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Students will know and understand the biological, cultural, and social explanations for why human beings have important traits in common yet differ from one another. |
a. Recognize that all humans are part of the same group, even though they have different external features such as the size and shape of eyes, and different color of hair, skin, and eyes.
b. Describe the basic needs of humans such as water, food, air, shelter, waste removal, and a particular range of temperatures in the environment.
c. Recognize that human basic needs of water, food, waste removal, and a particular range of temperatures are the same as other animals'.
d. Describe human family and community structure in which individuals have different roles and depend on other people for various physical and emotional needs.
a. Cite examples to show that human behavior is due to a combination of factors, including inheritance, environmental and society.
b. Compare the factors that influence human behavior to the factors that influence the behavior of other animals.
c. Describe human body systems for obtaining and providing energy, defense, reproduction, and the coordination of body functions.
d. Compare human body systems to the systems of other animals.
e. Explain how fossil evidence supports the theory that human beings evolved from earlier species.
a. Identify and explain how artifacts and preserved remains provide evidence of the physical characteristics and behavior of human beings who lived a very long time ago.
b. Explain how human similarities enable them to donate blood and organs to one another.
By the end of grade 12:
a. Describe similarities in human DNA sequences and how they result in similar cell chemistry and anatomy that identify human beings as a single species.
b. Explain the relationship between human behavior and cultural, personal, and biological factors.
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Students will be familiar with important aspects of human development from fertilization to death. |
By the end of grade 2:
a. Recognize and explain that a human baby grows inside its mother for about nine months until its birth.
b. Explain why a human baby is unable to care for itself, and how its survival depends on the care it receives from other people.
By the end of grade 5:
a. Outline the steps of the in utero development for a human being.
b. Describe how human embryos are nourished by the mother.
c. Recognize the substances a pregnant woman takes in that will affect how well or poorly the baby develops.
d. Explain that fertilization occurs when sperm from a male's testes are deposited near an egg cell from the female ovary and one of the sperm cells enters the egg cell.
e. Recognize the usual sequence of development among human beings from fertilization to death.
f. Recognize there is some variation in the age at which individuals' development occurs.
By the end of grade 8:
a. Describe the stages of human embryonic development from fertilization to birth.
b. Describe the usual sequence of physical and mental development from birth to adulthood.
c. Describe the means by which different contraceptive methods prevent pregnancy.
d. Compare and contrast human embryonic development to other vertebrates.
e. Describe the various body changes that occur in human beings from adulthood until death.
f. Explain the influence of sanitation, diet, medication, gender, genes, environmental conditions and personal behaviors on length and quality of life.
By the end of grade 12:
a. Describe how successive generations of an embryo's cells form by division, with small differences in their immediate environments causing them to develop slightly differently, by activating or inactivating different parts of the DNA information.
b. Explain the necessity of a longer developmental period in humans as compared to other species in terms of the evolution of the human brain.
c. Describe human cognitive ability in terms of life long learning, potential and application to cultural purposes such as art, literature, ritual, and games.
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Students will understand the basic processes of the human body. |
a. Describe human body parts and how they are used to see, find, and take in food.
b. Explain how the senses are used to find out about and interact with the environment including finding food, warning of danger, and interacting with other organisms.
c. Recognize that the brain controls the body through conscious and unconscious thought processes.
d. Discuss the brain's role in terms of conscious thought and expression.
a. Describe how the brain gets signals from all parts of the body telling what is going on throughout the body and sends signals to parts of the body to influence what they do.
b. Describe the body's requirement of nutrients in food for energy and maintenance, growth and repair.
c. Describe the process of breathing and its role in the exchange of the gases oxygen (taken in) and carbon dioxide (eliminated).
d. Describe the function of skin in regulating body temperature and as a waterproof covering to prevent drying out.
e. Describe the skin's role in protecting the body from harmful substances and organisms.
f. Understand that germs may keep the body from working properly, and ways the body defends against them, including tears, saliva, skin, blood cells, and stomach secretions.
g. Describe means by which the spread of germs and infections can be stopped, including washing hands, covering one's mouth, washing and covering cuts and scrapes, and not sharing personal items.h. Understand that tobacco, alcohol, other drugs, and certain poisons in the environment are substances that can be harmful to human beings and other living organisms
a. Describe the development of the brain and its functions from birth to death.
b. Describe the hierarchical organization of living things from cells to organ systems.
c. Describe the digestive process.
d. Describe cellular respiration, its use of oxygen and its production of carbon dioxide and energy.
e. Explain the role of while blood cells and antibodies in the defense of the body against invading microorganisms and viruses.
f. Describe the formation of natural immune responses and artificially induced immune responses and through vaccination.
g. Identify hormones as chemicals from glands that affect other body parts and explain how they help the body respond to danger and regulate human growth, development, and reproduction.
h. Describe the role of the excretory system in the removal of dissolved water molecules.
i. Explain how the skin and lungs function in removal of excess body heat.
j. Describe the composition and pathways of the circulatory system.
k. Understand the history of disease, including the development of germ theory and its role in the development of knowledge of how to strengthen the immune system and cure infections.
l. Describe modes of transmission and prevention of AIDS and STDs.
m. Give examples of some viral diseases, such as AIDS, which destroy critical cells of the immune system, leaving the body unable to deal with multiple infection agents and cancerous cells.
By the end of grade 12:
a. Describe the function and structure of the immune, endocrine, and nervous systems and understand how these systems function to coordinate cellular activities and facilitate cellular communication.
b. Explain the mechanism of allergic reactions and describe the body's response to them.
c. Explain how faulty genes can cause body parts or systems to work poorly.
d. Describe how various parts of the brain control various body functions, such as thinking, speech, sight, smell, motor coordination, memory, and emotions.
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Students will understand that a variety of factors influence learning in human beings. |
a. Describe some of the things people do, like playing soccer, reading, and writing, which must be deliberately learned.
b. Explain that different people learn at different rates, and learning may be influenced by how hard and how often a person practices an activity.
c. Give examples of how people can learn from each other by telling and listening, showing and watching, and imitating others.
By the end of grade 5:
a. Cite examples to show that human beings can make judgments about new situations using the memory of their past experiences.
b. Cite examples of skills that can be practiced until they become automatic.
c. Give examples of behaviors humans repeat because they feel good or have pleasant consequences and examples of behaviors humans avoid because they feel bad or have unpleasant consequences.
a. Explain why the level of skill a person can reach in any particular activity depends on innate abilities, practice, and the use of appropriate learning tools and materials.
b. Provide evidence to show that language and tools enable human beings to learn complicated and varied things from others.
c. Explain why many forms of sensory stimuli contribute to learning.
a. Explain how differences in the behavior and learning of individuals arise from the interaction of heredity and experience,
b. Explain how the context in which something is learned may influence the contexts in which the learning can be used.
c. Provide evidence to explain how human thinking involves both the interaction of ideas and ideas about ideas.
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