By the end of the sixth grade course, students in 6th grade will have an understanding and personal experience with how science can be used within and in connection with the judicial and criminal justice system.

By the end of the seventh grade course, students in 7th grade will receive instruction and curriculum that will prepare them and give them groundwork to not only see if they have an interest in the medical and health sciences professions, but also prepare them to take the 8th grade Pre-Biology Curriculum. 

By the end of the eighth grade courese, students in 8th grade students will receive a certificate in Pre-Biology upon successful completion of the end of the year exam.

Course Description

Forensic Science curriculum will strive for students to have a positive impact on crime solving which will greatly benefit society.  In addition, students will be introduced to criminalistics philosophy through scientific and laboratory problem-solving skills that are necessary for their success in forensic science or other laboratory careers.

This course is nine weeks in length.  

Academic Standards

Next Generation Science Standards- NGSS

• MS-LS1-1- Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
• MS-LS1-2- Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function.
• MS-LS3-1- Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects on the structure and function of the organism.
• MS-PS2-1- Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.
• MS-PS2-3- Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.

Kentucky Health Standards- Kentucky Health Standards

Standard 1- Students will comprehend content related to health promotion and disease prevention to enhance health.

• 6.1.1- Differentiate between proper use and abuse of prescription and over-the-counter medicines and distinguish between the benefits and consequences of using and not using alcohol and other drugs
• 6.1.2- Explain the risks associated with using alcohol or other drugs and riding in a motor vehicle
• 6.1.6- Explain the difference between infectious, noninfectious, acute and chronic diseases.
• 6.1.10- Describe short- and long- term physical effects of using tobacco.
• 6.1.11- Summarize the dangers of experimenting with tobacco products and the benefits of being tobacco-free.
• 6.1.13- Describe how the presence of weapons increases the risk of serious violent injuries.

Standard 5- Students will use decision-making skills to enhance health.

• 6.5.1- Recognize healthy options when making a decision about health- related issues or problems
• 6.5.2- Describe how to use a decision-making process to avoid harmful behaviors. 
• 6.5.3- Describe how a decision-making process is used to enhance or establish healthy behaviors and relationships.

Standard 8- Students will advocate for personal, family and community health.

• 6.8.1- State a health-enhancing position, supported with accurate information, to improve the personal health and wellness of others
• 6.8.2- Describe how to influence and support others to make positive behavior choices to improve personal health and wellness.

Approaches to Learning Skills

Communication Skills

• Gather and organize relevant information to formulate an argument.
• Evaluate evidence and arguments.
• Interpret data. 
• Use models and simulations to explore complex systems and issues.
• Consider ideas from multiple perspectives.

Social Skills

• Exercise leadership and take on a variety of roles within groups.
• Make fair and equitable decisions. 
• Encourage others to contribute.
• Take responsibility for one’s own actions.
• Manage and resolve conflict and work collaboratively in teams.

Communication Skills

• Give and receive meaningful feedback.
• Use a variety of speaking techniques to communicate with a variety of audiences.
• Use a variety of media to communicate with a range of audiences.
• Interpret and use effectively modes of non-verbal communication.
• Negotiate ideas and knowledge with peers and teacher.

Self-Management Skills

• Plan short and long term assignments; meet deadlines.
• Bring necessary equipment and supplies to class.
• Understand and use sensory learning preferences (learning styles).
• Select and use technology effectively and productively.
• Practice focus and concentration to complete and focus on classwork in and out of the classroom.

Research Skills

• Make connections between various sources of information.
• Present information in a variety of formats and platforms. 
• Process data and report results. 
• Understand the impact of media representations and modes of presentation. 
• Understand and use technology systems.

Course Description

Medical Detective curriculum focuses on how students can take a simulated role as medical detectives as they collect and analyze medical data to diagnose diseases. They solve medical mysteries through hands-on projects and labs, measure and interpret vital signs, dissect a sheep brain, investigate disease outbreaks, and explore how a breakdown within the human body can lead to dysfunction.

This course is 18 weeks in length.

Academic Standards

Next Generation Science Standards-NGSS

Disease Detectives 

• HS.LS1.1- Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. 
• HS-LS1.2- Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 
• HS.LS3.1- Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.  

Mysteries of the Human Body

• HS.LS1.3- Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 
• HS.LS1.6- Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.
• HS.LS2.5-  Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

Outbreak

• HS.LS3.2-  Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 
• HS.LS1.4- Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 
• HS.LS3.3- Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. 
• HS.LS4.3- Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. 

Kentucky Health Standards- Kentucky Health Standards

Standard 1- Students will comprehend content related to health promotion and disease prevention to enhance health.

• 7.1.1- Determine reasons why people choose to use or not to use alcohol and other drugs and describe situations that could lead to the use of alcohol and other drugs.
• 7.1.2- Describe the relationship between using alcohol and other drugs and injuries.
• 7.1.8- Explain the behavioral and environmental factors that contribute to the major chronic diseases

Standard 3- Students will access valid information, products and services to enhance health.

• 7.3.1- Compare and contrast health-related situations that call for professional services.
• 7.3.2- Analyze the availability of valid and reliable health information, services and products.

Approaches to Learning Skills

Thinking Skills

• Gather and organize relevant information to formulate an argument. 
• Evaluate evidence and arguments.
• Interpret data 
• Use models and simulations to explore complex systems and issues.
• Consider ideas from multiple perspectives.

Social Skills

• Exercise leadership and take on a variety of roles within groups.
• Make fair and equitable decisions. 
• Encourage others to contribute. 
• Take responsibility for one’s own actions.
• Manage and resolve conflict and work collaboratively in teams.

Communication Skills

• Give and receive meaningful feedback.
• Use a variety of speaking techniques to communicate with a variety of audiences.
• Use a variety of media to communicate with a range of audiences.
• Interpret and use effectively modes of non-verbal communication.
• Negotiate ideas and knowledge with peers and teacher.

Self-Management Skills

• Plan short and long term assignments; meet deadlines
• Bring necessary equipment and supplies to class 
• Understand and use sensory learning preferences (learning styles)
• Select and use technology effectively and productively 
• Practice focus and concentration to complete and focus on classwork in and out of the classroom.

Research Skills

• Make connections between various sources of information.
• Present information in a variety of formats and platforms. 
• Process data and report results. 
• Understand the impact of media representations and modes of presentation. 
• Understand and use technology systems.

Course Description

8th Grade-Pre-Biology is an introductory course in biology where students are making connections between their existing knowledge and forming new perspectives and understanding across major subdisciplines of biology. Genetics, cellular biology, development, behavior and immunology are some of the areas covered that are being built upon from previous courses.

This course is a semester in length.

Academic Standards

Next Generation Science Standards- NGSS

Molecules to Organisms

• HS.LS1.1.- Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
• HS.LS1.2- Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
• HS.LS1.4- Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
• HS.LS1.6- Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 
• HS.LS1.7- Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed, resulting in a net transfer of energy.

Ecosystems

• HS.LS2.2- Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
• HS.LS2.3- Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
• HS.LS2.7- Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

Heredity

• HS.LS3.1- Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
• HS.LS3.3- Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

Biological Evolution

• HS.LS4.2- Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
• HS.LS4.5- Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

Kentucky Health Standards- Kentucky Health Standards

Standard 1- Students will comprehend content related to health promotion and disease prevention to enhance health.

• 8.1.1- Explain why using alcohol or other drugs is an unhealthy way to manage stress and describe the relationship between using alcohol and other drugs with other health risks
• 8.1.6- Describe the importance of seeking help and treatment for common infectious diseases and chronic diseases and summarize health practices to prevent the spread of disease.

Standard 3- Students will access valid information, products and services to enhance health.

• 8.3.1- Explain health-related situations that call for professional prevention or intervention services.
• 8.3.2- Investigate and analyze valid and reliable health-related products and services.
• 8.3.3- Locate and access valid and reliable personal health and wellness information from home, school or the community.

Approaches to Learning Skills

Communication Skills

• Gather and organize relevant information to formulate an argument. 
• Evaluate evidence and arguments.
• Interpret data
• Use models and simulations to explore complex systems and issues.
• Consider ideas from multiple perspectives.

Social Skills

• Exercise leadership and take on a variety of roles within groups.
• Make fair and equitable decisions. 
• Encourage others to contribute. 
• Take responsibility for one’s own actions.
• Manage and resolve conflict and work collaboratively in teams.

Communication Skills

• Give and receive meaningful feedback.
• Use a variety of speaking techniques to communicate with a variety of audiences.
• Use a variety of media to communicate with a range of audiences.
• Interpret and use effectively modes of non-verbal communication.
• Negotiate ideas and knowledge with peers and teacher.

Self-Management Skills

• Plan short and long term assignments; meet deadlines.
• Bring necessary equipment and supplies to class.
• Understand and use sensory learning preferences (learning styles).
• Select and use technology effectively and productively.
• Practice focus and concentration to complete and focus on classwork in and out of the classroom.

Research Skills

• Make connections between various sources of information.
• Present information in a variety of formats and platforms. 
• Process data and report results. 
• Understand the impact of media representations and modes of presentation. 
• Locate, organize, analyse, evaluate, synthesize and ethically use information from a variety of sources and media [including digital social media and online networks].

• Bryan Station High School Academy of Medical Sciences
• Frederick Douglass High School Academy of Health Sciences
• Locust Trace Agriscience Center
• Southside Technical School Medical Academy
• Tates Creek High School Academy of Academy of Medical and Emergency Services

• National FFA Organization
• HOSA Future Health Professionals