Download Anatomy and Physiology

Timeline
Standard SCO HAP
Student I Can
Ess. Question
Vocabulary
Strategies
Resources
Assessments
Notes
Grant County Schools
Standards Based Map
Timeline Standards
SC O HAP
Student I Can
Statement
Human Anatomy & Physiology
11th/12th
Essential
Academic
Strategies/
Question
Vocabulary
Activities
Resources/
Materials
Assessments
All year
1.1 Implement safe
procedures and practices
when manipulating
equipment, materials,
organisms, and models.
I can implement
safe procedures
and practices when
manipulating
equipment,
materials,
organisms, and
models.
What are safe
lab practices?
Safety goggles
Eye wash station
Go over rules
multiple times.
Drill
Apply during labs
throughout the
year.
Printed safety
rules from
internet
Teacher made
test
All year
1.2 formulate
scientific explanations
based on historical
observations and
experimental
evidence, accounting
for variability in
experimental results
Work in groups to
evaluate classic
research.
Internet
Library
Multiple
textbooks
Project rubric
1.3 conduct and/or
design investigations
that incorporate the
skills and attitudes
and/or values of
scientific inquiry (e.g.,
established research
protocol, accurate
record keeping,
replication of results
How can data
from classic
experiments
be
interpreted?
How is it
possible to do
the same
experiment
twice and get
different
results?
How are
investigations
designed?
How is data
collected and
analyzed?
Skepticism
Observation
Experimentation
Variability
Reliability
Peer review
All year
I can formulate
scientific
explanations
based on
historical
observations and
experimental
evidence,
accounting for
variability in
experimental
results
I can conduct
and/or design
investigations
that incorporate
the skills and
attitudes and/or
values of
scientific inquiry.
Experiment
Hypothesis
Independent
variable
Dependent variable
Constants
Control group
Experimental group
Identify parts of
an experiment.
Design an
experiment.
Internet
Teacher made
Student gathered quiz
materials
Notes
Timeline
All year
All year
Standard SCO HAP
and peer review,
objectivity, openness,
skepticism, fairness, or
creativity and logic).
1.4 design, conduct,
evaluate and revise
experiments (e.g.,
compose a question to
be investigated, design
a controlled
investigation that
produces numeric
data, evaluate the
data in the context of
scientific laws and
principles, construct a
conclusion based on
findings, propose
revisions to
investigations based
on manipulation of
variables and/or
analysis of error, or
communicate and
defend the results and
conclusions).
1.5 draw conclusions
from a variety of data
sources to analyze and
interpret systems and
models (e.g., use
graphs and equations
to measure and apply
variables such as rate
and scale, evaluate
changes in trends and
cycles, or predict the
Student I Can
Ess. Question
Vocabulary
Strategies
Resources
Assessments
Notes
I can design,
conduct,
evaluate and
revise
experiments.
How can I
design an
experiment?
How do I
determine
which will be
the
experimental
group vs.
control
group?
How many
subjects do I
need in each
group to make
it valid?
How will I
know if my
results
support my
hypothesis?
Experiment
Hypothesis
Independent
variable
Dependent variable
Constants
Control group
Experimental group
Give students
Library
multiple examples Internet
of experiment to
textbook
have them
identify parts.
Have them design
their own
experiments and
put them on the
board or posters.
Have other groups
of students review
their work.
Experimental
procedure will
be evaluated
before they do
experiment. All
parts of
experiment
must be
present and
identifiable.
When
experiment is
complete, it
will be graded
on whether
results are
interpreted
correctly,
whether or not
they support
hypothesis.
I can draw
conclusions from
a variety of data
sources to
analyze and
interpret systems
and models .
How can I
take
information
from various
sources and
combine it to
understand
models and
graphs?
How do I use
information in
Data
Interpretation
System
Model
Graph
Rate
Scale
Trends
Evaluate
Use graphs and
models in
textbooks in every
chapter.
Teacher made
activities that
include graphs
and diagrams.
Questions from
text
Textbook
Timeline
All year
Standard SCO HAP
influence of external
variances such as
potential sources of
error, or interpret
maps).
1.6 investigate,
compare and design
scientific and
technological solutions
to address personal
and societal problems.
All year
1.7 given current
science-technologysocietal issues,
construct and defend
potential solutions.
All year
1.8 relate societal,
cultural and economic
issues to key scientific
innovations.
All year
1.9 synthesize
concepts across
various science
disciplines to better
understand the
natural world (e.g.,
form and function,
Student I Can
Ess. Question
Vocabulary
Strategies
Resources
Assessments
Notes
models to
predict an
extension of
the givens?
I can investigate,
compare and
design scientific
and
technological
solutions to
address personal
and societal
problems.
When given
current sciencetechnologysocietal issues, I
can construct
and defend
potential
solutions.
I can relate
societal, cultural
and economic
issues to key
scientific
innovations.
I can synthesize
concepts across
various science
disciplines to
better
understand the
natural world,
such as form and
How can
technology be
used to
address issues
of society?
Society
Technology
Use TV news,
internet, or
newspaper to
research an issue,
and then design
solutions.
TV
Newspaper
internet
Projects will be
graded
according to a
rubric
What is the
best solution
for a given
issue?
Bioethics
Ethics
Use TV news,
internet, or
newspaper to
research an issue,
and then design
solutions.
TV
Newspaper
internet
Projects will be
graded
according to a
rubric
How do new
scientific
discoveries
affect societal,
cultural and
economic
issues?
How do all the
branches of
science relate
to each other
within the
natural world?
Society
Culture
Economics
innovation
Use TV news,
internet, or
newspaper to
research an issue,
and then design
solutions.
TV
Newspaper
internet
Projects will be
graded
according to a
rubric
Vocabulary that fits
with subject at
hand.
Relate each
concept to the
“real world” as
much as possible,
and have students
make connections
where feasible.
Internet
Textbook
Video clips
Embedded in
subject matter
Timeline
Standard SCO HAP
Student I Can
systems, or change
over time).
function,
systems, or
change over
time.
I can apply
directional
terminology to
locate human
body structures:
• proximal
• dorsal
• medial
• visceral
• superficial
• deep.
I can describe
the
organizational
levels,
interdependency
and the
interaction of
• cells
• tissues
• organs
• organ systems
I can apply the
action of specific
enzymes to their
roles in bodily
functions.
I Can categorize,
by structure and
function, the
various types of
human tissue:
T1
2.1 apply directional
terminology to locate
human body
structures:
• proximal
• dorsal
• medial
• visceral
• superficial
• deep.
T1
2.2 describe the
organizational levels,
interdependency and
the interaction of
• cells
• tissues
• organs
• organ systems.
T1
2.14 apply the action
of specific enzymes to
their roles in bodily
functions.
T1
2.3 categorize, by
structure and
function, the various
types of human tissue:
Ess. Question
Vocabulary
Strategies
Resources
Assessments
Notes
How does the
world change
over time?
How do these
terms relate
to structures
of the body
i.e. The knee
is (proximal)
to the ankle,
but (Distal) to
the hip.
Distal
Ventral
Lateral
Students will
stand and identify
parts of their
bodies that match
the positions.
(show me a
structure that is
lateral to your
nose)
Textbook
Work book
TMT
TM Lab Activity
What is the
relationship
between each
level of
organization?
Nucleus
Epithelial
Muscle
Connective
Neural
Circulatory
Digestive
urinary
Students will
construct
foldables of
tissues.
Use a microscope
to examine
prepared slides
and student made
slides of tissues.
Textbook
Work book
Prepared slides
Student made
wet-mount slides
microscopes
Foldable
Teacher made
test
Lab report
What is the
role of
enzymes in
metabolism?
Activation energy
Substrate
Active site
Video clips from
Internet.
Denaturization lab
Internet
Textbook
Workbook
Teacher made
test
Lab report
What are the
main
characteristics
of each type
of tissue?
Epithelial
Muscle
Connective
Neural
Matrix basal lamina
Students will
construct
foldables of
tissues.
Textbook
Work book
Teacher made
test
Foldable
Timeline
Standard SCO HAP
Student I Can
T1
2.4 relate the
structure of the
integumentary system
to its function as a/an:
• sensory organ
• environmental
barrier
• temperature
regulator.
T2
2.5 relate how bone
tissue is important to
the development of
the human skeleton.
I can relate the
structure of the
integumentary
system to its
function as a/an:
* sensory organ
• environmental
barrier
• temperature
regulator.
I can relate how
bone tissue is
important to the
development of
the human
skeleton.
T2
2.6 correlate the
structure and function
of the elements of the
skeletal system:
• bone
• articulations
• insertions
I can correlate
the structure and
function of the
elements of the
skeletal system:
• bone
• articulations
• insertions
T2
2.7 model the
mechanisms of
muscular contraction
on the cellular and
molecular levels.
I can model the
mechanisms of
muscular
contraction on
the cellular and
molecular levels.
Ess. Question
Vocabulary
Strategies
Resources
Assessments
Notes
How does the
skin regulate
temperature?
Dermis
Epidermis
Subcutaneous layer
Cutaneous
membrane
Accessory
structures
Compose a 3D
model of the skin
Prepared slides
microscope
Textbook
workbook
Students will
present
projects to the
class/teacher
according to a
rubric
How and
when does
ossification
occur?
How does
compact bone
differ from
spongy bone?
How do joints
allow
movement?
What are the
various types
of joints?
Ossification
Osteocyte
Osteoblast
Fontanel
Epiphyseal plate
Label models of
bone tissue.
Identify
microscopic
structures in
compact bone.
Microscope
Prepared slides
Teacher made
test and
quizzes
Synarthrosis
Amphiarthrosis
Diarthrosis
Synovial fluid
bursa
Use the skeleton
to identify types
of
articulations.stand
and model
movements at
various
articulations.
Textbook
Workbook
Model of
skeleton
Teacher made
test and
quizzes
What is the
functional unit
of
contraction?
How do a
muscle
contract?
Sarcomere
Myosin
Actin
Myofibril
Myofilament
H zone
I band
A band
Construct a
working model of
a sarcomere.
Present model to
class/teacher
Prepared slides
microscope
Textbook
workbook
Project rubric
Lab report
Teacher made
quizzes and
test
Lab report
Timeline
Standard SCO HAP
Student I Can
T2
2.8 integrate the
skeletal, muscular and
nervous systems to
the functioning of the
organism.
I can integrate
the skeletal,
muscular and
nervous systems
to the
functioning of
the organism.
T3
2.18 illustrate the
structures of the
circulatory and
lymphatic systems and
the function of blood
to the role of:
 Transportation
 Cellular
support
 defense
2.19 compare the
compatibility of blood
types and assess the
molecular basis for
blood functions.
I can illustrate
the structures of
the circulatory
and lymphatic
systems and the
function of blood
to the role of
transportation,
cellular support
and defense.
I can compare
the compatibility
of blood types
and assess the
molecular basis
for blood
functions.
2.13 differentiate the
structure and function
of messenger, transfer
and ribosomal RNA in
the process of
transcription and
translation.
I can
demonstrate the
processes of
transcription and
translation using
the 3 types of
RNA
T3
T3
Ess. Question
Vocabulary
Strategies
Resources
Assessments
How does the
nervous
system
activate and
receive
information
from the
muscles?
How do
oxygen,
nutrients and
hormones get
to the cells?
How does the
body defend
itself against
pathogens?
Somatic division
Video clips from
Neuromuscular
internet
junction
Synaptic cleft
Neurotransmitter
Acetylcholine
acetylcholinesterase
Internet
Textbook
workbook
Teacher made
quizzes and
test
Systemic circulation
Pulmonary
circulation
Erythrocytes
Leukocytes
Anitbodies
Hemoglobin
Cellular respiration
Use a model and
diagram of the
heart to trace the
path of circulation
and identify
lymph nodes.
Examine blood
smears.
Torso model
Diagrams
Prepared slides
of blood
Microscopes
Lab report
Teacher made
quizzes and
tests
Why must
transfusions
be matched
according to
blood type?
How does
blood carry
oxygen?
How does
protein
synthesis
work?
Antigens
Antibodies
rH factor
ABO system
Hemolytic disease
of the newborn
Hemoglobin
Do ABO / rH
Punnett squares.
Determine
paternity based
on same.
Complete chart on
donors/recipients
Internet video
clips of blood
compatibility
Teacher made
problems
Teacher made
quizzes and
test
DNA
mRNA
tRNA
rRNA
transcription
translation
Students will do
replication,
transcription and
translation
problems.
Students will
explain when and
where in the cell
each process
occurs.
Paper
Dry erase board
Textbook
Video clips
Teacher made
quizzes and
test
Notes
Timeline
Standard SCO HAP
Student I Can
T3
2.23 assess the role of
components of the
immune system in
defending the body.
I can assess the
role of
components of
the immune
system in
defending the
body.
T3
2.17 explain how
structures of the
respiratory system are
essential to cellular
respiration, gas
exchange and
communication.
I can explain how
structures of the
respiratory
system are
essential to
cellular
respiration, gas
exchange and
communication.
T3
2.16 analyze the role
of components and
processes of the
digestive system in
supplying essential
nutrients.
Ess. Question
How do the
parts of the
immune
system work
together to
defend the
body?
What is the
pathway an
oxygen
molecule
would follow
from
inhalation
until it
reaches a cell?
What is the
function of
oxygen in the
cells?
I can describe
What path
the structures
does food
and functions of
take from the
the digestive
time it enters
system and
your mouth
explain how they until it
function to
reaches the
provide cells with cells/leaves
nutrients
the body?
Vocabulary
Specific defense
Nonspecific defense
Cell-mediated
immunity
Antibodies
T cells
B cells
Primary response
Secondary response
Nasal cavity
Pharynx
epiglottis
Larynx
Trachea
Bronchus
Bronchiole
Alveolus
Capillaries
hemoglobin
Alimentary canal
Accessory organs
Esophagus
Stomach
Intestines
Liver
Pancreas
Nutrients
villi
Strategies
Resources
Assessments
Notes
Research a
disease and make
electronic
presentation.
Read textbook
and complete
activities from
workbook.
Show video clips
from internet.
Have students
identify parts of
system on a torso
model and on a
diagram.
Identify structures
in fetal pig
Internet
Textbook
Workbook
Prezi or
PowerPoint
software
Teacher made
quiz and test
Presentation
rubric
Torso model
Anatomy
Coloring Book.
Fetal pig
Practical exam
on torso model
and fetal pig.
Teacher made
test for
physiology.
Follow the
digestion of a
meal-including
which organs
produce enzymes
for 1st and 2nd
stage digestion for
carbs, proteins
and lipids. Identify
structures on fetal
pig and torso
model
Torso model
Anatomy
Coloring Book.
Fetal pig
Practical exam
on torso model
and fetal pig.
Teacher made
test for
physiology.
Timeline
Standard SCO HAP
Student I Can
T3
2.20 integrate the
functions of the
excretory system to
the maintenance of
the other body
systems.
I can explain how
the excretory
helps maintain
the whole body.
T4
2.12 classify the
various types of
neurons emphasizing
the relationship of
structure and
function.
I can identify
neurons by
structure and
function
T4
2.13 apply the
structure of the ear
and eye to their
function/dysfunction
in relation to
environmental
perception.
I can relate the
structure of ears
and eyes to
function.
T4
2.15 incorporate the
role of endocrine
glands and their
hormones into the
overall functions and
dysfunctions of the
body.
I can explain the
role endocrine
glands/hormones
to their functions
Ess. Question
Vocabulary
Strategies
Resources
Kidneys
Ureters
Urinary bladder
Nephrons
Urethra
Skin
Lungs
How does the Central nervous
nervous
system
system
Peripheral nervous
receive and
system
process data? Sensory neuron
Motor neuron
interneuron
How can
Conjunctiva
environmental Rods
conditions
Cones
damage
Cornea
hearing and
Retina
vision?
Optic disc
Pupil
Semicircular canal
Cochlea
Tympanic
membrane
Students will
identify parts and
functions of
urinary system,
kidneys and
nephrons on
diagrams.
Concept maps of
organization of
major
components of
nervous system.
Color code
nervous system
Make a 3D model
or poster of the
ear or eye.
Watch videos on
anatomy and
physiology of ear
and eye.
Torso model
Anatomy
coloring Book.
Fetal pig
Practical exam
on torso model
and fetal pig.
Teacher made
test for
physiology.
Textbook
Workbook
Anatomy
coloring book
Teacher made
quizzes
Videos
Internet
Textbook
Workbook
Anatomy
coloring book
Teacher made
quiz
Project rubric
How do
hormones
work with the
nervous
system to
control body
functions?
Each student/
group of students
will chose an
endocrine
gland/structure
that produces
hormones,
research it and
make/show a
presentation on
same.
Internet
Project rubric
Prezi/PowerPoint Teacher made
software
test
Textbook
workbook
How do
excretory
organs
cleanse the
blood of
toxins?
Endocrine gland
Hormones
Pituitary gland
Thyroid gland
Parathyroid gland
Adrenal glands
Pineal glands
Pancreas
Thymud
Gonads
Adipose tissue
Assessments
Notes
Timeline
Standard SCO HAP
Student I Can
T4
2.21 Compare the
structure and function
of male and female
reproductive
structures
I can 2.21
Compare the
structure and
function of male
and female
reproductive
structures
How do the
reproductive
structures of
males and
females differ
in structure
and function?
T4
2.22 outline the
events of reproduction
for the formation of
gametes through
fertilizations and
embryological
development.
I can outline the
events of
reproduction for
the formation of
gametes through
fertilizations and
embryological
development.
ALL
2.24 research disease
causative factors,
symptoms, prevention
and treatment
I can research
and present
information on
various diseases.
Why and how
do gametes
have 23
chromosomes
instead of 46?
How do cells
differentiate
into all the
types of cells?
What causes
this disease?
What are the
symptoms
and how is it
diagnosed?
How can it be
prevented or
treated?
Submitted by Patricia Clay May 28, 2015
Ess. Question
Vocabulary
Strategies
Resources
Assessments
Ovaries
Vagina
Uterus
Fallopian tubes
Penis
Vas deference
Testes
Students will
dissect pigs and
identify all
structures on pig
and lab report
Fetal pigs
Lab sheet
Lab report
Meiosis
Spermatogenesis
Oogenesis
Zygote
Blastocyst
Implantation
Embryo
Fetus
Show video that
covers fertilization
and development.
Nat. Geo. Video
Teacher made
Inside the Human test
Body
Textbook
workbook
Embedded in other
content
Research and
make a
presentation on a
disease.
Internet
Presentation
software
Textbook
Notes
Embedded in
other
content/project
rubric