Curriculum and Instruction – Office of Science--Anatomy & Physiology
First 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.
2015-2016
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Curriculum and Instruction – Office of Science--Anatomy & Physiology
First 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.
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Curriculum and Instruction – Office of Science--Anatomy & Physiology
First 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 materials
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.
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Curriculum and Instruction – Office of Science--Anatomy & Physiology
First Nine Weeks
State Standards
Embedded Standards
Learning Outcomes
Adopted Resources*
Core Ideas
Unit 1.1 Levels of Organization – 3 Weeks
CLE 3251.1.1
Distinguish between
anatomy and
physiology.
CLE 3251.Inq.1
 Illustrate the interconnections
Recognize that
between anatomy and
science is a
physiology using a concept
progressive endeavor
map.
that reevaluates and
CLE 3251.1.2
extends what is
 Sequence the levels of
Investigate the
already accepted.
structural organization from the
interrelationship
CLE 3251.Inq.6
molecular level through the
between the
Communicate
and
structures and
organismic level.
functions of the body defend scientific
 Compare experimental evidence
findings.
systems.
to distinguish among different
CLE 3251.Inq.5
types of tissues.
CLE 3251.1.3
Compare
Investigate the body experimental
 Classify organ systems of the
cavities, the
evidence and
body as either (1) protection,
subdivisions of each conclusions with
support, and movement, (2)
cavity, and the
those drawn by
organs within each
regulation and integration, (3)
others about the
area.
transport, and (4) absorption
same testable
question.
and excretion.
CLE 3251.1.4 Use
CLE 3251.Inq. 2
correct anatomical
 Identify the major organs and
Design and conduct
terminology when
describe the functions of each
scientific
discussing body
body system.
structures, sections, investigations to
1. Hole’s Human Anatomy and Determine the central ideas
Physiology Chapters 1 and 5 or conclusions of a text;
summarize complex
2. www.mhhe.com/shier12
concepts, processes, or
3. http://biologycorner.com/ana information presented in a
text by paraphrasing them
tomy/chap1.html
in simpler but still accurate
4. http://www.slideshare.net/sg terms.
ossett5757/chapter-5Cite specific textual
tissues-8702629
evidence to support
analysis of science and
5. http://www.biologycorner.co
technical texts, attending to
m/anatomy/chap5.html
important distinctions the
6. http://www.innerbody.com/ht author makes and to any
gaps or inconsistencies in
m/body.html
the account.
7. The Science Behind the
Frayer Model
Story
http://www.storybehindthesci https://y9maths-trig-intereststats.wikispaces.com/file/vie
ence.org/pdf/howtouse.pdf
w/Statistics%20Frayer%20
8. Gizmos: Human
Model.PNG/360608600/Stat
istics%20Frayer%20Model.
Homeostasis
PNG
NGSS Practices
2015-2016
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Curriculum and Instruction – Office of Science--Anatomy & Physiology
First Nine Weeks
State Standards
and regions.
CLE3251.1.5
Describe the body
mechanisms that
maintain
homeostasis.
Embedded Standards
Learning Outcomes
Adopted Resources*
Core Ideas
explore new
phenomena, verify
previous results, test
how well a theory
predicts, and
compare opposing
theories.
 Apply correct terminology to
reference anatomical orientation
1. Asking questions and
defining problems
 Provide examples of bodily
mechanisms that serve to
maintain homeostasis and
explain how the body regulates
temperature, blood carbon
dioxide levels, and blood
glucose levels
8. Obtaining, evaluating,
and communicating
information
2015-2016
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Curriculum and Instruction – Office of Science--Anatomy & Physiology
First Nine Weeks
State Standards
Embedded Standards
Learning Outcomes
Adopted Resources*
Core Ideas
Unit 1.2 Integumentary System - 2 Weeks
CLE 3251.2.1
Identify structures of
the integumentary,
skeletal, and
muscular systems
and show the
relationship between
these structures and
their functions
CLE 3251.2.2
Investigate
physiological
mechanisms that
allow the
integumentary,
skeletal, and
muscular systems to
function.
CLE 3251.Inq. 2
 Identify the structures of the skin
Design and conduct
and explain their role in
scientific
protecting the body and
investigations to
maintaining homeostasis.
explore new
phenomena, verify
 Explain the physiological
previous results, test
processes involved in healing the
how well a theory
skin and disorders of the skin.
predicts, and
compare opposing
 Construct a labeled model of the
theories.
skin with descriptions of its
functions.
1. Hole’s Human Anatomy and
Physiology Chapter 6
2. www.mhhe.com/shier12
3. http://iteachbio.com/Anatom
y-Physiology/anat-phys.html
4. http://www.getbodysmart.co
m/ap/systems/tutorial.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.
Foldable
http://anatomylist.com/tag/h
uman+body+systems+folda
Story
http://www.storybehindthesci ble
NGSS Practices
ence.org/pdf/howtouse.pdf
5. The Science Behind the
1.Asking questions and
defining problems
2. Developing and using
models
2015-2016
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Curriculum and Instruction – Office of Science--Anatomy & Physiology
First Nine Weeks
State Standards
Embedded Standards
Learning Outcomes
Adopted Resources*
Core Ideas
Unit 1.3 Skeletal System - 2 Weeks
CLE 3251.2.1
Identify structures of
the integumentary,
skeletal, and
muscular systems
and show the
relationship between
these structures and
their functions
CLE 3251.2.2
Investigate
physiological
mechanisms that
allow the
integumentary,
skeletal, and
muscular systems to
function.
CLE 3251.Inq. 2
 Distinguish between the different
Design and conduct
types of bones.
scientific
 Describe the physiological
investigations to
explore new
mechanisms involved in bone
phenomena, verify
development, growth, and repair..
previous results, test
 Compare and contrast the axial
how well a theory
and appendicular skeletons using
predicts, and
compare opposing
a graphic organizer.
theories
Cite specific textual
evidence to support
analysis of science and
2. www.mhhe.com/shier12
technical texts, attending to
3. http://www.biologycorner.com/a important distinctions the
author makes and to any
natomy/chap7.html
gaps or inconsistencies in
4. http://www.slideshare.net/sgos
the account.
1. Hole’s Human Anatomy and
Physiology Chapter 7 and 8
sett5757/chapter-7-skeletalsystem-8702703
5. http://www.slideshare.net/sgos
sett5757/chapter-8-joints-ofthe-skeletal-system-8702746
NGSS Practices
1.Asking questions and
defining problems
2. Developing and using
models
6. http://www.getbodysmart.com/a
6. Constructing
p/systems/tutorial.html
7. Build-a-body
http://www.spongelab.com/gam
e_pages/bab.cfm
8. The Science Behind the Story
http://www.storybehindthesci
ence.org/pdf/howtouse.pdf
explanations and designing
solutions
8. Obtaining, evaluating,
and communicating
information
2015-2016
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Curriculum and Instruction – Office of Science--Anatomy & Physiology
First Nine Weeks
State Standards
Embedded Standards
Learning Outcomes
Adopted Resources*
Core Ideas
Unit 1.4 Muscular System - 2 Weeks
CLE 3251.2.1
Identify structures of
the integumentary,
skeletal, and
muscular systems
and show the
relationship between
these structures and
their functions.
CLE 3251.2.2
Investigate
physiological
mechanisms that
allow the
integumentary,
skeletal, and
muscular systems to
function.
CLE 3251.Inq. 2
 Identify the major muscles of the
Design and conduct
body.
scientific
 Observe, draw, and label the
investigations to
explore new
different types of muscle tissue
phenomena, verify
noting their functions and
previous results, test
structure.
how well a theory
 Illustrate the major steps of the
predicts, and
compare opposing
sliding filament theory of muscle
theories.
contraction.
 Compare and contrast the
characteristics of skeletal,
cardiac and smooth muscle.
 Predict the types of problems that
would occur in the body if the
muscular system could not
maintain homeostasis.
1. Hole’s Human Anatomy and
Physiology Chapters 9
2. www.mhhe.com/shier12
3. http://www.biologycorner.co
m/anatomy/chap8.html
4. http://www.slideshare.net/sg
ossett5757/chapter-9muscular-system8702768?related=1
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.
NGSS Practices
1.Asking questions and
defining problems
5. http://www.getbodysmart.co
m/ap/systems/tutorial.html
2. Developing and using
models
6. Build-a-body
http://www.spongelab.com/g
ame_pages/bab.cfm
6. Constructing
explanations and designing
solutions
7. The Science Behind the
8. Obtaining, evaluating,
and communicating
information
Story
http://www.storybehindthesci
ence.org/pdf/howtouse.pdf
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Curriculum and Instruction – Office of Science--Anatomy & Physiology
First Nine Weeks
TOOLBOX
Unit 1.1
Levels of
Organizatio
n
Plans
Unit 1.1
Levels of
Organizatio
n
Background
for Teachers
Introduction to Anatomy
This chapter covers the basics of anatomy, how the body is organized into regions, how the areas of the body are named and a general overview of all
of the organ systems. Students worksheets are also available
http://www.biologycorner.com/anatomy/intro/chap1_notes.html
The Science Behind the Story
http://www.storybehindthescience.org/pdf/howtouse.pdf
This website provides an introduction to Human Anatomy and Physiology
http://www.biologycorner.com/anatomy/intro/chap1_notes.html
https://docs.google.com/document/d/1wRkLeAbzqgEFqL-5t9tGpaIS06Ks-wYm5Djkkuo9rX4/edit?hl=en_US&pli=1
http://highered.mcgraw-hill.com/sites/0072919329/student_view0/lab_exercises.html Interactive Lab Exercises As every teacher knows, hands-on
experience is far and away the most effective way to learn anything. To teach art, let a student paint; to teach driving, let a student drive a car; to teach
science, let a student do an experiment. Unfortunately, there is a limit to how much science can be taught hands-on in a classroom. This is particularly
true of Anatomy & Physiology, in which students typically encounter a variety of concepts and can spend only a limited amount of time in a laboratory.
Thus, it is with genuine excitement that teachers and students greet the new interactive technologies now coming on-line in today's classrooms.
Unit 1.1
Student worksheets on Body Systems Concept Map, Body Cavities Labeling Body Regions Chart | Body Cavities Labeling
Levels of
Organizatio
n
http://www.biologycorner.com/anatomy/intro/chap1_notes.html
Student
Activities
https://docs.google.com/document/d/1wRkLeAbzqgEFqL-5t9tGpaIS06Ks-wYm5Djkkuo9rX4/edit?hl=en_US&pli=1
Have students read the article on Body Farm and 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.
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Curriculum and Instruction – Office of Science--Anatomy & Physiology
First Nine Weeks
TOOLBOX
Unit 1.1
Identify organs in the three planes of the body from digitized sections of a human body.
Levels of
Organizatio
n
http://www.getbodysmart.com/ap/systems/tutorial.html
Other
Resources
The Visible Human Project has generated over 18000 digitized sections of the human body. This introduction and tour uses images and animals from the project to
teach key concepts in human anatomy.
http://www.innerbody.com/
http://www.madsci.org/~lynn/VH/
Unit 1.2
Support and
Movement
Plans
Unit 1.2
Support and
Movement
Background
for Teachers
Unit 1.2
Support and
Movement
Student
Activities
Examine a disarticulated skeleton (male and female), identify each bone and specific structures on each bone and
conclude the unit with a Lab Practical Test
http://www.biologycorner.com/anatomy/skeletal/labguide.pdf
Muscular System
http://www.biologycorner.com/anatomy/muscles/notes_muscles.html
The skin is the largest organ in the body: 12-15% of body weight, with a surface area of 1-2 meters. The integumentary system has multiple roles in
homeostasis, including protection, temperature regulation, sensory reception, biochemical synthesis, and absorption.
http://www.emc.maricopa.edu/faculty/farabee/biobk/biobookintegusys.html#Skin%20and%20Homeostasis
The Mystery of the Bones
http://www.biologycorner.com/projects/bones/index.html
Mrs. Muskopf's Human Bones Photo Album - photos of all the bones, with labels
The Human Skeleton and the Anatomy and Physiology of Bones
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Curriculum and Instruction – Office of Science--Anatomy & Physiology
First Nine Weeks
TOOLBOX
http://www.getbodysmart.com/ap/skeletalsystem/skeleton/menu/animation.html
Unit 1.2
Other
Resources
http://www.biologycorner.com/anatomy/muscles/ch8_studyguide.html
http://www.getbodysmart.com/ap/muscletissue/menu/animation.html
Each of the following sections has a blank sheet for printing that can be labeled by looking at the images of that section.
Includes head, neck thoracic, legs and arms.
http://www.biologycorner.com/anatomy/muscles/head/head_muscles.html
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Curriculum and Instruction – Office of Science--Anatomy & Physiology
First Nine Weeks
2015-2016
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