Curriculum and Instruction – Office of Science--Anatomy & Physiology
Second 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
Second 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
Second 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
Second Nine Weeks
State Standards
CLE 3251.3.1
Compare and contrast
the anatomy and
physiology of the
central and peripheral
nervous systems.
CLE 3251.3.2
Describe the structure,
function, and
developmental
aspects of neurons
and their supporting
glial cells.
CLE 3251.3.3
Investigate the
physiology of
electrochemical
impulses and neural
integration
CLE 3251.3.5 Identify
the major organs of
the endocrine system
Embedded Standards
Outcomes
Resources
Unit 2.1 Nervous System I (Neurons and Synaptic Transmission) – 2 weeks
 Identify the major areas of 1. Hole’s Human Anatomy and
CLE 3251.Inq.1
the brain and the major
Recognize that
Physiology Chapter 10
structures of the spinal
science is a
cord.
2. www.mhhe.com/shier12
progressive endeavor
that reevaluates and
 Identify the structure and
3. http://www.biologycorner.co
extends what is
function of cranial nerves,
m/anatomy/chap9.html
already accepted.
neurons, neuroglia, and
4. Anatomy and Physiology
CLE 3251.Inq.6
neuromuscular junctions.
Revealed, Vol. 2 Nervous
Communicate and

Use
a
graphic
organizer
to
System
defend scientific
trace the pathways and
findings.
5. Label a Neuron
biochemical changes
CLE 3251.Inq.5
http://www.biologycorner.co
associated with
Compare experimental
m/anatomy/nervous/neuron_l
conduction of an
evidence and
abel.html
conclusions with those
electrochemical impulse.
drawn by others about
6. http://www.getbodysmart.co
 Construct a model to
the same testable
m/ap/systems/tutorial.html
describe the molecular
question.
neurophysiology of
7. Build-a-body
CLE 3251.Inq. 2
http://www.spongelab.com/g
membrane
potentials
in
Design and conduct
ame_pages/bab.cfm
terms of electrolyte
scientific investigations
to explore new
phenomena, verify
function and active
transport.
CLIP Connections
The Science Behind the
Story
http://www.storybehindthesci
ence.org/pdf/howtouse.pdf
Article: Phineas Gage
http://www.biologycorner.co
m/anatomy/nervous/phineas.
html
Compare and contrast
findings presented in a text
to those from other sources
(including their own
experiments), noting when
the findings support or
contradict
NGSS Practices
1. Asking questions and
defining problems
2. Developing and using
models
6. Constructing explanations
and designing solutions
2015-2016
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Curriculum and Instruction – Office of Science--Anatomy & Physiology
Second Nine Weeks
State Standards
and the associated
hormonal production
and regulation.
Embedded Standards
Outcomes
Resources
previous results, test
how well a theory
predicts, and compare
opposing theories.
Unit 2.2 Nervous System II (Brain and Spinal Cord) – 2 weeks
CLE 3251.3.1
 Identify the major areas
CLE 3251.Inq.1
1. Hole’s Human Anatomy and
Compare and contrast Recognize that
of the brain and the
Physiology Chapter 11
the anatomy and
major structures of the
science is a
physiology of the
spinal cord.
2. www.mhhe.com/shier12
progressive endeavor
central and peripheral that reevaluates and
 Identify the structure and 3. http://www.biologycorner.co
nervous systems.
extends what is
function of cranial
m/anatomy/chap9.html
already accepted.
nerves, neurons,
CLE 3251.3.2
4. Anatomy and Physiology
Describe the structure, CLE 3251.Inq.6
neuroglia, and
Revealed, Vol. 2 Nervous
Communicate and
function, and
neuromuscular junctions.
System
defend scientific
developmental
findings.
aspects of neurons
5. Label a Neuron
and their supporting
CLE 3251.Inq.5
http://www.biologycorner.co
glial cells.
Compare experimental
m/anatomy/nervous/neuron_l
evidence and
abel.html
CLE 3251.3.3
conclusions with those
Investigate the
drawn by others about
http://www.getbodysmart.co
physiology of
the same testable
m/ap/systems/tutorial.html
electrochemical
question.
impulses and neural
6. Build-a-body
CLE 3251.Inq. 2
integration.
CLIP Connections
7. Engaging in argument
from evidence
8. Obtaining, evaluating, and
communicating information
Compare and contrast
findings presented in a text
to those from other sources
(including their own
experiments), noting when
the findings support or
contradict
Follow precisely a complex
multistep procedure when
carrying out experiments,
taking measurements, or
performing technical tasks,
attending to special cases or
exceptions defined in the
text.
NGSS Practices
1. Asking questions and
defining problems
2. Developing and using
2015-2016
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Curriculum and Instruction – Office of Science--Anatomy & Physiology
Second Nine Weeks
State Standards
CLE 3251.3.4
Investigate organs for
perception of external
stimuli and to the
maintenance of
homeostasis.
CLE 3251.3.5 Identify
the major organs of
the endocrine system
and the associated
hormonal production
and regulation.
Embedded Standards
Outcomes
Design and conduct
scientific investigations
to explore new
phenomena, verify
previous results, test
how well a theory
predicts, and compare
opposing theories.
Resources
http://www.spongelab.co
m/game_pages/bab.cfm
CLIP Connections
models
6. Constructing explanations
and designing solutions
7. Engaging in argument
from evidence
8. Obtaining, evaluating, and
communicating information
Unit 2.3 Nervous System III (General and Special Senses) – 2 weeks
CLE 3251.3.4
Investigate organs for
perception of external
stimuli and to the
maintenance of
homeostasis.
CLE 3251.Inq.1
Recognize that
science is a
progressive endeavor
that reevaluates and
extends what is
already accepted.
CLE 3251.Inq.6
Communicate and
defend scientific
findings.
 Identify the structures and
functions of the body’s
sensory organs.
1. Hole’s Human Anatomy and
Physiology Chapter 12
2. www.mhhe.com/shier12
3. http://www.biologycorner.co
m/anatomy/chap10.html
4. Optical Illusions
https://docs.google.com/pres
entation/d/1UXSZK_2p_rGH
NUYQXzCyhjHviFdsDAA3S
RY8CSD4pFo/present#slide
Compare and contrast
findings presented in a text
to those from other sources
(including their own
experiments), noting when
the findings support or
contradict
Follow precisely a complex
multistep procedure when
carrying out experiments,
taking measurements, or
2015-2016
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Curriculum and Instruction – Office of Science--Anatomy & Physiology
Second Nine Weeks
State Standards
Embedded Standards
CLE 3251.Inq.5
Compare experimental
evidence and
conclusions with those
drawn by others about
the same testable
question.
CLE 3251.Inq. 2
Design and conduct
scientific investigations
to explore new
phenomena, verify
previous results, test
how well a theory
predicts, and compare
opposing theories.
Outcomes
Resources
CLIP Connections
5. http://www.getbodysmart.co
m/ap/systems/tutorial.html
performing technical tasks,
attending to special cases or
exceptions defined in the
text.
=id.i23
6. Gizmos: Human
Homeostasis -Reverse the
Field -Sight vs Sound
Reactions
NGSS Practices
1. Asking questions and
defining problems
2. Developing and using
models
6. Constructing explanations
and designing solutions
7. Engaging in argument
from evidence
8. Obtaining, evaluating, and
communicating information
2015-2016
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Curriculum and Instruction – Office of Science--Anatomy & Physiology
Second Nine Weeks
State Standards
Embedded Standards
Outcomes
Resources
CLIP Connections
Unit 2.4 Endocrine System – 3 weeks
CLE 3251.3.5 Identify
the major organs of
the endocrine system
and the associated
hormonal production
and regulation.
CLE 3251.Inq.1
Recognize that
science is a
progressive endeavor
that reevaluates and
extends what is
already accepted.
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.
CLE 3251.Inq. 2
Design and conduct
scientific investigations
to explore new
phenomena, verify
previous results, test
 Differentiate among the
major organs and tissues
that comprise the
endocrine system.
 Explain how the
hormones secreted by
endocrine glands regulate
the body
 Interpret graphs of blood
sugar levels in terms of
pancreatic function.
 Analyze a case study of a
neurological disorder to
make a speculative
diagnosis or prognosis.
 Describe the endocrine
system and common
endocrine disorders
1. Hole’s Human Anatomy and
Physiology Chapter 13
2. www.mhhe.com/shier12
3. http://www.biologycorner.co
m/anatomy/chap11.html
4. Anatomy and Physiology
Revealed, Vol. 4 Endocrine
System
5. http://www.getbodysmart.co
m/ap/systems/tutorial.html
Article: Corticosteroids: a
miracle drug that must be
handled with care; The
miracle and risk of extended
steroid use
http://www.biologycorner.
com/worksheets/articles/
corticosteroids.html
Compare and contrast
findings presented in a text
to those from other sources
(including their own
experiments), noting when
the findings support or
contradict
Follow precisely a complex
multistep procedure when
carrying out experiments,
taking measurements, or
performing technical tasks,
attending to special cases or
exceptions defined in the
2015-2016
Page 8 of 12
Curriculum and Instruction – Office of Science--Anatomy & Physiology
Second Nine Weeks
State Standards
Embedded Standards
how well a theory
predicts, and compare
opposing theories.
Outcomes
Resources
CLIP Connections
text.
NGSS Practices
1. Asking questions and
defining problems
2. Developing and using
models
6. Constructing explanations
and designing solutions
7. Engaging in argument
from evidence
8. Obtaining, evaluating, and
communicating information
2015-2016
Page 9 of 12
Curriculum and Instruction – Office of Science--Anatomy & Physiology
Second Nine Weeks
TOOLBOX
Unit 2.1
Integration
and
Coordination
Powerpoint: The Nervous System
http://highered.mcgraw-hill.com/classware/ala.do?isbn=0072829532&alaid=ala_813084&protected=true&showSelfStudyTree=true
Mindblogging
https://docs.google.com/presentation/d/1UXSZK_2p_rGHNUYQXzCyhjHviFdsDAA3SRY8CSD4pFo/present#slide=id.i23
Plans
Article: Phineas Gage
http://www.biologycorner.com/anatomy/nervous/phineas.html
Learn the names of the cranial and spinal nerves
http://www.biologycorner.com/anatomy/nervous/notes_9c.html
The Nervous System
http://www.biologycorner.com/anatomy/nervous/notes_ch9a.html
Sensory Receptors - detect environmental changes and trigger nerve impulses
http://www.biologycorner.com/anatomy/senses/ch10_notes.html
The Endocrine System
http://www.spongelab.com/game_pages/bab.cfm
2015-2016
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Curriculum and Instruction – Office of Science--Anatomy & Physiology
Second Nine Weeks
TOOLBOX
Unit 2.1
Integration
and
Coordination
Background
for Teachers
Unit 2.1
Integration
and
Coordination
The student identifies the anatomical parts of the ear and learns the purpose and function of these parts.
http://www.wisc-online.com/objects/ViewObject.aspx?ID=AP1502
http://www.lensshopper.com.eye-anatomy.asp
// http://www.lenss
eye-anatomy.asp http://www.lensshopper.com/eye-anatomy.aspww.lensshopatomy.lenspper.com/eye-om
Label a Neuron
http://www.biologycorner.com/anatomy/nervous/neuron_label.html
http://www.biologycorner.com/anatomy/senses/ear_label.html
Hemisphere Dominance Inventory
Student
Activities
http://www.biologycorner.com/anatomy/nervous/dominance_test.html
Two Point Discrimination Test
http://www.biologycorner.com/worksheets/two_point_discrimination.html
Lab Guide: Ear and Eye
http://www.biologycorner.com/anatomy/senses/lab_guide_ear_eye.html
Cow Eye Dissection
http://www.biologycorner.com/worksheets/cow_eye_dissection.html
2015-2016
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Curriculum and Instruction – Office of Science--Anatomy & Physiology
Second Nine Weeks
TOOLBOX
Endocrine System concept Map
http://www.biologycorner.com/anatomy/endocrine/endocrine_system_concept_map.html
Unit 2.1
Integration
and
Coordination
Other
Resources
Optical Illusions
https://docs.google.com/presentation/d/1UXSZK_2p_rGHNUYQXzCyhjHviFdsDAA3SRY8CSD4pFo/present#slide=id.i23
Teaching with Build-a-Body
Build-a-body is an awesome tool to introduce and teach concepts of human anatomy and human physiology.
http://www.spongelab.com/game_pages/bab.cfm
Article: Corticosteroids: a miracle drug that must be handled with care; The miracle and risk of extended steroid use
http://www.biologycorner.com/worksheets/articles/corticosteroids.html
2015-2016
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