Syllabus (Revision 3/10/2013, CL)
School Year: 2013-14
Certificated Teacher: Carrie Lipe
Desired Results
Course Title:
Human Biology A (Semester 1) - Online
Credit: _____one semester (0.5)
__X__two semesters (1.0)
Prerequisites and/or recommended preparation:
Students in Spokane Public Schools should have had previous exposure to an Introductory Physical
Science class as well as to an Introductory Biology class.
Estimate of hours per week engaged in learning activities:
5 hours of class work per week, 18 week semester
Instructional Materials:
All learning activities (resources, assignments, assessments) are contained within or referenced in the
student’s online course. The online course is accessed via login and password by student’s school (web
account) or emailed directly to student upon enrollment, with the login website.
Other resources required/Resource Costs:
This course include access to an online textbook provided at no additional cost.
The textbook is: Essentials of Human Anatomy and Physiology, Pearson Education, Inc., 2012.
Course Description:
This course involves an in-depth study of the structure and function of the human body. Students will
learn how anatomy and physiology are interrelated and how the body maintains internal balance.
Various human body systems are studied in depth at both the microscopic and macroscopic levels. This
course should be of high interest to students who are considering health science careers or who simply
want a deeper understanding of the biology of the human body.
Enduring Understandings for Course (Performance Objectives):
As a result of having taken this course, students will understand the following “big ideas”:
• The human body is composed of interrelated systems which can be understood at the macro
and micro levels.
• The body is composed of specialized cells forming various tissues, organs and organ systems.
Although cells differ in specialization, all cells share some common characteristics.
• The scientific process allows for continual discovery into the structure and function of the
human body.
• The process of homeostasis operates throughout each system to maintain internal balance in
the body.
• Specialized terms are used in anatomy to describe the orientation of the human body.
• The concept of health is tied to proper function of body systems at the micro and macro levels.
• Disease and disorder can be understood as the improper functioning of one or more body
systems.
• Optimal health through the lifespan can be supported through informed lifestyle choices that
support the proper functioning of body systems at the micro and macro levels.
• Health sciences offer career opportunities representing a wide range of educational
backgrounds, job responsibilities, skills and income.
Course Learning Goals
Unit 1: Humans: Organization & Composition
Content Standards:
INQB—Investigate. Plan and conduct scientific investigations, collect and analyze data.
INQC—Explain. Conclusions must be logical, based on evidence.
LS1C - Cells contain specialized parts for determining essential functions such as
regulation of cellular activities, energy capture and release, formation of protein.
LS1F – All of the functions of the cell are based on chemical reactions. Food molecules
are broken down to provide energy and the chemical constituents needed to synthesize
other molecules.
LS1G – DNA codes for enzymes and other proteins.
HOC1 – Anatomical terms can be used to describe human body locations.
Unit 2: Skeletal System
Content Standards:
SYSB – Systems thinking used to analyze complex situations. Determine how systems
function with respect to other systems.
SYSD—Systems can be changing or in equilibrium.
APPA – Science affects society and cultures by influencing the way many people think
about themselves, others, and the environment.
APPB – Technological design process includes defining a problem and generating
possible solutions.
SKEL1: Bone cells share common features with other body cells as well as possessing
features unique to the needs of the skeletal system.
SKEL2: Bone composition is unique enabling the skeletal system to maintain, grow, and
repair itself.
SKEL3: The skeletal system can be described using specific anatomical location and
function terms.
Unit 3: Muscular System
Content Standards:
SYSB – Systems thinking used to analyze complex situations. Determine how systems
function with respect to other systems.
APPA – Science affects society and cultures by influencing the way many people think
about themselves, others, and the environment.
APPB – Technological design process includes defining a problem and generating
possible solutions.
MUSC1: Muscle cells share common features with other body cells as well as
possessing features unique to the needs of the muscular system.
MUSC2: Muscle contraction involves specific molecular structures unique to the
muscular system.
MUSC3: The muscular system can be described using specific anatomical location and
function terms.
Unit 4: Nervous & Endocrine Systems
Content Standards:
SYSA—Positive/Negative Feedback. Feedback used to regulate a system.
SYSB – Systems thinking used to analyze complex situations. Determine how systems
function with respect to other systems.
SYSD—Systems can be changing or in equilibrium.
APPA – Science affects society and cultures by influencing the way many people think
about themselves, others, and the environment.
APPB – Technological design process includes defining a problem and generating
possible solutions.
NERVEND1: Nerve cells share common features with other body cells as well as
possessing features unique to the needs of the nervous system.
NERVEND2: Metabolism, growth, development, and homeostasis is controlled by the
endocrine system.
NERVEND3: The nervous system works to coordinate and control various body systems.
Evidence of Assessment
Unit 1: Humans: Organization & Composition
Performance Tasks:
Students plan an investigation, collect evidence, and make appropriate inferences.
Students compare and contrast science with other ways of generating knowledge.
Students describe the different structures and functions of molecules that make up living things.
Students explain how cell organelles function together, carrying out various processes to
maintain homeostasis.
Students describe how molecules function in cells, how cells work together to form tissues and how
organs are made of various tissues.
Students use anatomical terms to describe body locations.
Students discuss what health and disease are in relation to a systems understanding of the human body.
Unit 2: Skeletal System
Performance Tasks:
Students identify bone structure and function.
Students explain why bone cell structure is different from other cells.
Students discuss skeletal system disorders.
Students describe how bones are classified and named, and can name multiple bones of the body.
Students describe bone development, remodeling, and repair.
Students describe the different types of joints, as well as the movements permitted by those joints.
Students describe how the skeletal system helps maintain homeostasis.
Students discuss a disease related to the skeletal system.
Students discuss a career related to the skeletal system.
Unit 3: Muscular System
Performance Tasks:
Students explain how the muscular system interacts with the nervous system.
Students compare and contrast mitochondria number and function in muscle cells with other
body cells.
Students construct a flow chart demonstrating the sequence of events leading to muscular contraction.
Students discuss a disease related to the muscular system.
Students discuss a career related to the muscular system.
Unit 4: Nervous & Endocrine Systems
Performance Tasks:
Students describe feedback loops involving the nervous and endocrine systems.
Students explain how the peripheral and central nervous system communicate within body.
Students explain how both the nervous system and endocrine system work with other systems in body.
Students compare and contrast nerve cells with other body cells.
Students describe how information is sent to the brain.
Students describe how metabolism, growth, development, and homeostasis are controlled by glands.
Students identify that hormones are forms of proteins coded for by DNA.
Students discuss a disease related to the nervous/endocrine system.
Students discuss a career related to the nervous/endocrine system.
Other Evidence:
Performance tasks will be assessed using the following methods, including the use of grading rubrics
when appropriate:
Written work/reports
Laboratory data collection and reports
Study Guides, Worksheets, Webquests
Anatomical diagrams/labeling
Student self-reflection
Quizzes
End of Unit Tests
Common District Course Assessment at semester ends - end of Unit 4 and end of Unit 8
Types of Learning Activities
Direct Instruction
X_Structured
Overview
X_MiniPresentation
X_Drill & Practice
__Demonstration
__ Other (list)
X Video
X Phone Calls
X Email
X Course
Announcements
Other:
Indirect
Instruction
__Problem-based
X_Case Studies
X_Inquiry
X_Reflective
Practice
X_Project
X_Paper
__Concept
Mapping
__Other (list)
Experiential
Learning
__Virt. Field Trip
X_Experiments
__Simulations
X_Games
__Field Observ.
__Role-Play
X_Model Bldg.
__Surveys
__Other (list)
Independent
Study
X_Essays
X_Self-paced
Computer
X_Journals
X_Learning Logs
X_Reports
X_Directed Study
X_Research
Projects
__Other (list)
X__Anatomy
Coloring
Interactive
Instruction
X_Discussion
__Debates
__Role Playing
__Panels
__Peer Partner
Learning
__Project Team
__Lab Groups
__Think/Pair/Share
X_Cooperative
Learning
__Tutorial Groups
X__Interviewing
__Conferencing
__Other (list)
X_Blogs
X “Publishing”
Work Products
Learning Activities
These learning activities are aligned with the successful completion of the course learning goals and
progress towards these learning activities will be reported monthly on a progress report.
Unit 1 – Humans: Organization & Composition
Duration: Week 1-4
Essential Questions:
Essential Understandings:
What is science?
How is the human body organized at
the micro and macro levels?
What is special about molecules
inside living things (biomolecules)?
How do cells capture & use energy?
What is the purpose of DNA?
How does the human body regulate
its internal environment at the micro
and macro levels?
What is health & what is disease?
I understand that science describes the
natural world at the micro & macro levels.
I understand that scientists use a logical
process (the scientific method) for exploring
& explaining the natural world.
I understand the human body is organized
in inter-related systems that can be studied
at micro & macro levels.
I understand homeostasis and feedback
systems regulate the internal environment
of the body.
I understand basic terms used to describe
the anatomy of the human body.
I understand the concepts of health and
disease as they relate to human body
systems at the micro and macro levels.
Learning Targets:
I can discuss what science IS and IS NOT,
using selected terms from Unit 1
vocabulary.
I can describe, in general terms, how the
human body is organized using the
concepts of “body systems” and “levels
of organization.”
I can define the general characteristics
of “biomolecules.”
I can outline how cells capture & use
energy with appropriate use of selected
Unit 1 vocabulary words.
I can define several main functions of
DNA?
I can define the concept of homeostasis
and feedback systems as they relate to
the human body, and provide several
examples at the micro and macro levels.
I can use basic anatomical terms to
describe orientations in the human
body.
I can define health & disease in terms of
human body systems at the micro and
macro levels.
Date
Turned In
Learning Activities/Assignments
Pacing Guide – print & post to help you stay on track
Welcome Unit – email teacher according to instructions
What Do You Know About The Human Body?
What is Science?
Unit 1 Vocabulary
Wing & I Lab (inspecting tissue types in chicken wing)
Tissues of the Body (video, web & text reading, worksheet)
Biomolecules (video, web & text reading, worksheet)
Cell Organization
Assignment
Type
PRINT
EMAIL
SELF-TEST
FLASHCARDS
LAB
ASSIGN
ASSIGN
Points
Possible
10
Score
Received
Homeostasis / Feedback Systems
Anatomical Terms
Health & Disease
Unit 1 Assessment
Unit 2 – Skeletal System
Duration: Week 5-8
Essential Questions:
Essential Understandings:
Learning Targets:
How is the skeletal system organized at
the micro & macro levels?
I understand how the skeletal system
organized at the micro & macro levels.
I can discuss how the skeletal system
organized at the micro & macro levels.
What are the names, locations &
functions of the main bones & joints in
the human skeleton?
I understand the names, locations and
function of the main bones & joints in
the human skeleton.
I can identify the names, locations and
functions of the main bones & joints in
the human skeleton?
How is bone cell structure different
from other cells?
I understand how is bone cell structure
different from other cells.
I can describe how is bone cell structure
different from other cells.
How do bones grow, remodel, and
repair?
I understand how bones grow, remodel,
and repair?
How does the skeletal system help
maintain homeostasis?
I understand how the skeletal system
help maintain homeostasis?
I can describe how bones grow, remodel,
and repair using vocabulary from Unit 2
accurately.
What do we need to do to keep bones
healthy over the lifetime?
I understand lifestyle choices that
support bone health across the lifespan.
What are some common disorders of
the skeletal system?
I understand causes, symptoms,
treatments and prevention of at least
one disease/disorder of the skeletal
system.
What are the main functions of the
skeletal system?
What careers relate to the skeletal
system?
Date
Turned In
I understand the main functions of the
skeletal system?
I understand job responsibilities and
educational background for at least one
career related to the skeletal system.
Learning Activities/Assignments
Unit 2 Vocabulary
Bone Mini-Lab
Anatomy of a Bone
Skeletal System Poster
I can outline the main functions of the
skeletal system.
I can explain how the skeletal system
helps maintain homeostasis.
I can outline lifestyle choices that
support bone health.
I can discuss causes, symptoms,
treatments & prevention of at least one
disorder of the skeletal system.
I can discuss job responsibilities and
educational background for at least one
career related to the skeletal system.
Assignment
Type
FLASHCARDS
LAB
COLORING
DIAGRAM
POSTER
(shared with
Points
Possible
Score
Received
Joints
Ligaments & Tendons
Baby Bones – How Bones Grow
Broken Bone – How Bone Repairs
Homeostasis & the Skeletal System
Bone Blog
Diseases/Disorders of the Skeleton
Careers Related to Skeletal System
Unit 2 Assessment
class)
CHART
LAB
BLOG
REPORT
(shared)
JOURNAL
(shared)
Unit 3 – The Muscular System
Duration: Week 9-12
Essential Questions:
Essential Understandings:
Learning Targets:
How do muscles interact with the
nervous system?
I understand how the muscular system
interacts with the nervous system.
I can outline how the muscular system
interacts with the nervous system.
How are muscle cells similar to and
different from other cells in the body?
I understand similarities & differences
between muscle cells and other cells of
the body.
I can compare and contrast how muscle
cells are similar to and different from
other cells of the body.
I understand the sequence of events
leading to muscular contraction,
accurately using Unit 3 vocabulary.
I can demonstrate the sequence of
events leading to muscular contraction,
accurately using Unit 3 vocabulary.
I understand how the muscular and
skeletal system interact to produce
movement, providing at least two
specific examples.
I can describe how the muscular and
skeletal system interact to produce
movement, providing at least two
specific examples.
I understand the names & locations of
the main anterior & posterior muscles.
I can name & locate main anterior &
posterior muscles.
I understand factors important in
keeping the muscular system healthy.
I can discuss factors important in
keeping the muscular system healthy.
I understand the causes, symptoms,
treatments and prevention of at least
one disease related to the muscular
system.
I can outline the causes, symptoms,
treatments and prevention of at least
one disease related to the muscular
system.
I understand the job responsibilities &
educational background for at least one
career related to the muscular system.
I can discuss the job responsibilities &
educational background for at least one
career related to the muscular system.
What is the main function of the
muscular system?
What is the sequence of events that
lead to muscle contraction?
How do muscles interact with the
skeletal system to produce movement?
What are the main muscles of the body?
What is necessary to keep muscles
healthy through the lifespan?
What are some diseases related to the
muscular system?
What are some careers related to the
muscular system?
I understand the main functions of the
muscular system.
I can explain the main functions of the
muscular system.
Date
Turned In
Learning Activities/Assignments
Unit 3 Vocabulary
Anatomy of a Muscle – Macro to Micro
Sacromere Lab
Muscle Matching Activity - Anterior
Muscle Matching Activity - Posterior
Muscular Activity Lab
Healthy Muscles Activity
Homeostasis & the Muscular System
Muscle Aches, Pains & Sprains
Disorders/Diseases of the Muscular System
Careers Relating to Muscular System
Unit 3 Assessment
Assignment
Type
FLASHCARDS
Points
Possible
Score
Received
LAB
POSTER
POSTER
LAB
BLOG
REPORT
(shared)
JOURNAL
(Shared)
TEST
Unit 4 – The Nervous & Endocrine System
Duration: Week 13-17
Essential Questions:
Essential Understandings:
What are the main functions of the
nervous & endocrine systems?
I understand the main functions of the
nervous & endocrine systems.
Learning Targets:
How are the nervous & endocrine
systems organized at the micro & macro
levels?
I understand the names, locations and
functions of main structures in the
nervous & endocrine systems.
I can identify names and locations of
main structures in the nervous &
endocrine systems.
What are the names & locations of the
main structure in the nervous &
endocrine systems?
I understand feedback loops involving
the nervous and endocrine systems.
I can describe feedback loops involving
the nervous and endocrine systems.
I understand how the peripheral and
central nervous system communicate
within body.
I can explain how the peripheral and
central nervous system communicate
within body accurately using Unit 4
vocabulary.
How are nerve cells different from and
similar to other body cells?
How do feedback loops operate in the
nervous & endocrine systems?
How do the nervous & endocrine
systems work with the other systems in
the body?
How is the endocrine system related to
metabolism, growth & development?
How does the endocrine system help
maintain homeostasis?
I understand how the nervous system
and endocrine system work with other
systems in body.
I understand similarities and differences
between nerve cells with other body
cells.
I can describe the main functions of the
nervous & endocrine systems.
I can explain how the nervous system
and endocrine system work with other
systems in body.
I can compare and contrast nerve cells
with other body cells.
I understand how information is sent to
the brain.
I can describe how information is sent to
the brain.
I understand how metabolism, growth,
development, and homeostasis are
I can describe how metabolism, growth,
development, and homeostasis are
What are hormones & how are they
produced?
What do we need to do to keep the
nervous & endocrine systems healthy
over the lifetime?
What are some common disorders of
the nervous & endocrine systems?
What careers relate to the nervous &
endocrine system?
Date
Turned In
controlled by glands.
controlled by glands.
I understand that hormones are forms
of proteins coded for by DNA.
I can identify that hormones are forms
of proteins coded for by DNA.
I understand measures for keeping the
nervous & endocrine systems healthy
across the lifespan.
I can outline measures for keeping the
nervous & endocrine systems healthy
across the lifespan.
I understand causes, symptoms,
treatments & prevention of at least one
disease related to the
nervous/endocrine system.
I can discuss causes, symptoms,
treatments & prevention of at least one
disease related to the
nervous/endocrine system.
I understand job responsibilities and
educational background for at least one
career related to the nervous/endocrine
system, and can self-reflect about
whether I would want that career.
I can outline job responsibilities and
educational background for at least one
career related to the nervous/endocrine
system, and can self-reflect about
whether I would want that career.
Learning Activities/Assignments
Unit 4 Vocabulary
Nervous System Functions
Anatomy of a Nerve Cell
Build a Nerve Cell
Anatomy of the Brain & Nervous System
WebQuest for the Brain
Synapses & Neurotransmitters
Five Senses - Video
Light Switch for Neurons – Video
Healthy Brain
Brain & Addiction
Diseases/Disorders of the Nervous System
Careers Related to the Nervous System
Endocrine System Anatomy
Homeostasis & the Endocrine System
Diseases/Disorders of the Endocrine System
Unit 4 Assessment
END OF SEMESTER FINAL TEST
Assignment
Type
FLASHCARDS
Points
Possible
COLORING
DIAGRAM
POSTER
(shared)
JOURNAL
BLOG
REPORT
(shared with
class)
JOURNAL
(shared)
FINAL
100
Score
Received