TRUSSVILLE CITY SCHOOLS HEWITT-TRUSSVILLE HIGH SCHOOL Curriculum Map COURSE TITLE: Anatomy & Physiology GRADE LEVEL: PREREQUISITE: COURSE DESCRIPTION: 11 th 12 th Biology and Chemistry The Human Anatomy and Physiology course is designed to address the structure and function of human body systems from the cellular level to the organism level. It is designed for students who have an interest in learning how the human body works and for those interested in health-related science, technology, engineering, and mathematics (STEM) careers. SCOPE AND SEQUENCE: From Molecules to Organisms: Structures and Processes ALABAMA COURSE OF STUDY (ALCOS): 1 Time Frame: 3 Weeks AL.1. Develop and use models and appropriate terminology to identify regions, directions, planes, and cavities in the human body to locate organs and systems. Major Topics: Introduction to Anatomy & Physiology, Lab Safety Practices,Understanding Terminology, Scientific Processes OBJECTIVE(S): Students will learn some of the important terminology essential for the study of human anatomy and physiology. Students will learn the physiological processes essential for life. Students will learn the different ways in which forces in our environments can cause injury. Students will learn safe lab practices and procedures. What are essential lab safety practices? How do we know what we know? What is the difference between anatomy & physiology, and how are they related? How does knowledge of the human body s structures and functions allow scientists and healthcare professionals to communicate better? What terms do we need to describe anatomy? Why is the metric system used in all fields of science? LEARNING TARGETS: Part 1 1. I can define anatomy and physiology and explain the relationship between them. 2. I can describe the anatomical position and explain why it is useful. 3. I can identify the three planes of the body and discuss how they are useful in describing body movements. 4. I can identify the major body cavities and the organs that are housed within each cavity. 5. I can discuss the choice of the metric system as the international system of measurement for all fields of science. LEARNING TARGETS: Part 2 1. I can list, in order from least to most complex, the levels of structural organization, discuss the relationship between the levels, and name an example at each level. 2. I can list 11 organ systems of the human organism, name the major organs within each, and give a general function for each system. 3. I can define the term homeostasis, and explain how homeostatic mechanisms help maintain health. 4. I can explain how the body s metabolism works and what factors can influence metabolic rate. LEARNING TARGETS: Part 3 1. I can explain the kinetic concepts of force, mass, weight, pressure, and torque and explain their effects on the human body. 2. I can identify the external forces that can act on the body and explain their effects.
3. I can describe the factors that determine whether an external force causes bodily injury LEARNING TARGETS: Part 4 1. I can describe scientific processes and explain why they are important. 2. I can discuss the role of data in scientific research. 3. I can identify the important early anatomists and physiologists and discuss the impact of their work. Labs/Assessments: Lab Equipment and Safety, Scientific Processes Vitruvian Man Lab, Autopsy of a Dill Pickle, Space Invaders Card Sort, Graphing skills, Metric measurements, Career Corner. ALABAMA COURSE OF STUDY (ALCOS): 2 Time Frame: 4 Weeks Al.2. Analyze characteristics of tissue types (e.g., epithelial tissue) and construct an explanation of how the chemical and structural organizations of the cells that form these tissues are specialized to conduct the function of that tissue (e.g., lining, protecting Major Topics: Biochemistry, Cells and Tissues (Histology) OBJECTIVE(S): Students will learn about the parts of a cell and how those parts cooperate to keep cells alive. Students will learn how cells reproduce and accomplish specialized tasks. Students will learn how cells carry on life processes. Students will learn how tissues combine to make organs and organ systems of the human body. What are the basic chemical principles that affect living things? What is the importance of organic compounds to the human body? Do cells control what goes in and what comes out? How do cells move and change their shape? How do cells obtain and use energy to accomplish tasks? What are the major tissue types in the human body? What does muscle tissue do that other tissue does not do? How are tissues repaired? How are tissues prepared for microscopy? What are developmental aspects of tissues? LEARNING TARGETS: Part 1 Molecules of Life 1. I can name and explain the functions of major organic molecules, including carbohydrates, lipids, proteins, nucleic acids and water. 2. I can describe amino acids and give examples of types, structures and functions. 3. I can discuss the advantages and disadvantages of glycogen and glycerides with regard to energy storage 4. I can differentiate between the structures of DNA and RNA. 5. I can explain the importance of ATP. 6. I can describe polarity and ph balance. LEARNING TARGETS: Part 2 Cells 1. I can identify the major parts of a typical cell 2. I can explain the functions of proteins in the cell membranes and the processes of active and passive transport. 3. I can identify describe the importance of mitochondria 4. I can explain the relationship among DNA, RNA, and proteins. 5. I can identify the phases and subphases in the life cycle of a cell LEARNING TARGETS: Part 3 Tissues 1. I can identify and describe the functions of the four main types of body tissue. 2. I can describe the various types and functions of epithelia. 3. I can tell where each major tissue type is located in the human body. 4. I can describe the structure (shape) and functions of connective tissue, nervous tissue and muscle tissue. 5. I can describe the different types of muscle tissue and indicate if they are voluntary or involuntary. 6. I can describe the structure and location of nervous and muscle tissue
7. I can identify the four major tissues and examples of body tissues under the microscope. Labs/Assessments: Biochemistry Lab, Modeling ATP, Cells and Tissues Web Quest, ThingLink, Microscope Labs/Histology, Career Corner Project ALABAMA COURSE OF STUDY (ALCOS): 3 Time Frame: 4 Weeks Al.3. Obtain and communicate information to explain the integumentary system s structure and function, including layers and accessories of skin and types of membranes. AL.3a. Analyze the effects of pathological conditions (e.g., burns, skin cancer, bacterial and viral infections, chemical dermatitis) to determine the body s attempt to maintain homeostasis. Major Topics: Body membranes and Skin OBJECTIVE(S): Students will learn how to identify the different types of body membranes. Students will learn how to explain the purposes of serous and synovial fluids. Students will learn how the skin constantly regenerates and regulates body temperature. Students will identify the different glands and receptors present in the skin. Students will learn how to explain the differences in the degree of burns. Students will learn about skin cancer and investigate skin diseases and infections. Do all membranes secrete some type of fluid? What s the common name for the integumentary system? What causes differences in skin color, and what causes tanning? What causes people to have straight, wavy, or curly hair? Why are the worst type of skin burns not as painful? LEARNING TARGETS: 1. I can explain why the skin is called the cutaneous membrane. (Differentiate between the four types of membranes in terms of structure and location) 2. I can identify the main components of the integumentary system and its accessory organs. 3. I can list the major functions of the integumentary system. 4. I can describe the structure of the skin and its distinct layers of tissue.(epidermis and dermis) 1. I can define keratinization and melanin 2. I can explain some major homeostatic imbalances of the skin. 3. I can discuss different degrees of burn victims and what factors are important for determining treatment and prognosis of burns. Labs/Assessments: Sunscreen Lab, CDC web research, Research/Create HPVs and Cancer Brochure, Career Corner Project, QR codes, Kahoot, and Socrative ALABAMA COURSE OF STUDY (ALCOS): 4 Time Frame: 7 Weeks Al. 4. Use models to identify the structure and function of the skeletal system (e.g. Classification of bones by shape, classification of joints and the appendicular and axial skeletons). Al.4.a. Obtain and communicate information to demonstrate understanding of the growth and development of the skeletal system (e.g., bone growth and remodeling). Al.4.b. Obtain and communicate information to demonstrate understanding of the pathology of the skeletal system (e.g., types of bone fractures and their treatment, osteoporosis, rickets, other bone diseases). Major Topics: Bones and Joints OBJECTIVE(S): Students will explore the characteristics of living bone, the functionality of the major bones and joints in the human skeleton, and they will discuss and research some of the common injuries and disorders of the bones and joints.
Do all bones have the same internal structure? What is the function of bone tissue? When and why do bones stop growing? How do the bones, joints, and ligaments function to permit movement and mobility in the human skeleton? How do your bones help you to function in your everyday activities? What practices can make bones stronger or weaker? LEARNING TARGETS: Part 1 Introduction 1. I can identify the major parts of the skeletal system. 2. I can list and discuss at least five functions of bone tissue. 3. I can name the four classifications of bone by shape, and give an example of each. 4. I can illustrate the major features of a long bone. (diaphysis, epiphyses, periosteum, medullary cavity, epiphyseal line, spongy and compact, marrow etc.) 5. I can distinguish between compact and spongy bone, in terms of structure and function. 6. I can distinguish between intramembranous and endochondral ossification, and denote which parts of the skeleton are formed by each. 7. I can identify the different types of bone cells and the factors that affect development, growth, repair and bone disease. LEARNING TARGETS: Part 2 Axial Skeleton 1. I can identify the major parts of the axial skeletal system. 2. I can list, label and identify on a diagram /model all the bones of the skull 3. I can define the term suture and designate the major sutures on a model and diagram of the skull. 4. I can name the major bones that shape the face and the major middle ear bones. 5. I can describe the structure, function and location of the hyoid bone. 6. I can list the 4 major curvatures of the vertebral column, distinguish between the three types of vertebrate and list the components of the thoracic cage. 7. I can distinguish between the manubrium, body and xiphoid process of the sternum. LEARNING TARGETS: Part 3 Appendicular Skeleton 1 I can identify the major parts of the appendicular skeletal system. 2. I can separate and identify bones of the upper and lower extremities of the appendicular system. 3. I can define terms related to the descriptive anatomy of bones (projections, processes, openings) 4. I can name the major bones that shape the hands and feet. 5. I can differentiate between the male and female pelvis. 6. I can list, label and identify on diagrams or models all of the bones of the appendicular skeleton. 7. I can analyze diseases and terms related to the treatment of disease conditions of the skeletal system. 8. I can create an electronic informational portal to discuss disease conditions, trauma or injury to the skeletal system. Labs/Assessments: Axial and Appendicular systems models, Whose Skeleton is in Your Closet (ASIM), DEM Bones (ASIM) QR Codes, Scavenger Hunt,Kahoot Preview and Review, Thing Link, Career Corner, Research Disorders Lab Practical