Anatomy and Physiology - Elmwood Park Public Schools€¦ · The course focuses on important concepts in comparative anatomy and physiology, including the muscular, skeletal, digestive,

APPROVED BY BOARD OF EDUCATION AUGUST 28, 2012 ELMWOOD PARK PUBLIC SCHOOLS

Anatomy and Physiology

Grade 12

Prerequisite: Chemistry

Credits: 5

ABSTRACT

Comparative Anatomy and Physiology is a science course designed for students who are considering enrolling in a post-secondary program with emphasis on the life science and/or health science fields. The course focuses on important concepts in comparative anatomy and physiology, including the muscular, skeletal, digestive, circulatory, integumentary, respiratory, and nervous systems of the body. The dissection of higher-level mammals is used as a tool for comparative analysis of the major body systems.


UNIT: (Title, Month(s), Number of Days)

Human Body Orientation September

3 weeks

Basic Chemistry October 2 week

Cellular Structure and Metabolism

October-November 5 weeks

STAGE 1: DESIRED RESULTS

What will students understand as a result of the unit? What are the BIG ideas?

ESTABLISHED GOALS: (NJ CCCS and/or CCS)

Science 5.1.12

5.3.12A 5.3.12B 5.3.12D 5.3.12E

Common Core RH.9-10.1-10

WHST.9-10.1-10

Technology 8.1.12.A 8.1.12.F

21st Century Life & Careers

Science 5.1.12

5.2.12A


WHST.9-10.1-10



9.1.12.A 9.1.12.B 9.1.12.C

Science 5.1.12

5.3.12.A 5.3.12.B


WHST.9-10.1-10



9.1.12.A 9.1.12.B




3 weeks




9.1.12.A 9.1.12.B 9.1.12.C 9.1.12.E 9.3.12.C

9.1.12.E 9.3.12.C

9.1.12.C 9.1.12.E 9.3.12.C

ENDURING UNDERSTANDINGS: (Students will Understand that . . .)

• The basic functions of 11 body systems.

• Anatomical terminology for body cavities and regions.

• Understand how the body achieves and maintains homeostatic equilibrium

• Identify and draw basic atomic structure of elements.

• Differentiate inorganic/organic compounds.

• An understanding of cell structure is basic to understanding how cells support life at the cellular and organism levels

• Understand the hierarchical organization of structures in the human body

• Specialized attributes of cells work together to form larger systems (tissues and organs)

ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?)

1. How does structure relate to function in living systems?

2. What are body landmarks, cavities, and regions?

3. How do organisms maintain internal stability with ever changing internal and external stimuli?

1. What are the characteristics of organic molecules?

2. What are the chemical and physical properties of water?

1. What functional abilities do all cells exhibit?

2. How do multi-cellular organisms develop based on how cells grow and reproduce?

3. How is the body organized? 4. How do different body systems

depend on one another in order to function?




3 weeks




STAGE 2: ASSESSMENT EVIDENCE

What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes,

observations, etc.]

PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)

• Labeling diagrams of structures of the human body.

• Use of Microscope Lab • Preparation of Microscopic

Slides Lab • Viewing Mitotic Division Slides

Lab • Open-ended questions • Oral discussion

• Labeling of atomic structures. • pH Testing of Various Samples

Lab. • Open-ended questions • Oral discussion

• Identify and describe cell organelles and discuss the major function of each

• Open-ended questions • Oral discussion

OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?)

• Reports • Tests/Quizzes • Debates • Media Analysis • Oral Presentations • Writing • Rubrics



RESOURCES: • Supplemental resources • Supplemental resources • Supplemental resources




3 weeks




• Web Media • Current Events



STAGE 3: LEARNING PLAN

What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to consider key design elements.

SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?)

• Define anatomy and physiology. • Identify the organ systems of the

human body. • Identify the major components

and functions 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 regions.

• Draw and label subatomic particles.

• Show how bonds form. • Determine acid/base based on

pH values. • Apply nomenclature to organic

molecules.

• Identify the function of cell organelles

• Review meiosis and mitosis in maintaining continuity on a cellular and organism level.

CROSS-CURRICULAR / DIFFERENTIATION: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st

• Report writing • LAL skills: plot, theme,

setting, and symbolism. • Current events


setting, and symbolism. • Current events

• Report writing • LAL skills: plot, theme, setting,

and symbolism. • Current events




3 weeks




century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?)

• Tiered Lessons • Learning style adaptation • R.A.F.T • Project Based learning • Compacting • Video case studies • Multimedia presentations • Open-ended writing responses • Conclusions and analysis of

exploratory activities • Research reports

Applicable career options are discussed as they arise throughout the course. Career options include, but are not limited to business, education, psychology, research, social work, and the tiered professions within the science industry.







*WHERETO W = Help the students know WHERE the unit is going and WHAT is expected. Help the teacher know WHERE the students are coming from (prior knowledge, interests). H = HOOK all students and HOLD their interest. E = EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issue. R = Provide opportunities to RETHINK and REVISE their understandings and work.


E = Allow students to EVALUATE their work and its implications. T = TAILORED to the different needs, interests, and abilities of learners. O = ORGANIZE to maximize initial and sustained engagement as well as effective learning. UNIT: (Title, Month(s), Number of Days)

Body Membranes November

2 weeks

Integumentary System November-December

3 weeks

Skeletal System December

3 weeks


What will students understand as a result of the unit? What are the BIG ideas? ESTABLISHED GOALS: (NJ CCCS and/or CCS)

Science 5.1.12

5.3.12.A


WHST.9-10.1-10



9.1.12.A 9.1.12.B 9.1.12.C 9.1.12.E 9.3.12.C

Science 5.1.12

5.3.12.A


WHST.9-10.1-10



9.1.12.A 9.1.12.B 9.1.12.C 9.1.12.E 9.3.12.C

Science 5.1.12

5.3.12.A


WHST.9-10.1-10



9.1.12.A 9.1.12.B 9.1.12.C 9.1.12.E 9.3.12.C

ENDURING UNDERSTANDINGS: Knowledge of membranes is essential to understanding how the

Understand how the organization of integumentary tissue and structures

Understand the interdependence of the muscular and skeletal systems




2 weeks


3 weeks


3 weeks

(Students will Understand that . . .)

body controls interaction between internal and external environments

relate to their functions


1. From what types of damage does skin protect the body?

2. How does the skin help to regulate body temperature

3. What are the factors that determine skin color and what is the function of melanin?

1. How does the structure of skin relate to its function?

2. How do integumentary structures protect and help regulate the body?

3. How is the skin affected by disease and external environmental factors?

1. Why is the skeletal structure so important to the body?

2. What are the functions of the skeletal system?



observations, etc.]


• List the general functions of each membrane type – cutaneous, mucous, serous, and synovial and give their location in the body

• Identify the structures of body membranes


• Identify the types of cells found in skin and their functions

• Describe the characteristics of different types of tissue found in the major layers of the skin

• Describe the layers of the epidermis

• Identify the accessory structures found in the skin and their

• Identify major bones in the body and their functions

• Explain how the skeleton allows for movement and flexibility of the human body





2 weeks


3 weeks


3 weeks

functions • Open-ended questions • Oral discussion





RESOURCES:

• Supplemental resources • Web Media • Current Events



STAGE 3: LEARNING PLAN What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to

consider key design elements.




2 weeks


3 weeks


3 weeks

SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?)

• Classification of body membranes

• Compare and contrast the structures of body membranes

• Explain how each major layer of skin functions to protect the body and house certain accessory structures

• Describe the process by which skin grows and heals

• Identify the different types of sensory receptors in the skin

• Explain how skin changes in response to aging and other physiological factors

• Name and describe various types of fractures.

• Describe the process of changing cartilage to bone in a fetus. Correlate this to bone fracture healing. Include the role of the chemical compounds and how they are changed to create the compact and spongy bones of the human body.

CROSS-CURRICULAR / DIFFERENTIATION: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?)


setting, and symbolism. • Current events • Tiered Lessons • Learning style adaptation • R.A.F.T • Project Based learning • Compacting • Video case studies • Multimedia presentations • Open-ended writing responses • Conclusions and analysis of






and symbolism. • Current events • Tiered Lessons • Learning style adaptation • R.A.F.T • Project Based learning • Compacting • Video case studies • Multimedia presentations • Open-ended writing responses • Conclusions and analysis of





2 weeks


3 weeks


3 weeks

Applicable career options are

discussed as they arise throughout the course. Career options include,

but are not limited to business, education, psychology, research,

social work, and the tiered professions within the science

industry.





industry.


discussed as they arise throughout the course. Career options include, but

are not limited to business, education, psychology, research, social work,

and the tiered professions within the science industry.

*WHERETO W = Help the students know WHERE the unit is going and WHAT is expected. Help the teacher know WHERE the students are coming from (prior knowledge, interests). H = HOOK all students and HOLD their interest. E = EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issue. R = Provide opportunities to RETHINK and REVISE their understandings and work. E = Allow students to EVALUATE their work and its implications. T = TAILORED to the different needs, interests, and abilities of learners. O = ORGANIZE to maximize initial and sustained engagement as well as effective learning. UNIT: (Title, Month(s), Number of Days)

The Muscular System January-February

4 weeks

The Nervous System February-March

4 weeks

The Endocrine System March-April

3 weeks


What will students understand as a result of the unit? What are the BIG ideas?




4 weeks


4 weeks


3 weeks

ESTABLISHED GOALS: (NJ CCCS and/or CCS)

Science 5.1.12

5.3.12.A


WHST.9-10.1-10



9.1.12.A 9.1.12.B 9.1.12.C 9.1.12.E 9.3.12.C

Science 5.1.12

5.3.12.A


WHST.9-10.1-10



9.1.12.A 9.1.12.B 9.1.12.C 9.1.12.E 9.3.12.C

Science 5.1.12

5.3.12.A


WHST.9-10.1-10



9.1.12.A 9.1.12.B 9.1.12.C 9.1.12.E 9.3.12.C


Understand the relationship between structure and function in muscle and how muscles control movement in

the human body.

The brain, spinal cord and endocrine system are the three controlling

systems of the body. Each system plays a specific role but all systems

work together to provide homeostasis

The endocrine system controls reproduction, growth and

development, body defenses, metabolic processes, and blood chemistry. Through the use of

hormones, the endocrine system maintains homeostasis.




4 weeks


4 weeks


3 weeks


1. How does the structure of muscle tissue relate to its function?

2. How do muscles control movement?

3. How does the organization of the muscular system promote muscle function?

1. How does the nervous system control all systems of the human body?

2. What are the structural and functional classifications of the nervous system?

1. What influence does the endocrine system have on growth and development, sexual maturation and reproduction, and maintenance of homeostasis of many body systems?



observations, etc.]


• Discuss and illustrate muscle physiology through class discussion, laboratory investigations and video presentations.

• Identify the locations of different types of muscle in the body

• Identify major muscles in the body and the specific movements they control

• Explain how muscles grow and repair tissue damage

• Illustrate the organization of the nervous system

• Discuss the structure and function of the spinal cord

• Identify the cranial nerves, and relate each pair of cranial nerves to its principle function


• Compare the similarities between the endocrine and nervous systems

• Discuss the location, hormones, and functions of the following glands and tissues: pituitary gland, thyroid gland, parathyroid gland, adrenal gland, pineal gland, pancreas, thymus gland, testes and ovaries





4 weeks


4 weeks


3 weeks






RESOURCES:





consider key design elements. SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?)

• Describe the process of the muscle contraction and the role of the calcium ions.

• Identify major muscles in

• Discuss and illustrate the organization of the nervous systems by explaining the anatomical and functional classification of the system.

• Study nervous tissues through

• Discuss and illustrate both positive and negative feedback mechanisms in metabolism and endocrine function

• Compare the major chemical classes of hormones




4 weeks


4 weeks


3 weeks

the body and the specific movements they control

• Explain how certain diseases and disorders inhibit muscle function

use of microscopic examination in lab and class discussion.

• Discuss nerve impulse and the physiology of nerve transmission.

• Compare and contrast the structure and function of the central and peripheral nervous systems.

• Explain the general mechanism of hormonal action

• Describe how endocrine glands are controlled

• Explain how hormones interact to produce coordinated physiological response.














4 weeks


4 weeks


3 weeks

Applicable career options are discussed as they arise throughout the course. Career options include,



industry.

Applicable career options are discussed as they arise throughout the course. Career options include,



industry.

Applicable career options are discussed as they arise throughout the

course. Career options include, but are not limited to business, education,

psychology, research, social work, and the tiered professions within the

science industry.

*WHERETO W = Help the students know WHERE the unit is going and WHAT is expected. Help the teacher know WHERE the students are coming from (prior knowledge, interests). H = HOOK all students and HOLD their interest. E = EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issue. R = Provide opportunities to RETHINK and REVISE their understandings and work. E = Allow students to EVALUATE their work and its implications. T = TAILORED to the different needs, interests, and abilities of learners. O = ORGANIZE to maximize initial and sustained engagement as well as effective learning. UNIT: (Title, Month(s), Number of Days)

The Cardiovascular System April-May

3 weeks

Lymphatic System May

3 weeks

Reproductive System June

3 weeks


What will students understand as a result of the unit? What are the BIG ideas? ESTABLISHED GOALS: Science Science Science




3 weeks


3 weeks


3 weeks

(NJ CCCS and/or CCS)

5.1.12 5.3.12.A


WHST.9-10.1-10



9.1.12.A 9.1.12.B 9.1.12.C 9.1.12.E 9.3.12.C

5.1.12 5.3.12.A


WHST.9-10.1-10



9.1.12.A 9.1.12.B 9.1.12.C 9.1.12.E 9.3.12.C

5.1.12 5.3.12.D


WHST.9-10.1-10



9.1.12.A 9.1.12.B 9.1.12.C 9.1.12.E 9.3.12.C


Understand how the organization of cardiovascular structures relate to

their functions

The lymphatic and immune systems plays an important role in keeping

homeostatic balance.

Of all the organ systems of the body, the reproductive system is not

essential to the life of an individual to ensure survival, but is essential to the

survival of the species




3 weeks


3 weeks


3 weeks


1. Why is blood essential in the human body?

2. How is blood moved through the body?

3. Why is cardiovascular health vital to survival?

4. What factors affect cardiovascular health?

1. What is the function of the lymphatic system?

2. What are the structures of the lymphatic system?

3. What are the major diseases of the lymphatic system?

1. What structural differences are there between male and female reproductive anatomy?



observations, etc.]


• Identify the components of blood and the role of different types of blood cells

• Explain the role of blood in fighting infection and in wound repair

• Measure heart rate and blood pressure


• Identify they structures of the lymphatic system and their functions

• Describe the diseases of the lymphatic system


• Label and identify male and female reproductive organs

• Detail the physiological process involved in the ovarian and menstrual cycles

• Describe the hormonal mechanisms that regulate male reproductive functions


OTHER EVIDENCE: (Through what other evidence (e.g.

• Reports • Tests/Quizzes






3 weeks


3 weeks


3 weeks

quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?)

• Debates • Media Analysis • Oral Presentations • Writing • Rubrics



RESOURCES:





consider key design elements. SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?)

• Recognize the various roles of blood and its importance to all body systems

• Describe the significance of the four-chambered heart structure

• Explain how heart beat is generated and regulated

• Explain the circulation pathway for blood in the human body

• Explain the structure and roles of veins, arteries, and capillaries

• Understand the function of the immune system and indicate consequences of breakdowns within the system.

• Describe the source of lymph and the mechanisms of lymph transport

• Explain the antigen/antibody reactions

• Identify components of the first, second and third line of defense.

• Discuss and illustrate the structure and function of the reproductive organs.

• Describe the process of spermatogenesis

• Describe the signs and symptoms of various sexually transmitted diseases

• Describe and discuss the pros and cons of different birth control methods.




3 weeks


3 weeks


3 weeks

in the human body








social work, and the tiered







social work, and the tiered





discussed as they arise throughout the course. Career options include, but

are not limited to business, education, psychology, research, social work,

and the tiered professions within the




3 weeks


3 weeks


3 weeks

professions within the science industry.

professions within the science industry.

science industry.

*WHERETO W = Help the students know WHERE the unit is going and WHAT is expected. Help the teacher know WHERE the students are coming from (prior knowledge, interests). H = HOOK all students and HOLD their interest. E = EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issue. R = Provide opportunities to RETHINK and REVISE their understandings and work. E = Allow students to EVALUATE their work and its implications. T = TAILORED to the different needs, interests, and abilities of learners. O = ORGANIZE to maximize initial and sustained engagement as well as effective learning.

Documents

Anatomy and Physiology - Elmwood Park Public Schools€¦ · The course focuses on important concepts in comparative anatomy and physiology, including the muscular, skeletal, digestive,