Anatomy & Physiology Curriculum
Pen Argyl Area School District
Pen Argyl Area High School
501 Laurel Avenue
Pen Argyl, PA 18072
Prepared by
Robert B. Marsteller
August, 2012
Anatomy & Physiology R. Marsteller 2012Page 1
Table of Contents
Curriculum Overview………………………………………………………………………………………………….…...3
Unit 1: Foundational Knowledge
part 1: Basic Anatomical and Physiological Concepts……………………..……………………………....….4
part 2: Biochemistry.......................……..…………………………………………………………..……………………..6
part 3: Cells and Tissues..................……..……………………………………………………..….....……………...…...8
Unit 2: The Cardiovascular System
part 1: Blood................…………………………….………………………………………………………………...…..…..10
part 2: The Heart....................…………..…………………………..…………………………………………….…...…..12
part 3: Arteries and Veins.......…………..…………..…………………..…………………………………….…......…14
Unit 3: Musculo-skeletal System
part 1: Bones..……………………............…..…………………………………………..………………………….….……16
part 2: Muscles…………………………………….………….……….…………………………………………………..…18
part 3: Comparative Anatomy……………….…………………...…...…………………..………………………..…20
Unit 4: The Nervous System
part 1: Nerves….…………………………………………..........................................................................................…21
part 2: The Brain …...................................................................………….…………………………………………….23
Anatomy & Physiology R. Marsteller 2012Page 2
Anatomy & Physiology Curriculum Overview
The Anatomy & Physiology course at Pen Argyl Area High School is an elective open to
juniors and seniors that have demonstrated the ability to succeed in the sophomore, Lab Biology,
course. This course will build off of established content knowledge to develop the abilities to
synthesize large amounts of anatomical information and analyze physiological processes. Students
will be exposed to the study of human and comparative anatomy, with specific emphasis placed on
preparing students for careers in health care. Students will apply information acquired through
text, web, simulation, and lecture sources to lengthy dissections and laboratory experiments. All
material presented in Anatomy & Physiology is aligned with established Pennsylvania state
standards and assessment anchors. Since ready access to anatomical knowledge is required for all
health care professionals, students will be required to pass cumulative exams given regularly
through out the year that will assess the ability to learn and retain information in a meaningful
manner.
Anatomy & Physiology R. Marsteller 2012Page 3
Unit 1: Foundational Knowledge
Part 1: Basic Anatomical and Physiological Concepts
Unit Outcomes: Students will be able to discuss human anatomy with correct terminology,
specifically referring to regions of the body, planes, and anatomical directions.
Eligible Content and Related Standards:
A.
BIO.A.1.2.2
Describe relationships between structure and function at various levels of
biological organization.
State Standard(s): 3.1.B.A1, 3.1.B.A5, 3.1.B.A6
Assessment Anchor: BIO.A.1.2
B.
BIO.A.4.2.1 Explain how organisms maintain homeostasis
State Standard(s): 3.1.B.A8, 3.1.B.A5, 4.5.4.D, 4.2.4.C
Assessment Anchor: BIO.A.4.2
C.
Applicable Writing Standards
State Standards: 1.4.12.B, 1.4.12.C, 1.5.12.A, 1.5.12.B, 1.5.12.C, 1.5.12.D
D.
Applicable Math Standards
State Standards: 2.3.11.E, 2.6.11.A, 2.6.11.C, 2.6.11.E, 2.7.11.A, 2.7.11.E
Content and Instructional Strategies:
A. Definitions and relationship between anatomy and physiology
B. Levels of organization and relationships
C. Organ system overview
1. Names
2. Functions
3. Organs/ Identification of organs
D. Necessary life functions
E. Survival needs
F. Homeostasis
G. Language of anatomy and physiology
1. Anatomical position
2. Directional terms
3. Regional terms
4. Anterior and posterior landmarks
5. Body planes and sections
6. Body cavities and quadrants
PowerPoint-based lecture, Group projects, Daily Journal, Text reading/questions
Remediation: Adapted Reading
Vocabulary Review (flash cards)
Re-teaching Activities (small-group, one-on-one instruction)
Anatomy & Physiology R. Marsteller 2012Page 4
Enrichment: Lab Research
Graphic organizers
Interpreting data tables and graphs
Dissection as appropriate
Assessment Criteria: Text-based assessment questions
Oral questions and answers/ class discussions
Teacher created quizzes, tests, essays
Resources and Materials: Text resources (print and digital):
Essential of Human Anatomy & Physiology (7th ed.), Elaine N. Marieb
English word origins website: http://wordquests.info//
PowerPoint slide shows
Lab handouts
Internet materials, as appropriate
Current newspaper/ magazine articles, as appropriate
Anatomy & Physiology R. Marsteller 2012Page 5
Unit 1: Foundational Knowledge
Part 2: Biochemistry
Unit Outcomes: Students will be able to compare and contrast the four groups of biochemical with
specific reference to their roles in physiological activities.
Eligible Content and Related Standards:
A.
BIO.A.1.2.2
Describe relationships between structure and function at various levels of
biological organization.
State Standard(s): 3.1.B.A1, 3.1.B.A5, 3.1.B.A6
Assessment Anchor: BIO.A.1.2
B.
BIO.A.4.2.1 Explain how organisms maintain homeostasis
State Standard(s): 3.1.B.A8, 3.1.B.A5, 4.5.4.D, 4.2.4.C
Assessment Anchor: BIO.A.4.2
C.
BIO.A.2.2.3
D.
Applicable Writing Standards
State Standards: 1.4.12.B, 1.4.12.C, 1.5.12.A, 1.5.12.B, 1.5.12.C, 1.5.12.D
E.
Applicable Math Standards
State Standards: 2.3.11.E, 2.6.11.A, 2.6.11.C, 2.6.11.E, 2.7.11.A, 2.7.11.E
Compare the structure and function of carbohydrates, lipids, proteins, and
nucleic acids in organisms
State Standard(s): 3.1.B.A2, 3.1.B.A7, 3.1.C.A2, 3.1.C.A7
Assessment Anchor: BIO.A.2.2
Content and Instructional Strategies:
A.
Atomic structure
B.
Bond types
C.
Molecules
D.
Special properties of water
E.
Special properties of carbon
F.
Organic molecules
PowerPoint-based lecture, Group projects, Daily Journal, Text reading/questions
Remediation: Adapted Reading
Vocabulary Review (flash cards)
Re-teaching Activities (small-group, one-on-one instruction)
Enrichment: Lab Research
Graphic organizers
Interpreting data tables and graphs
Dissection as appropriate
Anatomy & Physiology R. Marsteller 2012Page 6
Assessment Criteria: Text-based assessment questions
Oral questions and answers/ class discussions
Teacher created quizzes, tests, essays
Resources and Materials: Text resources (print and digital):
Essential of Human Anatomy & Physiology (7th ed.), Elaine N. Marieb
Introduction to organic molecules website:
http://suite101.com/article/what-are-organic-molecules-a33417
PowerPoint slide shows
Lab handouts
Internet materials, as appropriate
Current newspaper/ magazine articles, as appropriate
Anatomy & Physiology R. Marsteller 2012Page 7
Unit 1: Foundational Knowledge
Part 3: Cells and Tissues
Unit Outcomes: Students will be able to compare various cell types and discuss their ability to
form complex tissues and organs found in the human body.
Eligible Content and Related Standards:
A.
BIO.A.1.2.2
Describe relationships between structure and function at various levels of
biological organization.
State Standard(s): 3.1.B.A1, 3.1.B.A5, 3.1.B.A6
Assessment Anchor: BIO.A.1.2
B.
BIO.A.4.1.1
C.
BIO.A.4.1.2
D.
Applicable Writing Standards
State Standards: 1.4.12.B, 1.4.12.C, 1.5.12.A, 1.5.12.B, 1.5.12.C, 1.5.12.D
E.
Applicable Math Standards
State Standards: 2.3.11.E, 2.6.11.A, 2.6.11.C, 2.6.11.E, 2.7.11.A, 2.7.11.E
Describe how the structure of the plasma membrane allows it to function as
a regulatory structure and/or protective barrier for a cell.
State Standard(s): 3.1.B.A2, 3.1.B.A4, 3.1.B.A5, 3.1.B.A7, 3.1.C.A1, 3.2.P.B6
Assessment Anchor: BIO.A.4.1
Compare the mechanisms that transport materials across the plasma
membrane.
State Standard(s): 3.1.B.A2, 3.1.B.A5, 3.1.B.A7, 3.1.C.A1, 3.2.P.B6
Assessment Anchor: BIO.A.4.1
Content and Instructional Strategies:
A. Review of cell anatomy
B. Cell physiology
1. Membrane transport
a. Passive
b. Active
2. Cell cycle
C. Epithelium
1. Functions
2. Specializations
3. Classification
a. Simple
b. Stratified
c. Glandular
D. Connective
1. Functions
2. Characteristics
3. Types
Anatomy & Physiology R. Marsteller 2012Page 8
E. Muscle
1. Skeletal
2. Cardiac
3. Smooth
F. Neural
G. Tissue injury and repair
PowerPoint-based lecture, Group projects, Daily Journal, Text reading/questions
Remediation: Adapted Reading
Vocabulary Review (flash cards)
Re-teaching Activities (small-group, one-on-one instruction)
Enrichment: Lab Research
Graphic organizers
Interpreting data tables and graphs
Dissection as appropriate
Assessment Criteria: Text-based assessment questions
Oral questions and answers/ class discussions
Teacher created quizzes, tests, essays
Resources and Materials: Text resources (print and digital):
Essential of Human Anatomy & Physiology (7th ed.), Elaine N. Marieb
Histology quizlet website:
http://quizlet.com/2621787/histology-lab-photo-quiz-flash-cards/
PowerPoint slide shows
Lab handouts
Internet materials, as appropriate
Current newspaper/ magazine articles, as appropriate
Anatomy & Physiology R. Marsteller 2012Page 9
Unit 2: The Cardiovascular System
Part 1: Blood
Unit Outcomes: Students will be able to describe salient features of blood chemistry, structure,
and clotting mechanisms.
Eligible Content and Related Standards:
A.
BIO.A.1.2.2
Describe relationships between structure and function at various levels of
biological organization.
State Standard(s): 3.1.B.A1, 3.1.B.A5, 3.1.B.A6
Assessment Anchor: BIO.A.1.2
B.
BIO.A.4.2.1 Explain how organisms maintain homeostasis
State Standard(s): 3.1.B.A8, 3.1.B.A5, 4.5.4.D, 4.2.4.C
Assessment Anchor: BIO.A.4.2
C.
Applicable Writing Standards
State Standards: 1.4.12.B, 1.4.12.C, 1.5.12.A, 1.5.12.B, 1.5.12.C, 1.5.12.D
D.
Applicable Math Standards
State Standards: 2.3.11.E, 2.6.11.A, 2.6.11.C, 2.6.11.E, 2.7.11.A, 2.7.11.E
Content and Instructional Strategies:
A. Components
B. Blood groups and typing
C. Clotting
D. Blood disorders
PowerPoint-based lecture, Group projects, Daily Journal, Text reading/questions
Remediation: Adapted Reading
Vocabulary Review (flash cards)
Re-teaching Activities (small-group, one-on-one instruction)
Enrichment: Lab Research
Graphic organizers
Interpreting data tables and graphs
Dissection as appropriate
Assessment Criteria: Text-based assessment questions
Oral questions and answers/ class discussions
Teacher created quizzes, tests, essays
Anatomy & Physiology R. Marsteller 2012Page 10
Resources and Materials: Text resources (print and digital):
Essential of Human Anatomy & Physiology (7th ed.), Elaine N. Marieb
Blood clotting animation:
http://www.footprints-science.co.uk/Bloodclotting.htm
PowerPoint slide shows
Lab handouts
Internet materials, as appropriate
Current newspaper/ magazine articles, as appropriate
Anatomy & Physiology R. Marsteller 2012Page 11
Unit 2: The Cardiovascular System
Part 2: The Heart
Unit Outcomes: Students will be able to explain the path of blood through the heart, give detailed
accounts of cardiac anatomy, and diagnose common cardiac pathologies.
Eligible Content and Related Standards:
A.
BIO.A.1.2.2
Describe relationships between structure and function at various levels of
biological organization.
State Standard(s): 3.1.B.A1, 3.1.B.A5, 3.1.B.A6
Assessment Anchor: BIO.A.1.2
B.
BIO.A.4.2.1 Explain how organisms maintain homeostasis
State Standard(s): 3.1.B.A8, 3.1.B.A5, 4.5.4.D, 4.2.4.C
Assessment Anchor: BIO.A.4.2
C.
Applicable Writing Standards
State Standards: 1.4.12.B, 1.4.12.C, 1.5.12.A, 1.5.12.B, 1.5.12.C, 1.5.12.D
D.
Applicable Math Standards
State Standards: 2.3.11.E, 2.6.11.A, 2.6.11.C, 2.6.11.E, 2.7.11.A, 2.7.11.E
Content and Instructional Strategies:
A. Anatomy
B. Physiology
C. Disorders
PowerPoint-based lecture, Group projects, Daily Journal, Text reading/questions
Remediation: Adapted Reading
Vocabulary Review (flash cards)
Re-teaching Activities (small-group, one-on-one instruction)
Enrichment: Lab Research
Graphic organizers
Interpreting data tables and graphs
Dissection as appropriate
Assessment Criteria: Text-based assessment questions
Oral questions and answers/ class discussions
Teacher created quizzes, tests, essays
Anatomy & Physiology R. Marsteller 2012Page 12
Resources and Materials: Text resources (print and digital):
Essential of Human Anatomy & Physiology (7th ed.), Elaine N. Marieb
Heart disorder website:
http://www.emedicinehealth.com/heart_rhythm_disorders/article_e
m.htm
PowerPoint slide shows
Lab handouts
Internet materials, as appropriate
Current newspaper/ magazine articles, as appropriate
Anatomy & Physiology R. Marsteller 2012Page 13
Unit 2: The Cardiovascular System
Part 3: Arteries and Veins
Unit Outcomes: Students will be able to correctly diagram the major arteries and veins of the
human body and diagnose common circulatory pathologies.
Eligible Content and Related Standards:
A.
BIO.A.1.2.2
Describe relationships between structure and function at various levels of
biological organization.
State Standard(s): 3.1.B.A1, 3.1.B.A5, 3.1.B.A6
Assessment Anchor: BIO.A.1.2
B.
BIO.A.4.2.1 Explain how organisms maintain homeostasis
State Standard(s): 3.1.B.A8, 3.1.B.A5, 4.5.4.D, 4.2.4.C
Assessment Anchor: BIO.A.4.2
C.
Applicable Writing Standards
State Standards: 1.4.12.B, 1.4.12.C, 1.5.12.A, 1.5.12.B, 1.5.12.C, 1.5.12.D
D.
Applicable Math Standards
State Standards: 2.3.11.E, 2.6.11.A, 2.6.11.C, 2.6.11.E, 2.7.11.A, 2.7.11.E
Content and Instructional Strategies:
A. Microscopic anatomy
B. Gross anatomy
C. Physiology of circulation
D. Blood pressure
PowerPoint-based lecture, Group projects, Daily Journal, Text reading/questions
Remediation: Adapted Reading
Vocabulary Review (flash cards)
Re-teaching Activities (small-group, one-on-one instruction)
Enrichment: Lab Research
Graphic organizers
Interpreting data tables and graphs
Dissection as appropriate
Assessment Criteria: Text-based assessment questions
Oral questions and answers/ class discussions
Teacher created quizzes, tests, essays
Anatomy & Physiology R. Marsteller 2012Page 14
Resources and Materials: Text resources (print and digital):
Essential of Human Anatomy & Physiology (7th ed.), Elaine N. Marieb
Ausculatory sounds website: http://www.easyauscultation.com
PowerPoint slide shows
Lab handouts
Internet materials, as appropriate
Current newspaper/ magazine articles, as appropriate
Anatomy & Physiology R. Marsteller 2012Page 15
Unit 3: Musculo-skeletal System
Part 1: Bones
Unit Outcomes: Students will be able to categorize bones according to their structure, identify all
human bones on diagrams and models, and describe the process of healing
fractures.
Eligible Content and Related Standards:
A.
BIO.A.1.2.2
Describe relationships between structure and function at various levels of
biological organization.
State Standard(s): 3.1.B.A1, 3.1.B.A5, 3.1.B.A6
Assessment Anchor: BIO.A.1.2
B.
BIO.A.4.2.1 Explain how organisms maintain homeostasis
State Standard(s): 3.1.B.A8, 3.1.B.A5, 4.5.4.D, 4.2.4.C
Assessment Anchor: BIO.A.4.2
C.
Applicable Writing Standards
State Standards: 1.4.12.B, 1.4.12.C, 1.5.12.A, 1.5.12.B, 1.5.12.C, 1.5.12.D
D.
Applicable Math Standards
State Standards: 2.3.11.E, 2.6.11.A, 2.6.11.C, 2.6.11.E, 2.7.11.A, 2.7.11.E
Content and Instructional Strategies:
A. Overview
1. Functions
2. Classification
3. Structure
B. Joints
1. Classification
C. Growth and repair
PowerPoint-based lecture, Group projects, Daily Journal, Text reading/questions
Remediation: Adapted Reading
Vocabulary Review (flash cards)
Re-teaching Activities (small-group, one-on-one instruction)
Enrichment: Lab Research
Graphic organizers
Interpreting data tables and graphs
Dissection as appropriate
Assessment Criteria: Text-based assessment questions
Oral questions and answers/ class discussions
Teacher created quizzes, tests, essays
Anatomy & Physiology R. Marsteller 2012Page 16
Resources and Materials: Text resources (print and digital):
Essential of Human Anatomy & Physiology (7th ed.), Elaine N. Marieb
Human bone game website: http://www.sporcle.com/games/g/bones
PowerPoint slide shows
Lab handouts
Internet materials, as appropriate
Current newspaper/ magazine articles, as appropriate
Anatomy & Physiology R. Marsteller 2012Page 17
Unit 3: Musculo-skeletal System
Part 2: Muscles
Unit Outcomes: Students will be able to identify all human muscles on diagrams and models,
describe the microscopic processes that cause muscle contraction, compare
various systems that provide energy for muscle contraction.
Eligible Content and Related Standards:
A.
BIO.A.1.2.2
Describe relationships between structure and function at various levels of
biological organization.
State Standard(s): 3.1.B.A1, 3.1.B.A5, 3.1.B.A6
Assessment Anchor: BIO.A.1.2
B.
BIO.A.4.2.1 Explain how organisms maintain homeostasis
State Standard(s): 3.1.B.A8, 3.1.B.A5, 4.5.4.D, 4.2.4.C
Assessment Anchor: BIO.A.4.2
C.
Applicable Writing Standards
State Standards: 1.4.12.B, 1.4.12.C, 1.5.12.A, 1.5.12.B, 1.5.12.C, 1.5.12.D
D.
Applicable Math Standards
State Standards: 2.3.11.E, 2.6.11.A, 2.6.11.C, 2.6.11.E, 2.7.11.A, 2.7.11.E
Content and Instructional Strategies:
A. Skeletal
1. Contraction
2. Movement, types, naming
3. Gross anatomy
4. Microscopic anatomy
B. Smooth
C. Cardiac
PowerPoint-based lecture, Group projects, Daily Journal, Text reading/questions
Remediation: Adapted Reading
Vocabulary Review (flash cards)
Re-teaching Activities (small-group, one-on-one instruction)
Enrichment: Lab Research
Graphic organizers
Interpreting data tables and graphs
Dissection as appropriate
Assessment Criteria: Text-based assessment questions
Oral questions and answers/ class discussions
Teacher created quizzes, tests, essays
Anatomy & Physiology R. Marsteller 2012Page 18
Resources and Materials: Text resources (print and digital):
Essential of Human Anatomy & Physiology (7th ed.), Elaine N. Marieb
Contraction animation:
http://www.brookscole.com/chemistry_d/templates/student_resourc
es/shared_resources/animations/muscles/muscles.html
PowerPoint slide shows
Lab handouts
Internet materials, as appropriate
Current newspaper/ magazine articles, as appropriate
Anatomy & Physiology R. Marsteller 2012Page 19
Unit 3: Musculo-skeletal System
Part 3: Comparative Anatomy
Unit Outcomes: Students will be able to compare human bones, muscles, and organs to those of
fetal pigs and cats.
Eligible Content and Related Standards:
A.
BIO.A.1.2.2
Describe relationships between structure and function at various levels of
biological organization.
State Standard(s): 3.1.B.A1, 3.1.B.A5, 3.1.B.A6
Assessment Anchor: BIO.A.1.2
B.
BIO.A.4.2.1 Explain how organisms maintain homeostasis
State Standard(s): 3.1.B.A8, 3.1.B.A5, 4.5.4.D, 4.2.4.C
Assessment Anchor: BIO.A.4.2
C.
Applicable Writing Standards
State Standards: 1.4.12.B, 1.4.12.C, 1.5.12.A, 1.5.12.B, 1.5.12.C, 1.5.12.D
D.
Applicable Math Standards
State Standards: 2.3.11.E, 2.6.11.A, 2.6.11.C, 2.6.11.E, 2.7.11.A, 2.7.11.E
Content and Instructional Strategies:
A. Dissection of preserved specimens
PowerPoint-based lecture, Group projects, Daily Journal, Text reading/questions
Remediation: Adapted Reading
Vocabulary Review (flash cards)
Re-teaching Activities (small-group, one-on-one instruction)
Enrichment: Lab Research
Graphic organizers
Interpreting data tables and graphs
Dissection as appropriate
Assessment Criteria: Text-based assessment questions
Oral questions and answers/ class discussions
Teacher created quizzes, tests, essays
Resources and Materials: Text resources (print):
Ward’s Biological Supply dissection guides
PowerPoint slide shows
Lab handouts
Internet materials, as appropriate
Current newspaper/ magazine articles, as appropriate
Anatomy & Physiology R. Marsteller 2012Page 20
Unit 4: The Nervous System
Part 1: Nerves
Unit Outcomes: Students will be able to identify the structural and functional elements involved in
conducting neurological impulses
.
Eligible Content and Related Standards:
A.
BIO.A.1.2.2
Describe relationships between structure and function at various levels of
biological organization.
State Standard(s): 3.1.B.A1, 3.1.B.A5, 3.1.B.A6
Assessment Anchor: BIO.A.1.2
B.
BIO.A.4.2.1 Explain how organisms maintain homeostasis
State Standard(s): 3.1.B.A8, 3.1.B.A5, 4.5.4.D, 4.2.4.C
Assessment Anchor: BIO.A.4.2
C.
Applicable Writing Standards
State Standards: 1.4.12.B, 1.4.12.C, 1.5.12.A, 1.5.12.B, 1.5.12.C, 1.5.12.D
D.
Applicable Math Standards
State Standards: 2.3.11.E, 2.6.11.A, 2.6.11.C, 2.6.11.E, 2.7.11.A, 2.7.11.E
Content and Instructional Strategies:
A. Organization
B. Tissue structure and function
C. Peripheral
1. Cranial
2. Spinal
3. Autonomic
a. Sympathetic
b. Parasympathetic
PowerPoint-based lecture, Group projects, Daily Journal, Text reading/questions
Remediation: Adapted Reading
Vocabulary Review (flash cards)
Re-teaching Activities (small-group, one-on-one instruction)
Enrichment: Lab Research
Graphic organizers
Interpreting data tables and graphs
Dissection as appropriate
Assessment Criteria: Text-based assessment questions
Oral questions and answers/ class discussions
Teacher created quizzes, tests, essays
Anatomy & Physiology R. Marsteller 2012Page 21
Resources and Materials: Text resources (print and digital):
Essential of Human Anatomy & Physiology (7th ed.), Elaine N. Marieb
Nervous system quizlet:
http://quizlet.com/7087580/nervous-system-microscopic-anatomyflash-cards/
PowerPoint slide shows
Lab handouts
Internet materials, as appropriate
Current newspaper/ magazine articles, as appropriate
Anatomy & Physiology R. Marsteller 2012Page 22
Unit 4: The Nervous System
Part 2: The Brain
Unit Outcomes: Students will be able to identify regions of the brain and their corresponding
function(s); students will further be able to differentiate between “brain” and
“mind,” and discuss current theories of emergent properties of human behavior.
Eligible Content and Related Standards:
A.
BIO.A.1.2.2
Describe relationships between structure and function at various levels of
biological organization.
State Standard(s): 3.1.B.A1, 3.1.B.A5, 3.1.B.A6
Assessment Anchor: BIO.A.1.2
B.
BIO.A.4.2.1 Explain how organisms maintain homeostasis
State Standard(s): 3.1.B.A8, 3.1.B.A5, 4.5.4.D, 4.2.4.C
Assessment Anchor: BIO.A.4.2
C.
Applicable Writing Standards
State Standards: 1.4.12.B, 1.4.12.C, 1.5.12.A, 1.5.12.B, 1.5.12.C, 1.5.12.D
D.
Applicable Math Standards
State Standards: 2.3.11.E, 2.6.11.A, 2.6.11.C, 2.6.11.E, 2.7.11.A, 2.7.11.E
Content and Instructional Strategies:
A. Central nervous system
1. Brain anatomy
2. Spinal cord
PowerPoint-based lecture, Group projects, Daily Journal, Text reading/questions
Remediation: Adapted Reading
Vocabulary Review (flash cards)
Re-teaching Activities (small-group, one-on-one instruction)
Enrichment: Lab Research
Graphic organizers
Interpreting data tables and graphs
Dissection as appropriate
Assessment Criteria: Text-based assessment questions
Oral questions and answers/ class discussions
Teacher created quizzes, tests, essays
Anatomy & Physiology R. Marsteller 2012Page 23
A. Resources and Materials: Text resources (print and
digital):
Essential of Human Anatomy & Physiology (7th ed.), Elaine N. Marieb
Connectivity web article:
http://news.sciencemag.org/sciencenow/2011/12/connected-brainregions-grow-up-.html
PowerPoint slide shows
Lab handouts
Internet materials, as appropriate
Current newspaper/ magazine articles, as appropriate
Anatomy & Physiology R. Marsteller 2012Page 24