Anatomy and Physioloy Curriculum Guide Revised 14/15 Course Overview: Anatomy and Physiology Regular (2000350) and Honors (2000360) Purpose of this document: This curricular resource was designed to support teaching and learning in classrooms across Pasco County and provide a sequenced, focused curriculum that supports the acquisition of the Florida Standards and NGSSS using Marzano’s Instructional Framework used to teach standards in this course’s course description This “road map” for instruction is intended for use within a Professional Learning Community (PLC) as a common planning tool Grade level PLCs should use this document to jumpstart collaborative discussions around the five guiding questions to plan for student learning Each unit contains: • A Unit Overview With Recommended Pacing • Grouped NGSSS: o Content Standards: Each unit was designed around a group of related content standards They describe what students should know, understand, and be able to by the end of the unit o Science Practices: Practices of Science are ongoing standards that should be intentionally planned for every day in every lesson because of their critical role in engaging students as scientists • A Sample Know, Understand, and Do (KUD) Map • A Sample Uni-Dimensional, Lesson Scale Anatomy and Physiology at a Glance 2014-2015 Big Idea: Concepts Estimated Unit Completion Unit 1: Introduction to A & P, Protection and Support 20 days Quarter Unit 2: Movement 35 days Quarter Unit 3: Communication and Coordination 30 days Quarter Unit 4: Transport 30 days Quarter 2/3 Unit 5: Respiration and Digestion 25 days Quarter 3/4 Unit 6: Regulation and Reproduction 25 days Quarter Times allotted on this table are subject to modifications based on annual assessment schedule Step P rofessional L earning Communities at Work ! Clarify Purpose of Teams & Connect to School’s Mission, Vision, Values and Priorities ! ! I nquiry Cyc le Establish Team Norms & Expectations ! Clarify & Assign Roles Clarify Structures, Processes & Protocols: Connect Instructional Talk, Planning & Practice Deliver Instruction (Teaching) How will we respond when some students have already learned? How will we respond when some students not learn? Choose Common Assessments & Standardize Administration P L C Guiding Ques tions How$will$we$design$learning$ experiences$for$our$students? Build Common Language and Understanding of CCSS & Instructional Best Practices District School Board of Pasco County Annually assessed Action Plan: What are we going to about it? Problem Analysis: Why is the problem occurring? Problem Identification: What is the Problem? Modify Instruction and/or Curriculum Based on Learning Data ! ! Implement Action Plan RtI: Evaluate Instructional Effectiveness Is it working? What we expect all students to learn? How will we know if and when they’ve learned it? Page of 24 Anatomy and Physioloy Curriculum Guide Revised 14/15 Standards taught in this course are the NGSSS for Science that emphasize increased opportunities for laboratory investigations This course incorporates the new Common Core College and Career Readiness and Mathematics Standards as shown below Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in a science lab or field collecting data every week School laboratory investigations are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p 3) Laboratory investigations in the high school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (NRC 2006, p 77; NSTA, 2007) Instructional Practices to Support Literacy through Common Core- College and Career Readiness Standards Teaching from a range of complex text is optimized when teachers in all subject areas implement the following strategies on a routine basis: • Ensuring wide reading from complex text that varies in length • Making close reading and rereading of texts central to lessons • Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence • Emphasizing students supporting answers based upon evidence from the text • Providing extensive research and writing opportunities (claims and evidence) • • • • • • • • • • • • • • • • • Science and Engineering Practices (NRC Framework for K-12 Science Education, 2010) Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics, information and computer technology, and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information Integrate Standards for Mathematical Practice (MP) MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them MAFS.K12.MP.2.1 Reason abstractly and quantitatively MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others MAFS.K12.MP.4.1 Model with mathematics MAFS.K12.MP.5.1 Use appropriate tools strategically MAFS.K12.MP.6.1 Attend to precision MAFS.K12.MP.7.1 Look for and make use of structure MAFS.K12.MP.8.1 Look for and express regularity in repeated reasoning District School Board of Pasco County Annually assessed Page of 24 Anatomy and Physioloy Curriculum Guide Revised 14/15 LAFS.1112.SL.1.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively LAFS.1112.SL.1.2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data LAFS.1112.SL.1.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used LAFS.1112.SL.2.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks LAFS.1112.SL.2.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest LAFS.1112.RST.1.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the authors makes and to any gaps or inconsistencies in the account LAFS.1112.RST.1.2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms LAFS 1112.RST.1.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text LAFS 1112.RST.2.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics LAFS 1112.RST.2.5: Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy) LAFS 1112.RST.2.6: Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved LAFS 1112.RST.3.7: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words LAFS 1112.RST.4.10: By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently LAFS.1112.WHST.1.1: Write arguments focused on discipline-specific content LAFS 1112.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes LAFS.1112.WHST.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience LAFS.1112.WHST.2.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience LAFS.1112.WHST.2.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information LAFS.1112.WHST.3.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation LAFS.1112.WHST.3.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation Page of 24 District School Board of Pasco County Annually assessed Anatomy and Physioloy Curriculum Guide Revised 14/15 Common Core State Standards Mathematics: MAFS.912.N-Q.1.1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays MAFS.912.N-Q.1.3: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities MAFS.912.F-IF.2.4: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity MACC.912.F-IF.3.7: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases a Graph linear and quadratic functions and show intercepts, maxima, and minima b Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions c Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior d Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior e Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude MAFS.912.S-ID.1.1: Represent data with plots on the real number line (dot plots, histograms, and box plots) MAFS.912.S-ID.1.2: Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets MAFS.912.S-ID.1.3: Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers) MAFS.912.S-ID.1.4: Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages Recognize that there are data sets for which such a procedure is not appropriate Use calculators, spreadsheets, and tables to estimate areas under the normal curve MAFS.912.S-ID.2.5: Summarize categorical data for two categories in two-way frequency tables Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies) Recognize possible associations and trends in the data MAFS.912.S-ID.2.6: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related Unit 1: Introduction to Anatomy and Physiology, Protection and Support District School Board of Pasco County 20 days Annually assessed Next Generation Sunshine State Standards Page of 24 Anatomy and Physioloy Curriculum Guide Overview Students extend their understanding of living things as they learn more about how the human body is organized in order to function as a whole Students study terminology scientists use in order to further study the human body The living things are organized with cells, tissues, organs which work together to maintain homeostasis Students should be able to develop foundational anatomy and physiology knowledge in order to make relevant learning connections for this course Students understand and practice safe research practices in the classroom as they are engaged in laboratory investigations Fundamental Skills: • Familiarity with organizational structures of the human body • Science laboratory safety practices Content Standards SC.912.L.14.11 SC.912.L.14.12 SC.912.L.14.13 SC.912.L.14.51 SC.912.L.14.15 SC.912.L.16.10 Revised 14/15 Nature of Science Practices SC.912.N.1.2 SC.912.N.1.1 Resources Textbook Hole’s A&P 10th ed Marieb Essentials of Human A&P Lab Manual Online Support See Text Publisher Site for extensive online resources • Case Study - What Do We Tell the Sheriff? • http://sciencecases.lib.buffalo.edu/cs/c ollection/detail.asp? case_id=223&id=223 • Anatomy Corner notes • http://anatomycorner.com/cell/tissues/ ch5_notes.html • • • • Laboratory Investigations Hole’s A&P 10th ed Lab exercise #2 Body Organization and Terminology Marieb Essentials of Human A&P Lab Manual Exercise #1 The Language of Anatomy Marieb Essentials of Human A&P Lab Manual Exercise #6 The Skin Build and label a paper skeleton Other Resources Videos • Bozeman Biology - Introduction to Anatomy & Physiology https://www.youtube.com/watch?v=y2N_b0qwvxY • 100 Greatest Discoveries: Medicine video segment Birth Anatomy o http://app.discoveryeducation.com/search?Ntt=bill+nye+anatomy • Body Parts Anthem https://www.youtube.com/watch?v=6FFzGJqWIRc • Animaniacs - The Bone Song https://www.youtube.com/watch?v=REftXTSgR8k Literature Connections: o Will We Ever Grow Tissues?  http://blogs.discovermagazine.com/notrocketscience/2012/02/28/will-we-ever-groworgans/#.U6GyEY1dVC8  Use as a close reading strategy o National Center for Case Study Teaching in Science http://sciencecases.lib.buffalo.edu/cs/collection/ Unpacking the Standard: What we want students to Know, Understand and Do (KUD): The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard to assist PLCs in answering question #1, “What we expect all District School Board of Pasco County Annually assessed Page of 24 Anatomy and Physioloy Curriculum Guide Revised 14/15 students to learn?” It is important for PLCs to study the standards in the unit to ensure that all members have a mutual understanding of what student learning will look and sound like when the standards are achieved Additionally, collectively unwrapping the standard will help with the creation of the uni-dimensional scale (for use with students) When creating a KUD, it is important to consider the standard under study within a K-12 progression and identify the prerequisite skills that are essential for mastery Unit 1: Introduction to Anatomy and Physiology, Protection and Support How is the study of Human Anatomy and Physiology organized? How is our body made to protect and support us? Standard: SC.912.L.14.11Classify and state the defining characteristics of epithelial tissue, connective tissue, muscle tissue, and nervous tissue SC.912.L.14.13 Distinguish between bones of the axial skeleton and the appendicular skeleton SC.912.L.14.12 Describe the anatomy and histology of bone tissue Understand “Essential understandings,” or generalizations, represent ideas that are transferable to other contexts The parts of the human body are combined and coordinated to form a well-organized unit Each part is necessary for the system to function well as a whole Specialized structures provide protection and support to the human body Human A&P organizes the study of the body and its systems that can be explored using scientific investigation and modeling Know Declarative knowledge: Facts, vocab., information 1.Human body orientation terms including: relative positions, body sections, body regions are used for all course sections Modern medical science depends upon the historical development of A&P Structure and function are related at all levels of organization Classify and state the defining characteristics of epithelial tissue, connective tissue, muscle tissue, and nervous tissue Homeostasis affects human health Identify the major parts of the integumentary system Describe the anatomy and histology of bone tissue Distinguish between bones of the axial skeleton and the appendicular skeleton Key Learning: Do Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts Discuss how improvements in the study of anatomy and physiology have impacted human health Describe how feedback loops drive homeostasis using an example from human physiology Use body orientation terms to communicate effectively Evaluate different scenarios involving the integumentary system and describe how it is functioning in each one The parts of the human body are combined and coordinated to form a well-organized unit Each part is necessary for the system to function well as a whole District School Board of Pasco County Annually assessed Page of 24 Anatomy and Physioloy Curriculum Guide Concept: HISTORY Benchmark(s): SC.912.N.1.2 Concept: TERMINOLOGY – ANATOMICAL POSITION, RELATIVE POSITION, BODY REGIONS Benchmark(s): SC.912.N.1.2 Revised 14/15 Lesson Essential Questions: Vocabulary: How has our understanding of the anatomy (form), physiology (function), model Describe and explain what human body evolved as the studies of characterizes science and its anatomy and physiology have methods improved over time? Lesson Essential Questions: Using the anatomical position, Describe and explain what describe the location of interest characterizes science and its including body region and/or relative methods position Vocabulary: anatomical position, relative position, superior, inferior, anterior, posterior, medial, lateral, proximal, distal, superficial, peripheral, deep, sagittal (median), transverse (horizontal), coronal (frontal), macroscopic, microscopic, histology, staining abdominal region, right upper quadrant, left upper quadrant, right lower quadrant, left lower quadrant, epigastric region, left hypochondriac region, right hypochondriac region, umbilical region, left lumbar region, right lumbar region, hypogastric region, left iliac (inguinal) region, right iliac (inguinal region) SEE REFERENCE FOR: Detailed anterior and posterior body regions Concept: HOMEOSTASIS Benchmark(s): SC.912.L.14.11 Lesson Essential Questions: What are the mechanisms of Classify and state the homeostasis? defining characteristics of How does the concept of homeostasis epithelial tissue, connective relate to human health? Vocabulary: homeostasis, metabolism, pH, positive feedback, negative feedback, body temperature, stimulus, response, effector, receptor, control center tissue, muscle tissue, and nervous tissue Concept: TISSUES Benchmark(s): SC.912.L.14.11 Vocabulary: Epithelial tissue, connective tissue, muscular tissue, nervous tissue, Classify and state the collegen, elastin, simple tissues, stratified tissues, epidermis, dermis, defining characteristics of What is the impact that biotechnology hypodermis, accessory organs epithelial tissue, connective has on the individual, the society and tissue, muscle tissue, and the environment? District School Board of Pasco County Lesson Essential Questions: How are tissues classifies? Annually assessed Page of 24 Anatomy and Physioloy Curriculum Guide Revised 14/15 nervous tissue SC.912.L.16.10 Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues SC.912.L.14.51 Describe the function of the vertebrate integumentary system Concept: BONES Benchmark(s): SC.912.L.14.13 What are the medical and ethical issues we face? What is the structure and function of the integumentary system? Lesson Essential Questions: How we distinguish between bones Distinguish between bones of of the appendicular skeleton and axial the axial skeleton and the skeleton? appendicular skeleton SC.912.L.14.12 Describe the anatomy and histology of bone tissue SC.912.N.1.1 (H)SC.912.L.14.15 Vocabulary: Axial skeleton, appendicular skeleton, skull, vertebral column, rib cage, sternum, hyoid, pectoral girdle, pelvic girdle, humerus, radius, ulna, carpals, metacarpals, phalanges, femur, patella, tibia, fibula, tarsals, metatarsals, osteocytes, osteoclasts, osteoblasts, compact Describe the anatomy and histology of bone, spongy bone, Haversian canals, canaliculi, osteons bone tissue How we apply what we know about bone growth, function, and healing in every day life? Identify major markings (such as foramina, fossae, tubercles, etc.) on a skeleton What are the major markings on a Explain why these markings skeleton? Why are these important? are important Unit 2: Movement Overview District School Board of Pasco County foramina, fossae, turbecles, crests, processes, projections, depressions, heads, facets, tuberosities, sinus Next Generation Sunshine State Standards Content Standards Nature of Science Practices 35 days Annually assessed Page of 24 Anatomy and Physioloy Curriculum Guide Revised 14/15 Students extend their understanding of living things as they learn more about how the human body is organized in order to function as a whole Students study terminology scientists’ use associated with the muscular system and how they work together to move the hum an body Learn the microscopic and gross SC.912.L.14.11 SC.912.L.14.12 SC.912.L.14.13 SC.912.L.14.51 SC.912.L.14.15 SC.912.L.16.10 SC.912.N.1.2 SC.912.N.1.1 anatomy of the muscular system, as well as the steps that cause the contractions that lead to movement Students will also explore the connection between muscular tissues and the other body systems Students should be able to develop foundational anatomy and physiology knowledge in order to make relevant learning connections for this course Fundamental Skills: • Familiarity with components of muscular system • Use of models to demonstrate how the human body works • Science laboratory safety practices Resources Textbook Laboratory Investigations Hole’s A&P 10th ed • How muscles work? Marieb Essentials of Human A&P Lab Manual o http://www.troy.k12.ny.us/old%20sites/thsbiology/labs_online/home_labs/muscle_lab_home.html • Chicken Wing Anatomy Lab http://missross.webs.com/ap%20bio%20spring/Chickenwinglab.pdf • POGIL -Muscle Contraction • Hole’s A&P 10th ed Lab exercise #18 Skeletal Muscle Structure • Marieb Essentials of Human A&P Lab Manual Exercise #11 Online Support Other Resources Khan Academy- troponin and tropomyosin Videos https://www.khanacademy.org/science/health• DiscoveryEducation.com “The Skeletal and Musclar System” andmedicine/musculoskeletal%20system/Introduction o video segment “Different Muscle for different Jobs” %20to%20muscles/v/myosin-and-actin o http://app.discoveryeducation.com/search?Ntt=muscles • Discovery Education “Pushing the Limits- strength” Khan Academy- Type and Type muscle fibers o http://app.discoveryeducation.com/search?Ntt=pushing+the+limits https://www.khanacademy.org/science/health• Bozeman Biology: Sliding Filament Theory andmedicine/musculoskeletal%20system/Introduction o https://www.youtube.com/watch?v=mejCXr7p37U %20to%20muscles/v/type-1-and-2-muscle-fibers Literature Connections: Case Study: Duchenne Muscular Dystrophy http://www.mhhe.com/biosci/ap/ap_casestudies/cases/ap_case08.html BBC Science- Human Body and Mind- Muscle Case Study: Muscle Weakness http://www.mhhe.com/biosci/ap/ap_casestudies/cases/ap_case07.html game http://www.bbc.co.uk/science/humanbody/body/index National Center for Case Study Teaching in Science http://sciencecases.lib.buffalo.edu/cs/collection/ _interactivebody.shtml Unpacking the Standard: What we want students to Know, Understand and Do (KUD): The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard beyond what the MDS provides and assist PLCs in answering question #1, “What we expect all students to learn?” It is important for PLCs to study the focus standards in the unit to ensure that all members have a mutual understanding of what student learning will look and sound like when the standards are achieved Additionally, collectively unwrapping the standard will help with the creation of the uni-dimensional scale (for use with students) When creating a KUD, it is important to consider the standard under study within a K-12 progression and identify the prerequisite skills that are essential for mastery District School Board of Pasco County Annually assessed Page of 24 Anatomy and Physioloy Curriculum Guide Unit 2: Movement What are the major parts of the muscular system? Standard: SC.912.L.14.20 Identify the major muscles of the human on a model or diagram SC.912.L.14.16Describe the anatomy and histology, including ultrastructure, of muscle tissue SC.912.L.14.17 List the steps involved in the sliding filament of muscle contraction Revised 14/15 Understand “Essential understandings,” or generalizations, represent ideas that are transferable to other contexts The microscopic and macroscopic structures found in the human muscular system allow movement These specialized tissues interact to provide support, movement, and homeostasis for humans in varying ways Know Declarative knowledge: Facts, vocab., information Major muscles of the axial and appendicular skeleton The identification and classification of different types muscle tissues The steps of the sliding filament theory Do Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts Identify and classify muscles and muscle groups of the axial and appendicular skeletons on models Use models to demonstrate different movements/actions Explain the differences in the histology and anatomy of different muscle tissues and how they apply to the physiology of the muscle as a whole Explain and demonstrate how muscles contract Identify barriers to contraction or reasons muscle fatigue occurs Key Learning: Learn the microscopic and gross anatomy of your muscular system, as well as the steps that cause the contractions that lead to movement You will also explore the connection between muscular tissues and the other body systems Concept: MAJOR Benchmark(s): SC.912.L.14.20 Identify the major muscles of the human District School Board of Pasco County Lesson Essential Questions: Vocabulary: What are the major muscles of the human Axial muscles, appendicular muscles, pectoralis Annually assessed Page 10 of 24 Anatomy and Physioloy Curriculum Guide MUSCLES on a model or diagram Revised 14/15 body? major/minor, rectus abdominus, transverse abdominus, external/internal obliques, deltoid, trapezius, biceps brachii, triceps brachii, latissimus dorsi, quadriceps femoris, hamstrings, gluteus maximus, gastrocnemius, origin, insertion Actions: rotation, circumduction, protraction, retraction, elevation, depression, flexion, extension, supination, pronation, abduction, adduction SC.912.N.3.5 Describe the function of models in science, and identify the wide range of models used in science Concept: MUSCLE TISSUE Benchmark(s): SC.912.L.14.16 Describe the anatomy and histology, including ultrastructure, of muscle tissue (H) SC.912.L.18.8 CELLULAR ENERGY Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration Concept: Benchmark(s): MUSCLE SC.912.L.14.17 CONTRACTION List the steps involved in the sliding filament of muscle contraction (H)SC.912.L.14.19 Explain the physiology of skeletal muscle Lesson Essential Questions: Vocabulary: What are the characteristics of the three skeletal muscle, cardiac muscle, smooth muscle, striations, different types of muscle tissue found in the intercalated discs, human body? (Honors): What is the difference between anaerobic and aerobic respiration? aerobic, anaerobic, glycogen, glucose, lactic acid fermentation, alcoholic fermentation, muscle fatigue Lesson Essential Questions: What are the steps involved in the sliding filament theory? (Honors): What is the difference between fast twitch and slow twitch muscles Unit 3: Communication and Coordination Overview District School Board of Pasco County 30 days Annually assessed Vocabulary: muscle fascicles, muscle fibers, myofibrils, sarcomeres, Hzone, A-band, I-band, myofilaments, actin, myosin, ATP, tropomyosin, troponin, resting potential, action potential, ions, acetocholine, sarcoplasmic reticulum, cross-bridge fast twitch muscles, slow twitch muscles, muscle fatigue Next Generation Sunshine State Standards Nature of Science Content Standards Practices Page 11 of 24 Anatomy and Physioloy Curriculum Guide Students extend their understanding of living things as they learn more about how the human body is organized in order to function as a whole Students study terminology scientists use associated with the nervous system and it’s role in the human body Students learn about the anatomy and physiology of the nervous system and its complex integration of many parts Students should be able to develop foundational anatomy and SC.912.L.14.21 SC.912.L.14.23 SC.912.L.14.25 SC.912.L.14.26 SC.912.L.14.48 SC.912.L.14.18 SC.912.L.14.50 SC.912.L.14.29 Revised 14/15 SC.912.N.1.2 SC.912.N.1.1 physiology knowledge in order to make relevant learning connections for this course Fundamental Skills: • Familiarity with components of nervous system • Use of models to demonstrate how the human body works • Science laboratory safety practices Resources Textbook Laboratory Investigations Hole’s A&P 10th ed POGIL: Neuron Structure Marieb Essentials of Human A&P Lab Manual Hole’s A&P 10th ed Lab exercise #25Nervous Tissue and Nerves; #28 The Reflex Arc and Reflexes; Lab exercise #30 Dissection of Sheep Brain; Lab exercise #32 Senses of Smell and Taste; Lab exercise #33 The Ear and Hearing; Lab exercise #35 The Eye; Lab exercise #36 Visual Tests and Demonstrations Marieb Essentials of Human A&P Lab Manual Exercise #13 Neuron Anatomy and Physiolog; Lab Manual Exercise #14 Gross Anatomy of the Brain and Cranial Nerves; Lab Manual Exercise #16 Human Reflex Physiology; Lab Manual Exercise #17 The Special Senses Online Support Other Resources Anatomy Corner Videos • http://anatomycorner.com/main/anatomyDiscovery Education “Biologix: Nerve Impulse Conduction” topics/nervous-system/ http://app.discoveryeducation.com/search?Ntt=nerve+impulse+conduction Case Study: Spinal Cord Injury The Divisions of the Nervous System https://www.youtube.com/watch?v=dOYOdJG0E0s http://www.mhhe.com/biosci/ap/ap_casestudies/cases/ The Brain Song https://www.youtube.com/watch?v=snO68aJTOpM ap_case09.html Bozeman Science- Fight or Flight Response https://www.youtube.com/watch?v=m2GywoS77qc National Center for Case Study Teaching in The Autonomic Nervous System https://www.youtube.com/watch?v=GdDCTv4ESKA Science Discovery Education “Pushing the Limits- Sight” http://app.discoveryeducation.com/search?Ntt=pushing+the+limits http://sciencecases.lib.buffalo.edu/cs/collection/ DE “Pushing the Limits- Sensation” http://app.discoveryeducation.com/search?Ntt=pushing+the+limits Autism Risk Higher Near Pesticide Related DE “Pushing the Limits- Brain Power” http://app.discoveryeducation.com/search?Ntt=pushing+the+limits Fields http://www.scientificamerican.com/article/autism-riskLiterature Connections: higher-near-pesticide-related-fields/? Analogy activity from FLVS: Create an analogy describing how 3-4 components of the endocrine system communicate with utm_medium=twitter&utm_source=twitterfeed each other and function effectively For your analogy, be sure to identify the main glands of the endocrine system and Fact or Fiction?: Carrots Improve your Vision describe their function and explain how control mechanisms of the nervous system regulate endocrine secretion(s) Be http://www.scientificamerican.com/article/fact-orthorough in your description and explanation fiction-carrots-improve-your-vision/? utm_medium=twitter&utm_source=twitterfeed Unpacking the Standard: What we want students to Know, Understand and Do (KUD): The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard beyond what the MDS provides and assist PLCs in answering question #1, “What we expect all students to learn?” It is important for PLCs to study the focus standards in the unit to ensure that all members have a mutual understanding of what student learning will look and sound like when the standards are achieved Additionally, collectively unwrapping the standard will help with the creation of the uni-dimensional District School Board of Pasco County Annually assessed Page 12 of 24 Anatomy and Physioloy Curriculum Guide Revised 14/15 scale (for use with students) When creating a KUD, it is important to consider the standard under study within a K-12 progression and identify the prerequisite skills that are essential for mastery Unit 3: Communication and Coordination How the major parts of the nervous system work together in the human body? Standard: SC.912.L.14.21 Describe the anatomy, histology, and physiology of the central and peripheral nervous systems and name the major divisions of the nervous system SC.912.L.14.50 Describe the structure of vertebrate sensory organs Relate structure to function in vertebrate sensory systems SC.912.L.14.29 Define the terms endocrine and exocrine Understand “Essential understandings,” or generalizations, represent ideas that are transferable to other contexts The anatomy and physiology of the nervous system is quite complex At the core, the system is divided into the central and peripheral nervous systems The structures and functions of the brain and spinal cord control everything we The neural pathways responsible for reflexes and our fight-or-flight responses are regulated by this system The endocrine system and nervous system work together to regulate and coordinate the actions of the brain and body Know Declarative knowledge: Facts, vocab., information The parts of the nervous system and how they work together The major parts of the spinal cord and the actions of a reflex arc The major parts of the brain The difference between the sympathetic and parasympathetic nervous systems How a signal transduction across a myoneural junction Structures of each of the senses relate to their functions Do Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts Identify the two main subdivisions of the nervous system? Describe how each system is organized Identify the major parts of the spinal cord and explain how stimuli is received and processed Explain how the central and peripheral nervous systems work together in signal transduction Distinguish how that is different from a reflex arc Identify the parts of the brain and describe the function of each part Describe how signals are passed across a myoneural junction Identify and classify the structures of the senses and how they relate to their functions Describe how the endocrine system works with the nervous system to regulate and coordinate the actions of the brain and body How the endocrine system work with the nervous system to maintain homeostasis Concept: Key Learning: The anatomy and physiology of the nervous system is a complex integration of many parts Unit Essential Question: What are the major parts of the nervous system? Benchmark(s): District School Board of Pasco County Lesson Essential Questions: Annually assessed Vocabulary: Page 13 of 24 Anatomy and Physioloy Curriculum Guide Revised 14/15 NERVOUS SYSTEM SC.912.L.14.21Describe the anatomy, histology, Concept: REFLEX ARC Benchmark(s): Lesson Essential Questions: SC.912.L.14.23 Identify the parts of a reflex arc What are the parts of the reflex arc? SC.912.L.14.25 Identify the major parts of a cross section through the spinal cord What are the major parts of the spinal cord? Vocabulary: Effector, Knee-Jerk Reaction, Withdrawal Reflex, Receptor, Sensory Neuron, Motor Neuron, Interneuron Benchmark(s): Lesson Essential Questions: SC.912.L.14.25 Identify the major parts of a What are the major parts of the cross section through the spinal cord brain? SC.912.L.14.26 Identify the major parts of the brain on diagrams or models Vocabulary: Sulci, Gyri, Cerebrum, Cerebellum, Cerebral Cortex, Pons, Medulla Oblongata, Thalamus, Hypothalamus, Pituitary Gland, Brain Stem, Frontal Lobe, Parietal Lobe, Occipital Lobe, Temporal Lobe, Forebrain, Midbrain, Hindbrain SPINAL CORD Concept: THE BRAIN Concept: SYMPATHETIC AND PARASYMPATHETIC NERVOUS SYSTEM What is the difference between Central Nervous System, Peripheral Nervous System, Brain, Spinal Cord, Dura Mater, Arachnoid Mater, Pia Mater, Cerebrospinal Fluid, Nerves, White Matter, Grey Matter, Mylein, Neurons, Interneurons, Afferent What are the major divisions of and Efferent neurons the nervous system? and physiology of the central and peripheral nervous the central and peripheral systems and name the major divisions of the nervous nervous system? system Benchmark(s): SC.912.L.14.49:Identify the major functions associated with the sympathetic and parasympathetic nervous systems Lesson Essential Questions: What are the major functions associated with the sympathetic and parasympathetic nervous systems? Dorsal Root, Ventral Root, Central Canal, Dorsal Horn, Ventral Horn, Vocabulary: SNS, ANS, Sympathetic, Parasympathetic, Fight or Flight Response, Pre/Post Ganglionic Neurons, Ganglia, Neurotranmitter, (Norepinephrine and Acetylcholine) Concept: MYONEURAL JUNCTION (Nerve Impulse Conduction) Benchmark(s): SC.912.L.14.18 Describe signal transmission across a myoneural junction Lesson Essential Questions: Vocabulary: Describe the signal transduction Motor end plate, Synaptic Cleft, Action potential, across a myoneural junction Resting Potential, Axon, Dendrite, Synaptic Vesicles, End Plate Potential, Polarization, Threshold Potential, Calcium Channel Concept: SENSES Benchmark(s): SC.912.L.14.50 Describe the structure of Lesson Essential Questions: What are the structures of the District School Board of Pasco County Annually assessed Vocabulary: Vision, Hearing, Touch, Taste, Smell and Structures for Page 14 of 24 Anatomy and Physioloy Curriculum Guide Revised 14/15 vertebrate sensory organs Relate structure to function in vertebrate sensory systems five senses in humans? Concept: GLANDS Benchmark(s): SC.912.L.14.29 Define the terms endocrine and HORMONES (Honors) (H)SC.912.L.14.32Describe the anatomy and Lesson Essential Questions: Vocabulary: What is the difference between Exocrine, Endocrine, Hormones, ducts, Hypothalamus, endocrine and exocrine glands? Pituitary Gland, Parathyroid, Thymus, Adrenals, Pineal, Thyroid How does the endocrine system work with the nervous system to maintain homeostasis? exocrine physiology of the endocrine system all How the structures in each sense relate to their function? How hormones initiate a response in their target cells? Steroid Hormone, Nonsteroid Hormone, Androgens, Estrogen and Progesterone, Unit Title: 04 – Transport 30 days Know: Understand: Do: The path of blood through the major parts of the heart The factors that affect blood flow The sounds the heart makes and District School Board of Pasco County The cardiovascular system is a complex system designed to Describe the path of blood through the keep our cells and tissues healthy Many factors such as cardiovascular system and factors that affect it genetics, lifestyle choices, and injury can affect the system as a whole Careful consideration must be given regarding blood Explain how the sounds of the heart are made types in surgical procedures, parental testing, and crime scene and the physiology behind it investigations Annually assessed Page 15 of 24 Anatomy and Physioloy Curriculum Guide Revised 14/15 why (Honors) Compare and contrast the anatomy of major blood vessels and how it affects their functions The histology of the blood vessels (Honors) (Honors) Explain the parts of an ECG and how they relate to the physiology of the heart beat The components of and ECG (Honors) Identify the formed elements of blood and their functions Explain the role of plasma in blood composition The composition of blood The steps of hemostasis Describe the steps of hemostasis and identify factors that can affect the cascade of events The ABO blood system and factors that affect transfusions Determine blood types of unknown individuals Relate blood types to transfusions, parental testing, and crime scene investigations Key Learning: An overview of the major components of the cardiovascular system, with a more in-depth look at the cells that make up blood, blood typing, transfusions, and the formation of scabs Unit Essential Question: What are the major parts of the cardiovascular system? District School Board of Pasco County Annually assessed Page 16 of 24 Anatomy and Physioloy Curriculum Guide Concept: BLOOD FLOW THROUGH THE HEART Benchmark(s): SC.912.L.14.36 SC.912.L.14.38 (H)SC.912.L.14.40 SC.912.L.14.37 (Honors) Revised 14/15 Lesson Essential Questions: What is the pathway of blood as it moves from chamber to chamber in the heart? Vocabulary: Atria, ventricle, tricuspid valve, bicuspid valve, pulmonary vein, pulmonary artery, semilunar valves, aorta, vena cavae, arteries, arterioles, veins, venuoles, capillaries, systemic and pulmonary What are the factors that affect blood flow? circulation, plaque, Arteriosclerosis / atherosclerosis, blood pressure, hypertension What causes the sound of a heart beat? Lub Dub, heart murmur Systemic Circulation, Pulmonary Circulation, hepatic portal, What is the difference between the histology of Coronary circulation, tunica externa, tunica media, tunica the major arteries and veins of the cardiovascular intima system? ECG/EKG, atrial depolarization, ventricular depolarization, ventricular repolarization, p-wave, qrs wave, t-wave What are the components of an ECG wave? Concept: Benchmark(s): COMPONENTS OF SC.912.L.14.34 BLOOD Lesson Essential Questions: Vocabulary: What is the composition and physiology of blood? Formed elements, Red blood Cell (erythrocyte), White blood cells (leukocyte), platelet, plasma, serum Concept: HEMOSTASIS, BLOOD TYPING, AND TRANSFUSIONS Lesson Essential Questions: What are the steps in hemostasis? Benchmark(s): SC.912.L.14.35 What determines a persons blood type? Vocabulary: Platelet plug, vasospasm, coagulation, hemostasis, fibrin, fibrinogen Antigens, antibodies, agglutination, Rh factor, ABO Blood Why is it important to know a person’s blood type groups, before he or she receives a transfusion? ADDITIONAL RESOURCES Laboratory/Field Activities: Blood Typing kit- purchase from Carolina Scientific or other catalog Marieb Essentials of Human A&P Lab Manual Exercise #19 Blood Marieb Essentials of Human A&P Lab Manual Exercise #20 Anatomy of the Heart Marieb Essentials of Human A&P Lab Manual Exercise #21 Anatomy of Blood Vessels Marieb Essentials of Human A&P Lab Manual Exercise #22 Human Cardiovascular Physiology- Blood Pressure and Pulse determination District School Board of Pasco County Annually assessed Page 17 of 24 Anatomy and Physioloy Curriculum Guide Revised 14/15 Hole’s A&P 10th ed Lab exercise #38Blood Cells Hole’s A&P 10th ed Lab exercise #40 Blood Typing Hole’s A&P 10th ed Lab exercise #41 Structure of th Heart Hole’s A&P 10th ed Lab exercise #45 Pulse Rate and Blood Pressure Diagnosis For Classroom Success: Making Anatomy and Physiology Come Alive by Nicole Maller (NSTA Press- can be purchased through NSTA or Amazon) Chapter Lab Blood Smears • • Technology Connections: Online Resources - See Text Publisher Site for extensive online resources o Blood Typing Game: http://www.brainpop.com/games/bloodtyping/ o Blood Typing Lab (no kit needed): http://sciencespot.net/Media/FrnsScience/bloodtypinglab2wkst.pdf o Image of formed elements http://upload.wikimedia.org/wikipedia/commons/1/1d/Blausen_0425_Formed_Elements.png o Concept map of composition of blood http://www.myvmc.com/uploads/VMC/DiseaseImages/1796_Composition-of-the-Blood-Pu.jpg Videos o o • • • The Components of Blood: https://www.youtube.com/watch?v=vVOzKrcTNis ABO Blood Typing Video: https://www.youtube.com/watch?v=gCIZdSTbHE8 Literature Connections: Case Study - It’s All Greek To Me: Physiology Edition o http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=631&id=631 Using Blood Types To Identify Babies and Criminals o http://serendip.brynmawr.edu/exchange/waldron/bloodtests National Center for Case Study Teaching in Science o http://sciencecases.lib.buffalo.edu/cs/collection/ Unit Title: 05 - Respiration and digestion 25 days Know: Understand: Do: The major parts of the respiratory system and their roles District School Board of Pasco County The respiratory system works in conjunction with the cardiovascular system to ensure that cells and tissues receive oxygen and get rid of carbon dioxide The transport mechanisms by which this occurs is Annually assessed Identify the the major parts and functions of the respiratory system Page 18 of 24 Anatomy and Physioloy Curriculum Guide How oxygen and carbon dioxide is transported in the blood The mechanisms that control ventilation and factors that affect it (Honors) The histological features of the respiratory system Revised 14/15 complex Explain the mechanisms of gas exchange and transport through the system The digestive system is another transport system in our bodies is responsible for the extraction and transport of nutrients from the food that we eat to our cell and tissues (Honors) Identify and describe the histological features of the respiratory system Identify the the major parts and functions of the digestive system The major parts of the digestive system and their roles Explain the mechanisms of nutrient transport through the digestive system (Honors) The histological features of the respiratory system (Honors) Identify and describe the histological features of the digestive system The four classes of biological molecules Enzymes and their role in digestion Name and describe the classes of biological molecules and their importance in nutrition Describe how enzymes lower activation energy requirements to speed up chemical reactions Key Learning: The transport of gases and nutrients in the body Unit Essential Question: How are gases and nutrients transported in the body? Concept: Benchmark(s): RESPIRATORY SC.912.L.14.44 SYSTEM Lesson Essential Questions: What are the mechanisms of ventilation, gas exchange, and gas transport? District School Board of Pasco County Annually assessed Vocabulary: Cellular respiration, nose, throat, larynx, pharynx trachea, lungs, bronchia, bronchials, alveoli, inspriation, expiration, diaphragm, hemoglobin, pulmonary circulation Page 19 of 24 Anatomy and Physioloy Curriculum Guide Revised 14/15 What factors control the rate of ventilation? (H)SC.912.L.14.43 Concept: DIGESTIVE SYSTEM Benchmark(s): SC.912.L.14.46 (H)SC.912.L.14.45 (Honors) What are the histological features of the respiratory system? Surfactant, pulmonary circulation, cilia, macrophages, mucus membrane, air-blood barrier, Emphysema, COPD Lesson Essential Questions: Vocabulary: Compare and contrast mechanical and physical digestion Alimentary canal, Mouth, salivary glands, esophagus, What are the main components of each and how are they stomach, liver, gall bladder, pancreas, small intestine, regulated (neural and hormonal controls)? appendix, large intestine, rectum, anus, fecal material, sphinchter, mechanical digestion, chemical digestion, mucosa, Where does absorption of nutrients take place? peristalsis, gastric juice, pepsin, chyme, acetylcholine, adrenaline, gatrin, secretin, cholecystokinin Serosa, muscle layer (circular and longitudnal), submucosa, What are the histological features of the alimentary mucosa, villi, plicae circulares canal? ducts, Islet of Langerhans, insulin, glucagon, Acinar cells, parotid glands, submandibular glands, sublingual glands, What accessory organs are associated with the digestive hepatocytes, bile, Kupffer cells system? Concept: BIOLOGICAL MOLECULES Benchmark(s): SC.912.L.18.1 (H)SC.912.L.18.2 (H)SC.912.L.18.3 (H)SC.912.L.18.4 Lesson Essential Questions: What are the functions of Carbohydrates, Lipid, and Proteins Vocabulary: Carbohydrate, Protein, Lipid, Nucleic Acid, Nutrient, monosacchride, disacchride, polysacchride, triglycerides, fatty acids, phospholipids, steroids, amino acids, DNA RNA nitrogen base, monomer, nucleotide Concept: ENZYMES Benchmark(s): SC.912.L.18.11 Lesson Essential Questions: Vocabulary: What are enzymes? activation energy, enzyme, catalyst, substrate, induced fit How enzymes lower the activation energy required in a model/lock-and-key model, co-factors, inhibitors, biochemical reaction? ADDITIONAL RESOURCES: Laboratory/Field Activities: Hole’s A&P 10th ed Lab exercise #49 Organs of the Digestive System Hole’s A&P 10th ed Lab exercise #51 Action of Digestive Enzymes District School Board of Pasco County Annually assessed Page 20 of 24 Anatomy and Physioloy Curriculum Guide Revised 14/15 Hole’s A&P 10th ed Lab exercise #52 Organs of the Respiratory System Marieb Essentials of Human A&P Lab Manual Exercise #23 Anatomy of the Respiratory System Marieb Essentials of Human A&P Lab Manual Exercise #25 Functional Anatomy of the Digestive System Diagnosis For Classroom Success: Making Anatomy and Physiology Come Alive by Nicole Maller (NSTA Press- can be purchased through NSTA or Amazon) Chapter Lab 2: Digestive By-Products and Body Mass Index and Chapter 7: Lab Lung Capacity • Online Resources - See Text Publisher Site for extensive online resources o Khan Academy The Digestive System https://www.khanacademy.org/partner-content/crash-course1/crash-course-biology/v/crash-coursebiology-127 o Khan Academy The Respiratory System https://www.khanacademy.org/science/health-and-medicine/respiratory-system o Anatomy Corner: Respiratory http://anatomycorner.com/main/anatomy-topics/respiratory-system/ o Anatomy Corner: Digestion http://anatomycorner.com/main/anatomy-topics/digestive-system/ • Videos o The Respiratory System: https://www.youtube.com/watch?v=hc1YtXc_84A o Discovery Education: The respiratory system video quiz http://app.discoveryeducation.com/search? Ntt=respiratory+system#selItemsPerPage=20&intCurrentPage=0&No=0&N=18343&Ne=18339&Ntt=respiratory%2 o The Digestive System: https://www.youtube.com/watch?v=b20VRR9C37Q o Molecules of life: https://www.youtube.com/watch?v=QWf2jcznLsY o Enzymes a fun introduction: https://www.youtube.com/watch?v=XTUm-75-PL4 o People Who Drink Milk are Mutants http://sci2.tv/? utm_source=twitter.com&utm_medium=social&utm_campaign=ScienceChannel/#!/videos/698 Literature Connections: • National Center for Case Study Teaching in Science http://sciencecases.lib.buffalo.edu/cs/collection/ Unit Title: 06 - Regulation and Reproduction 25 days Know: Understand: Do: The major components of the excretory system and how urine is made The regulatory functions of the excretory, immune and reproductive systems help maintain homeostasis and ensure proper fetal development The structures and functions of specific and nonspecific immune systems District School Board of Pasco County Describe how urine is formed in the kidneys (Honors) Identify and describe the histological features of the urinary system Explain the basic function of the immune system Annually assessed Page 21 of 24 Anatomy and Physioloy Curriculum Guide Revised 14/15 Describe how specific and nonspecific immune responses help your body fight infections The major components of the lymph system Evaluate the need for vaccines and why it is important in our society The parts of the male and female reproductive systems Describe the general function of the lymphatic system (Honors) The process of human development from fertilization to birth Identify the parts of the male and female reproductive system and describe how they function The parts of fetal circulation and the changes that occur at birth (Honors) Explain the formation of a zygote and describe the changes that occur in each trimester of pregnancy Compare and contrast gas and nutrient exchange in fetal development and after birth Key Learning: Introduction to regulation, immunity and reproduction Unit Essential Question: How does the human body maintain homeostasis through regulation, immunity, and reproduction? Concept: URINE FORMATION Benchmark(s): SC.912.L.14.47 (H)SC.912.L.14.48 Concept: IMMUNOLOGY Benchmark(s): SC.912.L.14.52 Also assesses: District School Board of Pasco County Lesson Essential Questions: How is urine formed in the kidneys? What are the histological features of the urinary system? Vocabulary: urea, uric acid, urine kidney, nephron, glomerulus, ADH, negative feedback, hypothalamus, pituitary gland, renal capsule, renal tubule, collecting duct, ureter, urinary bladder, urethra smooth muscle tissue, connective tissue, epithelial tissue Lesson Essential Questions: What is the basic function of the human immune system? Vocabulary: Infectious agent, pathogen, acquired immunity, innate immunity, bacteria, virus, specific immunity, nonspecific immunity, physical Annually assessed Page 22 of 24 Anatomy and Physioloy Curriculum Guide Revised 14/15 SC.912.L.14.6 HE.912.C.1.7 How the specific and nonspecific Analyze how heredity and immune responses help your body family history can impact fight infections? personal health barriers, fever, inflammatory response, histamine, basophil, neutrophil, monocyte, T-cells, B-cells, anitbody, anitgen, spleen, cytokines, vaccine, antibiotic, HE.912.C.1.5 Why is it important to use vaccines? Concept: LYMPH SYSTEM Benchmark(s): Lesson Essential Questions: Vocabulary: What are the general functions of the Spleen, lymph node, lymph, lymph vessels, lymphocytes, chyle lymph system? Concept: REPRODUCTIVE SYSTEMS Benchmark(s): SC.912.L.14.33 Lesson Essential Questions: What are the structures and functions of the male and femal reproductive systems? Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases SC.912.L.14.42 (H)SC.912.L.16.13 Concept: FETAL CIRCULATION Benchmark(s): SC.912.L.14.41 Vocabulary: Gametes, zygote, testes, seminiferous tubules, epididymes, vas defrens, urethra, seminal vessicles, Cowper’s glands, prostate gland, sperm, semen, penis, ovary, follicles, fallopian tube, uterus, cervix, vagina, egg Describe the process of human cleavage, morula, blastocyst, implantation, gastrula (ectoderm, development from fertilization to birth, mesoderm, endoderm), chorion, amnion, placenta, umbilical chord, and the major changes that occur in embryo, fetus, gestation, gastrulation, neurulation each trimester Lesson Essential Question: Vocabulary: Describe fetal circulation and changes ductus venosus, ductus arteriosus, villi that occur to the circulatory system at birth ADDITIONAL RESOURCES: Laboratory/Field Activities: Diagnosis For Classroom Success: Making Anatomy and Physiology Come Alive by Nicole Maller (NSTA Press- can be purchased through NSTA or Amazon) Chapter Lab 1: Urinalysis, Chapter Lab HIV Test Chapter Lab Hormone Test District School Board of Pasco County Annually assessed Page 23 of 24 Anatomy and Physioloy Curriculum Guide Revised 14/15 Hole’s A&P 10th ed Lab exercise #56 Structure of the Kidney Hole’s A&P 10th ed Lab exercise #57 Urinalysis Urinalysis kits from Carolina or other supplier Hole’s A&P 10th ed Lab exercise #59 Male Reproductive System Hole’s A&P 10th ed Lab exercise #60 Female Reproductive System Hole’s A&P 10th ed Lab exercise #62 Fertilization and Early Development Marieb Essentials of Human A&P Lab Manual Exercise #26 Functional Anatomy of the Urinary System Marieb Essentials of Human A&P Lab Manual Exercise #27 Anatomy of the Reproductive System • Online Resources - See Text Publisher Site for extensive online resources o Anatomy Corner http://anatomycorner.com/ o Webquest: Fetal Development http://edtech2.boisestate.edu/croninv/502/Webquest/Fetal_development_teacher_page.html • Videos o National Geographic “In the Womb” o “And the Band Played On” o The Kidney and Nephron https://www.youtube.com/watch?v=cc8sUv2SuaY o Introduction to how the immune system works: https://www.youtube.com/watch?v=cc8sUv2SuaY o The lymphatic system part https://www.youtube.com/watch?v=cc8sUv2SuaY o Reproductive System - Overview https://www.youtube.com/watch?v=cc8sUv2SuaY o Inside Pregnancy: Weeks 10-14 https://www.youtube.com/watch?v=sivegxcp2Bk&index=2&list=PLBF8E8F34676F62DD o Fetal Circulation Rap https://www.youtube.com/watch?v=3IkAnVZpO5Y Literature Connections: • Case Study: Hemophilia/AIDS http://www.mhhe.com/biosci/ap/ap_casestudies/cases/ap_case19.html • National Center for Case Study Teaching in Science http://sciencecases.lib.buffalo.edu/cs/collection/ District School Board of Pasco County Annually assessed Page 24 of 24