Biology|Chemistry|Anatomy
& Physiology|Environmental Science|
Physical Science|AP
Biology|AP Chemistry
The Biology curriculum is designed to continue student
investigations of the life sciences that began in grades K-8 and provide
students the necessary skills to be proficient in biology. This
curriculum includes more abstract concepts such as the interdependence
of organisms, the relationship of matter, energy, and organization in
living systems, the behavior of organisms, and biological evolution.
Students investigate biological concepts through experience in
laboratories and field work using the processes of inquiry.
Mr. Grahl (9th Grade Academy) Ms. Boyd Mrs. Phillips
Mr. Harris (9th Grade Academy) Mr. Cooper Dr. Raines
Mrs. Partridge (9th Grade Academy)
The Chemistry curriculum is designed to continue student investigations of the physical sciences that began in grades K-8 and provide students the necessary skills to be proficient in chemistry. This curriculum includes more abstract concepts such as the structure of atoms, structure and properties of matter, and the conservation and interaction of energy and matter. Students investigate chemistry concepts through experience in laboratories and field work using the processes of inquiry.
Mr. Adams
Mr. Barrett
The human anatomy and physiology curriculum is designed to continue student investigations that began in grades K-8 and high school biology. This curriculum is extensively performance and laboratory based. It integrates the study of the structures and functions of the human body, however rather than focusing on distinct anatomical and physiological systems (respiratory, nervous, etc.) instruction should focus on the essential requirements for life. Areas of study include organization of the body; protection, support and movement; providing internal coordination and regulation; processing and transporting; and reproduction, growth and development. Chemistry should be integrated throughout anatomy and not necessarily taught as a stand alone unit. Whenever possible, careers related to medicine, research, health-care and modern medical technology should be emphasized throughout the curriculum. Case studies concerning diseases, disorders and ailments (i.e. real-life applications) should be emphasized.
Dr. Raines
The Environmental Science curriculum is designed to extend student
investigations that began in grades K-8. This curriculum is extensively
performance, lab and field based. It integrates the study of many
components of our environment, including the human impact on our planet.
Instruction should focus on student data collection and analysis. Some
concepts are global; in those cases, interpretation of global data sets
from scientific sources is strongly recommended. It would be appropriate
to utilize resources on the Internet for global data sets and
interactive models. Chemistry, physics, mathematical, and technological
concepts should be integrated throughout the course. Whenever possible,
careers related to environmental science should be emphasized
Ms. Boyd
The Physical Science curriculum is designed to continue student investigations of the physical sciences that began in grades K-8 and provide students the necessary skills to have a richer knowledge base in physical science. This course is designed as a survey course of chemistry and physics. This curriculum includes the more abstract concepts such as the conceptualization of the structure of atoms, motion and forces, and the conservation of energy and matter, the action/reaction principle, and wave behavior. Students investigate physical science concepts through experience in laboratories and field work using the processes of inquiry.
Mr. Adams
Mrs. Phillips
An advanced course of Biology taught at the college level. AP scores, if sufficiently high, could earn the student college credit.
An advanced course of Chemistry taught at the college level. AP scores, if sufficiently high, could earn the student college credit.
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