Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE Course Title: Anatomy and Physiology Course Number: A 2243 Department: Science Grade(s): 11-12 Level(s): Academic Credit: 1 Course Description Anatomy and physiology will relate structure and function to provide an integrated view of how the human body works. Numerous applications and everyday examples will show how the human responds to disease, injuries, as well as what conditions help to optimize health. Computer simulations and/or optional dissections of various body parts (using mammalian animal specimens) will be used to show how anatomy (structure) relates to physiology (function). The course reviews biochemistry, cell biology, tissues, and various organ systems. This course is recommended for science majors, especially health science majors. Required Instructional Materials Completion/Revision Date • Hole’s Essentials of Human Anatomy and Physiology, McGraw Hill, 2003. Approved by Curriculum Council • Instructional resources for text May 25, 2004 • Dissecting materials • Access to informational technology and print Adopted by Board of Education resources June 14, 2004 • Assorted human models (eye, skeleton, joint, vertebrae, etc.) • Student microscopes Mission Statement of the Curriculum Management Team The mission statement of the Science Curriculum Management Team is to promote scientific literacy emphasizing the process, content, and interdisciplinary nature of science. Enduring Understandings for the Course • Inquiry is the integration of process skills, application of scientific content and critical thinking to solve problems. • Science is the method of observation and investigation used to understand our world. • Medical terminology is essential when describing anatomic structure and physiology. These terms are universally known. • Living things can be described, organized, and classified for understanding. • Matter can be described, organized, and classified for understanding. • Chemical changes affect structure and function of living things. • Imbalances in the cell relate to imbalances in living things. • Energy and matter drive the systems and cycles of living things. Anatomy & Physiology - Page 1 of 12 • Cells are a complex assemblage of interacting and changing chemical, physical and biological processes. • Different types of cells work together to form tissues that carry out specific functions. • The skeletal system is instrumental in the support, movement, and protection of the body. • Human activities impact and alter cellular environments. • Skin is an example of an organ comprised of various tissues working together to perform various functions • The state of an organism is maintained by the dynamic interaction of the systems that comprise it. • Bones are dynamic organs that interact and support other systems of the body. • The muscular system plays a major role in movement, support and homeostasis of the human organism. • The nervous system senses, processes and responds to the environment. Anatomy & Physiology - Page 2 of 12 LEARNING STRAND 1.0 Scientific Reasoning and Communication Skills ENDURING UNDERSTANDING(S) • Inquiry is the integration of process skills, application of scientific content and critical thinking to solve problems. • Science is the method of observation and investigation used to understand our world. LEARNING OBJECTIVES The student will: INSTRUCTIONAL SUPPORT MATERIALS 1.1 Develop hypotheses to be investigated • Web sites (NIH and CDC) through experimentation or through • Anatomical Models outside research. 1.2 Apply appropriate instruments/tools SUGGESTED INSTRUCTIONAL STRATEGIES needed to collect data. • Simulated medical conditions 1.3 Develop conclusions based on analysis of • Develop models data. • Utilize excel spreadsheets and graphs 1.4 Organize data into tables and graphs. • Draw and label diagrams 1.5 Utilize graphs in order to determine • Organize flow charts patterns and to make predictions. • Inquiry/lab activities 1.6 Develop note taking, outlining and concept mapping skills. SUGGESTED ASSESSMENT METHODS 1.7 Apply concepts to real life situations to • Lab reports support scientific arguments. • Research based projects 1.8 Apply computer-based tools to research • Essays and/or research papers and communicate information. • Concept maps 1.9 Present scientific information both orally and in expository form. • Outlines 1.10 Organize experimental information into a • Lab practicals written standard lab report. • Student presentations 1.11 Recognize various medical careers opportunities. 1.12 Apply Latin based prefixes and suffix to terminology. Anatomy & Physiology - Page 3 of 12 LEARNING STRAND 2.0 Introduction to Anatomy and Physiology ENDURING UNDERSTANDING(S) • Medical terminology is essential when describing anatomic structure and physiology. These terms are universally known. • Living things can be described, organized, and classified for understanding. LEARNING OBJECTIVES – The students will: INSTRUCTIONAL SUPPORT MATERIALS 2.1 Recognize the organization levels- from • Timer, thermometer cells to systems. • Play-Dough 2.2 Relate homeostatic feedback mechanisms • Preserved rats to proper body function (body temperature, • Torso model sugar levels. etc.). 2.3 Apply terminology to describe body planes, SUGGESTED INSTRUCTIONAL STRATEGIES anatomical positions, etc. • Lecture 2.4 Identify the body membranes and cavities. • Laboratory on physiological effects of 2.5 Explain the major structures and their exercise functions found in each of the major body • Play-Dough Dissection Lab (simulated systems. surgery) • Integumentary System • Rat dissection • Skeletal System • Question, answer, and discussion • Muscular System • Diagram labeling • Nervous System • Torso examination • Endocrine System • Group work • Circulatory System • Modeling proper dissection techniques • Lymphatic System • Digestive System SUGGESTED ASSESSMENT METHODS • Respiratory System • Laboratory observation and follow-up • Urinary System • Laboratory reports (essay, data, • Reproductive System calculations, graph, analysis, synthesis, and conclusion) • Self-evaluation • Homework (readings, questions, and diagramming) • Tests and quizzes • Student class participation Anatomy & Physiology - Page 4 of 12 LEARNING STRAND 3.0 Basic Chemistry and Biochemistry ENDURING UNDERSTANDING(S) • Matter can be described, organized, and classified for understanding. • Chemical changes affect structure and function of living things. LEARNING OBJECTIVES – The students will: INSTRUCTIONAL SUPPORT MATERIALS 3.1 Relate atoms, ions, and molecular structure • pH meter/or paper to cell chemistry and function. • Solutions of acids and bases 3.2 Recognize the use of isotopes in the • Conductivity probe medical field. • Universal indicator solution 3.3 Identify different types of chemical reactions. (etc. synthesis, decomposition, SUGGESTED INSTRUCTIONAL STRATEGIES reversible) • Lecture/outlines 3.4 Compare and contrast the structure and • Text reading function of proteins, carbohydrates, lipids • Demonstrations (Ions by corrosion of iron, and nucleic acids. zinc, blow carbon dioxide in solution of 3.5 Apply acids, bases and electrolytes to universal indicator, identify electrolytes by living things. conductivity probe) 3.6 Relate pH scale to acids and bases and • Draw atoms and compare and contrast common chemical materials and the human structure and reactivity body. • Integrate the chapter on acids, bases and water balance in the body.(Chapter 18) SUGGESTED ASSESSMENT METHODS • Tests/Quizzes • Lab reports • Concept maps • Performance tasks • Critical thinking problems (text) • Review questions Anatomy & Physiology - Page 5 of 12 LEARNING STRAND 4.0 Cell Structure and Function ENDURING UNDERSTANDING(S) • Cell is the basic structural and functional unit of all living things. • Living things can be described, organized and classified for understanding. • Imbalances in the cell relate to imbalances in living things. LEARNING OBJECTIVES – The students will: INSTRUCTIONAL SUPPORT MATERIALS 4.1 Identify the structure and function of the • Cell model composite cell. 4.2 Describe various membrane transport SUGGESTED INSTRUCTIONAL STRATEGIES mechanisms (endocytosis, exocytosis, etc.). • Diffusion/Osmosis lab 4.3 Relate the impact of genetic disorders on • Create a metaphor of cell structure and proper cell function. function (cell city) 4.4 Relate cellular organelle structure to • Kidney dialysis lab organelle function. • Lecture 4.5 Evaluate the role of mitosis on the causes • Question, answer, and discussion and stages of cancer. • Models 4.6 Compare and contrast aerobic and • Graphic organizers (Venn diagram, concept anaerobic respiration. maps, etc.) • Illustrations • Case studies (genetic disorders, cancer) SUGGESTED ASSESSMENT METHODS • Laboratory observation and follow-up • Laboratory reports (essay, data, calculation, graph, synthesis, and conclusion) • Self-evaluation • Homework (readings, questions, and problems) • Test and quizzes • Student class participation • Student presentations (cell analogies, genetic disease) Anatomy & Physiology - Page 6 of 12 LEARNING STRAND 5.0 Cellular Metabolism ENDURING UNDERSTANDING(S) • Energy and matter drive the systems and cycles of living things. • Cells are a complex assemblage of interacting and changing chemical, physical and biological process. LEARNING OBJECTIVES – The students will: INSTRUCTIONAL SUPPORT MATERIALS 5.1 Define metabolism, anabolism and • Dietary information charts catabolism. • Models (protein synthesis) 5.2 Explain how enzymes control metabolic • Information technology resources reactions. 5.3 Relate cellular respiration to chemical SUGGESTED INSTRUCTIONAL STRATEGIES energy needs. • Compare and contrast common diets in 5.4 Analyze the metabolism of carbohydrates, terms of biochemistry (Atkins, South Beach, lipids and proteins. USDA) 5.5 Explain how nucleic acids store and carry • Relate a genetically inherited disease to genetic information. (ex. replication, protein DNA mutations and cell function. (cystic synthesis) fibrosis) 5.6 Relate transcription and translation to • Relate a specific enzyme to its function in a protein synthesis. biochemical pathway. 5.7 Relate DNA mutation to proteins and • Calorie determination- combusted food lab disease. • Role play protein synthesis 5.8 Analyze the nutritional component of food/diet. SUGGESTED ASSESSMENT METHODS • Dietary analysis report • Food label analysis • Genetic disease report • Tests/Quizzes • Lab reports • Critical thinking problems(text) Anatomy & Physiology - Page 7 of 12 LEARNING STRAND 6.0 Characteristics of Tissues ENDURING UNDERSTANDING(S) • Different types of cells work together to form tissues that carry out specific functions. • Living things can be described, organized, and classified for understanding. LEARNING OBJECTIVES – The students will: INSTRUCTIONAL SUPPORT MATERIALS 6.1 Demonstrate where each major tissue type • Microscopic slides of representative tissue occurs within the human body. types 6.2 Explain how glands are classified. • Video microscope 6.3 Describe the major structure and function of the four major tissue types. SUGGESTED INSTRUCTIONAL STRATEGIES 6.4 Illustrate and label the major tissue types • Laboratory microscopic identification of under the microscope. tissue types • Direct instruction • Question, answer, and discussion • Web sites (histology) • Label diagrams • Outline text (create study guide) SUGGESTED ASSESSMENT METHODS • Laboratory drawing assessments • Microscopic identification assessment • Self-evaluation • Homework (readings, questions, and problems) • Tests and quizzes • Student class participation • Pamphlet/Booklet Anatomy & Physiology - Page 8 of 12 LEARNING STRAND 7.0 Skin and the Integumentary System ENDURING UNDERSTANDING(S) • Human activities impact and alter cellular environments. • Skin is an example of an organ comprised of various tissues working together to perform various functions. • The state of an organism is maintained by the dynamic interaction of the systems that comprise it. LEARNING OBJECTIVES – The students will: INSTRUCTIONAL SUPPORT MATERIALS 7.1 Compare and contrast the four major types • Poster/Model of skin of membranes. (mucous, serous, synovial, • Video- “War on Cancer” cutaneous) 7.2 Describe the structure and function of each SUGGESTED INSTRUCTIONAL STRATEGIES layer of skin. • Label drawings 7.3 Summarize the factors that determine skin • Touch/Pain/Thermo/ receptor lab color. • Create 3-D models of skin 7.4 Describe the accessory organs associated • Case studies with the skin. (etc. sweat glands) 7.5 Explain how skin helps regulate body SUGGESTED ASSESSMENT METHODS temperature. • Lab report 7.6 Describe the events that are part of wound • Tests/quizzes healing and acne production. • Label diagram/models 7.7 Compare and contrast different types of • Construct models of skin skin cancer and the stages of, causes, • Critical Thinking problems(text) preventions and treatments. Anatomy & Physiology - Page 9 of 12 LEARNING STRAND 8.0 Skeletal System ENDURING UNDERSTANDING(S) • The skeletal system is instrumental in the support, movement, and protection of the body. • Bones are dynamic organs that interact and support other systems of the body. LEARNING OBJECTIVES – The students will: INSTRUCTIONAL SUPPORT MATERIALS 8.1 Describe the general structure and function • Bone models of bone tissue. • Skeleton 8.2 Distinguish between intramembranous and • Bone diagrams endochondral bones and their development. • Fresh bone/joint (chicken, cow) 8.3 Differentiate between the axial and • X-Rays appendicular skeleton. 8.4 Identify the bones that comprise the skull, SUGGESTED INSTRUCTIONAL STRATEGIES vertebral column, thoracic cage, pectoral • Construct/illustrate compact bone girdle, upper limbs, pelvic girdle, and lower • Label parts of bone models limbs. • Label diagrams of human skeleton 8.5 Summarize the three classes of joints. • Fresh bone and joint dissection 8.6 Relate basic principles of physics to • Lecture skeletal/muscular movements. • Question, answer, and discussion 8.7 Apply abnormal bone anatomy and • Web sites (histology of bone) physiology to explain disease. • Case studies SUGGESTED ASSESSMENT METHODS • Laboratory assessment and follow-up • Laboratory drawing assessment • Self-evaluation • Homework (readings, questions) • Assessment of dissection techniques • Labeling of diagrams Anatomy & Physiology - Page 10 of 12