___________________________________________________________________________
Decatur High School
Instructor: Jeanette Kearney
Anatomy & Physiology Syllabus
Lab Science Class
253 945-5280
Email: jkearney@fwps.org
Welcome to Anatomy & Physiology. This year long, college preparatory course is provided for motivated students who desire
a more detailed explanation of living organisms beyond what is covered in Biology, Sports Medicine, or Health. The
systematic structure and function of organisms will be studied with emphasis placed on the human body. Students should
have completed one year of Biology with a grade of “A” or “B” and be able to work competently and maturely in lab
situations. This is an advanced science course and students will be expected to complete very high quality work, display
higher level critical thinking skills, and work independently.:
Instruction:
Power Standards: There are 12 Power Standards that I will help students achieve in this course. They represent the essential
knowledge, skills, and dispositions that are identified by FWPS as the most significant standards for students to meet in order
to prepare them for the next level.
PS1
PS2
PS3
PS4
PS5
PS6
PS7
PS8
PS9
PS10
PS11
PS12
Understand anatomical terminology, levels of organization of human body systems, and homeostatic mechanisms.
Understand the characteristics and functions of the four major tissues.
Understand the structural organization, components, and functions of the human organ systems.
Understand the structure and function of the skeletal system.
Understand the structure and function of the muscular system.
Understand how the nervous system coordinates and integrates the functions of other body systems.
Understand the structure and function of the endocrine system.
Understand the structure and function of the cardiovascular system.
Understand the structure and function of the digestive system.
Understand the structure and function of the reproductive system.
Understand and utilize medical terminology.
Systems thinking can be especially useful in analyzing complex situations. To be useful, a system needs to be
specified as clearly as possible.
Instructional Strategies: These are educational research based instructional strategies that will help students interact with
new knowledge, practice and deepen knowledge, and engage in cognitively complex tasks.
Instructional Strategy
Non-Linguistic Representations
Reinforcing Effort & Providing Recognition
Similarities & Differences
Cues, Questions, and Advance Organizers
Cooperative Learning
Generating & Testing Hypotheses
Academic Vocabulary Development
Summarizing & Note taking
Setting Objectives & Providing Feedback
Classwork & Practice
Instructional Technology
What can students expect?
Graphic Organizers
Verbal and Visual recognition
Venn Diagram, T-Chart, Conversation
Activating Prior Knowledge, Levels of Questions, Visual
Organizers of Learning
Group Problem Solving
Questioning, Data & Evidence Collection
Six Step Process, Frayer Model, Word Walls
Cornell Notes
Student Goal Setting & Reflection, Teacher & Peer
Descriptive Feedback
Multiple opportunities to Practice and Deepen Knowledge
with Teacher Feedback
Power points, microscopes
Curriculum:
The course is divided into 10 units of study in order to help students meet the course Power Standards. All
students will be studying the following units in Anatomy & Physiology:
1. Introduction to Anatomy & Physiology, including anatomical terminology, levels of organization and
homeostatic mechanisms.
2. Histology (study of tissues)
3. Introduction to anatomy and physiology of body systems, including dissection of a rat.
4. Skeletal System, including skeletal tissue anatomy and physiology, bone growth and development,
disorders of the skeletal system, and bones (and bone markings) of the entire skeleton.
5. Muscular System, anatomy and physiology.
6. Nervous System, anatomy and physiology. This unit includes dissection of a sheep brain.
7. Endocrine System, anatomy and physiology.
8. Cardiovascular System, anatomy and physiology. This unit includes dissection of a fetal pig with
emphasis on fetal blood circulation.
9. Digestive System, anatomy and physiology.
10. Reproductive System, anatomy and physiology.
* Note that learning for power standard 11 (Medical Terminology) and power standard 12 (Systems Thinking) will
be integrated throughout the 10 units of study shown above.
Assessment and Grading:
Assessment is an ongoing process and is used to help students understand where s/he is on the road to mastering
skills. The assignments and activities that I design are created to help students meet the course Power Standards.
As students engage in multiple, non-graded, formative practice opportunities they will give and receive feedback
on how their work compares to the Power Standards Rubrics which articulate descriptive feedback about where a
student is on the learning continuum.
Summative assessments may include quizzes given at the conclusion of instruction and practice for a particular
learning target, end of unit exams covering all of the learning targets for power standard, labs, and projects. The
Systems Thinking power standard will be evaluated throughout the 10 unit exams and Medical Terminology will
be summatively assessed as part of a culminating exam each semester.
Lab Work & Dissections: Because this is a lab science class, no alternative work will be given for these activities.
Students will work in lab teams of 2-3 students, but each student will be responsible for his/her own lab report.
Absent students will be required to make up any labs missed after school on a designated day.
Reassessments: Students must complete the reassessment application and provide evidence they have prepared
for the reassessment. Reassessments can be taken before or after school on days designated by the teacher. Note
that reassessments must be completed within 4 weeks of the original (first) assessment.
Rubrics & Checklists: There will eventually be rubrics for each of the 12 Power Standards identified in this course.
Each rubric includes a checklist of skills and knowledge that students will need to learn in order to meet each
Power Standard. Students will be provided with a checklist of skills (learning targets) for each power standard.
This document will be kept in the student’s 3-ring binder and also in their portfolio.
Grading Scale: See the following page for the Federal Way Public Schools High School Credit Bearing Grade
Chart. On this page, you will also find an explanation for the possible course grades (A, B, C, I, F, and IP).
High School Credit Bearing Grade Chart (HSCBG Chart)
# of
Standards
assessed
# of “Y”s required for Letter Grade Equivalent
A
B
C
P
IP
I
F
15
13
12
11
NA
NA
10
8 or less
14
12
11
10
NA
NA
9
7 or less
13
11
10
9
NA
NA
8
7 or less
12
10
9
8
NA
NA
7
6 or less
11
10
9
8
NA
NA
7
6 or less
10
9
8
7
NA
NA
6
5 or less
9
8
7
6
NA
NA
5
4 or less
8
7
6
5
NA
NA
4
3 or less
7
6
5
4
NA
NA
3
2 or less
6
5
4
3
NA
NA
2
1 or less
5
5
4
3
NA
NA
2
1
4
4
3
2
NA
NA
1
0
3
3
NA
NA
2
1
NA
0
2
NA
NA
NA
2
1
NA
0
Grades for credit bearing classes:
An “A” means the student has demonstrated mastery on a superior number of standards required to earn credit in
the course.
A “B” means the student has demonstrated mastery on a significant number of standards required to earn credit
in the course.
A “C” means the student has met standard on a minimum number of power standards that are required for the
course. The student will receive credit for the course. The student can continue to the next course but may need
additional support.
An “I” or “Incomplete” means the student has met standard on a minimal number of the Power Standards that
have been assessed, (see HSCBG Chart)but not enough to earn credit. The student is at significant risk of not
being successful in the next course in the sequence.
The student will have the option to repeat the course or work with school officials to develop an “achievement”
contract for the successful accomplishment of the standards required for a passing grade. The student will not
receive credit for this course until the contract is fulfilled or the course is retaken and the standards are met.
An “F” means the student has met fewer than the minimal number of the Power Standards that are required to
earn credit for the course (see HSCBG Chart). The student will not receive credit for the course. The student is at
significant risk of not successfully completing the next course in sequence or may not be promoted to the next
course.
An “IP”, In Progress, will be used when a student meets a minimal number of the assessed standards (see HSCBG
Chart). This will only be used during the first nine (9) week progress report of a respective class and when there is
an insufficient number of standards assessed to calculate a grade.
Classwork & Homework:
This is practice and will not be graded, but is essential for mastery of the material. There will be more
opportunities for students to be assessed and continue learning if standards haven’t been met through additional
practice and test retakes. If students fail to complete work in a timely fashion in class they are expected to
complete assignments as homework. If a student is absent they are NOT excused from assignments given to
support the learning for a power standard. This work must be made up upon return to class. It is each students’
responsibility to ask the teacher for material missed during an absence.
Student Expectations:
1.
2.
Be respectful and considerate of others.
Come prepared to learn and actively participate. Bring all required materials each day.
- 3-ring binder with lined paper, organized with dividers (see notebook sheet for details)
- Pencil (with eraser) and blue or black ink pen
- DHS Student Planner
- Calculator, ruler, colored pencils (optional but these will be used often in class)
3. Be in your seat when the tardy bell rings, working on the “Do Now” activity.
4. Use your time responsibly.
5. No food or drinks in the classroom (water is okay when the class is not engaged in lab activities).
6. Turn off all electronic devices (cell phone, iPods, etc.) and put them away (in a bag) during class.
7. Respect all materials and property in the classroom at all times. Students are expected to pick up after
themselves.
8. You may leave the classroom only for emergencies and only with an official pass, provided you are not
missing class instruction.
9. No headwear may be worn in the building.
10. The district “Rights and Responsibilities” booklet and DHS Student Handbook will be adhered to.
Attendance: Consistent attendance is essential for success in this class as this is a lab class and active
participation is required. Students who miss class must make up work. It is the student’s responsibility to ask the
teacher for material missed during an absence. Lab work must be made up before or after school through
arrangements made with the teacher.
Student Consequences:
For students who choose not do to assigned work, who fall behind, who are tardy, often absent or become
disruptive, I employ the following intervention steps:
 Warning (constructive feedback)
 Student/teacher conference (after class)
 Parent contact by phone, email or in writing
 Administrative conference/referral
Alarming violations: physical, verbal and/or written handled immediately with administration and/or
police.
Communication:
I look forward to working with each student as they learn and achieve the goals of this course. I will return email
and/or phone messages within 24 hours. Please check grades online (http://grades.fwps.org) to keep you updated
and informed about your progress.
Please ask for help if you need it and feel free to call or e-mail me (jkearney@fwps.org) if you have questions or
concerns. I am here to help you be successful!
Office Hours: 7:00 – 7:30 am, 2:10– 2:30 pm & by appt. as needed
Classroom Phone: 253.945-5280
Student Led Conferences:
First Semester: October 27 & 28, 2011
Second Semester: March 22 & 23, 2012
Progress Reports: Every 6 weeks
Semester Ends: January 26th, 2012 & June15, 2012
I have read and understand the Anatomy and Physiology course syllabus.
Student Name:______________________________________________________
Student Signature: _________________________________________________Date:________________________
Parent/Guardian Signature:__________________________________________Date:________________________
Please return this signed sheet to Ms. Kearney by the end of the first week of school.