Consensus Map Grade Level - Thomas Jefferson High … Physiology_15162.docx · Web viewHuman Anatomy and Physiology This Human Anatomy and Physiology course allows students to study

2015 - 2016

Human Anatomy and PhysiologyThis Human Anatomy and Physiology course allows students to study and understand both the structures and functions of the human body simultaneously. During this course students will learn about the basic organization of the human body, cells, tissues and various organ systems. Students will gain an understanding of the human body by studying the skeletal, muscular, nervous, cardiovascular, respiratory, and digestive systems. Students will acquire this knowledge through class discussions, hands-on laboratories and activities (including dissections), diagrams, videos and much more. In this course students will be provided the means to acquire knowledge about the human body, but it will be up to them to master these concepts by devoting the necessary time and effort.

Course Information:

Frequency & Duration: Daily for 42 minutes; 5 periods per weekText: Marieb, Elaine Nicpon. Essentials of Human Anatomy & Physiology. 10th ed. Boston: Benjamin Cummings, 2012. Print.

Human Anatomy and Physiology v. 2015 - 2016

Content: Orientation of the human body

Duration: August/ September ( 3 weeks)

Essential Question:

What are the body systems and how do they interact with each other and the environment.

Skills:

Locate the anatomical regions, directions and cavities. Describe life’s levels of organization and the specific organs of each organ

system; skeletal, muscular, nervous, cardiovascular, respiration and digestive.

Describe the characteristics, survival needs and homeostatic responses of life.

Assessment:

Given a model or diagram of the human body, the students will be able to identify the body regions, directions and cavities

The students will be able to list the levels of organization in order identify the specific organs of each organ system; skeletal, muscular, nervous, cardiovascular, respiratory and digestive.

The students will be able to list the characteristic of a living organism and describe the necessary survival needs of life.

Resources / Activities:

Essentials of Human Anatomy and Physiology, Marieb (p. 1-22)

Frog Dissection Lab

Body Orientation Lab

Standards:

3.1.10.A1 Explain the characteristics of life common to all organisms3.1.10.A8 Investigate the spatial relationship of organisms’ anatomical features using specimens, models, or computer programs3.1.12.A1 Relate changes in the environment to various organisms’ ability to compensate using homeostatic mechanisms

Vocabulary:

Anterior (ventral) - the front of an organism, organ, or part; the ventral surface; Lateral- away from the midline of the body; Medial- toward the midline of the body; Posterior (dorsal)- pertaining to the back; the dorsal surface; Sagittal- a plane that divides the body or any of its parts into right and left portions; Transverse- a plane that divides the body or any of its parts into top and bottom portions

Comments:


Content: The Chemistry of Life Duration: September (2 weeks)

Essential Question: How are chemistry and chemical reactions important in the human body.

Skills:

Explain the basic concepts of chemistry including: matter, energy, atomic structure, chemical bonding and chemical reactions.

Describe the importance role of water in the human body. Describe the role of organic compounds in the human body including:

carbohydrates, lipids, proteins and nucleic acids.

Assessment:

The student will be able to explain the basic concepts of chemistry including: matter, energy, atomic structure, chemical bonding and chemical reactions.

The students will be able to describe the importance of water in the human body.

The students will be able to describe the role of organic compounds in the human body including: carbohydrates, lipids, proteins and nucleic acids

Resources / Activities:


Enzyme Lab

Standards: 3.2.10.A1 Explain the unique properties of water that support life on Earth3.1.B.A2 Explain the importance of enzymes as catalysts in cell reactions contain high energy bondsExplain why many biological macromolecules such as ATP and lipids containIdentify how factors such as pH and temperature may affect enzyme function3.1.10.A7 Describe the relationship between the structure of organic molecules and the function they serve in living organisms3.1.B.A7Analyze the importance of carbon to the structure of biological macromolecules.Compare and contrast the functions and structures of proteins, lipids, carbohydrates, and nucleic acids.Explain the consequences of extreme change in pH and temperature on cell proteins3.1.C.A7 Illustrate the formation of carbohydrates, lipids, proteins and nucleic acids3.2.C.A1 Differentiate between pure substances and mixtures; differentiate between heterozygous and homozygous mixturesDifferentiate between physical properties and chemical propertiesUse electro-negativity to explain the difference between polar and nonpolar covalent bonds3.2.C.A2 Compare the electron configurations for the first twenty elements of the periodic tableExplain how atoms combine to form compounds through both ionic covalent bonding3.2.C.A3 Describe the three normal states of matter in terms of energy, particle


motion, and phase transitions.

Vocabulary:

All of the concepts in this chapter have been covered in previous science courses. As such, there are no new vocabulary terms in this chapter

Comments:


Content: Cell Anatomy and Physiology

Duration: October (2 weeks)

Essential Question:

What are the main structures of the cell and what processes do they undergo as part of the human body?

Skills:

Describe the structure and function of the cellular organelles. Differentiate between several cell types, including: erythrocytes, epithelial

cells, muscle cells, fat cells, nerve cells, lymphocytes and gametes Explain several cellular processes, including: cell reproduction, membrane

transport and protein synthesis.

Assessment:

Given a cell diagram or model, the student will be able to identify several cellular organelles and describe their basic function.

Given several prepared slides, the students will be differentiate between and identify the various cell types.

The student will be able to describe the steps of the cell life cycle and cell reproduction.

Given a strand sample strand of DNA, the students will be able to describe the steps involved in producing a protein.

Given a model of the cell membrane, the students will be able to describe what substances will permeate the membrane and by what means.

Resources /

Activities:


Cell Structure and Process Lab

Standards:

3.1.10.A5 Relate life processes to sub-cellular and cellular structures to their functions.3.1.B.A5 Relate the structure of cell organelles to their functionExplain how the cell membrane functions as a regulatory structure and protective barrier for the cell.Describe the transport mechanisms across the plasma membrane.Explain how cells store and use information to guide their functions.3.1.10.B1 Describe how genetic information is inherited and expressed.3.1.B.B1 Explain the basic process of DNA replication.Explain that the information passed from parents to offspring is transmitted by means of genes which are coded in DNA molecules.Describe the processes of transcription and translation.3.1.10B3. Describe the basic structure of DNA and its function in genetic inheritance.Describe he role of DNA in protein synthesis as it relates to gene expression.3.1.B.B3 Explain how he process of DNA replication results in the transmission and conservation of the genetic codeDescribe how transcription and translation result in gene expression3.1.C.B3. Describe the structure of DNA and RNA molecules


Vocabulary:

All of the concepts in this chapter have been covered in previous science courses. As such, there are no new vocabulary terms in this chapter

Comments:


Content: Introduction to Tissue Duration: October (2 weeks)

Essential Question: How does the structure of a particular tissue relate to its function?

Skills:

Identify the types and locations of epithelial tissue and discuss their function.

Identify the types and locations of connective tissue and discuss their function.

Identify the types and locations of muscle tissue and discuss their function. Identify the location of nervous tissue and discuss their function.

Assessment:

Given several prepared slides, the students will be able to identify the types of epithelial tissue and discuss their locations and functions.

Given several prepared slides, the students will be able to identify the types of connective tissue and discuss their locations and functions.

Given several prepared slides, the students will be able to identify the types of muscle tissue and discuss their locations and functions.

Given several prepared slides, the students will be able to identify the nervous tissue and discuss their locations and functions.

Resources /

Activities:


Tissue Lab

Standards:3.1 10.A6 Identify the advantages of multi-cellularity on organisms3.1.B.A6 Explain how cells differentiate in multicellular organisms.3.1.12.A6 Analyze how cells in different tissues/organs are specialized to perform specific functions.

Vocabulary:

Connective tissue- tissue that has various functions including support, storage and protection; Epithelial tissue- tissue that covers the surface of the body and lines the body cavities, ducts and vessels; Muscle tissue- tissue that has the ability to contract and relax in order to bring about movement; Nervous tissue- tissue that is specialized to react to stimuli and conduct impulses.

Comments:


Content: Body Membranes & Integument

Duration: November (2 weeks)

Essential Question:

How do the structures of the integumentary system interact in order to perform specific life functions?

Skills:

Differentiate between the different types of epithelial membranes; cutaneous, serous and mucous.

Describe the location, structure and function of connective tissue membranes. Describe the structure, function, color and appendages of the integumentary

system. Discuss several homeostatic imbalances of the integument; burns, cancer and

infections

Assessment:

Given several prepared slides, the students will be able to identify the types of epithelial tissue.

The student will be able to describe the structure and function of the connective tissue.

The student will be able to describe the structure, function color and appendages of the integumentary system

The student will be able to describe several integumentary homeostatic imbalances.

Resources /

Activities:


Integument Lab

Standards:

3.1.10.A5 Relate life processes to sub-cellular and cellular structures to their functions.31.12.A5 Analyze how structure is related to function at all levels of biological organization from molecules to organisms.3.1.12.A6 Analyze how cells in different tissue/organs are specialized to perform specific functions.3.1.10.A8 Investigate the spatial relationships of organisms’ anatomical features using specimens, models or computer programs.

Vocabulary:

Cutaneous membrane– the skin, composed of epidermal and dermal layers; Integumentary system– the skin and its accessary organs; Mucous membrane– membrane that lines the body cavities which open to the outside; Serous membrane– membrane that lines a body cavity without opening to the outside.

Comments:


Content: The Skeletal System Duration: December/January (6 weeks)

Essential Question:

How do the microscopic and macroscopic structures of the skeletal system interact in order to perform specific life functions?

Skills:

Identify the macroscopic and microscopic structure of bones. Classify bones based on their tissue type and shape. Describe the process of bone formation, fractures and fracture repair. Identify the bones of the axial and appendicular skeletal systems. Describe several homeostatic imbalances of the skeletal system.

Assessment:

Given a diagram of a long bone, the students will be able to identify the macroscopic and microscopic structure.

Given several bone samples, the students will be able to classify the bones based on their tissue type and shape.

The students will be able to describe the process of bone formation, fractures and fracture repair.

Using the human skeleton, the students will be able to identify the bones of the axial and appendicular skeletal.

The students will be able to describe several homeostatic imbalances of the skeletal system.

Resources /

Activities:


Skeletal System Lab

Standards:3.1.10.A53.1.12.A53.1.12.A63.1.10.A8

Vocabulary:

Articulations- body joints; Compact bone- dense homogeneous bone tissue; Diaphysis- the shaft of the bone; Epiphysis- the ends of a long bone; Osteoblast- bone-forming cells; Osteoclasts- giant bone destroying cells; Osteocytes- mature bone cells; Osteon- a unit of bone containing a central canal surrounded by rings of hard matrix; Spongy bone- bone composed of small needle like pieces and many open spaces; Sutures- interlocking immovable joints between bones

Comments:


Content: The Muscular System Duration: January/February (4 weeks)

Essential Question:

How do the microscopic and macroscopic structures of the muscular system interact in order to perform the necessary functions of life?

Skills:

Identify the macroscopic and microscopic structures of muscles. Classify the three types of muscle bases on their location, shape,

contraction regulation and contraction rate. Describe the process of muscle stimulation and contraction. Demonstrate several muscle movements. Identify the major skeletal muscles of the human body. Describe several homeostatic imbalances of the muscular system.

Assessment:

Given a model or diagram of a human muscle, the student will be able to identify the macroscopic and microscopic structures.

The students will be able to classify the three types of muscle bases on their location, shape, contraction regulation and contraction rate.

The students will be able to describe the process of muscle stimulation and contraction.

The students will be able to demonstrate several muscle movements. Using a diagram of the human body, the students will be able to identify the

major skeletal muscles of the human body. The students will be able to describe several imbalances of the muscular

system.

Resources /

Activities:


Muscular System Lab

Standards:3.1.10.A53.1.12.A53.1.12.A63.1.10.A8

Vocabulary:

Antagonist- the muscle that opposes or reverses a prime mover; Endomysium- the delicate connective tissue that covers muscle fibers; Epimysium- tough membrane that covers the entire muscle and tapers to form the tendon; Excitibility- ability of a muscle to receive and respond to a stimulus; Insertion site- point of attachment of a muscle to an movable bone; Origin site- point of attachment of a muscle to an immovable bone; Perimysium- course fibrous membrane that covers the muscle fiber bundles or fascicles; Prime mover- the muscle with the major responsibility for a certain movement; Sarcolemma- plasma membrane of a muscle cell; Synergist- a muscle that aids a prime mover

Comments:


Content: The Nervous System Duration: February/March (4 weeks)

Essential Question:

How do the microscopic and macroscopic structures of the nervous system interact in order to perform the necessary functions of life?

Skills:

Explain the organization of the nervous system. Identify the microscopic and macroscopic structures of the nervous system. Describe the initiation and propagation of nerve impulses. Identify the functional anatomy of the central and peripheral nervous

systems. Name the meningeal layers and state their functions. Describe the origin, pathway and function of cerebral spinal fluid and the

blood brain barrier. Differentiate between the sympathetic and parasympathetic nervous

systems. Describe the cause and signs of several homeostatic imbalances of the

nervous system.

Assessment:

The student will be able to explain the organization of the nervous system, including: the central nervous system, peripheral nervous system and autonomic nervous system.

Given a diagram of a typical neuron, the student will be able to identify the microscopic structures.

The student will be able to describe the initiation and propagation of nerve impulses.

Using models and diagrams, the student will be able to identify the functional anatomy of the central and peripheral nervous systems.

The student will be able to name the meningeal layers and state their functions.

The student will be able to describe the origin, pathway and function of cerebral spinal fluid and the blood brain barrier.

The student will be able to differentiate between the sympathetic and parasympathetic nervous systems.

The student will be able to Describe the cause and signs of several homeostatic imbalances of the nervous system

Resources /

Activities:


Sheep Brain Dissection LabCranial Nerve Lab

Standards:3.1.10.A53.1.12.A53.1.12.A63.1.10.A8

Vocabulary: Action potential- occurs when a stimulus of sufficient intensity is applied to a neuron; Astrocytes- star-shaped cells that anchor neurons to capillaries; Axons- neural processes that carry impulses away from the cell body; Dendrites- neural processes that carry impulses towards the cell body; Ependymal cells- ciliated cells that circulate cerebral spinal fluid; Meninges- three layers of connective tissue which covers and protects the CNS; Microglia-


spiderlike phagocytes that protect neurons from debris; Neural tube- an embryonic tube from which the CNS develops; Oligodendrocytes - myelin sheaths that surround and protect the CNS fibers; Ramus- a branch of spinal nerve that contains both sensory and motor fiber; Reflex arc- a direct pathway from sensory neuron, to an interneuron, to an effector; Satellite cells- cells that protect and cushion the cell bodies of nerves; Schwann cells- myelin sheaths that surround and protect the PNS fibers

Comments:


Content: Blood Duration: March /April (2.5 weeks)

Essential Question: Explain why blood is referred to as the body’s life-sustaining fluid.

Skills:

Describe the main components of blood. Explain the role of hemoglobin in the red blood cell. Differentiate between the structure and function of the five white blood

cells. Explain the process of blood cell formation. Explain the process of hemostasis Describe the ABO and Rh blood groups and the basis of transfusion

reactions

Assessment:

The students will be able to describe the main components of blood. The students will be able to explain the role of hemoglobin in the red blood

cell. Given a human blood smear, the students will be able to identify the five

different white blood cells. The students will be able to explain the process of blood cell formation. The students will be able to explain the process of hemostasis The students will be able to describe the ABO and Rh blood groups and the

basis of transfusion reactions

Resources /

Activities:


Blood Typing Lab

Standards:3.1.10.A53.1.12.A53.1.12.A63.1.10.A8

Vocabulary:

Antibody- a specialized substance produced by the body that provides immunity; Antigen- a substance the body recognizes as foreign; Erythrocytes- red blood cells that carry oxygen throughout the body; Hematopoiesis- blood cell formation; Hemoglobin- an iron-containing protein molecule found in RBCs and binds to oxygen; Hemostasis- a series of reactions necessary to form a clot and stop bleeding; Leukocytes- white blood cells which are crucial in the body’s defense; Plasma- the liquid portion of blood, the nonliving matrix of blood; Platelets- cell fragments responsible for clotting

Comments:


Content: The Cardiovascular System

Duration: April (3 weeks)

Essential Question:

How do the microscopic and macroscopic structures of the cardiovascular system interact in order to perform the necessary functions of life?

Skills:

Identify the macroscopic and microscopic structures of heart and blood vessels.

Explain the processes of pulmonary and systemic circulation of blood. Explain the process of heart beat initiation. List the possible factors or causes of heart rate fluctuations Describe several homeostatic imbalances of the cardiovascular system.

Assessment:

Given a model of a human heart, the student will be able to identify the structures.

Given a diagram of blood vessels, the student will be able to identify the structures

The student will be able to explain the processes of pulmonary and systemic circulation of blood.

The student will be able to explain the process of heart beat initiation. The student will be able to list the possible factors or causes of heart rate

fluctuations The student will be able to describe several homeostatic imbalances of the

cardiovascular system.

Resources /

Activities:


Sheep Heart DissectionHeart Rate Lab

Standards:3.1.10.A53.1.12.A53.1.12.A63.1.10.A8

Vocabulary:

Arteries- a vessel that carries blood away from the heart; Atria- the superior receiving chambers of the heart; Diastolic- blood pressure when the ventricles relax; Pericardium- a double-walled sac that encloses the heart; Pulmonary circulation- the series of blood vessels that carry blood to and from the lungs; Sinoatrial Node- a crescent shaped piece of tissue in the right atrium responsible for the initiation and pace of the heartbeat; Systemic circulation- the series of blood vessels that carry nutrients and oxygen-rich blood to all of the body organs; Systolic- blood pressure at the peak of a ventricular contraction; Vein- a vessel that carries blood toward the heart; Ventricle- the inferior discharging chambers of the heart

Comments:


Content: Respiratory System Duration: May (2 weeks)

Essential Question:

How do the microscopic and macroscopic structures of the respiratory system interact in order to perform the necessary functions of life?

Skills: Describe the role of the respiratory system. List the main organs of the respiratory system and describe their function. Describe the four events of respiration. Describe several homeostatic imbalances of the respiratory system.

Assessment:

The students will be able to describe the role of the respiratory system. The students will be able to list the main organs of the respiratory system

and describe their function: nose, pharynx, larynx, trachea, bronchi lungs The students will be able to describe the four events of respiration:

pulmonary ventilation, external respiration, respiratory gas transport, internal respiration

Describe several homeostatic imbalances of the respiratory system.

Resources /

Activities:


Respiratory Lab

Standards:3.1.10.A53.1.12.A53.1.12.A63.1.10.A8

Vocabulary:

Alveoli - the are sacs located at the terminal end of the bronchioles; Laryngopharynx- inferior region of the pharynx attached to the larynx; Nasopharynx- superior region of pharynx behind the nasal cavity;Oropharynx- middle region of the pharynx behind the mouth; Pleural membrane- a serous membrane which covers the outer surface of the lungs; Pleurisy- inflammation of the pleural membrane; Trachea- the windpipe, the respiratory tube extending from the larynx to the bronchi

Comments:


Content: The Digestive System Duration: May (2 weeks)

Essential Question:

How do the microscopic and macroscopic structures of the digestive system interact in order to perform the necessary functions of life?

Skills:

Describe the role of the digestive system. List the main organs of the digestive system and describe their function. List the accessory organs of the digestive system and describe their

function. Describe the process of breaking down food like: carbohydrates, lipids &

proteins Describe several homeostatic imbalances of the digestive system.

Assessment:

The students will be able to describe the role of the digestive system. The students will be able to list the main organs of the digestive system and

describe their function. The students will be able to list the accessory organs of the digestive system

and describe their function. The students will be able to describe the process of breaking down food

like: carbohydrates, lipids & proteins The students will be able to describe several homeostatic imbalances of the

digestive system.

Resources /

Activities:


Digestion Lab

Standards:3.1.10.A53.1.12.A53.1.12.A63.1.10.A8

Vocabulary:

Alimentary canal- the gastrointestinal or GI tract, a continuous coiled hollow tube; Cecum- the sac-like first section of the large intestine; Chief cells- specialized cells located in the stomach lining which produce protein-digesting enzymes; Deciduous teeth- also known as “baby” teeth; the first 20 teeth that are not permanent; Duodenum- the first section of the small intestine; 4-8 inches in length; Ileum- the last section of the mall intestine; 3-8 feet in length; Jejunum- the middle section of the small intestine; 2-5 feet in length; Omentum- layers of peritoneum that are attached to the stomach; Pharynx- a tube located between the mouth and the esophagus which acts as a passage way for air and food

Comments:

Documents

Consensus Map Grade Level - Thomas Jefferson High … Physiology_15162.docx · Web viewHuman Anatomy and Physiology This Human Anatomy and Physiology course allows students to study