Grades 11-12, Health Science Anatomy and Physiology, Quarter 1, Revised 2014-15
Big Ideas/Key Concepts:
Students will distinguish between human anatomy & physiology while exploring the history and impact of medical technology as it relates to the
course of study.
Standards
Student Friendly “I Can” Statements
1.4
Explore the history and impact of medical technology as it
relates to the study of the structure and function of the human body.
I can define basic terminology.
I can discuss how autopsies have changed throughout history.
1.5
Distinguish between human anatomy and physiology.
I can explain at least one way that disease was diagnosed in the past.
I can discuss at least one new medical tool that doctors currently use
to diagnostic disease.
I can name people that were important in the development of
anatomy and physiology.
Anatomical Orientation
1
Big Ideas/Key Concepts:
Students will analyze the structure and function from molecular to organism level using correct terminology as it applies to regions, directions, &
cavities.
Standards
1.2
data.
Student Friendly “I Can” Statements
Use appropriate tools and technology to produce accurate
I can label the various cavities of the human body.
I can explain how the human body is put together from the molecular
to the system level.
2.1
Analyze the structure and function of the human body from
the molecular to organism level.
I can identify the planes of the body.
2.4
Investigate the major body regions, directions, and cavities to
include organs within each and apply the correct related terminology.
I can name the human body systems.
2.5
I can identify which cavity organs belong in.
Describe the body mechanisms that maintain homeostasis.
I can explain negative and positive feedback loops and give examples
that occur within the human body.
I can identify which organs belong in which body system.
2
Big Ideas/Key Concepts:
Students will investigate human cytology & tissue in regards to structure & function.
Standards
1.2
data.
Student Friendly “I Can” Statements
Use appropriate tools and technology to produce accurate
I can define basic terminology.
I can label a model of a human cell.
2.2
Investigate human cytology structure and function including
cellular respiration and metabolism
I can explain the function of the organelles within the cell.
I can name and recognize 4 types of tissues.
2.3
Explore the structure and function of human tissues/histology
I can label parts of a microscope and use the microscope effectively to
recognize differences in cells and tissues.
I can explain how organ donation works and how it can be successful.
I can explain cell division.
I can explain active transport processes and how they are different.
I can explain passive transport processes and how they are different.
3
Big Ideas/Key Concepts:
Students will explain the structure and function of the integumentary system and disease/ disorders associated.
Standards
Student Friendly “I Can” Statements
1.1
Design and conduct scientific investigations to explore new
medical or pharmacological techniques, examine previous results, test
how well a theory predicts, and compare opposing theories.
I can define basic terminology.
3.1
Explain the structure and functions of the integumentary
system and its role in homeostasis of the human body
I can label a model of the skin.
I can name the accessory organs of the skin and define their purpose.
I can differentiate between the layers of the skin.
3.4
Investigate and explain diseases and disorders common to
integumentary system
I can name the 3 primary functions of the skin.
I can name the layers of the epidermis and what their purpose is.
I can name the layers of the dermis and what their purpose is.
I can discuss diseases and conditions of the integumentary system.
I can determine the severity of a burn and decide on the proper
treatment.
I can make informed decisions regarding a patient based on
discoloration of the skin.
I can research current trends in medicine regarding disease and
conditions and determine if those would be good options for my
patient.
4
Big Ideas/Key Concepts:
Students will explore the mechanisms that allow the skeletal system to function and identify the bones while applying knowledge to explain
disease & disorders.
Standards
Student Friendly “I Can” Statements
3.2
Identify the skeletal system (the bones and their parts) and
relate the physiological mechanisms that assist the skeletal system in
fulfilling its function.
I can define basic terminology.
I can identify the bones of the body.
I can identify various fractures and rationalize how those injuries may
occur.
3.5
Investigate and explain diseases and disorders common to
skeletal system
I can identify the parts of the skull.
I can explain the purpose of the skeletal system.
I discuss the types of joints and where they are found in the body.
I can recognize various types of joint movement.
I can explain the differences between the axial and appendicular
skeleton.
I can explain how bones are formed.
I can explain why babies have more bones than adults.
I can distinguish between true, false, & floating ribs.
I can discuss disease and abnormalities of the skeletal system.
5