Curriculum and Instruction – Office of Science—Anatomy and Physiology
Third Nine Weeks
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student
performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,



80% of our students will graduate from high school college or career ready
90% of students will graduate on time
100% of our students who graduate college or career ready will enroll in a post-secondary opportunity
In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career
Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundation for
all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality
balanced literacy approach to instruction that results in high levels of literacy learning for all students across content areas. Destination
2025 and the CLIP establish common goals and expectations for student learning across schools. CLIP connections are evident
throughout the science curriculum maps.
The Tennessee State Standards provide a common set of expectations for what students will know and be able to do
at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in postsecondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional
planning designed to help students reach these outcomes. Educators will use this guide and the standards as a roadmap for curriculum
and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to
facilitate student mastery of the standards.
Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe
varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important
“processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process
standards of which include planning investigations, using models, asking questions and communicating information.
Curriculum and Instruction – Office of Science—Anatomy and Physiology
Third Nine Weeks
Construct
explanations
and design
solution
Obtain,
evaluate, and
communicate
information
Engage in
argument
Ask questions
and define
problems
Patterns
Develop and
use models
Practices
in
Science
Use math,
technology,
and
computational
thinking
Plan and carry
out
investigations
Cause and
Effect
Stability and
change
Cross Cutting
Concepts
Analyze and
interpret data
Energy and
matter
Systems and
system
models
Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the
differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. Throughout
the year, students should continue to develop proficiency with the eight science practices. Crosscutting concepts can help students
better understand core ideas in science and engineering. When students encounter new phenomena, whether in a science lab, field trip,
or on their own, they need mental tools to help engage in and come to understand the phenomena from a scientific point of view.
Familiarity with crosscutting concepts can provide that perspective. A next step might be to simplify the phenomenon by thinking of it
as a system and modeling its components and how they interact. In some cases it would be useful to study how energy and matter flow
through the system, or to study how structure affects function (or malfunction). These preliminary studies may suggest explanations
for the phenomena, which could be checked by predicting patterns that might emerge if the explanation is correct, and matching those
predictions with those observed in the real world.
Curriculum and Instruction – Office of Science—Anatomy and Physiology
Third Nine Weeks
Science Curriculum Maps
This curriculum map is designed to help teachers make effective decisions about what science content to teach so that, our students
will reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional
practice in alignment with the three College and Career Ready shifts in instruction for science.
To ensure that all student will be taught science content and processes in a comprehensive, consistent, and coherent manner,
Science Curriculum Maps are provided. Foundation texts for the maps include Shelby County Schools Framework for Standards
Based Curriculum, Science Curriculum Frameworks-K-12 (State of Tennessee Board of Education, and National Science Education
Standards).
Teachers function most effectively and students learn best within an “aligned” curriculum delivery system. An aligned system begins
with a concerted effort to implement the state curriculum frameworks. Many districts have developed curriculum guides built around
these frameworks to ensure that what is taught in particular grades and courses is closely linked with student Learning Expectations
found in the state standards. Classroom teachers use these locally-generated curriculum guides to plan and implement their individual
grade or course Pacing Guides. Expectations for student performance are clear and carefully tied to daily instructional events and
classroom assessment practices. In theory, a fully aligned system closes the loop between state standards and student learning.
Additionally, a coherent instructional/assessment system offers the potential for heightening student learning as reflected by their
performance on state-mandated standardized tests. Our collective goal is to ensure our students graduate ready for college and career.
Most of the elements found in the state Curriculum Frameworks were incorporated into the curriculum mapping material prepared by
Shelby County Schools. Additional features were included to add clarity and to offer avenues that could assist teacher in developing
grade level lessons.
A district-wide, K-12, standards-based curriculum is implemented in science. This curriculum is articulated in the form of individual
SCS curriculum maps for each grade and subject. These SCS curriculum maps enable the district to implement a single curriculum
that emphasizes specific standards. Since Shelby County has a high rate of mobility among the student population, the SCS
curriculum maps ensure that all students receive the same program of high-level instructional content and academic expectations,
regardless of which school they attend. The utilization of a district-wide standards-based curricular program ensures that students in
SCS are engaged in hands-on inquiry based activities as teachers implement the curriculum map.
High School Science: Curriculum Map for Anatomy and Physiology
Third Nine Weeks
State Standards
Embedded Standards
Outcomes
Resources
Connections
Unit 3.1 Blood – 1.5 Weeks
CLE 3251.4.1 Identify
the molecular and
cellular components of
the blood and the
functions of the blood.
CLE 3251.Inq.1 Recognize
that science is a
progressive endeavor that
reevaluates and extends
what is already accepted.
CLE 3251.Inq.3 Use
appropriate tools and
technology to collect
precise and accurate date
CLE 3251.Inq.6
Communicate and defend
scientific findings.
CLE 3251.Inq.5 Compare
experimental evidence and
conclusions with those
drawn by others about the
same testable question.
 Describe the cellular components
and physical characteristics.
 Determine blood types in ABO
systems.
 Compare the molecular affinity of
hemoglobin to oxygen and carbon
monoxide in terms of maintain
homeostasis.
1. Hole’s Human Anatomy and
Physiology Chapter 14
2. www.mhhe.com/shier12
3. http://www.biologycorner.com/anat
omy/chap12.html
4. Student Study Guide – Blood- pp. 
139-149
5. Blood Cells – Laboratory Manual
pp. 303-311
6. Blood Testing –A Demonstration –
Laboratory Manual pp. 313-326 

7. Virtual Lab:

http://www.classzone.com/cz/books
/bio_07/chapter_home.htm?cin=30


http://www.pleasanton.k12.ca.us/av
hsweb/turner/webdoc/Biology/activi
ties/BloodTypingWS.pdf
(Worksheet)
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.
Evaluate the hypotheses, data,
analysis, and conclusions in a
science or technical text, verifying
the data when possible and
corroborating or challenging
conclusions with other sources of
information.
NGSS Practices
1. Asking question and defining
problems
2. Designing and using models
8. The Science Behind the Story
http://www.storybehindthescience.o
rg/pdf/howtouse.pdf
4
2015-2016
High School Science: Curriculum Map for Anatomy and Physiology
Third Nine Weeks
State Standards
Embedded Standards
Learning Outcomes
Resources
Connections
Unit 3.2 Cardiovascular System – 4 Weeks
CLE 3251.4.2 Explore
the anatomy of the
heart and describe the
pathway of blood
through this organ.
CLE 3251.Inq.1 Recognize
that science is a progressive
endeavor that reevaluates
and extends what is already
accepted.
CLE 3251.4.3
Describe the
biochemical and
physiology nature of
heart function.
CLE 3251.Inq.3 Use
appropriate tools and
technology to collect precise
and accurate date
CLE 3251.4.4
Describe the
relationship between
the structure and
function of different
types of blood vessels.
CLE 3251.4.5
Describe the
physiological basis of
circulation and blood
pressure.
CLE 3251.Inq.6
Communicate and defend
scientific findings.
CLE 3251.Inq.5 Compare
experimental evidence and
conclusions with those drawn
by others about the same
testable question.
 Describe the different types of blood
vessels.
 Identify the major arteries and veins,
 Prepare a model that illustrates the
layers, chambers, and valves of the
heart.
 Describe the biochemical and
physiological events associated with
heart contraction, blood pressure,
and blood clotting.
 Draw a diagram that traces the
pathway of blood through the heart
and lungs.
 Measure the blood pressure and the
pulse rates.
1. Hole’s Human Anatomy and
Physiology Chapter 15
2. Student Study GuideCardiovascular System pp. 150161.
3. www.mhhe.com/shier15
4. http://www.biologycorner.com/anat
omy/chap13.html

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.
Evaluate the hypotheses, data,
5. http://www.getbodysmart.com/ap/s analysis, and conclusions in a
science or technical text,
ystems/tutorial.html
verifying the data when possible
and corroborating or
6. The Science Behind the Story
http://www.storybehindthescience. challenging conclusions with
other sources of information.
org/pdf/howtouse.pdf

7. Anatomy and Physiology

Revealed vol. 3: Cardiovascular

System
8. Heart Attack Video
www.unitedstreaming.com

NGSS Practices
1. Asking question and defining
problems
2. Designing and using models
9. Laboratory Manual
Heart Structure p. 327-335
Cardiac Cycle p. 337-343
Pulse Rate and Blood Pressure
pp. 353-356
Vernier Physiology –Blood
Pressure # 7 and 8
5
2015-2016
High School Science: Curriculum Map for Anatomy and Physiology
Third Nine Weeks
State Standards
Embedded Standards
Outcomes
Resources
Connections
Unit 3.3 Respiratory System – 1.5 Weeks
CLE 3251.4.2 Explore
the anatomy of the
heart and describe the
pathway of blood
through this organ.
CLE 3251.Inq.1 Recognize
that science is a progressive
endeavor that reevaluates
and extends what is already
accepted.
CLE 3251.4.3
Describe the
biochemical and
physiology nature of
heart function.
CLE 3251.Inq.3 Use
appropriate tools and
technology to collect precise
and accurate date
CLE 3251.4.4
Describe the
relationship between
the structure and
function of different
types of blood vessels.
CLE 3251.4.5
Describe the
physiological basis of
circulation and blood

pressure.
CLE 3251.Inq.6
Communicate and defend
scientific findings.
CLE 3251.Inq.5 Compare
experimental evidence and
conclusions with those drawn
by others about the same
testable question.
 Describe the cellular components




and physical characteristics.
Compare the molecular affinity of
hemoglobin to oxygen and carbon
monoxide in terms of maintain
homeostasis.
Describe the biochemical and
physiological events associated with
heart contraction, blood pressure,
and blood clotting.
Draw a diagram that traces the
pathway of blood through the heart
and lungs.
Measure the blood pressure and the
pulse rates.
1. Hole’s Human Anatomy and
Physiology Chapter 19
2. www.mhhe.com/shier12
3. http://www.biologycorner.com/anat
omy/chap16.html
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
4. http://www.getbodysmart.com/ap/s
account.
ystems/tutorial.html
5. The Science Behind the Story 
http://www.storybehindthescience.
org/pdf/howtouse.pdf
6. How the Respiratory System
Works
http://www.nhlbi.nih.gov/health/he
alth-topics/topics/hlw/system.html
Evaluate the hypotheses, data,
analysis, and conclusions in a
science or technical text,
verifying the data when
possible and corroborating or
challenging conclusions with
other sources of information.

NGSS Practices

1. Asking question and defining
problems
8. Laboratory Manual

Heart Structure p. 327-335
Cardiac Cycle p. 337-343
Pulse Rate and Blood Pressure
pp. 353-356
Vernier Physiology – Respiratory
Response to Physiologic
Challenges - # 20
2. Designing and using models
7. Heart Attack Video
www.unitedstreaming.com
6
2015-2016
High School Science: Curriculum Map for Anatomy and Physiology
Third Nine Weeks
State Standards
Embedded Standards
Outcomes
Resources
Connections
Unit 3.4 Lymphatic System and Immunity – 2 Weeks
CLE 3251.4.6 Identify
the structures of the
lymphatic system.
CLE 3251.4.7
Describe the details of
the immune response.
CLE 3251.Inq.1 Recognize
that science is a progressive
endeavor that reevaluates
and extends what is already
accepted.
CLE 3251.Inq.3 Use
appropriate tools and
technology to collect precise
and accurate date
CLE 3251.Inq.6
Communicate and defend
scientific findings.
CLE 3251.Inq.5 Compare
experimental evidence and
conclusions with those drawn
by others about the same
testable question.

 Describe the immune response
mechanisms of at the cellular level.
 Relate nonspecific cellular and
chemical defenses of the body to
environmental factors.
 Identify the causes of imbalances in
the immune system.
 Locate the six major areas of lymph
nodes and identify the lymphatic
system components.
1. Hole’s Human Anatomy and
Physiology Chapter 16
2. Student Study Guide- Lymphatic
System pp. 162-173.
3. www.mhhe.com/shier12
4. http://www.slideshare.net/1957Ha
mlet/chapter-16-lymphatic-systemand-immunity-8712480
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.
 Evaluate the hypotheses, data,
5. http://www.getbodysmart.com/ap/s
analysis, and conclusions in a
ystems/tutorial.html
science or technical text,
verifying the data when
6. The Science Behind the Story
http://www.storybehindthescience. possible and corroborating or
challenging conclusions with
org/pdf/howtouse.pdf
other sources of information.
7. Anatomy and Physiology

Revealed vol. 3: Lymphatic
System
 NGSS Practices
8. Lymphatic System – Laboratory  1. Asking question and defining
Manual – pp. 385-390
problems

2. Designing and using models
7
2015-2016
High School Science: Curriculum Map for Anatomy and Physiology
Third Nine Weeks
Unit 3.1
Transport
Plans
Blood
http://www.biologycorner.com/anatomy/blood/notes_blood.html
Blood Concept
http://www.biologycorner.com/anatomy/blood/blood_concept_map.html
Blood Disorders
http://www.biologycorner.com/anatomy/blood/notes_blood_disorders.html
Blood Typing
http://www.biologycorner.com/anatomy/blood/notes_bloodtype.html
The Circulatory System
http://www.biologycorner.com/anatomy/circulatory/notes_ch13_cardiovascular.html
Heart Actions
http://www.biologycorner.com/anatomy/circulatory/notes_ch13_cardiac_cycle.html
Digestive System
http://www.biologycorner.com/anatomy/digestive/notes_digestive.html
Gulp (Don’t Gag): Modeling the Complexity of the Digestive System
http://learning.blogs.nytimes.com/2013/05/01/gulp-dont-gag-modeling-the-complexity-of-the-digestive-system/
The Respiratory System
http://www.biologycorner.com/anatomy/respiratory/notes_respiratory_system.html
Article: Everest/First Ascents: Altitude Danger Begins in Pheriche
http://www.backpacker.com/everest_first_ascent/blogs/daily_dirt/910
8
2015-2016
High School Science: Curriculum Map for Anatomy and Physiology
Third Nine Weeks
Unit 3.1
Transport
Background
for Teachers
Cardiac Risk in the Young (CRY)
http://www.c-r-y.org.uk/cardiac_tests.htm
Your Digestive System and How It Works
http://digestive.niddk.nih.gov/ddiseases/pubs/yrdd/
The Digestive System
http://www.emc.maricopa.edu/faculty/farabee/biobk/biobookdigest.html
Human Digestive System
http://www.enchantedlearning.com/subjects/anatomy/digestive/
Digestive System
http://www.innerbody.com/image/digeov.html
How the Respiratory System Works
http://www.nhlbi.nih.gov/health/health-topics/topics/hlw/system.html
Unit 3.1
Genetics of Blood Disorders
Transport
http://www.biologycorner.com/anatomy/blood/blood_disorder_genetics.html
Student
Activities
Blood Typing (Use Simulated Blood)
http://www.biologycorner.com/anatomy/blood/blood_typing_lab.html
Label the Digestive System
http://www.biologycorner.com/anatomy/digestive/digestive_labeling.html
Digestive System concept Map
http://www.biologycorner.com/anatomy/digestive/digestive_concept_map.html
Digestive System Study Guide
9
2015-2016
High School Science: Curriculum Map for Anatomy and Physiology
Third Nine Weeks
http://www.biologycorner.com/anatomy/digestive/study_guide_digestive.html
Respiratory System Study Guide
http://www.biologycorner.com/anatomy/respiratory/review_ch16.html
Measuring Blood Pressure
http://www.biologycorner.com/worksheets/measuring_blood_pressure.html
Unit 3.1
Transport
Other
Resources
Circulatory System Review
http://www.biologycorner.com/anatomy/circulatory/review_guide.html
Presentation Slides of the Human Vessels
https://docs.google.com/presentation/d/1e_CgGdQy61dYw3Y-lhvXK921WXbvzEhSf-f__7h2KhU/present#slide=id.i0
Virtual Anatomy Textbook: The Digestive System
http://www.acm.uiuc.edu/sigbio/project/digestive/
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2015-2016