Download PHYSIOLOGY 11-12

DRAFT
PHYSIOLOGY
Science
11-12
Curriculum Standard One: Organization of the Human Body – The student will understand how structure and function
compliment each other, the nature of homeostasis, and the language of Anatomy.
Performance Objective
Critical Attributes
Benchmarks/Assessment
1A. The student will demonstrate an
understanding of the principals of
complementary of structure and
function.
•
Can the student identify structures and
functions of whole systems?
•
The student will identify structures
from all major body systems on final
and lab practical.
1B. The student will define homeostasis
and describe its importance to
survival.
•
Can the student identify the
interrelationships between each system
and how they relate to homeostasis?
•
The student will identify the
interrelationships between each system
and how they relate to homeostasis
through a body system poster
presentation.
1C. The student will demonstrate use and
understanding of directional terms
and body planes by using examples.
•
Can the student demonstrate proper use •
of directional terminology and
anatomical positions?
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The student will locate major body
cavities and use correct anatomical
body terminology in regard to body
positions on final and lab practical.
DRAFT
PHYSIOLOGY
Science
11-12
Curriculum Standard Two: Biochemistry – The student will understand the composition and reactions of living matter, and
how cells and tissues serve as basic units of structure and function for all life on Earth.
Performance Objective
Critical Attributes
Benchmarks/Assessment
2A. The student will identify 4 major
macromolecules in living things.
•
Can the student identify and synthesize
proteins, nucleic acids, carbohydrates,
and lipids?
•
The student will identify different
macromolecules in foods and be able to
assess how they help maintain
homeostasis.
2B. The student will identify basic
structure and function of eukaryotic
cells.
•
Can the student identify and explain
different organelles of a cell?
•
Using a diagram and microscope
slides, the student will identify
different structures of the cell.
2C. The student will demonstrate an
ability to differentiate between the
various epithelial, connective,
muscle, and nervous tissue.
•
Can the student identify various
examples of the four major tissue
types?
•
The student will identify various
examples of all 4 tissue types from
photos, diagrams, and microscope
slides.
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DRAFT
PHYSIOLOGY
Science
11-12
Curriculum Standard Three: Covering, Support, and Movement of the Body – The student will understand the structure and
function of skin, bones, the axial and appendicular skeleton, joints, muscles and muscle tissue,
and the muscular system.
Performance Objective
Critical Attributes
Benchmarks/Assessment
3A. The student will demonstrate an
understanding of the 3 major skin
layers and understand the functions
of each.
•
Can the student define and identify
major skin layers and their functions?
•
The student will diagram and label a
cross section of skin.
3B. The student will demonstrate a
knowledge of major skin glands.
•
Can the student differentiate between
sudoriferous and sebaceous glands?
•
The student will map his/her sebaceous
glands and distinguish between
suderiferous and sebaceous using a
microscope.
3C. The student will demonstrate the
importance of skin derivatives as
they relate to protection and
adaptation to the environment.
•
Can the student identify skin
derivatives and establish their role?
•
The student will diagram skin
derivatives and label their parts.
3D. The student will demonstrate how
burns impact the integumentary
system.
•
Can the student classify various
degrees of burns, their homeostatic
effect, and their treatment?
•
The student will identify different
burns from photos and explain
treatment of an exam.
3E. The student will demonstrate the role
of skin in providing nonspecific
defenses against infection.
•
Can the student assess the role of the
skin in fighting disease?
•
The student will explain various
diseases of the skin on an exam.
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DRAFT
PHYSIOLOGY
Science
Performance Objective
11-12
Critical Attributes
Benchmarks/Assessment
3F. The student will demonstrate
knowledge of the axial and
appendicular skeleton.
•
Can the student identify the major
bones of the body, as well as
passageways for arteries, veins, and
nerves?
•
The student will identify all major
bones and bone structures on a lab
practical exam.
3G. The student will demonstrate an
understanding of how bone grows
and reforms after a fracture or break.
•
Can the student identify the various
types of bone fractures and how the
bone heals?
•
By viewing an x-ray, the student will
identify all the various types of bone
fractures and explain the healing
process.
3H. The student will demonstrate an
understanding of the criteria used to
classify joints structurally and
functionally.
•
Can the student differentiate between
classification and type of joint and
describe their function?
•
The student will build a joint model
and use classroom models to compare
joint structure and function.
3I.
The student will demonstrate
knowledge of the structure and
function of the 3 types of muscle
tissue.
•
Can the student classify the different
muscle types and compare and contrast
their differences at the cellular level?
•
The student will locate and identify
muscles in various settings (cat,
microscope slices, and models).
3J.
The student will demonstrate the
•
cellular and molecular basis of
muscle contraction, including the
roles of actin, myosin, Cat2, and ATP.
Can the student explain how
myofilament structure creates
contractions through interaction of
myosin, actin, Cat2, troponin, and
tropomyosin?
•
The student will explain or diagram the
cellular and molecular process of
muscle contraction on an exam.
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DRAFT
PHYSIOLOGY
Science
11-12
Curriculum Standard Four: Regulation and Integration of the Body – The student will understand the fundamentals of the
nervous system, the special senses, and the endocrine system and hormone function.
Performance Objective
Critical Attributes
4A. The student will demonstrate how the •
nervous system mediates
communication between different
parts of the body and interactions
with the environment.
Benchmarks/Assessment
Can the student explain the functions
•
of the nervous system, the role of
neurons in transmitting electrochemical
impulses, and the roles of sensory
neurons and motor neurons in
sensation, thought, and response?
The student will experience how to
compare and contrast sensory and
motor neurons and special senses in a
laboratory investigation.
4B. The student will demonstrate
knowledge of major brain regions,
related sensory organs, and
comparison of the sympathetic and
parasympathetic nervous systems.
•
Can the student identify brain regions
and their functions and differentiate
between the sympathetic and
parasympathetic nervous systems?
•
The student will make a brain map and
dissect a mammalian brain in order to
identify the various brain structures.
4C. The student will demonstrate an
understanding of the gross and
microscope structure of the spinal
cord.
•
Can the student differentiate between
white and gray matter?
•
The student will identify structures and
describe functions of the spinal cord on
an exam.
4D. The student will demonstrate
knowledge of the structures and
function of the endocrine system.
•
Can the student identify all structures
•
of the endocrine system and distinguish
between exocrine and endocrine
glands?
4E. The student will demonstrate how
hormones provide internal feedback
mechanisms for homeostasis at the
cellular level and in whole
organisms.
•
Can the student identify the various
hormones and their target organs in
maintaining homeostasis?
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•
The student will diagram and identify
endocrine and exocrine glands on an
exam.
The student will diagram pathways
between hormones and their target
organs.
DRAFT
PHYSIOLOGY
Science
11-12
Curriculum Standard Five: Maintenance of the Body – The student will understand the composition and functions of blood,
the structure and function of the cardiovascular system, respiratory system, urinary system, and
the digestive system.
Performance Objective
Critical Attributes
Benchmarks/Assessment
5A. The student will demonstrate the
ability to describe the composition
and physical characteristics of whole
blood and knowledge of blood
functions.
•
Can the student differentiate between
plasma, red blood cells, white blood
cells, platelets, and discuss the role of
erythrocytes?
•
The student will view formed elements
of blood using microscope slides.
5B. The student will demonstrate an
understanding of the A, B, O blood
grouping method and Rh factor.
•
Can the student explain how blood
groups are organized and which groups
can be safely mixed?
•
The student will examine simulated
blood to determine blood type in a
laboratory investigation and explain Rh
factor on an exam.
5C. The student will demonstrate the
ability to trace the pathway of blood
through pulmonary circulation and
state the function of this circulation.
•
Can the student diagram the flow of
blood from the heart to lungs and all
parts of the body?
•
The student will explain the flow of
blood through the heart by diagram and
dissection of a mammalian heart.
5D. The student will demonstrate the
ability to describe the structure and
function of the heart.
•
Can the student identify structures of
the heart, the function of the four heart
chambers, and the components of the
conduction system?
•
The student will identify heart
chambers and conduction system
components from dissection of a
mammalian heart and classroom
models.
5E. The student will demonstrate the
ability to compare and contrast the
anatomy, structure and function of
veins, and arteries.
•
Can the student list relationships
between blood flow and blood
pressure, and how blood flow is
regulated?
•
The student will measure blood
pressure using a stethoscope and
sphygmomanometer.
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DRAFT
PHYSIOLOGY
Science
Performance Objective
11-12
Critical Attributes
Benchmarks/Assessment
5F. The student will demonstrate
knowledge of organs involved in
breathing from the nose to the alveoli
and the mechanics of breathing.
•
Can the student identify the structures
of the respiratory system and explain
how breathing occurs?
•
The student will measure the
mechanics of breathing using a
spirometer and identify respiratory
organs from mammalian dissection.
5G. The student will demonstrate
knowledge of how respiration affects
homeostasis.
•
Can the student explain how cellular
energy demands relate to respiration
rate due to exercise?
•
The student will measure how exercise
changes respiratory rate using a
laboratory investigation.
5H. The student will demonstrate
knowledge of the structure and
function of the urinary system.
•
Can the student identify structures and
functions of the urinary system?
•
The student will identify the role of
kidneys, the structure and function of
ureters, urinary bladder, and urethra by
mammalian dissection.
5I.
The student will describe the normal
characteristics, composition, and
solute concentrations of a
representative urine sample.
•
Can the student identify components of
urine in a urine sample?
•
The student will evaluate a urine
sample for normal and abnormal
concentrations.
5J.
The student will identify the organs
of the digestive tract and the
accessory organs of digestion.
•
Can the student identify and describe
the function of all the organs of
digestion?
•
The student will identify the roles of all
digestive organs by mammalian
dissection.
•
Can the student trace and explain the
digestive processes and sites for lipid,
carbohydrate and protein absorption?
•
The student will compare and contrast
sites for macromolecule absorption by
diagram and exam.
5K. The student will describe the
digestive processes and sites of
absorption of the various
macromolecules.
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DRAFT
PHYSIOLOGY
Science
11-12
Curriculum Standard Six: The student will understand that organisms have a variety of mechanisms to combat disease.
Performance Objective
Critical Attributes
Benchmarks/Assessment
6A. The student will identify the basic
components of the immune system
and explain their functions.
•
Can the student identify components of
the immune system?
•
The student will diagram components
of the immune system including
phagocytes, B-lymphocytes and Tlymphocytes and describe their roles
on an exam.
6B. The student will explain the role of
antibodies in the body's response to
infection.
•
Can the student explain the effects of
antibodies and how these effects are
produced?
•
The student will explain the roles of
antibodies on an exam.
6C. The student will explain how
vaccination protects an individual
from infectious disease.
•
Can the student explain how
vaccinations can sensitize the immune
system?
•
The student will write the process of
antibody production in response to
vaccination on an exam.
6D. The student will explain various
modes of disease transmission and
how the immune system is
compromised.
•
Can the student explain why an
individual with a compromised
immune system may be unable to fight
off infections that are usually benign?
•
The student will categorize various
diseases and diagnose symptoms and
recommend treatment on oral and
written exams.
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DRAFT
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