Module 1: Chapter 1 - The Human Organism

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1 Module 1: Chapter 1 - The Human Organism How are the terms CGW & S: begin organ system *Communication; ability to anatomy & physiology and worksheet critically read text, & think their subcategories defined HW & S: apply terms anatomy & about orders of magnitude and used? physiology in organ system & characteristics of life. worksheet provided. Memorize the definition of the terms: anatomy, physiology, gross, macroscopic, microscopic anatomy, cytology, histology. Identify the proper term above used in 80% of examples. Order the structural & functional organization of the body Defend certain structural levels of human as being alive Recognize the characteristics of a living organism. List the 11 organ systems of the body, recognize their components, & the major function(s) of each system. Define homeostasis & the role of each component common to all homeostatic mechanisms Define, recall, recognize & illustrate anatomical position, directional terms, 3 major planes, major cavities and serous membranes What is the relationship between the structural units of the human & life? What are the characteristics of life? What are the organ systems of the body? What is homeostasis & how do homeostatic feedback mechanisms work? What is anatomical position? What are the directional terms, 3 major planes, major cavities and serous membranes of the human body HW: definitions vocabulary worksheet WTL: use definitions to determine correct ordering & characteristics of life. Write defense to why some structures are alive Observe Power of ten video Lab: identify gross anatomy of organs & systems and microscopic anatomy of cells HW: definitions & analyzing diagram of mechanism ICD & CGW: classify examples as + and feedback mechanisms & WTL: justify answers & practice Lab: Practice use of anatomical terms, body cavities & serous membranes in labeling online & in lab others to understand the use of terms & concepts. Work with lab partner to learning. *Organization to arrange information about body organization in a coherent and accessible structure. *Critical Thinking to identify, analyze information to construct thoughts about the overall body plan. *Memory techniques; ability to memorize anatomical terms using mnemonics, visualization, practice with online drills checks during class, in class activity (alone and in small groups), writing to learn activities, questioning, practice, assignments Class, exam, writing assignment, lab

2 Module 2: Chapter 2 - The Chemical Basis of Life How are the terms related HW & S: identify chemicals as *Communication; ability to to: basic chemistry, acids, bases, buffers, salts, critically read text, take notes, chemical reactions, proteins, carbohydrates, follow lab protocols & listen. acids/bases/buffers, lipids, organic/inorganic. inorganic and organic *Memory techniques; ability to chemistry defined and memorize terms & use in used? context Memorize the definition of the terms related to: basic chemistry, chemical reactions, acids/bases/buffers, inorganic and organic chemistry Recall and label the structural & functional organization of the atom Given atomic structure, discuss formation of ionic, covalent & hydrogen bonds Explain the role of ph in human physiology. Compare & contrast inorganic vs. organic chemicals in terms or structure, function and 4 examples. List 4 properties of water that make it critical to human life. State the chemical structure and function of carbohydrates, proteins & lipids. Define enzymes and explain how they work. What is the relationship between the structure of the atom & human life? Why is ph important to human life? What distinguishes an organic chemical from an inorganic chemical? How does the structure and function of water contribute to human physiology? What is the structure & role of carbohydrates, proteins and lipids? What is an enzyme & how do enzymes function? CGW & CD: Given periodic Table, draw atomic structure & predict bonding to make specific molecules Lab & CGW: Using 3D models, construct molecules HW: memorize definitions - vocabulary worksheet HW & Q WTL: Observe animations of enzyme activity, chemical reactions, ph, & bonding. Answer questions about observations to analyze thinking about concepts illustrated. S: In class activity using prior knowledge of terms related to ph and nutrients. WTL: Lab experiments: ph lab exercise & enzyme activity lab & practice others to understand the use of terms & concepts. Work with lab partner to engage in handson learning constructing model & conducting lab experiment. *Critical Thinking interpreting lab data & classifying as living or non-living. constructing 3D model & diagramming homeostatic mechanisms. online interactive & practice checks during class, in class activity (alone and in small groups), activities, questioning, practice, assignments, constructing 3D models Class, exam, lab, lab

3 Module 3: Chapter 3 - Cell Structure and Function Objectives Label the structure and state the functions of cell components. Apply the concept of membrane transport to the following situations: diabetes, Na/K pump, phagocytosis, tonicity Label the structural organization of the typical cell and plasma membrane Give 6 examples of substances that pass through the cell membrane; explain the mechanism involved in each Predict the effect of water imbalances (hypertonicity & hypotonicity) on cells Explain the role of mitosis in health & in cancer. List and describe the phases of the cell cycle; recognize the stages of mitosis. Content Questions How are cells organized? What is the relationship between the structure of the cell & human life? Why is the structure of the plasma membrane important to human life? What are the mechanisms of movement through a plasma membrane? How and why do cells divide by mitosis? Activities Skills Assessments HW: definitions-vocabulary worksheet CGW & CD: labeling diagrams; matching cell parts to function; Metaphor activity for organelles CGW & CD of lab data on osmosis CGW & S: application of every-day situations involving osmosis HW & Q: Observe animations of osmosis, diffusion, active transport. Answer questions about observations to analyze thinking about concepts illustrated. WTL: explaining observations of animations. S & CT: Build on prior knowledge of terms related to cells, diffusion/osmosis and cancer. & practice WTL: Lab experiments: explaining data from lab experiments (The Incredible Egg Lab, Diffusion labs) WTL:Case Study on Diabetes: Explaining role of insulin in membrane transport Q & WTL: prepare lab report *Communication; ability to critically read text, take notes, follow lab protocols & listen. others to understand the use of terms & concepts. Work with lab partner to experiment *Critical Thinking interpreting lab data & classifying as living or nonliving. constructing 3D model & diagramming homeostatic mechanisms. online interactive & practice Answering learning checks during class, in class activity (alone and in small groups), activities, questioning, practice, assignments, labeling Class, exam, writing assignment, lab, lab

4 Name and label the components of the skeletal system. Differentiate the structure & function of cartilage & bone? Label the components & structural organization of bone histology Label the components & structural organization of the typical long bone gross anatomy Explain how & why bone remodeling occurs, include the role of mechanical stress Describe the effects of the following on bone anatomy & physiology: calcium, PTH, aging, gravity, estrogen/menopause Name & label human bones & features Module 4: Chapter 6 & 7 - Histology, Gross Anatomy & Physiology of Bones How is the human skeleton HW: definitions - vocabulary organized? worksheet, labeling What is the structural & functional difference between cartilage & bone? How is the structure of bone histology & gross anatomy related to function? What is bone remodeling, how/when does it occur & what factors control bone remodeling? How do diet, hormones, space travel & age relate to bone homeostasis? What is the name of bones & boney features and how do the bones articulate to make the skeleton? In class activity: labeling CGW, CD, S: Case Study - identify cause, consequences and contributing factors of osteoporosis. CD & S: factors that affect bone health Q & CGW: Lab : labeling 3D anatomic models and online labeling/naming & practice *Memory techniques; ability to memorize using mnemonics, visualization, practice with online drills others to understand the use of terms & concepts. Work with lab partner to engage in hands-on learning, case study & practice labeling *Communication; ability to critically read text, take notes, follow lab protocols & listen. *Critical Thinking about cause-effect relationships related to bone. constructing 3D skeleton from disarticulated bones online interactive & practice checks during class, in class activity (alone and in small groups), activities, questioning, practice, eling Class, exam, lab, lab test

5 List the functions of muscles. Describe the 4 functional properties of muscles. Distinguish the 3 types of muscles. Recognize and label the structure of a whole muscle and a muscle fiber Plan, design & construct a muscle. Explain how muscle fibers shorten. Explain the role of ATP, electrolytes and protein in muscle physiology. Describe the events of muscle fiber contraction and relaxation as they relate to an action potential. Describe how muscle force varies with muscle length. Discuss the 3 ways muscle fibers obtain energy as related to fatigue and exercise. Module 5: Chapter 8 - Histology & Physiology of Muscles *Communication; ability What are the functions of HW: definitions-vocabulary worksheet to critically read text, muscles? take notes, follow lab protocols & listen. What are the properties and types of muscles? What is the structure of muscle organ and muscle cell? According to the Sliding Filament model, how do muscle cells shorten? How do neurons stimulate muscle contraction? What is the relationship between muscle fiber length & force or contraction How do muscle cells produce ATP; what are the advantages/disadvantage s of each in exercise situations? CD: compare & contrast 3 types of human muscles CT Lab: Using a microscope, differentiate skeletal, smooth & cardiac muscle CGW: small group and class discussion of how muscle structure contributes to muscle function S: Build on prior knowledge of terms related to muscles & exercise S & CGW & CD & WTL: application of every-day situations involving muscle contraction. How does Botox work? HW & Q: Observe animations of muscle contraction and neuromuscular junction. Answer questions about observations to analyze thinking about concepts illustrated. S & WTL Lab experiment: Glycerinate Muscle Contraction CGW & S: construction of 3D muscle & practice *Collaboration; work with others to understand the use of terms & concepts; experiment, case study & construct 3D muscle model Critical Thinking about cause-effect relationships related to muscle & interpretation of lab data, explaining observations of animations & explaining how Botox works constructing 3D muscle model. online interactive & practice Answering learning checks during class, in class activity (alone and in small groups), activities, questioning, practice, assignments, labeling Class, exam, writing assignment, lab, lab Muscle model

6 Define origin & insertion of select muscles. Name, label & describe major movements of select muscles of the: head & neck trunk scapular & upper limbs hip & lower limbs Module 6: Chapter 9 Gross Anatomy & Functions of Skeletal Muscles *Memory techniques; What are the origin & HW: definitions-vocabulary ability to memorize insertions of select worksheet using mnemonics, muscles? visualization, practice with online drills What are the major movements of select muscles? Where are select muscles? Lab & CGW: labeling 3D anatomic models and online labeling/naming & practice *Collaboration; work with others to learn skeleton. Work with lab partner to engage in hands-on learning & practice labeling online interactive & practice questioning, practice, eling Class, exam, lab, lab test

7 Describe the functions of the digestive system. Describe the histology of the digestive system. Name & label the structures of the digestive system. Describe the structure and functions of the: Peritoneum & mesenteries Oral cavity Pharynx Esophagus Stomach Small intestines Large intestines Describe the process of swallowing. Identify and explain the role of accessory organs of the GIT. Explain the processes of digestion, absorption & transport of carbohydrates, proteins, & lipids. Apply knowledge of the GIT to homeostatic imbalances (lactose intolerance, heartburn, ulcers, diarrhea/constipation, gallstones, appendicitis). Module 7: Chapter 21 Digestive System What are the functions of HW: definitions-vocabulary the digestive system? worksheet What is tissue organization of the digestive system? What & where are structures of the digestive system? What are the major functions of each structure of the digestive system? How does swallowing occur? Where and how does chemical digestion of macronutrients occur? What is absorption & where & how does it occur? How are nutrients absorbed & transported? What are the cause and effects of several homeostatic imbalances of the digestive system? S & CGW: order structures of GIT and match with functions HW & Q: drawing and labeling CGW & CD: application of every-day situations involving osmosis HW & Q: Observe animations of swallowing, peristalsis, absorption, enzymatic digestion. Answer questions about observations to analyze thinking about concepts illustrated. Lab experiments & CGW & WTL: Enzyme activity in digestion CD & S & WTL: Case Study on Ulcers: Analyze cause & consequences CD & S: build on prior knowledge of terms related to digestion, nutrition & certain GIT disorders Q & WTL: prepare lab report & practice others to understand the use of terms & concepts. Work with lab partner to experiment *Communication; ability to critically read text, take notes, follow lab protocols & listen. others to understand the use of terms & concepts; experiment, case study. Critical Thinking about cause-effect relationships related to GIT & interpretation of lab data, explaining observations of animations & explaining cause & effects of ulcers. online interactive & practice Answering learning checks during class, in class activity (alone and in small groups), activities, questioning, practice, assignments, labeling Class, exam, writing assignment, lab, lab

8 List the 6 types of nutrients & major function of each type. Define the terms: nutrient, kilocalorie, anabolism, catabolism, oxidation-reduction & metabolism. Recognize the chemical structure & types of carbohydrates, proteins & lipids. Plan, design & construct a muscle. List 4 examples of vitamins and describe the general function of vitamins. List 4 examples of minerals and the general function of minerals. Show relationship between metabolism & diabetes mellitus. Summarize the metabolism of carbohydrates, proteins in lipids. Relate dietary intake to nutrient metabolism to the purpose for the body. Discuss the interconversion of nutrient molecules. Explain the relationship between diet, metabolism and temperature. Module 8: Chapter 22 Nutrition, Metabolism & Temperature Regulation What are the 6 types of HW: definitions-vocabulary *Communication; ability nutrients & their major worksheet to critically read text, functions? take notes, follow lab What is the definition of CGW & WTL: labeling & protocols & listen. nutrient, kilocalorie, summarizing metabolic pathways anabolism, catabolism, oxidation-reduction & metabolism? What is the structure of carbohydrates, proteins & lipids; what are the subtypes in each group? What role do vitamins play in the body? What are 4 examples of vitamins? What role do minerals play in the body? What are 4 examples of minerals? How, where, why are carbohydrates, proteins & lipids metabolized? What are dietary sources of nutrients & role they play in the body? How & why are nutrient molecules converted to others? How is temperature of the body related to metabolism & diet? CGW & CD & Q & WTL: constructing concept maps to simplify pathways. CGW & CD: discussion of lab data Q & WTL: prepare lab report HW & CD & S: Case Study: Diabetes mellitus and diabetic ketoacidosis. HW & Q: Observe animations of metabolic pathways. Answer questions about observations to analyze thinking about concepts illustrated. CD: Lab experiment: Fermentation of nutrients & practiced CD & S: build on prior knowledge of terms related to diet & nutrition *Collaboration; work with others to understand the use of terms & concepts; experiment, case study. Critical Thinking about cause-effect relationships related to GIT & interpretation of lab data, explaining observations of animations & explaining cause & effects of ulcers. online interactive & practice *Creative thinking: concept maps of metabolic pathways checks during class, in class activity (alone and in small groups), activities, questioning, practice, eling, concept maps Class, exam, lab, lab

9 Module 9: Chapter 10 Functional Organization of Nervous Tissue List the major functions of the nervous system. Describe the structures of the nervous system & their organization. Recognize, describe structure & function of the 3 types of neurons. Recognize nervous tissue and its organization in the nervous system. Explain the components & events of an action potential. Explain the components & events of a chemical synapsel. Summarize the factors that influence the generation of an action potential. List & describe the events at a neuromuscular junction. What are the functions of HW: definitions-vocabulary the nervous system? worksheet Diagram neuronal pathways & explain what they accomplish. Explain the relationship between select clinical disorders & the nervous system. What is the definition of key terms in this unit? What is the cellular and histological structure of nervous tissue? How is nervous tissue organized in the nervous system? What are the sequential steps and components involved in an action potential? What are the sequential steps and components involved in a chemical synapse? What are neuronal pathways? How are the cause/effect of select clinical conditions? CGW & WTL: labeling & summarizing electrical events of an action potential & chemical events of a synapse. CGW & CD & Q & WTL: constructing concept maps of nervous system organization & function. HW & CD & S: Case Study: Stroke HW & Q: Observe animations of action potential & synaptic transmission. Answer questions about observations to analyze thinking about concepts illustrated. Lab & Q: Observations of nervous system histology. & practiced CD & S: build on prior knowledge of terms related to the nervous system *Communication; ability to critically read text, take notes, follow lab protocols & listen. *Collaboration; work with others to understand the use of terms & concepts; learning & case study. Critical Thinking about cause-effect relationships related to neurons & explaining observations of animations & explaining cause & effects of clinical conditions. online interactive & practice *Creative thinking: concept maps of metabolic pathways checks during class, in class activity (alone and in small groups), activities, questioning, practice, eling, concept maps Class, exam, lab, lab

10 Module 10: Chapter 11 Central & Peripheral Nervous Systems *Communication; ability What are the functions of HW: definitions-vocabulary worksheet to critically read text, the PNS & CNS? take notes, follow lab protocols & listen. List the functions of the PNS & CNS. Describe the structure, function & organization of the spinal cord. List, describe & diagram the components, pathway & purpose of reflexes. List, describe & diagram the components of a nerve. Describe the anatomy, functions & distribution of spinal nerves. Label & recognize the major parts of the brain. Define & summarize the structure & significance of the blood-brain barrier Describe, recognize & summarize the function of each cranial nerve. What are the components & organization of the spinal cord? What are the components, purpose, pathway & purpose of reflexes? What is the structure of a nerve? What & where are the major parts of the brain? How does each part function? What is the brain-blood barrier; what are the advantages & disadvantages? What is the structure, function & location of each cranial nerve? CD: compare & contrast types of human reflexes CT Lab: Using a microscope, recognize components & functional organization of the spinal cord. CGW: small group and class discussion of how reflexes are organized & how they work S: Build on prior knowledge of terms related to brain & spinal cord S & CGW & CD & WTL: application of every-day situations involving reflexes & brain function. HW & Q: Observe animations of reflexes. Answer questions about observations to analyze thinking about concepts illustrated. Q Lab: Labeling brain & cord anatomy & practice *Collaboration; work with others to understand the use of terms & concepts; observations Critical Thinking about cause-effect relationships related to brain, cord & nerves, explaining observations of animations recognizing microscopic anatomy. online interactive & practice Answering learning checks during class, in class activity (alone and in small groups), activities, questioning, practice, assignments, labeling Class, exam, writing assignment, lab, lab

11 Module 11: Chapter 12 Integration of Nervous System Functions How are the terms related HW & S: Label, define, to defined and used? describe a basic reflex arc Define sensation & describe the classification of senses. Recognize the pathway from stimulus to sensory perception. Define the terms related to integrative functions. Recognize the pathway from intention to move a body part, describe that pathway that results in stimulation of skeletal muscles. Describe how gender relates to the concept of lateralization. Demonstrate cause & effect of paralysis & parenthesis. What is the relationship integrative functions of the nervous system & common clinical conditions? What is the pathway, purpose & components of sensory tracts? What is the pathway, purpose & components of motor pathways? What is lateralization & how does it manifest in men & women? HW: memorize definitions - vocabulary worksheet HW & Q WTL: Observe animations of sensory & motor pathways. Answer questions about observations to analyze thinking about concepts illustrated. S: In class activity using prior knowledge of terms related to paralysis & paenthesis. & practice. *Communication; ability to critically read text, take notes, follow lab protocols & listen. *Memory techniques; ability to memorize terms & use in context others to understand the use of terms & concepts. Work with lab partner to engage in handson learning pathways. *Critical Thinking interpreting diagrams of neural pathways; applying information to clinical conditions. checks during class, in class activity (alone and in small groups), activities, questioning, practice, assignments Class, exam, lab, lab What are some causes & consequences of loss or sensory input? What are some causes & consequences of loss or motor output? CD, WTL: construct concept maps to illustrate integrative concepts constructing concept maps to summarize/simplify. online interactive & practice