Syllabus. Desired Results

Transcription

1 Syllabus School Year: Certificated Teacher: Desired Results Course Title: Anatomy and Physiology A (Semester 1) - Online Credit: one semester (0.5) X two semesters (1.0) Prerequisites and/or recommended preparation: Students in Spokane Public Schools should have had previous exposure to an Introductory Physical Science class as well as to an Introductory Biology class. Estimate of hours per week engaged in learning activities: 5 hours of class work per week, 18 week semester Instructional Materials: All learning activities (resources, assignments, assessments) are contained within or referenced in the student s online course. The online course is accessed via login and password by student s school (web account) or ed directly to student upon enrollment, with the login website. Other resources required/resource Costs: This course include access to an online textbook provided at no additional cost. The textbook is: Essentials of Human Anatomy and Physiology, Pearson Education, Inc., Course Description: This course involves an in-depth study of the structure and function of the human body. Students will learn how anatomy and physiology are interrelated and how the body maintains internal balance. Various human body systems are studied in depth at both the microscopic and macroscopic levels. This course should be of high interest to students who are considering health science careers or who simply want a deeper understanding of the biology of the human body.

2 Enduring Understandings for Course (Performance Objectives): As a result of having taken this course, students will understand the following big ideas : The human body is composed of interrelated systems which can be understood at the macro and micro levels. The body is composed of specialized cells forming various tissues, organs and organ systems. Although cells differ in specialization, all cells share some common characteristics. The scientific process allows for continual discovery into the structure and function of the human body. The process of homeostasis operates throughout each system to maintain internal balance in the body. Specialized terms are used in anatomy to describe the orientation of the human body. The concept of health is tied to proper function of body systems at the micro and macro levels. Disease and disorder can be understood as the improper functioning of one or more body systems. Optimal health through the lifespan can be supported through informed lifestyle choices that support the proper functioning of body systems at the micro and macro levels. Health sciences offer career opportunities representing a wide range of educational backgrounds, job responsibilities, skills and income. Course Learning Goals Unit 1: Humans: Organization & Composition Content Standards: INQB Investigate. Plan and conduct scientific investigations, collect and analyze data. INQC Explain. Conclusions must be logical, based on evidence. LS1C - Cells contain specialized parts for determining essential functions such as regulation of cellular activities, energy capture and release, formation of protein. LS1F All of the functions of the cell are based on chemical reactions. Food molecules are broken down to provide energy and the chemical constituents needed to synthesize other molecules. LS1G DNA codes for enzymes and other proteins. HOC1 Anatomical terms can be used to describe human body locations.

3 Unit 2: Skeletal System Content Standards: SYSB Systems thinking used to analyze complex situations. Determine how systems function with respect to other systems. SYSD Systems can be changing or in equilibrium. APPA Science affects society and cultures by influencing the way many people think about themselves, others, and the environment. APPB Technological design process includes defining a problem and generating possible solutions. SKEL1: Bone cells share common features with other body cells as well as possessing features unique to the needs of the skeletal system. SKEL2: Bone composition is unique enabling the skeletal system to maintain, grow, and repair itself. SKEL3: The skeletal system can be described using specific anatomical location and function terms. Unit 3: Muscular System Content Standards: SYSB Systems thinking used to analyze complex situations. Determine how systems function with respect to other systems. APPA Science affects society and cultures by influencing the way many people think about themselves, others, and the environment. APPB Technological design process includes defining a problem and generating possible solutions. MUSC1: Muscle cells share common features with other body cells as well as possessing features unique to the needs of the muscular system. MUSC2: Muscle contraction involves specific molecular structures unique to the muscular system. MUSC3: The muscular system can be described using specific anatomical location and function terms. Unit 4: Nervous & Endocrine Systems Content Standards: SYSA Positive/Negative Feedback. Feedback used to regulate a system. SYSB Systems thinking used to analyze complex situations. Determine how systems function with respect to other systems. SYSD Systems can be changing or in equilibrium. APPA Science affects society and cultures by influencing the way many people think about themselves, others, and the environment. APPB Technological design process includes defining a problem and generating possible solutions. NERVEND1: Nerve cells share common features with other body cells as well as

4 possessing features unique to the needs of the nervous system. NERVEND2: Metabolism, growth, development, and homeostasis is controlled by the endocrine system. NERVEND3: The nervous system works to coordinate and control various body systems. Evidence of Assessment Unit 1: Humans: Organization & Composition Performance Tasks: Students plan an investigation, collect evidence, and make appropriate inferences. Students compare and contrast science with other ways of generating knowledge. Students describe the different structures and functions of molecules that make up living things. Students explain how cell organelles function together, carrying out various processes to maintain homeostasis. Students describe how molecules function in cells, how cells work together to form tissues and how organs are made of various tissues. Students use anatomical terms to describe body locations. Students discuss what health and disease are in relation to a systems understanding of the human body. Unit 2: Skeletal System Performance Tasks: Students identify bone structure and function. Students explain why bone cell structure is different from other cells. Students discuss skeletal system disorders. Students describe how bones are classified and named, and can name multiple bones of the body. Students describe bone development, remodeling, and repair. Students describe the different types of joints, as well as the movements permitted by those joints. Students describe how the skeletal system helps maintain homeostasis. Students discuss a disease related to the skeletal system. Students discuss a career related to the skeletal system. Unit 3: Muscular System Performance Tasks: Students explain how the muscular system interacts with the nervous system. Students compare and contrast mitochondria number and function in muscle cells with other body cells. Students construct a flow chart demonstrating the sequence of events leading to muscular contraction. Students discuss a disease related to the muscular system. Students discuss a career related to the muscular system.

5 Unit 4: Nervous & Endocrine Systems Performance Tasks: Students describe feedback loops involving the nervous and endocrine systems. Students explain how the peripheral and central nervous system communicate within body. Students explain how both the nervous system and endocrine system work with other systems in body. Students compare and contrast nerve cells with other body cells. Students describe how information is sent to the brain. Students describe how metabolism, growth, development, and homeostasis are controlled by glands. Students identify that hormones are forms of proteins coded for by DNA. Students discuss a disease related to the nervous/endocrine system. Students discuss a career related to the nervous/endocrine system. Other Evidence: Performance tasks will be assessed using the following methods, including the use of grading rubrics when appropriate: Written work/reports Laboratory data collection and reports Study Guides, Worksheets, Webquests Anatomical diagrams/labeling Student self-reflection Quizzes End of Unit Tests Common District Course Assessment at semester ends - end of Unit 4 and end of Unit 8

6 Types of Learning Activities Direct Instruction X_Structured Overview X_Mini- Presentation X_Drill & Practice Demonstration Other (list) X Video X Phone Calls X X Course Announcements Indirect Instruction Problem-based X_Case Studies X_Inquiry X_Reflective Practice X_Project X_Paper Concept Mapping Other (list) Experiential Learning Virt. Field Trip X_Experiments Simulations X_Games Field Observ. Role-Play X_Model Bldg. Surveys Other (list) Independent Study X_Essays X_Self-paced Computer X_Journals X_Learning Logs X_Reports X_Directed Study X_Research Projects Other (list) X Anatomy Coloring Interactive Instruction X_Discussion Debates Role Playing Panels Peer Partner Learning Project Team Lab Groups Think/Pair/Share X_Cooperative Learning Tutorial Groups X Interviewing Conferencing Other (list) X_Blogs X Publishing Work Products Other:

7 Learning Activities These learning activities are aligned with the successful completion of the course learning goals and progress towards these learning activities will be reported monthly on a progress report. Unit 1 Humans: Organization & Composition Duration: Week 1-4 Essential Questions: What is science? How is the human body organized at the micro and macro levels? What is special about molecules inside living things (biomolecules)? How do cells capture & use energy? What is the purpose of DNA? How does the human body regulate its internal environment at the micro and macro levels? What is health & what is disease? Essential Understandings: I understand that science describes the natural world at the micro & macro levels. I understand that scientists use a logical process (the scientific method) for exploring & explaining the natural world. I understand the human body is organized in inter-related systems that can be studied at micro & macro levels. I understand homeostasis and feedback systems regulate the internal environment of the body. I understand basic terms used to describe the anatomy of the human body. I understand the concepts of health and disease as they relate to human body systems at the micro and macro levels. Learning Targets: I can discuss what science IS and IS NOT, using selected terms from Unit 1 vocabulary. I can describe, in general terms, how the human body is organized using the concepts of body systems and levels of organization. I can define the general characteristics of biomolecules. I can outline how cells capture & use energy with appropriate use of selected Unit 1 vocabulary words. I can define several main functions of DNA? I can define the concept of homeostasis and feedback systems as they relate to the human body, and provide several examples at the micro and macro levels. I can use basic anatomical terms to describe orientations in the human body. I can define health & disease in terms of human body systems at the micro and macro levels. Date Turned In Learning Activities/Assignments Assignment Type Points Possible Pacing Guide print & post to help you stay on track PRINT Welcome Unit teacher according to instructions What Do You Know About The Human Body? SELF-TEST 10 What is Science? Unit 1 Vocabulary FLASHCARDS Wing & I Lab (inspecting tissue types in chicken wing) LAB Tissues of the Body (video, web & text reading, worksheet) ASSIGN Biomolecules (video, web & text reading, worksheet) ASSIGN Cell Organization Score Received

8 Homeostasis / Feedback Systems Anatomical Terms Health & Disease Unit 1 Assessment Unit 2 Skeletal System Duration: Week 5-8 Essential Questions: What are the main functions of the skeletal system? How is the skeletal system organized at the micro & macro levels? What are the names, locations & functions of the main bones & joints in the human skeleton? How is bone cell structure different from other cells? How do bones grow, remodel, and repair? How does the skeletal system help maintain homeostasis? What do we need to do to keep bones healthy over the lifetime? What are some common disorders of the skeletal system? What careers relate to the skeletal system? Essential Understandings: I understand the main functions of the skeletal system? I understand how the skeletal system organized at the micro & macro levels. I understand the names, locations and function of the main bones & joints in the human skeleton. I understand how is bone cell structure different from other cells. I understand how bones grow, remodel, and repair? I understand how the skeletal system help maintain homeostasis? I understand lifestyle choices that support bone health across the lifespan. I understand causes, symptoms, treatments and prevention of at least one disease/disorder of the skeletal system. I understand job responsibilities and career related to the skeletal system. Learning Targets: I can outline the main functions of the skeletal system. I can discuss how the skeletal system organized at the micro & macro levels. I can identify the names, locations and functions of the main bones & joints in the human skeleton? I can describe how is bone cell structure different from other cells. I can describe how bones grow, remodel, and repair using vocabulary from Unit 2 accurately. I can explain how the skeletal system helps maintain homeostasis. I can outline lifestyle choices that support bone health. I can discuss causes, symptoms, treatments & prevention of at least one disorder of the skeletal system. I can discuss job responsibilities and career related to the skeletal system. Date Turned In Learning Activities/Assignments Unit 2 Vocabulary Bone Mini-Lab Anatomy of a Bone Skeletal System Poster Assignment Type FLASHCARDS LAB COLORING DIAGRAM POSTER (shared with Points Possible Score Received

9 Joints Ligaments & Tendons Baby Bones How Bones Grow Broken Bone How Bone Repairs Homeostasis & the Skeletal System Bone Blog Diseases/Disorders of the Skeleton Careers Related to Skeletal System Unit 2 Assessment class) CHART LAB BLOG REPORT (shared) JOURNAL (shared) Unit 3 The Muscular System Duration: Week 9-12 Essential Questions: What is the main function of the muscular system? How do muscles interact with the nervous system? How are muscle cells similar to and different from other cells in the body? What is the sequence of events that lead to muscle contraction? How do muscles interact with the skeletal system to produce movement? What are the main muscles of the body? What is necessary to keep muscles healthy through the lifespan? What are some diseases related to the muscular system? What are some careers related to the muscular system? Essential Understandings: I understand the main functions of the muscular system. I understand how the muscular system interacts with the nervous system. I understand similarities & differences between muscle cells and other cells of the body. I understand the sequence of events leading to muscular contraction, accurately using Unit 3 vocabulary. I understand how the muscular and skeletal system interact to produce movement, providing at least two specific examples. I understand the names & locations of the main anterior & posterior muscles. I understand factors important in keeping the muscular system healthy. I understand the causes, symptoms, treatments and prevention of at least one disease related to the muscular system. I understand the job responsibilities & career related to the muscular system. Learning Targets: I can explain the main functions of the muscular system. I can outline how the muscular system interacts with the nervous system. I can compare and contrast how muscle cells are similar to and different from other cells of the body. I can demonstrate the sequence of events leading to muscular contraction, accurately using Unit 3 vocabulary. I can describe how the muscular and skeletal system interact to produce movement, providing at least two specific examples. I can name & locate main anterior & posterior muscles. I can discuss factors important in keeping the muscular system healthy. I can outline the causes, symptoms, treatments and prevention of at least one disease related to the muscular system. I can discuss the job responsibilities & career related to the muscular system.

10 Date Turned In Learning Activities/Assignments Unit 3 Vocabulary Anatomy of a Muscle Macro to Micro Sacromere Lab Muscle Matching Activity - Anterior Muscle Matching Activity - Posterior Muscular Activity Lab Healthy Muscles Activity Homeostasis & the Muscular System Muscle Aches, Pains & Sprains Disorders/Diseases of the Muscular System Careers Relating to Muscular System Unit 3 Assessment Assignment Type FLASHCARDS LAB POSTER POSTER LAB BLOG REPORT (shared) JOURNAL (Shared) TEST Points Possible Score Received Unit 4 The Nervous & Endocrine System Duration: Week Essential Questions: Essential Understandings: What are the main functions of the I understand the main functions of the nervous & endocrine systems? nervous & endocrine systems. Learning Targets: I can describe the main functions of the nervous & endocrine systems. How are the nervous & endocrine systems organized at the micro & macro levels? What are the names & locations of the main structure in the nervous & endocrine systems? How are nerve cells different from and similar to other body cells? How do feedback loops operate in the nervous & endocrine systems? How do the nervous & endocrine systems work with the other systems in the body? How is the endocrine system related to metabolism, growth & development? How does the endocrine system help maintain homeostasis? I understand the names, locations and functions of main structures in the nervous & endocrine systems. I understand feedback loops involving the nervous and endocrine systems. I understand how the peripheral and central nervous system communicate within body. I understand how the nervous system and endocrine system work with other systems in body. I understand similarities and differences between nerve cells with other body cells. I understand how information is sent to the brain. I understand how metabolism, growth, development, and homeostasis are I can identify names and locations of main structures in the nervous & endocrine systems. I can describe feedback loops involving the nervous and endocrine systems. I can explain how the peripheral and central nervous system communicate within body accurately using Unit 4 vocabulary. I can explain how the nervous system and endocrine system work with other systems in body. I can compare and contrast nerve cells with other body cells. I can describe how information is sent to the brain. I can describe how metabolism, growth, development, and homeostasis are

11 What are hormones & how are they produced? What do we need to do to keep the nervous & endocrine systems healthy over the lifetime? What are some common disorders of the nervous & endocrine systems? What careers relate to the nervous & endocrine system? controlled by glands. I understand that hormones are forms of proteins coded for by DNA. I understand measures for keeping the nervous & endocrine systems healthy across the lifespan. I understand causes, symptoms, treatments & prevention of at least one disease related to the nervous/endocrine system. I understand job responsibilities and career related to the nervous/endocrine system, and can self-reflect about whether I would want that career. controlled by glands. I can identify that hormones are forms of proteins coded for by DNA. I can outline measures for keeping the nervous & endocrine systems healthy across the lifespan. I can discuss causes, symptoms, treatments & prevention of at least one disease related to the nervous/endocrine system. I can outline job responsibilities and career related to the nervous/endocrine system, and can self-reflect about whether I would want that career. Date Turned In Unit 4 Vocabulary Nervous System Functions Anatomy of a Nerve Cell Learning Activities/Assignments Build a Nerve Cell Anatomy of the Brain & Nervous System WebQuest for the Brain Synapses & Neurotransmitters Five Senses - Video Light Switch for Neurons Video Healthy Brain Brain & Addiction Diseases/Disorders of the Nervous System Careers Related to the Nervous System Endocrine System Anatomy Homeostasis & the Endocrine System Diseases/Disorders of the Endocrine System Unit 4 Assessment Assignment Type FLASHCARDS COLORING DIAGRAM POSTER (shared) JOURNAL BLOG REPORT (shared with class) JOURNAL (shared) Points Possible Score Received END OF SEMESTER FINAL TEST FINAL 100