the regular policy for late submissions.
Expectations for Virtual Learning
Attendance will be taken during synchronous class meetings. Students must sign into the Zoom meeting and submit the attendance question on Google Classroom within the first ten minutes of the class period. Students are expected to come to class prepared and engage in instruction in the same way they would in the classroom. Students should check Google Classroom everyday to view the daily agenda and upcoming due dates.
During synchronous instruction, students will be muted and unmuted when they raise their hands. Video sharing is encouraged, but not required, unless specified by administration. Students will be asked to participate regularly through the utilization of “nonverbal feedback" in instances when cameras may be off. If a student does not share video and fails to respond to a question during synchronous instruction, points will be taken off the participation/classwork grade. Repeated instances will be reported to administration. If you need a break, you must notify Ms. Macri, so she is aware you stepped away from the computer and does not mark you as non-participatory. During asynchronous instruction, students will be given an assignment which must be completed and submitted before the deadline.
When absent, students must check Google Classroom/the virtual classroom for an overview of the day’s lesson and any work they missed. Students will have two days to make up missing assignments. Students must schedule a time with Ms. Macri to make up any missed labs or classroom activities. Students should email Ms. Macri with any questions or concerns they have about the missed material.
Please sign and return this sheet to Ms. Macri by _____/_____/_____.
I, the undersigned student, have reviewed with my parents the expectations of the Project Lead the Way Human Body Systems class as outlined in the syllabus and accept the terms and expectations as laid out.
I understand that my parents may be contacted if I am found to be in serious default of my expectations, solely for the purpose of correcting the problem before my grades are negatively impacted.
____________________________ _______________________________ _________________________
(student signature) (name) (date)
__________________ ____________________________________________________ ______________
(parent signature) (contact email) (contact phone)
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