2012-2013 instructional curriculum plan grade: 11/12 time ... · pdf filestudents will...

1 2012 - 2013

Time Allowed:

3 blocks

First Quarter

2012-2013 Instructional Curriculum Plan Grade: 11/12

Course: Honors Anatomy and Physiology

Topic/Idea: Unit 1 Lab Safety, Class Procedures, Review of Scientific Method

Instructional Focus Benchmarks The below benchmark(s) is linked to the CPALMS

site that contains the Specifications to include

the Content limits, Attributes/Stimulus, and

additional information.

Annually Assessed Benchmark(s): SC.912.N.1.1#: Define a problem based on a

specific body of knowledge, for example:

biology, chemistry, physics and earth/space

science, and do the following:

1. pose questions about the natural world

2. conduct systematic observations

3. examine books and other sources of

information to see what is already known

4. review what is known in the light of empirical

evidence

5. plan investigations

6. Use tools to gather, analyze, and interpret

data (this includes the use of measurement in

metric and other systems, and also the

generation and interpretation of graphical

representations of data, including data tables,

and graphs)

7. pose answers , explanations or descriptions of

events

8. generate explanations that explicate or

describe natural phenomena (inferences)

9. use appropriate evidence and reasoning to

justify these explanations to others.

10. communicate results of scientific

investigations

11. evaluate the merits of explanations

produced by others EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the

outline in this section Key Vocabulary: Model, observation, investigation, data, theory, independent and dependent variable

Learning Goal: At the end of the topic, students will be familiar with their classroom, understand the lab safety procedures and by able to apply the

scientific method to a problem. Objectives: Students will be able to explain the need for common lab safety procedures in a science lab.

Students will be able to apply the scientific method to a problem they are trying to solve. Common Core: LACC.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.

Linked Standards with Access Points: SC.912.N.1.2#: Describe and explain what characterizes science and its methods.

Essential Content & Understanding:

FLINN Safety Exam 80% or

higher(required)

Safety Contract Required

1. Lab Safety (Flinn Lab Safety quiz)

2. Become familiar with classroom

procedures

3. Review the Scientific Method Lab: Body Trivia (Inquiry)

Essential Questions: Why do we have lab safety procedures in the

place in a lab?

What steps are used to solve a problem in

science?

Resources/Links: 1. Pacific Tree Octopus Website (analyzing data

as real or fake.)

http://zapatopi.net/treeoctopus/

http://www.floridastandards.org/Standards/PublicPreviewBenchmark1856.aspx

http://edusoft.com/login.jsp


http://www.flinnsci.com/Documents/miscPDFs/Safety_exam_MS.pdf

http://www.flinnsci.com/Documents/miscPDFs/safety_contract_MS.pdf

http://moodle.lake.k12.fl.us/

http://zapatopi.net/treeoctopus/

2 2012 - 2013

Time Allowed:

5 blocks



Topic/Idea: Unit 2 Introduction to the body

Instructional Focus Benchmarks

The below benchmark(s) is linked to the CPALMS




Annually Assessed Benchmark(s):

SC.912.L.16.10#:

Evaluate the impact of biotechnology on the

individual, society and the environment

including medical and ethical issues.

EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the

outline in this section

Key Vocabulary:

Homeostasis,

Learning Goal: At the end of this unit, students will have an understanding of the organization and terms of the body, the needs the body requires

for survival, and how the body controls homeostasis.

Objectives: Students will be able to explain the organization of the body.

Students will analyze various needs and requirements of the body.

Students will be able to identify control mechanisms in the body as positive or negative.

Students will be able to refer to the parts of the body by using proper anatomical terms.

Common Core:

LACC.1112.RST.2: 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 11-12 texts and topics.

Linked Standards with Access Points:

SC.912.L.14.6#:

Explain the significance of genetic factors,

environmental factors and pathogenic agents

to health from the perspectives of both

individual and public health.


1. Structural organization

Cells body systems

2. Life functions and needs

3. Feedback loops

4. Anatomical terminology

Activity: Butcher Paper Bodies

Essential Questions:

How is the body organized?

What does the body do to maintain

homeostasis?

What terms are essential to

understanding the anatomy of the

human body?

Resources/Links:

1. http://www.myaandp.com/





http://www.myaandp.com/

3 2012 - 2013

Time Allowed:

6 Blocks

2012-2013 Instructional Curriculum Plan Grade: 11 & 12


Topic/Idea: Unit 3 Chemistry & Cells Overview (Biology review)









Key Vocabulary:

Enzyme, pH, steroid, carbohydrate,

lipid, protein, nucleic acid, mutation,

phospholipid, triglyceride, cancer

Learning Goal: At the end of the unit students will be able to analyze the connections between the cell cycle and cancer, identify the role of

enzymes and organic molecules in the human body.

Objectives:

Students will describe the structure and function of carbohydrates, proteins and lipids.

Students will explain the relationship between mitosis and cancer.

Students will analyze structure and function of major cell parts.

Students will explain the role of the cell membrane in cell transport.

Common Core:

LACC.1112.RST.1.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical


LACC.1112.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or

technical processes.

Linked Standards with Access Points: SC.912.L.18.11#: Explain the role of enzymes as

catalysts that lower the activation energy o

biochemical reactions. Identify factors, such as

pH and temperature and their effect on

enzyme activity.

SC.912.L.18.2#: Describe the important

structural characteristics of monosaccharides,

disaccharides and polysaccharides and

explain the function of carbohydrates in living

things.

SC.912.L.18.3#: Describe the structures of fatty

acids, triglycerides, phospholipids, and steroids.

Explain the functions of lipids in living organisms.

Identify some reactions that fatty acids

undergo. Relate the structure and function of

cell membranes.

SC.912.L.18.4#: Describe the structures of

proteins and amino acids. Explain the functions

of proteins in living organisms. Identify some

reactions that amino acids undergo. Relate the

structure and function of enzymes.

SC.912.L.16.8#: Explain the relationship between

mutation, cell cycle, and uncontrolled cell

growth potentially resulting in cancer.

SC.912.L.14.2#: Relate structure to function for

the components of plant and animal cells.

Explain the role of cell membranes as a highly

selective barrier (passive & active).

SC.912.L.14.6#: Explain the significance of


1. Enzymes

Role in chemical relations

Effects of pH and temperature on

enzyme activity

2. Organic molecules

Carbohydrate, protein, lipid, nucleic

acid (structure and function)

3. Cells, Cell division & Cancer

Plant vs animal cells

Mutations—cell cycle—cancer

4. Membrane Transport

Diffusion, osmosis, active & passive

transport, filtration, etc.

Lab: Skin Cells

Lab: Inquiry Enzyme Lab


How are chemical reactions controlled in the

human body?

What are the basic molecules that make up the

human body? How do they work?

Why is cancer a disease that can affect any

living organism? Why is it so difficult to cure?

What role does the cell membrane play in cell

communication?

Resources/Links:


2. Lab Report Template from biology corner

3. Macromolecule Worksheet











http://www.biologycorner.com/worksheets/labreport.html

http://www.lessonplansinc.com/lessonplans/macromolecule_worksheet.pdf

4 2012 - 2013

Time Allowed:

6 Blocks

2012-2013 Instructional Curriculum Plan Grade: 11 & 12


Topic/Idea: Unit 3 Chemistry & Cells Overview (Biology review)

genetic factors, environmental factors, and

pathogenic agents to health from the

perspectives of both individual and public

health.

5 2012 - 2013

Time Allowed:

4 Blocks



Topic/Idea: Unit 4 Body Tissues









Key Vocabulary:

Learning Goal: Students will be able to identify the 4 major types of tissues and evaluate their function based on structure.

Objectives:

Students will identify the 4 types of tissues.

Students will describe the function of the 4 types of tissues.

Students will evaluate the structure of each tissue and how it relates to its function.

Common Core:

LACC.1112.RST.1 Key Ideas & Details

LACC.1112.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical


LACC.1112.RST.2 Craft & Structure

LACC.1112.RST.2.4 Determine the meaning of the symbols, key terms, and other domain-specific words and phrases as they are used in a specific


LACC.1112.RST.4 Range of Reading and Level of Text Complexity

LACC.1112.RST.4.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band

independently and proficiently


SC.912.L.14.11#: Classify and state the defining

characteristics of epithelial tissue, connective

tissue, muscle tissue, and nervous tissue

SC.912.L.14.29#: Define the terms endocrine

and exocrine.


Epithelial Tissue

o Structure and function

o Endocrine vs. exocrine tissue

Connective tissue


Muscle Tissue


Nervous Tissue


Lab: Tissues Lab


How are structure and function related for each

of the types of body tissues?

Resources/Links:


2. Online Histology Alternative to viewing slides

under the microscope






http://www.biologycorner.com/anatomy/histology/index.html

6 2012 - 2013

Time Allowed:

4 Blocks



Topic/Idea: Unit 5 Integumentary System







SC.912.L.14.51#: Describe the function of the

vertebrate integumentary system.



Key Vocabulary:

Learning Goal: Students will identify the structure and functions of the various parts of the integumentary system.

Objectives:

Students will describe the structure of the body membranes.

Students will describe the structure of the integumentary system.

Students will analyze the importance of the functions of the integumentary system.

Common Core:


LACC.1112.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author

makes and to any gaps or inconsistencies in the account.






LACC.1112.RST.3 Integration of Knowledge and Ideas

LACC.1112.RST.3.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video,

multimedia) in order to address a question or solve a problem.






Body membranes

o Epithelial

o Cutaneous

o Mucous

o Serous

Structure & function

o Skin

o Hair

o Nails

Writing Activity: Skin Cancer Pamphlet


What is the purpose of the integumentary

system?

Resources/Links:






7 2012 - 2013

Time Allowed:

6 Blocks

Second Quarter



Topic/Idea: Unit 6 Skeletal System









Key Vocabulary:

Learning Goal: Students will be able to identify the bones of the human skeleton and describe the various functions of bone tissue.

Objectives: Students will identify the bones of the skeletal system

Students will distinguish between the axial and appendicular bones.

Students will evaluate the importance of the various bone markings.

Students will examine the histology of bone tissue.

Common Core:















Linked Standards with Access Points: SC.912.L.14.12#: Describe the anatomy and

histology of bone tissue.

SC.912.L.14.13#: Distinguish between the bones

of the axial and appendicular skeleton.

SC.912.L.14.14#: Identify the major bones of the

axial and appendicular skeleton.

SC.912.L.14.15#: Identify the major markings

(such as foramina, fossa, tubercles, etc.) on a

skeleton. Explain why these markings are

important.


Anatomy &Function of bone

o Types and parts of a bone

o Functions: support, protection,

movement, storage and blood

cell formation

Bone formation, growth & remodeling

o Overview of the above topics

Axial Skeleton

o Identify major bones

Appendicular Skeleton

o Identify major bones

Bone Markings

Activity: The Bones


What are functions of the skeletal system?

How can the names of bones help to identify

their location and function?

Resources/Links:


2. The Mystery of Bones This webquest

integrates forensic anthropology with learning the

skeletal system.








http://www.biologycorner.com/projects/bones/index.html

8 2012 - 2013

Time Allowed:

7 Blocks



Topic/Idea: Unit 7 Muscular System









Key Vocabulary:

Learning Goal: Students will be able to identify muscles of the human body, describe the structure of muscle tissue and explain how a muscle

contracts.

Objectives: Students will describe the anatomy of muscle tissue.

Students will explain the steps of muscle contraction.

Students will identify the way the nervous and muscular systems work together.

Students will analyze the various ways muscle tissue gets the required energy needed to keep performing.

Common Core:














SC.912.L.14.16#:

Describe the anatomy and histology, including

ultrastructure, of muscle tissue.

SC.912.L.14.17#:

List the steps involved in the sliding filament of

muscle ontraction.

SC.912.L.14.18#:

Describe signal transmission across a myoneural

junction.

SC.912.L.14.19#:

Explain the physiology of skeletal muscle.

SC.912.L.14.20#:

Identify the major muscles of the human on a

model or diagram.

SC.912.L.18.6#:

Discuss the role of anaerobic respiration in living

things and in human society.



o 3 types of muscles

o Functions: movement,

maintaining posture, stabilizing

joints, generating heat

Anaerobic Respiration

o Effect of lactic acid

Muscle anatomy

o Microscopic make up of a

skeletal muscle

o Physiology of a skeletal muscle

Muscle Contraction

o Sliding filament theory

Muscle movements

o Flexion, extension, etc.

Muscle identification

o Identify major muscles on a

model or diagram

Myoneural Junction

Transmission of a signal from a nerve to a

muscle

Lab: How Do Your Muscles Work?


How do the nervous and muscular systems

communicate together to make muscles

contract?

What are the major muscles of the human body?

Where does the energy come from that humans

use to power their muscles?

Resources/Links:


2. Muscle Memorizing tips and tricks










http://www.livestrong.com/article/366986-activities-for-teaching-muscular-system/

9 2012 - 2013

Time Allowed:

7 Blocks



Topic/Idea: Unit 8 Nervous System


The below benchmark(s) is linked to the

CPALMS site that contains the Specifications to

include the Content limits, Attributes/Stimulus,

and additional information.


SC.912.N.1.1#: Define a problem based on a

specific body of knowledge, for example:

biology, chemistry, physics and earth/space

science, and do the following:






evidence







and graphs)


events






investigations


produced by others



Key Vocabulary:

Conduction, cerebrum, reflex arc, spinal cord,

synapse

Learning Goal: Students will be able to explain the various aspects of the nervous system and explain how they work together to control body

functions and maintain homeostasis.

Objectives: Students will describe the parts of the brain and their functions.

Students will analyze the components of the CNS and PNS.

Students will be able to explain nerve conduction.

Students will be able to identify the various components of a reflex arc.

Students will be able to describe the structure and function of the sense organs.

Common Core:










Linked Standards with Access Points: SC.912.L.14.27#: Identify the functions of the

major parts of the brain, including the meninges,

medulla, pons, midbrain, hypothalamus,

thalamus, cerebellum, and cerebrum

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.14.22#: Describe the physiology of

nerve conduction, including the generator

potential action potential, and the synapse.

SC.912.L.14.25#: Identify the major parts of a

cross section through a spinal cord.

SC.912.L.14.28#: Identify the major functions of

the spinal cord.

SC.912.L.14.23#: Identify the parts of a reflex arc

SC.912.L.14.49#: Identify the major functions

associated with the sympathetic and

parasympathetic nervous systems

SC.912.L.14.50#: Describe the structure of

vertebrate sensory organs. Relate structure to

functions in vertebrate sensory systems.



o Parts of the brain

o Parts of the spinal cord

o Gray vs. white matter

o Sensory input

o Motor input

CNS & PNS

o Divisions of each

o Types of cells in each

Nerve impulse transmission

o Parts of the synapse

o Transmission of a signal across a

synapse

Reflex arcs

o Sensory receptor, effector

organ, sensory and motor

neurons, integration center

Sympathetic & Parasympathetic divisions

o Function of each

Sense organs

Relate structure to function for each of

the sense organs

Lab: Can you Feel This?


How does the nervous system control body

functions and maintain homeostasis?

How are reflex arcs important in keeping our

body’s safe?

What would the world be like without one or more

of your senses?

Resources/Links:


2. Several statistics on the brain and nervous

system.

http://faculty.washington.edu/chudler/facts.html

#brain

3. Sheep Brain Dissection












http://faculty.washington.edu/chudler/facts.html%23brain

http://faculty.washington.edu/chudler/facts.html%23brain

http://www.biologycorner.com/anatomy/sheepbrain/sheep_brain_dissection_guide.html

10 2012 - 2013

Time Allowed:

6 Blocks

Third Quarter



Topic/Idea: Unit 9 Endocrine System









Key Vocabulary:

Hormone, endocrine, exocrine

Learning Goal: The students will be able to explain how the endocrine system works to control body processes and maintain homeostasis.

Objectives: The students will analyze the difference between endocrine and neural control systems.

The students will describe how endocrine organs and hormones function to maintain homeostasis.

The students will compare and contrasts different types of hormone action.

Common Core:













Linked Standards with Access Points: SC.912.L.14.29#: Define the terms endocrine

and exocrine

SC.912.L.14.30#: Compare endocrine and

neural controls of physiology.

SC.912.L.14.31#: Describe the physiology of

hormones including the different types and the

mechanisms of their action


Hormones

o Functions of the major

hormones

o Mechanisms of hormone

action

Endocrine control

o Compare endocrine and

neural controls

Activity: Endocrine Research Project


How are endocrine control and neural control

different?

How do hormones react with cells to maintain

homeostasis?

Resources/Links:








11 2012 - 2013

Time Allowed:

3 Blocks



Topic/Idea: Unit 10 Blood

Instructional Focus Benchmarks:








Key Vocabulary:

Learning Goal: Students will be able to explain how blood is formed and the importance of its proper distribution throughout the body.

Objectives: Students will describe the various components of blood.

Students will explain how blood is formed.

Students will explain how coagulation occurs.

Students will examine the effects of mixing blood types.

Common Core:













Linked Standards with Access Points: SC.912.L.14.34#: Describe the composition and

physiology of blood, including that of the

plasma and the formed elements.

SC.912.L.14.35#: Describe the steps in

hemostasis, including the mechanism of

coagulation. Include. Include the basis for

blood typing and transfusion reactions.


Composition

o Plasma and formed elements

Hemostasis

o Steps of hemostasis

o Mechanism of coagulation

Blood types

o Process

o Transfusion reactions

Lab: Making Blood


What are the components of blood?

How is the proper formation and distribution of

blood imperative to homeostasis?

Resources/Links:







12 2012 - 2013

Time Allowed:

7 Blocks



Topic/Idea: Unit 11 Circulatory System







SC.912.L.14.36#: Describe the factors affecting

blood flow through the cardiovascular system.



Key Vocabulary:

Learning Goal: Students will be able to explain how blood flows through the heart to deliver oxygen to the body’s tissues and what factors can

affect this blood flow.

Objectives: Students will describe the way that blood flows through the heart and the body including fetal circulation.

Students will describe what factors affect heart rate and blood flow.

Students will analyze the parts of an ECG.

Common Core:










LACC.1112.WHST.1 Test Types and Purposes

LACC.1112.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical

processes.

LACC.1112.WHST.3 Research to Build and Present Knowledge

LACC.1112.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.

MACC.912.F-IF.3 Analyze functions using different representations.

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,

MACC.912.S-IC.2 Make inferences and justify conclusions from sample surveys, experiments, and observational studies.

MACC.912.S-IC.2.6 Evaluate reports based on data.

Linked Standards with Access Points: SC.912.L.14.37#: Explain the components of an

electrocardiogram.

SC.912.L.14.38#: Describe the normal heart

sounds and what they mean.

SC.912.L.14.39#: Describe hypertension and

some factors that produce it.

SC.912.L.14.40#: Describe the histology of the

major arteries and veins of systemic, pulmonary,

hepatic portal, and coronary circulation.

SC.912.L.14.41#:

Describe fetal circulation and changes that

occur to the circulatory system at birth


Structure & Function

o Anatomy of the heart, blood vessels

Blood flow

o Pathway through the heart

o Factors that affect blood flow

Cardiac conduction (ECG)

o Transmission of impulses in the heart

o Parts of an ECG

Pathways of circulation

o Systemic circulation

o Arterial supply to the brain

o Hepatic portal circulation

o Fetal circulation

Physiology of circulation

o Heart sounds and what they mean

o Hypertension and risk factors

Lab: Sheep heart dissection


How does the circulatory system distribute oxygen

to the body’s tissues?

What factors affect heart rate and blood flow?

Resources/Links:


2. pictures of ECG’s

http://www.xmarks.com/site/www.ecglibrary.com

/ecghome.html








http://www.biologycorner.com/worksheets/heart_dissection.html


http://www.xmarks.com/site/www.ecglibrary.com/ecghome.html

http://www.xmarks.com/site/www.ecglibrary.com/ecghome.html

13 2012 - 2013

Time Allowed:

6 Blocks



Topic/Idea: Unit 12 Lymphatic System & Body Defenses







SC.912.N.1.1#:

Define a problem based on a specific body of

knowledge, for example: biology, chemistry,

physics and earth/space science, and do the

following:






evidence







and graphs)


events






investigations


produced by others

SC.912.L.14.52#: Explain the basic functions of

the human immune system, including specific

and nonspecific

SC.912.L.16.10#: Evaluate the impact of

biotechnology on the individual, society and the

environment, including medical and ethical

issues.

Learning Goal: Students will understand the way the body defends itself against invading pathogens and they will analyze the value of

biotechnology in understanding how disease is contracted and spread.

Objectives: Students will be able to differentiate between specific and non-specific defenses.

Students will be able to explain how the body’s defense to protect against disease.

Students will analyze the effects of using antibiotics and vaccines on public health.

Common Core:

















processes.






SC.912.L.14.42#: Describe the anatomy and

physiology of the lymph system

immune response, vaccines, and antibiotics





health.

Essential Content & Understanding

Nonspecific body defenses

o Skin

o Mucous membranes

o Secretions

o Phagocytes

o Antimicrobial proteins

o Inflammatory response

Specific body defenses

o Lymphocytes

o Antibodies

o Macrophages

Lymphatic structure & function

o Major organs

o Function and composition of

lymph


How do nonspecific and specific defenses

defend the body from pathogens

How does the lymphatic system function in

helping the body stay healthy?

How are the development of vaccines and

antibiotics vital in keeping communities safe from

pathogens?

Resources/Links:

1. Video: Typhoid Mary by NOVA (there are

activities available on NOVA’s website)







http://www.pbs.org/search/?q=Typhiod+mary&mediatype=Video

http://www.pbs.org/search/?q=Typhiod+mary&mediatype=Video


14 2012 - 2013

Time Allowed:

6 Blocks



Topic/Idea: Unit 12 Lymphatic System & Body Defenses



Key Vocabulary:

Vaccines & antibiotics

Activity: UN wanted Poster



15 2012 - 2013

Time Allowed:

4 Blocks

Fourth Quarter



Topic/Idea: Unit 13 Respiration



CPALMS site that contains the

Specifications to include the Content

limits, Attributes/Stimulus, and additional

information.


EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction

per the outline in this section

Key Vocabulary:

Learning Goal: At the end of this unit students will be able to describe the structure of the respiratory system and explain the processes of respiration.

Objectives: Students will be able to identify the organs and describe the histology of the respiratory system.

Students will be able to explain the processes of respiration…pulmonary ventilation, internal respiration, external respiration, and gas transport.

Common Core:


LACC.1112.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes

and to any gaps or inconsistencies in the account.

LACC.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.


LACC.1112.RST.2.4 Determine the meaning of the symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific

or technical context relevant to grades 11-12 texts and topics.


LACC.1112.RST.4.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and

proficiently



processes.



MACC.912.N-Q.1 Reason quantitatively and use units to solve problems.

MACC.912.N-Q.1.1 Use the 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.

MACC.912.N-Q.1.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.



Linked Standards with Access Points: SC.912.L.14.43#: Describe the histology of the

respiratory system.

SC.912.L.14.44#: Describe the physiology of the

respiratory system including the mechanisms of

ventilation, gas exchange, gas transport and the

mechanisms that control the rate of ventilation.



o Organs of respiratory system

o Histology

Respiratory physiology

o Process of ventilation

o Gas exchange

o Gas transport

o Mechanisms that control

ventilation

Lab: Lung Capacity


How is the structure of the respiratory system

related to its function?

How does the respiratory system and circulatory

system work together to transport vital gases

throughout the body?

Resources/Links:

1. This link shows how to measure vital capacity

in a unique way.

http://www.smm.org/heart/lessons/lesson9.htm






http://www.smm.org/heart/lessons/lesson9.htm


16 2012 - 2013

Time Allowed:

6 Blocks



Topic/Idea: Unit 14 Digestive System









Key Vocabulary:

Alimentary canal, mechanical digestion,

chemical digestion, accessory digestive organs,

ATP, nutrient, aerobic respiration, anaerobic

respiration

Learning Goal: At the end of this unit students will be able to identify the structure of the human digestive system, describe how the process is

regulated, and how the body uses the various nutrients that are absorbed.

Objectives: Students will describe the structure and function of the digestive system.

Students will explain the process of digestion and how it is hormonally and neutrally controlled.

Students will analyze the connection between the digestive system and the process of cellular respiration.

Common Core:

LACC.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


LACC.1112.RST.3.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (quantitative data, video,


LACC1112.RST.4.10: By the end of grade 12 read and comprehend science/technical texts in the grades 11-CCR text complexity band

independently and proficiently.

LACC.1112.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical

processes.

LACC.1112.WHST3.9: Draw evidence from informational texts to support analysis, reflection, and research.


SC.912.L.14.45#: Describe the histology of the

alimentary canal and its associated accessory

organs.

SC.912.L.14.46#: Describe the physiology of the

digestive system, including mechanical

digestion, chemical digestion, absorption and

neural and hormonal.

SC.912.L.18.8#: Identify the reactants,

products, and basic functions of aerobic and

anaerobic cellular respiration.



o Histology

o Alimentary canal

o Accessory organs

Mechanical & chemical digestion,

absorption

o Location of each process

o Describe how each process

works to digest food and

supply the body with

nutrients

Hormonal/neural control

Aerobic Respiration

o The function of glucose to

energy production


What is the structure of each organ of digestion?

How does the digestive system provide the body

with vital nutrients?

How do hormones and nerves work together to

control digestion?

How do cells use glucose and oxygen to provide

the body with ATP?

Resources/Links:


2. Writing: As an assessment, have students write

out the process of digestion. They should include

what happens to the food as it travels through the

various organs.

3.

http://www.educationworld.com/a_tsl/archives/00-

1/lesson0055.shtml Students design an amusement

park called Gastro World.






http://www.educationworld.com/a_tsl/archives/00-1/lesson0055.shtml

http://www.educationworld.com/a_tsl/archives/00-1/lesson0055.shtml

17 2012 - 2013

Time Allowed:

4 Blocks



Topic/Idea: Unit 15 Urinary System









Key Vocabulary:

Urinary system, glomerulus, glomerular capsule,

proximal convoluted tubule, loop of Henle,

distal convoluted tubule, ureter, urinary bladder,

urethra, kidney

Learning Goal: At the end of this unit the students will be able to describe the structure of the urinary system, explain how urine is formed, and

analyze the contributions of the urinary system to homeostasis.

Objectives: Students will describe the structure and function of the various organs of the urinary system

Students will explain the process of urine formation.

Students will analyze the importance of the urinary system to homeostasis.

Common Core:












independently and proficiently.



MACC.912.N-Q.1 Reason quantitatively and use units to solve problems.

MACC.912.N-Q.1.1 Use the 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.

MACC.912.N-Q.1.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.



Linked Standards with Access Points: SC.912.L.14.47#: Describe the physiology of urine

formation by the kidney. SC.912.L.14.48#: Describe the anatomy, histology,

and physiology of the ureters, the urinary

bladder and the urethra/

Essential Content & Understanding


o Histology

o Major organs

o nephron

Urine Formation

o Filtration, tubular

reabsorption, tubular

secretion

o Components of urine

(normal & abnormal)

Lab Activities: Urinary System


What is the structure of the urinary system and its

organs?

How is urine formed?

How does the urinary system contribute to

homeostasis?

Resources/Links:


2. Urinary System Tutorial

http://www.getbodysmart.com/ap/urinary/urinar

y.htm





http://www.getbodysmart.com/ap/urinary/urinary.htm

http://www.getbodysmart.com/ap/urinary/urinary.htm

18 2012 - 2013

Time Allowed:

5 Blocks



Topic/Idea: Unit 16 Reproductive System



site that contains the Specifications to include the

Content limits, Attributes/Stimulus, and additional

information.


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.16.13#: Describe the basic anatomy

and physiology of the human reproductive

system. Describe the process of human

development from fertilization to birth and major

changes that occur in each trimester of

pregnancy.



Key Vocabulary:

Reproductive System, fertilization, trimester

Learning Goal: At the end of this unit students will be able to describe the structure and function of both the male and female reproductive

system; as well as, the process of fetal development.

Objectives: Students will describe the structure of the male and female reproductive systems,

Students will be able to explain the process of fetal development.

Students will analyze the effects of genetic and environmental factors on fetal development.

Common Core:



makes and to any gaps or inconsistencies in the account..












Standards:





health.


Male anatomy

Male reproductive functions

Female anatomy

Female reproductive functions

Pregnancy & Fetal development

o Basic overview of each

trimester

Dissections

Fetal Pig

Cat


What are the functions of the male and female

reproductive systems?

How do the ovarian and uterine cycles work

together to make it possible for reproduction?

How do genetic and environmental factors

influence fetal development?

Resources/Links:


2. Reproductive ppt You will need to preview

this first…there may be some things that you do

not wish to cover. (this is a document on the

Internet)





http://www.biologycorner.com/worksheets/fetal_pig_dissection.html

http://www.wyeriverupperschool.org/houserwrus/Anatomy%20Physiology/May122011/Cat%20Dissection%20Guide.pdf


https://docs.google.com/present/view?id=dfh23k67_961gkfkfchr