Big Ideas: Structure and Function††
Essential Questions: What does the nervous sytem do? How do humans sense changes in their environment? How does the body send and receive chemical sgnals?
Vocabulary: brain, spinal cord, cerebrum, cerebral cortex, cerebellum, brain stem, taste bud, cochlea, cornea, iris, pupil, lens, retina, rods, cones; hormone, target cell, exocrine gland, endocrine gland, pituitary gland; various mammalian anatomy
Month Content Skills Asessment Standards Instructional Activities,
Strategies, and Differentiation
May-June Nervous and Sensory Systems:†† Formative: (AP.2.2, AP.6.1-6.10) Provide Topic Reading Assignments and Vocabulary List†††
* Brain, Spinal Cord, Nerves (Electrical Signaling, Action Potential, Synapse, Peripheral System, CNS) Explanation of the five senses and how they interact with the nervous system (spine and brain). Student Partipiation and Dialog Deliver Information via Lecture, Discussion and Handouts
* Transduction of Sensory Organs (Hearing, Vision, Taste, Smell, and Touch) Illustrate the different parts of the brain and what those parts do. Study Guide Assignments Use Technology (ie Simulations/Illustrations/Videos), Various Manipulatives and Word Play
Dissect a brain for study. Lab Practicles and/or Projects Offer Review Opportunities (Study Guides and Study Sessions)
Immune and/or Endocrine Systems: Chapter Quizzes (AP.8.1- AP.8.5 (Primarily Incorporated Throughout Curriculum)) Supplement Topic Discussion with Labs/Projects/Demonstrations
* Hormones Action and Glands (Primarily Incorporated Throughout Curriculum) Reading / Vocabulary Exam
* Human Endocrine Glands
Summative: (All Previous Standards Included)
Mammalian Anatomy and Physiology†† Investigate the anatomy and physiology of a mammal for comparative review human tissues and organs. Chapter Exam
(Felis catus (Cat) or Alternative) Define and understand external features, muscular systems, throat and oral cavity, abdominal cavity Process Standards:
* Tissues †† and digestive system, circulatory system, respiratory system, urinary structures, female/male
* Circulatory System †† genital structures, and the central nervous system. [x] SEPS.2 Developing and Using Models and Tools
* Respiratory System [x] SEPS.3 Constructing and Performing Investigations
* Digestive System [x] SEPS.4 Analyzing and Interpreting Data
* Excretory System [x] SEPS.5 Using Mathematics and Computational Thinking
* Nervous System [x] SEPS.6 Constructing Explanations
* Sensory System [x] SEPS.7 Engaging in Argument from Evidence
* Immune System [x] SEPS.8 Obtaining, Evaluating, and Communicating Info
* and/or Reproductive System
Literacy Standards:
Visit ( for Further Details and Information with Regards to the Curriculum††
Visit ( for Further Details and Information on Indiana Standards [x] LST.1 Learning Outcomes:
Read and comprehend science and technical texts††
independently and proficiently and write effectively for a variety
of discipline-secific tasks, purposes, and audiences
[x] LST.2 Key Ideas and Textual Support
Extract and construct meaning from science and technical texts††
using a variety of comprehension skills
[x] LST.3 Structural Elements and Organization
Build understanding of science and technical texts, using††
knowledge of structural organization and authorís purpose and††
[x] LST.4 Synthesis and Connection of Ideas
Build understanding of science and technical texts by
synthesizing and connecting ideas and evaluating specific
[x] LST.5 Writing Genres
Write for different purposes and to specific audiences or people
[x] LST.6 The Writing Process
Produce coherent and legible documents by planning, drafting,
revising, editing, and collaborating with others