Connecticut
Technical High School System
Anatomy and Physiology
Powered
2011 - 2012
Power Standards
a. The Power Standards have been outlined in BOLD text. These are the
understandings and skills that all students must become proficient in
upon exiting the course.
b. We must instruct and assess the entire curriculum not just the identified
power standards. These other “nice to know” standards are still
important in the understanding of the curriculum.
c. Power Standards will be assessed:
i. Through Trimester Benchmark Assessments
ii. Through School-based benchmark assessment which lead to the
Trimester Benchmark Assessment
iii. Multiple times; students will have multiple attempts to
demonstrate proficiency in each of the identified Power Standards
THE LANGUAGE OF ANATOMY AND HOMEOSTASIS: Levels of Organization
Goal 1. The students will define the characteristics and needs common to all living things,
and the manner in which the human body is organized to accomplish life processes.
Big Idea (s)
 The human body is organized to accomplish life processes.
 Organs are composed of specific tissues with specific functions
Essential Question(s):
1. How is the human body organized?
2. How does the body maintain balance of each system?
Learning Outcomes
Students will:
As evidenced by:
Explain the relationship between anatomy and
AH-1 Define anatomy and
physiology.
physiology and explain their
relationship
AH-2 Describe various levels of
structural organization within the
human body, and explain how
they are related
List several organizational levels in the human body
and describe the ways in which they are related.
AH-3 Define and identify the
importance of homeostasis to
health and describe an
example of a homeostatic
mechanism
Define and give and example of homeostasis.
AH-4 Use proper anatomical
terminology to describe
directional terms, body
regions, planes of reference
and body cavities
Define and identify the terms used for body
regions, planes, and cavities.
Demonstrate the different directional terms.
AH-5 Identify correct organ
systems for each organ using a
human torso model or diagrams
List organs included within each organ system and
locate the organs in a dissectible torso.
AH-6 Identify major body
cavities and the organs
List the organs included in each major body cavity.
Locate and identify the body cavities on a model or
diagram.
LEVELS OF ORGANIZATION - Tissues
Goal 2: Explain how the specific tissue contributes to the function of an organ.
Big Idea (s)
 Each type of tissue is composed of similar cells specialized to carry on a particular
function.
Essential Question (s):
How do specific tissues contribute to organ function?
Learning Outcomes
Students will:
As evidenced by:
T 1: Identify the four primary
tissue families of the body
(epithelial, connective, muscular,
nervous) and their chief
subcategories.
List the four major tissue types found in
the human body. Give examples of the
specific tissues found in each category.
T 2: Explain how the four major
tissue types differ structurally and
functionally.
Compare and contrast the structure and
function of the four major tissue types.
T 3: Discuss the process of tissue
repair and the inflammatory response
List the steps required to repair an injured
tissue, including the body’s immune
system’s involvement.
T 4: 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
nervous: neuron, neuroglia
muscular: smooth, skeletal,
cardiac
Draw and label diagrams of the tissue cells
seen under a microscope.
Describe the general characteristics of each
kind of tissue.
T 5: State the location of the
tissue types in the body
List at least two body locations for each
tissue type
SUPPORT AND MOVEMENT-Skin and Body Membranes
Goal 3: Describe how the body controls interactions between internal and external
environments
Big Idea (s)
 The skin and body membranes are essential in maintaining homeostasis.
Essential Question (s):
1. How does the skin help regulate the body?
Learning Outcomes
Students will:
As evidenced by:
S 1:List the general functions of
each membrane type-cutaneous,
mucous, serous, and synovial-and
give its location in the body
Name and describe the functions of each
type of membrane. Locate or label the
membranes on a model or diagram.
S 2: Compare the structure (tissue
makeup)of the major membrane types
Compare and contrast the tissues that are
found in each type of membrane
S 3: Summarize the functions of
the skin and explain how these
functions are accomplished
Compile a list of the functions of the skin
and describe how each is accomplished.
S 4: Describe the structure and
function of the dermis and epidermal
layers
Distinguish among the epidermis, dermis, and
the subcutaneous layers of the skin on a
diagram and discuss the function of each.
S 5: Name the factors that determine
skin color, and describe the function
of melanin.
Describe how cells produce pigment.
S 6: Name the glands of the skin,
their function, and describe the
secretions they produce (sebaceous,
sweat, apocrine, eccrine)
S 7: Describe the accessory organs
of the skin and their function (nails,
hair)
S 8: Identify some health disorders
of the integumentary system and
their causes such as skin cancer,
burns, acne, color changes
Compare and contrast the function and
secretions of the skin glands.
Identify the skin’s accessory organs on a
diagram and their function.
Research some skin disorders and report on
the known facts, causes, and treatments.
S 10: Identify the layers of the skin,
hair follicles and glands in a
prepared slide and diagram
Identify the layers of the skin, hair follicles
and glands in a prepared slide and diagram
SUPPORT AND MOVEMENT – Muscular System
Goal 4: Muscles are essential for movement and posture.
Big Idea (s):
 Muscle types are different in structure and function.
 Muscular actions provide motion, propel body fluids and food, generate the heartbeat,
and distribute heat.
Essential Question (s):
1. How are muscles responsible for motion?
Learning Outcomes
Students will:
M 1: 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
M 2: Describe the gross and
microscopic anatomy of skeletal
muscle and muscle fiber
M 3: Describe how an action
potential is initiated in a muscle
cell and the events of muscle
cell contraction
M 4: Describe graded response,
tetanus, isotonic and isometric
contractions, and muscle tone as
these terms apply to a skeletal
muscle
M 5: Identify some human
superficial muscles including
their name, origin, insertion ,
antagonist muscle group, and
primary action
M 6: List and describe some
problems/diseases of the
muscular system such as cerebral
palsy, muscular dystrophy, and
the use of anabolic steroids
M 7: Identify and describe each
type of muscle tissue
microscopically
As evidenced by:

Compare and contrast the three types of
muscle tissue, including their locations in the
body

Draw and label a diagram of skeletal muscle and
muscle fiber.

Trace the events of muscle cell contraction
beginning with initiation of the action potential.

Compare and contrast graded response, tetanus,
isotonic and isometric contractions, and muscle
tone.

Identify muscles on a diagram or model.

Research muscular disorders and diseases,
including causes, effects, and treatments.

Draw, label, and identify the three types of
muscle tissue.
M 9: Distinguish between the
origin and insertion of a muscle
M 10: Describe the general
actions of prime movers,
synergists, and antagonists


Define and label origin and insertion points of a
muscle.
Compare and contrast the actions of prime
movers, synergists, and antagonists
SUPPORT AND MOVEMENT: Skeletal System
Goal 5: Describe how the skeleton is arranged to facilitate support and movement of the
body as well as protection of vital organs.
Big Idea (s)
 Bones are alive and multifunctional.
 The skeleton supports and protects the body’s organs.
 The skeleton is essential for movement.
Essential Question (s):
1. How is the skeleton involved in support and movement of the body?
Learning Outcomes
Students will:
As evidenced by:
SK 1: List and explain the
function of the skeletal
system
SK 2: Differentiate between
the basic structure of compact
and cancellous bone
SK 3: Identify microscopic
bone structures including
Haversian systems,
osteocytes, osteoclasts,
osteoblasts, bone matrix,
periosteum
SK 4: Explain the process of
bone formation, growth and
repair
SK 5: Locate and name the
major bones of the human
skeleton, distinguishing
between bones which make up
the appendicular and axial
skeleton.
SK 6: Describe some
disorders and diseases
affecting the skeletal system
such as osteomalacia, rickets,
osteoarthritis,
rheumatoid arthritis,
compound/simple fractures,
bursitis, osteoporosis
SK 7: Distinguish by
examination the different
types of vertebrae

List the three functions of the skeletal
system.

Compare and contrast the structure of compact
and cancellous bone

Label the major parts of bone structures on a
diagram

Describe the processes of bone formation,
growth, and repair

Identify and name bones on a diagram or
skeleton, differentiating between the
appendicular and axial skeletons.

Research skeletal disorders and diseases,
including causes, effects, and treatments.

Identify the vertebrae type by observation of its
structure.
SK 8: Identify bones and their
major processes from an
assembled and disarticulated
skeleton

Identify individual bones on a diagram or
skeleton
SUPPORT AND MOVEMENT-Articulations
Goal 6 : Describe the characteristics of the three major types of joints and their possible
movements.
Big Idea (s):
 Joints enable to body to move.
Essential Question (s):
1. What motions are possible at each type of joint?
Learning Outcomes
Students will:
As evidenced by:
J 1: Describe and locate the
different types of joints
including synovial, fibrous,
and cartilaginous, and
compare the amount of
movement allowed by each
J 2: Distinguish between the
following movements:
flexion/extension,
rotation/circumduction,
abduction/adduction, and
supination/pronation
J 3: compare major categories of
joints as to their structure and
mobility

Describe the characteristics of the three
major types of joints.

Compare and contrast the movements
allowed by each joint type

Demonstrate and name the different types
of movements.

Compare and contrast the structure and
mobility of the three types of joints
REGULATION AND INTEGRATION – Nervous System
Goal 7:
Analyze how the nervous system coordinates and integrates the functions of other body
systems to maintain homeostasis.
Big Idea (s):
The neuron is the basic cell of the nervous system.
The nervous system collects and responds to stimuli received from inside and outside
the body.
Essential Question (s):
1. How does the body receive information from the environment?
2. How is sensory information sent and received within the body?
Learning Outcomes
Students will:
N 1: Name and describe the
functions of the two major
divisions of the nervous system
N 2: Describe the structure of
neurons and the function of
their components
N 3: Explain how a nerve
impulse is conducted along a
neuron as well as from one
neuron to another (resting
potential, action potential,
synaptic transmission)
N 4: List the parts of a reflex arc
and describe its function
N 5: Discuss the meningeal
layers of the central nervous
system
N 6: Name the major parts of
the brain and spinal cord and
state the function of each
N 7: Discuss the formation of
cerebrospinal fluid and its
circulation
N 8: Contrast the structure
and function of the autonomic
and somatic nervous system
N 9: Distinguish between
sympathetic and parasympathetic
divisions of the autonomic
system
As evidenced by:

Define central nervous system and peripheral
nervous system, and list the functions of each.

Illustrate a neuron from a slide, labeling its
parts and describing the function of each.

Describe the events that lead to the generation of
a nerve impulse and its conduction from one
neuron to another.

Define reflex arc, and list its elements.

Name the three meinigeal layers, and state their
functions

Identify the major brain and spinal cord parts
on a diagram and describe their functions.

Discuss the formation and circulation of CSF.

Compare and contrast the autonomic and
somatic nervous systems.

Compare and contrast the sympathetic and
parasympathetic autonomic system divisions.
N 10: Identify disorders of the
nervous system and their causes
such as Parkinson’s disease,
multiple sclerosis, tetanus,
Alzheimer’s, strokes,
poliomyelitis
N 11: Distinguish between
neurons and neuroglial cells on
prepared slides
N 13: Demonstrate several
reflex actions

Research nervous system disorders and diseases,
including causes, effects, and treatments.

Draw and label neurons and neuroglial cells.

Show reflex actions by demonstration of
movements.
REGULATION AND INTEGRATION – Somatic and Special Senses
Goal 8: Analyze how the senses allow the body to detect and respond to changes
in the environment
Big Idea (s)
 Sensory receptors detect changes in the environment and trigger nerve impulses.
 Nerve impulses are processed, interpreted, and acted upon by the central nervous
system
Essential Question(s):
1. How is sensory information collected and used by the body?
Learning Outcomes
Students will:
As evidenced by:
SS 1: Distinguish between
 Compare and contrast somatic and special
somatic senses and special
senses
senses
SS 2: Name the five kinds of
 List the five types of receptors and their
receptors and explain their
functions.
functions
SS 3: Explain the relationship
 Describe the location, structure and function
between the senses of smell and
of the olfactory and taste receptors
taste and the mechanism for
each
SS 6: Identify the major ear
 Label a diagram of the ear
structures.
SS 7: Trace the pathway of
 Describe how you are able to hear a sound.
sound vibrations from the
tympanic membrane to the
hearing receptors
SS 8: Identify the major eye
 Label a diagram of the eye.
structures
SS 9: List the structures
 Trace the pathway of light through the eye
through which light passes as
to the retina.
it travels from the cornea to
the retina
REGULATION AND INTEGRATION – Endocrine System
Goal 9: Learn how the body maintains its internal environment.
Big Idea (s)
The endocrine system controls and regulates metabolic processes
Essential Question (s):
1. How is the endocrine system used as a communication system?
Learning Outcomes
Students will:
As evidenced by:
E 1: Name and locate the major
endocrine glands and tissues of the
body from a model or diagram
E 2: Differentiate between the effects
of steroid and non-steroid hormones on
target cells
E 3: List hormones produced by the
endocrine glands and the
physiological effects of each
E 4: Describe how the hypothalamus
regulates hormone secretion from the
pituitary gland
E 5: Describe pathological
consequences of hypersecretion and
hyposecretion of various hormones
E 6: Describe and give an example
of a negative feedback mechanism in
hormonal production and control
Optional: examine glandular tissue under a
microscope

Identify the major endocrine glands
and tissues on a model or diagram.

Compare and contrast the effects of
steroid and non-steroid hormones on
target cells.
List the name and function of the
hormones produced by each
endocrine gland.
Describe the hypothalamus’s
regulation of the pituitary gland



Explain the results of either hyper- or
hyposecretion of certain hormones.

Explain the concept of negative
feedback using an example
TRANSPORT - Blood
Goal 10: Describe how blood functions in oxygen transportation, fighting infection, and
coagulation.
Big Idea (s)
 Blood is one of the body’s main transport systems.
Essential Question (s):
1. What are the different roles of blood in the body?
Learning Outcomes
Students will:
As evidenced by:
B 1: List the functions of blood
B 2: Describe the structure, function
and life cycle of erythrocytes
B 3: Identify the various types of
leukocytes and the role each plays in
the body
B 4: Describe the components of
plasma and give their functions
B 5: Describe the major events of
hemostasis
B 6: Explain the basis of ABO and
Rh incompatibilities
B 7: Identify various disorders of the
blood such as anemia, leukemia,
hemophilia, polycythemia
B 8: Examine blood cells, identifying
erythrocytes and the five types of
leukocytes
B 9: Perform a differential white
blood cell count and give examples of
disorders that produce abnormal
blood test values







List the functions of blood.
Describe the structure and function of
red blood cells (erythrocytes)
Draw and label the five types of
leukocytes and describe their functions
List the components of plasma.
Assess the events leading to hemostasis
and deduce the importance of each.
Describe the ABO and Rh blood
groups and explain the basis for a
transfusion reaction.
Research blood disorders and diseases,
including causes, effects, and
treatments.

Identify and label blood cells seen on a
microscope slide

Perform a white blood cell differential
and deduce the probable diagnosis based
on the results.
TRANSPORT – Cardiovascular System
Goal 11: Understand the role of the components of the cardiovascular system in the body.
Big Idea (s)
The cardiovascular system powers and transports oxygen, nutrients, and wastes to and
from cells.
Essential Question (s):
1. What is the heart’s role in the cardiovascular system?
2. What are the functions of arteries, veins, and capillaries?
3. How does the cardiovascular system maintain health?
Learning Outcomes
Students will:
CS 1: Describe the structure and
function of the heart
CS 2: Describe the flow of blood
through the heart, naming each
chamber, valve, and vessel
through which the blood passes
CS 3: Explain the structure and
function of the conduction system
of the heart
CS 4: Distinguish between
systemic, cardiac, and pulmonary
circulation
CS 5: Describe the intrinsic and
extrinsic regulation of the heart
CS 6: Distinguish between an
artery, vein, and capillary based
on structure, location, and
function
CS 7: Describe the exchange of
material across the capillary
membrane
CS 8: Explain the mechanisms of
return of venous blood to the heart
CS 9: Describe how blood
pressure is created, monitored, and
controlled
As evidenced by:


Label a diagram of the heart and
determine the function of each part.
Trace the flow of blood through the
heart.

Describe the electrical conduction system
of the heart.

Trace the flow of blood through the
systemic, cardiac, and pulmonary
circulations
Discuss the cardiac cycle and how it is
controlled.
compare and contrast arteries, veins,
and capillaries including their structure,
location, and functions





describe how materials are exchanged
between the blood and body cells.
Summarize the mechanisms that aid in
returning venous blood to the heart.
Explain how blood pressure is produced
and controlled.
PROTECTION – Lymphatic System
Goal 12: Describe both the transportation and immunity functions of the lymphatic system..
Big Idea (s)
 The lymphatic system maintains fluid balance in the tissues of the body.
 The lymphatic system plays a major defense role against pathogens.
Essential Question (s):
1. How does the lymphatic system protect the body against infection?
2. What is the function of the lymph nodes in the body?
Learning Outcomes
Students will:
As evidenced by:
LS 1: Describe the structure
and principal functions of
the lymph system
LS 2: Describe how lymph is
formed and transported
LS 3: Name three lymphatic
organs and explain the
functions of each
LS 4: Locate and identify
the major lymphatic
pathways
LS 5: Describe the structure
of a lymph node
LS 6: Identify the major
microscopic structures of a
lymph node, thymus, and
spleen


Describe the basic structure and functions of
the lymphatic system
Trace the pathway of lymph, beginning with its
formation

Identify three lymphatic organs and describe
their function

Label the major lymphatic pathways on a
diagram

Draw and label the structure of a lymph node.

Label the major structures of a lymph node,
thymus, and spleen on a diagram
PROTECTION – Immune System
Goal 13: Describe how the immune system defends the body against pathogens.
Big Idea (s):
 The immune system has both specific and non-specific lines of defense.
Essential Question (s):
1. How does the immune system work with the lymphatic system to protect against
infection?
Learning Outcomes
Students will:
As evidenced by:
IM 1: Distinguish between
innate (non-specific) and
adaptive (specific) defenses and
provide examples of each
IM 2: Differentiate between
antibody and antigen
IM 3: Compare the functions
of the B- and T-cell
lymphocytes
IM 4: Discuss the relationship
between the HIV virus and the
immune system disease, AIDS

Compare and contrast non-specific and
specific defenses using examples of each

Differentiate between antibody and
antigen definition, function, and action

Distinguish between B- and T-cell
functions.

Evaluate the relationship between the HIV
virus and AIDS
WASTE REMOVAL – Urinary System
Goal 14: Analyze the general functions of the organs in the urinary system.
Big Idea (s):
The urinary system is a selective filter.
Essential Question (s):
1. What is the role of the urinary system in maintaining the body’s chemical
balance?
Learning Outcomes
Students will:
US 1: List the organs of the
urinary system and state a
function of each
US 2: Describe the structure and
location of the nephron within the
kidney and explain the functions
of its parts
US 3: Trace the path of blood
through the renal blood vessels
US 4: Explain the production and
composition of glomerular filtrate
US 5: Identify principal factors that
influence filtration pressure and
explain how they affect the rate of
filtration
US 6: Trace the path of filtrate
through a renal tubule
US 7: Explain tubular reabsorption
and secretion and how they affect
the composition of urine
US 8: Explain the regulation of
urine concentration and volume
dealing with hormonal, neural, and
chemical controls
US 9: Describe the micturition
reflex
US 10: Discuss disorders such as
renal failure, dialysis, kidney stones,
and cystitis
US 11: Describe the location of
the kidneys
US 12: Locate and identify the
gross anatomical features of a
kidney using a model or diagram
As evidenced by:

Relate the urinary system organs to their
functions

Draw and label a nephron and explain the
function of each part

Trace blood flow through the kidney

Illustrate the production of glomerular filtrate
and describe its composition

Summarize factors effecting filtration
pressure and their specific effects.

Trace filtrate movement through a renal
tubule

Infer how tubular reabsorption and secretion
affect urine composition

Create a table relating urine concentration
and volume with hormonal, neural, and
chemical controls

Summarize the micturition reflex

Research and report on renal disorders and
diseases

Diagram the location of the kidneys in the
body

Label the parts of a kidney on a model or
diagram
US 14: Conduct urinalysis tests and
use them to determine the substances
present in a urine specimen

Perform a urinalysis and evaluate the results