Syllabus. Desired Results

Transcription

1 School Year: Certificated Teacher: Syllabus Desired Results Course Title: Anatomy & Physiology B (Semester 2) - Online Credit: X one semester (0.5) 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 and 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. 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. The concept of health is tied to proper function of body systems at the micro and macro levels. The concept of disease is tied to improper function 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.

2 Disease and disorder can be understood as the improper functioning of one or more body systems. Health sciences offer career opportunities representing a wide range of educational backgrounds, job responsibilities, skills and income. Course Learning Goals: Unit 5: Endocrine System Content Standards: SYSA Positive and Negative feedback is used to regulate a system. 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. NERVEND2 Endocrine System - Metabolism, growth, development & homeostasis is controlled by the endocrine system. Unit 6: Cardiovascular & Lymphatic/Immune Systems Content Standards: SYSA Positive and Negative feedback is used to regulate a system. SYSB Systems thinking used to analyze complex situations. Determine how systems function with respect to other systems. APPB Technological design process includes defining a problem and generating possible solutions. CLI1: The cardiovascular system functions as a network to deliver materials to and from various parts of the body. CLI2: The cardiovascular system can be described using specific anatomical location and function terms. CLI3: The lymphatic system works with the cardiovascular system and the immune system. CLI4: The immune system helps protect the body from pathogens and other foreign bodies. Unit 7: Respiratory System Content Standards: INQB Investigate. Plan and conduct scientific investigations, collect and analyze data. INQC Explain. Conclusions must be logical, based on evidence. 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

3 possible solutions. RESP1: The respiratory system contains specialized structures for oxygen and carbon dioxide exchange. RESP2: Respiration is a specialized process for the distribution of oxygen and removal of metabolic waste products. RESP3: The respiratory system can be described using specific anatomical location and function terms. Unit 8: Digestive System Content Standards: SYSB Systems thinking used to analyze complex situations. Determine how systems function with respect to other systems. 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. DIG1: The digestive system contains specialized structures for energy transfer and digestive waste removal in the human body. DIG2: The digestive system can be described using specific anatomical location and function terms. Evidence of Assessment Unit 5: Endocrine System Students describe location and function of endocrine organs. Students describe feedback loops involved in endocrine system function. Students compare similarities and differences between the nervous system and endocrine system. Students describe how metabolism, growth, development and homeostasis is influenced by the endocrine system. Students identify hormones and proteins, and describe main function of hormones. Students describe/discuss several disorders of the endocrine system. Students define discuss risks to endocrine health posed by pesticides and other human made endocrine disruptors. Unit 6: Cardiovascular & Lymphatic System Performance Tasks: Students compare and contrast RBC structure with other cell types. Students predict the response of the cardiovascular system to various stimuli. Students diagram a flow chart of blood flow through heart, lungs, and body. Students describe the body s reaction to a foreign body. Students identify anatomical structures of heart. Students explain how the lymph system works with the circulatory system.

4 Students describe/discuss some common disorders that affect the CV system. Students apply understanding of CV system to analyzing a CV disease, such as atherosclerosis. Unit 7: Respiratory System Performance Tasks: Students diagram and describe the relationship between the circulatory and respiratory system. Students describe the relationship between lung capacity and physical activity. Students discuss some respiratory disorders. Students describe how the process of breathing works. Students identify the anatomical structures of the respiratory system. Students explain the difference between internal and external respiration. Students describe how the respiratory system contributes to homeostasis. Students discuss a disease related to the respiratory system. Unit 8: Digestive System Performance Tasks: Students explain how foods are processed into useable energy in the digestive system (biomolecules, enzymes). Students identify anatomical structures of the digestive system. Students describe forms of mechanical and chemical digestion. Students discuss some digestive system disorders. Students describe how food molecules are absorbed into the body. Students explain how the body uses hormones to control the digestive process. Students discuss a disease related to the digestive 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

5 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: 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: Unit 5 Endocrine System Duration: 3-4 weeks Essential Understandings: What will students understand (about what big ideas) as a result of this unit? I understand the location and function of organs in the endocrine system. I understand the role the endocrine system plays in metabolism, growth, development and homeostasis. I understand the role hormones play in regulating cell activity. I understand main similarities and differences in function between the nervous system and the endocrine system. I understand some threats to endocrine health posed by modern society and lifestyle. Essential Questions: What arguable, recurring and thought provoking questions will guide inquiry and point toward the big ideas of this unit?

6 What is the overall function of the endocrine system? What is the location, structure and function of the organs in the endocrine system? What role does the endocrine system play in metabolism, growth, development and homeostasis? What are the similarities and differences between function of the nervous system and the endocrine system? What are some threats to the endocrine system posed by modern society? Student Learning Targets: I can describe the overall function of the endocrine system. I can identify location, structure and function of the organs in the endocrine system. I can discuss the role the endocrine system play in metabolism, growth, development and homeostasis. I can compare the similarities and differences between function of the nervous system and the endocrine system. I can identify some threats to the endocrine system posed by modern society, and assess my own risk by taking an inventory of endocrine disruptors in my own home. Learning Activities: Students participate in the following learning activities: Video content, note taking Reading textbook Class Blogs Written essays and reports Study Guides, Worksheets, Webquests Interactive Games, Virtual Labs Anatomical diagrams/labeling Student self-reflection Quizzes Unit: Unit 6 Cardiovascular & Lymphatic/Immune Systems Duration: 3-4 weeks Essential Understandings: What will students understand (about what big ideas) as a result of this unit? I understand the structure & function of human blood. I understand in general terms the function of oxygen in the body. I understand similarities and differences between red blood cells and other cell types in the body. I understand the response of the cardiovascular system to various stimuli. I understand the flow of blood through heart, lungs, and body. I understand the general structure & function of the heart and cardiovascular system. I understand the risk factors for cardiovascular disease (including heart attack & hypercholesterolemia). I understand lifestyle choices that lower the risk of cardiovascular disease. Essential Questions: What arguable, recurring and thought provoking questions will guide inquiry and point toward the big ideas of this unit?

7 What is the structure & function of human blood? What is the general function of oxygen in the human body? How do red blood cells differ from other cells in the body? What is the structure & function of the cardiovascular system? What factors cause heart rate to change? What is the pathway that blood flows through the heart, lungs and body? How is homeostasis regulated in the cardiovascular system? What is the structure & function of the lymphatic/immune system? How do the cardiovascular system and the lymphatic/immune system work together? What lifestyle choices maintain a healthy cardiovascular system across the lifespan? What are common diseases/disorders of the cardiovascular and lymphatic/immune systems? Student Learning Targets: I can describe the components in human blood, and their functions. I can explain in general terms the function of oxygen in the body. I can outline similarities & differences between red blood cells and other cell types. I can predict & explain factors that cause the heart rate to change. I can diagram and describe the flow of blood through the heart, lungs & body using Unit 5 vocabulary. I can describe the main function of the cardiovascular system, AND I can name, locate and describe functions of organs within the cardiovascular system. I can list at least four risk factors for cardiovascular disease. I can list at least four lifestyle choices for maintaining a healthy cardiovascular system. I can describe the main function of the lymphatic/immune system, AND I can name, locate & describe functions of organs within the lymphatic/immune system. I can explain the body s immune response to a foreign invader. Learning Activities: Students participate in the following learning activities: Video content, note taking Reading textbook Class Blogs Written essays and reports Study Guides, Worksheets, Webquests Interactive Games, Virtual Labs Anatomical diagrams/labeling Student self-reflection Quizzes Unit: Unit 7 Respiratory System Duration: 3-4 weeks Essential Understandings: What will students understand (about what big ideas) as a result of this unit? I understand the main function of the respiratory system. I understand the relationship between the circulatory and respiratory system. I understand the main structures of the respiratory system, and their functions.

8 I understand how the process of breathing works at the micro and macro levels. I understand how lung capacity relate to physical activity. I understand the difference between internal and external respiration. I understand how the respiratory system contributes to homeostasis. I understand the causes, treatment & prevention for at least one diseases/disorder of the respiratory system. Essential Questions: What arguable, recurring and thought provoking questions will guide inquiry and point toward the big ideas of this unit? What is the main function of the respiratory system? What is the relationship between the circulatory and respiratory system? What are the main structures of the respiratory system, and their functions? How does the process of breathing work at the macro and micro levels? How does lung capacity relate to physical activity? What is the difference between internal and external respiration? How does the respiratory system contributes to homeostasis? What are some diseases/disorders of the respiratory system? Student Learning Targets: I can discuss the main functions of the respiratory system. I can diagram and describe the relationship between the circulatory and respiratory system. I can name, locate and describe the function of the main organs in the respiratory system. I can write the general steps involved in breathing at the micro and macro levels, using terms from Unit 7 vocabulary. I can describe the relationship between lung capacity and physical activity. I can discuss the cause, treatment and prevention of at least one respiratory disease/disorder. Learning Activities: Students participate in the following learning activities: Video content, note taking Reading textbook Class Blogs Written essays and reports Study Guides, Worksheets, Webquests Interactive Games, Virtual Labs Anatomical diagrams/labeling Student self-reflection Quizzes

9 Unit: Unit 8 Digestive System Duration: 3-4 weeks Essential Understandings: What will students understand (about what big ideas) as a result of this unit? I understand the main functions of the digestive system. I understand the location, structure & function of the main organs in the digestive system. I understand how the digestive system work at the micro and macro levels. I understand how foods are processed into useable energy in the digestive system, and the role of enzymes in chemical digestion. I understand the difference between mechanical and chemical digestion. I understand how food molecules are absorbed into the body, and the role of the cardiovascular system in delivering nutrients to the body. I understand how hormones help control the digestive process. I understand dietary & lifestyle choices keep the digestive system healthy. I understand some diseases related to the digestive system. Essential Questions: What arguable, recurring and thought provoking questions will guide inquiry and point toward the big ideas of this unit? What are the main functions of the digestive system? What are the location, structure & function of the main organs in the digestive system? How does the digestive system work at the micro and macro levels? How are foods processed into useable energy in the digestive system? What is the role of enzymes? What is mechanical & chemical digestion? How are food molecules absorbed into the body? What is the role of the cardiovascular system in this process? How do hormones help control the digestive process? What is the relationship between the cardiovascular system & the digestive system? What dietary & lifestyle choices keep the digestive system healthy? What are some diseases related to the digestive system? Student Learning Targets: I can discuss the main functions of the digestive system. I can name, locate and explain the function of the main organs in the digestive system. I can outline the main steps in mechanical & chemical digestion using terms from Unit 8 vocabulary. I can describe how foods are processed into useable energy in the digestive system, including the role of enzymes in the process. I can describe how hormones help control the digestive process. I can trace the path a food molecule would take from entering the body, going through the digestive tract to absorption into a body cell, using Unit 8 vocabulary. I can discuss the cause, treatment and prevention of at least one digestive disease/disorder. Learning Activities: Students participate in the following learning activities: Video content, note taking

10 Reading textbook Class Blogs Written essays and reports Study Guides, Worksheets, Webquests Interactive Games, Virtual Labs Anatomical diagrams/labeling Student self-reflection Quizzes