MONTVILLE TOWNSHIP PUBLIC SCHOOLS OFFICE OF CURRICULUM & INSTRUCTION. Anatomy and Physiology

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1 OFFICE OF CURRICULUM & INSTRUCTION Anatomy and Physiology Grades Prerequisite: Biology Credits: 6 ABSTRACT Anatomy and Physiology is an elective course that will provide students with fundamental concepts in human anatomy and physiology as well as comparative anatomy. This course is designed to help students prepare for higher education in the field of biology or to enter a health-related profession. At the completion of this course, students will have mastered structural names and locations, physiological contributions associated with these structures, and the impact disease and aging has on these contributions. In addition, medical terminology, diagnostic tools, current research, and clinical advances will be addressed and related to how disease can be avoided and controlled. The units covered will provide an in depth study of the eleven body systems and how they work together to sustain life. In the laboratory portion, students will learn proper laboratory techniques involved specifically with dissection and also explore other concepts through both hands-on and virtual activities. BOE Approved 06/19/2018

2 Unit of Study: (Title, timeframe, description) Established Goals: NJ SLS and/or CCSS: (Standards that are only applicable to the unit; include technology and 21 st century standards) Enduring Understandings: (What big ideas will students know?) Essential Questions: (What questions are openended, debatable, global and spark critical thinking?) Assessments & Evidence: (Through what authentic performance tasks will students Anatomical Terminology and Overview of the Body September Life Sci. NGSS HS-LS1-2, HS-LS1-3, HS-LS4-1, HS- LS4-4 Engineering, Technology and Applications NGSS HS-ETS1-2, HS-ETS1-3 Tech/21 st Century F.1, A.1, A.2, B.1, C.4, C.5, O.(2).1, O.(2).2, O.(2).4, O.(2).5 There is a language of anatomy and physiology which is universal. There is a hierarchy of structural organization. 1. Why do scientists need a unified set of names to describe the regions of the body? 2. How can scientists effectively communicate the location of one part of the body in relation to the location of other areas? Formative Assessments Benchmarks Anatomy and Physiology Cells, Tissues, and Integument Anatomy and Physiology October-November STAGE 1: Desired Results Life Sci. NGSS HS-LS1-2, HS-LS1-3, HS-LS4-1, HS- LS4-4 Engineering, Technology and Applications NGSS HS-ETS1-2, HS-ETS1-3 Tech/21 st Century F.1, A.1, A.2, B.1, C.4, C O.(2).1, O.(2).2, O.(2).4, O.(2).5 The hierarchy of organization of living things begins with the cell and ends with the organism. The human body is comprised of four basic tissue types. The human body has inside support and outside protection. 1. How are the four basic tissue types used to construct the body? 2. How does cell organization assist in its ability to function as an independent unit as well as an integral part of a much bigger entity? STAGE 2: Evidence Formative Assessments Benchmarks POD/Warm up questions: Used to pre-assess student Body Support and Movement November-January Life Sci. NGSS HS-LS1-2, HS-LS1-3, HS-LS4-1, HS- LS4-4 Engineering, Technology and Applications NGSS HS-ETS1-2, HS-ETS1-3 Tech/21 st Century F.1, A.1, A.2, B.1, C.4, C.5, O.(2).1, O.(2).2, O.(2).4, O.(2).5 Bones, muscles, and joints in the body all interact to allow our body to move. 1. How do the muscular and skeletal systems interact to provide the body with support and allow it to move? Formative Assessments Benchmarks

3 demonstrate the desired understandings?) (By what criteria will performance of understanding be judged?) Learning Activities: (What specific activities will students do and what skills will students know as a result of the unit?) POD/Warm up questions: Used to pre-assess student understanding or to review current material Class Discussions Lab Assignments Lab Reports Lab Practicals Projects Oral presentations and debates Writing assessed through use of rubrics Review of classwork/homework Textbook/Workbook Activities Teacher observations Student participation Test/ Quizzes Complete a project to help them identify the different regions of the body, cutting out these regions from magazines and making their own Picasso. Perform a dissection on a sheep kidney to identify the different planes and cuts, as well as be exposed to dissection tools and procedures and review the urinary system. Watch a short film on medical imaging to understand the history behind the imagery as well as what we are able to learn from each type of technology. Complete a Physio-Ex experiment involving homeostasis and different systems of the body. They will create and analyze graphs within this software as well. understanding or to review current material Class Discussions Lab Assignments Lab Reports Lab Practicals Projects Oral presentations and debates Writing assessed through use of rubrics Review of classwork/homework Textbook/Workbook Activities Teacher observations Student participation Test/ Quizzes STAGE 3: Learning Plan Complete a webquest to review cell structure from Biology in order to be sure they have the prior knowledge to move into tissues. Read a variety of articles and current events involving the regeneration and repair of tissues and how far technology has come in this area (ie. Regenerating a Human Finger Using the Extracellular Matrix From a Pig s Bladder, Synthetic Jellyfish Constructed From Cardiac Muscle Tissue, etc.) Use the microscope to observe and identify different types of epithelial tissue. Use the microscope to observe and identify different types of POD/Warm up questions: Used to pre-assess student understanding or to review current material Class Discussions Lab Assignments Lab Reports Lab Practicals Projects Oral presentations and debates Writing assessed through use of rubrics Review of classwork/homework Textbook/Workbook Activities Teacher observations Student participation Test/ Quizzes Complete a webquest containing multiple animations in order to observe muscle contraction at the sarcomere. Complete a Physio-Ex Lab to further their knowledge of muscle contraction and observe different conditions such as incomplete and complete tetanus. Identify the different types of bones by observing various bones of several organisms. Identify all of the bones of the skull and muscles of the head and neck by using various models such as the skeleton and different types of skulls we have in the classroom. Identify all of the bones of the thoracic cavity and upper limbs as well as the muscles of the torso and arms by completing a

4 Resources: Read different scenarios and identify examples of positive and negative feedback as well as the different mechanisms involved in a feedback loop. Read a case study within different systems of the body and complete a presentation to their classmates about their particular system as an overview. Complete a Rat Dissection to observe the different organs in each system of the body and compare them to that of a human. Identify the main organs found within each system on models, diagrams, and medical images and will have a lab practicum to assess their knowledge of them along with the body regions and cavities Textbook Laboratory Manual Dissection Reference Manual Web Media Films/Video Clips Current Events Scholarly Articles and Experiments visible_gallery.html connective tissue and muscle tissue. Dissect a chicken wing in order to improve their dissection skills as well as to identify the tissues that are present. Read a variety of articles involving the skin such as cellulite, tattoos, and different relevant skin conditions such as acne and answer questions. Complete a lab identifying the layers of the skin and the different accessory organs present within the skin. Complete a skin sensitivity lab to observe the different types of skin receptors and how they are affected by temperature and pressure. Research current events involving diseases related to the systems we are presently covering and share their findings with the class through a short presentation. Complete a lab practicum identifying different types of tissues as well as the layers of the skin and all accessory organs and structures. Textbook Laboratory Manual Dissection Reference Manual Web Media Films/Video Clips Current Events Scholarly Articles and Experiments coloring/labeling worksheet and using the models in the classroom. Identify all of the bones of the pelvic girdle and lower limbs as well as the muscles of the legs by completing a labeling worksheet and online quizzes involving labeling for repetition. Observe X-ray case studies and learn about the different types of bones injuries, diagnosing each case. Complete a lab identifying the types of joints present in the body as well as examples of each type of joint. Read about artificial joints and hip and knee replacements, watch short video clips, and answer questions on this technology. Research current events involving diseases related to the systems we are presently covering and share their findings with the class through a short presentation. Perform a cat dissection to aid them in identifying all of the muscles and bones of the Cat and will then have a lab practicum where they will have to recall these structures. Textbook Laboratory Manual Dissection Reference Manual Web Media Films/Video Clips Current Events Scholarly Articles and Experiments natomy/musc/muscular.htm

5 Interdisciplinary Connections: (e.g. writing, literacy, math, science, history, 21 st century life and careers, technology) Differentiation: (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?) Reading popular press and scholarly articles in the fields of medicine and research Writing lab reports Interpreting lab protocols Generating and analyzing Data Discussing historically significant experiments and scientists Identifying Latin root words commonly used in science Exposure to various disciplines within the life sciences Reading and analyzing medical case studies Understanding advancements in technology and how they have improved the field of medicine ELA/Literacy - SL 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. (HS-LS1-5) Advanced: Research a topic beyond what was discussed in class Explore and locate more complex structures during dissections that they will not be tested on. Struggling: Guided notes/ experimental procedures Option to use a wordbank or extra resources during experiments and certain assessments. Reading popular press and scholarly articles in the fields of medicine and research Writing lab reports Interpreting lab protocols Generating and analyzing Data Discussing historically significant experiments and scientists Identifying Latin root words commonly used in science Exposure to various disciplines within the life sciences Reading and analyzing medical case studies Understanding advancements in technology and how they have improved the field of medicine ELA/Literacy - SL 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. (HS- LS1-5) Advanced: Research a topic beyond what was discussed in class Explore and locate more complex structures during dissections that they will not be tested on. Struggling: Guided notes/ experimental procedures Option to use a wordbank or extra resources during Reading popular press and scholarly articles in the fields of medicine and research Writing lab reports Interpreting lab protocols Generating and analyzing Data Discussing historically significant experiments and scientists Identifying Latin root words commonly used in science Exposure to various disciplines within the life sciences Reading and analyzing medical case studies Understanding advancements in technology and how they have improved the field of medicine ELA/Literacy - SL 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. (HS-LS1-5) Advanced: Research a topic beyond what was discussed in class Explore and locate more complex structures during dissections that they will not be tested on. Struggling: Guided notes/ experimental procedures Option to use a wordbank or extra resources during experiments and certain assessments.

6 experiments and certain assessments. Unit of Study: (Title, timeframe, description) Established Goals: NJ SLS and/or CCSS: (Standards that are only applicable to the unit; include technology and 21 st century standards) Communicating and Defense Systems January-March STAGE 1: Desired Results Life Sci. NGSS HS-LS1-2, HS-LS1-3, HS-LS4-1, HS- LS4-4 Engineering, Technology and Applications NGSS HS-ETS1-2, HS-ETS1-3 Other Specialty Systems March-June Life Sci. NGSS HS-LS1-2, HS-LS1-3, HS-LS4-1, HS- LS4-4 Engineering, Technology and Applications NGSS HS-ETS1-2, HS-ETS1-3 Tech/21 st Century F.1, A.1, A B.1, C.4, C O.(2).1, O.(2).2 Tech/21 st Century F.1, A.1, A.2, B.1, C.4, C O.(2).1, O.(2).2

7 Enduring Understandings: (What big ideas will students know?) Essential Questions: (What questions are openended, debatable, global and spark critical thinking?) Assessments & Evidence: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performance of understanding be judged?) O.(2).4, O.(2).5 Sensory information is obtained and communicated throughout the body via the joint effort of the nervous and endocrine systems. The immune system defends the body. 1. What are the different components of the nervous system and how do these components work to generate a response? 2. How do the immune and lymphatic systems work together to defend the body from foreign invaders? 3. How do the components of blood work together to assist the immune system? O.(2).4, O.(2).5 The circulatory, respiratory and digestive systems work to provide the body with oxygen and food which will be used to create energy for all bodily functions. The excretory system functions to eliminate waste and toxins from the blood in order to ensure that the body is supplied with healthy blood. 1. How does our body filter and maintain healthy blood and eliminate harmful toxins and chemicals in our blood? 2. How does our body break down and utilize food for energy? STAGE 2: Evidence Formative Assessments Formative Assessments Benchmarks Benchmarks POD/Warm up questions: Used POD/Warm up questions: Used to to pre-assess student pre-assess student understanding understanding or to review or to review current material current material Class Discussions Class Discussions Lab Assignments Lab Assignments Lab Reports Lab Reports Lab Practicals Lab Practicals Projects Projects Oral presentations and debates Oral presentations and debates Writing assessed through use of Writing assessed through use of rubrics rubrics Review of classwork/homework

8 Review of classwork/homework Textbook/Workbook Activities Teacher observations Student participation Test/ Quizzes Textbook/Workbook Activities Teacher observations Student participation Test/ Quizzes Learning Activities: (What specific activities will students do and what skills will students know as a result of the unit?) Label the components of the nervous system and identify what each structure does. Look at the structure of the neuron and how an action potential is generated. Complete a Physio-Ex experiment involving generating an action potential and observing the different effects that nerve size and myelination have on the rate of propagation. Complete an activity involving neurotransmitters and how different substances such as caffeine, alcohol, and nicotine affect these neurotransmitters as well as different mental health issues such as bipolar disorder or ADHD and how neurotransmitters are involved in these disorders. Complete a lab on stimulus response time and reflexes, identifying the components of a reflex arc and naming different voluntary and involuntary reflexes in the body. Determine how things like texting while driving can increase the STAGE 3: Learning Plan Label the heart and identify the flow of blood through both pulmonary and systemic circuits. They will watch an animation to give them a visual of this flow and then complete an interactive activity where each of them is a heart chamber, structure in the heart, or vessel and they have to put themselves in the correct order. Dissect a heart and identify all of the structures we have been discussing in class. Complete a lab involving the conduction system of the heart. They will look at EKG s and identify the different conditions being portrayed by the graphs as well as learn how to determine heart rate from an EKG. Complete an experiment involving the different respiratory volumes. Research current events involving diseases related to the circulatory and respiratory systems and share their findings with the class through a short presentation. Identify the organs of the digestive system and the

9 Resources: response time and be extremely dangerous. Identify the different types of receptors located within the skin and complete various activities to demonstrate the sensation each type of receptor provides. Complete a lab involving the special senses and will dissect a cow eye to observe the different components of the eye and how they work to allow us to see. Complete a webquest exploring the endocrine system and its main organs and structures. In this webquest they will watch video clips and animations on how hormones work and read up about different types of hormones while answering questions about them. Watch an educational film on the immune and lymphatic systems. They will then each receive a different bacteria or virus and explain how these two systems work to defend the body against their particular disease. Research current events involving diseases related to the systems we are presently covering and share their findings with the class through a short presentation. Dissect a sheep brain Textbook Laboratory Manual secretions of the accessory structures that aid in digestion by watching animations and labeling diagrams. Complete an activity to review their knowledge of the digestive system by eating pizza and determining what is happening to each component of the pizza through every step of digestion. Textbook Laboratory Manual

10 Interdisciplinary Connections:(e.g. writing, literacy, math, science, history, 21st century life and careers, technology) Dissection Reference Manual Web Media Films/Video Clips Current Events Scholarly Articles and Experiments Reading popular press and scholarly articles in the fields of medicine and research Writing lab reports Interpreting lab protocols Generating and analyzing Data Discussing historically significant experiments and scientists Identifying Latin root words commonly used in science Exposure to various disciplines within the life sciences Reading and analyzing medical case studies Understanding advancements in technology and how they have improved the field of medicine ELA/Literacy - SL 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. (HS- LS1-5) Dissection Reference Manual Web Media Films/Video Clips Current Events Scholarly Articles and Experiments Reading popular press and scholarly articles in the fields of medicine and research Writing lab reports Interpreting lab protocols Generating and analyzing Data Discussing historically significant experiments and scientists Identifying Latin root words commonly used in science Exposure to various disciplines within the life sciences Reading and analyzing medical case studies Understanding advancements in technology and how they have improved the field of medicine ELA/Literacy - SL 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. (HS-LS1-5)

11 Differentiation: (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?) Additional considerations for English Language Learners (ELLs), Special Needs, Below Level (BSI), and Advanced/Gifted Students: Multi-media presentations Sheltered Instruction Consultation with ESL teachers Manipulatives Tiered/Scaffolded Lessons Mnemonic devices Study Guides Modified homework Differentiated pre-typed class notes and example problems Individualized Education Plans (IEPs) Use of the inclusion teacher to re-instruct in flexible small groups for the struggling learner Option to use a word bank or extra resources during experiments and certain assessments. Curriculum Compacting Advanced problems to extend the critical thinking skills of advanced learn Research a topic beyond what was discussed in class Explore and locate more complex structures during dissections that they will not be tested on. Additional considerations for English Language Learners (ELLs), Special Needs, Below Level (BSI), and Advanced/Gifted Students: Multi-media presentations Sheltered Instruction Consultation with ESL teachers Manipulatives Tiered/Scaffolded Lessons Mnemonic devices Study Guides Modified homework Differentiated pre-typed class notes and example problems Individualized Education Plans (IEPs) Use of the inclusion teacher to reinstruct in flexible small groups for the struggling learner Option to use a word bank or extra resources during experiments and certain assessments. Curriculum Compacting Advanced problems to extend the critical thinking skills of advanced learn Research a topic beyond what was discussed in class Explore and locate more complex structures during dissections that they will not be tested on.