Mr. Hill's Foundations of Science I Homepage
Foundations of Science I
Course Description
The philosophy behind Foundations of Science I is that science should be taught as a process in the context of issues relevant to the students' lives. A wide variety of teaching strategies are employed to address different learning styles and make science accessible to all students. This is the students' first formal course in the life sciences. Concepts and themes introduced in this course will be built upon and expanded in the tenth grade biology course. The curriculum, Issues and Life Science, consists of six units of study.
Issues and Life Science (IALS) Unit Summaries
Unit A – Experimental Design: Studying People Scientifically
In an introductory unit, students investigate the scientific study of humans. By focusing on themselves as subjects of investigation, students develop scientific approaches to problem solving. Student investigations address important ideas about the nature of science, the traditional scientific method, and experimental design. For example, students simulate the role of placebos in studies of medication for human use; at the end of the unit, they evaluate several proposed studies for the quality of their scientific design.
Unit B – Body Works
Students investigate concepts and issues related to sustaining personal health. A major goal of this unit is to provide a foundation for evidence-based decision-making about health issues such as the use of medication, nutrition and exercise, and heart disease. The unit focuses on the role of organ systems in providing nutrients and oxygen to the body and transporting and eliminating wastes (maintaining internal balance). Students investigate the heart and circulatory system in depth, with an emphasis on the relationship between structure and function.
Unit C – Cell Biology and Disease
By exploring how infectious diseases affect people, students study microbiology; cell size, structure, function, and permeability; and systems of classification. They learn how to use a microscope to gather data and they continue to build on their ability to conduct experiments. Through laboratory activities and simulations, students also explore the function of the immune system and the growth of antibiotic-resistant organisms. A research project on disease provides students with an opportunity to develop research skills.
Unit D - Genetics
Students consider whether to be tested for a hereditary condition as they explore fundamental principles of Mendelian genetics. Laboratory activities and simulations allow students to examine the inheritance of traits through generations. Students investigate heredity among imaginary "critters," pea plants, and humans. Other activities focus on the difference between asexual and sexual reproduction, the process of cell division, and the role of nature and nurture in determining traits. Near the end of the unit, students model the use of DNA technologies to solve real-world problems.
Unit E - Ecology
What happens when a new species is introduced into an ecosystem? Students begin to consider this issue as they model ecological relationships within an ecosystem; simulate the effect of competition, predation, and other factors on population size; and investigate local ecosystems. Students will also learn how population models are used to investigate causes of population decline in endangered species and how humans can reduce their negative impact on other species' survival.
Unit F - Evolution
Students consider whether an extinct species should be brought back to life as they begin to explore evolution. Students examine fossils as they continue to distinguish between observation and inference. A role play presents the basic concept of evolution and the process of natural selection. Activities model the lines of evidence for evolution, natural selection, and the role of genetic mutations. Students evaluate the impact of humans on the extinction and evolution of species.