COURSE TITLE
Anatomy and Physiology
LENGTH
One Semester
DEPARTMENT
STEM Department
SCHOOL
Rutherford High School
Primary Content
Science
Initial Board of Education Approval Date (Born on): 8/22/2022
Revisions: 4/8/2024
Embedded Content
Career Readiness, Life Literacies and Key Skills
Initial Board of Education Approval Date (Born on): 8/22/2022
Computer Science and Design Thinking
Initial Board of Education Approval Date (Born on): 8/22/2022
“There are many wonders in our world, but none is more wondrous than the human body.” (Thibodeau, 1992). This course in anatomy and physiology deals with two very distinct and yet interrelated sciences. Anatomy is often defined as the study of the structure of an organism and the relationships of its parts. Physiology is the study of the functions of living organisms and their parts. Through a variety of laboratory and hands on activities, students will investigate these two branches of science with the goal to instill an understanding and appreciation of the human body and its parts.
Anatomy and Physiology is an elective course suggested for those students who plan to major in a life science or related field in college. It is an in-depth and rigorous course covering all the systems of the body while investigating the relationship between structure and function. Emphasis is placed on critical thinking, analysis of physiological concepts, and practical application.
1. Appreciate the structure and function of the body by:
a. Defining the terms anatomy, physiology, and anatomical position.
b. Listing the levels of organization in the body in order of increasing complexity.
c. Contrasting the axial and appendicular subdivisions of the body and identifying the specific anatomical regions in each area.
d. Identifying the nine abdominal regions and the abdominal quadrants.
e. Defining the principal directional terms and planes used in describing the body and their relationship to each other.
f. Listing the major cavities of the body and the subdivisions of each.
g. Explaining the meaning of the term homeostasis and giving examples of typical homeostatic mechanisms.
2. Investigate cells and tissues by:
a. Identifying and discussing the basic structure and function of the three major components of a cell.
b. Listing the functions of the primary cellular organelles.
c. Comparing the major passive and active transport processes that act to move substances through cell membranes.
d. Comparing RNA and DNA and their function in protein synthesis.
e. Recognizing the stages of mitosis and explaining the importance of cellular reproduction.
f. Explaining how epithelial tissue is grouped according to shape and arrangement of cells.
g. Listing and explaining the major types of connective and muscle tissue and the structural components of neurons.
3. Examine the organ systems of the body by:
a. Defining and contrasting the terms organ and organ system.
b. Listing the eleven major organ systems of the body.
c. Identifying and locating the major organs of each organ system.
d. Describing the major functions of each major organ system.
e. Identifying and discussing the major subdivisions of the reproductive system.
4. Investigate the skeletal system by:
a. Classifying, comparing the structure of, and giving examples of each type of body membrane.
b. Describing the structure and function of the epidermis and dermis.
c. Listing and describing each accessory organ of the skin.
d. Listing and discussing the three primary functions of the integumentary system.
e. Classifying burns and describing how to estimate the extent of a burn injury.
5. Investigate the integumentary system and body membranes by:
a. Explaining how bones are formed, how they grow, and how they are remodeled.
b. Discussing the microscopic structure of bone and cartilage, including the identification of specific cell types and structural features.
c. Identifying the major anatomical structures found in a typical long bone and discussing bone formation and growth.
d. Listing and discussing the generalized functions of the skeletal system.
e. Identifying the two major subdivisions of the skeleton and listing the bones found in each area.
f. Listing and comparing the major types of joints in the body and giving examples of each.
6. Investigate the muscular system by:
a. Listing, locating in the body, and comparing the structure and function of the three major types of muscle tissue.
b. Discussing the microscopic structure of a skeletal muscle sarcomere and motor unit.
c. Explaining how a muscle is stimulated and comparing the major types of skeletal muscle contractions.
d. Naming, identifying on a model or diagram, and giving the function of the major muscles of the body.
e. Listing and explaining the most common types of movement produced by skeletal muscles.
7. Investigate the nervous system by:
a. Listing the organs and divisions of the nervous system and describing the generalized functions of the system as a whole.
b. Identifying the major types of cells in the nervous system and discussing the functions of each.
c. Identifying the anatomical and functional components of a three-neuron reflex arc.
d. Comparing and contrasting the propagation of a nerve impulse along a nerve fiber and across a synaptic cleft.
e. Identifying the major anatomical components of the brain and spinal cord and briefly commenting on the function of each.
f. Identifying and discussing the coverings and fluid spaces of the brain and spinal cord.
g. Comparing and contrasting spinal and cranial nerves.
h. Discussing the anatomical and functional characteristics of the two divisions of the autonomic nervous system.
8. Examine the five senses by:
a. Classifying sense organs as special or general and explaining the basic differences between the two groups.
b. Discussing how a stimulus is converted into a sensation.
c. Listing the major senses.
d. Describing the structure of the eye and the functions of its components.
e. Discussing the anatomy of the ear and its sensory function in hearing and equilibrium.
f. Discussing the chemical receptors and their functions.
g. Discussing the general sense organs and their functions.
9. Investigate the endocrine system by:
a. Distinguishing between endocrine and exocrine glands and defining the terms hormone and prostaglandin.
b. Identifying and locating the primary endocrine glands and listing the major hormones produced by each gland.
c. Describing the mechanisms of steroid and protein hormone action.
d. Explaining how negative and positive feedback mechanisms regulate the secretion of endocrine hormones.
e. Identifying the principal functions of each major endocrine hormone and describing the conditions that may result from hyposecretion or hypersecretion.
f. Defining diabetes, insipidus, diabetes mellitus, gigantism, goiter, cretinism, and glycosuria.
10. Examine the characteristics and functions of blood by:
a. Describing the primary functions of blood.
b. Listing the formed elements of blood and identifying the most important function of each.
c. Discussing anemia in terms of red blood cell numbers and hemoglobin content.
d. Explaining the steps involved in blood clotting.
e. Describing ABO and Rh blood typing.
f. Defining the following medical terms associated with blood: hematocrit, leukosytosis, leukopenia, polycythemia, sickel cell, phagocytosis, acidosis, thrombosis, erythroblastosis, fetalis, serum, fibrinogen, Rh factor, and anemia.
11. Examine the circulatory system by:
a. Explaining the relationship between blood vessel structure and function.
b. Tracing the path of blood through the systemic, pulmonary, hepatic portal, and fetal circulations.
c. Identifying and discussing the primary factors involved in the generation and regulation of blood pressure and explaining the relationships between these factors.
12. Examine the lymphatic system and immunity by:
a. Describing the generalized functions of the lymphatic system and list the primary lymphatic structures.
b. Defining and comparing nonspecific and specific immunity, inherited and acquired immunity, and active and passive immunity.
c. Discussing the major types of immune system molecules and indicating how antibodies and complements function.
d. Contrasting the development and functions of B and T cells.
e. Comparing and contrasting humoral and cell-mediated immunity.
13. Examine the respiratory system by:
a. Discussing the generalized functions of the respiratory system.
b. Listing the major organs of the respiratory system and describing the functions of each.
c. Comparing, contrasting, and explaining the mechanism responsible for the exchange of gases that occurs during internal and external respiration.
d. Listing and discussing the volumes of air exchanged during pulmonary ventilation.
e. Identifying and discussing the mechanisms that regulate respiration.
14. Examine the digestive system by:
a. Listing in sequence each of the component parts or segments of the alimentary canal from the mouth to the anus and identifying the accessory organs of digestion.
b. Listing and describing the four layers of the wall of the alimentary canal.
c. Comparing the lining layer in the esophagus, stomach, small intestine, and large intestine.
d. Discussing the basics of protein, fat, and carbohydrate digestion and giving the end products of each process.
e. Defining and contrasting mechanical and chemical digestion.
f. Defining peristalsis, bolus, chyme, jaundice, ulcer, and diarrhea.
g. Defining and contrasting catabolism and anabolism.
15. Examine the urinary system by:
a. Identifying the major organs and their functions.
b. Naming the parts of the nephron and describing the role each component plays in the formation of urine.
c. Explaining the importance of filtration, tubular reabsorption, and tubular secretion in urine formation.
d. Discussing the mechanisms that control urine volume.
e. Explaining how the kidneys act as vital organs in maintaining homeostasis.
16. Investigate fluid and electrolyte balance by:
a. Listing, describing, and comparing the body fluid compartments and their subdivisions.
b. Discussing avenues by which water enters and leaves the body and the mechanisms that maintain fluid balance.
c. Discussing the nature and importance of electrolytes in body fluids and explaining the aldosterone mechanism of extracellular fluid volume control.
d. Explaining the interaction between capillary blood pressure and blood proteins.
e. Giving examples of common fluid imbalances.
17. Determine Acid-Base balance by:
a. Discussing the concept of pH and define the phrase acid-base balance.
b. Defining the terms buffer and buffer pair, and contrasting strong and weak acids and bases.
c. Discussing compensatory mechanisms that may help return blood pH to near-normal levels in case of pH imbalances.
d. Comparing and contrasting metabolic and respiratory types of pH imbalances.
18. Investigate the reproductive system by:
a. Listing the essential and accessory organs of the male and female reproductive systems and giving the generalized function of each.
b. Describing the gross microscopic structure of the gonads in both sexes and explaining the developmental steps in spermatogenesis and oogenesis.
c. Discussing the primary functions of the sex hormones and identifying the cell type or structure responsible for their secretion.
d. Identifying and describing the structures that constitute the external genitals of both sexes.
e. Identifying and discussing the phases of the endometrial or menstrual cycle and correlating each phase with its occurrence in a typical 28-day cycle.
19. Summarize Growth and Development by:
a. Discussing the concept of development as a biological process characterized by continuous modification and change.
b. Discussing the major developmental changes characteristic of the prenatal stage of life from fertilization to birth.
c. Discussing the three stages of labor that characterize a normal, vaginal birth.
d. Identifying the three primary germ layers and several derivatives in the adult body that develop from each layer.
e. Listing and discussing the major developmental changes characteristic of the four postnatal periods of life.
f. Discussing the effects of aging on the major body organ systems.
After successfully completing this course, the student will:
New Jersey Student Learning Standards
Career Readiness, Life Literacies, and Key Skills Practices
CRLLKSP 1 Act as a responsible and contributing community members and employee.
Students understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good.
CRLLKSP 2 Attend to financial well-being.
Students take regular action to contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success.
CRLLKSP 3 Consider the environmental, social and economic impacts of decisions.
Students understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization.
CRLLKSP 4 Demonstrate creativity and innovation.
Students regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization.
CRLLKSP 5 Utilize critical thinking to make sense of problems and persevere in solving them.
Students readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others.
CRLLKSP 6 Model integrity, ethical leadership and effective management.
Students consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on productivity, morals and organizational culture.
CRLLKSP 7 Plan education and career paths aligned to personal goals.
Students take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal goals.
CRLLKSP 8 Use technology to enhance productivity, increase collaboration and communicate effectively.
Students find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.
CRLLKSP 9 Work productively in teams while using cultural/global competence.
Students positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.
Career Readiness, Life Literacies, and Key Skills
9.2.12.CAP.4: Evaluate different careers and develop various plans (e.g., costs of public, private, training schools) and timetables for achieving them, including educational/training requirements, costs, loans, and debt repayment.
9.4.12.CI.2: Identify career pathways that highlight personal talents, skills, and abilities
Computer Science and Design Thinking
8.1.12.CS.4: Develop guidelines that convey systematic troubleshooting strategies that others can use to identify and fix errors.
English Language Arts
RI.CR.11–12.1. Accurately cite a range of thorough textual evidence and make relevant connections to strongly support a comprehensive analysis of multiple aspects of what an informational text says explicitly and inferentially, as well as interpretations of the text.
RI.CI.11–12.2. Determine two or more central ideas of an informational text and analyze how they are developed and refined over the course of a text, including how they interact and build on one another to provide a complex account or analysis; provide an objective summary of the text..
RI.MF.11–12.6. Synthesize complex information across multiple sources and formats to develop ideas, resolve conflicting information, or develop an interpretation that goes beyond explicit text information (e.g., express a personal point of view, new interpretation of the concept).
RI.CT.11–12.8. Analyze and reflect on (e.g., practical knowledge, historical/cultural context, and background knowledge) documents of historical and scientific significance for their purposes, including primary source documents relevant to U.S. and/or global history and texts proposing scientific or technical advancements.
W.AW.11–12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
A. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
B. Develop claim(s) and counterclaims avoiding common logical fallacies and using sound reasoning and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
C. Use transitions (e.g., words, phrases, clauses) to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
D. Establish and maintain a style and tone appropriate to the audience and purpose (e.g., formal and objective for academic writing) while attending to the norms and conventions of the discipline in which they are writing.
E. Provide a concluding paragraph or section that supports the argument presented (e.g., articulating implications or the significance of the topic).
W.IW.11–12.2. Write informative/explanatory texts (including the narration of historical events, scientific procedures/ experiments, or technical processes) to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
A. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
B. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
C. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
D. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
E. Establish and maintain a style and tone appropriate to the audience and purpose (e.g., formal and objective for academic writing) while attending to the norms and conventions of the discipline in which they are writing.
F. Provide a concluding paragraph or section that supports the argument presented (e.g., articulating implications or the significance of the topic).
W.WR.11–12.5. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W.SE.11–12.6. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation (MLA or APA Style Manuals).
SL.PE.11–12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with peers on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
A. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
B. Collaborate with peers to promote civil, democratic discussions and decision-making, set clear goals and assessments (e.g., student developed rubrics), and establish individual roles as needed.
C. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
D. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
SL.II.11–12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
SL.PI.11–12.4 Present information, findings and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience.
SL.UM.11–12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Science
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-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis
HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
Anatomy & Physiology is available to junior and senior level students who have completed Biology and who wish to further their knowledge of the systems of the human body.
The teacher will provide a variety of assessments, among them are: homework, teacher-made tests and quizzes, projects, laboratory reports, and presentations.
Curriculum/Teacher Assessment
The teacher will provide the subject area supervisor with suggestions for changes on an ongoing basis.
Anatomy & Physiology is a heterogeneously grouped course at the junior/senior level.
Course length is one semester.
Resources include but are not limited to:
Appropriate activities are listed in the curriculum map.
The following methods of instruction are suggested: lecture, group projects, demonstration, hands-on applications, and class presentations.
Connections are made to Family and Consumer Sciences, particularly Foods, during the study of nutrition and the digestive system. Chemistry topics play a large part in the study of the interactions in the human body. Writing assignments in the form of laboratory reports makes use of skills learned in language arts literacy.
Differentiating instruction is a flexible process that includes the planning and design of instruction, how that instruction is delivered, and how student progress is measured. Teachers recognize that students can learn in multiple ways as they celebrate students’ prior knowledge. By providing appropriately challenging learning, teachers can maximize success for all students.
Differentiating in this course includes but is not limited to:
Differentiation for Support (ELL, Special Education, Students at Risk, Students with 504s)
Differentiation for Enrichment |
The teacher will continue to improve expertise through participation in a variety of professional development opportunities.
Unit Topic | Time Allocated | Differentiating Instruction for Students with Disabilities, Students at Risk, Students with 504s, English Language Learners, & Gifted & Talented Students | Standards | Assessments |
Introduction to Anatomy and Physiology • define anatomy and physiology and describe areas of specialty for each discipline (e.g., careers) • identify the major levels of organization in living organisms from simplest to most complex • identify the organ systems of the human body and the major components of each system • justify the importance of homeostasis • use anatomical terms to describe body sections, body regions, and relative positions • identify the major body cavities and their subdivisions • understand and distinguish between positive and negative feedback loops | 3 weeks | For Support: Guided notes Visual learning- diagrams and models Teacher modeling For Enhancement: Real world problems and scenarios Critical Thinking tasks Crash Course- Introduction to Anatomy & Physiology | HS-LS1-2 HS-LS1-3 CRLLKSP 1-9 8.1.12.CS.4 9.2.12.CAP.4 9.4.12.CI.2 RI.CR.11–12.1., RI.CI.11–12.2., RI.MF.11–12.6., RI.CT.11–12.8., W.AW.11–12.1., W.IW.11–12.2., W.WR.11–12.5., W.SE.11–12.6., SL.PE.11–12.1., SL.II.11–12.2., SL.PI.11–12.4, SL.UM.11–12.5. | Formative Assessment: Activity- Diagram torso Textbook reading End of chapter Review Questions Study Guide Classwork Summative Assessment Quiz- Plane and body sections Test- Introduction to the Structure and Function of the Body |
Cells and Tissues • Discuss the basic structure and function of the major components of the cell • Relate the structure of each organelle to its function • Compare passive and active transport processes that act to move substances through cell membranes • Discuss DNA and RNA and their function in protein synthesis • Describe mitosis and explain the importance of cellular reproduction • describe the types and functions of each epithelial tissue type • detail the structure and function of types of connective tissue • distinguish among types of muscle tissue and the function of each | 3 weeks | For Support: Rephrase questions, directions and explanations Have peers rephrase directions and explanations Allow errors For Enhancement: Critical Thinking Skills Adjust the pace of the lessons Crash Course- Tissues Part I Crash Course- Tissues- Part 2- Epithelial Tissue Crash Course- Tissues Part 3- Connective Tissues Crash Course- Tissue Part 4 Types of Connective Tissues | HS-LS1-1 HS-LS1-2 HS-LS1-3 HS-LS1-4 CRLLKSP 1-9 8.1.12.CS.4 9.2.12.CAP.4 9.4.12.CI.2 RI.CR.11–12.1., RI.CI.11–12.2., RI.MF.11–12.6., RI.CT.11–12.8., W.AW.11–12.1., W.IW.11–12.2., W.WR.11–12.5., W.SE.11–12.6., SL.PE.11–12.1., SL.II.11–12.2., SL.PI.11–12.4, SL.UM.11–12.5. | Formative Assessment: Classwork-Cells Alive Textbook reading End of chapter Review Questions Study Guide Closure questions Summative Assessment Lab- Diffusion Lab- Epithelial Tissue Lab- Connective Tissue Lab- Muscle Tissue Lab- Nervous Tissue Quiz- Cell organelles Quiz- DNA and RNA Test- Cells and Tissues |
Tissue Organization and The Integumentary System • identify the body's major types of tissue and their roles • explain the function and role of the integumentary system • explain how the skin responds to injury and how it repairs itself • discuss the function of the accessory organs/glands of the skin | 3 weeks | For Support: Bozeman Video- The Integumentary System Visual models Rephrasing explanations Diagram Labelling For Enhancement: Real world problems More extensive diagrams for labelling Crash Course- The Integumentary System Part 1- Skin Deep Crash Course- The Integumentary System Part 2 Skin Deeper | HS-LS1-2 HS-LS1-3 CRLLKSP 1-9 8.1.12.CS.4 9.2.12.CAP.4 9.4.12.CI.2 RI.CR.11–12.1., RI.CI.11–12.2., RI.MF.11–12.6., RI.CT.11–12.8., W.AW.11–12.1., W.IW.11–12.2., W.WR.11–12.5., W.SE.11–12.6., SL.PE.11–12.1., SL.II.11–12.2., SL.PI.11–12.4, SL.UM.11–12.5. | Formative Assessment: Textbook reading End of chapter Review Questions Study Guide Questioning Summative Assessment Lab- Fingerprints Lab- Temperature Quiz- Skin Benchmark |
Sense Organs • Describe the structures and functions of the parts of the eye • Discuss the structures and functions of the parts of the ear • Discuss the chemical receptors and their function in smell and taste. • Explain the structures and functions associated with general sense organs | 3 weeks | For Support: Use of technology Visual learning- Diagrams Visual models For Enhancement: Interest based content Independent study- problems associated with vision, hearing, smelling and taste Crash Course Vision Crash Course- Hearing and Balance Crash Course- Taste and Smell | HS-LS1-2 HS-LS1-3 CRLLKSP 1-9 8.1.12.CS.4 9.2.12.CAP.4 9.4.12.CI.2 RI.CR.11–12.1., RI.CI.11–12.2., RI.MF.11–12.6., RI.CT.11–12.8., W.AW.11–12.1., W.IW.11–12.2., W.WR.11–12.5., W.SE.11–12.6., SL.PE.11–12.1., SL.II.11–12.2., SL.PI.11–12.4, SL.UM.11–12.5. | Formative Assessment: Perception Activity Textbook reading End of chapter Review Questions Study Guide Closure questions Summative Assessment Lab- Visual Acuity, Blind Spot Determination Lab- Mapping the Tongue Lab- Fooling the Senses Lab- Smell Quiz- Eye Quiz- Ear Test- Senses |
Blood • define the components of plasma • describe the components and function of blood • identify factors that determine a person's blood type • identify the types of blood vessels | 2 weeks | For Support: Allows errors Use of cognates to increase comprehension Peer rephrasing definitions and explanations For Enhancement: Real world problems/diseases Analytical thinking tasks Crash Course- Part 1- True Blood Crash Course Part 2- There will be Blood | HS-LS1-2 CRLLKSP 1-9 8.1.12.CS.4 9.2.12.CAP.4 9.4.12.CI.2 RI.CR.11–12.1., RI.CI.11–12.2., RI.MF.11–12.6., RI.CT.11–12.8., W.AW.11–12.1., W.IW.11–12.2., W.WR.11–12.5., W.SE.11–12.6., SL.PE.11–12.1., SL.II.11–12.2., SL.PI.11–12.4, SL.UM.11–12.5. | Formative Assessment: Textbook reading End of chapter Review Questions Study Guide Questioning Closure questions Summative Assessment Lab- Blood Typing Quiz- Blood Test- Blood |
Organ Systems of the Body • The Circulatory System • The Respiratory System • The Skeletal System • The Muscular System • The Digestive System • The Nervous System • The Urinary System • The Endocrine System • The Lymphatic System • The Reproductive Systems | 6 weeks | For Support: Use of visual diagrams and models Allows errors Use technology to aid in understanding For Enhancement: Interest based content Curriculum compacting Independent Study Crash Course- The Heart, Part 1, 2 Crash Course- Blood Vessels Part 1, 2 Crash Course- Respiratory System, Part 1, 2 Crash Course- The Skeletal System Crash Course- Joints Crash Course- Muscles, Part 1, 2 Crash Course-Digestive System, Part 1,2,3 Crash Course- The Nervous System, Part 1,2,3 Crash Course- Urinary System, Part 1, 2 Crash Course- Endocrine System, Part 1 & 2 Crash Course- Lymphatic System Crash Course- Immune System, Part 1, 2, 3 Crash Course- Reproductive System, Part 1, 2 Khan Academy Videos | HS-LS1-2 HS-LS1-3 CRLLKSP 1-9 8.1.12.CS.4 9.2.12.CAP.4 9.4.12.CI.2 RI.CR.11–12.1., RI.CI.11–12.2., RI.MF.11–12.6., RI.CT.11–12.8., W.AW.11–12.1., W.IW.11–12.2., W.WR.11–12.5., W.SE.11–12.6., SL.PE.11–12.1., SL.II.11–12.2., SL.PI.11–12.4, SL.UM.11–12.5. | Formative Assessment: Textbook reading End of chapter Review Questions End of chapter- Chapter Test Study Guide Classwork Group and cooperative work Summative Assessment Lab- Skeleton Project- Research the organ systems of the body Project- Presentation of the organ system Lab- Dissection of the Fetal Pig Lab Practical- Fetal Pig anatomy Benchmark |