Anatomy and Physiology – CLT Summary Pages
Clear Learning Targets
Summary Pages
The following pages could be used for teachers, students and/or parents. They have been created from the
Columbus City School’s Science Department within the Department of Teaching and Learning for Anatomy
and Physiology.
Columbus City Schools Science Department
Department of Teaching and Learning
2015-16
Page 1
Anatomy and Physiology – CLT Summary Pages
Unit One: Introduction
CCS Clear Learning Targets
The student will be able to:
 Explain how anatomy and physiology are related.
 List the levels of organization in the human body and the characteristics of each.
 List and describe the major characteristics of life.
 List and describe the major requirements of organisms.
 Define and explain the importance of homeostasis.
 Identify the major body cavities and identify the organs located in each cavity.
 Name the major organ systems, list the organs associated with each, and describe the general function of
each system.
 Properly use the terms that describe relative positions, body sections, and body regions.
Essential Vocabulary/Concepts:
Relative Position page 21
superior, inferior, anterior, posterior, medial, lateral, bilateral, ipsilateral, contralateral, proximal, distal,
superficial, deep
Body Sections page 22
sagittal, transverse, frontal
Body Regions pages 22-24
Epigastric region, left and right hypochondriac regions, umbilical region, left and right lumbar regions,
hypogastric region, left and right iliac region, right upper quadrant, right lower quadrant, left upper quadrant,
left lower quadrant
Medical and applied pages 24-25
cardiology, dermatology, endocrinology, epidemiology, gastroenterology, geriatrics, gerontology, gynecology,
hematology, histology, immunology, neonatology, nephrology, neurology, obstetrics, oncology, ophthalmology,
orthopedics, otolaryngology, pathology, pediatrics, pharmacology, podiatry, psychiatry, radiology, toxicology,
urology,
Interventions
 Hole’s Human Anatomy & Physiology (Shier), 12th
Edition Online
http://highered.mcgrawhill.com/sites/0042561336/student_view)/
Extensions
 Disease Diary – see Addendum I
Columbus City Schools Science Department
Department of Teaching and Learning
2015-16
Page 2
Anatomy and Physiology – CLT Summary Pages
Unit Two: Tissue
CCS Clear Learning Targets
The student will be able to:
 Describe how cells are organized into tissues.
 Describe the structure, function and characteristics of epithelial tissue.
 Identify, compare and contrast the six different kinds of connective tissue.
 Describe and identify the four different kinds of membranes.
 Distinguish among the three different kinds of muscle tissue.
 Describe the general characteristics and functions of nervous tissue.
Essential Vocabulary/Concepts
Understanding Words on page 143
Adip-, chondr-, -cyt, epi-, -glia, hist-, hyal-, inter-, macr-, neur-, os-, phag-, pseud-, squam-, strat-, stria-
Interventions
□ Hole’s Human Anatomy & Physiology (Shier),
12th Edition Online
http://highered.mcgrawhill.com/sites/0042561336/student_view0/
Extensions
□ Disease Diary – see template/example
Columbus City Schools Science Department
Department of Teaching and Learning
2015-16
Page 3
Anatomy and Physiology – CLT Summary Pages
Unit Three: Integumentary System
CCS Clear Learning Targets
The student will be able to:
□
□
□
□
□
Define the term organ.
Describe the structure and function of the skin.
Determine what factors determine skin coloration.
Describe how the skin helps regulate body temperature.
Distinguish between the types of burns, and illustrate the healing process.
Essential Vocabulary/Concepts
Understanding Words page 170
Alb-, cut-, derm-, epi-, folic-, hol-, kerat-, melan-, por-, seb-,
Interventions
 Hole’s Human Anatomy & Physiology (Shier),
12th Edition Online
Extensions
 Disease Diary #1
Columbus City Schools Science Department
Department of Teaching and Learning
2015-16
Page 4
Anatomy and Physiology – CLT Summary Pages
Unit Four: Skeletal System I
CCS Clear Learning Targets
The student will be able to:
 Discuss the living tissues found in bone even though bone appears to be inert.
 Classify bones according to their shapes, and name an example from each group.
 Describe the effects of sunlight, nutrition, hormonal secretions, and exercise on bone development and
growth.
 Discuss the major functions of bones.
Essential Vocabulary/Concepts
Understanding Words page 192
Acetabul-, ax-, -blast, canal-, carp-, -clast, clav-, condyl-, corac-, cribr-, crist-, fov-, glen-, inter-, intra-, lamell-,
meat-, odont-, poie-,
Interventions
□ Hole’s Human Anatomy & Physiology (Shier),
12th Edition Online
Extensions
□ Lab Ex 14
□ Lab Ex 15
Columbus City Schools Science Department
Department of Teaching and Learning
2015-16
Page 5
Anatomy and Physiology – CLT Summary Pages
Unit Five: Skeletal System II
CCS Clear Learning Targets
The student will be able to:
□ Distinguish between the axial and appendicular skeletons, and name the major parts of each.
□ Describe the differences between male and female skeletons.
□ List the functions of joints.
□ Describe how bones of cartilaginous joints are held together. Describe the general structure of a synovial
joint.
Explain how skeletal muscles produce movements at joints, and identify several types of joint movements
Essential Vocabulary/Concepts
Understanding Words page 260
Anul-, arth-, burs-, condyl-, fov-, glen-, labr-, ov-, suture-, syndesm-,
Interventions
□ Hole’s Human Anatomy & Physiology (Shier),
12th Edition Online
http://highered.mcgrawhill.com/sites/0042561336/student_view0/
Extensions
 Disease Diary #2
 Lab Ex 16
 Lab Ex 17
Columbus City Schools Science Department
Department of Teaching and Learning
2015-16
Page 6
Anatomy and Physiology – CLT Summary Pages
Unit Six: Muscular System I
CCS Clear Learning Targets
The student will be able to:
 List various outcomes of muscle actions.
 Describe and name the major parts of a skeletal muscle fiber and describe the functions of each.
 Describe and identify the major events of skeletal fiber contraction.
 Explain how various types of muscular contractions produce body movement and help maintain posture.
 Distinguish between fast and slow twitch muscle fibers
 Compare the contraction mechanism of skeletal and smooth muscle fibers.
 Compare the contraction mechanism of skeletal and cardiac muscle fibers.
Essential Vocabulary/Concepts
Understanding Words page 284
Calat-, erg-, fasc-, -gram, hyper-, inter-, iso-, laten-, myo-, reticul-, sarco-, syn-, tetan-, -tonic, -troph, voluntar--
Interventions
□ Hole’s Human Anatomy & Physiology (Shier),
12th Edition Online
http://highered.mcgrawhill.com/sites/0042561336/student_view0/
Extensions




Disease Diary #3
Lab Ex 20
Lab Ex 21
Lab Ex 22
Columbus City Schools Science Department
Department of Teaching and Learning
2015-16
Page 7
Anatomy and Physiology – CLT Summary Pages
Unit Seven: Muscular System II
CCS Clear Learning Targets
The student will be able to:
□ Explain how the attachments, locations, and interactions of skeletal muscle make possible certain
movements.
□ Identify and locate the skeletal muscles of each body region and describe the action(s) of each muscle.
□ Describe the muscular changes associated with life span changes.
Essential Vocabulary/Concepts
Understanding Words page 284
Calat-, erg-, fasc-, -gram, hyper-, inter-, iso-, laten-, myo-, reticul-, sarco-, syn-, tetan-, -tonic, -troph, voluntar
Interventions
□ Hole’s Human Anatomy & Physiology (Shier),
12th Edition Online
http://highered.mcgrawhill.com/sites/0042561336/student_view0/
Extensions
 Disease Diary #3
Columbus City Schools Science Department
Department of Teaching and Learning
2015-16
Page 8
Anatomy and Physiology Clear Learning Targets
Unit Eight: Nervous System I
CCS Clear Learning Targets
The student will be able to:
□ State the general functions of the nervous system.
□ Identify two major types of cells that comprise the nervous tissue.
□ Identify two major groups of nervous system organs.
□ Describe how the nervous system responds to stimuli.
□ List the functions of the sensory receptors.
□ Describe the parts of the neuron.
□ Describe Schwann cells in the peripheral nervous system.
□ Describe the events leading to the conduction of a nerve impulse.
□ Compare nerve impulse conduction in a myelinated and unmyelinated neuron.
□ Describe the basic ways in which the nervous system processes information
Essential Vocabulary/Concepts
Understanding Words page 353
astr-, ax-, bi-, dendr-, ependym-, -lemm, moto-, multi-, oligo-, peri-, saltator-, sens-, syn-, uni-,
Interventions
Extensions
□ Hole’s Human Anatomy & Physiology (Shier),
12th Edition Online
http://highered.mcgrawhill.com/sites/0042561336/student_view0/
Columbus City Schools Science Department
Curriculum Leadership and Development
2013-14
Page 9
Anatomy and Physiology Clear Learning Targets
Unit Nine: Nervous System II
CCS Clear Learning Targets
The student will be able to:
 Describe the relationship among the brain, brain stem, and spinal cord.
 Describe the covering of the brain and spinal cord.
 Describe the formation and function of cerebrospinal fluid.
 Describe the major functions of the spinal cord.
 Describe the development of the major parts of the brain and explain the function of each part.
 Discuss hemisphere dominance.
 Explain the stages of memory storage.
 Distinguish between the major parts of the pns.
 Describe the structure of the pn and how its fibers are classified.
 Identify cranial nerves and list their major functions.
Essential Vocabulary/Concepts
Understanding Words page 382
Cephal-, chiasm-, flacc-, funi-, ganggli-, mening-, plex-,
Interventions
□ Hole’s Human Anatomy & Physiology (Shier),
12th Edition Online
http://highered.mcgrawhill.com/sites/0042561336/student_view0/
Extensions
□ Disease Diary #4
□ Lab Ex. 29 pg.
Columbus City Schools Science Department
Curriculum Leadership and Development
2013-14
Page 10
Anatomy and Physiology Clear Learning Targets
Unit Ten: Nervous System III
CCS Clear Learning Targets
The student will be able to:
□ Differentiate between general senses and special senses.
□ Name the five types of receptors, state the function of each, and explain how they stimulate sensory
impulses.
□ Explain the importance of stretch receptors in muscles and tendons.
□ Describe how the sensation of pain is produced.
□ Describe the differences among receptors associated with touch, pressure, temperature and pain.
□ Distinguish between static and dynamic equilibrium.
Essential Vocabulary/Concepts
Understanding Words page 437
Aud-, choroid, cochlea, corn-, iris, labyrinth, laci-, lut-, macula, malle, ocul-, olfact-, palpebral, photo-, scler-,
therm-, tympan-, vitre-,
Interventions
 Hole’s Human Anatomy & Physiology (Shier),
12th Edition Online
Extensions
 Lab Ex. 35
Columbus City Schools Science Department
Curriculum Leadership and Development
2015-16
Page 11
Anatomy and Physiology Clear Learning Targets
Unit Eleven: Endocrine System
CCS Clear Learning Targets
The student will be able to:
□
□
□
□
□
□
□
□
Distinguish between endocrine exocrine glands.
Explain what makes a cell a target for a hormone.
List the important functions of a hormone.
Describe how hormones can be classified according to their chemical composition.
Discuss the negative feedback mechanism regulate hormone secretion.
Explain how the nervous system controls hormone secretion.
Name and describe the locations of the major endocrine glands and list the hormone that they secrete.
Describe the actions of the various hormones and their contributions to homeostasis.
Essential Vocabulary/Concepts
Understanding Words page 482
Cort-, -crin, diuret-, endo-, exo-, horm-, hyper-, hypo-, lact-, med-, para-, toc-, -tropic, vas-,
Interventions
□ Hole’s Human Anatomy & Physiology (Shier),
12th Edition Online
Extensions
□ Disease Diary #5
Columbus City Schools Science Department
Curriculum Leadership and Development
2015-16
Page 12
Anatomy and Physiology Clear Learning Targets
Unit Twelve: Blood
CCS Clear Learning Targets
The student will be able to:
□
□
□
□
□
□
□
□
□
□
□
□
□
□
Describe the general characteristics of blood, blood elements, and the major functions.
Distinguish between the formed elements of the blood and the liquid portion of blood.
Describe the origin of blood cells.
Explain the significance: rbc counts and how they are used to diagnose disease.
Discuss the life cycle of the rbc.
Summarize the control of red blood cell production.
Distinguish among the five types of white blood cell, stating the functions of each.
Describe the blood platelet and explain its function.
Describe the function of each major components of plasma.
Define homeostasis and explain the mechanisms that help to achieve it.
Review the major steps in coagulations.
Explain how to prevent coagulation.
Explain blood typing and how it is used to avoid adverse reactions following blood transfusions.
Describe how blood reactions may occur between fetal and material tissue.
Essential Vocabulary/Concepts
Understanding Words page 522
Agglutin-, bil-, -crit,embol-, erythr-, hema-, hemo-, heap-, leuko-, -lys,macor-, -osis, -poie, poly-, -stasis,
thromb-
Interventions
□ Hole’s Human Anatomy & Physiology (Shier),
12th Edition Online
Extensions
□ Disease Diary #6
Columbus City Schools Science Department
Curriculum Leadership and Development
2015-16
Page 13
Anatomy and Physiology Clear Learning Targets
Unit Thirteen: Cardiovascular
CCS Clear Learning Targets
The student will be able to:
□
□
□
□
□
□
Discuss the functions of the organs of the cardiovascular system.
Identify and locate the major parts of the heart and discuss the function of each.
Trace the pathway of blood through the heart and the vessels of the coronary circulation.
Describe the cardiac cycle and explain how the heart sounds are produced.
Compare the structure and functions of the major types of blood vessels.
Explain how blood pressure is produced and controlled
Essential Vocabulary/Concepts
Understanding Words page 552
Angio-, ather-, brady-,diastole-, edem-, -gram, lun-, myo-, papill-, phleb-, scler-, syn-, systole-, tachy-,
Interventions
□ Hole’s Human Anatomy & Physiology (Shier),
12th Edition Online
Extensions
 Disease Diary #7
Columbus City Schools Science Department
Curriculum Leadership and Development
2015-16
Page 14
Anatomy and Physiology Clear Learning Targets
Unit Fourteen: Lymphatic/Immunity
CCS Clear Learning Targets
The student will be able to:
□
□
□
□
□
□
□
□
□
Describe general function lymphatic system.
Identify and describe major parts of lymphatic pathways.
Describe how tissue, fluid and lymph form, and explain lymph function.
Explain how lymphatic circulation is maintained, and describe the consequence of lymphatic obstruction.
Describe a lymph node and its major functions.
Distinguish between innate (nonspecific) and adaptive (specific) defenses.
Distinguish between primary and secondary immune responses.
Distinguish between active and passive immunity.
Explain how allergic reactions, tissue rejection reactions, and autoimmunity arise from immune
mechanisms.
Essential Vocabulary/Concepts
Understanding Words page 616
Auto-, -gen, humor-, immune-, inflamm-, nod-, patho-
Interventions
□ Hole’s Human Anatomy & Physiology (Shier),
12th Edition Online
http://highered.mcgrawhill.com/sites/0042561336/student_view0/
Extensions
 Disease Diary #8
Columbus City Schools Science Department
Curriculum Leadership and Development
2015-16
Page 15
Anatomy and Physiology Clear Learning Targets
Unit Fifteen: Digestive System
CCS Clear Learning Targets
The student will be able to:
□
□
□
□
□
□
□
□
Describe general functions of digestive system.
Name major organs of digestive system.
Explain how the contents of the alimentary canal are mixed and moved.
Describe the function and structures associated with the mouth.
Explain how the products of digestion are absorbed.
Explain control and movement of material through the alimentary canal.
Describe how digestive secretions are regulated.
Describe the mechanisms of swallowing, vomiting and defecating.
Essential Vocabulary/Concepts
Understanding Words page 651
aliment-, cari-, cec-, chym-, decidu-, frenul-, gastr-, hepat-, hiat-, lingu-, peri-, pyl-, rect-, sorpt-, vill-
Interventions
 Hole’s Human Anatomy & Physiology (Shier),
12th Edition Online
http://highered.mcgrawhill.com/sites/0042561336/student_view0/
Extensions
 Disease Diary #9
 Lab Ex. 44 pgs. 349-354
Columbus City Schools Science Department
Curriculum Leadership and Development
2015-16
Page 16
Anatomy and Physiology Clear Learning Targets
Unit Sixteen: Respiratory System
CCS Clear Learning Targets
The student will be able to:
□
□
□
□
□
□
□
□
□
□
Identify the general functions of the respiratory system.
Explain why respiration is necessary for cellular survival.
Name and describe the locations of the organs of the respiratory system.
Describe the functions of each organ of the respiratory system.
Explain how inspiration and expiration are accomplished.
List several non-respiratory air movements, and explain how each occurs.
Locate the respiratory areas, and explain control of normal breathing
Discuss how various factors affect breathing.
Explain how the blood transports oxygen and carbon dioxide.
Describe gas exchange in the pulmonary and systemic circuits
Essential Vocabulary/Concepts
Understanding Words page 735
Alveol-, bronch-, carcin-, cric-, epi-, hem-, inhal-, phren-,tuber,
Interventions
□ Hole’s Human Anatomy & Physiology (Shier),
12th Edition Online
Extensions
 Disease Diary #10
Columbus City Schools Science Department
Curriculum Leadership and Development
2015-16
Page 17
Anatomy and Physiology Clear Learning Targets
Unit Seventeen: Urinary System
CCS ClearLearning Targets
The student will be able to:
□
□
□
□
□
□
□
□
□
□
Name the organs and general functions of the urinary system.
Describe the location, structure, blood flow and functions of the kidneys.
Describe the parts and function of a nephron.
Explain urine concentration/composition.
Describe the structures, of the ureters, urinary bladder and urethra.
Explain how the micturition occurs and how it’s controlled.
List routes by which water enters and leaves the body.
Explain the regulation of water input and water output.
List the routes by which electrolytes enter and leave the body.
Explain the regulation of the input and output of electrolytes.
Essential Vocabulary/Concepts
Understanding Words page 774
Af-, calyc-, cort-, cyst-, detrus-, glom-, juxta-, mict-, nephr-, papill-, prox-, ren-, trigon-,
Interventions
□ Hole’s Human Anatomy & Physiology (Shier),
12th Edition Online
http://highered.mcgrawhill.com/sites/0042561336/student_view0/
Extensions
 Disease Diary #11
 Lab Ex. 49 NOTE: MUST USE
SYNTHETIC URINE ONLY FOR LAB
49.
Columbus City Schools Science Department
Curriculum Leadership and Development
2015-16
Page 18
Anatomy and Physiology Clear Learning Targets
Unit Eighteen: Reproductive System
CCS Clear Learning Targets
The student will be able to:
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
Describe function(s) of each part of the male reproductive system.
Outline the process of spermatogenesis.
Describe semen production; exit from body
Explain how hormones control the activities of the male reproductive organs and the development of
secondary sex characteristics
Describe function(s) of each part of the female reproductive system.
Outline process of oogenesis
Explain how hormones control the activities of the female reproductive organs and the development of
secondary sex characteristics
Describe major events of female reproductive cycle.
Describe fertilization.
List and provide major events of cleavage.
Describe implantation.
Discuss hormonal changes in body during pregnancy
Explain primary germ layers origin, list structures each layer produces.
Describe major events of embryonic development.
Describe formation and function of placenta.
Define fetus, describe major events of fetal development.
Trace path of blood through the fetal cardiovascular system.
Explain role of hormones in milk production
Essential Vocabulary/Concepts
□ Understanding Words pgs. 830 & 875
□ andr-, contra-, ejacul-, fimb-, folic-, -genesis, germ-, gubern-, labi-, mamm-, mast-, mens-, mons-, oo-, prim, puber-, zon-, allant-, chorio-, cleav-, ect-, lacun-, lanug-, mes-, morul-, nat-, ne-, post-, pre-, sen-, troph-,
umbil
Interventions
□ Hole’s Human Anatomy & Physiology (Shier),
12th Edition Online
http://highered.mcgrawhill.com/sites/0042561336/student_view0/
Extensions
 Disease Diary #12
 Upon completion of Unit Eighteen viewing of
NOVA: The Miracle of Life would be appropriate.
WARNING: THIS VIDEO DOES HAVE
FOOTAGE OF A LIVE BIRTH.
 Bring in an obstetrical nurse to discuss
reproduction/birth process
Columbus City Schools Science Department
Curriculum Leadership and Development
2015-16
Page 19