High School Human Anatomy And Physiology Curriculum

High School Human Anatomy and Physiology CurriculumCourse Description: Human Anatomy and Physiology explores the inner workings of thehuman body and focuses on anatomical and medical terminology. This course is the perfectfoundation for students wanting to expand their vocabularies and learn about the body and itslevels of organization, as well as the cooperation required between those levels. The text used inthis course is written at the college level and should facilitate a smooth transition for studentspursuing a postsecondary education. Students will round out the semester with a dissection unitwhere they observe structures closely analogous to the human body in a preserved adult cat. Thisdissection will focus on our primary units of study for the semester: histology, blood, thecardiovascular system, the skeletal system, the digestive system, and the reproductive system.Students will dissect, observe, and have hands on experience seeing what these systems look likein an actual specimen.

Scope and Sequence:TimeframeUnit12-13 daysLanguage of Anatomy10 daysHistology7 daysBlood8 daysCardiovascular System15 daysSkeletal SystemTopic 1: Appendicular and Axial SkeletonTopic 2: Classification and Structure of BoneTopic 3: Bone Identification10 daysDigestive SystemTopic 1: Accessory Structures vs. AlimentaryTopic 2: Digestion of MacromoleculesTopic 3: Microscopic Anatomy10 daysReproductive SystemBoard Approved: February 8, 2018Instructional TopicsTopic 1: Anatomy and PhysiologyTopic 2: Body SystemsTopic 3: Language of AnatomyTopic 4: Homeostasis and FeedbackTopic 1: Epithelial TissueTopic 2: Connective TissueTopic 3: Muscle TissueTopic 4: Neural TissueTopic 1: Composition of BloodTopic 2: Function of BloodTopic 3: Blood DisordersTopic 4: Homeostasis of Blood viaHemostasis and HematopoeisisTopic 1: Parts of the HeartTopic 2: Pathway of BloodTopic 3: Electrical Currents of the HeartTopic 4: Heart DiseaseTopic 1: Sexual Development of a FetusTopic 2: Male and Female ReproductiveAnatomyTopic 3: Changes During Pregnancy2 Page

Unit 1: Language of AnatomySubject: Human Anatomy and PhysiologyGrade: 10,11,12Name of Unit: Language of AnatomyLength of Unit: 12-13 daysOverview of Unit: Students learn the jargon of anatomy in order to identify the regions of thebody, the directional terms, and the cavities of the body. Students also are introduced tosimilarities and differences between anatomy and physiology, how they are related, and whatdifferentiates the two.Priority Standards for unit: 1.12 Identify body planes, directional terms, cavities, and quadrants.a. Body planes (sagittal, mid-sagittal, coronal/frontal, transverse/horizontal)b. Directional terms (superior, inferior, anterior/ventral, posterior/dorsal, medial,lateral, proximal, distal, superficial, and deep)c. Cavities (dorsal, cranial, spinal, thoracic, abdominal, and pelvic)d. Quadrants (upper right, lower right, upper left, and lower left) 9-12-LS1 - 3 Plan and conduct an investigation to provide evidence that feedbackmechanisms maintain homeostasis. [Clarification Statement: Examples of investigationscould include heart rate response to exercise, stomata response to moisture andtemperature, and root development in response to water levels.]Supporting Standards for unit: 1.21 Describe common diseases and disorders of each body system (such as: cancer,diabetes, dementia, stroke, heart disease, tuberculosis, hepatitis, COPD, kidney disease,arthritis, ulcers).a. Etiologyb. Pathologyc. Diagnosisd. Treatmente. Prevention 1.13 Analyze basic structures and functions of human body systemsi. Endocrine (endocrine versus exocrine, structures and functions of endocrinesystem, hormones, regulation of hormones) 9-12-LS1 -2 Develop and use a model to illustrate the hierarchical organization ofinteracting systems that provide specific functions within multicellular organisms.[Clarification Statement: Emphasis is on functions at the organism system level such asnutrient uptake, water delivery, and organism movement in response to stimuli.]Board Approved: February 8, 20183 Page

ISTE - CREATIVE COMMUNICATOR.6: Students communicate clearly and expressthemselves creatively for a variety of purposes using the platforms, tools, styles, formatsand digital media appropriate to their goals.Unwrapped Concepts(Students need to know)body planesdirectional termscavitiesquadrantsan investigation to provideevidence that feedbackmechanisms maintainhomeostasis.an investigation to provideevidence that feedbackmechanisms maintainhomeostasisUnwrapped SkillsBloom’sWebb's(Students need to be able to do) Taxonomy Levels tial Questions:1. How are anatomy and physiology related and how are they separate as branches ofscience?2. How is anatomical vocabulary used to describe locations of organs, direction on thebody, as well as body regions and planes of dissection?3. How does each body system work to maintain homeostasis (life) in the human body?4. How do positive and negative feedback models control various conditions in the bodynecessary for life?Enduring Understanding/Big Ideas:1. Anatomy is the knowledge of the different structures in the body and physiology is theunderstanding of how those different parts work together in harmony to maintainhomeostasis.2. The body is divided into cavities, regions, and directions. Cavities are spaces in the bodyin which organs, tissues, and other structures reside. Regions are subdivisions of thosecavities that further separate the organs of the body into systems and locations. Commonlanguage terms (distal/proximal, anterior/posterior, etc.) are used so that all professionalsare speaking about the same regions of the body.3. All of the organ systems work together to maintain homeostasis. For example, thenervous system is responsible for detecting changes to the body’s status quo and sendingsignals to the different organ systems in order to correct the unwanted changes. When weBoard Approved: February 8, 20184 Page

consume food, our blood sugar is raised after the digestive process begins. The nervoussystem detects this change and signals the endocrine system to release insulin.4. Negative feedback is how the body maintains homeostasis. Our body has a ‘normal’range for a wide variety of measurements and when the reading is off, the nervous systemsends signals for the body to correct the change. For example, when we consume food,our blood sugar is raised after the digestive process begins. The nervous system detectsthis change and signals the endocrine system to release insulin.Unit Vocabulary:Academic Cross-Curricular WordsContent/Domain uctiveHomeostasisReceptorEffectorPositive FeedbackNegative FeedbackAnteriorPosteriorBoard Approved: February 8, 20185 Page

verseFrontalCoronalObliqueCranial CavityVentral alResources for Vocabulary Development: Textbook and Online ResourcesBoard Approved: February 8, 20186 Page

Topic 1: Anatomy and PhysiologyEngaging Experience 1Title: Anatomy and Physiology Case StudiesStandards AddressedPriority: 1.12 Identify body planes, directional terms, cavities, and quadrants.a. Body planes (sagittal, mid-sagittal, coronal/frontal, transverse/horizontal)b. Directional terms (superior, inferior, anterior/ventral, posterior/dorsal,medial, lateral, proximal, distal, superficial, and deep)c. Cavities (dorsal, cranial, spinal, thoracic, abdominal, and pelvic)d. Quadrants (upper right, lower right, upper left, and lower left)Suggested Length of Time: 20 minutesDetailed Description/Instructions: Students are provided case study scenarios and theydetermine if the scientist is conducting an anatomical or physiological study.Bloom’s Levels: UnderstandWebb’s DOK: 2Board Approved: February 8, 20187 Page

Topic 2: Body SystemsEngaging Experience 1Title: Body System ChartSuggested Length of Time: 1 class periodStandards AddressedPriority: 1.12 Identify body planes, directional terms, cavities, and quadrants.a. Body planes (sagittal, mid-sagittal, coronal/frontal, transverse/horizontal)b. Directional terms (superior, inferior, anterior/ventral, posterior/dorsal,medial, lateral, proximal, distal, superficial, and deep)c. Cavities (dorsal, cranial, spinal, thoracic, abdominal, and pelvic)d. Quadrants (upper right, lower right, upper left, and lower left) Supporting:1.13 Analyze basic structures and functions of human body systemsSupporting: ISTE - CREATIVE COMMUNICATOR.6: Students communicate clearly andexpress themselves creatively for a variety of purposes using the platforms, tools,styles, formats and digital media appropriate to their goals.Detailed Description/Instructions: Students are tasked to identify the function, location, andorgans involved in each body system, then to re-enforce knowledge, they are asked to draw apicture.Bloom’s Levels: CreateWebb’s DOK: 2Board Approved: February 8, 20188 Page

Topic 3: Language of AnatomyEngaging Experience 1Title: Simon SaysSuggested Length of Time: 30 minutesStandards AddressedPriority: 1.12 Identify body planes, directional terms, cavities, and quadrants.a. Body planes (sagittal, mid-sagittal, coronal/frontal, transverse/horizontal)b. Directional terms (superior, inferior, anterior/ventral, posterior/dorsal,medial, lateral, proximal, distal, superficial, and deep)c. Cavities (dorsal, cranial, spinal, thoracic, abdominal, and pelvic)d. Quadrants (upper right, lower right, upper left, and lower left)Detailed Description/Instructions: The classic childhood game of Simon Says, howeverinstead of ‘Simon says touch your nose’, Simon might say ‘touch your Nasal Cavity’. Or ‘Simonsays touch a body part inferior of your cervical region’. Play the game 3-4 times awarding prizesto whoever wins.Bloom’s Levels: ApplyWebb’s DOK: 2Board Approved: February 8, 20189 Page

Topic 4: Homeostasis & FeedbackEngaging Experience 1Title: Homeostatic Graph AnalysisSuggested Length of Time: 30 minutesStandards AddressedPriority: 9-12-LS1 - 3 Plan and conduct an investigation to provide evidence that feedbackmechanisms maintain homeostasis. [Clarification Statement: Examples ofinvestigations could include heart rate response to exercise, stomata response tomoisture and temperature, and root development in response to water levels.]Supporting: 9-12-LS1 -2 Develop and use a model to illustrate the hierarchical organizationof interacting systems that provide specific functions within multicellularorganisms. [Clarification Statement: Emphasis is on functions at the organismsystem level such as nutrient uptake, water delivery, and organism movement inresponse to stimuli.]Detailed Description/Instructions: Students are given data sets measuring different readingsfrom a body, for example, blood glucose level over time. Students then analyze the graphs andtry and determine if the data is demonstrative of a positive or negative feedback loop.Bloom’s Levels: ApplyWebb’s DOK: 3Board Approved: February 8, 201810 P a g e

Engaging ScenarioEngaging Scenario (An Engaging Scenario is a culminating activity that includes thefollowing components: situation, challenge, specific roles, audience, product or performance.)Veggisection - students will bring in a potato or apple and will give it anatomical direction byusing craft materials to create arms, legs, and face. Students will create flags with various bodyregions (provided on paper) glued to toothpicks. They will place each flag in the correctlocation on their veggie. They will then complete a set of four surgical incisions in the correctregion using the correct dissection planes. Each incision will be marked with a coloredtoothpick. The toothpick must also be projecting in the correct anatomical direction.Board Approved: February 8, 201811 P a g e