Preparing Students to Serve As Effective, Reflective and Caring Teachers s1

ST. PETERSBURG COLLEGE COLLEGE OF EDUCATION "Preparing students to serve as effective, reflective and caring teachers."

COURSE SYLLABUS BSC 3096 Human Biology

This syllabus course calendar and other attending documents are subject to change during the semester in the event of extenuating circumstances.

Course Prefix: BSC 3096 Section #: 1359 Credit Hours: 3 Co-requisites: Pre-requisites: BSC 2010, BSC 2010L, BSC 2011, BSC 2011L

Day, Time and Campus: Online Enter Time Choose an item. Modality: Online - Weekly participation is required for attendance. Participation in this course is defined as posting to the discussion board or submitting an assignment. Professor: Meg Delgato, Ph.D. Office Hours: Mondays 10:00 – 4:00 other times by appointment Office Location: St. Pete Gibbs TE 120 Office Phone: 727-341-4422 Email Address: [email protected]

ACADEMIC DEPARTMENT: College of Education Dean: Kimberly Hartman, Ph.D. Office Location & Number: Tarpon Springs BB 101

Welcome to class! I look forward to working with you this term! Your success is my priority, and I am here to help you.

I. COURSE DESCRIPTION

This course is designed to teach human biology from the perspective of the human organism’s structure, function, health and wellness, and interactions with the social and physical environment.

II. MAJOR LEARNING OUTCOMES

1. The student will compare and contrast human health and homeostasis as the means of survival, and the value of science in developing critical thinking as a tool for socially responsible citizens by:

a. describing the relationship of human health and homeostasis. b. describing and discussing ways of maintaining good health. c. defining science as both a body of knowledge and a process. d. analyzing sources of scientific information for style and quality.

Syllabus Coordinator: Meg Delgato Master – BSC 3096 1 of 8 2016-2017 e. evaluating a scientific claim on the basis of supporting evidence. f. developing a questioning attitude that combines creativity and imagination with skepticism. g. articulating the citizen’s role of social responsibility.

2. The student will evaluate the organization, structure, function and differentiation of human cells by:

a. classifying cells according to their internal organization. b. describing how cell structure reflects cell function. c. describing cell reproduction, regulation, and differentiation. d. incorporating this information in discussions on free radicals and antioxidants, human stem cell research, DNA fingerprinting, cancer, cloning and aging.

3. The student will compare the principles of structure and function from cells to organ systems and the value of homeostasis when responding to environmental stimuli by:

a. defining the principles of structure and function from cells to organ systems. b. identifying the process of homeostasis in response to stimuli. c. applying this knowledge to the effect of environmental factors on organ systems.

4. The student will compare the development, maturation, and activities of the skeletal and muscular systems by:

a. describing the development, maturation, structure and function of the skeletal system. b. investigating bone and joint diseases, disorders, and rates of healing. c. describing the types of muscles and explaining the activities of each. d. assessing the benefits of regular exercise. e. analyzing the effects of dietary supplements, calcium, creatine, anabolic steroids. f. investigating disease and disorders of the muscular system.

5. The student will compare the circulatory system and blood, its components, function, and transportation, and the immune system, its mechanisms for defense and immune deficiencies by:

a. describing the composition and function of blood. b. describing the transportation of blood via the heart and blood vessels. c. analyzing cardiovascular disorders with inquiries into exercise, sports, smoking, and stress. d. analyzing pathogens, viruses and bacteria, that cause disease and bacteria that become resistant to antibiotics. e. investigating the lymphatic system and the body’s three lines of defense mechanisms. f. discussing immune deficiencies, such as HIV-AIDS.

6. The student will describe the respiratory system, its regulation and disorders by:

a. illustrating the structure of the human respiratory system. b. defining the function, including the production of sound and the vital exchange of oxygen and carbon dioxide, and the control of the respiratory system. c. discussing disorders, such as asthma and cystic fibrosis, and the effects of altitude, smoking, and pollution on the maintenance of health.

7. The student will explain the senses and nervous system, its integration and control of the body’s communication, actions and reactions by:

a. describing the structure and function of the neuron as communication cells of the nervous system. b. describing action potentials and information transfer from a neuron to its target. 2 c. analyzing the activities of the peripheral nervous system and the central nervous system and their interaction. d. discussing disorders of the nervous system, such as trauma and brain tumors, and the influence of drugs on disorders of neural and synaptic transmission. e. analyzing learning and memory processes and constructing strategies to improve them. f. describing and illustrating sensory mechanisms. g. discussing the loss of specific senses, and the effects of noise pollution, motion sickness, olfactory responses, pain and its treatment.

8. The student will explain the endocrine system, its regulation of body functions, and the reproductive system, including human sexuality, fertility, sexually transmitted diseases, and hereditary abnormalities by:

a. describing the endocrine system and its regulation of body functions. b. classifying hormones as steroid or non-steroid. c. describing the structure and function of specific endocrine glands. d. discussing disorders of the endocrine system and chemical messengers, such as histamines, nitric, oxide, and growth factors. e. describing the female and male reproductive systems, human sexual response, intercourse and fertilization. f. discussing fertility, birth control methods, and infertility. g. discussing sexually transmitted diseases and means of protection. h. reading, reporting and discussing hereditary abnormalities.

9. The student will explain the nutrition and the digestive system, and the urinary system for ridding the body of wastes and maintaining homeostasis by:

a. describing the structure and function of the digestive system. b. analyzing the process of nutrient absorption and the regulation of digestion by the endocrine and nervous systems. c. analyzing nutrition as a you-are-what-you-eat process. d. describing weight control as a ratio of energy consumed versus energy spent. e. investigating and reporting on disorders of the digestive system, obesity and weight loss dietary supplements. f. describing structure and function of the urinary system. g. describing disorders of the urinary system, kidney transplants and donation and dialysis. h. debating issues of organ allocation and prioritizing medical expenditures.

10.The student will explain the principles of the structure and function of the skin and its role in maintaining homeostasis by:

a. describing the principles of cell replication and maintenance of the protective shield provided by the skin. b. defining the role of the skin in temperature regulation.

III. REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS

A. Required Textbooks

Syllabus Coordinator: Meg Delgato Master – BSC 3096 3 of 8 2016-2017 Textbook(s) Required : Introduction to the Human Body, Essentials of Anatomy and Physiology, 10th Edition. Authors: Tortora and Derrickson. ISBN : 978-1-118-96353-1 Recommended :

Students using eBooks must have access to the eBooks during class sessions.

B. Supplemental Material

Resources: Materials: Library: http://www.spcollege.edu/libraries/

C. Technology

Technology is an essential tool for receiving and developing instruction. Students are expected to reference MYCOURSES continuously to assure all current content for class has been accessed. Additionally students are expected to be familiar or familiarize themselves with PowerPoint presentation methods. The instructor of this course frequently uses smart boards, ELMOs, power point, digital media, and web based resources to disseminate information and engage preservice learners and students. All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf)

D. Supplies

IV. COURSE REQUIREMENTS & EXPECTATIONS

A. School Based Hours Course Requirements This course requires 0 hours of observation/participation in an appropriate classroom setting as approved by the Office of School Partnerships.

B. ALL Course Assignments

This is a web based class, and the course expectation is that students will be responsible for using the textbook and electronic resources to study and stay on schedule with the calendar provided in the syllabus.

Work is expected to be of college quality. Papers are to be electronically processed or submitted through a course drop box. Since prospective teachers will eventually serve as role models for their own students, written work will be evaluated on the basis of the common rubric used in the College of Education which assesses proper grammar, spelling and usage, content, etc. Assignments are due by 11:59pm on the assigned calendar date.

1. Homework Discussion Questions (30 points each) – Most weeks (with the exception of week 9 where there are 2 homework assignments due) there is one homework assignment due. No homework is due week 10 as this is a short week. Homework is due that last day of the week (weeks run Monday – Sunday), so homework is due Sundays by 11:59pm to the drop box for on time submission. Penalty will apply to late work.

2. Formal library-based Research Paper (300 points) – This will be a 2500 - 3000 word paper with a minimum of 5 references. The topics will be on a specific disease or disorder of an assigned organ system. Individual topics will be selected by the student from the list provided by the instructor. APA 4 format is required. OWL at Purdue is a great resource: https://owl.english.purdue.edu/owl/resource/560/01/

3. Online Tests* (50 points each) – Four online tests will be required at equal intervals through the term. The test 1 is timed. The other three tests are not timed. Test questions are based on the material covered during that section. No student will be allowed to take the tests after the submission date. If you do not take a test by the due date, you are issued a zero. However, documented exceptional circumstances allow a student to take a test later than usual.

4. Content Lesson Plan suitable for a 60 minute class (200 points) – This will include the following:

a. A minimum of 4 learning objectives. b. A detailed outline of the lesson. c. Main topic headings with specific details that will be taught for each main topic. d. A description of any activities that will be conducted during the lesson. e. A visual aid to be used during the lesson. f. The lesson plan format for the College of Education (provided via link to OSP Commons.)

No Final Exam is required for this course

* Assignments labeled with an (*) denote required assignments that must be passed at 75%.

UCC Assignments: Teacher candidates must demonstrate UCC competencies and earn a ‘C or above (at least 75%)’ on all UCC assignments [FEAP, ESOL, FSAC, Reading Competencies (RC), and Additional Element] in order to successfully pass the course. FEAP Assignment Rubrics: In addition to a ‘C or above’, a teacher candidate must also earn a ‘minimum’ score on the line item of the rubric for assignments aligned to FEAP standards. If the teacher candidate has not successfully demonstrated the UCC competency as stated above, he/she may have an opportunity (within the term) to work with the instructor to improve the understanding of the concept. The assignment must then be corrected and resubmitted, and will not receive a grade higher than a C. In the event of cheating or plagiarizing, see BOT Rule 6Hx23-4.72 for consequences. Teacher candidates must upload into Chalk & Wire all FEAP, ESOL, and RC assignments (identified as Critical Reading Tasks) as denoted in the Uniform Core Curriculum Assessments table above.

For courses with lesson planning: Adapting or modifying a lesson plan from an existing source (i.e., the internet) does not mean “copy and paste.” It means that, if you use someone else’s intellectual property for this purpose, you may read through the given source for ideas, but then rethink and rewrite the idea in your own words with your own modifications to meet the needs of the assignment. Anything adapted or used verbatim must be cited with credit given to the author(s). This includes specific citations on all supplementary materials (i.e., assignment sheets, graphic organizers, checklists) that are not originally your work. This applies to all COE lesson plans unless the instructor directly specifies otherwise.

V. SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABI

Syllabus Coordinator: Meg Delgato Master – BSC 3096 5 of 8 2016-2017 A. COE SYLLABUS STATEMENTS https://docs.google.com/document/d/1VrvFtlW9RPl2YgbSrHdstAkktd-BtneMQuttI5khNzQ/edit? usp=sharing

B. SPC SYLLABUS STATEMENTS http://www.spcollege.edu/addendum/

Each student must read all topics within this syllabus and the content of the links. If the student needs clarification on any items in the syllabus or linked statements, he/she should contact the course instructor.

If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters set in this syllabus and any syllabus addendum.

VI. CALENDAR AND TOPICAL OUTLINE

You must consult the weekly folders in MyCourses for details

NOTE: For the “Focus on Wellness” postings, your initial post is due by midnight on Wednesday of that week. Your final responses to classmates are due by midnight on Sunday of that week, as indicated on the calendar.

WEEK and TOPIC TEXTBOOK GRADED NON-GRADED PRACTICE CHAPTER ASSIGNMENTS Week 1 – Organization 1, 2 o Introduce yourself post o Read chapters in book of the Human – due 5/17 o View PPTs Body, Introduction o Homework 1: due to Chemistry Sunday, May 21, by 11:59pm May 15

Week 2 - Cells 3 o Homework 2:– due Sunday, May 28, by o Review chapters 1-3 for test 11:59pm 1 May 22 o Start reviewing materials how to write a lesson plan o Test 1 – Unit I: o Begin research on topic for Organization of the paper Human Body, o YOU HAVE homework & a Chemistry, Cells – test due this week, so pace Due Sunday, May 28, by yourself! 11:59pm

Week 3 – Tissues, The 4, 5 o Homework 3:– due o Read chapters in book Integumentary System Sunday, June 4, by o View PPT 11:59pm o Continue work on lesson May 29 plan o Continue work on research paper Week 4 Skeletal, Joints, 6, 7, 8 o Homework 4: due o Read chapters in book Muscular System Sunday, June 11, by o View PPTs 11:59pm o Continue work on lesson June 5 plan 6 WEEK and TOPIC TEXTBOOK GRADED NON-GRADED PRACTICE CHAPTER ASSIGNMENTS o Continue work on research paper Week 5 – Central Nervous 9, 10, 11, 12, 13 o Homework 5: due o Read chapter in book System, Autonomic Sunday, June 18, by o View PPT Nervous System, Endocrine 11:59pm o Continue work on lesson System plan o Test 2 – Tissues, Skin, o Continue work on research June 12 Bone, Muscle, Nervous paper and Endocrine - due o YOU HAVE homework & a Sunday, June 18, by test due this week, so pace 11:59pm yourself! Week 6 –Cardiovascular 14, 15 o Homework 6: due o Read chapters in book System: Blood and Heart Sunday, June 25, by o View PPTs 11:59pm o Continue work on research June 19 paper o Lesson plan submission o YOU HAVE homework & due Sunday, June 25, by lesson plan due this week, 11:59pm so pace yourself!

Week 7 –Cardiovascular 16, 17 o Homework 7: due o Read chapter in book System: Blood Vessels and Sunday, July 2, by o View PPT Circulation, Lymphatic 11:59pm o Continue to work on System research paper o Prep for upcoming Test 3 June 26 Week 8 – Respiratory 18, 19 o Homework 8: due o Read chapter in book System, Digestive System Sunday, July 9, by o View PPT 11:59pm o YOU HAVE homework & a July 3 test due this week, so pace o Test 3 – Cardiovascular, yourself! Lymphatic, Immune , Digestive and Respiratory Systems due Sunday, July 9, by 11:59pm Week 9 - Nutrition and 20, 21 o Homework 9: due o Read chapter in book Metabolism, Urinary Sunday, July 16, by o View PPT System 11:59pm o YOU HAVE 2 homework o Homework 10: due assignments & a paper due July 10 Sunday, July 16, by this week, so pace yourself! 11:59pm

o Research paper due Sunday, July 16, by 11:59pm

Week 10 –Reproductive 23, 24 o Test 4 – Nutrition, o System, Development and Urinary, Reproductive

Syllabus Coordinator: Meg Delgato Master – BSC 3096 7 of 8 2016-2017 WEEK and TOPIC TEXTBOOK GRADED NON-GRADED PRACTICE CHAPTER ASSIGNMENTS Inheritance System, Genetics – due Wednesday, July 19, by July 17 11:59pm

Please note the following important information:

A. Due dates are on the syllabus calendar. B. Assignments and drop boxes to submit assignments will be found in the Course Content in a Module labeled with the Assignment Title (Research Paper and Lesson Plan). C. Tests cannot be taken late unless you have a good (documented) excuse. I will work with you if you let me know you need help!

Your grade will be point based (out of 800 total points), on:

Tests (4) 200 Homework (there are 10) 300 Research Paper 300 Lesson Plan with Support Materials 200

All grades will be posted on MyCourses. Your current course grade will be calculated and appear on MyCourses Gradebook after each assignment is graded. Most assignments are manually graded.

VII. Uniform Core Curriculum Assignments

Assignment Title C & W FSAC BSCED Required BSC 3096 Online Yes 3.10, 3.11, 3.17 Tests