Anatomy & Physiology Curriculum

Transcription

1 Anatomy & Physiology Curriculum Pen Argyl Area School District Pen Argyl Area High School 501 Laurel Avenue Pen Argyl, PA Prepared by Robert B. Marsteller August, 2012 Anatomy & Physiology R. Marsteller 2012Page 1

2 Table of Contents Curriculum Overview....3 Unit 1: Foundational Knowledge part 1: Basic Anatomical and Physiological Concepts part 2: Biochemistry part 3: Cells and Tissues Unit 2: The Cardiovascular System part 1: Blood part 2: The Heart part 3: Arteries and Veins Unit 3: Musculo-skeletal System part 1: Bones part 2: Muscles part 3: Comparative Anatomy Unit 4: The Nervous System part 1: Nerves part 2: The Brain Anatomy & Physiology R. Marsteller 2012Page 2

3 Anatomy & Physiology Curriculum Overview The Anatomy & Physiology course at Pen Argyl Area High School is an elective open to juniors and seniors that have demonstrated the ability to succeed in the sophomore, Lab Biology, course. This course will build off of established content knowledge to develop the abilities to synthesize large amounts of anatomical information and analyze physiological processes. Students will be exposed to the study of human and comparative anatomy, with specific emphasis placed on preparing students for careers in health care. Students will apply information acquired through text, web, simulation, and lecture sources to lengthy dissections and laboratory experiments. All material presented in Anatomy & Physiology is aligned with established Pennsylvania state standards and assessment anchors. Since ready access to anatomical knowledge is required for all health care professionals, students will be required to pass cumulative exams given regularly through out the year that will assess the ability to learn and retain information in a meaningful manner. Anatomy & Physiology R. Marsteller 2012Page 3

4 Unit 1: Foundational Knowledge Part 1: Basic Anatomical and Physiological Concepts Unit Outcomes: Students will be able to discuss human anatomy with correct terminology, specifically referring to regions of the body, planes, and anatomical directions. Eligible Content and Related Standards: A. BIO.A Describe relationships between structure and function at various levels of biological organization. State Standard(s): 3.1.B.A1, 3.1.B.A5, 3.1.B.A6 Assessment Anchor: BIO.A.1.2 B. BIO.A Explain how organisms maintain homeostasis State Standard(s): 3.1.B.A8, 3.1.B.A5, D, C Assessment Anchor: BIO.A.4.2 C. Applicable Writing Standards State Standards: B, C, A, B, C, D D. Applicable Math Standards State Standards: E, A, C, E, A, E Content and Instructional Strategies: A. Definitions and relationship between anatomy and physiology B. Levels of organization and relationships C. Organ system overview 1. Names 2. Functions 3. Organs/ Identification of organs D. Necessary life functions E. Survival needs F. Homeostasis G. Language of anatomy and physiology 1. Anatomical position 2. Directional terms 3. Regional terms 4. Anterior and posterior landmarks 5. Body planes and sections 6. Body cavities and quadrants PowerPoint-based lecture, Group projects, Daily Journal, Text reading/questions Remediation: Adapted Reading Vocabulary Review (flash cards) Re-teaching Activities (small-group, one-on-one instruction) Anatomy & Physiology R. Marsteller 2012Page 4

5 Enrichment: Lab Research Graphic organizers Interpreting data tables and graphs Dissection as appropriate Assessment Criteria: Text-based assessment questions Oral questions and answers/ class discussions Teacher created quizzes, tests, essays Resources and Materials: Text resources (print and digital): Essential of Human Anatomy & Physiology (7 th ed.), Elaine N. Marieb English word origins website: PowerPoint slide shows Lab handouts Internet materials, as appropriate Current newspaper/ magazine articles, as appropriate Anatomy & Physiology R. Marsteller 2012Page 5

6 Unit 1: Foundational Knowledge Part 2: Biochemistry Unit Outcomes: Students will be able to compare and contrast the four groups of biochemical with specific reference to their roles in physiological activities. Eligible Content and Related Standards: A. BIO.A Describe relationships between structure and function at various levels of biological organization. State Standard(s): 3.1.B.A1, 3.1.B.A5, 3.1.B.A6 Assessment Anchor: BIO.A.1.2 B. BIO.A Explain how organisms maintain homeostasis State Standard(s): 3.1.B.A8, 3.1.B.A5, D, C Assessment Anchor: BIO.A.4.2 C. BIO.A Compare the structure and function of carbohydrates, lipids, proteins, and nucleic acids in organisms State Standard(s): 3.1.B.A2, 3.1.B.A7, 3.1.C.A2, 3.1.C.A7 Assessment Anchor: BIO.A.2.2 D. Applicable Writing Standards State Standards: B, C, A, B, C, D E. Applicable Math Standards State Standards: E, A, C, E, A, E Content and Instructional Strategies: A. Atomic structure B. Bond types C. Molecules D. Special properties of water E. Special properties of carbon F. Organic molecules PowerPoint-based lecture, Group projects, Daily Journal, Text reading/questions Remediation: Adapted Reading Vocabulary Review (flash cards) Re-teaching Activities (small-group, one-on-one instruction) Enrichment: Lab Research Graphic organizers Interpreting data tables and graphs Dissection as appropriate Anatomy & Physiology R. Marsteller 2012Page 6

7 Assessment Criteria: Text-based assessment questions Oral questions and answers/ class discussions Teacher created quizzes, tests, essays Resources and Materials: Text resources (print and digital): Essential of Human Anatomy & Physiology (7 th ed.), Elaine N. Marieb Introduction to organic molecules website: PowerPoint slide shows Lab handouts Internet materials, as appropriate Current newspaper/ magazine articles, as appropriate Anatomy & Physiology R. Marsteller 2012Page 7

8 Unit 1: Foundational Knowledge Part 3: Cells and Tissues Unit Outcomes: Students will be able to compare various cell types and discuss their ability to form complex tissues and organs found in the human body. Eligible Content and Related Standards: A. BIO.A Describe relationships between structure and function at various levels of biological organization. State Standard(s): 3.1.B.A1, 3.1.B.A5, 3.1.B.A6 Assessment Anchor: BIO.A.1.2 B. BIO.A Describe how the structure of the plasma membrane allows it to function as a regulatory structure and/or protective barrier for a cell. State Standard(s): 3.1.B.A2, 3.1.B.A4, 3.1.B.A5, 3.1.B.A7, 3.1.C.A1, 3.2.P.B6 Assessment Anchor: BIO.A.4.1 C. BIO.A Compare the mechanisms that transport materials across the plasma membrane. State Standard(s): 3.1.B.A2, 3.1.B.A5, 3.1.B.A7, 3.1.C.A1, 3.2.P.B6 Assessment Anchor: BIO.A.4.1 D. Applicable Writing Standards State Standards: B, C, A, B, C, D E. Applicable Math Standards State Standards: E, A, C, E, A, E Content and Instructional Strategies: A. Review of cell anatomy B. Cell physiology 1. Membrane transport a. Passive b. Active 2. Cell cycle C. Epithelium 1. Functions 2. Specializations 3. Classification a. Simple b. Stratified c. Glandular D. Connective 1. Functions 2. Characteristics 3. Types Anatomy & Physiology R. Marsteller 2012Page 8

9 E. Muscle 1. Skeletal 2. Cardiac 3. Smooth F. Neural G. Tissue injury and repair PowerPoint-based lecture, Group projects, Daily Journal, Text reading/questions Remediation: Adapted Reading Vocabulary Review (flash cards) Re-teaching Activities (small-group, one-on-one instruction) Enrichment: Lab Research Graphic organizers Interpreting data tables and graphs Dissection as appropriate Assessment Criteria: Text-based assessment questions Oral questions and answers/ class discussions Teacher created quizzes, tests, essays Resources and Materials: Text resources (print and digital): Essential of Human Anatomy & Physiology (7 th ed.), Elaine N. Marieb Histology quizlet website: PowerPoint slide shows Lab handouts Internet materials, as appropriate Current newspaper/ magazine articles, as appropriate Anatomy & Physiology R. Marsteller 2012Page 9

10 Unit 2: The Cardiovascular System Part 1: Blood Unit Outcomes: Students will be able to describe salient features of blood chemistry, structure, and clotting mechanisms. Eligible Content and Related Standards: A. BIO.A Describe relationships between structure and function at various levels of biological organization. State Standard(s): 3.1.B.A1, 3.1.B.A5, 3.1.B.A6 Assessment Anchor: BIO.A.1.2 B. BIO.A Explain how organisms maintain homeostasis State Standard(s): 3.1.B.A8, 3.1.B.A5, D, C Assessment Anchor: BIO.A.4.2 C. Applicable Writing Standards State Standards: B, C, A, B, C, D D. Applicable Math Standards State Standards: E, A, C, E, A, E Content and Instructional Strategies: A. Components B. Blood groups and typing C. Clotting D. Blood disorders PowerPoint-based lecture, Group projects, Daily Journal, Text reading/questions Remediation: Adapted Reading Vocabulary Review (flash cards) Re-teaching Activities (small-group, one-on-one instruction) Enrichment: Lab Research Graphic organizers Interpreting data tables and graphs Dissection as appropriate Assessment Criteria: Text-based assessment questions Oral questions and answers/ class discussions Teacher created quizzes, tests, essays Anatomy & Physiology R. Marsteller 2012Page 10

11 Resources and Materials: Text resources (print and digital): Essential of Human Anatomy & Physiology (7 th ed.), Elaine N. Marieb Blood clotting animation: PowerPoint slide shows Lab handouts Internet materials, as appropriate Current newspaper/ magazine articles, as appropriate Anatomy & Physiology R. Marsteller 2012Page 11

12 Unit 2: The Cardiovascular System Part 2: The Heart Unit Outcomes: Students will be able to explain the path of blood through the heart, give detailed accounts of cardiac anatomy, and diagnose common cardiac pathologies. Eligible Content and Related Standards: A. BIO.A Describe relationships between structure and function at various levels of biological organization. State Standard(s): 3.1.B.A1, 3.1.B.A5, 3.1.B.A6 Assessment Anchor: BIO.A.1.2 B. BIO.A Explain how organisms maintain homeostasis State Standard(s): 3.1.B.A8, 3.1.B.A5, D, C Assessment Anchor: BIO.A.4.2 C. Applicable Writing Standards State Standards: B, C, A, B, C, D D. Applicable Math Standards State Standards: E, A, C, E, A, E Content and Instructional Strategies: A. Anatomy B. Physiology C. Disorders PowerPoint-based lecture, Group projects, Daily Journal, Text reading/questions Remediation: Adapted Reading Vocabulary Review (flash cards) Re-teaching Activities (small-group, one-on-one instruction) Enrichment: Lab Research Graphic organizers Interpreting data tables and graphs Dissection as appropriate Assessment Criteria: Text-based assessment questions Oral questions and answers/ class discussions Teacher created quizzes, tests, essays Anatomy & Physiology R. Marsteller 2012Page 12

13 Resources and Materials: Text resources (print and digital): Essential of Human Anatomy & Physiology (7 th ed.), Elaine N. Marieb Heart disorder website: m.htm PowerPoint slide shows Lab handouts Internet materials, as appropriate Current newspaper/ magazine articles, as appropriate Anatomy & Physiology R. Marsteller 2012Page 13

14 Unit 2: The Cardiovascular System Part 3: Arteries and Veins Unit Outcomes: Students will be able to correctly diagram the major arteries and veins of the human body and diagnose common circulatory pathologies. Eligible Content and Related Standards: A. BIO.A Describe relationships between structure and function at various levels of biological organization. State Standard(s): 3.1.B.A1, 3.1.B.A5, 3.1.B.A6 Assessment Anchor: BIO.A.1.2 B. BIO.A Explain how organisms maintain homeostasis State Standard(s): 3.1.B.A8, 3.1.B.A5, D, C Assessment Anchor: BIO.A.4.2 C. Applicable Writing Standards State Standards: B, C, A, B, C, D D. Applicable Math Standards State Standards: E, A, C, E, A, E Content and Instructional Strategies: A. Microscopic anatomy B. Gross anatomy C. Physiology of circulation D. Blood pressure PowerPoint-based lecture, Group projects, Daily Journal, Text reading/questions Remediation: Adapted Reading Vocabulary Review (flash cards) Re-teaching Activities (small-group, one-on-one instruction) Enrichment: Lab Research Graphic organizers Interpreting data tables and graphs Dissection as appropriate Assessment Criteria: Text-based assessment questions Oral questions and answers/ class discussions Teacher created quizzes, tests, essays Anatomy & Physiology R. Marsteller 2012Page 14

15 Resources and Materials: Text resources (print and digital): Essential of Human Anatomy & Physiology (7 th ed.), Elaine N. Marieb Ausculatory sounds website: PowerPoint slide shows Lab handouts Internet materials, as appropriate Current newspaper/ magazine articles, as appropriate Anatomy & Physiology R. Marsteller 2012Page 15

16 Unit 3: Musculo-skeletal System Part 1: Bones Unit Outcomes: Students will be able to categorize bones according to their structure, identify all human bones on diagrams and models, and describe the process of healing fractures. Eligible Content and Related Standards: A. BIO.A Describe relationships between structure and function at various levels of biological organization. State Standard(s): 3.1.B.A1, 3.1.B.A5, 3.1.B.A6 Assessment Anchor: BIO.A.1.2 B. BIO.A Explain how organisms maintain homeostasis State Standard(s): 3.1.B.A8, 3.1.B.A5, D, C Assessment Anchor: BIO.A.4.2 C. Applicable Writing Standards State Standards: B, C, A, B, C, D D. Applicable Math Standards State Standards: E, A, C, E, A, E Content and Instructional Strategies: A. Overview 1. Functions 2. Classification 3. Structure B. Joints 1. Classification C. Growth and repair PowerPoint-based lecture, Group projects, Daily Journal, Text reading/questions Remediation: Adapted Reading Vocabulary Review (flash cards) Re-teaching Activities (small-group, one-on-one instruction) Enrichment: Lab Research Graphic organizers Interpreting data tables and graphs Dissection as appropriate Assessment Criteria: Text-based assessment questions Oral questions and answers/ class discussions Teacher created quizzes, tests, essays Anatomy & Physiology R. Marsteller 2012Page 16

17 Resources and Materials: Text resources (print and digital): Essential of Human Anatomy & Physiology (7 th ed.), Elaine N. Marieb Human bone game website: PowerPoint slide shows Lab handouts Internet materials, as appropriate Current newspaper/ magazine articles, as appropriate Anatomy & Physiology R. Marsteller 2012Page 17

18 Unit 3: Musculo-skeletal System Part 2: Muscles Unit Outcomes: Students will be able to identify all human muscles on diagrams and models, describe the microscopic processes that cause muscle contraction, compare various systems that provide energy for muscle contraction. Eligible Content and Related Standards: A. BIO.A Describe relationships between structure and function at various levels of biological organization. State Standard(s): 3.1.B.A1, 3.1.B.A5, 3.1.B.A6 Assessment Anchor: BIO.A.1.2 B. BIO.A Explain how organisms maintain homeostasis State Standard(s): 3.1.B.A8, 3.1.B.A5, D, C Assessment Anchor: BIO.A.4.2 C. Applicable Writing Standards State Standards: B, C, A, B, C, D D. Applicable Math Standards State Standards: E, A, C, E, A, E Content and Instructional Strategies: A. Skeletal 1. Contraction 2. Movement, types, naming 3. Gross anatomy 4. Microscopic anatomy B. Smooth C. Cardiac PowerPoint-based lecture, Group projects, Daily Journal, Text reading/questions Remediation: Adapted Reading Vocabulary Review (flash cards) Re-teaching Activities (small-group, one-on-one instruction) Enrichment: Lab Research Graphic organizers Interpreting data tables and graphs Dissection as appropriate Assessment Criteria: Text-based assessment questions Oral questions and answers/ class discussions Teacher created quizzes, tests, essays Anatomy & Physiology R. Marsteller 2012Page 18

19 Resources and Materials: Text resources (print and digital): Essential of Human Anatomy & Physiology (7 th ed.), Elaine N. Marieb Contraction animation: es/shared_resources/animations/muscles/muscles.html PowerPoint slide shows Lab handouts Internet materials, as appropriate Current newspaper/ magazine articles, as appropriate Anatomy & Physiology R. Marsteller 2012Page 19

20 Unit 3: Musculo-skeletal System Part 3: Comparative Anatomy Unit Outcomes: Students will be able to compare human bones, muscles, and organs to those of fetal pigs and cats. Eligible Content and Related Standards: A. BIO.A Describe relationships between structure and function at various levels of biological organization. State Standard(s): 3.1.B.A1, 3.1.B.A5, 3.1.B.A6 Assessment Anchor: BIO.A.1.2 B. BIO.A Explain how organisms maintain homeostasis State Standard(s): 3.1.B.A8, 3.1.B.A5, D, C Assessment Anchor: BIO.A.4.2 C. Applicable Writing Standards State Standards: B, C, A, B, C, D D. Applicable Math Standards State Standards: E, A, C, E, A, E Content and Instructional Strategies: A. Dissection of preserved specimens PowerPoint-based lecture, Group projects, Daily Journal, Text reading/questions Remediation: Adapted Reading Vocabulary Review (flash cards) Re-teaching Activities (small-group, one-on-one instruction) Enrichment: Lab Research Graphic organizers Interpreting data tables and graphs Dissection as appropriate Assessment Criteria: Text-based assessment questions Oral questions and answers/ class discussions Teacher created quizzes, tests, essays Resources and Materials: Text resources (print): Ward s Biological Supply dissection guides PowerPoint slide shows Lab handouts Internet materials, as appropriate Current newspaper/ magazine articles, as appropriate Anatomy & Physiology R. Marsteller 2012Page 20

21 Unit 4: The Nervous System Part 1: Nerves Unit Outcomes: Students will be able to identify the structural and functional elements involved in conducting neurological impulses. Eligible Content and Related Standards: A. BIO.A Describe relationships between structure and function at various levels of biological organization. State Standard(s): 3.1.B.A1, 3.1.B.A5, 3.1.B.A6 Assessment Anchor: BIO.A.1.2 B. BIO.A Explain how organisms maintain homeostasis State Standard(s): 3.1.B.A8, 3.1.B.A5, D, C Assessment Anchor: BIO.A.4.2 C. Applicable Writing Standards State Standards: B, C, A, B, C, D D. Applicable Math Standards State Standards: E, A, C, E, A, E Content and Instructional Strategies: A. Organization B. Tissue structure and function C. Peripheral 1. Cranial 2. Spinal 3. Autonomic a. Sympathetic b. Parasympathetic PowerPoint-based lecture, Group projects, Daily Journal, Text reading/questions Remediation: Adapted Reading Vocabulary Review (flash cards) Re-teaching Activities (small-group, one-on-one instruction) Enrichment: Lab Research Graphic organizers Interpreting data tables and graphs Dissection as appropriate Assessment Criteria: Text-based assessment questions Oral questions and answers/ class discussions Teacher created quizzes, tests, essays Anatomy & Physiology R. Marsteller 2012Page 21

22 Resources and Materials: Text resources (print and digital): Essential of Human Anatomy & Physiology (7 th ed.), Elaine N. Marieb Nervous system quizlet: PowerPoint slide shows Lab handouts Internet materials, as appropriate Current newspaper/ magazine articles, as appropriate Anatomy & Physiology R. Marsteller 2012Page 22

23 Unit 4: The Nervous System Part 2: The Brain Unit Outcomes: Students will be able to identify regions of the brain and their corresponding function(s); students will further be able to differentiate between brain and mind, and discuss current theories of emergent properties of human behavior. Eligible Content and Related Standards: A. BIO.A Describe relationships between structure and function at various levels of biological organization. State Standard(s): 3.1.B.A1, 3.1.B.A5, 3.1.B.A6 Assessment Anchor: BIO.A.1.2 B. BIO.A Explain how organisms maintain homeostasis State Standard(s): 3.1.B.A8, 3.1.B.A5, D, C Assessment Anchor: BIO.A.4.2 C. Applicable Writing Standards State Standards: B, C, A, B, C, D D. Applicable Math Standards State Standards: E, A, C, E, A, E Content and Instructional Strategies: A. Central nervous system 1. Brain anatomy 2. Spinal cord PowerPoint-based lecture, Group projects, Daily Journal, Text reading/questions Remediation: Adapted Reading Vocabulary Review (flash cards) Re-teaching Activities (small-group, one-on-one instruction) Enrichment: Lab Research Graphic organizers Interpreting data tables and graphs Dissection as appropriate Assessment Criteria: Text-based assessment questions Oral questions and answers/ class discussions Teacher created quizzes, tests, essays Anatomy & Physiology R. Marsteller 2012Page 23

24 Anatomy & Physiology R. Marsteller 2012Page 24 A. Resources and Materials: Text resources (print and digital): Essential of Human Anatomy & Physiology (7 th ed.), Elaine N. Marieb Connectivity web article: PowerPoint slide shows Lab handouts Internet materials, as appropriate Current newspaper/ magazine articles, as appropriate