Program of Studies

SCIENCE AND TECHNOLOGY

The goal of the Science Department at Dennis-Yarmouth High School is to promote and engage all students in the Science and Engineering practices through hands-on, community-based, and practical applications to prepare for the rigors of post-secondary academics and professional careers.

Living in today’s highly scientific and technological society requires that the average citizen have an adequate knowledge of basic scientific concepts to understand the value and implications of new science-related developments. Problem solving, communication, analysis and critical thinking skills also are essential in today’s society. The Massachusetts Curriculum Frameworks for science and technology as well as many other national and professional recommendations regarding science instruction have been used to develop the science department’s curriculum, and it is the science department’s intent to assist students in the following ways:

Provide science-related information to establish a base of knowledge in the natural sciences
Develop the ability to think independently and critically concerning matters of science

3.Develop increased abilities to research answers to questions or problems from the tremendously growing volume of scientific information

4.Provide continuous opportunities for students to understand the interrelationships existing among the different disciplines of science

5.Develop the ability to use appropriate technologies in the design of experimental procedures, acquisition of data and reporting of results

The science department offers a variety of courses to meet students’ needs, interests and abilities. Advanced Placement, honors and level 2 courses prepare students to further their studies beyond high school while providing a practical knowledge of science concepts. It is important that students choose courses best suited to their goals and most appropriate to their abilities.

Students at the end of grade 8 will have the opportunity to apply to be part of the IP Innovation Pathway for Healthcare. The IP Pathway program is part of Massachusetts High Quality College and Career Pathways Initiative. The program was developed to help expand career field exploitation through technical education at Dennis-Yarmouth Regional High School. Through a combination of academic coursework, technical skills training and experiential education, students will graduate with the knowledge and skills to pursue a meaningful career upon the completion of postsecondary education and training. Students interested in this pathway should contact their guidance counselor for more information.

The graduation requirement is that all students enroll in a minimum of three courses that blend the various disciplines of science. Most colleges and universities prefer candidates who have completed a minimum of three years of science. The Massachusetts state college and university system requires three years of high school science for admission. Students who plan on majoring in science or engineering should plan on enrolling in as many demanding science and mathematics courses as possible. All science courses, regardless of subject or level, require critical thinking, problem solving, observation, and experimentation that necessitate active student involvement. Laboratory activities are an essential part of all science courses.

All course offerings will be determined by student enrollment and may vary year to year.

SCIENCE DEPARTMENT SUGGESTED PATHWAYS:

This table is meant to be a suggested flow through the science courses based on student interest and future plans. Students are not locked into any path if they choose to change during their high school years. Please be aware of particular course prerequisites in the course descriptions that follow.

Faculty

Mrs. Amy Chausse - Department Chair

Mr, Christopher Brown

Mr. Adam Cutler

Mr. Carl DePuy

Ms Emma Ethier

Mr. Jason Krystofolski

Dr, Yvonne Coursey

Ms. Camille Lederer

Ms. Sylvie Therrien

Ms. Bobette Woolery

8th GRADE SCIENCE (361/362)

Grade 8: Standard and Advanced

(Year)

Grade 8 science is an integrated course, with units in physical, life, and earth/space science. The goal is to introduce students to the basic concepts for each unit, to engage them in active project-based learning, and to pique their curiosity. Over the course of the year, students will participate in a variety of interactive lessons that allow students to engage in hands-on activities that will improve their skills and knowledge and prepare them for future studies in science. Massachusetts Science and Technology/Engineering Curriculum Frameworks are supplemented with STEMscopes curriculum which is a comprehensive suite of results-oriented STEM curriculum.

The Chemistry unit is a broad, introductory unit that focuses on classification of matter and how matter can change through physical and chemical processes. The Forces and Motion unit focuses on Newton’s 3 laws of motion and explains how and why objects move. In the Life Science unit, students will be introduced to genetics, that focuses on heredity of traits, evolution and biodiversity. In the Earth and Space unit, students will learn about tides, seasons, weather, global warming, plate tectonics, and the effects of gravity on Earth and Earth’s orbit around the Sun. All students will take the grade eight science MCAS test which covers concepts learned in grades 6, 7 and 8.

8th GRADE SCIENCE ADVANCED

Prerequisite: B+ or better in most recent science class, and teacher recommendation.

Students in the advanced section will explore course topics in greater depth and at a more rapid pace. In addition, students in the advanced section will be required to complete research based projects. The majority of the work for these projects will be self- directed and completed outside of class. Students will present their findings to their peers. All students will take the grade eight science MCAS test which covers concepts learned in grades 6, 7 and 8.

Biology (305)

Grades 9/10: Level 2

(Year) 1.50 credits

All students enrolled in Biology will take the MCAS Biology exam in June.

How do organisms live and grow? How do organisms interact with their environment? How are characteristics passed on to the next generation? What is the relationship between different species?

In this course, students will investigate answers to these and many other questions as they explore Biology, the science of life.

Biology students will work with multiple kinds of models and will perform laboratory investigations. They will make predictions, analyze information, and make claims based upon evidence and scientific reasoning. This provides an excellent foundation in biological principles, technical skills, and critical thinking that will prepare students for advanced electives later in their high school career.

HONORS BIOLOGY (306)

Grades 9/10: Honors

(Year) 1.50 credits

Prerequisite: B+ or better in 8th grade Science, and/or teacher recommendation.

All students enrolled in Honors Biology will take the MCAS Biology exam in June.

Highly motivated students should consider the Honors Biology course. They should have a strong interest in science, research, and problem solving. Honors students will be assessed at a higher level, will complete more challenging lab work, and will explore each topic in greater depth than in level 2. Research projects may be periodically assigned; students should be able to work independently and manage their time well. Honors students should be leaders in class discussions and willing to take academic risks.

CHEMISTRY (365/366)

Grades 10/11/12: Level 2 and Honors

(Year) 1.5 credits

**note that Honors Chemistry is a prerequisite for all AP science classes, excluding AP

Chemistry is a laboratory science course designed for students with an interest in science. For Honors Chemistry, students should have a strong interest in both science and using their mathematics skills. Adequate completion of homework is essential for success in this course. Topics studied in this course include but are not limited to atomic and molecular structure, chemical bonding and formulas of compounds, characteristics of groups of elements, the mole concept, types of reactions, the mathematics of chemical equations, solution chemistry, acids and bases, and measurements.

In labs, students gather information to measure characteristics of substances, carry out chemical reactions, and/or develop a concept during post-lab discussions. Quantitative labs are assigned whenever possible. Students are expected to maintain a laboratory journal detailing their work throughout the course. Tests routinely involve questions based on laboratory work.

Attitudes emphasized include those leading to clear communication (math and verbal), efficient use of time, thoughtful execution of labs and consideration for others. Skill development focuses upon safe manipulation of lab equipment and chemicals, factor-label use in presentation of both simple and complex math problems, problem solving, report writing and computer applications.

Honors Option: This course differs from the level 2 Chemistry course as the honors course covers additional topics within the units of study and topics in greater depth and at a faster pace. Students also are expected to work at a higher level of independence and to engage in more individual research and study of course topics. The honors course will have a greater emphasis on the use of mathematics.

PHYSICS: HOW THE WORLD WORKS (327/328)

2025-2026

Grade 10-12: Level 2/H

(Semester) .75 credits

How does the world work? Physics is the science of answering this very question. Students will explore the interrelationships between matter and energy through the study of physics. This course uses hands-on exploration to illuminate and reinforce basic principles and relationships. Student design of experimental procedures to accomplish objectives is an integral part of laboratory work. Experiments range from teacher-directed to student-designed open-ended investigations Topics covered are forces, linear motion, work, energy, momentum, electromagnetic phenomena including circuits, light and sound. This course is recommended for students interested in the physical sciences and/or intend to study math, engineering or science related topics in college.

Honors: Through guided research projects, students expand their understanding of the physics of our universe using topics of their choosing. Additionally, current events assignments provide an expansion of understanding of topics learned in class.

AP SCIENCE COURSES

AP BIOLOGY (341)

Grades 11-12: Advanced Placement

(Year) 1.5 credits

A successful AP biology student should have:

1. Completed Honors Chemistry with a B or higher

2. Honors Chemistry Topics with a B or higher (if not enrolled in AP Chemistry)

3. AP Chemistry (students do not need both AP Chemistry and Chemistry topics)

4. Completed Algebra 2/Trig Honors with a B or higher

5. Successful completion or enrollment in Pre-Calculus and/or

6. Teacher recommendation

The Advanced Placement Biology Program is a college level laboratory science course offered in high school. Students electing this course should be highly motivated and should exhibit a strong interest in life sciences.

Course content will be predicated upon the syllabus of the Advanced Placement Program and will include many levels of organization such as molecular, cellular, population, organisms and others. Concepts related to each level of organization and to the entire syllabus will be explored, analyzed and discussed.

Advanced placement students are expected to do considerable outside reading on topics that cannot be covered in class. Laboratory work is extensive and is correlated to the material being discussed. A lab notebook must be maintained throughout the year and reports must be written for most experiments. In addition to the development of laboratory procedures and techniques, cognitive skill development focuses upon critical thinking. Advanced placement students will also perform a considerable amount of mathematical analysis and should have strong mathematical skills. Advanced placement students are expected to have initiative, be responsible, and strive for excellence.

Instructional methods include lectures, discussions, and student presentations, picture walks, reading guides, mini posters, drawings and a variety of teacher-directed and student-designed laboratory activities. Students are encouraged to take the Advanced Placement Examination, and those who do so will be exempted from the course final examination.

AP CHEMISTRY (357) not offered 2025/2026

Grades 11-12: Advanced Placement

(Year) 1.50 credits

A successful AP Chemistry student should have:

1. Completed Honors Chemistry with a B or higher

2. Completed Algebra 2/Trig Honors with a B or higher and/or

3. Teacher recommendation

Advanced Placement Chemistry is a college level course offered in high school. Students electing this laboratory science course should be highly motivated, have a strong interest in science and enjoy hands-on laboratory work.

Course content is based on the syllabus of the Advanced Placement Program developed by the College Board. The topics include atomic structure, bonding, compound structure and properties, intermolecular phases and forces, chemical reactions, chemical thermodynamics, equilibrium and kinetics, formation and behavior of solutions, acids and bases, and electrochemistry.

As mandated by the College Board, students will spend at least 25 % of the time involved in hands-on laboratory investigations. Many of these are of an inquiry nature and are open-ended where students will be required to generate questions for investigation, choose which variables to investigate, design and conduct their own experimental procedures, collect, analyze, interpret, and display data, and determine how to present their conclusions. Students will learn to use modern chemical lab techniques such as LabPro interface and LogerPro software, spectroscopy, spectrophotometry, various gravimetric analysis, and chromatography.

Development of critical thinking skills and clear communication of ideas are key components of the course. Students will develop skills in the qualitative representation of chemistry models and connection of the macro-world phenomena with the micro-world representations and models are emphasized. Students will use appropriate mathematics (algebra manipulations, reading and building graphs) to solve problems quantitatively.

The advanced placement student is expected to do considerable outside study and preparation including significant reading assignments from the online and textbook sources, question and problems sets, and work related to labs including but not limited to design of lab investigation method, data analysis and writing of lab discussions.

Students are encouraged to take the Advanced Placement Examination, and those who do so will be exempted from the course final examination if they choose.

AP PHYSICS (339) running 2025/2026 and odd years

Grades 11-12: Advanced Placement

(Year) 1.5 credits

A successful AP Physics student should have:

1. Completed Honors Chemistry with a B or higher

2. Completed Algebra 2/Trig Honors with a B or higher

3. Successful completion or enrollment in Pre-Calculus and/or

4. Teacher recommendation

Advanced Placement Physics is a college level course offered in high school. Students electing this laboratory science course should be highly motivated, have a strong interest in science and enjoy the use of mathematics and problem solving. Course content is based upon the syllabus of the Advanced Placement Program. Major content areas include Newtonian mechanics (linear and rotational), work, energy, power, mechanical waves and sound, fluids, and an introduction to electric circuits. Analysis of experimental data, modeling, vector mathematics, approaches to problem-solving and history of physics also are included and overlap many of the topical areas. An understanding of basic principles and the ability to apply these principles toward the solution of problems are the major goals of this course.

The advanced placement student is expected to do considerable outside study and preparation. This will include some topics that may not be covered during class.

Experimental work is extensive and is used to discover, illuminate and reinforce basic principles and relationships. Student design of experimental procedures to accomplish objectives is an integral part of laboratory work.

Experiments range from teacher-directed to student-designed open-ended investigations. Students are exposed to and encouraged to use computer technology for the purpose of data acquisition and analysis as well as the writing of lab reports. Lab reports, formal or informal, are required after most experiments. Critical thinking, careful and detailed analysis and clear communication of ideas are stressed. The use of mathematics for analysis and problem solving is a key component of the course.

Problem-solving is used extensively to reinforce and expand the students' understanding of concepts.

Student explanation of her/his work to other students in class is used extensively. Explanation of new concepts and selected problems are provided by the teacher. Students are expected to be responsible, to strive for excellence and to work cooperatively with classmates. Students are encouraged to take the Advanced Placement Examination, and those who do so will be exempted from the course final examination if they choose.

AP ENVIRONMENTAL SCIENCE (364)

Grades 11-12 Advanced Placement

(Year) 1.5 credits

A successful AP Environmental student should have:

1. Completed L2 or Honors Chemistry or Physics

2. Completed L2 or Honors Biology

3. Completed Algebra 1

4. Strongly recommend Data Science Statistics or Statistics

5. Teacher recommendation

AP Environmental Science is an interdisciplinary science course that focuses on the human impacts on earth, ecological processes, biodiversity, land and water use, global environmental changes, and ways to restore habitats and prevent natural and human made environmental problems. Like other AP science courses, this introductory college level class will have a strong emphasis on developing lab skills, while also giving students a hands-on field work experience where they are expected to apply scientific principles and methodologies to help solve real world problems. This is a lab course that integrates outdoor field work and classroom experiments to build a deeper understanding of environmental topics. Students will be expected to work collaboratively in groups, spend time outside of class studying and doing homework, collect and analyze environmental data, take timed tests, and develop scientific writing skills. Students are required to take the Advanced Placement Environmental Science Examination in May.

LIFE SCIENCE ELECTIVE COURSES

ANATOMY AND PHYSIOLOGY (378)

Grades 10-12:

(Semester) .75 credits

Prerequisite: Successful completion of Biology

How do the structures of the body relate to their function? What does it mean to be healthy or have a disease? Anatomy is the study of the systems of the human body. It begins at the tissue level and covers both the microscopic and large (gross) structures and their functions. The pathology or diseases of each system is explored with a focus on how our choices affect our overall health. Dissection labs are part of this course and may include a mammalian organism, or individual organs such as the brain, kidney, heart and knee of either a cow or sheep. Diagrams and visuals are an essential part of the course and should interest those students who enjoy art. Assessments include a good deal of memorization of anatomical vocabulary. Other lab experiences include measuring pulse, blood pressure, respiration rate,and lung volume.

HONORS ANATOMY AND PHYSIOLOGY (379)

Grades 10-12: Honors

(Semester) .75 credits

Prerequisite: Successful completion (B or better) in Biology or Honors Biology

Note: This course is a requirement for all IP Healthcare students

This course is an intensive study of the systems of the human body. It is suitable for students considering careers in medicine, nursing, physical therapy, or other health sciences but who are not part of the IP program. Systems are explored from the microscopic level through the tissue and gross (large) organ level. The pathology (disease) and homeostatic imbalances of each system is discussed as well the interdependence of each system on the others. Dissection is an essential part of this course and includes a mammalian organism (cat, rabbit, or mink), as well as individual organs including the heart and knee of either a cow or sheep. Students will utilize art extensively for projects in each body system including sketching and clay models. Assessments will include a great deal of memorization of anatomical vocabulary. Other lab experiences include measuring pulse, blood pressure, respiration rate, and lung capacity.

IP HONORS HEALTH SCIENCE (396)

Grade 11: (second semester) .75 credits

Prerequisite: successful completion of Health Science 1

Note: This course is for IP Healthcare students ONLY

This course is a requirement for students in the IP Healthcare pathway. Anatomy topics covered include the nervous, endocrine, urinary and reproductive systems. Other topics include medical mathematics, health care professional responsibilities including patient privacy, medical ethics, and healthcare delivery systems. Diseases that will be discussed include diabetes, concussion and stroke. Students will learn practical skills including first aid, and monitoring vital signs. Emphasis will be placed on professionalism, communication and employability skills gained through role playing scenarios. Students will have the opportunity to become CPR/First Aid certified as part of this class and will be required to take the National Health Science Assessment at the end of the course.

ECOLOGY (289/290)

Grades 10-12: Level 2 and Honors (Semester) .75 credits

Prerequisites: Successful completion of Biology or Introduction to Physics

Ecology is the study of the interactions between living organisms and their environment. This class will study the principles of ecological science, including concepts of population and community ecology, biodiversity, and sustainability. Field trips to local ponds and estuaries, hands-on labs, service learning projects, and student-centered activities are the foundation for learning in this class. Activities may include working with local community partners on pond experiments, studying water quality along the Bass River, conducting a pond study on Flax Pond, using algae for wastewater management, and setting up field experiments. Throughout this course, students will be immersed in learning about topics about local environmental problems and exploring their solutions, studying competition between species, researching population changes, and studying the natural history of Cape Cod. The expectation is that students will spend much of their time outside doing environmental monitoring and field work.

Honors students should be highly motivated, college bound students who are willing to engage in more rigorous class work, homework, and be assessed on more content and at a higher level on all written and oral work.

MARINE SCIENCE (287) (299)H

Grades 10-12: Level 2 / Honors

(Semester) .75 credits

Prerequisite: Successful completion of Biology or Honors Biology

Travel around the world exploring the depths of the ocean, while investigating the interrelationships of living and nonliving existence within Earth’s oceans. Marine Science is the exploration of the oceans using biology (living beings) and physical sciences (chemistry, physics, and geology). Through projects, labs and other activities, students analyze data and communicate findings about the marine environment. Topics may include water and estuaries, oceanic currents, plankton, coral reefs, ocean pollution, fishing, or cartilaginous fishes.

Honors Option: Through guided research projects, students expand their understanding of the ocean using topics of their choosing. Additionally, weekly current event assignments provide an expansion of understanding of topics learned in class.

INFECTIOUS DISEASE AND THE HUMAN IMMUNE SYSTEM (329/330)

Grades 10-11-12: Level 2 or Honors

(Semester) .75 credits

Prerequisites: Successful completion of (C or better) of Biology, Honors Biology or Evolution and Biodiversity

Note: This is a required course for IP Healthcare students to be taken in grade 10.

This course includes the curriculum from the Tuft’s University Great Diseases project for students- a curriculum designed to engage high school students in the science behind their real-world experiences of health and disease. The essential question for this course is: “Why do we get sick, and how do we get better?” We will explore the microbiology of pathogens (bacteria and viruses), the history of epidemics and plagues, learn about the body’s innate and adaptive immune system, and be able to explain the role vaccines and antibiotics play in keeping society safe and healthy. Students will explore a case study lab experience in microbiology including learning the following skills: agar plating of bacteria, gram staining, and antibiotic resistance in cultures. Students will explore what it means to be an epidemiologist as we focus on an outbreak of the Ebola virus that occurred in West Africa in 2014 as well as the COVID19 global pandemic of 2020.

Honors requirement includes more intensive coursework and assessments.

HONORS BIOLOGY OF CANCER (354) This course is offered every even school year (ex: 2026-27) not 2025/2026

Grades 11-12: Honors

(Semester) .75 credits

Prerequisites: Successful completion of (C or better) of Biology or Honors Biology.

In this 15-week elective course supported by support of the Great Disease program from Tufts University, students will learn the history of cancer; they will understand how cancer is studied in epidemiology and research. The course will reflect the latest in research and application of today.

Students will dive into the cellular world and refresh their knowledge of cellular division and learn about its regulation. Students will also explore DNA and its function in protein production, in communication between cells, and also its regulation. Mutations will be a main subject throughout this course. Knowledge of anatomy and physiology will be reinforced and will be a constant throughout the course. Biochemistry and biotechnology as well as molecular genetics will take place as supporting cast throughout the whole course as well. Students will have a chance to explore screening and diagnosis of the disease and understand the new approaches in medicine and in research. Evolution concepts will be central throughout and will drive the entire discussion on the random processes of mutations when placed in the definitive world of the environment where cells live. The course will attempt to answer the following 5 questions: What is cancer and why should we care? What does it mean to be a ‘normal’ cell? How does a normal cell become cancerous? How does cancer make us sick? How do we treat cancer?

The class will consist of case studies, videos, and worksheets in class, simple presentations and some application of mathematics such as statistics. Grading will be based mostly on classroom participation and completion of work, presentations and quizzes at the end of each unit. A single final test which will address students’ misconceptions and mastery will also be part of the grading.

NEUROLOGICAL DISORDERS (368/369)

Grades 11-12: Level 2 or Honors by contract

(Semester) .75 credits

Prerequisites: Successful completion of (C or better) of Biology, Biology Systems or Honors Biology.

This course is excellent for …Helpful feeder course: AP Psychology

This course includes the curriculum from the Tuft’s University Great Diseases project for students- a curriculum designed to engage high school students in the science behind their real-world experiences of health and disease. The Neurological Disorders (ND) course is organized around five key questions. What do our brains need to do? What are the building blocks of our brains? How do our neurons communicate with each other? How do our neurons work together to control behaviors? How do our choices change our brains? These questions guide our investigation of the nervous system from the building blocks of our brains to how our brains control behavior. The students will explore each of these questions and then, for a final project (honors), use what they have learned to describe how the different choices we make can change our brains. Topics include neuron axon signaling, PET, MRI and other brain diagnostic tools, sleep, memory and learning, drugs and addiction, pain and reward pathways, narcolepsy, epilepsy and Alzheimer’s Disease as well as animal models for research. The class will consist of case studies, videos, and worksheets in class, simple presentations and some application of mathematics such as statistics. Grading will be based mostly on classroom participation and completion of work, presentations and quizzes at the end of each unit. A single final test which will address students’ misconceptions and mastery will also be part of the grading.

Honors requirements will include a final book report from a famous neurologist.

HONORS BIOTECHNOLOGY (307) This course is offered every odd school year (ex: 2025-26)

Grades 11-12: Honors

(Semester) .75 credits

Prerequisites:

1. B or better in Honors Biology

2. B or better in Honors Chemistry or currently enrolled in Honors Chemistry with a B+ or better average for Semester 1 and teacher recommendation.

This laboratory life science class is designed for students who want to explore topics in biotechnology. Students should have an interest in biological fields and solid math skills. With an industry focus, Biotechnology is an excellent course for students who are considering careers such as genetics, biomedical engineering or biomedical research.

Biotechnology is a multi-disciplinary course integrating a variety of topics from the areas of biochemistry, microbiology, molecular biology, virology, cell biology, genomics, and proteomics. This course is a hands-on, high level laboratory techniques course. The course will emphasize chemistry, biochemistry, modern biotechnology laboratory techniques including aseptic techniques for establishing microbial cultures, detection and analysis of recombinant DNA molecules, protein purification, gel electrophoresis and the use of PCR technology for genetic analysis. Biogenealogy, evolution, disease diagnosis, cancer screening and forensics sciences (including discussions of crime scene investigation, fingerprinting, and skeleton identification), biopharmaceuticals and agriculture are possible topics for inquiry.

The interdisciplinary field of Bioinformatics using computational techniques may help frame and solve biological problems becoming an essential component of modern life sciences. In this course, the basic concepts of bioinformatics will be discussed with the focus on how to identify, obtain, establish, maintain and exchange research information in biology. The use of mathematical, statistical and computing methods to solve complex biological problems using searches of internet databases will be employed. Although this does not require any computer programming skills, prior exposure to personal computers, e-mail, and the Internet is essential. Throughout the course, possible career paths and ethics will be presented and discussed.

The grading will include attendance, promptness, preparedness, willingness to do hands-on lab work every time the class meets, maintenance of a lab notebook with cooperation with classmates, cooperative teamwork, lab skills, lab results, discussions, presentations, and a final presentation that will assess the entire course. Students must expect some lectures but mostly hands-on lab work; promptness and attendance are necessary since grading is tied to all four aspects.

EVOLUTION AND BIODIVERSITY (343/376)

Grades 10-12: Level 2 / Honors

(Semester) .75 credits

This course is offered every even school year (ex: 2026-27) not (2025/2026)

Why is there such a wide variety of life on earth? How do organisms adapt to their surroundings? Why are modern species different from their ancestors? How can knowledge of these changes impact human health and well-being?

In this course, students will explore the evolution of life on earth, delving into important concepts such as natural selection, common ancestry, speciation, and extinction. Students will explore the diversity of life by researching the fossil record to examine milestones in life’s history, such as the formation of the first cells, the start of photosynthesis, and the beginning of multicellular life. This course will emphasize the use of simulation labs, models, and dissections to explore these concepts. Perhaps most importantly, students will consider the direct, practical impacts evolution has on human health, agriculture, forensics, industry, and natural resource conservation.

HUMAN GROWTH AND DEVELOPMENT (336/337)

Grades 10-12: Level 2 / Honors

(Semester) .75 credits

This course is offered every odd school year (ex: 2025-26)

Prerequisite: successful completion of Biology or Honors Biology (C or better).

How does a human body grow and develop from a single fertilized egg? How do our organs form properly and in the right place? What impact does the study of development have on medicine, and what ethical questions does it raise?

In this course, students will examine the fascinating changes that occur during embryonic and fetal development, along with the simultaneous changes in the mother during pregnancy. Students will start by learning how cells signal each other, how stem cells function, how cells differentiate to perform specific jobs and the formation of embryonic tissue layers. Along with other critical milestones of development, students will focus on development of the heart, brain, and limbs in this class. We will also investigate the ongoing changes that occur in the body long after birth.

This course relies heavily on diagrams and models, and is a great fit for students who are interested in both science and art.

FARM-TO-TABLE: SUSTAINABLE FARMING, NUTRITION, AND DISEASE.

Grades 9-12: Level 2 / Honors

(Semester) .75 credit

This interdisciplinary course invites students to explore the connections between sustainable farming, culinary arts, and human health, with a special focus on metabolic diseases and nutrition. Designed for high school students, this program offers hands-on experiences and critical insights into how our food choices impact our environment and well-being.

Students will engage in sustainable farming practices, learning the essentials of soil health, crop diversity, organic farming methods, and farm management. In the culinary arts component, they will learn how to incorporate fresh produce into cooking techniques, recipe development, and the preparation of delicious, nutrient-rich meals using fresh, seasonal ingredients.

The course integrates science and health by examining the role of food in preventing and managing metabolic diseases, such as diabetes, obesity, and cardiovascular conditions. Students will explore the science of nutrition, the importance of whole foods, and the impact of dietary patterns on long-term health. This course will also examine how food insecurity can affect different people based on their socio-economic background.

Through projects, including growing their produce, preparing balanced meals, and analyzing case studies, students will deeply appreciate the farm-to-table philosophy and its significance in fostering personal and planetary health. Field trips to local farms, guest lectures by health professionals and chefs, and collaborative cooking experiences will enrich their learning journey. Honors students will learn about scientific case study analysis, controlled experiments, lab reporting, and scientific writing.

HORTICULTURE (387)

Grades 9-12: Level 2

(Semester) .75 credit

Do you like working with your hands? Do you enjoy doing engaging labs in science? Do you love being outside? Do you like to cook and eat good food? If so, then horticulture may be the perfect class for you. Horticulture is an interdisciplinary course that explores many topics about plants. Students in this class will learn the art and science of growing plants in the greenhouse and also work in outdoor garden beds. Students who leave this course will know about the art of plant management, be able to do basic landscaping, learn gardening techniques, and be able to prepare healthy recipes using the plants they grow in the greenhouse. Students will have many opportunities to engage with community partners in organizing plant sales, working with elementary students on planting projects, take field trips to nurseries, interact with local gardeners, and help maintain garden beds at our school.

PHYSICAL SCIENCE ELECTIVE COURSES

EARTH SCIENCE: OUR CHANGING EARTH (385)

2025-2026

Grade 10 - 12: Level 2/H

(Semester) .75 credit

How did Earth come to be? How have humans impacted the Earth system? This course begins with Earth’s place in the universe and how our planet was formed. Students will investigate the system that causes volcanoes, earthquakes, and mountains, categorize different types of rocks and minerals, and uncover the forces that created our beautiful Cape Cod. Change to the Earth system over different time scales will be analyzed and investigated using data sets, models, projects and place based learning. Investigating topics may include, but are not limited to, erosion, extreme weather, Earth’s natural resources, earthquakes, climate change, paleoclimatology, mountains, volcanoes, sea ice, sea level rise and more. The goal of this class is to help students understand how our choices affect our changing Earth.

Honors: Through guided research projects, students expand their understanding of our Earth using topics of their choosing. Additionally, current events assignments provide an expansion of understanding of topics learned in class.

Intro to Engineering (372)

Grades 8

(Quarter)

Explore the engineering design process through hands-on projects. Design challenges integrate math, science and technology to improve human life or explore our physical world. Students must use higher order thinking skills and collaborate with their classmates as they build, evaluate, and revise prototypes for each challenge. Examples of some design challenges are air powered rockets, protective carriers for eggs, vehicles, and solar water heaters.

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