Honors Anatomy & Physiology
Science Curriculum
Honors Anatomy & Physiology I
Anatomy & Physiology
Course Overview
Human Anatomy and Physiology is the study of the structure and function of the human body. This course follows a sequential development of the
major body systems in an organized and structured curriculum. The course is designed to give the students a selective overview of human anatomical
structure and an analysis of human physiological principles. Labs will include slide work, dissection of various animals and studies of the human
skeleton, muscular, nervous, and sensory organs. The course will also use computer simulated dissection.
The study of the structure and function of the human body is necessary as a basic health science prerequisite. This will prepare the student for all other
basic science and clinical courses. This honors course includes lectures and lab components of Anatomy and Physiology One, with a heavy emphasis on
technical writing, argument prom evidence and public speaking. It will also include basic chemistry and microbiology. Topics levels of organization,
chemistry, biochemistry, cells, tissues and the body systems. Aspects of disease and treatments will also be included.
The student will understand the terms and concepts related to healthy human anatomy and physiology, including the body systems and what is
necessary for the body to achieve and maintain a healthy state. In addition, the student will be able to list and define terms used to describe
position and regions within the body.
The student will have a basic understanding of concepts in chemistry and biochemistry that are essential to study of the human body. They will
know about the structure, behavior, and functions of elements, atoms, molecules, compounds, and mixtures, with a special focus on water as an
essential compound in all living systems. In addition, the student will be familiar with the characteristics and types of organic compounds and their
composition.
The student will appreciate the relevance of chemistry to health sciences and not feel intimidated by it.
Students will be able to demonstrate knowledge of the structure of cells, tissues, organs, and organ systems. They will be able to explain how cells
are organized in the human body and how they communicate with each other.
Students through interactive Anatomy will be able to use:
Illustrated Anatomy
Cadaver Practical
Students will be able to use a microscope to identify cells and tissues of different systems.
Students will be able to identify the major tissue groups of the body and describe their location and function.
Students will be able to create written records of their findings and provide presentations to share their findings and argue their position.
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Pacing Guide
Unit 1
Life, organization, chemistry, cells, and tissues
30 days
Unit 2
Tissues and the integument
40 days
Unit 3
Skeletal and Muscular systems
50 days
Unit 4
Nervous and special senses
40 days
Review
15 days
Review
Student Learning Objectives
Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular
organisms. [Clarification Statement: Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, and organism
movement in response to neural stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and
smooth muscle to regulate and deliver the proper amount of blood within the circulatory system.] [Assessment Boundary: Assessment does not include
interactions and functions at the molecular or chemical reaction level.] (HS-LS1-2)
Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. [Clarification Statement: Examples of
investigations could include heart rate response to exercise, stomata response to moisture and temperature, and root development in response to
water levels.] [Assessment Boundary: Assessment does not include the cellular processes involved in the feedback mechanism.] (HS-LS1-3)
Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential
functions of life through systems of specialized cells. [Assessment Boundary: Assessment does not include identification of specific cell or tissue types,
whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis.] (HS-LS1-1)
Modifications for differentiation at all levels
Teacher Note: Teachers identify the modifications that they will use in the unit.
Restructure lesson using UDL principals (http://www.cast.org/our-work/about-udl.html#.VXmoXcfD_UA)
● Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their
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community.
● Provide students with multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids;
pictures, illustrations, graphs, charts, data tables, multimedia, modeling).
● Provide opportunities for students to connect with people of similar backgrounds (e.g. conversations via digital tool such as SKYPE, experts
from the community helping with a project, journal articles, and biographies).
● Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures
(e.g. multiple representation and multimodal experiences).
● Engage students with a variety of Science and Engineering practices to provide students with multiple entry points and multiple ways to
demonstrate their understandings.
● Use project-based science learning to connect science with observable phenomena.
● Structure the learning around explaining or solving a social or community-based issue.
● Provide ELL students with multiple literacy strategies.
● Collaborate with after-school programs or clubs to extend learning opportunities.
Educational Technology
Standards: 8.1.12.A.1, 8.1.12.A.2, 8.1.12.B.2, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.3, 8.1.12.E.1, 8.1.12.F.1
Technology Operations and Concepts
• Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital
tools and resources
•Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that
related area for review.
Creativity and Innovation
•
Apply previous content knowledge by creating and piloting a digital learning game or tutorial.
Communication and Collaboration
•
Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback
through social media or in an online community.
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Digital Citizenship
•
•
•
Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.
Evaluate consequences of unauthorized electronic access and disclosure, and on dissemination of personal information.
Compare and contrast policies on filtering and censorship both locally and globally.
Research and Information Literacy
•
Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing
information from multiple sources.
Critical Thinking, Problem Solving, Decision Making
•
Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.
Career Ready Practices
Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are
practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career
exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of
study.
CRP1. Act as a responsible and contributing citizen and employee - Career-ready individuals understand the obligations and responsibilities of
being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious
of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their
actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and
consistent in going beyond the minimum expectation and in participating in activities that serve the greater good.
CRP2. Apply appropriate academic and technical skills - Career-ready individuals readily access and use the knowledge and skills acquired through
experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make
correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation.
CRP4. Communicate clearly and effectively and with reason - Career-ready individuals communicate thoughts, ideas, and action plans with clarity,
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whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their
own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation
skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready
individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome.
CRP5. Consider the environmental, social and economic impacts of decisions - Career-ready individuals understand the interrelated nature of their
actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment.
They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it
relates to the impact on the social condition, the environment and the profitability of the organization.
CRP6. Demonstrate creativity and innovation - Career-ready individuals regularly think of ideas that solve problems in new and different ways, and
they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and
suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods,
practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand
how to bring innovation to an organization.
CRP7. Employ valid and reliable research strategies - Career-ready individuals are discerning in accepting and using new information to make
decisions, change practices or inform strategies. They use reliable research process to search for new information. They evaluate the validity of
sources when considering the use and adoption of external information or practices in their workplace situation.
CRP8. Utilize critical thinking to make sense of problems and persevere in solving them - Career-ready individuals readily recognize problems in the
workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and
take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully
consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through
their own actions or the actions of others.
CRP9. Model integrity, ethical leadership and effective management - Career-ready individuals consistently act in ways that align personal and
community-held ideals and principles while employing strategies to positively influence others in the workplace. They have a clear understanding of
integrity and act on this understanding in every decision. They use a variety of means to positively impact the directions and actions of a team or
organization, and they apply insights into human behavior to change others’ action, attitudes and/or beliefs. They recognize the near-term and longterm effects that management’s actions and attitudes can have on productivity, morals and organizational culture.
CRP10. Plan education and career paths aligned to personal goals - Career-ready individuals take personal ownership of their own education and
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Anatomy & Physiology
career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals, and
requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue
each, including a path of entrepreneurship. They recognize the value of each step in the education and experiential process, and they recognize that
nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and
execution of career and personal goals.
CRP11. Use technology to enhance productivity - Career-ready individuals find and maximize the productive value of existing and new technology
to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with
ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take
actions to prevent or mitigate these risks.
CRP12. Work productively in teams while using cultural global competence - Career-ready individuals positively contribute to every team, whether
formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to
increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.
Unit Sequence
Part A- Storyline: An object from space fell on your school territory, as future scientists you and your classmates are assigned to investigate the
content of the object and determine if the object shows characteristics of life
Overarching Question: Why some organisms show only some characteristics of life and others show all of them?
Concepts
Formative Assessment
•
All living organisms are identified by their ability to carry out
characteristics of life processes
✓ There are six characteristics of living organisms
•
All organisms carry on certain processes that distinguish them from
nonliving objects
Students who understand the concepts are able to:
•
Collect empirical evidence about the main characteristics of living
organisms.
•
Collect empirical evidence about cell structures as the smallest unit
capable to carry all of the life functions.
•
Use empirical evidence from experiments and other scientific
reasoning to support oral and written arguments that explain the
relationship among all cell organisms and their living characteristics
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•
The main life processes in humans are metabolism, responsiveness,
movement, growth, differentiation, and reproduction.
Learning Objective and
Essential Questions
Standard
1. Identify the main
characteristics of living
organisms.
2. Analyze the characteristics
of living organisms in
single cell organism and
multicellular organisms.
HS-LS1-2



What are the main
characteristics of living
organisms?
Can single cell
organisms carry out all
of the characteristics of
living organisms?
Do multicellular
organisms show all of
the characteristics of
life?
Sample Activities
Resources
Lab-Life: Common
Characteristics
Probing levels of life- Lab: Life:
Common Characteristics;
Students will investigate the
structure, function,
development, heredity, and
evolution of organisms.
Timeline 80-120 min; (In the unit
folder)
Students with these
observations will collect data
and will attempt to conclude
the main characteristics of living
organisms.
Part B- Storyline: (Homeostasis) You are a medical student during the residency program and the doctor that you are working for asked you to
provide some advice on the effects of the negative feedback on blood pressure.
Overarching Question: What are some of the disruptions of homeostasis in human body?
Concepts
Formative Assessment
•
Homeostasis influence the function and development of the human
body
Students who understand the concepts are able to:
•
Conduct experiments, collect evidence, and analyze empirical data.
•
Factors that affect homeostasis can be more than one cause
•
•
Homeostasis can be external, internal, psychological, and
sometimes prolonged.
Use evidence from experiments and other scientific reasoning to
support oral and written explanations of how homeostasis influences
the function of the human body.
•
Organisms have developed positive and negative feedback
•
Identify and describe possible causes and effects of positive and
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mechanisms
•
negative feedback in organisms
Some cause-and-effect relationships in homeostasis is between
positive and negative feedback.
Learning Objective and
Essential Questions
Standard
Describe the role of homeostasis
in human body.
Compare and contrast between
positive and negative feedback.

LO 2.28 Use
representations or
models to analyze
quantitatively and
qualitatively the effects
of disruptions to dynamic
homeostasis in biological
systems. (SP 1.4)
 LO 2.29 Create
representations and
models to describe
immune responses. (SP
1.1, 1.2)
1) Determine the role of
the positive and negative
feedback mechanisms in
maintain the
homeostasis.
2) Analyze the role of
homeostasis in human
What is homeostasis?
What is a feedback system?
How are positive and negative
feedback related to
homeostasis?
Why do positive feedback
systems that are part of the
normal physiological response
include some mechanisms that
terminate the system?
Sample Activities
Resources
Lab67-Response of
Multicellular Animals to Light
Students will analyze the
phototoxic behavior of several
multicellular animals by using
beams of unfiltered and
filtered light.
Probing levels of life- Lab: Response
of Multicellular Animals to Light;
Timeline 100-120 min; (In the unit
folder)
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body.
(HS-LS1-3)
Part C- Storyline: (Chemistry) Essential fatty acids such as (EFA’s) cannot be made by the human body they must be obtained by foods or
supplements. As a biochemist you are assigned to write a detailed report on the role of (EFA’s) and determine which way is more efficient.
Overarching Question: What is the role that macromolecules such as proteins, carbohydrates, and lipids play on human body
Concepts
Formative Assessment
 Macromolecules are large structures built from smaller, building Students who understand the concepts are able to:
block molecules.
 Describe the importance of carbon in day to day functions of a
 Polymers, such as carbohydrates, lipids, and nucleic acids, are
living organism.
arranged from smaller, monomers.
 Identify the 4 main macromolecules by examining their
 Dehydration Synthesis involves the linking of a monomer to a
structures.
polymer, and the expulsion of H20.
 Determine whether an unknown lipid is saturated or
 Enzymes play a crucial role in human body.
unsaturated.
 Buffer systems are made of acidic and basic ends.
 Using different indicators, determine what organic compound
Learning Objective and
Standard
Essential Questions
is present in a solution.
Sample Activities
Resources
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Anatomy & Physiology
Analyze how the subcomponents
of biological molecules and their
sequence determine the
properties of that molecule.
What type of chemical
reactions happen in the human
body?
Determine how buffers work in
human body and what is their role
to maintain homeostasis
As a soft organic matter what
are the main organic
compounds that made up our
body?
Identify the function of the 4 main
macromolecules by examining
their structures.
How are complex molecules
such as carbohydrates,
proteins, lipids, DNA, RNA, and
ATP formed in our body?
Identify the types of chemical
reactions that happen in the
human body
(HS-LS1-1)
What is a buffer system?
What is the role of buffers in
our body?
Lab8-Extracellular Enzymes :
Students will determine the role
that enzymes play in biochemical
processes
Lab 6-Molecules of Biological
Importance; Students will build
the three-D structure of the
molecules and understand how
these molecules function and how
they interact with one another
Probing Levels of Life -Lab:
Extracellular Enzymes; timeline 80100 min; (unit folder)
Probing Levels of Life-Lab 6Molecules of Biological Importance;
timeline 80-100 min; in the unit
folder
Probing Levels of Life-lab 7-Amino
Acid Chromatography; Timeline 100120 min; in the unit folder
Lab7-Amino Acid
Chromatography; students will be
able to use chemistry processes to
identify amino acids, which are the
building blocks of proteins.
What are the main reactions
that happen in human body?
Part D- Storyline:(cells and tissues ) You work as an intern for a U.S senator you are assigned to provide scientific prove and data for the use of the
three D printing that allows the scientists to grow new tissues in laboratory to replace damaged tissues in different parts of body.
Essential Question: How can biopsy be used to diagnose many disorders such as infections, inflammations, and cancers?
Concepts
Formative Assessment
 Cell Membranes are selectively permeable.
Students who understand the concepts are able to:
 The cell membrane is composed of a phospholipid bilayer
 List the reasons a semi-permeable membrane in the cell is
 The phospholipid bilayer is described as a “Fluid Mosaic” model
essential to cell functions.
because it is composed of different components that can move
 Use dialysis tubes to describe hypotonic and hypertonic
throughout the membrane.
solutions.
 Transport Proteins lie within the phospholipid bilayer of a cell
 Describe the different methods of membrane transport, and
membrane and aid in transport of molecules across the
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Anatomy & Physiology
membrane.
 Diffusion, osmosis, facilitated diffusion, and active transport are
ways in which molecules move across a membrane.
 Enzymes lower the activation energy of reactions
 Enzymes are affected by environmental conditions.
 Cells are organized according the their function in different
tissues
Learning Objective and
Standard
Describe the process of the
transport of the substances across
the cell membrane.
Analyze the factors that contribute
to an electrochemical gradient
Identify the main factors that
influence the diffusion rate of
substances across the cell
membrane
Describe the general features of
connective tissues?
Describe the location and function
of the various types of connective
tissues
Analyze the main types of tissues
2.A.3 - Organisms must exchange
matter with the environment to
grow, reproduce and maintain



which methods require an input energy, and which methods
do not require an input of energy.
Calculate the concentration of solutions and compare the
internal and external concentrations.
Describe the catalytic cycle of an enzyme.
Use graphs to determine the optimal environmental
conditions of an enzyme.
Essential Questions
Sample Activities
Resources
What are cells?
Lab 8- Extracellular Enzymes
Students will be able to
identify the crucial role of the
extracellular enzymes in
braking down complex
molecules into smaller
molecules; determine the role
of the these enzymes in the
metabolism process.
Probing Levels of Life-lab 8Extracellular Enzymes; Timeline 100120 min; in the unit folder
What is the role and the
function of the cell
membrane?
Why is the cell membrane
described as semipermeable?
What are the factors that
contribute to the
electrochemical gradient?
What are the factors that
influence the diffusion rate of
substances across the plasma
membrane?
What are the four basic types
of human tissues?
How are connective tissues
classified?
What characteristics are
Lab9- Quantitative and
Qualitative Plasmolysis
Students will observe the
quantitative effects of the
plasmolysis in Elodea cells and
quantitatively measure the
rate plasmolysis in potato
slides.
Probing Levels of Life-lab 9Quantitative and Qualitative
Plasmolysis.; Timeline 100-120 min;
in the unit folder
Probing Levels of Life-lab 10-Basic
Cell Structure; Timeline 100-120 min;
in the unit folder
Lab10-Basic Cell Structure
Students will be able to
observe and locate parts
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organization.
2.B.1 - Cell membranes are
selectively permeable due to their
structure.
common for all epithelial
tissues?
within several types of cells;
measure the length width of
each type of cell in micrometer
2.B.2 - Growth and dynamic
homeostasis are maintained by the
constant movement of molecules
across membranes.
2.B.3 - Eukaryotic cells maintain
internal membranes that partition
the cell into specialized regions.
4.B.1 - Interactions between
molecules affect their structure
and function.
(HS-LS1-2)
Unit Project/Lab Performance/Assessments
Student physician diagnosis with written report and presentation
Vocabulary
Cell
organism
DNA
homeostasis
Fats
protein
Amino acids
tissues
organs
Organs systems
pH
Feedback mechanism;
pH scale
Enzymes
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Anatomy & Physiology
Unit 2 Sequence
Part A- Storyline: (Organization of the body systems) You are working as an intern in the radiology department and in the next couple of weeks you
will perform proton beam therapy for several cancer patients. Proton beam therapy is a new and innovative treatment that focuses in destroying
cancer cells in the brain without having surgical intervention on the cranial cavity. Your job is to provide the patient with the information on how
the proton beam therapy works, what it is, and the positive effect on using the beam proton therapy vs surgery.
Overarching Question: What role do body plains, cavities and regions play on medical imaging procedures
Concepts
Formative Assessment
•
The Human body consist of eleven systems
Skeletal, muscular, nervous, endocrine, respiratory, cardiovascular,
digestive, reproductive, urinary, lymphatic, integumentary systems
The plains that go through the human body are frontal, transverse,
sagittal, and oblique.
Students who understand the concepts are able to:


Body cavities help protect, separate, and support internal organs
Develop and use a model to illustrate the hierarchical
organization of interacting systems that provide specific functions
within multicellular organisms.
Communicate scientific and technical information about why the
molecular-level structure is important in the functioning of
designed materials.
The main body cavities are:
a)
b)
c)
d)
e)
Cranial cavity
Vertebral cavity
Thoracic cavity
Abdominal cavity
Pelvic cavity
Body regions and quadrants are used in medical field to locate specific
structures.
Learning Objective and
Standard
Identify the role of body cavities,

Conduct experiments, collect evidence, and analyze empirical
data.

Use evidence from experiments and other scientific reasoning to
support oral and written explanations of how homeostasis
influences the function of the human body.

Identify and describe possible causes and effects of positive and
negative feedback in organisms
Essential Questions
Sample Activities
Resources

Lab-15 Surface Anatomy and
Laboratory manual for Anatomy
What are the main body
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Anatomy & Physiology
regions and plains
Describe the principals and
importance of medical imaging
procedures in the evaluation of
organ functions and diagnosis of
diseases


Describe the anatomical positioning

Relate the anatomical names and
corresponding common names for
various regions of the human body

plain
What are the main regions
of the human body
What role do body plains,
cavities, and regions play on
medical imaging
procedures?
What are the main systems
of the human body
What is a system, organ,
tissue and body systems
Body Plains
Students will identify the
importance of the surface
anatomy of the face, chest,
back, abdomen, shoulder, arm,
thigh, and leg.
and physiology – Lab 15:Surface
Anatomy and Body Plains;
Timeline 100-180 min; (In the unit
folder)
Students identify body plains,
regions and cavities
SI-H-A6 Communicating and
defending a scientific argument; SIH-B1 Communicating that scientists
usually base their investigations on
existing models;
SI-H-B2 Communicating that
scientists conduct investigations for
a variety of reasons, such as
exploration of new areas, discovery
if new aspects of the natural world,
confirmation of prior investigations,
evaluation of current theories, and
comparison of models and theories;
and
SI-H-B3 Communicating that
scientists rely on technology to
enhance the gathering and
manipulation of ideas.
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Anatomy & Physiology
LS-H-A3 Investigating cell
differentiation and describing
stages of embryonic development
of representative organisms.
(HS-LS1-2), (HS-LS1-3)
Part B- Storyline:(Integumentary System) Many Infants during their first months of their life gain a lot of weight as a result they are diagnosed with a
condition known as Rakidi which is softening of the bones. As a pediatrician explain to a young mother what is causing this condition to her first
new born and what medication would you describe to regulate the condition.
Overarching Question: Why it is difficult to save the life of someone with extensive third -degree burn?
Concepts
Formative Assessment
The integumentary system plays a crucial role in homeostasis by
Students who understand the concepts are able to:
protecting the body and helping regulate body temperature
 Describe the role of the integumentary system in regulating
 The integumentary system allows us to sense pleasure, pain, and
body temperature, store blood, protect body from external
external stimuli
environment, detect courteous sensations, excrete and absorbs
 The Skin is made of two main parts epidermis and dermis.
substances, and synthesizes vitamin D.
 Epidermis cells consist of keratinocytes, melanocytes,
 Identify the 2 main parts of the skin.
Langerhans, and Markel cells.
 Analyze the structure of the epidermis and dermis.
 The epidermal cells are organized in layers stratum Basale,
 Using a dichotomous key to differentiate layers and structures
spinosum, granulosum, and lucidum.
of epidermis and dermis.
 Dermis consist of connective tissue containing collagen and
 Analyze the causes of skin color.
elastic fibers
 Dermis is divided in papillary and reticular regions
 The color of the skin is due to melanin, carotene, and
hemoglobin.
Learning Objective and
Essential Questions
Sample Activities
Resources
Standard
Analyze the role that the
What is the main function of
Lab7-Integumentary system
Integumentary System structure and
integumentary system plays in
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homeostasis.
Determine the function and role
that the Integumentary system.
Identify the function of the 2 main
parts of the integumentary system.
Identify the types of cells and layers
that make us the epidermis and
dermis.
Analyze the three main skin colors
and determine the factors that
influence the skin color.
SI-H-A6 Communicating and
defending a scientific argument;
SI-H-B1 Communicating that
scientists usually base their
investigations on existing
models; SI-H-B2 Communicating
that scientists conduct
investigations for a variety of
reasons, such as exploration of
new areas, discovery if new
aspects of the natural world,
confirmation of prior
investigations, evaluation of
current theories, and comparison
of models and theories; and SI-HB3 Communicating that scientists
rely on technology to enhance
the gathering and manipulation
the skin?
structure and function:
What role does the
integumentary system plays in
maintaining homeostasis?
Students will be able to describe
the function of the integumentary
system; Identify layers of the
epidermis and dermis and identify
the accessory structures of the
skin under the microscope.
What are the two main parts
that make up the
integumentary system?
What embryonic cells
contribute to the development
of epidermis and dermis
Structure and Function: Stem Cell:
Students will evaluate the validity
and reliability of and/or synthesize
multiple claims, methods, and/or
designs that appear in scientific
and technical texts or media
reports, verifying the data when
possible.
function-Lab: Identification of skin
Layers and Accessory Structures;
timeline 120-180 min; (find the Lab
packet in the unit folder)
Structure and Function-Lab: Stem
Cells; Timeline 120-180 min; ( find
the Lab packet in the unit folder)
Histology-World! Histology PracticalIntegumentary System: Virtual Lab;
www.histologyworld.com/practical/skin/skin.htm;
Timeline 160-180 min; (find the Lab
packet in the unit folder)
Virtual Lab-Histology PracticalIntegumentary System
Students will analyze and interpret
different microscope slides and
determine types of skin cells.
17
Anatomy & Physiology
of ideas.
LS-H-A3 Investigating cell
differentiation and describing
stages of embryonic
development of representative
organisms.
(HS-LS1-2), (HS-LS1-3)
Unit Project/Lab Performance/Assessments
Student physician diagnosis with written report and presentation
Vocabulary
Body cavities
Cranial cavity
Vertebral canal
Body Plains
Thoracic cavity
Epidermis
Abdominal cavity
Cranial cavity
Dermis
Sebaceous glands
Hypodermis
Adipose tissue
Subcutaneous layer
Pacinian corpuscles
Meissner corpuscle
Cutaneous plexus
Unit 3 Sequence
Part A- Storyline: (Skeletal System) You and your team are writing a research article in a new and innovative approach on bone fusion without using
screws. Please explain what data did you collected during the research and the benefit of using bone fusion rather than screws for a bone fracture.
Overarching Question: how does the bone tissue contributes to homeostasis of the human body?
Concepts
Formative Assessment
18
Anatomy & Physiology
•
There are 206 bones in the human body.
Compare and contrast female and male skeletal system.
•
The skeletal system performs six main functions.
•
There are four types of cells in the bone tissue: Osteogenic, osteoblast,
osteocytes, osteoclasts cells.
Identify different types of the bone cells on the photomicrograph or
microscope.
•
There are three factors that affect the bone growth
a. Mineral
b. Vitamins
c. Hormones
The skeletal system consists of: the axial, and appendicular skeleton.
Describe the six main functions of the skeletal system.
Analyze the function of the bones and skeletal system.
Describe and identify the structure and function of each part of the long
bone.
Identify the role of the skeletal system in maintain the homeostasis.
Identify the factors that influence the bone growth.
Cranial bones, Thoracic bones and Vertebral bones make up the axial.
The appendicular system consists of pectoral girdle, upper limb, pelvic
girdle, lower limb.
Learning Objective and
Essential Questions
Standard
Describe how the skeletal system is

What is the main function of
organized into axial and
the skeletal system
appendicular divisions.

What role does the skeletal
system plays in maintaining
Classify bones according to their
the homeostasis
shape or location.

How can we tell if we are
viewing a bone cell under
Identify the location and surface
the microscope
features of the parietal, occipital,

What is a bone
sphenoid, ethmoid, bones.

How do bones grow and
develop
Describe the structure and the
function of the vertebral column in
various regions.
Sample Activities
Resources
Lab 8- Laboratory Manual for
Anatomy and Physiology: Bone
Structure and Function
Laboratory Manual for Anatomy
and Physiology :Bone Structure and
Function-Lab; Timeline 80-120 min;
(In the unit folder)
Students will classify different
bodes as long, short, flat,
irregular or sesamoid.
Students will identify different
microscopic slides and
determine what part of the
bone the cells came from.
Lab 9- Laboratory Manual for
Anatomy and Physiology: Axial
Laboratory Manual for Anatomy
and Physiology: Axial Skeleton-Lab;
Timeline 200-250 min; (in the unit
folder)
Laboratory Manual for Anatomy
and Physiology: Appendicular
Skeleton-Lab; Timeline 200-250
min; (in the unit folder)
19
Anatomy & Physiology
Skeleton.
Identify the bones of the pectoral
and pelvic girdle, their functions
and their principal markings.
Identify the bones of the upper,
lower limbs and their principal
markings.
Students will identify the three
main parts of the Axial Skeleton
and identify the major bones
that make up the axial skeleton.
Laboratory Manual for Anatomy
and Physiology: Joints and Synovial
Joint Movements-Lab; Timeline
200-250 min; (in the unit folder)
A. Interactive Anatomy
-Illustrated Anatomy
-Cadaver Practical
SI-H-A6 Communicating and
defending a scientific argument; SIH-B1 Communicating that scientists
usually base their investigations on
existing models;
SI-H-B2 Communicating that
scientists conduct investigations for
a variety of reasons, such as
exploration of new areas, discovery
if new aspects of the natural world,
confirmation of prior investigations,
evaluation of current theories, and
comparison of models and theories;
SI-H-B3 Communicating that
scientists rely on technology to
enhance the gathering and
manipulation of ideas.
Lab 10- Laboratory Manual for
Anatomy and Physiology:
Appendicular Skeleton.
LS-H-A3 Investigating cell
differentiation and describing
stages of embryonic development
of representative organisms.
C. Interactive Anatomy
-Illustrated Anatomy
-Cadaver Practical
Students will be able to identify
the bones that make
appendicular Skeleton.
B. Interactive Anatomy
-Illustrated Anatomy
-Cadaver Practical
Lab 11- Laboratory Manual for
Anatomy and Physiology :Joints
and Synovial Joint Movements
Students will be able to identify
the bones that make joints and
synovial joints movements
(HS-LS1-2)
20
Anatomy & Physiology
Part B- Storyline: (Muscular System) During a soccer game the centerfield female player had a torn ACL. As an orthopedic doctor what type of
treatment do you suggest to the patient using a cadaver or cutting from the one tissue and why?
Overarching Question: Why muscle cells are not able to repair?
Concepts
Formative Assessment
•
There are three types of muscular tissues: skeletal, cardiac, and
smooth.
Students who understand the concepts are able to:
•
The main function of the skeletal tissue is to produce body
movement, stabilize body positions, store and move substances
within the body, and generate heat.
•
•
Muscular tissue has four special properties: electrical excitability,
contractility, extensibility, elasticity.
Muscles fibers have three ways to produce ATP:
a) From creating phosphates
b) By anaerobic cellular respiration
c) By aerobic cellular respiration
Learning Objective and
Essential Questions
Standard
Describe the structure of the
skeletal tissue and skeletal muscle
fibers.
Identify the connective tissue
structures in skeletal muscle on the
microscope slide or
photomicrograph.
Describe the structure of the
sarcomere.
What is the main role of
muscles?
How do muscle fibers function?
How do muscles use ATP?
What are the three main
muscle fibers?
What are the main major
muscles of the human body?
•
Compare and contrast the three types of the muscular tissue by
structure and by function.
•
Describe the role of muscles play in human body.
•
Differentiate between skeletal, cardiac and smooth muscles.
•
Analyze the way muscles produce ATP.
•
Explain how muscle fibers regenerate.
Sample Activities
Lab 12- Laboratory Manual for
Anatomy and Physiology :Skeletal
Muscle Structure
Students will be able to:
a). identify and label skeletal
muscle tissue and coverings
b) Identify and label skeletal
Muscle fibers
Resources
Laboratory Manual for Anatomy and
Physiology :Skeletal Muscle StructureLab; Timeline 200-250 min; (in the
unit folder)
Laboratory Manual for Anatomy and
Physiology :Contraction of the
Skeletal Muscles-Lab ; Timeline 200250 min; (in the unit folder)
Laboratory Manual for Anatomy and
21
Anatomy & Physiology
Describe the structure of the
neuromuscular junction.
Describe the role of ATP in skeletal
muscle contraction.
Describe the three muscle fiber
types and their influence on
contraction.
Describe how skeletal muscles
achieve a smooth sustained
contraction.
What is a muscle?
How do muscles contract and
relax?
What is the structure of the
muscle tissue?
c) identify and label the electron
micrograph of the Sarcomere
d) identify and label the
neuromuscular junctions
Students will have an interactive
anatomy review
Lab 13- Laboratory Manual for
Anatomy and Physiology:
Contraction of the Skeletal Muscle.
Describe how skeletal muscles vary
the force of contraction.
Students will be able to
a) Calculate the percentage of
skeletal muscle fibers
Define threshold stimulus maximal
stimulus recruitment and fatigue
and explain how to observe them.
b) Determine the influence of
muscle fiber type on skeletal
muscle contraction
Identify the major skeletal muscles
of the human body.
c) Differentiate between isotonic
and isomeric contractions
Describe the function of the major
skeletal muscles.
d) Analyze the role of ATP in
contraction of skeletal muscle
fibers
Label the muscles of the human
body.
SI-H-A6 Communicating and
defending a scientific argument;
SI-H-B1 Communicating that
scientists usually base their
investigations on existing models;
SI-H-B2 Communicating that
Physiology :Skeletal Muscles and their
Action -Lab ; Timeline 200-250 min;
(in the unit folder)
Students will have an interactive
anatomy review
Lab 14- Laboratory Manual for
Anatomy and Physiology: Skeletal
Muscles and their Actions.
Students will be able to:
22
Anatomy & Physiology
scientists conduct investigations for
a variety of reasons, such as
exploration of new areas, discovery
if new aspects of the natural world,
confirmation of prior
investigations, evaluation of
current theories, and comparison
of models and theories; and
SI-H-B3 Communicating that
scientists rely on technology to
enhance the gathering and
manipulation of ideas.
a) Identify the major skeletal
muscles
b) Describe the function of the
major skeletal muscles
Students will have an interactive
anatomy review through
1) Illustrated Anatomy
2) Cadaver Practical
LS-H-A3 Investigating cell
differentiation and describing
stages of embryonic development
of representative organisms.
(HS-LS1-2), (HS-LS1-3)
Vocabulary
Rib
Hyoid
Tarsals
Thoracic vertebrae
Thorax
Metatarsals
Cranial Bones
Pelvic girdle
Humerus
Ethmoid Bone
Femur
Ulna
Optical Bone
Patella
Radius
Skull
Tibia
Carpal
23
Anatomy & Physiology
Unit Project/Lab Performance/Assessments
Student physician diagnosis with written report and presentation
Unit 4 Sequence
Part A- Storyline: (Nervous System) You are an intern working for a US senator who wants to introduce a bill for early vaccination regarding
meningitis. Your job is to provide a report that utilizes scientific data to describe the disease and current treatments and/or cures.
Overarching Question: Why do we feel pain?
Concepts
The nervous system regulates body activities by responding rapidly using
nerve impulses.
Formative Assessment
Students who understand the concepts are able to:


Develop and use a model to illustrate the hierarchical organization
of interacting systems that provide specific functions within
multicellular organisms.
Communicate scientific and technical information about why the
molecular-level structure is important in the functioning of
designed materials.

Conduct experiments, collect evidence, and analyze empirical data.

Use evidence from experiments and other scientific reasoning to
support oral and written explanations of how homeostasis
influences the function of the human body.

Identify and describe possible causes and effects of positive and
negative feedback in organisms
The nervous system is responsible for:
a) perception
b) behavior
c) memory
d) And initiate all the voluntary movements
The nervous system is made of two main subdivisions: central Nervous
system and Peripheral nervous system,
The nervous system carries out three main functions:
1. Sensory functions
2. Integrative functions
3. Motor functions
Nervous tissue comprise two types of cells-neurons and neuralgia.
The basic parts of the neuron are dendrites, cell body, and axon
Neurons are classified according to their structure and function into:
Multipolar, bipolar, and unipolar neurons; functionally they are afferent,
efferent, and association neurons.
24
Anatomy & Physiology
Neurons communicate by electrical and chemical synapses.
The spinal cord controls some of your most rapid reactions to the
environmental changes.
Learning Objective and
Essential Questions
Standard
Identify the main role of the
nervous system and determine the
parts of the nervous system.
Classify neurons according to their
structure and their function
Identify unipolar, bipolar, and
multipolar neurons on
photomicrographs.
Determine the main role of and
identify the anatomical, features
spinal cord.
Identify the anatomical features and
functions of the spinal cord
transverse section on the
microscope slide.
Analyze the four spinal plexuses and
the major nerves arising from each
plexus.
Identify the five components of a
somatic flex.
Compare and contrast how the
monosynaptic and polysynaptic
reflex arcs differ.
 What is a neuron
 How do neurons communicate
with one another
 How are impulses being
created
 How do nerve cells send and
receive messages
 How can we tell if we are
viewing a nerve cell under the
microscope
 How is information being
transmitted through the spinal
cord
 What is a somatic reflex and
how does it work
 What is the difference
between the monosynaptic
and polysynaptic reflex
Sample Activities
Resources
Lab 16- Laboratory Manual for
Anatomy and Physiology:
Nervous Tissues
Laboratory Manual for Anatomy
and Physiology :Nervous Tissue
Lab; Timeline 80-120 min; (In the
unit folder)
Students will be able to:
a) Identify the structure of the
nervous system.
b) Identify the structure of the
neuron
c)Classify neurons according to their
structure
d) classify the neurons according to
their function
Students will identify different
microscopic slides and
determine the part of the
neuron the cells.
Lab 17- Laboratory Manual for
Anatomy and Physiology :Spinal
Cord Structure and Function
Students will able to:
Laboratory Manual for Anatomy
and Physiology :Spinal Cord
Structure and Function -Lab;
Timeline 200-250 min; (in the unit
folder)
Laboratory Manual for Anatomy
and Physiology :Spinal Nerve -Lab;
Timeline 200-250 min; (in the unit
folder)
Laboratory Manual for Anatomy
and Physiology :Spinal Nerves-Lab;
Timeline 200-250 min; (in the unit
folder)
Laboratory Manual for Anatomy
and Physiology :Somatic Reflexes Lab; Timeline 200-250 min; (in the
unit folder)
a) Identify the protective
structures of the spinal
Meninges.
25
Anatomy & Physiology
SI-H-A6 Communicating and
defending a scientific argument; SIH-B1 Communicating that scientists
usually base their investigations on
existing models;
SI-H-B2 Communicating that
scientists conduct investigations for
a variety of reasons, such as
exploration of new areas, discovery
if new aspects of the natural world,
confirmation of prior investigations,
evaluation of current theories, and
comparison of models and theories;
and
SI-H-B3 Communicating that
scientists rely on technology to
enhance the gathering and
manipulation of ideas.
LS-H-A3 Investigating cell
differentiation and describing
stages of embryonic development
of representative organisms.
(HS-LS1-2), (HS-LS1-3)
b) Describe the external
features of the spinal cord.
c) Identify the parts of the
transverse section of the
spinal cord.
Interactive Anatomy
-Illustrated Anatomy
-Cadaver Practical
Lab 18- Laboratory Manual for
Anatomy and Physiology: Spinal
Nerves.
Students will be able to
a)identify the connective tissue
covering the spinal cord
b) identify the rami of the spinal
cord
c)Identify the four spinal
plexuses
d) Identify major nerves from
cervical brain to brachial
plexuses
Interactive Anatomy
-Illustrated Anatomy
-Cadaver Practical
Lab 19- Laboratory Manual for
Anatomy and Physiology:
Somatic Reflexes
26
Anatomy & Physiology
Students will be able to:
a) identify the reflex arc
b) Test a reflex
Interactive Anatomy
-Illustrated Anatomy
-Cadaver Practical
Part B- Storyline: (Brain) Cerebrovascular accident or stroke is the third leading cause of death in U.S. As member of the community improvement
team for the city collaboration with St Joseph’s Hospital) you are assigned to write a report about the risk factors, preventions and treatments of
strokes.
Overarching Question: What makes the human brain so unique compare to the other species?
Concepts
Formative Assessment
The brain registers sensations, correlate them with one another,
stores information, make decisions, and take actions.
Students who understand the concepts are able to:


Develop and use a model to illustrate the hierarchical organization
of interacting systems that provide specific functions within
multicellular organisms.
Communicate scientific and technical information about why the
molecular-level structure is important in the functioning of designed
materials.

Conduct experiments, collect evidence, and analyze empirical data.

Use evidence from experiments and other scientific reasoning to
support oral and written explanations of how homeostasis
influences the function of the human body.
The brain contributes to homeostasis and also is the center for
intelligence, emotions, behavior, and memory.
The brain consist of four major parts; brain stem, cerebellum,
diencephalon, and cerebrum.

Learning Objective and
Essential Questions
Identify and describe possible causes and effects of positive and
negative feedback in organisms
Sample Activities
Resources
27
Anatomy & Physiology
Standard
Determine the major external and
internal structures of the brain.
What is the main role of the
brain?
Describe how the brain is protected
and how the blood supply is
provided.
How does the brain stores
information
Explain the formation and
circulation of cerebrospinal fluid.
Analyze the structure and function
of the brain stem and reticular
formation.
Identify 12 pairs of cranial nerves.
Determine the function of the 12
pairs of cranial nerves.
Compare the structural and
functional differences between the
somatic and automatic parts of the
nervous system.
SI-H-A6 Communicating and
defending a scientific argument;
SI-H-B1 Communicating that
scientists usually base their
investigations on existing models;
SI-H-B2 Communicating that
scientists conduct investigations for
a variety of reasons, such as
exploration of new areas, discovery
if new aspects of the natural world,
Lab 20- Laboratory Manual for
Anatomy and Physiology :The Brain
Structure and Function
Students will be able to:
How do cranial nerves
function?
a) identify and label major parts of
the brain
What is the main role of cranial
nerves?
b) Determine the function of each
part of the brain
What is the correlation
between cranial nerves
structure and their function?
c) Compare and contrast the sheep
brain and human brain
Students will have an interactive
anatomy review
Laboratory Manual for Anatomy and
Physiology :The Brain Structure- Lab;
Timeline 200-250 min; (in the unit
folder)
Laboratory Manual for Anatomy and
Physiology :Contraction of the Cranial
Nerves-Lab ; Timeline 200-250 min;
(in the unit folder)
Laboratory Manual for Anatomy and
Physiology :Autonomic Nervous
System Structure and Function -Lab ;
Timeline 200-250 min; (in the unit
folder)
Illustrated Anatomy
Cadaver Practice
Lab 21- Laboratory Manual for
Anatomy and Physiology: Cranial
Nerves .
Students will be able to
a) Determine the location of
the cranial nerves
b) Identify the function of the
cranial nerves
Students will have an interactive
anatomy review
Illustrated Anatomy
28
Anatomy & Physiology
confirmation of prior
investigations, evaluation of
current theories, and comparison
of models and theories; and
SI-H-B3 Communicating that
scientists rely on technology to
enhance the gathering and
manipulation of ideas.
LS-H-A3 Investigating cell
differentiation and describing
stages of embryonic development
of representative organisms.
(HS-LS1-2), (HS-LS1-3)
Cadaver Practice
Lab 22- Laboratory Manual for
Anatomy and Physiology:
Autonomic Nervous System
Structure and Function.
Students will be able to:
a) Identify the structure of the
Autonomic nervous system
b) Describe the function of the
Autonomic nervous system
Students will have an interactive
anatomy review through
3) Illustrated Anatomy
4) Cadaver Practical
Part C- Storyline: (Senses) Many cancer patients may develop taste aversion due to the combination of drug and radiation treatment. As a new
physician assistant working with cancer patients you are assigned to provide a treatment for the patients that have lost their taste so they can start
to restore the taste
Overarching Question: How do the sensory organs contribute to homeostasis?
Concepts
Formative Assessment
Sensory organs have special receptors that allow us to smell, taste,
see, hear, and maintain equilibrium.
The information conveyed from these receptors to the central
nervous system is used to help maintain homeostasis
Students who understand the concepts are able to:


Develop and use a model to illustrate the hierarchical organization of
interacting systems that provide specific functions within
multicellular organisms.
Communicate scientific and technical information about why the
molecular-level structure is important in the functioning of designed
materials.
29
Anatomy & Physiology
Learning Objective and
Standard
Describe the pathway from the
sensory receptor to the
cerebral cortex.
Identify the areas of the body
that have the greatest tactical
discrimination.
Analyze the adaptation of the
sensory receptors.
Analyze the phenomenon of
referred pain.
The Eye and Vision
Perform visual tests that are
used to determine distance
visual acuity, near point, and
astigmatism.
Identify the accessory
structures of the eye and the
structure of the eyeball.
The
Ear,
Hearing
and
Equilibrium
Determine the structure of the
Essential Questions

Conduct experiments, collect evidence, and analyze empirical data.

Use evidence from experiments and other scientific reasoning to
support oral and written explanations of how homeostasis influences
the function of the human body.

Identify and describe possible causes and effects of positive and
negative feedback in organisms
Sample Activities
How do senses work?
Lab 23-General Senses:
What is Pain?
Students will be able to describe
the pathway of the sensory
receptors.
How is information received by
the sensory receptors?
What are senses?
What is the adaptation time?
Identify the sensory receptors,
sensory pathways and determine
the adaptation of different sensory
receptors.
Interactive anatomy review
Lab 24 -Special Senses-Eye
Students will be able to:
Identify the major structures of
the eye
Resources
General Senses -Lab; timeline 120-180
min; (find the Lab packet in the unit
folder)
Special Senses: Eye Exam-Lab; timeline
120-180 min; (find the Lab packet in the
unit folder)
Special Senses: Hearing Exam-Lab;
timeline 120-180 min; (find the Lab
packet in the unit folder)
Special Senses: Taste Exam-Lab;
timeline 120-180 min; (find the Lab
packet in the unit folder)
Students will perform eye tests
such as near vision, near point
vision color blindness, astigmatism
and myopia
Lab 24 -Special Senses: Hearing
30
Anatomy & Physiology
external, middle, and internal
ear.
Perform tests that exhibit the
function of the receptors by
dynamic and static equilibrium.
The Nose and Olfaction
Identify the location of
receptors for olfaction.
Determine the time adaptation
for olfactory receptors.
The Teste Buds and Gustation
Identify the location of the
receptors for taste
Analyze the receptor structures
that are responsible for taste
Determine the influence of
smell and texture on taste.
Students will be able to:
a) Identify major Anatomical parts
of the ear
b) perform Auditory and
Equilibrium tests
Lab 24 -Special Senses-Nose and
Olfaction
Students will be able to:
a) determine olfactory structures
b) identify taste buds
c) Perform a taste test
SI-H-A6 Communicating and
defending a scientific
argument; SI-H-B1
Communicating that scientists
usually base their investigations
on existing models; SI-H-B2
Communicating that scientists
conduct investigations for a
variety of reasons, such as
exploration of new areas,
discovery if new aspects of the
natural world, confirmation of
prior investigations, evaluation
of current theories, and
31
Anatomy & Physiology
comparison of models and
theories; and SI-H-B3
Communicating that scientists
rely on technology to enhance
the gathering and manipulation
of ideas.
LS-H-A3 Investigating cell
differentiation and describing
stages of embryonic
development of representative
organisms.
(HS-LS1-2), (HS-LS1-3)
Unit Project/Lab Performance/Assessments
Student physician diagnosis with written report and presentation
Vocabulary
Cranial nerve
Gustation
polysynaptic reflex
Taste buds
Equilibrium
Spinal Meninges
Olfactory structures
Spinal cord
Neurons
Sensory receptors
Rami
Myopia
Connective tissue
Astigmatism
monosynaptic reflex
What It Looks Like in the Classroom
32
Anatomy & Physiology
Instruction should result in students being able to use arguments based on empirical evidence and scientific reasoning to support an explanation of how
characteristic of life and specialized structures affect the probability of successful evolution of human species. Students may observe, draw
photographs, and microphotographs can be used by students to label parts of the human body in the laboratory. Possible activities could include
Illustrated anatomy and Cadaver practical. Using the microscopes to view different tissue cells and compare and contrast cells of different tissues
according to their specialization.
Students will be use as physiological subjects to identify and role play different diagnosis correlated to the human anatomy. After the physiology
experiment the students are asked to make predictions, collect data, analyze data, and write lab reports. Unlabeled four-color drawings are used by
students to write the name of the structures and to help them memorize it. Then the completed diagrams are used to identify structures on models.
Introduction of the phonetic pronunciation will encourage students to practice pronunciation; the discussion questions are placed with the purpose to
make the students think about the material that is being presented.
At this point students can have a deeper understanding of the subject matter; they are able to compare and contrast different structures of the human
body; Identify models and structures on different models and manuals; and identify different photomicrograph, and different tissues under the
microscope.
Instruction that results in students being able to construct an evidence-based scientific explanation for how human body works and function will unable
students to analyze and Identify the crucial role of individuals that work in the allied health fields.
Prior Learning
Life Science
•
Cell structure and function
•
Reproduction is essential to every kind of organism.
•
Organisms have both internal and macroscopic structures that allow for growth, survival, behavior, and reproduction.
•
Cells are specialized and grouped according to their function.
Medical Terminology

Use of medical terms is essential to Anatomy and Physiology students
•
•
Future Learning
Systems of specialized cells within organisms help perform essential functions of life.
Human body is made of specialized tissues that have specific function
33
Anatomy & Physiology
• Feedback mechanisms maintain an organism’s internal condition within certain limits and mediate behaviors.
• Knowledge of the connection between structure and function is important to diagnose diseases and provide care
Connections to Other Courses
Allied health field such as: nursing, physical, respiratory, cardiovascular, or occupational therapy; radiology; and dental hygiene.
Medical Field




Clinical Discussions make the study of anatomy and Physiology relevant to students.
Knowledge of the anatomy and physiology allows the students to understand and make connections between normal structures and abnormal
ones.
Similarly studying and reviewing literature will allow the find the identity, analyze, interpret and draw conclusions.
Students will be provided with a rich background to be successful not only in the allied health careers but medical field as well.
Appendix A: NGSS and Foundations for the Unit
Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular
organisms. [Clarification Statement: Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, and organism
movement in response to neural stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and
smooth muscle to regulate and deliver the proper amount of blood within the circulatory system.] [Assessment Boundary: Assessment does not include
interactions and functions at the molecular or chemical reaction level.] (HS-LS1-2)
Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. [Clarification Statement: Examples of
investigations could include heart rate response to exercise, stomata response to moisture and temperature, and root development in response to water
levels.] [Assessment Boundary: Assessment does not include the cellular processes involved in the feedback mechanism.] (HS-LS1-3)
Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential
functions of life through systems of specialized cells. [Assessment Boundary: Assessment does not include identification of specific cell or tissue types,
whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis.] (HS-LS1-1)
Crosscutting Concepts
Science and Engineering Practices
Disciplinary Core Ideas
Developing and Using Models
LS1.A: Structure and Function
Systems and System Models
Modeling in 9–12 builds on K–8 experiences and
 Multicellular organisms have a
 Models (e.g., physical, mathematical,
progresses to using, synthesizing, and
hierarchical structural organization, in
computer models) can be used to simulate
34
Anatomy & Physiology
developing models to predict and show
relationships among variables between systems
and their components in the natural and
designed worlds.
 Develop and use a model based on evidence
to illustrate the relationships between
systems or between components of a
system. (HS-LS1-2)
Planning and Carrying Out Investigations
Planning and carrying out in 9-12 builds on K-8
experiences and progresses to include
investigations that provide evidence for and
test conceptual, mathematical, physical, and
empirical models.
 Plan and conduct an investigation
individually and collaboratively to produce
data to serve as the basis for evidence, and
in the design: decide on types, how much,
and accuracy of data needed to produce
reliable measurements and consider
limitations on the precision of the data (e.g.,
number of trials, cost, risk, time), and refine
the design accordingly. (HS-LS1-3)



which any one system is made up of
numerous parts and is itself a
component of the next level. (HS-LS1-2)
Feedback mechanisms maintain a living
system’s internal conditions within
certain limits and mediate behaviors,
allowing it to remain alive and
functional even as external conditions
change within some range. Feedback
mechanisms can encourage (through
positive feedback) or discourage
(negative feedback) what is going on
inside the living system. (HS-LS1-3)
Systems of specialized cells within
organisms help them perform the
essential functions of life.
All cells contain genetic information in
the form of DNA molecules. Genes are
regions in the DNA that contain the
instructions that code for the formation
of proteins, which carry out most of the
work of cells. (Note: This Disciplinary
Core Idea is also addressed by HS-LS3-1.)
(HS-LS1-1)
systems and interactions—including energy,
matter, and information flows—within and
between systems at different scales. (HS-LS1-2)
Stability and Change
 Feedback (negative or positive) can stabilize or
destabilize a system. (HS-LS1-3)
Structure and Function
Investigating or designing new systems or
structures requires a detailed examination of
the properties of different materials, the
structures of different components, and
connections of components to reveal its
function and/or solve a problem. (HS-LS1-1)

Constructing Explanations and Designing
Solutions
Constructing explanations and designing
solutions in 9–12 builds on K–8 experiences and
progresses to explanations and designs that are
supported by multiple and independent
student-generated sources of evidence
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Anatomy & Physiology
consistent with scientific ideas, principles, and
theories.
 Construct an explanation based on valid and
reliable evidence obtained from a variety of
sources (including students’ own
investigations, models, theories, simulations,
peer review) and the assumption that
theories and laws that describe the natural
world operate today as they did in the past
and will continue to do so in the future. (HSLS1-1)
________________________________________
Connections to Nature of Science
Scientific Investigations Use a Variety of
Methods
 Scientific inquiry is characterized by a
common set of values that include: logical
thinking, precision, open-mindedness,
objectivity, skepticism, replicability of
results, and honest and ethical reporting of
findings. (HS-LS1-3)
English Language Arts
SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest. (HS-LS1-2)
WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject
under investigation. (HS-LS1-3)
WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the
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Anatomy & Physiology
strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (HS-LS1-3)
RST.11-12.1
Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes
and to any gaps or inconsistencies in the account. (HS-LS1-1)
WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical
processes. (HS-LS1-1)
WHST.9-12.9
Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS1-1)
Suggested Field Trips
Liberty Science Center, St. Joseph’s Hospital
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