BOARD OF EDUCATION
Attachment: Consent
PALO ALTO UNIFIED SCHOOL DISTRICT
Date:
TO:
Dr. Glenn “Max” McGee, Superintendent
FROM:
PREPARED BY:
Markus Autrey – Associate Superintendent, Educational Services
Katherine Baker – Chief Academic Officer, Secondary Education
SUBJECT:
Approval of New High School Courses for 2016-2017
4
3.08.16
STRATEGIC PLAN INITIATIVE
Academic Learning and Excellence
Board Policy 6011 – Academic Standards
Board Policy 6141 – Curriculum Development and Evaluation
Board Policy 6142.94 – Alternative Programs/Curriculum
Board Policy 6143 – Courses of Study
RECOMMENDATION
It is recommended the Board of Education approve the following new high school courses. This item was
discussed at its February 23, 2016 regular meeting.
•
•
AP Physics 1 (Gunn HS)
Principles of Biomedical Science – Project Lead the Way (Palo Alto HS)
BACKGROUND
According to Board Policy 6143, the Superintendent shall recommend courses of study to the Board of
Education. This year, staff is recommending two new courses at the high school level: AP Physics 1, and
Principles of Biomedical Science (Project Lead the Way).
Input from content area teachers, the school community (Site Council), and Education/Instructional
Councils (Instructional Supervisors across content areas) was included in the design of the recommended
courses. Site Principals reviewed the recommendations and approved the courses for consideration by the
District Science Steering Committee. The Science Steering Committee reviewed the proposed courses
and recommended approval to the Associate Superintendent of Educational Services.
AP Physics 1
Rationale
This year-long course will be open to Grades 10, 11, and 12 at Gunn High School, and is a redesigned
Physics course aligned with the Next Generation Science Standards (NGSS) and Science and Engineering
Practices. It is designed to increase access to Advanced Placement for all students, especially our
historically underrepresented students.
Description (Attachment A)
Students will participate in inquiry-based explorations of concepts to gain a deep understanding of the
foundational principles in physics. They will learn that the “basic ideas underlying all science are simple”
and many phenomena can be explained using the same few laws. Students will develop and use models
resulting in deeper understandings of scientific concepts, practices of science, and the ability to explain
phenomena and solve problems.
Principles of Biomedical Science (Project Lead the Way)
Rationale
This introductory course of the Project Lead the Way (PLTW) Biomedical Science program is open to
grades 9-12. PLTW courses use project and problem-based learning that teaches students how to apply
what they are learning to real life situations. The objectives of this course include increasing the number of
students without regard to gender and ethnicity who pursue science, engineering, and technology related
careers requiring a two or four-year degree, and increasing the number of females and underrepresented
groups who enter science, engineering, and technology related careers.
Description (Attachment B)
In this introductory course, students explore concepts of biology and medicine to determine factors that led
to the death of a fictional person. While investigating the case, students examine autopsy reports,
investigate medical history, and explore medical treatments that might have prolonged the person’s life.
The activities and projects introduce students to human physiology, basic biology, medicine, and research
processes while allowing them to design their own experiments to solve problems.
Attachment A
PALO ALTO UNIFIED SCHOOL DISTRICT
HIGH SCHOOL COURSE DESCRIPTION
Department
Course Code
Transcript
Title
Course Title
Science
3824
Grade Level/s
AP Physics 1
10, 11, 12
AP Physics 1
Course Length
1 year
Credits
10
Prerequisites
Textbook/s
Physics by Cutnell & Johnson, 9e
Supplementary Texts
Conceptual Physics by Paul Hewitt
Aligned with CA CCSS
Yes
Aligned with other content standards
Meets UC A-G Requirement
Yes
Course Adoption Date
Next Generation Science Standards (NGSS)
COURSE DESCRIPTION
The primary goal of the AP Physics 1 course is to cultivate a deep understanding of the workings of the physical universe by helping students construct a
mental schema of Physics around 7 Big Ideas. The schema is developed by actively engaging in science practices, such as asking questions, making
observations, discovering patterns and relationships, designing experiments, analyzing data, and drawing discerning conclusions. The course is aligned with
Next Generation Science Standards (NGSS) Disciplinary Core Ideas, and Science and Engineering Practices. The course illustrates that the “basic ideas
underlying all science are simple,” and many phenomena can be explained using the same few laws. The 7 big ideas are intended to encourage students to
think about physics concepts as interconnected pieces of a puzzle. The solution to the puzzle is how the real world around them actually works.
The overarching goal is to teach the physics needed to be a critically thinking, scientifically literate citizen, with the ability to evaluate and develop sound
evidence-based decisions and to discern decisions that are not evidence-based. Students will participate in inquiry-based explorations to gain a deep
understanding of the foundational principles in physics. They will spend less of their time in traditional formula-based learning, with more effort directed
toward developing and using models, resulting in deeper understandings of physics concepts, practices of science, and the ability to explain phenomena and
solve problems. The course will incorporate teaching methods that encourage students to construct and/or discover knowledge in the same way scientists
inquire about and investigate the natural world around us. Using a variety of approaches, the course will make the concepts relevant to both the student who
will use science (in a liberal arts major) and the student who will do science (in a science and technology major), so that they can successfully reach their
different destinations.
1
Attachment A
RATIONALE
Rationale to offer this course:
•
•
•
•
•
Meet student demand at Gunn for this course.
Open access to APs to historically underserved students.
Focus on achieving a deeper understanding of Physics concepts by using science practices that help students explain complex phenomena, using
simple models and multiple representations, such as words, pictures, graphs, energy diagrams, vector diagrams, and equations.
Give interested students the option to take a second year of Physics without needing Calculus.
Create confident, scientifically literate students, who become stronger in problem solving skills, which are essential in the workplace and in personal
situations.
CORE IDEAS IN THE COURSE
AP Physics I is built around the 7 Science Practices:
Science Practice 1
The student can use representations and models to communicate scientific phenomena and solve scientific problems.
1.1 The student can create, describe, refine, and use representations and models of natural or man–made phenomena and systems in the domain.
1.2 The student can describe representations and models of natural or man–made phenomena and systems in the domain.
1.3 The student can refine representations and models of natural or man–made phenomena and systems in the domain.
1.4 The student can use representations and models to analyze situations or solve problems qualitatively and quantitatively.
1.5 The student can express key elements of natural phenomena across multiple representations in the domain.
Science Practice 2
The student can use mathematics appropriately.
2.1 The student can justify the selection of a mathematical routine to solve problems.
2.2 The student can apply mathematical routines to quantities that describe natural phenomena.
2.3 The student can estimate numerically quantities that describe natural phenomena.
Science Practice 3
The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course.
3.1 The student can pose scientific questions.
3.2 The student can refine scientific questions.
3.3 The student can evaluate scientific questions.
2
Attachment A
Science Practice 4
The student can plan and implement data collection strategies in relation to a particular scientific question. (Note: Data can be collected from many
different sources, e.g., investigations, scientific observations, the findings of others, historic reconstruction and/or archived data.)
4.1 The student can justify the selection of the kind of data needed to answer a particular scientific question.
4.2 The student can design a plan for collecting data to answer a particular scientific question.
4.3 The student can collect data to answer a particular scientific question.
4.4 The student can evaluate sources of data to answer a particular scientific question.
Science Practice 5
The student can perform data analysis and evaluation of evidence.
5.1 The student can analyze data to identify patterns or relationships.
5.2 The student can refine observations and measurements based on data analysis.
5.3 The student can evaluate the evidence provided by data sets in relation to a particular scientific question.
Science Practice 6
The student can work with scientific explanations and theories.
6.1 The student can justify claims with evidence.
6.2 The student can construct explanations of phenomena based on evidence produced through scientific practices.
6.3 The student can articulate the reasons that scientific explanations and theories are refined or replaced.
6.4 The student can make claims and predictions about natural phenomena based on scientific theories and models.
6.5 The student can evaluate alternative scientific explanations.
Science Practice 7
The student is able to connect and relate knowledge across various scales, concepts and representations in and across domains.
7.1 The student can connect phenomena and models across spatial and temporal scales.
7.2 The student can connect concepts in and across domain(s) to generalize or extrapolate in and/or across enduring understandings and/or big ideas.
3
Attachment A
The 7 Big Ideas woven throughout the content of the course:
Big Idea 1
Objects and systems have properties such as mass and charge. Systems may have internal structure.
Big Idea 2
Fields existing in space can be used to explain interactions.
Big Idea 3
The interactions of an object with other objects can be described by forces.
Big Idea 4:
Interactions between systems can result in changes in those systems.
Big Idea 5:
Changes that occur as a result of interactions are constrained by conservation laws.
Big Idea 6:
Waves can transfer energy and momentum from one location to another without the permanent transfer of mass, and serve as a mathematical model for the
description of other phenomena.
Big Idea 7:
The mathematics of probability can be used to describe the behavior of complex systems and to interpret the behavior of quantum mechanical systems.
TECHNOLOGY
A variety of technology is used throughout the year:
• Course Calendar, assignments, handouts, and supplemental material are uploaded onto Schoology.
• Progress and grades are recorded and maintained in Infinite Campus.
• Discussion forums are used in Schoology.
• Computer Based Measurements using sensors are made for many of the labs.
• Computer simulations are used to help students construct models.
• Word processing, spreadsheets, graphing, and presentation programs are used as tools to help students investigate, explain, analyze, and conclude.
• Discussions on real life applications often center on technological advancements.
4
Attachment A
OUTLINE OF COURSE CONTENT
MAJOR UNITS
OF INSTRUCTION
STANDARDS
Unit 1: Introduction to
Science Practice Skills
Science and Engineering
Practices in the NGSS
Unit 2: Kinematics
PS2.A
Motion and Stability:
Forces and Interactions
LEARNING
OUTCOMES
ACTIVITIES
LESSONS
EVALUATIONS
SWBAT
• Ask scientific questions
• Plan and carry out
investigations
• Analyze and Interpret
Data
• Construct Explanations
• Communicate their
results in writing and
verbally
• Represent and calculate
distance, displacement,
speed and velocity of an
object using words, data
Big Idea #1: Objects and
tables, graphs, pictures,
systems have properties
and equations. – i.e.
such as mass and charge.
modeling
Systems may have internal • Investigate and make a
structure.
claim about straight-line
motion of an object in
Big Idea #3: The
different laboratory
interactions of an object with
situations.
other objects can be
• Explain why all objects
described by forces.
fall to the ground with
the same acceleration
despite having different
masses.
“What would Galileo do? –
Scientific Process Lab”
Ø Small groups
Ø Student led
Ø Inquiry based
1.
2.
3.
4.
“Go Go Buggy Lab “
“Freefall Lab”
Motion Sensor Lab
Ball in a Cup Projectile
Lab
5. Demos
a. Galileo’s Ramps
b. Feather and steel
ball in vacuum
c. Time of Fall for
Projectiles
d. Monkey Gun
• Practice asking questions at
various stations - formative
assessment by teacher
• Journaling procedure –
peer review
• Data analysis – formative
assessment by teacher
• Oral presentation
• Written lab report in their
lab journal – summative
assessment
• Computer Based Graphing
& Data Analysis Quiz
• Predict, investigate,
conclude, explain during
demos
• Exit Slips
• Homework Checks
• Group Work with teacher
listening in
• Lab Work with teacher
checking in on the direction
they take
• Quizzes
• Test
5
Attachment A
• Ask Questions and
Analyze data.
Unit 3: Dynamics
Unit 4: Introduction to
Circular Motion
PS2.A
Motion and Stability:
Forces and Interactions
• Analyze force diagrams
to determine if they
accurately determine
situations involving
Big Idea #1: Objects and
multiple contacts,
systems have properties
gravitational, and/or
such as mass and charge.
electrical interactions.
Systems may have internal • Explain the observed
structure.
motion of the object of
interest. Justification is
Big Idea #3: The
based on Newton’s
interactions of an object with
Laws
other objects can be
• Use representations and
described by forces.
models to communicate
scientific phenomena
Big Idea #4: Interactions
and solve scientific
between systems can result
problems.
in changes in those
• Use mathematics
systems.
appropriately
PS2.A
• Explain the force or
Motion and Stability:
forces responsible for
Forces and Interactions
the object following a
curved path
Big Idea #1: Objects and
• Explain how satellites
systems have properties
obey Kepler’s Laws as
such as mass and charge.
they orbit around their
Systems may have internal
planet or star.
structure.
Big Idea #2: Fields existing • Predict how change in
distance between two
in space can be used to
objects with mass can
explain interaction
change the gravitational
force on them.
1. Forces Exploration
Stations
2. Newton’s Laws Demo
Show by Students
3. Atwood Machine Lab
4. Fun with Friction Lab
• Predict, investigate,
conclude, explain during
demos
• Formative Assessments
during homework checks,
exit slips, and tutorials
• Whiteboarding
• Partner Quiz
• Peer Evaluation to help
students understand the
scoring rubrics used to
evaluate their explanations
• Lab Reports
• Oral Explanations during
Demo Show
• Unit test
1. Flying Pig Lab
2. Circular Motion Demos
Ø Rotating Candles
Ø Ball on a string
Ø Loop the Loop
Ø Phonographs
Ø Inertial Balance
• Predict, investigate,
conclude, explain during
demos
• Student Survey
• Collaborative Problem
Solving on Butcher Paper
• Whiteboarding
• Partner Quiz
• Unit test
6
Attachment A
Big Idea #3: The
interactions of an object with
other objects can be
described by forces.
•
Unit 5: Work & Energy
Unit 6: Impulse &
Momentum
Big Idea #4: Interactions
between systems can result
in changes in those
systems.
PS3 - A, B, C - Energy and
Law of Conservation of
Energy
Justification is based on
Newton’s Universal Law
of Gravitation
Students can work with
scientific explanations
and theories
• Determine and represent 1. Energy Demos
with an energy diagram,
Ø Loop the Loop
the type and direction of
Ø Swinging Pendulum
energy transfers
Ø Oscillating Spring
between an object and
Ø Dart Guns
its surroundings
Ø Collision Balls
• Describe using words,
Ø Roller Coaster Sim
energy diagrams, and
Ø Chaos Tower –
equations the energy
Rube Goldberg
changes within a system
Device
and transfer of energy in
2. Energy Transformations
and out of a system.
Lab
• Design your own
investigation
1. Momentum Demos
• Predict and explain the
change in direction,
Ø Bat & Ball
velocity, or momentum
Ø Happy & Sad Balls
of two interacting
Ø Rebounding Darts
objects. Justification is
Ø Soccer Pucks
based on Impulse and
Ø Air Track
Newton’s Second Law.
Ø Car Crashes
• Predict, investigate,
conclude, explain during
demos
• Class Polls
Big Idea #4: Interactions
• Homework Checks
between systems can result
• Debriefing during Lab that
in changes in those
was designed solely by
systems.
students
Big Idea #5: Changes that
• Presentation to a peer
occur as a result of
group
interactions are constrained
• Lab Report
by conservation laws.
• Quizzes
• Unit Test
PS2.A
• Predict, investigate,
Motion and Stability:
conclude, explain during
Forces and Interactions
demos
• Collaborative problem
Big Idea #1: Objects and
solving in small groups
systems have properties
such as mass and charge.
• Collision Tutorial
Systems may have internal
• Quiz
structure.
2. Elastic & Inelastic
• Unit Test
•
Investigate
the
Collision
Exploration
Lab
Big Idea #3: The
• Lab Report
conservation of linear
3. Momentum Impulse
interactions of an object with
momentum for different
Theorem Lab for Bungee • Special Training on
other objects can be
Troubleshooting
situations involving open
Jumping or Car Crashes
described by forces.
7
Attachment A
Big Idea #4: Interactions
between systems can result
in changes in those
systems.
Unit 7: Torque, Rotational
Kinetic Energy, and
Angular Momentum
Big Idea #5: Changes that
occur as a result of
interactions are constrained
by conservation laws.
•
PS2.A
Motion and Stability:
Forces and Interactions
•
Big Idea #1: Objects and
systems have properties
such as mass and charge.
Systems may have internal
structure.
•
Big Idea #3: The
interactions of an object with •
other objects can be
described by forces.
Big Idea #4: Interactions
between systems can result
in changes in those
systems.
Big Idea #5: Changes that
occur as a result of
interactions are constrained
by conservation laws.
•
and closed systems and
for different types of
interactions e.g. bat
hitting a baseball, car
crashes, explosions.
Investigate and make a
claim about the changes
in kinetic energy and
momentum for a defined
system. Justification is
based on conservation
of momentum and
conservation of energy.
1. Rotational Motion Demos • Predict, investigate,
Explain the force or
forces responsible for
conclude, explain during
Ø Wheels
the object following a
demos.
Ø Moment of Inertia
curved path.
• Research and present the
Ø Center of Mass
Explain the observed
application of conservation
Ø Ring Disk Sphere
motion of the object of
laws to rotational motion
interest. Justification is
phenomena in real life such
2. Rotational Motion & Law
based on Newton’s
as: dancing, ice skating,
of conservation of
Laws for Rotational
gyroscopes, golf ball
Momentum
&
Law
of
Motion.
design, spinning tops, etc.
Conservation of Energy
Explain how the
• Quiz
Presentations
distribution of mass
affects the rotational
inertia of a system.
Explain how the
conservation of linear
and angular momentum
is applied in many real
life phenomena such as
ice skating, dancing,
gyroscopes, etc.
8
Attachment A
Unit 8: Waves &
Interactions
Unit 9: Electrostatics &
Electric Circuits
Waves - Applications
• Recognize for waves
examples of reflection,
Big Idea #6: Waves can
refraction, diffraction and
transfer energy and
interference.
momentum from one
• Investigate and make a
location to another without
claim about variables
the permanent transfer of
that affect the interaction
mass and serve as a
of mechanical waves
mathematical model for the
with different boundaries
description of other
e.g. waves in a string or
phenomena
in an air column.
Big Idea #2: Fields existing • Explain, using words
and diagrams, an
in space can be used to
example of interference.
explain interaction
Justification is based on
principle of superposition
of waves.
HS-PS2-4. Coulomb's Law • Explain how objects can
be charged; calculate
Big Idea #1: Objects and
using law of
systems have properties
conservation of charge,
such as mass and charge.
the amount of charge on
Systems may have internal
an object.
structure.
• Investigate and make a
claim about the
Big Idea #2: Fields existing
mathematical
in space can be used to
relationship between
explain interaction.
electrical force, electrical
field, and electrical
Big Idea #3: The
potential, and the
interactions of an object with
amount of charge of
other objects can be
each interacting object.
described by forces.
• Build a conceptual
model of electric current.
• Explain how a simple
1. Uncovering Student
Ideas About Waves –
stations to attack their
misconceptions
2. Sound Exploration
Stations
3. Speed of Sound Lab
• Predict, investigate,
conclude, explain during the
exploration stations.
• Schoology Questions to
assess their learning whilst
exploring the stations
• Quiz
• Unit Test
• Journaling
• Lab Report
1. Charging Explorations
2. Electric Force & Field
Demos with Conductors
& Insulators
3. Van De Graff Generators
4. Capacitors
5. Electric Field & Electric
Potential Simulation
6. Ohm’s Law Lab
• Predict, investigate,
conclude, explain during the
exploration stations.
• Quiz
• Unit Test
• Journaling
• Lab Report
9
Attachment A
Big Idea #4: Interactions
between systems can result
in changes in those
systems.
Big Idea #5: Changes that
occur as a result of
interactions are constrained
by conservation laws.
Big Idea #6: Waves can
transfer energy and
momentum from one
location to another without
the permanent transfer of
mass and serve as a
mathematical model for the
description of other
phenomena.
Unit 10: Magnetism
Big Idea #2: Fields existing
in space can be used to
explain interaction.
•
•
•
•
•
device such as a light
bulb works. Justification
is based on model of
electric current through
conductors.
Investigate the
relationship between
current and potential
difference for different
circuit devices.
Predict the value of
current through a circuit,
or the potential
difference across an
element of a circuit.
Prediction is based on
Kirchoff’s laws, which
are a result of law of
conservation of charge
and law of conservation
Kirchoff’s laws, which
are a result of law of
conservation of charge
and law of conservation
of energy.
Explain that moving
charges give rise to
magnetic fields.
Explain how the earth’s
magnetic field protects
us and creates the
Northern Lights.
Explain how magnetic
devices work.
1. Explain how Magnetic
toys work.
2. Draw magnetic fields.
Presentations
10
Attachment A
Unit 11: Light
Big Idea #2: Fields existing
in space can be used to
explain interaction.
Big Idea #6: Waves can
transfer energy and
momentum from one
location to another without
the permanent transfer of
mass and serve as a
mathematical model for the
description of other
phenomena.
• Explain light is a particle
and a wave.
• Explain the phenomena
of photoelectric effect.
Presentations
11
Attachment B PALO ALTO UNIFIED SCHOOL DISTRICT
HIGH SCHOOL COURSE DESCRIPTION
Department
Course Title
Science
Principles of Biomedical Sciences
Project Lead the Way (PLTW)
Course Code
Transcript
Title
3954
Grade Level/s
9-12
Prerequisites
Textbook/s
None
Supplementary Texts
None
Course Length
1 year
Credits
10
Aligned with CA CCSS
Yes
Aligned with other content standards
Meets UC A-G Requirement
Yes
Course Adoption Date
Next Generation Science Standards (NGSS)
COURSE DESCRIPTION
In the introductory course of the PLTW Biomedical Science program, students explore concepts of biology and medicine to determine factors that led to the
death of a fictional person. While investigating the case, students examine autopsy reports, investigate medical history, and explore medical treatments that
might have prolonged the person’s life. The activities and projects introduce students to human physiology, basic biology, medicine, and research
processes, while allowing them to design their own experiments to solve problems.
1 Attachment B Rationale
Project Lead The Way (PLTW) courses utilize project and problem-based learning that teaches students how to apply what they are learning to reallife situations. These courses provide opportunities for students to:
• understand the scientific process, engineering problem-solving and the application of technology;
• understand how technological systems work with other systems;
• use mathematics knowledge and skills in solving problems;
• communicate effectively through reading, writing, listening and speaking; and
•
work effectively with others.
PLTW provides students with the opportunity to develop the knowledge, skills, and confidence required to pursue a career in science, mathematics,
and engineering.
Goals are to:
• increase the number of young people, without regard to gender or ethnic origin, who pursue science, engineering and technology related
careers requiring a two or four-year degree;
• increase the number of females and underrepresented groups entering science, engineering and technology related careers;
• provide relevant programs that help prep students and prepare them for a highly skilled working environment; and
• support the development of all teachers, and counselors.
Objectives are to:
• increase the number of students in college science, mathematics, engineering and engineering technology programs;
• establish college credit for PLTW courses with two and four-year colleges; and
• develop partnerships with college and university departments of engineering to encourage engineering students to minor in education,
eventually leading to teacher certification, in addition to formal degrees in engineering.
2 Attachment B TECHNOLOGY
OUTLINE OF COURSE CONTENT
MAJOR UNITS
OF INSTRUCTION
Unit 1
The Mystery (20%)
STANDARDS
Next Generation
Science Standards
(NGSS)
NGSS
DCI - LS1.A - From
Molecules to Organisms:
Structures and Processes
Structure and Function
• Multicellular organisms
have a hierarchical
structural organization,
in which any one system
is made up of numerous
parts and is itself a
component of the next
level. (HS- LS1-2)
LEARNING
OUTCOMES
Students will:
• learn how to design an
experiment while
determining how ambient
temperature affects the
cooling rate of a dead
body.
• design and perform an
experiment to investigate
how height affects
bloodstain patterns.
• use the results to identify
the height that caused the
bloodstain patterns found
in order to determine
whether she was struck
w h i l e standing or falling.
ACTIVITIES
LESSONS
Lesson 1.1
Investigating the Scene
• The goal of this lesson is
to lay the foundation for
the course and introduce
students to the use of
laboratory and career
journals and Inspiration®
software. Students also
learn how to set up an
experiment and how to
properly document
sources. The lesson
opens with the mysterious
death of Anna Garcia.
Students play the role of
crime scene investigators
to examine key information
EVALUATIONS
Student-Centered Balanced
Assessment
• PLTW supports a balanced
approach to assessment
for all programs,
integrating both formative
and summative
assessments. Through a
balanced assessment
approach, assessment is
an ongoing activity.
Students demonstrate
their knowledge throughout
the course by completing
activities, projects, and
problems using a variety
3 Attachment B gathered from interviews
of friends, family
members, and people of
interest. Students examine
the scene for clues and
play the role of forensic
scientists to analyze each
piece of evidence
collected from the crime
scene, including hair,
fingerprints, blood, and
shoeprints, in order to
determine what happened
at Anna’s house and to
identify potential suspects.
of assessment tools,
such as performance
rubrics and reflective
questioning, to deepen
and expand their
knowledge and skills.
Decision Making Using Valid
and Reliable Scores
•
PLTW's assessment
experts apply industrybest practices and
methods to design, test,
and implement End of
Course (EoC)
assessments for our
network of schools. Valid
and reliable scores a r e
r e p o r t e d on overall
student performance
within the course. The
EoC assessment gives
students an objective
evaluation of their
achievement, and
provides stakeholders
data to make informed
decisions.
4 Attachment B NGSS
HS.LS1.1 - From Molecules to
Organisms: Structures and
Processes
• Systems of specialized
cells within organisms
help them perform the
essential functions of life.
(HS-LS1-1)
Students will:
• explore DNA in order to
determine whose blood
was found at the scene.
• begin to explore the
relationship between
DNA, genes, and
chromosomes.
• extract DNA from both
plant and animal cells,
HS.LS3.1 - Heredity: Inheritance
investigate the structural
and Variation of Traits
composition of DNA by
• Each chromosome
building
a threeconsists of a single very
dimensional model of the
long DNA molecule, and
molecule, explore the
each gene on the
chromosome is a particular
methods used to analyze
segment of that DNA. The
DNA, and then work as a
instructions for forming
forensic DNA analyst to
species’ characteristics
compare the DNA found
are carried in DNA. All
at the crime scene with the
cells in an organism have
DNA obtained from each
the same genetic content,
of the suspects.
but the genes used
(expressed) by the cell
may be regulated in
different ways. Not all DNA
codes for a protein; some
segments of DNA are
involved in regulatory or
structural functions, and
some have no ( as-yet)
known function.
(HS-LS3-1)
Lesson 1.2
DNA Analysis
• In the last lesson,
students processed and
analyzed evidence found
at Anna Garcia’s house at
the time of her death,
including blood samples
found near her body.
5 Attachment B NGSS
HS.LS1.2 - From Molecules to
Organisms: Structures and
Processes
• Systems of specialized
cells within organisms
help them perform the
essential functions of life.
(HS-LS1-1)
• Multicellular organisms
have a hierarchical
structural organization,
in which any one system
is made up of numerous
parts and is itself a
component of the next
level. (HS- LS1-2)
Students will:
• Develop and use a model
to illustrate the hierarchical
organization of interacting
systems that provide
specific functions within
multicellular organisms.
• select appropriate tools to
collect, record, analyze,
and evaluate data. Make
directional hypotheses that
specify what happens to a
dependent variable when
an independent variable is
manipulated.
• construct, use, and/or
present an oral and written
argument or
counterarguments based
on data and evidence.
• make and defend a claim
based on evidence about
the natural world or the
effectiveness of a design
solution that reflects
scientific knowledge and
student- generated
evidence.
Lesson 1.3
The Findings
• In this lesson students will
investigate autopsy
procedures and will be
given the first piece of
Anna’s autopsy report.
Throughout the unit, they
will put together all of the
evidence collected and
analyzed regarding Anna’s
mysterious death, in order
to draw conclusions and
create a report detailing
the suspected manner of
death (natural, accidental,
or homicide). They will
learn how to properly cite
sources and investigate
the role that different
biomedical professionals
played in Anna’s
mysterious death
investigation. Finally
students will discuss the
bioethics of scientific
research and explore the
bounds of HIPAA
legislation.
6 Attachment B Unit 2 Diabetes
(25%)
NGSS
HS.LS1.2 - From Molecules to
Organisms: Structures and
Processes
• Develop and use a model
to illustrate the hierarchical
organization of interacting
systems that provide
specific functions within
multicellular o rg a n ism s.
HS.LS1.6 - From Molecules to
Organisms: Structures and
Processes
• Construct and revise an
explanation based on
evidence for how carbon,
hydrogen, and oxygen
from sugar molecules may
combine with other
elements to form amino
acids and/or other large
carbon-based molecules.
Students will:
• explore how doctors
make an initial
diagnosis of diabetes
and characterize the
disease.
• complete simulated
glucose tolerance testing
as well as insulin analysis
on three patients,
including Anna.
• draw conclusions about
their disease status based
on their findings.
• deduce what is happening
inside the body when a
person has Type 1 or
Type 2 diabetes.
• further investigate the
relationship between
insulin and glucose and
learn how to find credible
sources.
Lesson 2.1
What Is Diabetes?
In this lesson the goal is for
students to investigate what it
means to have diabetes.
HS.LS2.5
-Ecosystems:
Interactions, Energy, and
Dynamics
• Develop a model to
illustrate the role of
photosynthesis and
cellular respiration in
the cycling of carbon
between the biosphere
and atmosphere.
7 Attachment B NGSS
HS.LS1.6 - From Molecules to
Organisms: Structures and
Processes
• Construct and revise an
explanation based on
evidence for how carbon,
hydrogen, and oxygen
from sugar molecules may
combine with other
elements to form amino
acids and/or other large
carbon-based molecules.
HS.LS2.5 - Ecosystems:
Interactions, Energy, and
Dynamics
• Develop a model to
illustrate the role of
photosynthesis and
cellular respiration in
the cycling of carbon
among the biosphere,
atmosphere,
hydrosphere, and
geosphere.
Students will:
• use chemical indicators to
test for the presence of
sugar, starch, protein, and
lipids in three common
food items as well as in
the stomach contents of
the ill-fated Anna Garcia.
• define various terms
commonly used on food
labels and then analyze
food labels to determine
the nutritional content of
the respective food items.
• analyze Anna’s diet and
assess how well she was
meeting her nutritional
requirements. Students will
then complete a series of
molecular puzzles to build
macromolecules and
explore the biochemistry
of food.
• explore the energy content
of various foods by
completing calorimetric
experiments using Vernier
software and a
temperature probe.
• Continue (in the next
lesson) to explore how
food choices are vital to
the health of a diabetic.
Lesson 2.2
The Science of Food
The goal of this lesson is for
students to investigate the
science of food and look in detail
at the biochemistry of
macromolecules.
8 Attachment B NGSS
HS.LS1.2 - From Molecules to
Organisms: Structures and
Processes
• Develop and use a model
to illustrate the hierarchical
organization of interacting
systems that provide
specific functions within
multicellular o rg a n ism s.
HS.LS1.3 - From Molecules to
Organisms: Structures and
Processes
• Plan and conduct an
investigation to provide
evidence that feedback
mechanisms maintain
homeostasis.
HS.ETS1.1 - Engineering
Design
• Analyze a major global
challenge to specify
qualitative and quantitative
criteria and constraints for
solutions that account for
societal needs and wants.
HS.ETS1.3 - Engineering
Design
Evaluate a solution to a
complex, real-world problem
based on prioritized criteria
and trade-offs that account for
a range of constraints,
including cost, safety,
reliability, and aesthetics,
Students will:
• examine what happens
inside the body of a
diabetic as they simulate
how the body reacts to
varying blood glucose
concentrations.
• design an experiment to
simulate osmosis in body
cells and attempt to match
details about diabetic
emergencies in Anna
Garcia’s life with simulated
blood serum from the time
of these incidents.
• relate the movement of
water in model cells to
the symptoms that Anna
experienced in each
emergency situation.
• begin to understand how
rapid shifts in blood sugar
can have severe
consequences. While most
of these complications are
short-term if addressed
quickly, there are many
long- t e r m consequences
of diabetes, especially if
the disease is not well
controlled.
• explore the impact that
Type 1 and Type 2
diabetes can have on
human body systems
and visualize this impact
on a graphic organizer.
Lesson 2.3
Life with Diabetes
The goal of this lesson is for
students to explore the
personal side of life with
diabetes. The lesson begins
with students designing a
“What to Expect” guide for
patients confronted with a new
diagnosis. The guide should
offer insight into a typical day in
the life of a diabetic and should
highlight daily routines,
restrictions, lifestyle choices
and modifications, as well as
tips for coping and acceptance.
9 Attachment B as well as possible social,
cultural, and environmental
impacts.
•
•
read additional
information from Anna’s
autopsy report and
analyze findings to
brainstorm possible
causes of death.
design an innovation
that helps diabetics
treat, manage, or even
cure their disease and
present their idea to a
panel offering a
research grant.
10 Attachment B Unit 3
Sickle Cell Disease (15%)
NGSS
HS.LS1.2 - From Molecules to
Organisms: Structures and
Processes
• Develop and use a model
to illustrate the hierarchical
organization of interacting
systems that provide
specific functions within
multicellular o rg a n ism s.
Students will:
• learn about the
components and
function of blood in order
to better understand how
sickle cell disease
affects the body.
• examine Anna Garcia’s
blood with a microscope
and complete a simulated
hematocrit in order to
determine whether Anna’s
sickle cell disease was
causing her other related
health problems.
• learn about what it is like
for a person dealing with
this serious disease by
reading her diary entries.
• write diary entries for a
fictitious sickle cell patient.
The entries will detail how
the patient is feeling,
describe the treatment
being given, and include a
narrative of all of the
biomedical professionals
the patient encounters
during t h e treatment
journey.
Lesson 3.1
The Disease
The goal of this lesson is to
introduce the students to what
it means to have sickle cell
disease.
11 Attachment B NGSS
HS.LS1.1 - From Molecules to
Organisms: Structures and
Processes
• Construct an explanation
based on evidence for how
the structure of DNA
determines the structure of
proteins, w h i c h carry out
the essential functions of
life through systems of
specialized cells.
HS.LS1.2 - From Molecules to
Organisms: Structures and
Processes
• Develop and use a model
to illustrate the hierarchical
organization of interacting
systems that provide
specific functions within
multicellular o rg a n ism s.
Students will:
• explore how the body
uses DNA to produce
proteins.
• apply their knowledge of
protein synthesis to
decode a secret
message.
• investigate the effects
that various mutations
have on protein
production, and look
specifically at the
genetic mutation that
causes sickle cell
disease.
Lesson 3.2
It’s in the Genes
The goal of this lesson is for
students to investigate how
DNA codes for proteins and
how mutations can lead to
diseases such as sickle
cell anemia.
HS.LS3.1 - Heredity: Inheritance
and Variation of Traits
• Ask questions to clarify
relationships about the
role of DNA and
chromosomes in coding
the instructions for
characteristic traits passed
from parents to offspring.
12 Attachment B HS.LS3.2 - Heredity: Inheritance
and Variation of Traits
• Make and defend a claim
based on evidence that
inheritable genetic
variations may result
from: (1) new genetic
combinations through
meiosis, (2) viable errors
occurring during
replication, and/or (3)
mutations caused by
environmental factors.
HS.ETS1.4 - Engineering
Design
• Use a computer simulation
to model the impact of
proposed solutions to a
complex real-world
problem with numerous
criteria and constraints on
interactions within and
between systems relevant
to the problem.
13 Attachment B NGSS
HS.LS1.2 - From Molecules to
Organisms: Structures and
Processes
• Develop and use a model
to illustrate the hierarchical
organization of interacting
systems that provide
specific functions within
multicellular o rg a n ism s.
HS.LS1.4 - From Molecules to
Organisms: Structures and
Processes
• Use a model to
illustrate the role of
cellular division
(mitosis) and
differentiation in
producing and
maintaining complex
organisms.
Students will:
• investigate the role that
chromosomes play in
transferring genetic
material from cell to cell,
as well as from
generation to generation.
• explore how the genes
encoding dominant and
recessive traits are
passed through the
generations via
chromosomes.
Lesson 3.3
Chromosomes
The goal of this lesson is for
students to further explore the
relationship between DNA,
genes, and chromosomes.
HS.LS3.1 - Heredity: Inheritance
and Variation of Traits
• Ask questions to clarify
relationships about the
role of DNA and
chromosomes in coding
the instructions for
characteristic traits passed
from parents to offspring.
14 Attachment B HS.LS3.2 - Heredity:
Inheritance and Variation of
Traits
• Make and defend a claim
based on evidence that
inheritable genetic
variations may result
from: (1) new genetic
combinations through
meiosis, (2) viable errors
occurring during
replication, and/or (3)
mutations caused by
environmental factors.
HS.LS3.3 - Heredity:
Inheritance and Variation of
Traits
• Apply concepts of
statistics and probability
to explain the variation
and distribution of
expressed traits in a
population.
15 Attachment B NGSS
Students will:
HS.LS3.1 - Heredity: Inheritance • analyze the gel
and Variation of Traits
electrophoresis results
obtained from the
• Ask questions to clarify
Restriction Fragment
relationships about the
Length Polymorphisms
role of DNA and
(RFLPs) of Anna Garcia’s
chromosomes in coding
family members to create
the instructions for
a family pedigree.
characteristic traits passed
from parents to offspring.
• calculate the theoretical
probability of a child
HS.LS3.3 - Heredity: Inheritance
inheriting sickle cell
and Variation of Traits
disease using Punnett
squares and compare the
• Apply concepts of
results to experimental
statistics and probability
results.
to explain the variation
and distribution of
• put it all together to
expressed traits in a
analyze pedigrees.
population.
• simulate the effects of a
high frequency of malaria
HS.LS4.3 - Biological
on the allele frequencies
Evolution: Unity and
of a population.
Diversity
• Apply concepts of
statistics and probability to
support explanations that
organisms with an
advantageous heritable
trait tend to increase in
proportion to organisms
lacking this trait.
Lesson 3.4
Inheritance
The goal of this lesson is for
students to further study how
inherited diseases are passed
from parent to child, with a
focus on sickle cell disease.
16 Attachment B Unit 4
Heart Disease (25%)
NGSS
HS.LS1.2 - From Molecules to
Organisms: Structures and
Processes
• Develop and use a model
to illustrate the hierarchical
organization of interacting
systems that provide
specific functions within
multicellular o rg a n ism s.
Students will:
• investigate the basic
structure of the heart and
identify the major blood
vessels that bring blood in
and out of the heart’s
main chambers.
• create a graphic
organizer to help them
remember the basic
blood flow pattern to and
from the heart and lungs
.
• identify the actual
structures of the heart
when they dissect a fourchambered sheep’s heart
in the next activity.
• observe key structures
and discuss how
structure relates to
function.
• use a microscope to
observe the structure of
arteries and veins.
• review Anna’s autopsy
report and begin to
postulate how problems in
the cardiovascular system
may have contributed to
her death.
Lesson 4.1
Heart Structure
The goal of this lesson is for
students to explore the
structure and organization of
the heart.
17 Attachment B NGSS
HS.LS1.2 - From Molecules to
Organisms: Structures and
Processes
• Develop and use a model
to illustrate the hierarchical
organization of interacting
systems that provide
specific functions within
multicellular o rg a n ism s.
Students will:
• learn that because of a
few episodes of chest
pain, Anna Garcia was
sent for a full cardiac
workup.
• learn about the tests
used to monitor heart
function and use data
acquisition software and
probes to study heart
rate, blood pressure, and
electrical activity of the
heart.
• design and conduct
experiments on variables
affecting heart rate and
blood pressure and
document their work in a
formal laboratory report.
• analyze Anna’s cardiac
workup and investigate
how the function (or
dysfunction) of her heart
may have played a role in
her death.
Lesson 4.2
The Heart at Work
The goal of this lesson is for
students to learn how the
hearts works in order to
understand how and why heart
disease occurs.
18 Attachment B NGSS
HS.LS1.2 - From Molecules to
Organisms: Structures and
Processes
• Develop and use a model
to illustrate the hierarchical
organization of interacting
systems that provide
specific functions within
multicellular o rg a n ism s.
HS.ETS1.2 - Engineering
Design
• Design a solution to a
complex real-world
problem by breaking it
down into smaller, more
manageable problems
that can be solved
through engineering.
Students will:
• investigate the function of
cholesterol in the body
and research how this
lipid can impact health.
• present the information
they learn about
cholesterol, LDL, and
HDL.
• analyze Anna Garcia’s
cholesterol test results
and make
recommendations about
her cardiac care.
• use DNA electrophoresis
to separate and analyze
DNA fragments to
determine if Anna and
members of her family
have familial
hypercholesterolemia. In
the final problem of the
lesson.
• explore the human heart
as a pump and investigate
what happens to overall
health when factors such
as cholesterol plaque
impede flow.
• design and build a
simple pump to
simulate the heart on
the most basic level.
Lesson 4.3
Heart Dysfunction
The goal of this lesson is for
students to explore what
happens inside the body when
the heart is unable to function
properly.
19 Attachment B NGSS
HS.LS1.2 - From Molecules to
Organisms: Structures and
Processes
• Develop and use a model
to illustrate the hierarchical
organization of interacting
systems that provide
specific functions within
multicellular o rg a n ism s.
Students will:
• investigate medical
procedures used to treat
blocked blood vessels and
prevent events such as
heart attack and stroke
and build a model to
demonstrate one of these
techniques.
• return to both Anna’s
medical history
documents as well as her
autopsy report and
brainstorm how issues of
the heart may have
played a role in Anna’s
final demise.
• assess risk of heart
disease. Students will use
an online risk calculator to
explore factors that
increase or decrease the
risk of heart attack or
associated coronary
disease. They will
calculate risk for both
Anna Garcia and a patient
they have been assigned.
• design a heart disease
intervention plan for their
assigned patient and think
about all they have
learned in this unit and
how lifestyle and the
choices we make impact
overall health.
Lesson 4.4
Heart Intervention
The goal of this lesson is for
students to explore what
happens to the body when
blood vessels fail to deliver
oxygen to the tissues.
20 Attachment B Unit 5
Infectious Disease (10%)
NGSS
HS.LS1.2 - From Molecules to
Organisms: Structures and
Processes
• Develop and use a model
to illustrate the hierarchical
organization of interacting
systems that provide
specific functions within
multicellular o rg a n ism s.
Students will:
• demonstrate the
transmission of an
unknown infectious
agent from person to
person and use
deductive reasoning to
determine “patient zero.”
• investigate a variety of
diseases caused by
infectious agents and use
this information to
determine the tests
needed to fill in missing
pieces from Anna’s
medical history.
• use aseptic technique to
isolate bacterial colonies
from four samples and
then complete a gross
examination of the
colonies from Anna’s
sample.
• create bacterial smears on
microscope slides and
perform a Gram stain on
three types of bacteria,
including the bacteria
isolated from Anna’s
sample. They will look at
the stained samples under
the microscope, identify
the morphology of the
bacteria, and determine
whether the bacteria are
Lesson 5.1
Infection
The goal of this lesson is for
students to play the role of
medical detectives in order to
investigate Anna’s mystery
infection. Ultimately, they will
need to identify the exact
pathogen responsible for
Anna’s illness.
21 Attachment B •
•
Gram positive or Gram
negative.
use biochemical test
results and bacteria
identification flowcharts to
identify the unknown
bacterial species infecting
Anna.
design a board game or a
children’s book that
showcases how the
immune system works to
fight infection.
22 Attachment B Unit 6
Post Mortem
(5%)
NGSS
HS.LS1.2 - From Molecules to
Organisms: Structures and
Processes
• Develop and use a model
to illustrate the hierarchical
organization of interacting
systems that provide
specific functions within
multicellular o rg a n ism s.
Students will:
• investigate the structure
and function of key human
body systems and relate
all of the ways Anna’s
various illnesses affected
each body system,
potentially resulting in her
premature death.
• receive one final autopsy
report and put together
all they know to
determine Anna’s cause
of death.
• think about the
interventions or
innovations that may
have saved Anna that
day and reflect on the
power of prevention in
keeping the body well
and safe from harm.
Lesson 6.1 Analyzing
Anna This lesson is
the
culminating unit of the
course. Students will put
together all they have
learned throughout the
course to determine Anna
Garcia’s cause of death.
Throughout the course they
have been
compiling an Anna Garcia
file with any information they
have learned about her and
her case.
ADDITIONAL INFORMATION/COMMENTS
All Project Lead the Way (PLTW) courses have program status and have been reviewed by a faculty committee for approval.
All Project Lead the Way (PTLW) courses meet University of California A-G criteria.
23