TOWNSHIP OF UNION PUBLIC SCHOOLS
SC 443
HUMAN ANATOMY AND PHYSIOLOGY
Curriculum Guide
2014
Board Members
Mr. Francis R. Perkins, President
Mr. Richard J. Galante, Vice President
Mr. David Arminio
Ms. Susana Cooley
Mr. Thomas Layden
Mr. Vito Nufrio
Mr. Guy Francis
Ms. Lois Jackson
Mr. Angel Salcedo
TOWNSHIP OF UNION PUBLIC SCHOOLS
Administration
District Superintendent …………………………………………………………………...……………………....Dr. Patrick Martin
Assistant Superintendent …………………………………………………………..……………………….….…Mr. Gregory Tatum
Assistant Superintendent ………………………………………………………………………………………….Dr. Noreen Lishak
Director of Student Information/Technology ………………………………..………………………….………….Ms. Ann M. Hart
Director of Athletics, Health, Physical Education and Nurses………………………………..……………………Ms. Linda Ionta
DEPARTMENT SUPERVISORS
Language Arts/Social Studies 3-5 ……..………………………………….…………………………………….. Mr. Robert Ghiretti
Language Arts/Social Studies Pre-K-2…………………………………………………………………………Ms. Maureen Corbett
Mathematics/ Science 3-5 …………………………………………….………………………………………. Ms. Deborah Ford
Mathematics/Science Pre-K-2……………………………………………………………………………………Ms. Terri Matthews
Guidance K-12/SAC …..………………………………………………………………………………….……….Ms. Nicole Ahern
Language /Library Services 6-12 ….………………………………….…………………………………….…Ms. Mary Malyska
Math 6-12…………………………………………………………………………………………………………..Mr. Jason Mauriello
Science 6-12…….............…………………………………………………….………………………………….Ms. Maureen Guilfoyle
Social Studies/Business………………………………………………………………………………………..…….Ms. Libby Galante
World Language/ESL/Career Education/G&T/Computer Technology…...……………………………….….Ms. Yvonne Lorenzo
Art/Music …………………………………………………………………………………………………………..….Mr. Ronald Rago
Curriculum Committee
Anatomy & Physiology
William Soranno
Table of Contents
Title Page
Board Members
Administration
Department Supervisors
Curriculum Committee
Table of Content
District Mission/Philosophy Statement
District Goals
Course Description
Recommended Texts
Course Proficiencies
Curriculum Units
Appendix: New Jersey Core Curriculum Content Standards
Mission Statement
The Township of Union Board of Education believes that every child is entitled to an education designed to meet
his or her individual needs in an environment that is conducive to learning. State standards, federal and state
mandates, and local goals and objectives, along with community input, must be reviewed and evaluated on a
regular basis to ensure that an atmosphere of learning is both encouraged and implemented. Furthermore, any
disruption to or interference with a healthy and safe educational environment must be addressed, corrected, or
when necessary, removed in order for the district to maintain the appropriate educational setting.
Philosophy Statement
The Township of Union Public School District, as a societal agency, reflects democratic ideals and concepts
through its educational practices. It is the belief of the Board of Education that a primary function of the Township
of Union Public School System is to formulate a learning climate conducive to the needs of all students in general,
providing therein for individual differences. The school operates as a partner with the home and community.
Statement of District Goals
 Develop reading, writing, speaking, listening, and mathematical skills.
 Develop a pride in work and a feeling of self-worth, self-reliance, and self
discipline.
 Acquire and use the skills and habits involved in critical and constructive
thinking.
 Develop a code of behavior based on moral and ethical principals.
 Work with others cooperatively.
 Acquire a knowledge and appreciation of the historical record of human
achievement and failures and current societal issues.
 Acquire a knowledge and understanding of the physical and biological
sciences.
 Participate effectively and efficiently in economic life and the development
of skills to enter a specific field of work.
 Appreciate and understand literature, art, music, and other cultural
activities.
 Develop an understanding of the historical and cultural heritage.
 Develop a concern for the proper use and/or preservation of natural
resources.
 Develop basic skills in sports and other forms of recreation.
Course Description
This course is designed to give the student an understanding and appreciation of the human body’s structures and
functions. By studying the disorders associated with the body’s systems, the student will understand how susceptible to
disease the body can be and how decisions made in their everyday lives can affect their health.
The first half of this course will introduce the student to the basic principles of human anatomy and physiology and
investigate skeletal, muscular, and nervous systems. Numerous laboratory exercises, audio-visual materials,
demonstrations, and lectures will be utilized to demonstrate the relationship of the structures and mechanisms of each
system to the functions of the entire human body.
The second half will investigate the cardiovascular, lymphatic (immune), respiratory, digestive, urinary, endocrine, and
reproductive systems. The course will conclude with a fetal pig dissection.
The twelfth grade human anatomy and physiology student will explore the following content topics that are aligned with
the New Jersey Core Curriculum Science Standards:


Organization and Development
Matter and Energy Transformations
5.3.12A
5.3.12B

Reproduction and Heredity
5.5.12C
These topics will incorporate the following content topics where applicable:
Science Practices
Physical Science
5.1.12A,B,C,D
5.2.12A,B,C,D
Recommended Textbooks
Marieb,E. Essentials of Human Anatomy and Physiology, 9th Edition. Pearson,2010
Course Proficiencies
Students will be able to…
A. Understand the levels of organization
1. Utilize the language of anatomy
2. Demonstrate an understanding of the chemical concepts essential to living organisms
3. Demonstrate that cells are the basic units of structure and function in living organisms
4. Understand how cells are organized into tissues and tissues into organs
5. Demonstrate an understanding of the processes of cell reproduction and differentiation
B. Understand structure/function relationships
1. Demonstrate an understanding of the skeletal system
2. Demonstrate an understanding of the muscular system
3. Demonstrate an understanding of the cardiovascular system
4. Demonstrate an understanding of the respiratory system
5. Demonstrate an understanding of the nervous system
6. Demonstrate an understanding of the endocrine system
7. Demonstrate an understanding of the digestive system
8. Demonstrate an understanding of the urinary system
9. Demonstrate an understanding of the reproductive system
C. Understand interdependence of systems
1. Demonstrate an understanding of homeostasis
2. Demonstrate an understanding of what cancer is and how it affects the systems of the body
Curriculum Units
Unit 1: Principles of Anatomy and Physiology
Unit 2: Cells and Tissues
Unit 3:Skeletal,Muscular,and Nervous Systems
Unit 4: Lymphatic and Cardiovascular Systems
Unit 5: Respiratory and Digestive Systems
Unit 6: Urinary, Endocrine, and Reproductive Systems
Pacing Guide- Course
Content
Number of Days
Unit 1: Principles of Anatomy and Physiology
10
Unit 2: Cells and Tissues
30
Unit 3: Skeletal,Muscular,and Nervous Systems
50
Unit 4: Lymphatic and Cardiovascular Systems
45
Unit 5: Respiratory and Digestive Systems
25
Unit 6: Urinary, Endocrine, and Reproductive Systems
20
Unit 1: Principles of Anatomy and Physiology
Essential Questions
1. What is the difference
between anatomy
and physiology?
2. What is the basic
human body plan?
3. What is the
importance of
homeostasis?
4. How do human
systems maintain
homeostasis?
5. How do homeostatic
imbalances
affect human health?
Instructional Objectives/
Skills and Benchmarks
(CPIs)
5.3.12A.1: Represent and
explain the relationship
between the structure and
function of each class of
complex molecules using a
variety of models.
5.3.12A.6: Describe how a
disease is the result of a
malfunctioning system,
organ, and cell, and relate to
possible treatment
interventions.
Activities




Utilize Internet
websites to research
human body
structure.
Color and label body
directions, surfaces,
planes, cavities, and
organs on human
body diagrams.
List in order, and
define the levels of
structural
organization of the
human body.
Observe, examine,
and explain
information,
diagrams, and
animations of human
body structure found
on available computer
software and
video/DVD resources.
Assessments
1. Chapter Tests
2. Homework
3.Lab Quizzes
4. Lab Reports
5. Lab Performance




Demonstrate the
anatomical position.
Write and submit a
lab report based on a
lab investigation of
the location and
identification of
organs and systems
in a dissectible
human body torso
model.
Give examples of the
homeostatic functions
of human systems.
Give examples of
various pathologies
associated with
homeostatic
imbalance.
Unit 2: Cells and Tissues
Essential Questions
Instructional Objectives/
Skills and Benchmarks
(CPIs)
Activities

List the functions of cell division
in the human body.
 Perform an Internet research to
investigate mitosis and
pathologies associated with
abnormal cell division.
 Color and label diagrams of the
stages of cell division.
 Examine and explain
information, animations, and
diagrams of both normal and
abnormal cell division, found on
available software resources.
 List different types of cancers
and their risk factors, effects on
body systems, and
prevention/treatment.
 Write and submit lab reports
based on the following lab
investigations:
a. microscopically identify
the stages and
components of mitosis.
b. Simulate mitosis using
Assessments
chromosome models. Utilize
internetwebsites to investigate the
types of tissues.
Color and label diagrams of the main
types of tissues.
Examine and explain information,
animations, and diagrams of tissues,
found on available software resources.
Write and submit a lab report based
upon a microscopic investigation of the
various tissue types. The report will
include the examination, identification,
and drawing of these tissues.
List ways that different tissues affect
human health.
Unit 3:Skeletal, Muscular, and Nervous Systems
Essential Questions
1. What is the function
of the skeletal
system?
2. How are bones
structured?
3. What are the major
bones of the
skeletal system?
4. How do joints result
in movement?
5. What pathologies
are associated with
the skeletal
system?
6.
How does the
muscular system
function?
7. What are the three
types of muscle
tissue?
8. How is the structure
of a skeletal muscle
related to how it is
able to contract?
9. What are the steps
Instructional Objectives/
Skills and Benchmarks
(CPIs)
5.3.12A.4: Distinguish
between the processes of
cellular growth(cell division)
and
development(differentiation).
Activities



5.3.12A.6: Describe how a
disease is the result of a
malfunctioning system,
organ, and cell, and relate to
possible treatment
interventions.



List 5 functions of the
skeletal system.
Explain how the skeleton
maintains homeostasis.
Color and label:
a. a diagram of the
structure of a
typical long bone.
b. a diagram of the
microscopic
structure of
compact bone.
c. diagrams of the
major bones of the
skeleton.
Utilize Internet websites
to investigate the skeletal
system.
Identify anatomical
structures on a sectioned
bone specimen.
Write and submit a lab
report based on locating
and identifying the bones
Assessments
1. Chapter Tests
2. Homework
3.Lab Quizzes
4. Lab Reports
5. Lab Performance
required for a
muscle to contract?
10. What are the
names of the major
muscles, and what
are their actions?
11. What are some
disorders
associated with the
muscular system?
12. Why is the nervous
system important?
13. How is the nervous
system subdivided?
14. What is the
structure of a
neuron and how
does it carry an
impulse?
15. What are the parts
of the Central
Nervous system
and their structures
and functions?
16. What disorders
affect the nervous
system?








in a human
List the steps of bone
development, from
embryo to adult.
Examine and explain
information on the
skeletal system, found on
available software
resources.
List pathologies of the
skeletal system.
List the functions of
the muscular system.
Color and label diagrams
of:
a. the three ways of
muscle tissue
b. microscopic and gross
anatomy
of a skeletal muscle.
Utilize Internet websites
to
investigate the muscular
system.
List, in sequence, the
events of muscle cell
contraction (sliding
filament theory).
Write and submit lab
reports based on each of


the following lab
investigations:
a. experimental
stimulation of frog
muscle fibers and the
resulting
responses.
b. microscopic
examination of the
three types of muscle
tissue.
c. identification of the
major
skeletal muscles and
their
actions.
Examine and explain
information on the
muscular
system, found on
available software
resources.
List and explain several
muscular disorders.
Essential Questions
Instructional Objectives/
Skills and Benchmarks
(CPIs)
Activities
 List the functions of the
nervous
system.
 Color and label diagrams
of the
nervous system, including
the
neuron, brain, and spinal
cord.
 Utilize Internet websites to
research
the nervous system.
 List, in sequence, the
events
involved in nerve impulse
transmission and synaptic
transmission.
 Write and submit lab
reports based
on each of the following
lab
investigations:
 microscopic
examination of
nervous tissue.
 demonstration of nerve
Assessments
tissue
properties and reflexes.
 dissection of an animal
spinal
cord.
 dissection of a sheep
brain.
 Identify six of the twelve
pairs of
cranial nerves and their
functions.  List and explain
nervous system
pathologies.
 Examine and explain
information
on the nervous system,
found on
software resources.
Unit 4: Lymphatic and Cardiovascular Systems
Essential Questions
Instructional Objectives/
Skills and Benchmarks
(CPIs)
Activities
Assessments
1. What is the function of the
lymphatic(immune) system?
5.3.12A.6: Describe how a
disease is the result of a
malfunctioning system,
organ, and cell, and relate to
possible treatment
interventions.
 Describe the molecular
structure of the
various lymphatic organs.
1. Chapter Tests
2. Homework
3.Lab Quizzes
4. Lab Reports
5. Lab Performance
2.How are the various
components of the
different lymphatic
organs similar or
distinct?
3.How do the structure and
function of
the immune system affect
the
homeostasis of the
organism?
4. What are some immune
system pathologies?
5. What are the components
of the cardiovascular
system?
6. What are the functions of
blood?
 Examine and describe
lymphatic
vessels and circulation.
 Describe lymph and its
functions.
 Compare and contrast the
function and structure of
various lymphatic organs.
 Explain the lymphatic
system’s role in human
immunity against disease.
 Examine, draw and label
prepared
microscope slides of
various lymph
tissue.
7. What are the types of
blood cells?
8. What are the structures
and functions of the heart?
9.What are the types,
structures, and functions of
blood vessels?
10. What is blood pressure?
11. What are major
disease processes
that affect the
cardiovascular
system and how do
they affect the whole
organism?
 Investigate information,
diagrams and
available Internet
websites, CD-Rom,
laserdisc and video
resources.
 Internet search of human
immunity.
 Research the spleen,
tonsils, thymus gland and
write a brief description of
how each contributes to
the function of the
lymphatic system in
maintaining health.
Complete immune system
worksheet activity.
 Write and submit a lab
report based on
each of the following lab
exercises:
 Identify and draw blood
cell types
microscopically.
 Examine, draw, and
label blood
vessel types
microscopically.
 Examine information,
diagrams, and
perform investigations.
Focus on
available Internet
websites, CD-Rom,
laserdisc and video
resources.
 Write and submit a lab
report based on each of
the following lab
exercises:
 Dissect a
preserved animal
heart.
 Identify heart
sounds with a
stethoscope.
 Measure pulse
rate and
investigate factors
that alter pulse
rate. (standard or
sensor)


Record and
interpret an
electrocardiogram.
Measure and
interpret a blood
pressure reading
(manually and
with computer
sensors)
 Examine heart models
and identify
structures (healthy vs.
diseased)
 List ways to maintain a
healthy

cardiovascular system.
Identify and discuss
blood disorders

Examine and discuss
heart pathology.
Give examples of vascular
pathologies.
Unit 5: Respiratory and Digestive Systems
Essential Questions
Instructional Objectives/
Skills and Benchmarks
(CPIs)
1. What are the structures
and functions of the
respiratory system?
2. How are the respiratory
organs structured, and what
are their functions?
3. What are the mechanics
of breathing?
4. How are the
respiratory gases
exchanged at the
cellular level in
this system?
5. What factors
contribute to respiratory
infection and disease?
6. What is the
importance of nutrition,
and what are the classes
of nutrients?
7. How does the
digestive system
function?
8. What are the digestive
organs, their structures,
5.3.12A.3: Predict a cell’s
response in a given set of
environmental conditions.

Internet search of
human respiration at
the cellular level.
5.3.12B.2: Use
mathematical formulas to
justify the concept of an
efficient diet.

Label diagrams of the
respiratory system.

Study, draw and label
prepared microscope
slides of lung and
trachea.

Demonstrate
breathing mechanics
with a bell jar model
of the lungs and
diaphragm.

Perform a lab
investigation and
submit a written
report of breathing
mechanics with a
spirometer or
5.3.12B.6: Explain how the
process of cellular
respiration is similar to the
burning of fossil fuels.
5.3.12A.1: Represent and
explain the relationship
between the structure and
function of each class of
complex molecules using a
variety of models.
5.3.12A.2: Demonstrate the
properties and functions of
enzymes.
Activities
Assessments
and functions?
9.How do the cellular
structures at different
levels determine
digestive function?
10.How are certain
disease conditions
related to poor digestion?
11.What role does
bacteria play in the
digestive process? and
diet?
5.3.12A.6: Describe how a
disease is the result of a
malfunctioning system,
organ, and cell, and relate to
possible treatment
interventions.
electronic apparatus.
 Perform a lab
investigation and write a
report on the anatomy of
the
respiratory system.
 Examine information,
diagrams and
perform investigations
found on
available Internet
websites, CD-Rom,
laser disc and video
resources.
 Discuss ways to maintain
a healthy
respiratory system.

 Internet search of
digestive system,
food and nutrition.
 Investigate and
discuss various CD
Rom, laserdisc, video
activities.
 Label diagrams of the
digestive system.






Observe and
understand a lab
demonstration of
enzyme action.
Written lab report to
be submitted.
Perform a lab
investigation of
calories in food.
Written lab report to
be submitted.
Perform a lab
investigation of the
mouth, taste and
swallowing. Written
lab report to be
submitted.
Construct a chart of
digestive organs,
foods, digestive
enzymes involved
and end products.
Lab examination of
preserved animal
stomach, small
intestine and colon.
Written lab report to
be submitted.
Examine and draw
prepared microscope



Instructional Objectives/
Skills and Benchmarks
(CPIs)
slides of stomach,
intestine and colon.
Written lab report to
be submitted
Identify digestive
organs on a human
torso model.
Identify tooth types on
plaster casts.
Create a list of good
eating habits which
will lead to
maintaining a healthy
digestive system.
Activities
Assessments
Unit 6: Urinary, Endocrine, and Reproductive Systems
Essential Questions
Instructional Objectives/
Skills and Benchmarks
(CPIs)
Activities
Assessments
1. What are the functions of
the urinary system?
2. How are the urinary
organs structured, and how
do they function?
3. Why is the nephron
important?
4.How is urine formed?
5.3.12A.3: Predict a cell’s
response in a given set of
environmental conditions.
 Conduct an Internet
search of urinary
system.
5.3.12A.6: Describe how a
disease is the result of a
malfunctioning system,
organ, and cell, and relate to
possible treatment
interventions.
 Utilize available CD Rom,
laser disc,
and video activities.
1. Chapter Tests
2. Homework
3.Lab Quizzes
4. Lab Reports
5. Lab Performance
5.What factors affect how
much urine is produced and
its composition?
6.What role does a
healthy urinary system
play in the overall
function of the organism?
7. What are the urinary
system pathologies?
8. What are the functions
of the endocrine system?
9.How do the endocrine
and nervous systems
compare in maintaining
homeostasis?
10. What are the
5.3.12D.3: Demonstrate
through modeling how the
sorting and recombination of
genes during sexual
reproduction has an affect
on variation in
offspring(meiosis,
fertilization)
 Perform a urinalysis using
simulated
urine. Written lab report
to be
submitted.
 Construct a chart of
normal and
abnormal components of
urine.
 Explain various disorders
of the urinary
system.
 Conduct an Internet
chemistry and functions
of hormones?
11. What conditions
stimulate hormone
production?
12. What are the endo
crine glands and what
are the actions of their
hormones?
13. How can endocrine
disorders manifest
themselves?
14. What are the
structures and functions
of the reproductive
system?
15. What is the anatomy
and physiology of the
male and female
reproductive organs?
16. How do hormones
regulate the menstrual
cycle?
17. What are the steps
in fetal development and
birth?
18. How does hormonal
imbalance and
environmental influences
affect fetal development?
19. Why is the fetal pig
search of the endocrine
system.
 Utilize CD Rom, laser disc,
video activities to analyze
the endocrine system.
 Explain negative feedback
control, give a common
example, and give an
example involving the
endocrine system.
 Label diagrams and
identify the endocrine
glands.
 Construct a chart
comparing and contrasting
the endocrine and nervous
systems and how they
function. Conduct Internet
search of endocrine
disorders.
 Utilize available resources
such as CD Rom, laser
disc, video activities to
examine endocrine
dysfunction.
used for dissection in a
human anatomy lab?
 Locate endocrine glands
on a human torso model.
 Explain the disorders
resulting from hyper-and
hypo-secretion of
hormones by endocrine
glands.
 Conduct an Internet
search of the reproductive
system.
 Utilize CD Rom, laser disc,
and video activities to
examine the reproductive
system.
 Identify reproductive
organs on diagrams by
labels and colors.
 Perform a lab investigation
of the reproductive system
by examining and drawing
prepared microscope
slides of ovary, testis,
sperm cells, fallopian tube
and penis. Written lab
report to be submitted.
 Label diagrams of human
embryonic and fetal
development, birth and
associated structures.
 Interpret a graphical
representation of the
menstrual cycle.

List and describe
disorders of the male
and female
reproductive systems.
Perform a laboratory
dissection of a
preserved fetal pig.
Written lab report
must be submitted.

Utilize associated
Internet websites for
research and review.

Examine fetal pig
dissection lab
manuals in order to
locate organs and
structures.

Construct a chart
comparing and
contrasting pig and
human anatomy.
Construct a chart comparing
and contrasting fetal and
adult anatomy.