Anatomy and Physiology 2015-2016

Room: 42

Mrs. Nejman

nnejman@district100.com

My name is Mrs. Nejman. I have been teaching at Belvidere high school for 10 years. I am on
maternity leave this semester but will return in January. I have a two year old and newborn
daughters. If you have any questions this semester please feel free to email me.
Welcome to Anatomy at Belvidere High School. In this college preparation class, all
students need an opportunity to experience science as a process and not just learn anatomy
of a collection of unrelated facts. This means that the course should emphasize how
scientists use their observations and readings to ask questions that can lead to new
experiments. These experiments build on the work of others and eventually lead to
additional evidence on different topics. This investigative process will be used throughout
this course. It is important for students to become excited with the discovery as they read
about it, or experience new findings in the laboratory. In addition, it is critical that
students connect new concepts with what they know, with each connection they help
themselves build a solid framework of anatomical knowledge in scientific know how. This
framework will help students to enter their future, prepared for whatever lies ahead of
them. This course is not like many traditional classes you may be used to. The format of this
class is case-based learning. Learning will be done in the context of real-world patient cases.
You will not be asked to memorize content for tests, but you will be asked to do research
and find the information necessary for you to solve your case. Learning is done
collaboratively in groups for much of the class, since this is how physicians, scientists,
engineers, and colleges function. Collaboration is a necessary skill in the job market and your
growth in this area is one of the goals of this course.
COURSE ORGANIZATION:
This course includes the following units: homeostasis, chemistry, cells, tissues, skeletal
system, muscular system, blood, cardiovascular system, integumentary system, lymphatic
system, endocrine system, urinary system, respiratory system, reproductive system, and
nervous systems.
You will also be required to dissect a pig as a semester project. Bioengineering projects will
be incorporated into the following unites: tissues, skeletal, nervous and cardiovascular
systems. As part of these projects, students will be asked to evaluate solutions to realworld problems, use computer simulations to model the impact of such proposed solutions,
and define problems with current technology that can be solved through the development of
a new object. Students may also be asked to design and present a new solution, including
cost analysis, effect on environment, impact on the human body, etc.
Anatomy and Physiology will be taught in a flipped style classroom, whereby videos, video
notes, and video quizzes will be accessed at home via the internet. Class time will be spent
on discussions, labs, activities, case studies will be presented on Google, and answers will be
shared with me, with editing capabilities.

Materials:
Each student is responsible for bringing these supplies to class every day.
-A pen AND pencil
-A binder for transporting materials to/from class, with dividers. (I give a lot of handouts.)
-Paper for assignments and notes. (loose leaf or a notebook)
END OF TERM EXPECTATIONS: Targets
Create and use a model to show connections between organs that provide
functions within the human body.
Plan and conduct investigations to provide evidence that feedback mechanisms
maintain homeostasis.
Be able to explain how each region of the human body works together to create
a healthy organism.
Explain risks involved when determining solutions to complex real world problems.
Be able to make diagnoses based upon physical examination notes, presenting
signs and symptoms, laboratory testing and /or imaging results.
Be able to analyze important positive and negative test results and provide
rationale for conclusions.
Be able to describe primary take-away lessons of case studies, projects, and
labs.
Grading Procedure:
Your grade will be determined based upon your ability to meet specific targets. Each
objective will be worth a total of 4 points. You will be given a rubric at the beginning of
each unit which will outline what you must be able to do in order to receive a specific amount
of points for each target. Your ability to meet each objective will be determined by
homework, quizzes, tests, labs, and other projects. Your number one responsibility in this
class is to learn the material which is presented to you. NOTE: TARGETS DO NOT HAVE
DUE DATES, AND THUS YOU WILL BE RESPONSIBLE FOR EACH TARGET
THROUGHOUT THE ENTIRE YEAR! YOUR POINTS FOR A SPECIFIC TARGET CAN BE
CHANGED IF YOUR ABILITY TO MEET A TARGET CHANGES! While extra credit will not
be offered, you will always have the opportunity to seek additional help or provide additional
evidence that you have indeed met a specific objective for which you previously did not
receive maximum points. In addition a part of your grade will be based on your academic
behavior which includes but is not limited to doing homework, group work, and class
discussion.
At the beginning of the school year, each student should get a binder, which should
be organized and used the entire semester. In your science binder, you should keep all
materials, notes, quizzes, labs, practicals, case studies, projects and diagrams, which display
your progress towards meeting course targets. If reassessment is needed, formative
assessment contained in the binders must be completed prior to reassessment.
Labs/projects: 45%
Case studies/practicals: 45%
Self-evaluation & logs: 10%

In the Case of an Absence:

If you are absent, it is YOUR responsibility to get all make-up work and notes. Most of the
time, make-up work and notes will be available in class, but it is still strongly suggested that
you check with me as well for additional work.
Class Conduct/Daily Procedure:
Be seated after the bell rings.
Immediately complete the warm-up activity.
Quietly wait for class to begin.
All rules in the student handbook will be strictly enforced. Students are expected to follow
the BHS expectations at all times. Below is a list of classroom expectations.
Be Here
1. Come to class prepared and on time. (This includes bringing all necessary materials!)
Students are required to be in the room, seated, and prepared to leave class no
later than 5 minutes after the end of their previous class. In the event additional
time is required, students must check in with me first.
2. Do not leave your seat without permission during lectures. (This includes throwing
things out, getting a tissue, sharpening pencils. The reason is because during lecture
this is distracting to others learning.)
3. Sit only in your assigned seat unless instructed otherwise. This applies when subs
are in our classroom too.
4. Remain in your seat until you are dismissed by Mrs. Nejman! (Do not line up by the
door!)
Have Respect
Treat the teacher and classmate with respect at all times.
Do not talk over others (this includes other classmates as well as the teacher) If
you have a question please raise your hand, please dont shout answers out unless you
have been called on.
Treat all classroom property and the property of other classmates with respect (Do
not take without permission, damage, etc.)
Above all elseremember to consider the effect your actions will have on other,
and the consequences you may have to serve. THINK BEFORE DOING or SAYING
something inappropriate.
Stay Engaged
Stay on task! Work on whatever task is assigned to you.do not complete work for
other classes during Anatomy time!
Stay with and participate in the group youre assigned during group activities.
Do not use any unapproved electronic device in the classroom. (This includes but is
not limited to cell phones, MP3 players, cameras etc. Reminder that during passing
periods you have a few minutes to use them.)
Consequences: If you fail to meet the class expectations
Verbal Warning-> Call home to parents-> Potential conference with parents ->Referral to
assistant principal
**Severe offenses may lead directly to a referral.

Seeking Extra Help:

Students are welcome to e-mail me with any questions they may have.
WORKING TOGETHER versus CHEATING:
I would expect and hope that you will seek help from your classmates and/or teacher.
Getting help to understand a concept is not cheating. Working together to solve problems
will allow you to become a better student. However, copying is different than getting help or
guidance.
Be proud of your own work. Dont copy and dont let others copy what you did.
Copying is cheating, whether it is from another student or from a book or from the
Internet. Cheating is unacceptable!
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I have read the information contained on the course information packet (including
all class policies and rules), understand them and agree to abide by them in Mrs.
Nejmans Anatomy Class for the 2016-2017 school year.
________________________
Print Student Name

__________________________
Print Parent/Guardian Name

________________________
Student Signature

__________________________
Parent/Guardian Signature

In order to ensure that communication is as efficient as possible, I would also ask

to be provided with an e-mail address and/or phone number where the
parent/guardian can be most easily reached. If both a phone number and e-mail
address are given, please indicate which method you would prefer to be used for
contact.
Thank You,

Mrs. Nejman

Parent/Guardian E-Mail
________________________

Parent/Guardian Phone Number

__________________________

I prefer to be contacted by:

A. Phone
B. E-Mail
C. Either
D. Other (Please Specify) _________________.