Human Anatomy and Physiology
Syllabus
Instructor: Mrs. Reeves-Velasquez Room: 13 Science Pod
E-mail: nvelasquez@mcminnschools.com School Website: www.mcminncentralhigh.com
Click on High School, Academics, then Nancy Reeves-Velasquez for my
information, syllabus and calendars.
Class Schedule:
1st period
Biology 1
nd
2 Period
Honors Biology
rd
3 Period
Anatomy and Physiology
4th Period
Plan
th
5 Period
STEM
th
6 Period
Honors Biology 1
7th Period
Biology 1
Class Grade website: www.engrade.com - each student will be given their own
individual login and will be able to track their assignments and grades as well as
contact instructor regarding any questions about class.
Textbook: Human Anatomy &Physiology, Bissell and Steele. Body Structure and
Functions, 11th Edition.
Course Description:
The course is for those interested in science-related fields. Anatomy and physiology is a
discussion and laboratory based study of the human body. The study will range from
molecules, cells, body systems, and processes. Dissection of a cat and other appropriate
organs will compliment course work. This course is designed for college preparation,
especially for biology and health career majors. (Level 1 course)
Objectives/Goals:
Upon the successful completion of this course, students will be able to:
 Explain how anatomy and physiology are related.
 Name the levels of structural organization that make up the human body and
explain how they are related.
 Name the organ systems of the body and briefly state the major functions of each
system.
 Classify by organ system all organs discussed.
 Explain the anatomical structure and location of all organs in each system.
 Define homeostasis and explain its importance.
 Use proper anatomical terminology to describe body direction, surfaces and body
planes.















Name the four major tissue types and explain how they differ structurally and
functionally.
List the general functions and structure of each membrane typecutaneous, mucous, serous, and synovial- and give its location in the body.
Identify the subdivisions of the skeleton as axial or appendicular.
Name the four main kinds of bones.
Compare and contrast the structure and function of the three types of muscle
tissue and where they are located in the body.
Describe how an action potential is initiated in a muscle cell.
Identify and indicate the functions of the major regions of the cerebral
hemispheres, diencephalon, brain stem, and cerebellum on a human brain model
or diagram.
Trace the pathway of a stimulus of each sense from start to the brain.
Describe the blood-clotting process.
Describe the ABO and Rh blood groups.
Trace the pathway of blood through the heart.
Compare pulmonary and systemic circuits.
Describe the various body defenses.
Describe the developmental aspects of all the body systems.
Explain common diseases that affect the body systems.
Grading:




Each quarter grade will consist of 60% Daily and 40% Test grades. Tests may
include chapter exams, lab exams, and major projects. Daily work may
include class work, homework, quizzes, labs, activities, and participation.
Laboratories--laboratories are a mandatory part of this class. Laboratory
reports are required on some labs.
Major Projects --research projects may be assigned throughout the year. Each
project will include a handout of details, expectations, and grading.
Semester examination--the semester exam in this class is cumulative in
content, and counts as a test grade.

Supplies:





Notebook or Folder to keep assignments organized.
Lined notebook paper
Pen or pencil
Paper Towels
Lab Fee: 25.00
Rules and Procedures
Basic Class Rules:
Be present and on time
Be prepared with materials and assignments
Be on task and educationally oriented
Show respect to all people, and property
Procedures:
1.
In case of emergency, stop what you are doing. Turn off equipment. Close doors and windows near you. Walk quickly, quietly,
and with consideration for others, following the designated exit plan. Pay attention to what is happening around you, and be
alert for any directions that may differ from the normal procedure. Help each other-hold doors, etc. Stay with your class if
possible. If you evacuate in a different area, stay there and report your location to the principal as he or she circulates.
2.
Fire Drill: Exit to the hallway and to the assigned doorway and outside to assigned area.
3.
Weather Drill: Exit to the hallway and take a protected position.
4.
Standby/lockdown: All doors will be locked quickly. If you are in the hallway or outside, you will have to move fast or you will be
locked out. Only someone with a room key can get you back into a room. Remain calm and quiet. Lights may be turned off. Stay
away from windows and doors.
5.
Walk into the room before the beginning of class.
6.
Once entering the class, go directly to your assigned seat and quietly begin working on your bell work. I start the class, not the
bell.
7.
If you are tardy and just arriving to school, go to the office for a slip.
8.
Bring all needed materials with you to class. If I allow you to return to your locker for something you forgot, it will count as a
tardy.
9.
Take care of drinks and bathroom needs during your passing time. If you must be excused during class, it will count as a tardy.
10.
If you become ill and must leave the room quickly, please try to alert me or a friend to let me know what is happening.
11.
I end the class, not the bell, therefore, I will always allow you at least 2 minutes at the end of each class to gather your items.
During class I expect you to pay close attention to the topic at hand.
12.
If you are absent, it is your responsibility to gather the information that you have missed. We have a class website and each lesson
with any worksheets will be posted each day no later than the end of the day. If for some reason the website is down see me the
day you return to school.
13.
You will be allowed 3 days to bring in make up work.
14.
If you miss during a test day you will be given a separate test with all fill in the blank format. I expect everyone to be present for
my test. (Extenuating circumstances will be allow)
15.
When I am talking, you will be quite and attentive. It will help you to be an active listener. Take notes on examples as we go over
them, ask questions right away if you do not understand something, or write it down and give it to me after class.
16.
Do not interrupt or disrupt other students’ learning opportunities. Keep your hands, pens, lab equipment, and remarks to
yourself.
17.
If I ask a question to a specific student, allow that student time to answer, do not answer unless I call on you.
18.
Stay in your assigned seats unless you have a valid reason to move about, such as sharpening a pencil.
19.
If you need to sharpen your pencil, do so quietly and quickly as possible without disturbing others. There should be only 1 person
at the pencil sharpener at a time.
20. DO NOT GO NEAR MY DESK! Do not open drawers in my desk or disturb things on the top of the desk. Never touch my
computer.
21.
Treat other people’s items with respect. Only touch what is yours, if it is not yours, don’t touch.
22. Keep your work neat and well organized. If I cannot read your work, you will not receive credit.
23. If you are not told that an assignment is group work, please assume that it is to be done individually.
24. If you are working together in a group there will be no more than 4 people in a group and each person will have an assigned duty,
which they will be held responsible for. (Project manager, reporter, timer, turn giver)
25. Work only on work that pertains to my class. If I find you working on another teacher’s class work it will be taken up.
26. Cheating is not allowed.
27. If I see you working on another teacher’s homework or work for my class in my class and you are copying someone else’s work, it
will be taken up and disposed of immediately.
28. If, during the course of taking a quiz or a test, a student insists on talking, I will confiscate the test and the student will earn a
zero. If a student aids another student in cheating by not covering their paper etc, I will take up their test and they will also
receive a zero. I will not make a big deal over cheating during the event; however, I will speak to the student as well as contact any
parents, guardian, and coaches.
Pacing Guide
CYCLES
LEARNER OUTCOMES
TEXT SECTIONS
INDICATORS OF
LEARNING
RESOURCES OF
DIFFERENTIATION
1

(August
/September)
Glencoe: Hole’s Essentials of Human
Anatomy & Physiology
UNIT 1: LEVELS OF ORGANIZATION

INTRODUCTION,
HOMEOSTASIS, AND THE
LANGUAGE OF ANATOMY
CELLS
INTRODUCTION OBJECTIVES

Define anatomy and physiology
and explain their relationship

Describe various levels of
structural organization within the
human body, and explain how
they are related

Define and identify the
importance of homeostasis to
health and describe an example
of a homeostatic mechanism

Use proper anatomical
terminology to describe
directional terms, body regions,
planes of reference and body
cavities
LAB OBJECTIVES

Identify correct organ systems
for each organ using a human
torso model or diagrams

Identify major body cavities and
the organs within
Glencoe: Hole’s Essentials of Human
Anatomy & Physiology Laboratory
Manual, 8th edition
1.2
SG 4-8
1.3
CW 2-5, 8-12
Glencoe: Hole’s Essentials of Human
Anatomy & Physiology Student Study Guide
(SG)
Online Learning Center (OLC) (quizzes,
website links, clinical applications,
interactive activities, labeling activities)
1.5
Essential Study Partner (animations,
learning activities-available through
OLC)
1.7
Digital Content Manager (DCM) for
Hole’s Essentials of Human Anatomy
& Physiology
Lab 2: Body Organization
and Terminology
Diploma 6 for Windows (Exam 6 for
Macintosh)
Marieb, Elaine N., Anatomy and Physiology
Coloring Book (CW)
Review of any chapter content at
www.mhhe.com/shieress9
Lab 1: Scientific Method and Measurements
Identify organs in 3 planes of the body
from digitized body sections
www.mhhe.com/shieress8
CYCLES
LEARNER OUTCOMES
TEXT SECTIONS
INDICATORS OF
LEARNING
RESOURCES OF
DIFFERENTIATION
SG 19-23
3.2
CELL OBJECTIVES

Describe the structure of the
plasma membrane and how
structure relates to function

Identify the major organelles of a
cell, their structure and their
function

Define the types of movement
through a membrane, including
osmosis, active transport,
diffusion, facilitated diffusion,
filtration, endocytosis, and
exocytosis

Identify and describe the stages
of mitosis and cytokinesis
LAB OBJECTIVES

Locate, identify and describe the
function of major parts of a
compound microscope

Demonstrate proper care and
use of a microscope by
examining cheek cells

Distinguish between hypertonic,
hypotonic and isotonic solutions
and describe their impact on
cells

Identify the stages of mitosis
using microscopic slides or other
appropriate models
2
(Oct)
CW 30-36
3.2
3.3
3.4
Lab 3: Care and use of
the Compound
Microscope
Lab 4: Cell Structure and
Function
Lab 5: Movements
Through Cell Membranes
(Parts A, B, D)
Virtual Physiology Lab: 9, Diffusion,
Osmosis, and Tonicity
Review cell cycle phases and events
www.mhhe.com/shieress8
Lab 6: The Cell Cycle
UNIT 1: LEVELS OF ORGANIZATION
(CONT)


TISSUES
SKIN AND BODY MEMBRANES
TISSUE OBJECTIVES

Identify the four primary tissue
families of the body (epithelial,
connective, muscular, nervous)
and their chief subcategories.

Explain how the four major tissue
types differ structurally and
functionally.

Discuss the process of tissue
repair and the inflammatory
response
LAB OBJECTIVES

Examine and differentiate
between various kinds of tissue
using a microscope and
prepared slides including:
epithelial: squamous, stratified,
cuboidal, columnar,
and transitional
connective: adipose, blood,
cartilage, bone,
dense, areolar
Chapter 5
SG 33-36, 41
CW 38-43
CW 45-47
Lab 7: Epithelial Tissues
Identify tissues from micrographs and
examine the structural components of
tissues
6.4
Lab 8: Connective
Tissues
Lab 9: Muscle and
Nervous Tissues
www.mhhe.com/shieress8
CYCLES
LEARNER OUTCOMES
TEXT SECTIONS
INDICATORS OF
LEARNING
RESOURCES OF
DIFFERENTIATION
nervous: neuron, neuroglia
muscular: smooth, skeletal,
cardiac

State the location of the tissue
types in the body
SKIN AND BODY MEMBRANES
OBJECTIVES

List the general functions of each
membrane type-cutaneous,
mucous, serous, and synovialand give its location in the body

Compare the structure (tissue
makeup)of the major membrane
types

Summarize the functions of the
skin and explain how these
functions are accomplished

Describe the structure and
function of the dermis and
epidermal layers

Name the factors that determine
skin color, and describe the
function of melanin.

Name the glands of the skin,
their function, and describe the
secretions they produce
(sebaceous, sweat, apocrine,
eccrine)

Describe the accessory organs
of the skin and their function
(nails, hair)

Identify some health disorders of
the integumentary system and
their causes, such as skin
cancer, burns, acne, color
changes
LAB OBJECTIVES

Distinguish between the
epidermis, dermis and
subcutaneous layers of the skin
using anatomical structures and
function

Identify the layers of the skin,
hair follicles and glands in a
prepared slide and diagram
3
(Nov)
5.6
SG 36, 38-41
CW 49-54
CW 56-59
5.6
6.1
6.1
6.1
6.2
6.2
6.3-6.4
Lab 10: Integumentary
System
Identify skin layers from micrographs
and review the functions of the skin
structures
www.mhhe.com/shieress8
UNIT II: SUPPORT AND MOVEMENT

SKELETAL SYSTEM

ARTICULATIONS

MUSCULAR SYSTEM
SKELETAL SYSTEM OBJECTIVES

List and explain the function of
the skeletal system

Differentiate between the basic
structure of compact and
cancellous bone

Identify microscopic bone
structures including Haversian
systems, osteocytes,
osteoclasts, osteoblasts, bone
matrix, periosteum

Explain the process of bone
formation, growth and repair

List and identify the bones which
make up the appendicular and
axial skeleton

Describe some
7.1, 7.4
SG 45-49, 52
7.2
CW 62-83
7.2
7.3
7.5-7.12
p. 131, 133
CW 86-88
CYCLES
LEARNER OUTCOMES
TEXT SECTIONS
INDICATORS OF
LEARNING
RESOURCES OF
DIFFERENTIATION
disorders/diseases affecting the
skeletal system such as
osteomalacia, rickets,
osteoarthritis,
rheumatoid arthritis,
compound/simple fractures,
bursitis, osteoporosis
Lab 12: Organization of
the Skeleton
LAB OBJECTIVES

Distinguish between the axial
skeleton and the appendicular
skeleton

Locate and name the major
bones of the human skeleton

Distinguish by examination the
different types of vertebrae

Identify bones and their major
processes from an assembled
and disarticulated
skeleton
Select sections from each
of the following labs:
Lab 13: The skull
Lab 14: Vertebral Column
and Thoracic Cage
Lab 15: Pectoral Girdle
and Upper Limb
Lab 16: Pectoral Girdle
and Lower Limb
Lab 11: Structure of Bone
Review skeletal anatomy and the
functions and features of individual
bones
www.mhhe.com/shieress8
SG 53
ARTICULATIONS OBJECTIVES

Describe and locate the different
types of joints including synovial,
fibrous, and cartilaginous, and
compare the amount of
movement allowed by each

Distinguish between the
following movements:
flexion/extension,
rotation/circumduction,
abduction/adduction, and
supination/pronation

compare major categories of
joints as to their structure and
mobility

Demonstrate or identify the
various body movements
CW 83-85
7.13
Lab 17: The Joints
Review joints
www.mhhe.com/shieress8
7.13
7.13
7.13
SG 58-61
review 5.4
CW 89-96, 97-111
CW 112-114
MUSCULAR SYSTEM OBJECTIVES

Describe similarities and
differences in the structure and
function of the three types of
muscle tissue, and indicate
where they are found in the body



Describe the gross and
microscopic anatomy of skeletal
muscle
Describe how an action potential
is initiated in a muscle cell and
the events of muscle cell
contraction
Describe graded response,
tetanus, isotonic and isometric
contractions, and muscle tone as
these terms apply to a skeletal
8.2
8.3
8.4
8.7-8.8
p. 178, 183
CYCLES
LEARNER OUTCOMES
TEXT SECTIONS
INDICATORS OF
LEARNING
RESOURCES OF
DIFFERENTIATION


muscle
Identify some human superficial
muscles including their name,
origin, insertion , antagonist
muscle group, and primary
action
List and describe some
problems/diseases of the
muscular system such as
cerebral palsy, muscular
dystrophy, and the use of
anabolic steroids
Lab 18: Skeletal Muscle
Structure
Virtual Physiology Lab: 3, Frog Muscle
Select sections from each
of the following labs:
Lab 19: Muscles of the
Face, Head, and Neck
Lab 20: Muscles of the
Chest, shoulder, and
Upper Limb
Lab 21: Muscles of the
Abdominal Wall and Pelvic
Outlet
Lab 22: Muscles of the
Hip and Lower Limb
LAB OBJECTIVES

Identify and describe each type
of muscle tissue microscopically

Name and locate the major
structures of a skeletal muscle
fiber

Distinguish between the origin
and insertion of a muscle

Describe the general actions of
prime movers, synergists, and
antagonists
4
(Dec)
Determine the origin, insertion, action,
nerve innervation, blood supply of
major muscles,
identify muscles (interactive site)
www.mhhe.com/shieress8
UNIT III: REGULATION AND
INTEGRATION



NERVOUS SYSTEM
SOMATIC AND SPECIAL
SENSES
ENDOCRINE SYSTEM
NERVOUS SYSTEM OBJECTIVES

Name and describe the functions
of the two major divisions of the
nervous system

Describe the structure of
neurons and the function of their
components

Explain how a nerve impulse is
conducted along a neuron as
well as from one neuron to
another (resting potential, action
potential, synaptic transmission)

List the parts of a reflex arc and
describe its function

Discuss the meningeal layers of
the central nervous system





Name the major parts of the
brain and spinal cord and state
the function of each
Discuss the formation of
cerebrospinal fluid and its
circulation
Contrast the structure and
function of the autonomic and
somatic nervous system
Distinguish between sympathetic
and parasympathetic divisions of
the autonomic system
Identify disorders of the nervous
system and their causes such as
Parkinson’s disease, multiple
9.1-9.2
SG 67-76, 78-79
9.3-9.4
CW 115-117, 118-123,
126-131
CW 136-140
Lab 23: Nervous Tissue
Virtual Physiology Lab: 1, Action
Potential
9.5-9.8
9.10
9.11
9.12-9.13
9.13
9.14-9.15
9.15
CYCLES
LEARNER OUTCOMES
TEXT SECTIONS
INDICATORS OF
LEARNING
RESOURCES OF
DIFFERENTIATION
sclerosis, tetanus, Alzheimer’s,
strokes, poliomyelitis
LAB OBJECTIVES

Distinguish between neurons
and neuroglial cells on prepared
slides

Identify the major parts of a
neuron on slides or diagrams

Demonstrate several reflex
actions

Identify important anatomical
areas on a spinal cord such as
nerve plexuses, connective
tissue coverings, and white/grey
matter
SOMATIC AND SPECIAL SENSES
OBJECTIVES

Distinguish between somatic
senses and special senses

Name the five kinds of
receptors and explain their
functions

Explain the relationship
between the senses of smell
and taste and the mechanism
for each

Name the parts of the ear and
the function of each

Name the parts of the eye and
the function of each
LAB OBJECTIVES

Identify the major ear
structures

Trace the pathway of sound
vibrations from the tympanic
membrane to the hearing
receptors

Identify the major eye
structures

List the structures through
which light passes as it travels
from the cornea to the retina
ENDOCRINE SYSTEM OBJECTIVES

Name and locate the major
endocrine glands and tissues
of the body

Differentiate between the
effects of steroid and nonsteroid hormones on target
cells

List hormones produced by the
endocrine glands and the
physiological effects of each

Describe how the
hypothalamus regulates
hormone secretion from the
pituitary gland

Describe pathological
consequences of
hypersecretion and
hyposecretion of various
hormones
and Nerves
Lab 24: The Reflex Arc
and Reflexes
Select sections from each
of the following labs:
Lab 25: the Meninges and
spinal Cord
Lab 26: The Brain and
Cranial Nerves
Lab 27: Dissection of the Sheep Brain
Review the brain, cranial nerves,
spinal cord, and CSF
www.mhhe.com/shieress8
SG 83-87
10.1
10.2-10.3
CW 141-142, 143, 145148
CW 154-156
Lab 28: The Ear and
Hearing
Lab 29: The eye (Procedure B)
10.5-10.6
10.7
10.9
Lab 29: The Eye
(Procedure A)
Lab 30: Visual Tests and Demonstrations
Review the anatomy and physiology of
the ear and the causes of hearing
impairment.
Review the anatomy and physiology of
the eye and how we see
www.mhhe.com/shieress8
SG 92-95
p. 298
CW 157-163
CW 165-166
Lab 31: Endocrine
System
Review the endocrine system and
common endocrine disorders
11.3
11.3-11.6
11.4-11.5
11.3-11.5
p. 282, 291
www.mhhe.com/shieress8
CYCLES
LEARNER OUTCOMES
TEXT SECTIONS
INDICATORS OF
LEARNING
RESOURCES OF
DIFFERENTIATION

Describe and give an example
of a negative feedback
mechanism in hormonal
production and control
LAB OBJECTIVES

Locate and identify each of the
endocrine glands in the body
from a model or diagram

Name the hormones secreted
by each of the major glands
and the principal functions of
each hormone
Optional: examine glandular tissue
under a microscope
5
(Jan)
UNIT IV: TRANSPORT

BLOOD

CARDIOVASCULAR SYSTEM
BLOOD OBJECTIVES

List the functions of blood

Describe the structure, function
and life cycle of erythrocytes

Identify the various types of
leukocytes and the role each
plays in the body

Describe the components of
plasma and give their functions

Describe the major events of
hemostasis

Explain the basis of ABO and Rh
incompatibilities

Identify various disorders of the
blood such as anemia, leukemia,
hemophilia, polycythemia
LAB OBJECTIVES

Examine blood cells, identifying
erythrocytes and the five types of
leukocytes

Perform a differential white blood
cell count and give examples of
disorders that produce abnormal
blood test values
CARDIOVASCULAR SYSTEM
OBJECTIVES

Describe the structure and
function of the heart

Describe the flow of blood
through the heart, naming each
chamber, valve, and vessel
through which the blood passes

Explain the structure and
function of the conduction
system of the heart

Distinguish between systemic,
cardiac, and pulmonary
circulation

Describe the intrinsic and
extrinsic regulation of the heart

Distinguish between an artery,
vein, and capillary based on
structure, location, and function

Describe the exchange of
material across the capillary
membrane
12.1
12.2
SG 100-104
CW 167-173
12.2
CW 174-176
12.3
12.4
12.5
p. 311, 316
Lab 32: Blood Cells
(Procedure A and B)
Review blood cell identification,
functions, and related abnormalities
www.mhhe.com/shieress8
Blood Typing Kit-such as Understanding the
Genetics of Blood Groups Using
Neo/Blood (NeoSci #20-2133)
13.2
SG 109-114
13.2
CW 177-181, 184, 186187
13.3
13.3
13.3
13.4
13.4
13.4
13.5
CW 197-200
CYCLES
LEARNER OUTCOMES
TEXT SECTIONS
INDICATORS OF
LEARNING
RESOURCES OF
DIFFERENTIATION

Explain the mechanisms of
return of venous blood to the
heart

Describe how blood pressure is
created, monitored, and
controlled

Identify some major vessels of
the body and the areas they
service

Identify various disorders such
as tachycardia, heart murmurs,
pericarditis, coronary heart
disease, heart failure, aneurysm,
hypertension, arteriosclerosis
LAB OBJECTIVES

Identify major structural features
of the heart using a model

Examine pulse, determine pulse
rates

If possible, use a stethoscope to
identify cardiac cycle sounds and
a sphygmomanometer to
measure blood pressure

Locate major arteries and veins
in the pulmonary and systemic
circuits using a chart or model

Distinguish between a cross
section of an artery and vein
microscopically
6
(Feb)
UNIT V: PROTECTION

LYMPHATIC SYSTEM

IMMUNE SYSTEM
LYMPHATIC SYSTEM OBJECTIVES

Describe the structure and
principal functions of the lymph
system

Describe how lymph is formed
and transported

Name three lymphatic organs
and explain the functions of each
LAB OBJECTIVES

Locate and identify the major
lymphatic pathways

Describe the structure of a
lymph node

Identify the major microscopic
structures of a lymph node,
thymus, and spleen

IMMUNE SYSTEM OBJECTIVES

Distinguish between innate (nonspecific) and adaptive (specific)
defenses and provide examples
of each

Differentiate between antibody
and antigen

Compare the functions of the Band T-cell lymphocytes

Discuss the relationship between
the HIV virus and the immune
system
diseases, AIDS
13.7-13.8
p. 340
Lab 35: Structure of the
Heart (Procedure A)
Select sections from the
following labs:
Lab 37: Blood Vessels
Lab 38: Pulse Rate and
Blood Pressure
Lab 39: Major Arteries
and Veins
Lab 35: Structure of the Heart
(Procedure B)
Lab 36: The Cardiac Cycle
Trace blood flow through an animated
heart at various rates. Identify heart
structures and take an animated tour
of the heart. Identify heart sounds.
Compare normal and abnormal ECG’s.
www.mhhe.com/shieress8
14.1
SG 118-120
14.2-14.3
CW 201-203, 206-207,
209-211, 214
CW 216-222
Lab 40: Lymphatic
System
Locate the 6 major areas of lymph
nodes,
and identify the lymphatic system
components
14.5-14.6
www.mhhe.com/shieress8
14.7-14.9
14.9
14.9
p. 376, 378-379
SG 120-124
CYCLES
LEARNER OUTCOMES
TEXT SECTIONS
INDICATORS OF
LEARNING
RESOURCES OF
DIFFERENTIATION
7
UNIT I: NUTRIENT AND GAS EXCHANGE

DIGESTIVE SYSTEM

RESPIRATORY SYSTEM
(Mar)
DIGESTIVE SYSTEM OBJECTIVES

Describe the location and
functions of the organs of the
alimentary canal

Explain the difference between
mechanical and enzymatic
digestion and the organs which
perform each

Describe mastication, deglutition,
and peristalsis

Label the parts of a typical tooth
and describe the functions of the
different types of teeth

Explain the role of the accessory
organs in the digestive process,
including the salivary glands,
pancreas, gall bladder, and liver

Discuss the functions and
sources of the major enzymes
including amylase, pepsin,
lipase, trypsin, proteases

List the stomach secretions,
describe their functions, and
explain how each is regulated

Identify the major components of
pancreatic secretion, their
functions and how they are
regulated

Describe bile, its source,
composition, function and
regulation

List the major functions of the
liver

List the anatomical and
histological characteristics of the
small intestine that account for
its large surface area

List the anatomical and
histological characteristics and
functions of the large intestine

Explain the hepatic portal system
and its relation to the digestive
system

Describe the processes of
carbohydrate, lipid, and protein
digestion, absorption, and
metabolism

Describe the diseases/disorders
of the digestive system such as
heartburn, gastric/duodenal
ulcers, hepatitis, appendicitis,
jaundice, cirrhosis, constipation,
diarrhea
LAB OBJECTIVES

Locate and identify digestive and
accessory organs with a model

Describe the histology of the
15.1
SG 129-138
CW 239-245, 248-250
CW 259-262
15.1
15.2
15.3
15.4, 15.7, 15.8
in individual sections of
text
15.6
15.7
15.8
15.8
15.9
15.10
review p. 353-354
throughout chapter 15
p. 397, 402, 409-412
Lab 41: Organs of the
Digestive System
Lab 42: Action of a
Digestive Enzyme
15.11
Virtual Physiology Lab: 8, Digestion of
Fat
Virtual Physiology lab: 10, Enzyme
Characteristics
CYCLES
LEARNER OUTCOMES
TEXT SECTIONS
INDICATORS OF
LEARNING
RESOURCES OF
DIFFERENTIATION
gastrointestinal wall, including
the four layers, villi, and microvilli

Investigate the action of
pancreatic enzymes on
carbohydrates and/or lipids and
the effect of temperature on
enzymatic activity
IF TIME PERMITS, INCLUDE NUTRITION
Summarize the functions of the digestive
system organs
www.mhhe.com/shieress8
16.1-16.2
SG 138-142
16.3
SG 145-150
RESPIRATORY SYSTEM OBJECTIVES

Name the structures and
describe the functions of the
upper and lower respiratory
tracts

Identify respiratory air volumes
during normal and forceful
breathing efforts

Describe the mechanisms
responsible for inspiration and
expiration, including pressure
changes, muscular contractions,
and nervous control

Explain how alterations in blood
carbon dioxide levels, blood pH,
and blood oxygen levels effect
respiration

Discuss the role of partial
pressure in the exchange of
gasses in lungs and tissues

Explain the role of hemoglobin in
the transport of gases

Describe three ways in which
carbon dioxide is carried in the
blood

Identify respiratory problems and
causes of conditions such as
tuberculosis, emphysema,
asthma, pneumonia, pleurisy,
lung cancer, hyperventilation,
and cystic fibrosis
LAB OBJECTIVES

Label the major respiratory
system structures on a diagram
or model

Recognize ciliated epithelium
and lung tissue on a microscopic
slide

Trace the movement of air
through the respiratory tract
16.3
CW 225-226, 228, 233
CW 236-238
16.4
16.5
16.6
16.6
p. 439, 448
Lab 43: Organs of the
Respiratory System
Virtual Physiology Lab: 6, Pulmonary
Function
Virtual Physiology Lab: 7, Respiration
and Exercise
Review the structure and function of the
respiratory system
www.mhhe.com/shieress8
CYCLES
LEARNER OUTCOMES
TEXT SECTIONS
INDICATORS OF
LEARNING
RESOURCES OF
DIFFERENTIATION
8
(Apr)
UNIT VII: WASTE REMOVAL

URINARY SYSTEM
OBJECTIVES

List the organs of the urinary system
and state a function of each

Describe the structure and location of
the nephron within the kidney and
explain the functions of its parts

Trace the path of blood through the
renal blood vessels

Explain the production and
composition of glomerular filtrate

Identify principal factors that influence
filtration pressure and explain how
they affect the rate of filtration

Trace the path of filtrate through a
renal tubule

Explain tubular reabsorption and
secretion and how they affect the
composition of urine

Explain the regulation of urine
concentration and volume dealing with
hormonal, neural, and chemical
controls

Describe the micturition reflex

Discuss disorders such as renal
failure, dialysis, kidney stones, and
cystitis
LAB OBJECTIVES

Describe the location of the kidneys

Locate and identify the gross
anatomical features of a kidney using
a model or diagram

Describe the features of a nephron
and locate them in a model

Conduct urinalysis tests and use them
to determine the substances present
in a

urine specimen
17.1
SG 154-158
17.2
CW 263-269, 272
CW 274-276
Lab 45: Structure of the
Kidney
Urinary system review
17.2
17.3
17.3
17.3
17.3
17.3
17.4
p. 467
www.mhhe.com/shieress9
Lab 46: Urinalysis
Lab 45: Kidney dissection
)
CYCLES
LEARNER OUTCOMES
TEXT SECTIONS
INDICATORS OF
LEARNING
RESOURCES OF
DIFFERENTIATION















UNIT IX: REPRODUCTION
MALE REPRODUCTIVE SYSTEM
FEMALE REPRODUCTIVE SYSTEM
REPRODUCTION OBJECTIVES
19.2, 19.4, 19.6
Name the parts of the male and female reproductive
system and their functions
Describe the structure of the testes and ovaries 19.2
and
the formation of gametes
Describe the route sperm cells follow from the site of
19.2
their production to outside the body
Describe the structure of the penis
Explain the hormonal control of male and female19.2
reproduction
19.3, 19.5
Describe the process of ovulation and fertilization
Trace the pathway of an egg after ovulation
19.4
List major events of the menstrual cycle
Discuss disorders such as breast cancer, pelvic19.4
inflammatory disease, infertility, prostate cancer, and
sexually transmitted diseases
19.5
SG 168-175
CW 277-280, 282-285,
290-292
CW 296-298
p. 496, 497, 511
IF TIME, describe human development, pregnancy,
labor ,and contraception
LAB OBJECTIVES
Examine microscopic structures of mammalian ovary
and sperm, relating structure to function
Locate and name the structures of the male and
female reproductive systems using a model or
diagram
Describe the effects of FSH and LH on ovarian and
testicular function
OPTIONAL-view the film Miracle of Life
Lab 47: Male Reproductive Review the structures and functions
System
of the male and female reproductive
Lab 48: Female Reproductivesystems. Examine topics of infertility,
System
fetal development, pregnancy,
and birth.
www.mhhe.com/shieress8
Syllabus Recognition Sheet:
Returning the following sign off sheet is worth 10 points.
Parent/Guardian sign off Sheet
We have read the Rules, Procedures and have reviewed the class syllabus and will
do our best to abide by them. If you have more than 1 student in my classes, all may
sign 1 sheet.
______________________________________________________________________ _______/________/_______
Student(s) sign
date
______________________________________________________________________
Parents/Guardian sign
_______/_______/_______
date
Please return this sheet by the end of the first week of school. If you have any
questions please feel free to email me at nvelasquez@k12tn.net or call me at school
at 423-263-5541.