This is the first semester of a two semester High School level Human Anatomy & Physiology course, however with a "SUPER" twist! This class includes engrossing assignments, “at home labs”, and fun projects where the students will create their very own superhumans and super powers! Using project based learning, this class will cover the standards of High School Life Science, based in the Next Generation Science Standards (NGSS). This course teaches in detail the structure and function of all of the main systems in the human body such as skeletal system, circulatory system, muscular system, etc.  After each in depth discussion, we then hypothesize what would it take to create the super powers such as the different super heroes and villains we see in the comics, TV, and movies.  

For example: How much energy would it take for a speedy hero, like the Flash, to move that fast? What parts of the eye anatomy could be altered to develop heat vision or x-ray vision, such as Superman? Could someone's anatomy and physiology be mutated to be able to shape shift into another person, such as Mystique? All of these questions and more are the basis of this fun and exciting class.

This will be done with key assignments, quizzes, exam, and “at home” labs, where the students will dive deep into each topic. However, this is where the FUN begins. The main set of assignments and labs are done in the Edu-LARP project based learning method  (Educational Live Action Role Play). This method is designed to create meaningful connections between the material and a fun fictional story that we collaboratively tell, as a class, over the entire year. The story for this class is where the students are agents of S.H.I.E.L.D. monitoring the presence and activity of superhumans on Earth 616! Instead of the normal assignments, each project is a task for the agents (students) to help the world be a safer place! This method teaches all of the standards from the NGSS such as, the scientific method, standard format for lab write-ups, all of the major body systems etc. However, the engaging story keeps the students interest  at maximum level!

The most important part of what we will be covering, in the course, is WHY YOUR STUDENT CARES ABOUT Anatomy and Physiology. You might think the last statement would be obvious. However, over the 20+ years of teaching, what I have discovered is lacking from most courses is how it directly relates to the students’ lives and future educational/professional goals. How many times have you heard the words, “I’ll never use __________ in life! Why am I learning it!” I ensure that each student understands, no matter what they end up doing in their life, science will help them comprehend how the world around them works. I make an special effort to learn what those goals interests are of each student, so I can be sure to point it out. 

During this course we will have discussions on the topics (not lectures). There will usually be some slides and some notes for them to take. We will also have some quizzes and exams to encourage them to study. These assignments make great samples if you are with a charter school.  There will also be lots of outside resources that will help your learner to understand the material according to their learning style. We try a multi prong attack of reading, visuals, videos, projects, and of course class time to be sure that each person understands the material. Each day will consist of first going over the answers to homework assignments from the week prior. Then, we will have our discussion about the new science topics. Finally, depending on the day, we will also discuss any labs that they might have coming up or completed since our last session. The students will have a list of what we will cover each week that is sent out when they enroll. Links to the material for the next session is usually sent out to the students the week before. This is known as the "upside down classroom" structure. It makes the sessions with the students more engaging because they have gone over the material beforehand. 

The final project for the class is two parts, a oral/visual presentation and a written report about a fictional superhuman of their own creation. Using the science we have learned about human anatomy and physiology, the students will create a potential mutations in parts of their character's body to generate super powers.  They must explain first how those parts of the body normally function in a regular human. Then explain how their superhuman has been altered to generate their abilities. The students will also do a creative and tragic backstory, including who their character was before, how they got their powers, and who their arch nemesis is!. The students will do this by using all the science and understanding they have gained from their studies during the year. 

Here are the topics to be covered in the complete 24 meeting/2 semester course:
Chemical Basis of Life
The Cell, Cellular Metabolism & Division
Organization of Tissues, Organs and Systems
Integumentary System
Skeletal System
Muscular System
Genetics and Inheritance
Blood and Cardiovascular System
Respiratory System
The Nervous System & The Special Senses
Lymphatic System and Immunology
Digestive System, Metabolism, and Nutrition
Urinary System 
Endocrine System
Here are the NGSS Standards to be covered:
Molecules to Organisms : Structures and Processes HS-LS1
Ecosystems: Energy, Interactions, & Dynamics HS-LS2
Heredity: Inheritance & Variation in Traits HS-LS3
Biological Evolution: Unity & Diversity HS-LS4
For more information on the Next Generation Science Standards (NGSS) please visit their website
https://www.nextgenscience.org/

A full copy of the syllabus and what will happen on each of the 24 sessions is sent as the student enroll.