Hackettstown
HACKETTSTOWN, NEW JERSEY
ANATOMY & PHYSIOLOGY
Grade 11 or 12
CURRICULUM GUIDE
FINAL DRAFT
August 2015
Mr. David C. Mango, Superintendent
Ms. Nadia Inskeep, Director of Curriculum & Instruction
Developed by:
Mrs. Patricia Miller, Teacher of Science
This curriculum may be modified through varying techniques,
strategies and materials, as per an individual student’s
Individualized Education Plan (IEP).
Approved by the Hackettstown Board of Education
At the regular meeting held on
8/19/2015
And
Aligned with the New Jersey Core Curriculum Content Standards
And Common Core Content Standards
Hackettstown
Table of Contents
Philosophy and Rationale: 2
Mission Statement: 2
Units: 2-33
NJ Content Standards: 33
21st Century Skills: 33-34
Philosophy and Rationale
This rigorous college-preparatory science course includes a detailed study of many human body systems.
Anatomy and physiology will relate structure and function to provide an integrated view of how the human
body works. Numerous applications and everyday examples will show how the human responds to disease,
injuries, as well as what conditions help to optimize health. Computer simulations and/or optional dissections of
various body parts (using mammalian animal specimens) will be used to show how anatomy (structure) relates
to physiology (function). The course reviews biochemistry, cell biology, organ systems and the homeostatic
balance maintained by the various structures of the human body.
Mission Statement
Building on Tradition and success, the mission of the Hackettstown School District is to educate and inspire
students through school, family and community partnerships so that all become positive, contributing members
of a global society, with a life-long commitment to learning.
Stage 1: Desired Results
Unit I: The Human Body: An Orientation
Topic: Introduction to Anatomy and Physiology
5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific
explanations.
5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build evidence-based models and
to pose theories.
5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls,
and presenting evidence.
5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of
central tendencies, causal/correlational relationships, and anomalous data.
5.1.12.B.2 Build, refine, and represent evidence-based models using mathematical, physical, and computational
tools.
5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to
established scientific knowledge, models, and theories.
5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and
reviewing explanations.
5.1.12.C.1 Reflect on and revise understandings as new evidence emerges.
5.1.12.C.2 Use data representations and new models to revise predictions and explanations.
5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence-based arguments.
Hackettstown
5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others’
ideas, observations, and experiences.
5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and
diagrams.
5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals
with respect for their safety and welfare.
5.3.12 A.1 Represent and explain the relationship between the structure and function of each class of complex
molecules using a variety of models.
5.3.12.A.2 Demonstrate the properties and functions of enzymes by designing and carrying out an experiment.
5.3.12.A.3 Predict a cell’s response in a given set of environmental conditions.
5.3.12.A.5 Describe modern applications of the regulation of cell differentiation and analyze the benefits and
risks (e.g., stem cells, sex determination).
5.3.12.A.6 Describe how a disease is the result of a malfunctioning system, organ, and cell, and relate this to
possible treatment interventions (e.g., diabetes, cystic fibrosis, lactose intolerance).
5.3.12.B.5 Investigate and describe the complementary relationship (cycling of matter and flow of energy)
between photosynthesis and cellular respiration.
5.3.12.B.6 Explain how the process of cellular respiration is similar to the burning of fossil fuels.
Essential Questions
Enduring Understandings
Inquiry is the integration of process skills,
What are the functions of living organisms?
application of scientific content and critical
How is the human body organized, and how do we study it? thinking to solve problems.
What is the relationship between anatomy and physiology?
Science is the method of observation and
investigation used to understand our world.
What are some specialties of each discipline?
What are the major levels of organization in living
organisms?
What are the 11 major organ systems and their
components?
What is homeostasis?
Living things can be described, organized, and
classified for understanding.
Cells are a complex assemblage of interacting and
changing chemical, physical and biological
processes.
Different types of cells work together to form
tissues that carry out specific functions.
How does the body regulate and communicate with itself?
Homeostasis is the key to all life processes.
How are positive and negative feedback involved in
homeostasis?
Positive and negative feedback systems are vital
to homeostatic regulation.
Why is it important to use the correct anatomical terms?
What are the major body cavities and their subdivisions?
Medical terminology is essential when describing
anatomic structure and physiology. These terms
are universally known.
Knowledge and Skills: (Focus of Instruction)
Students will be instructed on: An Introduction to Anatomy and Physiology
 Life functions & needs
Hackettstown
 Biological levels of structural organization
 Feedback loops
a. Homeostasis
b. Positive feedback
c. Negative feedback
 Anatomy terminology
a. Regional terms
b. Directional terms
c. Body planes & Sections
d. Body cavities
Learning Expectations/Objectives
Stage 2: Evidence of Understanding
Hackettstown Benchmarks: (Do or Say)
Students will be able to:
Describe the basic functions of living organisms.
Explain the relationship between anatomy and physiology, and describe various specialties of each discipline.
Identify the major levels of organization in living organisms - from cells to systems.
Identify the 11 organ systems of the human body and the major components of each system.
Use anatomical terms to describe body sections, body regions, and relative positions.
Identify the major body cavities and their subdivisions.
Explain the concept of homeostasis.
Recall the processes of cellular diffusion and osmosis, and explain their physiological roles.
Describe how negative feedback and positive feedback are involved in homeostatic regulation.
Relate homeostatic feedback mechanisms to proper body function (body temperature, sugar levels. etc.).
Assessment Methods:
 Homework assignments
 Tests and quizzes
 Research based projects
 Written lab reports
 Group work with Peers
 Lab practicals
Formative:
1. Daily short quizzes target the new terms from the previous discussions to check for understanding as new
concepts are introduced.
2. Lab activities (including, but not limited to the following)
 Measuring heart rate to analyze the scientific method & experimental design.
 Laboratory on physiological effects of exercise
 Observing homeostasis
 Yeast activity
 Play-Dough Dissection Lab (simulated surgery)
 Modeling proper dissection techniques
 Anatomical Language Application Activity
 Dissection of a Potato Lab
Summative:
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1. Chapter Test
2. Unit Project
Other Evidence and Student Self-Assessment:
Student Self-Assessment
Students will review their class notes nightly to check their understanding and to prepare for quizzes.
Stage 3: Learning Plan
A. To show evidence students will exhibit understanding through successfully completing labs, daily quizzes,
individual research projects and unit tests.
B. Instructor will provide differentiated instruction through any and all of the following strategies:

Readiness/ability

Adjusting questions

Compacting Curriculum

Tiered Assignments

Acceleration/Deceleration

Peer teaching
C. Students will reflect, rethink, revise, and refine by
• Going back and making corrections on their graded quizzes and labs.
• Engaging in and asking questions during class discussions/activities.
• Participating in review activities prior to major assessments
Time Allotment: 1.5 weeks
Resources:
Student Materials: Martini, Nath, Fundamentals of Anatomy & Physiology, 9th Edition
Study Guide for Human Form, Human Function (2011) Hull
Technology:
 On-line activity related to relative body position.
http://www.wisc-online.com/objects/ViewObject.aspx?ID=AP15305
 On-line activity exploring health careers. http://explorehealthcareers.org/en/home
Teaching Materials: Martini, Nath, Fundamentals of Anatomy & Physiology, 9th Edition;
Instructor's Manual;
Atlas of The Human Body;
Lab Manual
Teaching Resources: Instructor Resource DVD with Test Generator
Stage 1: Desired Results
Unit II: The Skeletal System
Topic: The Development & Functions of the Bones
Content Standards
5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central
scientific explanations.
5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build evidence-based models
and to pose theories.
5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing
controls, and presenting evidence.
Hackettstown
5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of
central tendencies, causal/correlational relationships, and anomalous data.
5.1.12.B.2 Build, refine, and represent evidence-based models using mathematical, physical, and computational
tools.
5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to
established scientific knowledge, models, and theories.
5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and
reviewing explanations.
5.1.12.C.1 Reflect on and revise understandings as new evidence emerges.
5.1.12.C.2 Use data representations and new models to revise predictions and explanations.
5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence-based arguments.
5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others’
ideas, observations, and experiences.
5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and
diagrams.
5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals
with respect for their safety and welfare.
5.3.12.A.3 Predict a cell’s response in a given set of environmental conditions.
5.3.12.A.5 Describe modern applications of the regulation of cell differentiation and analyze the benefits and
risks (e.g., stem cells, sex determination).
5.3.12.A.6 Describe how a disease is the result of a malfunctioning system, organ, and cell, and relate this to
possible treatment interventions (e.g., diabetes, cystic fibrosis, lactose intolerance).
5.3.12.B.6 Explain how the process of cellular respiration is similar to the burning of fossil fuels.
Essential Questions
Enduring Understandings
What are functions of the skeletal system?
The skeletal system is instrumental in the support,
How are bones formed and maintained?
movement, and protection of the body.
How do the structures of the skeletal system aid in
maintaining homeostasis within the human body?
Bones are dynamic organs that interact and support
What diseases are associated with this system?
other systems of the body.
What is the structure and function of bone tissue?
What are the subdivisions of the skeletal system?
Bone cells and tissue structures have certain structures
What bones make up the axial skeleton? The
and functions.
appendicular skeleton?
How do the structures of the skeletal system provide
Axial and appendicular segments of the skeleton have
the body with support and movement of joints?
important roles for the body.
What are the four main types of bones and their
related functions?
Joints have different compositions and shapes enabling
What are the main types of fractures?
varying levels of mobility.
What bones make up the shoulder and pelvic girdles?
What are the similarities and differences between the Prognosis and treatment for fractures depends on
male and female pelvis?
fracture type, age and health of the individual.
Knowledge and Skills: (Focus of Instruction)
Students will be instructed on: The Human Skeletal System
 Functions of skeletal system (support, protection, aid in movement, storage and blood cell formation)
 The role of the skeletal system in maintaining homeostasis
 Classification of bones
Hackettstown
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The process of intramembranous & endochondral ossification
Anatomy of a long bone
Major bones which comprise the axial and appendicular skeleton
Names of the bones which comprise the skull, vertebral column, thoracic cage, pectoral girdle,
upper limbs, pelvic girdle, and lower limbs
 The work of bones and muscles to maintain position and produce movement
 Different joints or articulations within the body and how they aid the body in various movements
 The anatomy and histology of bone tissue
 The development, growth and aging of the skeleton
 Types of fractures and bone growth/repair
 Diseases and disorders affecting the skeletal system and how they are treated
Learning Expectations/Objectives
Stage 2: Evidence of Understanding
Hackettstown Benchmarks: (Do or Say)
Students will be able to:
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Describe the general structure and function of bone tissue.
Distinguish between intramembranous and endochondral bones and their development.
Differentiate between the axial and appendicular skeleton.
Analyze the four main types of bones and their related functions.
Summarize the three classes of joints.
Relate basic principles of physics to skeletal/muscular movements.
Identify on a skeleton or diagram the bones of the shoulder and pelvic girdles and their attached limbs.
Identify the bones that comprise the skull, vertebral column, thoracic cage, pectoral girdle, upper limbs,
pelvic girdle, and lower limbs.
 Compare and contrast the structure of the male and female pelvis.
 Describe and analyze the prognosis for the main types of fractures.
 Apply abnormal bone anatomy and physiology to explain disease.
Assessment Methods:
 Homework assignments
 Tests and quizzes
 Research based projects
 Written lab reports
 Group work with Peers
 Lab practicals
Formative:
1. Daily short quizzes target the new terms from the previous discussions to check for understanding as new
concepts are introduced.
2. Lab activities (including, but not limited to the following)
 Bone dissection (chicken & cow)
 Bone & joint identification
 The microscopic structure of bone
 Comparison of human skeletons to determine age & sex
 The assembly and correct articulation of a human skeleton
 The interpretation of x-rays to identify types of fractures, joints, and their appropriate bone locations
Hackettstown
Summative:
1. Chapter Test
2. Unit Project
Other Evidence and Student Self-Assessment:
Student Self-Assessment
Students will review their class notes nightly to check their understanding and to prepare for quizzes.
Stage 3: Learning Plan
A. To show evidence students will exhibit understanding through successfully completing labs, daily quizzes,
individual research projects and unit tests.
B. Instructor will provide differentiated instruction through any and all of the following strategies:

Readiness/ability

Adjusting questions

Compacting Curriculum

Tiered Assignments

Acceleration/Deceleration

Peer teaching
C. Students will reflect, rethink, revise, and refine by
• Going back and making corrections on their graded quizzes and labs.
• Engaging in and asking questions during class discussions/activities.
• Participating in review activities prior to major assessments
Time Allotment: 3 weeks
Resources:
Student Materials: Martini, Nath, Fundamentals of Anatomy & Physiology, 9th Edition
Study Guide for Human Form, Human Function (2011) Hull
Technology:
 On-line activities: http://www.getbodysmart.com/~getbodys/ap/skeletalsystem/skeleton/menu/menu.html
http://www.innerbody.com/image/skelfov.html
 On-line activity exploring health careers = http://explorehealthcareers.org/en/home
Teaching Materials: Martini, Nath, Fundamentals of Anatomy & Physiology, 9th Edition;
Instructor's Manual;
Atlas of The Human Body;
Lab Manual
Teaching Resources: Instructor Resource DVD with Test Generator
Stage 1: Desired Results
Topic: Homeostasis = Digestion & Absorption
Unit III: The Digestive System
Content Standards
5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific
explanations.
Hackettstown
5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build evidence-based models and
to pose theories.
5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls,
and presenting evidence.
5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of
central tendencies, causal/correlational relationships, and anomalous data.
5.1.12.B.2 Build, refine, and represent evidence-based models using mathematical, physical, and computational
tools.
5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to
established scientific knowledge, models, and theories.
5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and
reviewing explanations.
5.1.12.C.1 Reflect on and revise understandings as new evidence emerges.
5.1.12.C.2 Use data representations and new models to revise predictions and explanations.
5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence-based arguments.
5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others’
ideas, observations, and experiences.
5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and
diagrams.
5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals
with respect for their safety and welfare.
5.3.12 A.1 Represent and explain the relationship between the structure and function of each class of complex
molecules using a variety of models.
5.3.12.A.2 Demonstrate the properties and functions of enzymes by designing and carrying out an experiment.
5.3.12.A.3 Predict a cell’s response in a given set of environmental conditions.
5.3.12.A.5 Describe modern applications of the regulation of cell differentiation and analyze the benefits and
risks (e.g., stem cells, sex determination).
5.3.12.A.6 Describe how a disease is the result of a malfunctioning system, organ, and cell, and relate this to
possible treatment interventions (e.g., diabetes, cystic fibrosis, lactose intolerance).
5.3.12.B.2 Use mathematical formulas to justify the concept of an efficient diet.
5.3.12.B.5 Investigate and describe the complementary relationship (cycling of matter and flow of energy)
between photosynthesis and cellular respiration.
5.3.12.B.6 Explain how the process of cellular respiration is similar to the burning of fossil fuels.
Essential Questions
Enduring Understandings
What is the overall function of the digestive system?
Foods must be modified physically and
What are the main and the accessory organs of the
chemically before nutrients can be absorbed and
alimentary canal?
used.
What is the general function of each digestive organ?
How does the body breakdown and process food into usable The digestive system breaks down ingested food
energy for the body?
into components that can be absorbed into the
What stimulates and controls of digestive activity?
blood.
What are the structures and functions of the mouth?
How do hormones function in the digestive process?
Metabolism is the series of reactions that produces
What is the metabolic role of the liver?
ATP which is used to power cellular functions.
What are the end products of protein, fat, and carbohydrate
digestion?
The digestive system helps to maintain
What is a nutrient and kilocalorie?
homeostasis by breaking down and assimilating
What are the six major nutrient categories and why are they food products.
important for the cell?
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What are some dietary sources of each of the six nutrient
categories?
Why is energy balance important in the body?
What is the importance of pH to the digestive process and
homeostasis?
What are the components of a balanced diet?
How do dysfunctions of the digestive system lead to
disease?
Knowledge and Skills: (Focus of Instruction)
pH imbalances may cause a disruption in
digestive and metabolic processes.
Chemical changes affect structure and function of
living things.
Diseases and disorders of the digestive system can
lead to homeostatic imbalance.
Students will be instructed on: The Human Digestive System
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Organs of the alimentary canal and their functions.
The peritoneum and its reflections.
Accessory digestive organs and their functions.
The role of the mouth and its components in initiating the digestive process.
Teeth – growth and health.
Gastrointestinal processes and controls.
Nutrition and metabolism.
Calories and a balanced diet.
Biochemistry of nutrients & their cellular use (carbohydrates, lipids, proteins, vitamins & minerals)
Enzymes role during digestion.
The concept of pH and the mechanisms used to maintain an acid-base balance.
Diseases and disorders of the digestive system.
Learning Expectations/Objectives
Stage 2: Evidence of Understanding
Hackettstown Benchmarks: (Do or Say)
Students will be able to:
 List, in sequence, each of the component parts or segments of the alimentary canal from mouth to anus
and identify the accessory organs of digestion that are located within, or open into, the gastrointestinal
tract.
 Describe the structures of the mouth and their importance to the beginning of digestion.
 Evaluate the importance of the vermiform appendix.
 Describe the function of hormones in the digestive process.
 Describe the metabolic role of the liver.
 List and discuss important properties of digestive enzymes.
 Identify and discuss the absorption of nutrients resulting from the digestive process and the structures
into which they are absorbed.
 Compare and contrast mechanical and chemical digestion.
 Compare and contrast catabolism and anabolism.
 Compare and contrast the structure and function of proteins, carbohydrates, lipids and nucleic acids.
 Apply acids, bases and electrolytes to the digestive process and homeostasis.
 Discuss the compensatory mechanism that returns blood pH to near-normal levels in case of pH
imbalances.
 Explain the importance of energy balance in the body.
 Evaluate their diets and create a balanced diet plan.
Hackettstown
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Analyze how digestive dysfunctions create illnesses such as diabetes.
Evaluate and discuss advances in treating current medical diseases and/or disorders.
Assessment Methods:
 Homework assignments
 Tests and quizzes
 Research based projects
 Written lab reports
 Group work with Peers
 Lab practicals
Formative:
1. Daily short quizzes target the new terms from the previous discussions to check for understanding as new
concepts are introduced.
2. Lab activities (including, but not limited to the following)
 Testing Nutrients Lab
 Acid/Base Lab
 “Cheeseburger” digestion project
 Nutrition log
 Digestion of Food Particles Lab
 “In Search of a Healthy Diet”
Summative:
1. Chapter Test
2. Unit Project
Other Evidence and Student Self-Assessment:
Student Self-Assessment
Students will review their class notes nightly to check their understanding and to prepare for quizzes.
Stage 3: Learning Plan
A. To show evidence students will exhibit understanding through successfully completing labs, daily quizzes,
individual research projects and unit tests.
B. Instructor will provide differentiated instruction through any and all of the following strategies:

Readiness/ability

Adjusting questions

Compacting Curriculum

Tiered Assignments

Acceleration/Deceleration

Peer teaching
C. Students will reflect, rethink, revise, and refine by
• Going back and making corrections on their graded quizzes and labs.
• Engaging in and asking questions during class discussions/activities.
• Participating in review activities prior to major assessments
Hackettstown
Time Allotment: 3.5 weeks
Resources:
Student Materials: Martini, Nath, Fundamentals of Anatomy & Physiology, 9th Edition
Study Guide for Human Form, Human Function (2011) Hull
Technology:
 On-line activities: http://www.innerbody.com/image/digeov.html
http://www.niddk.nih.gov/health-information/health-topics/Anatomy/your-digestive-system/Pages/anatomy.aspx
http://www.mayoclinic.org/digestive-system/sls-20076373
 On-line activity exploring health careers. http://explorehealthcareers.org/en/home
Teaching Materials: Martini, Nath, Fundamentals of Anatomy & Physiology, 9th Edition;
Instructor's Manual;
Atlas of The Human Body;
Lab Manual
Teaching Resources: Instructor Resource DVD with Test Generator
Stage 1: Desired Results
Unit IV: The Muscular System
Topic: Metabolism & Functions of the Muscles
Content Standards
5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific
explanations.
5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build evidence-based models and
to pose theories.
5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls,
and presenting evidence.
5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of
central tendencies, causal/correlational relationships, and anomalous data.
5.1.12.B.2 Build, refine, and represent evidence-based models using mathematical, physical, and computational
tools.
5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to
established scientific knowledge, models, and theories.
5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and
reviewing explanations.
5.1.12.C.1 Reflect on and revise understandings as new evidence emerges.
5.1.12.C.2 Use data representations and new models to revise predictions and explanations.
5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence-based arguments.
5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others’
ideas, observations, and experiences.
5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and
diagrams.
5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals
with respect for their safety and welfare.
5.3.12 A.1 Represent and explain the relationship between the structure and function of each class of complex
molecules using a variety of models.
Hackettstown
5.3.12.A.2 Demonstrate the properties and functions of enzymes by designing and carrying out an experiment.
5.3.12.A.3 Predict a cell’s response in a given set of environmental conditions.
5.3.12.A.5 Describe modern applications of the regulation of cell differentiation and analyze the benefits and
risks (e.g., stem cells, sex determination).
5.3.12.A.6 Describe how a disease is the result of a malfunctioning system, organ, and cell, and relate this to
possible treatment interventions (e.g., diabetes, cystic fibrosis, lactose intolerance).
5.3.12.B.5 Investigate and describe the complementary relationship (cycling of matter and flow of energy)
between photosynthesis and cellular respiration.
5.3.12.B.6 Explain how the process of cellular respiration is similar to the burning of fossil fuels.
Essential Questions
Enduring Understandings
What are the major functions of the muscular system?
The muscular system plays a major role in
How do the different types of muscle aid the body in
movement, support and homeostasis of the human
maintaining homeostasis?
organism.
How do muscles move on a microscopic and macroscopic
Muscle cells are a complex assemblage of
level?
interacting and changing chemical, physical and
What is the structure and function of the three types of
biological processes.
muscle tissue?
Different types of cells work together to form
Where is each type of muscle tissue found?
tissues that carry out specific functions.
What is the sliding filament theory?
Blood flow, breathing, and digestion cannot occur
What is the role of actin and myosin containing filaments?
without muscle tissue.
What are the key steps involved in the contraction of
The three muscle types have a unique structure
skeletal muscle fiber?
and function.
How are muscles named?
Muscle contraction is a complex series of steps in
What are the similarities of aerobic and anaerobic
a cascade.
metabolism & endurance?
Muscles can be named for their location, their
What is muscle fatigue?
fiber direction or how they are arranged.
Muscle fatigue is linked to several factors
including how food is broken down in the body.
Human activities impact and alter cellular
environments.
Knowledge and Skills: (Focus of Instruction)
Students will be instructed on: The Human Muscular System
 Functions of the muscular system (support and external & internal movement).
 Muscle types & their relationship to body functions and the maintenance of homeostasis.
 Listing, locating in the body, and comparing the structure and function of the three major types of
muscle tissue.
 The locations and actions of the major superficial skeletal muscles.
 Microscopic anatomy of the three types of muscle tissue.
 The biochemistry of muscle action.
 Aerobic & anaerobic respiration and muscle fatigue.
 Stimulation and the process of the contraction of a skeletal muscle fibers.
 The structure of a sarcomere and how it allows for the mechanism of muscle contraction
(sliding filament theory).
 The difference between a twitch and a sustained contraction
 Muscle movements, types, and names.
 The major muscle naming process (by location, action, or shape).
 Nutrition, exercise and healthy muscles.
 Diseases and disorders affecting the muscular system
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Learning Expectations/Objectives
Stage 2: Evidence of Understanding
Hackettstown Benchmarks: (Do or Say)
Students will be able to:
 Describe the functions of muscles.
 Compare and contrast the structure and function of the three types of muscle tissue and where they
are located in the body.
 Compare and contrast the types of body movements.
 Identify major superficial muscles and their actions.
 Explain how disorders of the muscular system can lead to homeostatic imbalance.
 Describe the structure of a skeletal muscle fiber.
 Explain how a muscle fiber contraction occurs.
 Distinguish between a twitch and a sustained contraction
 Understand that major muscles are named for their location, action, or shape.
 Describe the microscopic structure of the three types of muscle tissue.
 Describe how an action potential is initiated in a muscle cell.
 Explain the major events of skeletal muscle fiber contraction (Sliding Filament Theory).
 Analyze the macroscopic and microscopic structure of skeletal muscle and explain the role of actin and
myosin containing filaments.
 List some criteria used in naming muscles.
 Compare and contrast aerobic and anaerobic endurance, including muscle fatigue, and explain its
implications for muscle performance.
 Evaluate health implications of supplements (creatine, steroids, etc.) and weight training.
Assessment Methods:
 Homework assignments
 Tests and quizzes
 Research based projects
 Written lab reports
 Group work with Peers
 Lab practicals
Formative:
1. Daily short quizzes target the new terms from the previous discussions to check for understanding as new
concepts are introduced.
2. Lab activities (including, but not limited to the following)
 Chicken wing dissection demonstrating tendons, ligaments and muscle movements.
 Muscle histology (Analyze muscle tissue specimens under the microscope by sketching and interpreting
their findings by answering questions.)
 Muscle Model Building (Create a model demonstrating the macroscopic structures and layers.)
 Muscle Fatigue Lab. (To determine which factors influence muscle fatigue. Students design and conduct
an experiment to test their hypothesis, record and interpret data and draw conclusions.)
Summative:
1. Chapter Test
2. Unit Project
Other Evidence and Student Self-Assessment:
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Student Self-Assessment
Students will review their class notes nightly to check their understanding and to prepare for quizzes.
Stage 3: Learning Plan
A. To show evidence students will exhibit understanding through successfully completing labs, daily quizzes,
individual research projects and unit tests.
B. Instructor will provide differentiated instruction through any and all of the following strategies:

Readiness/ability

Adjusting questions

Compacting Curriculum

Tiered Assignments
 Acceleration/Deceleration
 Peer teaching
C. Students will reflect, rethink, revise, and refine by
• Going back and making corrections on their graded quizzes and labs.
• Engaging in and asking questions during class discussions/activities.
• Participating in review activities prior to major assessments
Time Allotment: 2 weeks
Resources:
Student Materials: Martini, Nath, Fundamentals of Anatomy & Physiology, 9th Edition
Study Guide for Human Form, Human Function (2011) Hull
Technology:
 On-line activities: http://www.getbodysmart.com/~getbodys/ap/muscletissue/menu/menu.html
http://www.getbodysmart.com/~getbodys/ap/muscularsystem/menu/menu.html
 On-line activity exploring health careers. http://explorehealthcareers.org/en/home
Teaching Materials: Martini, Nath, Fundamentals of Anatomy & Physiology, 9th Edition;
Instructor's Manual;
Atlas of The Human Body;
Lab Manual
Teaching Resources: Instructor Resource DVD with Test Generator
Unit V: The Cardiovascular System
Stage 1: Desired Results
Topic: Homeostasis & Transport
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Content Standards
5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific
explanations.
5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build evidence-based models and
to pose theories.
5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls,
and presenting evidence.
5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of
central tendencies, causal/correlational relationships, and anomalous data.
5.1.12.B.2 Build, refine, and represent evidence-based models using mathematical, physical, and computational
tools.
5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to
established scientific knowledge, models, and theories.
5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and
reviewing explanations.
5.1.12.C.1 Reflect on and revise understandings as new evidence emerges.
5.1.12.C.2 Use data representations and new models to revise predictions and explanations.
5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence-based arguments.
5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others’
ideas, observations, and experiences.
5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and
diagrams.
5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals
with respect for their safety and welfare.
5.3.12 A.1 Represent and explain the relationship between the structure and function of each class of complex
molecules using a variety of models.
5.3.12.A.2 Demonstrate the properties and functions of enzymes by designing and carrying out an experiment.
5.3.12.A.3 Predict a cell’s response in a given set of environmental conditions.
5.3.12.A.5 Describe modern applications of the regulation of cell differentiation and analyze the benefits and
risks (e.g., stem cells, sex determination).
5.3.12.A.6 Describe how a disease is the result of a malfunctioning system, organ, and cell, and relate this to
possible treatment interventions (e.g., diabetes, cystic fibrosis, lactose intolerance).
5.3.12.B.5 Investigate and describe the complementary relationship (cycling of matter and flow of energy)
between photosynthesis and cellular respiration.
5.3.12.B.6 Explain how the process of cellular respiration is similar to the burning of fossil fuels.
Essential Questions
Enduring Understandings
What are the major structures of the cardiovascular system, In order to maintain homeostasis, the organs of
and what are their functions?
the cardiovascular system work together to keep
How does the cardiovascular system act as the body’s main the blood continually circulating.
transportation vehicle?
Why is blood essential in the human body?
Blood normally flows in one direction through
How does blood oxygen content differ in the pulmonary
chambers and valves.
and systemic circulations, and why?
What is the pathway of blood flow through the heart?
Electrical signals flow through the heart to control
What are the major blood vessels and heart valves?
its contractions.
What is the conducting system of the heart?
What is an electrocardiogram?
Heart sounds are created from the opening and
What is the cardiac cycle?
closing of different valves during the heart cycle.
How does the structure of the heart enable the body to
circulate blood through out the body?
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What is atrial and ventricular systole and diastole?
How do the sounds of the heart correspond to specific
events in the cycle?
What are fetal vascular modifications?
What factors affect cardiovascular health?
How can knowledge of the anatomy and physiology of the
cardiovascular system be used to diagnose and treat
cardiovascular ailments?
Arteries and veins each have a special structure
and function.
Blood pressure can be affected by several factors.
The heart goes through radical changes from fetal
circulation to adult at birth.
Cardiovascular health is affected by diet and the
environment.
Knowledge and Skills: (Focus of Instruction)
Students will be instructed on: The Human Cardiovascular System
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The anatomy of the heart.
The location, size, and position of the heart in the thoracic cavity.
Blood flow through the heart – the double pump system.
The route of blood from the heart to various locations of the body and return the blood to the heart.
Functions of heart valves.
Physiology and electrical conduction of the heart, including the analysis of EKG readings.
Heart sounds, the cardiac cycle and its control.
Major veins and arteries of the circulatory system.
The major blood circulatory routes (systemic and pulmonary).
The anatomy of blood vessels.
Blood pressure: how it is produced, controlled and measured.
The general characteristics of blood and its major functions.
The classification of blood cells and the composition of plasma.
The blood-clotting mechanism.
The ABO and Rh blood groups blood type groups and their compatibility.
The body’s various defenses mechanism.
Diseases and disorders of cardiovascular system.
Learning Expectations/Objectives
Stage 2: Evidence of Understanding
Hackettstown Benchmarks: (Do or Say)
Students will be able to:
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Trace the flow of blood through the heart, identifying the major blood vessels, chambers and heart
valves.
Analyze the components and functions of the conducting system of the heart.
Interpret the electrical events associated with an electrocardiogram.
Explain the events of a cardiac cycle, including atrial and ventricular systole and diastole, and relate heart
sounds to specific events in this cycle.
Monitor and predict the effect of various factors on blood pressure.
Define cardiac output, describe the factors that influence heart rate and stroke volume, and explain how
adjustments in stroke volume and cardiac output are coordinated at different levels of physical activity.
Describe the significance of the four-chambered heart structure.
Explain how a heartbeat is generated, regulated and changed.
Distinguish among the types of blood vessels based on their structure and function.
Describe the control mechanisms that interact to regulate blood flow and pressure in tissues.
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Identify the major arteries and veins of the pulmonary & systemic circuits.
Describe the fetal vascular modifications and explain their function before birth.
Describe the components and major functions of blood, and list the physical characteristics of blood.
Discuss the factors that determine a person’s blood type, and explain why blood typing is important.
Describe the mechanisms that control blood loss after an injury.
Give examples of interactions between the cardiovascular system and the other organ systems.
Identify the components of blood and the role of different types of blood cells.
Explain the role of blood in fighting infection, wound repair and gas exchange.
Describe the various body defenses.
Use blood pressure equipment to determine a peer’s pressure.
Use a stethoscope to distinguish normal vs. abnormal heart sounds.
Identify major risk factors for cardiovascular disease.
Explain how various diseases and disorders of the cardiovascular system can lead to homeostatic
imbalance.
 Practice diagnosing and treating cardiovascular ailments, thereby developing analytic and synthetic
reasoning.
Assessment Methods:
 Homework assignments
 Tests and quizzes
 Research based projects
 Written lab reports
 Group work with Peers
 Lab practicals
Formative:
1. Daily short quizzes target the new terms from the previous discussions to check for understanding as new
concepts are introduced.
2. Lab activities (including, but not limited to the following)
 Simulated Blood Typing Lab
 Blood Pressure and pulse Lab
 HHMI Virtual Cardiology Lab
 PBS The Mysterious Human Heart virtual activity
 Heart Dissection Lab
 Blood Pressure Activity
 CO2/Heart Cycle Lab
 EKG recording and interpretation using Pasco Technology and the computer.
 Dissection of a mammal (locate & observe the structures and major blood vessels)
Summative:
1. Chapter Test
2. Unit Project
Other Evidence and Student Self-Assessment:
Student Self-Assessment
Students will review their class notes nightly to check their understanding and to prepare for quizzes.
Stage 3: Learning Plan
A. To show evidence students will exhibit understanding through successfully completing labs, daily quizzes,
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individual research projects and unit tests.
B. Instructor will provide differentiated instruction through any and all of the following strategies:

Readiness/ability

Adjusting questions

Compacting Curriculum

Tiered Assignments

Acceleration/Deceleration

Peer teaching
C. Students will reflect, rethink, revise, and refine by
• Going back and making corrections on their graded quizzes and labs.
• Engaging in and asking questions during class discussions/activities.
• Participating in review activities prior to major assessments.
Time Allotment: 3.5 – 4 weeks
Resources:
Student Materials: Martini, Nath, Fundamentals of Anatomy & Physiology, 9th Edition
Study Guide for Human Form, Human Function (2011) Hull
Technology:
 On-line activities: http://learn.fi.edu/learn/heart/systems/circulation.html
http://www.getbodysmart.com/~getbodys/ap/circulatorysystem/menu/menu.html
 On-line activity exploring health careers. http://explorehealthcareers.org/en/home
Teaching Materials: Martini, Nath, Fundamentals of Anatomy & Physiology, 9th Edition;
Instructor's Manual;
Atlas of The Human Body;
Lab Manual
Teaching Resources: Instructor Resource DVD with Test Generator
Stage 1: Desired Results
Unit VI: The Respiratory System
Topic: Homeostasis & Gas Exchange
Content Standards
5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific
explanations.
5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build evidence-based models and
to pose theories.
5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls,
and presenting evidence.
5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of
central tendencies, causal/correlational relationships, and anomalous data.
5.1.12.B.2 Build, refine, and represent evidence-based models using mathematical, physical, and computational
tools.
5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to
established scientific knowledge, models, and theories.
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5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and
reviewing explanations.
5.1.12.C.1 Reflect on and revise understandings as new evidence emerges.
5.1.12.C.2 Use data representations and new models to revise predictions and explanations.
5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence-based arguments.
5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others’
ideas, observations, and experiences.
5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and
diagrams.
5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals
with respect for their safety and welfare.
5.3.12 A.1 Represent and explain the relationship between the structure and function of each class of complex
molecules using a variety of models.
5.3.12.A.2 Demonstrate the properties and functions of enzymes by designing and carrying out an experiment.
5.3.12.A.3 Predict a cell’s response in a given set of environmental conditions.
5.3.12.A.5 Describe modern applications of the regulation of cell differentiation and analyze the benefits and
risks (e.g., stem cells, sex determination).
5.3.12.A.6 Describe how a disease is the result of a malfunctioning system, organ, and cell, and relate this to
possible treatment interventions (e.g., diabetes, cystic fibrosis, lactose intolerance).
5.3.12.B.5 Investigate and describe the complementary relationship (cycling of matter and flow of energy)
between photosynthesis and cellular respiration.
5.3.12.B.6 Explain how the process of cellular respiration is similar to the burning of fossil fuels.
Essential Questions
Enduring Understandings
What is the major function of the respiratory system?
The respiratory system serves a vital role in the
human body as an air distributor and a gas
What are the components of the respiratory system and how exchanger for the body's cells.
do they support proper functioning?
As most cells in the human body are too far from
How does the respiratory “dead end” path work?
the lungs to allow direct diffusion of oxygen and
carbon dioxide, the respiratory system works in
What other body systems are needed to allow the
close concert with the circulatory system in order
respiratory system to function and how do they assist?
to deliver oxygen to or remove carbon dioxide
from the systemic tissues.
How does the respiratory system deliver oxygen to and
remove carbon dioxide from the systemic tissues?
The respiratory system is essentially a series of
tubes transporting air to and from the alveoli,
How does gas exchange occur on a cellular level in order to where the intake of oxygen and the output of
maintain homeostasis?
carbon dioxide occur.
Gases within the respiratory system are exchanged
based on the laws of diffusion.
Diseases and disorders of the respiratory system
can lead to homeostatic imbalance.
Knowledge and Skills: (Focus of Instruction)
Students will be instructed on: The Human Respiratory System
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The major organs of the Respiratory System include the: nose, pharynx, larynx, trachea, lungs, bronchi,
bronchioles, and alveoli.
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 Mechanics of breathing.
 External and internal respiration.
 Control of respiration.
 The path air follows through the respiratory system.
 Sound production occurs at the vocal cords.
 Specialized cells and glands help the system work.
 Ventilation requires pressure changes and muscle movement.
 Gas exchange requires diffusion.
 Hemoglobin helps to transport oxygen in the blood.
 The nervous system and respiratory reflexes both work to control respiration rates.
 Diseases and disorders of respiratory system.
Learning Expectations/Objectives
Stage 2: Evidence of Understanding
Hackettstown Benchmarks: (Do or Say)
Students will be able to:
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Explain the importance of the respiratory system to homeostasis.
Listing the major organs of the respiratory system and describing the functions of each.
Describe and correlate the anatomy of the nose with its specialized functions.
Discuss the location, structure, and specialized functions of the thorax.
List and briefly discuss the regulated and integrated processes that ensure tissues of an adequate oxygen
supply and prompt removal of carbon dioxide.
 Define pulmonary ventilation and explain the mechanism of normal, quiet inspiration and expiration.
 Interpret changes in the oxygen-hemoglobin dissociation curve at various blood pH levels.
 Discuss gas exchange in tissue capillaries between arterial blood and cells.
 Describe the physical principles governing the movement of air into the lungs and the actions of the
respiratory muscles.
 List the factors that influence the rate of respiration, and describe the reflexes that regulate respiration.
 Explain the mechanism responsible for the exchange of gases during internal and external respiration.
 Listing and discussing the volumes of air exchanged during pulmonary ventilation.
 Identify and discuss the mechanisms that regulate respiration.
 Evaluate and discuss advances in treating respiratory diseases and/or disorders.
Assessment Methods:
 Homework assignments
 Tests and quizzes
 Research based projects
 Written lab reports
 Group work with Peers
 Lab practicals
Formative:
3. Daily short quizzes target the new terms from the previous discussions to check for understanding as new
concepts are introduced.
4. Lab activities (including, but not limited to the following)
 Measuring Respiratory Function Activity
 Comparing vital capacity using a Spirometer.
 Dissection of a mammal (locate & observe organs of respiratory system)
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Summative:
1. Chapter Test
2. Unit Project
Other Evidence and Student Self-Assessment:
Student Self-Assessment
Students will review their class notes nightly to check their understanding and to prepare for quizzes.
Stage 3: Learning Plan
A. To show evidence students will exhibit understanding through successfully completing labs, daily quizzes,
individual research projects and unit tests.
B. Instructor will provide differentiated instruction through any and all of the following strategies:
 Readiness/ability
 Adjusting questions
 Compacting Curriculum
 Tiered Assignments
 Acceleration/Deceleration
 Peer teaching
C. Students will reflect, rethink, revise, and refine by
• Going back and making corrections on their graded quizzes and labs.
• Engaging in and asking questions during class discussions/activities.
• Participating in review activities prior to major assessments
Time Allotment: 1.5 – 2 weeks
Resources:
Student Materials: Martini, Nath, Fundamentals of Anatomy & Physiology, 9th Edition
Study Guide for Human Form, Human Function (2011) Hull
Technology:
 On-line activities: http://www.healthline.com/human-body-maps/respiratory-system
http://www.getbodysmart.com/~getbodys/ap/respiratorysystem/menu/menu.html
 On-line activity exploring health careers. http://explorehealthcareers.org/en/home
Teaching Materials: Martini, Nath, Fundamentals of Anatomy & Physiology, 9th Edition;
Instructor's Manual;
Atlas of The Human Body;
Lab Manual
Teaching Resources: Instructor Resource DVD with Test Generator
Stage 1: Desired Results
Unit VII: The Urinary & Integumentary Systems
Topic: Homeostasis – Key Organs
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Content Standards
5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific
explanations.
5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build evidence-based models and
to pose theories.
5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls,
and presenting evidence.
5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of
central tendencies, causal/correlational relationships, and anomalous data.
5.1.12.B.2 Build, refine, and represent evidence-based models using mathematical, physical, and computational
tools.
5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to
established scientific knowledge, models, and theories.
5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and
reviewing explanations.
5.1.12.C.1 Reflect on and revise understandings as new evidence emerges.
5.1.12.C.2 Use data representations and new models to revise predictions and explanations.
5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence-based arguments.
5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others’
ideas, observations, and experiences.
5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and
diagrams.
5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals
with respect for their safety and welfare.
5.3.12 A.1 Represent and explain the relationship between the structure and function of each class of complex
molecules using a variety of models.
5.3.12.A.2 Demonstrate the properties and functions of enzymes by designing and carrying out an experiment.
5.3.12.A.3 Predict a cell’s response in a given set of environmental conditions.
5.3.12.A.6 Describe how a disease is the result of a malfunctioning system, organ, and cell, and relate this to
possible treatment interventions (e.g., diabetes, cystic fibrosis, lactose intolerance).
5.3.12.B.5 Investigate and describe the complementary relationship (cycling of matter and flow of energy)
between photosynthesis and cellular respiration.
5.3.12.B.6 Explain how the process of cellular respiration is similar to the burning of fossil fuels.
Essential Questions
Enduring Understandings
How does the body excrete wastes in order to maintain
The urinary system is essential for maintaining
homeostasis?
homeostasis by regulating water balance,
What are the components for the urinary system?
electrolytes, and the pH of the blood, while also
Why is the urinary system essential to human survival?
ridding the body of nitrogenous wastes.
How do the structures comprising the integumentary system
aid in maintaining homeostasis within the human body?
The state of an organism is maintained by the
How does the structure of the skin relate to its function?
dynamic interaction of the systems comprising it.
How is the skin affected by disease and external
environmental factors?
Skin is an example of an organ comprised of
What are the characteristics of the three major types of skin various tissues working together to perform
cancer?
various functions.
Why are serious burns life threatening?
Human activities impact and alter cellular
environments.
Knowledge and Skills: (Focus of Instruction)
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Students will be instructed on: The Human Urinary & Integumentary Systems
 Urinary system organs and basic functions.
 The structure of the kidney and how that relates to its functions.
 Blood flow associated with urinary organs.
 Three main steps in urine formation.
 Maintenance of water, pH, and electrolyte balance of the blood.
 Path of urine out of the body.
 Interactions with other body systems.
 The areas of the nephron that are responsible for filtrations, reasbsoprtion, and secretion.
 The composition of normal urine vs. abnormal urine components.
 Diseases and disorders of the urinary system
 The skin’s role in homeostasis – to protect and help regulate the body.
 The types of cells and tissues found in skin and their functions.
 The epidermis is composed of layers with various functions.
 The influence of epidermal pigmentation and dermal circulation on skin color.
 Sweat and oil glands are exocrine glands located in the skin.
 The composition of hair and nails and their functions.
 The functions of each layer of the epidermis and dermis.
 The changing skin: wound healing; the aging process; and skin disorders.
 Why serious burns are life threatening.
 How the extent of a burn is determined.
 The differences between a first, second, and third degree burn.
 Examples of integumentary pathologies.
Learning Expectations/Objectives
Stage 2: Evidence of Understanding
Hackettstown Benchmarks: (Do or Say)
Students will be able to:
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Identify the components of the urinary system and describe its primary functions.
Describe the locations and structural features of the kidneys, trace the path of blood flow to, within, and
from a kidney, and describe the structure of the nephron.
Explain the mechanism of filtration, re-absorption, and secretion
Discuss the importance of the urinary system removing organic wastes from fluids in the body.
Compare and contrast the relative speed of buffers, the respiratory system, and the kidneys in
maintaining the acid-base balance of the blood.
Give examples of interactions between the urinary system and other body systems.
Explain how diseases and disorders of the urinary system can lead to homeostatic imbalance.
Discuss the skin’s role in homeostasis.
Identify the types of cells found in skin and their functions.
Describe the main structural features of the epidermis, and explain their functional significance.
Explain what accounts for individual differences in skin color, and discuss the response of melanocytes
to sunlight exposure.
Recognize the process by which solar radiation can lead to skin cancer.
Explain how the skin responds to injury and repairs itself.
Summarize the effects of aging on the skin.
Give examples of interactions between the integumentary system and each of the other organ systems.
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Explain how the skin aids in regulation of body temperature.
Summarize the characteristics of the three major types of skin cancers.
Explain why serious burns are life threatening.
Describe how to determine the extent of a burn and differentiate between first, second, and third degree
burns.
Assessment Methods:
 Homework assignments
 Tests and quizzes
 Research based projects
 Written lab reports
 Group work with Peers
 Lab practicals
Formative:
1. Daily short quizzes target the new terms from the previous discussions to check for understanding as new
concepts are introduced.
2. Lab activities (including, but not limited to the following)
 Simulated Urinalysis Lab
 Dissection of a sheep kidney
 Using Dialysis Tubing to Model Kidney Function Activity
 Cell Type Microscopy Lab - Hair, skin histology.
 Sunscreen Lab
 Skin advertisement
 Touch/Pain/Thermo/ receptor lab
 Fingerprinting lab
 Create 3-D models of skin
Summative:
1. Chapter Test
2. Unit Project
Other Evidence and Student Self-Assessment:
Student Self-Assessment
Students will review their class notes nightly to check their understanding and to prepare for quizzes.
Stage 3: Learning Plan
A. To show evidence students will exhibit understanding through successfully completing labs, daily quizzes,
individual research projects and unit tests.
B. Instructor will provide differentiated instruction through any and all of the following strategies:
 Readiness/ability
 Adjusting questions
 Compacting Curriculum
 Tiered Assignments
 Acceleration/Deceleration
 Peer teaching
C. Students will reflect, rethink, revise, and refine by
• Going back and making corrections on their graded quizzes and labs.
Hackettstown
• Engaging in and asking questions during class discussions/activities.
• Participating in review activities prior to major assessments
Time Allotment: 2.5 weeks
Resources:
Student Materials: Martini, Nath, Fundamentals of Anatomy & Physiology, 9th Edition
Study Guide for Human Form, Human Function (2011) Hull
Technology:
 On-line activities: http://learn.fi.edu/learn/heart/systems/excretion.html
http://www.getbodysmart.com/~getbodys/ap/urinarysystem/menu/menu.html
https://www.youtube.com/watch?v=WtrYotjYvtU (from your heart to the toilet)
 On-line activity exploring health careers. http://explorehealthcareers.org/en/home
Teaching Materials: Martini, Nath, Fundamentals of Anatomy & Physiology, 9th Edition;
Instructor's Manual;
Atlas of The Human Body;
Lab Manual
Teaching Resources: Instructor Resource DVD with Test Generator
Stage 1: Desired Results
Unit VIII: The Nervous System
Topic: Sensing & Control
Content Standards
5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific
explanations.
5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build evidence-based models and
to pose theories.
5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls,
and presenting evidence.
5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of
central tendencies, causal/correlational relationships, and anomalous data.
5.1.12.B.2 Build, refine, and represent evidence-based models using mathematical, physical, and computational
tools.
5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to
established scientific knowledge, models, and theories.
5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and
reviewing explanations.
5.1.12.C.1 Reflect on and revise understandings as new evidence emerges.
5.1.12.C.2 Use data representations and new models to revise predictions and explanations.
5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence-based arguments.
5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others’
ideas, observations, and experiences.
5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and
diagrams.
5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals
with respect for their safety and welfare.
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5.3.12 A.1 Represent and explain the relationship between the structure and function of each class of complex
molecules using a variety of models.
5.3.12.A.2 Demonstrate the properties and functions of enzymes by designing and carrying out an experiment.
5.3.12.A.3 Predict a cell’s response in a given set of environmental conditions.
5.3.12.A.4 Distinguish between the processes of cellular growth (cell division) and development
(differentiation).
5.3.12.A.5 Describe modern applications of the regulation of cell differentiation and analyze the benefits and
risks (e.g., stem cells, sex determination).
5.3.12.A.6 Describe how a disease is the result of a malfunctioning system, organ, and cell, and relate this to
possible treatment interventions (e.g., diabetes, cystic fibrosis, lactose intolerance).
5.3.12.B.1Cite evidence that the transfer and transformation of matter and energy links organisms to one another
and to their physical setting.
5.3.12.B.5 Investigate and describe the complementary relationship (cycling of matter and flow of energy)
between photosynthesis and cellular respiration.
5.3.12.B.6 Explain how the process of cellular respiration is similar to the burning of fossil fuels.
Essential Questions
Enduring Understandings
How do the structures of the nervous system aid in
The nervous system is the system that maintains
maintaining homeostasis within the human body?
total control over the entire body and serves as the
hub of its communication.
How does the body respond to stimuli by the central
nervous system and the peripheral nervous system?
The nervous system maintains body homeostasis
through sensation, interpretation, response and
How does the body respond to different types of energetic
activity.
stimuli involved in vision, hearing, balance, smell and taste
in order to maintain homeostasis?
Nerve cells send electrical signals for
communication.
What is the difference between hormonal and neural control
of body functions?
Reflexes help protect our bodies from harm and
can be tested.
How is hormone release regulated?
Nerves interpret incoming impulses and act with
outgoing impulses.
The eye is a complicated organ that sends visual
impulses to the brain for interpretation.
Hormones are chemical messengers within the
body.
Knowledge and Skills: (Focus of Instruction)
Students will be instructed on: The Human Nervous System
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Organization, classification and functions of the nervous system
Structure and function of nervous tissue
Structure of the neuron
Physiology of a nerve impulse
Pathway of a reflex
Structures, location and functions of each region of the brain
Functions of the 12 pairs of cranial nerves
Structures, functions of and protection of the central nervous system
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Structures, functions and protection of the peripheral nervous system
Effects of sympathetic and parasympathetic divisions of the autonomic nervous system
The five kinds of receptors and their functions
The structures that comprise the human eye
How the body converts light energy into images perceived by the brain
The structures that comprise the ear
How sound waves are converted into impulses perceived by the brain
How dynamic and static equilibrium are achieved by structures within the ear
How chemoreceptors (taste and smell) process and relay information to the brain
Diseases and disorders of the special senses
Diseases, disorders, and drugs effect on the nervous system
Hormones: chemical controllers
The two major mechanisms by which hormones bring about their effects on their target tissues
The hormones produced by the adrenal gland, and their physiological effects
The importance of melatonin
Learning Expectations/Objectives
Stage 2: Evidence of Understanding
Hackettstown Benchmarks: (Do or Say)
Students will be able to:
 Compare and contrast the major functions and parts of the nervous system, including the central,
peripheral, and autonomic nervous systems.
 Identify the structures, location and functions of each region of the brain.
 Explain how the meninges, cerebrospinal fluid and blood-brain barrier protect the nervous system.
 Describe the general structure of the neuron and name its important anatomical regions.
 Interpret the events that lead to the generation of a nerve impulse and its conduction from one neuron to
another.
 Discuss the role of neurotransmitters in neuron function.
 Explain the steps in a reflex arc and list its elements.
 Distinguish between the types of motor responses produced by various reflexes.
 Compare and contrast neurons to different glial cells in terms of structure and function.
 Describe the somatic senses including the sense of smell, taste, hearing, sight, and touch.
 Describe the structure and function of the ear and eye.
 Indicate important differences between hormonal and neural controls of body functioning.
 Describe the two major mechanisms by which hormones bring about their effects on their target tissues.
 Explain how hormone release is regulated.
 Describe the mechanism and effects of drugs and alcohol on the nervous system.
 Explain how disease and disorders of the nervous system lead to homeostatic imbalance.
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Assessment Methods:
 Homework assignments
 Tests and quizzes
 Research based projects
 Written lab reports
 Group work with Peers
 Lab practicals
Formative:
Daily short quizzes target the new terms from the previous discussions to check for understanding as new
concepts are introduced.
Lab activities (including, but not limited to the following)
 Reflex Activity
 Vision Activity
 Reaction Time Lab
 External and internal sheep brain dissection.
 Cow eye dissection.
 Caffeine Lab
Summative:
Chapter Test
Unit Project
Other Evidence and Student Self-Assessment:
Students will review their class notes nightly to check their understanding and to prepare for quizzes.
Stage 3: Learning Plan
A. To show evidence students will exhibit understanding through successfully completing labs, daily quizzes,
individual research projects and unit tests.
B. Instructor will provide differentiated instruction through any and all of the following strategies:
 Readiness/ability
 Adjusting questions
 Compacting Curriculum
 Tiered Assignments
 Acceleration/Deceleration
 Peer teaching
C. Students will reflect, rethink, revise, and refine by
• Going back and making corrections on their graded quizzes and labs.
• Engaging in and asking questions during class discussions/activities.
• Participating in review activities prior to major assessments
Time Allotment: 2 weeks
Hackettstown
Resources:
Student Materials: Martini, Nath, Fundamentals of Anatomy & Physiology, 9th Edition
Study Guide for Human Form, Human Function (2011) Hull
Technology:
 On-line activities: https://faculty.washington.edu/chudler/introb.html
http://www.innerbody.com/image/nervov.html
http://www.getbodysmart.com/~getbodys/ap/nervoussystem/menu/menu.html
 On-line activity exploring health careers. http://explorehealthcareers.org/en/home
Teaching Materials: Martini, Nath, Fundamentals of Anatomy & Physiology, 9th Edition;
Instructor's Manual;
Atlas of The Human Body;
Lab Manual
Teaching Resources: Instructor Resource DVD with Test Generator
Stage 1: Desired Results
Topic: Pregnancy, Growth & Development
Unit IX: The Reproductive System
Content Standards
5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific
explanations.
5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build evidence-based models and
to pose theories.
5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls,
and presenting evidence.
5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of
central tendencies, causal/correlational relationships, and anomalous data.
5.1.12.B.2 Build, refine, and represent evidence-based models using mathematical, physical, and computational
tools.
5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to
established scientific knowledge, models, and theories.
5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and
reviewing explanations.
5.1.12.C.1 Reflect on and revise understandings as new evidence emerges.
5.1.12.C.2 Use data representations and new models to revise predictions and explanations.
5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence-based arguments.
5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others’
ideas, observations, and experiences.
5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and
diagrams.
5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals
with respect for their safety and welfare.
5.3.12 A.1 Represent and explain the relationship between the structure and function of each class of complex
molecules using a variety of models.
5.3.12.A.2 Demonstrate the properties and functions of enzymes by designing and carrying out an experiment.
Hackettstown
5.3.12.A.3 Predict a cell’s response in a given set of environmental conditions.
5.3.12.A.4 Distinguish between the processes of cellular growth (cell division) and development
(differentiation).
5.3.12.A.5 Describe modern applications of the regulation of cell differentiation and analyze the benefits and
risks (e.g., stem cells, sex determination).
5.3.12.A.6 Describe how a disease is the result of a malfunctioning system, organ, and cell, and relate this to
possible treatment interventions (e.g., diabetes, cystic fibrosis, lactose intolerance).
5.3.12.B.1Cite evidence that the transfer and transformation of matter and energy links organisms to one another
and to their physical setting.
5.3.12.B.5 Investigate and describe the complementary relationship (cycling of matter and flow of energy)
between photosynthesis and cellular respiration.
5.3.12.C.2 Model how natural and human-made changes in the environment will affect individual organisms and
the dynamics of populations.
5.3.12.D.1 Explain the value and potential applications of genome projects.
5.3.12.D.2 Predict the potential impact on an organism (no impact, significant impact) given a change in a
specific DNA code, and provide specific real world examples of conditions caused by mutations.
5.3.12.D.3 Demonstrate through modeling how the sorting and recombination of genes during sexual
reproduction has an effect on variation in offspring (meiosis, fertilization).
Essential Questions
Enduring Understandings
What are the reproductive system organs in both males and The reproductive system ensures the continuity of
females?
the species by producing offspring.
What is the composition of semen and what glands produce
The reproductive system is not fully active until
semen?
puberty.
What pathway do sperm travel from the testes to the
exterior of the body?
There are primary and accessory reproductive
What is the structure of sperm and how does it relate to its
organs.
function?
What is the function of the vesicular follicle and corpus
Sex hormones play a vital role in the development
luteum of the ovary?
and function of the reproductive organs.
What are the similarities and differences between
spermatogenesis and oogenesis?
The main role of the male reproductive system is
What influence do FSH and LH have on testis and ovarian
to produce sperm and deliver it to the female
function?
reproductive tract.
What are the phases and controls of the menstrual cycle?
What is the structure and function of the mammary glands?
The main role of the female reproductive system
What is implantation?
is to produce eggs and provide a hospitable
What are the major functions of the placenta?
environment for a fertilized egg to develop.
What are the three stages of labor?
Why is the presence or absence of testosterone important
during embryonic development of the reproductive organs? Both male and female gametes are created during
a process called meiosis.
What are some common reproductive problems that occur
in adult and aging males and females?
What are the major developmental changes characteristic of During pregnancy there are anatomical as well as
physiological changes to the mother’s body.
the prenatal stage of life from fertilization to birth.
Knowledge and Skills: (Focus of Instruction)
Students will be instructed on: The Human Reproductive System
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The essential and accessory organs of the male and female reproductive systems and giving the
generalized function of each.
Hackettstown
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The microscopic structure of the gonads in both sexes and the developmental steps in spermatogenesis
and oogenesis.
 The primary functions of the sex hormones and identifying the cell type or structure responsible for their
secretion.
 The phases of the endometrial or menstrual cycle and correlation of each phase with its occurrence in a
typical 28-day cycle.
 The process of fertilization and implantation.
 Pregnancy: the major developmental changes characteristic of the prenatal stage of life from fertilization
to birth.
 The three primary germ layers and several derivatives in the adult body that develop from each layer.
 Labor & Delivery: the three stages of labor that characterize a normal, vaginal birth.
 Development as a biological process characterized by continuous modification and change.
 The major developmental changes characteristic of the four postnatal periods of life.
 The effects of aging on the major body organ systems.
Learning Expectations/Objectives
Stage 2: Evidence of Understanding
Hackettstown Benchmarks: (Do or Say)
Students will be able to:
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Identify and explain the functions of the reproductive organs of both the male and female.
Discuss the composition of semen, and name the glands that produce it.
Trace the pathway of sperm from the testis to the body exterior.
Describe the structure of a sperm and relate its structure to its function.
Describe the functions of the vesicular follicle and corpus luteum of the ovary.
Compare and contrast spermatogenesis and oogenesis.
Describe the influence of FSH and LH on both testis and ovarian function.
Describe the phases and controls of the menstrual cycle.
Describe the structure and function of the mammary glands.
Define pregnancy and describe the process of fertilization and implantation.
Explain the major functions of the placenta.
Describe how the body is altered by pregnancy.
Describe the major events of embryonic and fetal development.
Distinguish between growth and development.
Describe how labor is initiated and explain the three stages.
Describe the major circulatory and physiological adjustments required of the newborn.
Describe the importance of the presence or absence of testosterone during embryonic development of the
reproductive organs.
Identify common reproductive problems that occur in adult and aging males and females.
Hackettstown
Assessment Methods:
 Homework assignments
 Tests and quizzes
 Research based projects
 Written lab reports
 Group work with Peers
 Lab practicals
Formative:
1. Daily short quizzes target the new terms from the previous discussions to check for understanding as new
concepts are introduced.
2. Lab activities (including, but not limited to the following)
 Microscopic examination of the gonads and gametes
 Dissection of a mammal (identify reproductive organs)
Summative:
1. Chapter Test
2. Unit Project
Other Evidence and Student Self-Assessment:
Student Self-Assessment
Students will review their class notes nightly to check their understanding and to prepare for quizzes.
Stage 3: Learning Plan
A. To show evidence students will exhibit understanding through successfully completing labs, daily quizzes,
individual research projects and unit tests.
B. Instructor will provide differentiated instruction through any and all of the following strategies:

Readiness/ability

Adjusting questions

Compacting Curriculum

Tiered Assignments

Acceleration/Deceleration

Peer teaching
C. Students will reflect, rethink, revise, and refine by
• Going back and making corrections on their graded quizzes and labs.
• Engaging in and asking questions during class discussions/activities.
• Participating in review activities prior to major assessments
Time Allotment: 2 weeks
Resources:
Student Materials: Martini, Nath, Fundamentals of Anatomy & Physiology, 9th Edition
Study Guide for Human Form, Human Function (2011) Hull
Technology:
 On-line activities: http://www.britannica.com/science/human-reproductive-system
http://www.parents.com/pregnancy/stages/fetal-development/
http://www.webmd.com/baby/ss/slideshow-fetal-development
Hackettstown
 On-line activity exploring health careers. http://explorehealthcareers.org/en/home
Teaching Materials: Martini, Nath, Fundamentals of Anatomy & Physiology, 9th Edition;
Instructor's Manual;
Atlas of The Human Body;
Lab Manual
Teaching Resources: Instructor Resource DVD with Test Generator
New Jersey Core Curriculum and Common Core Content Standards
http://www.state.nj.us/education/cccs/
Integration of 21st Century Theme(s)
The following websites are sources for the following 21st Century Themes and Skills:
http://www.nj.gov/education/code/current/title6a/chap8.pdf
http://www.p21.org/about-us/p21-framework .
http://www.state.nj.us/education/cccs/standards/9/index.html
21st Century Interdisciplinary Themes (into core subjects)
• Global Awareness
• Financial, Economic, Business and Entrepreneurial Literacy
• Civic Literacy
• Health Literacy
• Environmental Literacy
Learning and Innovation Skills
• Creativity and Innovation
• Critical Thinking and Problem Solving
• Communication and Collaboration
Information, Media and Technology Skills
• Information Literacy
• Media Literacy
• ICT (Information, Communications and Technology) Literacy
Life and Career Skills
• Flexibility and Adaptability
• Initiative and Self-Direction
• Social and Cross-Cultural Skills
• Productivity and Accountability
• Leadership and Responsibility
Integration of Digital Tools
 Classroom computers/laptops
 Technology Lab
 FM system
 Other software programs
Hackettstown