Download Critical Content/Concept Web

Critical Content/Concept Web
Unit Topic:
Medical terminology
Conceptual Lens:
Grade:
Unit Overview
This unit introduces students to the
terminology, orientations and basic
regions of the human body.
Vocabulary of Medicine
9-12
Planes of Dissection
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Position and Direction
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Transverse Cross
Median
Sagittal
Coronal Frontal
Superior / Inferior
Anterior / Posterior
Medial / Lateral
Proximal / Distal
Superficial / Deep
Ipsilateral / Contralateral
Unit Topic:
Medical
Terminology
Regions
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Cephalic
Torso
Upper Limbs
Lower Limbs
Body Cavities
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Dorsal
o
o
Ventral
o
o
Cranial
Vertebral
Thoracic
Abdominopelvic
Grade: 9-12
Subject: Anatomy
Unit: Medical Terminology
Lens: Vocabulary of Medicine
Enduring Understandings
Guiding Questions
1. Science uses a very specific vocabulary with very
specific meanings.
What are some examples of words with many meanings?
How would you define energy?
How would you define superior?
Why would science need very specific definitions for words?
2. Scientific Vocabulary allow us to accurately describe a
specific location on the body.
How would you describe the location of your hand?
How would you describe the location of your head?
Is everyone’s description the same?
Why would it be important to accurately describe any
location on the human body in universal terms?
Grade: 9-12
Subject: Anatomy
Unit: Medical Terminology
Lens: Vocabulary of Medicine
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. The planes of dissection of the human body.
2. The position and direction associated with
human anatomy.
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to do…
1. Correctly identify any body part by reference
plans of dissection and position and direction .
2. Locate and identify the regions of the human
body.
3. The reference region of the human body.
4. The ventral and dorsal cavities of the human
body.
3. Locate and identify the cavities of the human
body.
AC
Grade: 9-12
Subject: Anatomy
Unit: Medical Terminology
Lens: Vocabulary of Medicine
Instructional Plan/Activities
(Correlations)
Critical Content/Concept Web
Unit Topic:
Cells and Tissues
Conceptual Lens:
Grade:
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Unit Overview
The Basic Unit of Life
9-12
Cells
Structure
o Gross structure
o organelles
Function
o Organelles
o Metabolism
o Respiration
o Transport
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Unit Topic:
Cells and Tissues
Tissues
Epithelial
Connective
Muscular
Nervous
Students will understand that the
cell is the basic unit of life, cells join
with other cells to create specialized
tissues. Tissues join to ultimately
form an organism.
Grade: 9-12
Subject: Anatomy
Unit: Cells and Tissue
Lens: The Basic Unit of Life
Enduring Understandings
1. Cells are the basic unit of life
9-10.B.1.2.2 Develop models to explain concepts or systems.
9-10.B.3.3.1 Identify the particular structures that underlie the cellular functions.
9-10.B.3.3.2 Explain cell functions involving chemical reactions.
9-10.B.3.2.2 Explain how organisms use the continuous input of energy and matter to
maintain their chemical and physical organization.
9-10.B.3.2.4 Describe cellular respiration and the synthesis of macromolecules
2. Body systems are composed of specialized cells which
form specialized tissues
9-10.B.1.1.1 Explain the scientific meaning of system, order, and organization.
9-10.B.1.1.2 Apply the concepts of order and organization to a given system.
Guiding Questions
What are all living things composed of?
What do cells do for living things?
Would there be life without cells?
What are some of the body systems?
Are they all composed of the same type of cells?
Why are cells specialized?
Grade: 9-12
Subject: Anatomy
Unit: Cells and Tissue
Lens: The Basic Unit of Life
Critical Content and Skills
Students will Know…
AC = Assessment Code:
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to do…
1. The cell is the basic unit of life.
1. Create a model of the cell showing organelles.
2. Cells contain organelles that carry out
functions which are critical for cell viability.
2. Explain the function of the organelles.
3. Explain the basic processes of cellular
metabolism.
3. The basic process of metabolism requires
input of glucose and oxygen to form ATP.
4. Process of active and passive transport in
body cells.
5. The 4 major types of tissues.
4. Create a diagram of active and passive
transport.
5. Visually distinguish between tissue types.
AC
Grade: 9-12
Subject: Anatomy
Unit: Cells and Tissue
Lens: The Basic Unit of Life
Instructional Plan/Activities
(Correlations)
Critical Content/Concept Web
Unit Topic:
Body Systems Skeletal / Muscular
Conceptual Lens:
Grade:
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Unit Overview
Support and Motion
9-12
Skeletal
Bones
o Axial
o Appendicular
Compositions
Cartilage
Joints
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Unit Topic:
Body Systems
Skeletal / Muscular
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Skeletomuscular
Bone / Muscle Attachment
Movement
o Flexion / Extension
o Abduction / Adduction
o Supinate / Pronate
o Rotation / Circumduction
o Inversion/ Eversion
o Dorsiflexion / Plantar Flexion
Muscular
Muscles
Types
o Skeletal
o Cardiac
o smooth
Structure
Contraction
Student will be introduced to the
parts and functions of the skeletal
and muscular systems and how
these 2 system work together to
bring about movement of the
human body.
Grade: 9-12
Subject: Anatomy
Unit: Muscular and Skeletal Systems
Lens: Support and Motion
Enduring Understandings
1. The muscular and skeletal systems interact to provide
support and mobility
9-10.B.1.1.1 Explain the scientific meaning of system, order, and organization
9-10.B.1.1.2 Apply the concepts of order and organization to a given system.
Guiding Questions
What is a system?
What is the muscular system composed of?
What are the parts of the skeletal system?
How do the muscular and skeletal systems interact to
provide support and mobility?
Grade: 9-12
Subject: Anatomy
Unit: Muscular and Skeletal Systems
Lens: Support and Motion
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. Major bone of the appendicular and axial
skeletons.
2. That bone ground substance consists of
calcium and salts.
3. Bones area attached to bones by ligaments.
4. the three types of cartilage
5. The 6 types of joints (ball and socket, hinge,
pivot, plane, saddle, condyloid).
6. Major muscles of the human body.
7. The 3 types of muscle tissue (skeletal, cardiac
and smooth).
8. The basic components of a sarcomere.
9. The process behind muscle contraction.
10. Muscle are attached to bones by tendons.
11. Muscle attachment and joint type produce a
specific type of movement.
12. The specific movements of the
musculoskeletal system.
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to do…
1. Identify the major bones and muscles of the
human body.
2. Diagram and indicate the attachments and
motion for the 6 types of joints.
3. Explain how a muscle contracts.
4. Match the type of cartilage to its location in
the body
AC
Grade: 9-12
Subject: Anatomy
Unit: Muscular and Skeletal Systems
Lens: Support and Motion
Instructional Plan/Activities
(Correlations)
Critical Content/Concept Web
Unit Topic:
Nervous / Sensory Systems
Conceptual Lens:
Grade:
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Unit Overview
Interaction and control
9-12
Nervous
Neuron structure and
function
Central nervous system
o Components
o controls
Peripheral nervous
system
o Components
o Controls
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Unit Topic:
Nervous /
Sensory Systems
Sensory
Sight
Smell
Touch
Taste
Hearing
In this unit introduces students to
the nervous system. Students will
understand that the nervous system
controls all body function and the
sensory organs receive all input
from our environment.
Grade: 9-12
Subject: Anatomy
Unit: Nervous / Sensory systems
Lens: Interaction and control
Enduring Understandings
Guiding Questions
1. The nervous system controls all body systems and
functions
What does the nervous System Do?
How does it do it?
2. The sensory organ provide the means for all interaction
with the world around us
What are the senses?
How do the senses provide input from the environment?
Without senses would you be aware of your surroundings?
Grade: 9-12
Subject: Anatomy
Unit: Nervous / Sensory systems
Lens: Interaction and control
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. The structure of a neuron and how it functions.
2. The difference between a sensory neuron and a
motor neuron.
3. The CNS is composed of the brain and spinal cord.
4. The CNS is the control center for the body.
5. The anatomical structure of the spinal cord.
6. The major regions of the brain and their functions.
7. The PNS is composed of spinal nerves and the
outer lying nervous tissue.
8. The PNS serves as communication lines that link
all parts of the body to the central nervous
system.
9. The 5 senses are directly connected with the
nervous system.
10. The 5 sense are how we interpret the world
around us.
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to do…
1. Diagram and label a neuron.
2. Distinguish between the function of the
sensory neuron and the motor neuron.
3. Explain the difference between the CNS and
the PNS.
4. Diagram the brain and label the region by
function.
AC
Grade: 9-12
Subject: Anatomy
Unit: Nervous / Sensory systems
Lens: Interaction and control
Instructional Plan/Activities
(Correlations)
Critical Content/Concept Web
Unit Topic:
Cardiopulmonary System
Conceptual Lens:
Grade:
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Unit Overview
This unit will cover the components
of the cardiopulmonary system and
how the systems are vital to
maintain life.
Supplying the Cell
9-12
Circulatory
Structure
o Heart
o Arteries
o Veins
o Capillaries
o Blood
Function
o Carry nutrients
o Carry oxygen
o Transport waste
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Unit Topic:
Cardiopulmonary
System
Respiratory
Structure
o Lungs
o Trachea
o Bronchi
o Alveoli
o Diaphragm
Function
o Gas exchange
Grade: 9-12
Subject: Anatomy
Unit: Cardiopulmonary Systems
Lens: Supplying the Cell
Enduring Understandings
1. The cardiopulmonary system’s function is to deliver 02
and nutrients to the cells and carry away waste products.
9-10.B.3.2.5 Show how matter cycles and energy flows through the different levels of
organization of living systems (cells, organs, organisms, communities) and their
environment
9-10.B.1.2.1 Use observations and data as evidence on which to base scientific
explanations.
9-10.B.1.2.2 Develop models to explain concepts or systems.
9-10.B.1.3.2 Analyze changes that can occur in and among systems.
Guiding Questions
What must cells have in order to survive?
What systems deliver those essential materials to the cells?
What systems remove the waste products of cellular
respiration?
How do these systems cycle energy and matter?
Grade: 9-12
Subject: Anatomy
Unit: Cardiopulmonary Systems
Lens: Supplying the Cell
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. The anatomical structure of the heart.
2. The major vessels traveling into and away
from the heart.
3. The arteries carry blood away from the heart.
4. The veins carry blood toward the heart.
5. Blood components and their function.
6. The anatomical structure of the respiratory
tract.
7. Oxygen and carbon dioxide are exchange in
the lungs.
8. Capillaries are the location of exchange
between the cardiopulmonary system and the
cells
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to do…
1. Create a model of the heart and label the
various parts.
2. Trace the path of blood through the heart,
lungs and body.
3. Compare the structure and function of the
vessels.
4. Differentiate the components of the blood.
5. List the components of the respiratory system.
6. Diagram the exchange of gases within the
lungs.
7. Diagram the exchange that occurs between
the cardiopulmonary system and the cells
AC
Grade: 9-12
Subject: Anatomy
Unit: Cardiopulmonary Systems
Lens: Supplying the Cell
Instructional Plan/Activities
(Correlations)
Critical Content/Concept Web
Unit Topic:
Digestive and Excretory
Conceptual Lens:
Grade:
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Unit Overview
Energy and Homeostasis
9-12
Digestive
Structure
o Stomach
o Small and Large
intestines
o Pancreas
o Liver
o Gall Bladder
o Esophagus
o Accessory structures
Functions
o Breakdown absorption
of food
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Unit Topic:
Digestive and
Excretory
Excretory
Structure
o Kidney
o Bladder
o Ureter
o Urethra
Function
o Waste removal
o Water regulation
This unit introduces the student to
the gross anatomy and function of
the digestive and excretory
systems.
Grade: 9-12
Subject: Anatomy
Unit: Digestive and Excretory Systems
Lens: Energy and Homeostasis
Enduring Understandings
1. The digestive system processes food and water for the
body by absorbing water and breaking down food products
into usable components.
Guiding Questions
Where does the energy and matter required by the human
body come from?
How is that energy and matter broken down into
components usable by the cells?
9-10.B.3.2.5 Show how matter cycles and energy flows through the different levels of
organization of living systems (cells, organs, organisms, communities) and their
environment.
2. The excretory system regulates the fluid levels in the
body and processes waste for elimination.
Why does the body
How does the body
Why does the body
digestive process?
How does the body
process?
need to regulate fluid levels?
eliminate excess fluids?
need to eliminate waste from the
eliminate waste from the digestive
Grade: 9-12
Subject: Anatomy
Unit: Digestive and Excretory Systems
Lens: Energy and Homeostasis
Critical Content and Skills
AC = Assessment Code:
Students will Know…
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to do…
1. The anatomical structure of the digestive and
excretory systems
1. Identify the various component of the
digestive system.
2. The functions of the organ in each system.
2. Distinguish the parts of the excretory system.
3. Trace the path of food through the digestive
system and explain what happens through the
course.
4. Describe the process by which the body
removes nitrogenous waste.
AC
Grade: 9-12
Subject: Anatomy
Unit: Digestive and Excretory Systems
Lens: Energy and Homeostasis
Instructional Plan/Activities
(Correlations)
Critical Content/Concept Web
Unit Topic:
Integumentary
Conceptual Lens:
Grade:
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Unit Overview
This unit covers the components of
the integumentary system and their
functions.
Protection and Thermal Regulation
9-12
Skin
Structure
o Epidermis
o Dermis
o Subcutaneous
Function
o Protection
o Secretion
o thermoregulation
Accessory Structures
 Sebaceous glands
 Mammary glands
 Sweat glands
 Hair, hair follicles
and nails
Unit Topic:
Integumentary
Grade: 9-12
Subject: Anatomy
Unit: Integumentary System
Lens: Protection and Thermal Regulation
Enduring Understandings
The Integumentary system provides protection from the
environment and aids in thermal regulation.
Guiding Questions
What are the threats posed to the human body from the
environment?
How does the body protect against environmental threats?
Why is it necessary to maintain homeostasis?
How does the body maintain homeostasis?
Grade: 9-12
Subject: Anatomy
Unit: Integumentary System
Lens: Protection and Thermal Regulation
Critical Content and Skills
Students will Know…
1. The layers of the skin.
2. Major functions of the skin.
3. The different accessory features of the
integumentary system.
4. The factors that determine skin color.
AC = Assessment Code:
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to do…
1. Diagram the layers of the skin.
AC
Grade: 9-12
Subject: Anatomy
Unit: Integumentary System
Lens: Protection and Thermal Regulation
Instructional Plan/Activities
(Correlations)
Critical Content/Concept Web
Unit Topic:
Lymphatic and Immune System
Conceptual Lens:
Grade:
Unit Overview
Maintenance and Defense
9-12
Lymphatic System
 Structure
o Lymph nodes
o Spleen
o Tonsils
o Thymus
 Function
o Collect Fluid
Immune System
 Structure
o Antigens
o Antibodies
o Lyphocytes
 Function
o Defense from
foreign invaders
Unit Topic:
Lymphatic and
Immune System
This unit introduces the Lymphatic
and Immune systems which provide
the bodies major defensive
systems.
Grade: 9-12
Subject: Anatomy
Unit: Lymphatic and Immune Systems
Lens: Protection and Thermal Regulation
Enduring Understandings
Guiding Questions
1. The lymph system assists with fluid regulation by
collecting excess fluid from the body.
What does Lymph system do?
2. The immune system defends the body from foreign
bodies.
What threats are posed by foreign organisms?
How does the body defend itself from those threats?
Grade: 9-12
Subject: Anatomy
Unit: Lymphatic and Immune Systems
Lens: Protection and Thermal Regulation
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. The components of the lymphatic system.
2. The lymphatic system collects fluid and
returns it to the circulatory system.
3. The difference between an antibody and an
antigen.
4. The components of the immune system.
5. The different types of an immune response.
6. The immune system works to fight off disease
and invasion.
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to do…
1. Diagram the parts and pathway of the
lymphatic system.
2. Distinguish between adaptive and innate
responses.
3. Explain how an antibody and an antigen
protect the body.
AC
Grade: 9-12
Subject: Anatomy
Unit: Lymphatic and Immune Systems
Lens: Protection and Thermal Regulation
Instructional Plan/Activities
(Correlations)
Critical Content/Concept Web
Unit Topic:
Reproductive and Endocrine
Conceptual Lens:
Grade:
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Unit Overview
Growth and Propagation
This Unit introduces the structure
and function of the endocrine and
reproductive systems.
9-12
Endocrine
Structure
o Pituitary
o Thyroid
o Parathyroid
o Adrenal
o Pineal
o Thymus
o Pancreas
o Gonads
o Hypothalamus
Function
o Regulate
Chemical
balances
Unit Topic:
Endocrine and
Reproductive
Genetics
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DNA
Traits
Inheritance
Beneficial / non-beneficial
adaptations
Reproductive
 Structure
o Male organs
 Penis
 Testes
o Female organs
 Ovaries
 Uterus
 Vagina
 Function
o Propagation of
species
Grade: 9-12
Subject: Anatomy
Unit: Endocrine and Reproductive Systems
Lens: Growth and Propagation
Enduring Understandings
1. Hormones drive growth and development
9-10.B.3.3.2 Explain cell functions involving chemical reactions.
2. Species pass on their genetic information and
adaptations to reproduce like kinds
Guiding Questions
What causes the body to change in puberty?
How do hormones affect human growth and development?
Where do hormones come from?
How do they interact with the organs in the body?
Why do children resemble their parents?
How are traits passed from parent to child?
9-10.B.3.3.3 Explain how cells use DNA to store and use information for cell functions.
9-10.B.3.3.4 Explain how selective expression of genes can produce specialized cells
from a single cell.
3. Some adaptations enhance survival while other
adaptations are detrimental to survival
9-10.B.3.1.1 Use the theory of evolution to explain how species change over time.
9-10.B.3.1.2 Explain how evolution is the consequence of interactions among the
potential of a species to increase its numbers, genetic variability, a finite supply of
resources, and the selection by the environment of those offspring better able to survive
and reproduce.
What are some beneficial traits?
What are traits that are not beneficial?
Is there a relationship between some traits and an ability to
survive?
What traits would tend to continue to be present over time?
Grade: 9-12
Subject: Anatomy
Unit: Endocrine and Reproductive Systems
Lens: Growth and Propagation
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. The location and function of the endocrine
glands
2. The location and function of the reproductive
organs
3. DNA contains the traits which are passed from
parent to offspring
4. How traits are passed from parent to offspring
5. Certain traits are beneficial to the survival of
the species and some are detrimental
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to do…
1. Identify the correct location of the endocrine
gland on an anatomical chart and describe the
function of each
2. Identify the location of the reproductive
organs on an anatomical chart and describe
the function of each
3. Explain how traits are passed from parent to
offspring
4. Determine what traits are beneficial and which
are detrimental
5. Describe how adaptations change a species
over long time periods
AC
Grade: 9-12
Subject: Anatomy
Unit: Endocrine and Reproductive Systems
Lens: Growth and Propagation
Instructional Plan/Activities
(Correlations)