Palm Springs Unified School District
High School Course Description Template
Please read: Sections 1, 2 and 4 below must be completed and submitted to the Director of
Secondary Curriculum and Instruction for all courses seeking Palm Springs Unified School
District Cabinet and Board approval. Sections 3 and 5 must also be completed if the course
will be submitted to the University of California (UC) for placement on your school’s a-g list.
For yes/no or check box questions, mark the appropriate blank with an X.
District Office Use Only
Transcript Title(s)/Abbreviation:
Biology Adv Anatomy
Transcript Course Code(s)/Number(s):
Cabinet/ June 12, 2012 (Previous version)
BOE Approval Date: August 27, 2013 (Updated version)
3059
Section 1: Course Content
1. Course Title:
Advanced Biology: Human Anatomy
May 20, 2013
Date this course was first submitted to the Curriculum Steering Committee:
Note: All courses submitted to the Curriculum Steering Committee will be evaluated for Cabinet and Board approval following the
established guidelines and timelines. Incomplete or missing information will delay the approval process.
2. Is this a re-write of an existing course?
No
If “Yes,” what is the Zangle Course Code:
3. CALPADS Code :
X
Yes
3059
2604 Advanced Biology
4. PSUSD graduation requirement subject area:
Biological Science
Note: Choose one from the following list- English I, II, III, or IV; Algebra; Math; World History; U.S. History; Civics; Economics;
Foreign Language; Fine Art; Physical Education; Health; General Elective; Biological Science; Physical Science.
ALSO: All courses in the subject area listed above must be taught by teachers who hold the appropriate and valid single subject
or designated subject teaching credential and/or are approved by the Human Resources Department to teach the course.
5. Unit Value for
complete course:
6. Grade Level:
2.5 PSUSD credits (one
quarter)
5 PSUSD credits (half
year/one semester)
9
X
10
X
10 PSUSD credits (one
year/two semesters)
X
Other (indicate value)
11
X
12
Note: Grade level pertains to which grades the course has been designed.
Note: For UC, 9th grade cannot be selected for Advanced Visual/Performing Arts courses. 9 th and 10th grades cannot be
selected for honors courses.
7. PSUSD Department:
Science
Note: Choose one from the following list- English; Mathematics; Social Science; Science; Visual and Performing Arts; Vocational
and Applied Technology; Foreign Language; Physical Education; Special Education; or Non-Departmental.
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8. PSUSD weighted GPA?
X
No
Yes
9. Is this an “online” learning course?
X
No
Yes
If “Yes,” list the online provider:
Note: If “Yes,” an additional course code will be created by ETIS with a virtual designation.
10. Will this course be offered only through the Alternative
Education Program?
X
No
11. Is this course an NCLB core subject course?
If “Yes,” list the NCLB subject area:
Yes
No
X
Yes
Science- Biology
Note: Choose one from the following list: Arts; Biology; Chemistry; Civics and Government; Economics; English; Foreign
Language- French, German, Latin, Spanish, other; Geography; Geoscience; History; Math; Physics; Reading/Language Arts;
Science.
12. Career Pathway Relationship
Note: Refer to the list of Industries and their associated Pathways in Section 5, Item #38
Is this course an Industry and Career Pathway-related Course?
No
X
Yes
If “Yes,” which Industry? Health Science and Medical Technology
Which Pathway? Diagnostic Services and Therapeutic Services
What sequence level?
Intermediate Concentration
Note: Must be one of the following: 16-Beginning Literacy; 17-Beginning; 18-Intermediate; 19-Advanced (Capstone)
13. Is this course an Academy-related Course?
If “Yes,” which Academy?
No
X
Yes
PALM & HEAL
14. California Content Standards Taught in This Course:
Biology: 1a,b,c,d,h; 2a,b; 9 a- i; 10 a - f
Chemistry: 2a, 3a, 6a-d; 5a-d; 6a-d; 10a
15. California Standards Test Relationship - Name of the CST taken at the end of this course:
Biology -End of Course Test
16. Course Outline:
The Human Body- Overview
Levels of organization, anatomical terminology and direction
Students are able to define each of the levels of structural organization that make up the
human body: chemical, cellular, tissue, organ, system, and organismic.
Students can identify the principal systems of the human body, list representative organs
of each system, and describe the functions of each system. Students can give examples
of how each system supports and depends on the others. Compare common and
anatomical terms used to describe various regions of the human body.
Identify the location of an organ can be described by using both regional and quadrant
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grids
Chemistry and Biochemistry
Compounds & molecules, chemical reactions, equations, biological macromolecules,
enzymes and rates
Distinguish between nonpolar and polar substances. Identify macromolecules and their
subunits and where they are important in cells and in the body. Distinguish between
hydrolysis and dehydration synthesis. Discuss the role of glycogen in the body.
Distinguish among saturated, monounsaturated, and polyunsaturated fats.
List and discuss the functional protein groups in the body.
Describe the general operation of enzymes in terms of catalysis and the conditions
needed to execute essential chemical reactions of metabolism.
Distinguish between the two general types of nucleic acids and their role in heredity and
protein production. Discuss the structure and function of ATP.
Describe the connection between the chemical level of organization and cellular
components.
Cells
The cell as the basic unit of life, parts of the cell, movement of substances across the cell and
membranes, cell division, cell types, and differentiation
Explain the mechanisms and factors involved in the selective movement of materials
across the cell membrane. Distinguish between passive and active transport, including
direction of particle movement and energy requirements. Detail the facilitated diffusion
characteristics and process where transporter proteins move glucose molecules along
their concentration gradients. Relate membrane process at the cellular level to those at
the organ level. Describe the basic structural features and functions of organelles. DNA
acts by coding for structural and functional (enzyme) proteins, and those proteins form all
the structures and perform almost all the metabolic reactions to generate and maintain an
organism. Describe the steps of transcription and nucleotides of the DNA sequence that
are used to synthesize complementary sequences of RNA nucleotides of three types.
Define cell division. Distinguish between somatic and reproductive cell division. Define the
relation of the cellular level to the major structures of tissues that endow tissues with
distinct properties.
Homeostasis
Each system contributes and relates to homeostasis, feedback mechanisms, disruptions to
homeostasis- homeostasis is a major theme and will be emphasized throughout explorations of
each body system and differentiation
Define homeostasis in terms of a limited range of internal conditions in which cells can
operate. Distinguish between intracellular and extracellular fluids and describe the
components of extracellular fluid. Explain the effects of disruptions of body functioning on
homeostasis. Define the major components of a feedback system and explain their role in
homeostasis of a few controlled conditions. Illustrate how the components of the negative
feedback system correspond to body structures.
The Skin (Integumentary System)
Structure & function of the skin
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Label structures of the skin, including the dermis, epidermis, hair follicles, and sebaceous
and sweat glands. Explain the various roles of the integumentary system and relate the
structure of the different tissues to their specific function. Match the names of common
skin diseases, injuries, and disorders with the appropriate descriptions.
The Skeletal System
Overview, function, common diseases
Classify the principal types of bones on the basis of shape and location. Identify the
various markings on the surface of bones and the functions of each. Mention the basic
functions of the skull in terms of protection, muscle attachment, and association with organ
and sensory systems. Illustrate the locations and state the principle functions of the
fontanels as they change with age. Define the terms associated with the axial skeleton.
Identify the bones that make up the appendicular skeleton. Define a joint (articulation) and
identify the factors that determine the types and degree (range) of movement at a joint.
Explain how the anatomy and movement of a joint can be used to classify joints. Apply the
two criteria for the structural classification of joints. Explain how the translation of the
terms used for functional classification of joints is related to the range of movement.
Describe selected joints of the body with respect to the bones that enter into their
formation, structural classification, and anatomical components. Identify common diseases
and their causes.
The Muscular System
Characteristics, functions, structure, and common diseases
Describe the primary function of muscle. Explain how the molecular components of thick
and thin filaments fit together to form their respective interactive units. Describe the major
structural and functional differences among the three types of muscle tissue. Examine
how various types of exercise can induce changes in the fibers in skeletal muscle. Define
the terms origin and insertion. Define a lever and fulcrum and compare the three classes
of levers on the basis of placement of the fulcrum, effort, and resistance, with respect to
examples of muscle systems on the body. Define the criteria employed in naming skeletal
muscles. Identify the principal skeletal muscles in different regions of the body by name,
origin, insertion, and action. Identify common diseases and their causes.
The Nervous System and Senses
Functions, organization, common diseases, the nerve impulse, general senses- touch,
pressure, temperature, & pain, chemical senses- taste, smell, vision, hearing
Draw the structural features of a neuron and list the important functions that within them.
Connect the propagation of action potentials across individual neurons to the coordination
of and communication throughout the body. Differentiate the central and peripheral
nervous systems, as well as somatic vs. autonomic control and sympathetic and
parasympathetic responses. Define a reflex arc and give examples. Label regions of the
brain and indicate their major functions. Identify the different sensory receptors and
account for their relative distribution. Explain how sight, hearing, taste, and smell are
made possible through specialized sense organs and can describe the structures and
functioning of these organs. Investigate how the brain processes information from the
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senses. Identify common diseases and their causes.
The Cardiovascular System
Structure, function, & common diseases
Describe the features of the hearts’ four chambers and the blood flow to and from each
chamber. Explain the functional and structural differences between the right and left sides
of the heart. Explain the basic function of the heart valves. Explain the structural and
functional features of the conduction system of the heart. Demonstrate how the various
components of the ECG correlate to the events occurring within the chambers of the heart.
Analyze what happens when one ventricle is weakened and cannot pump the same
amount of blood during each stroke compared with the other ventricle. Predict the effects
of age, gender, level of fitness, body temperature, and nutrient supply on heart rate.
Explain the benefits of regular exercise on the heart. Examine the various medical options
which can be used to treat the failing heart. Identify common diseases and their causes.
The Digestive System and Body Metabolism
Function, general structure, & common diseases
Define digestion and absorption and identify the system that provides these functions.
Identify the organs of the gastrointestinal tract and the accessory organs of digestion and
their general functions in digestion and absorption of food molecules for use by body cells.
List and define the six primary processes of digestion performed by the gastrointestinal
tract. Discuss the chemical digestion of carbohydrates in the small intestine. Describe the
mechanical movements that occur in the large intestine. Define medical terminology
associated with the digestive system. Identify common diseases and their causes.
The Reproductive System
Function, structure, & common diseases
Define reproduction in terms of continuity of the population and cell division, and then
generally classify the organs of reproduction by function. Describe the different types and
numbers of chromosomes that exist in somatic and sex cells (gametes) and the changes
that occur as one evolves into other during meiosis. List the major components of the male
reproductive system and their general functions. List the major components of the female
reproductive system and their general functions. State the general purpose of the uterine
and ovarian cycles. Differentiate between embryological development and fetal
development. Discuss the development of the fetus. Compare the sources and functions
of the hormones secreted during pregnancy. Identify common diseases and their causes.
17. Key Assignments:
Paper and Class Presentation- One per Semester. At the instructor’s discretion these may be
individual or group projects. For this presentation instructors have a choice of possibilities:
 A report on a disease or illness of a body system being studied that combines multiple
reference sources.
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



A report on a structure or process in a body system that goes into far greater detail and
depth than the class does.
A “science fair” type investigation of a topic related to class content or as an extension of a
lab done in class.
An analysis of a medical case study.
A report that compares different theories for the cause of a disease or disorder, or
compares different treatments.
Labs Cells and tissues microscope lab, macromolecules model building, macromolecule
identification, semi-permeable membrane lab, enzymes and digestion lab, muscle fatigue lab,
special senses lab, skeletal articulation lab, effect of exercise on heart rate.
Dissections Students will demonstrate proper techniques with appropriate dissection
instruments to examine the muscles and major body systems in relation to the human.
Specimens may include cats, fetal pigs, rats, other small mammals, sheep brains, sheep eyes,
and cow hearts.
Final Exam This final will include questions from all of the units of instruction.
Advanced Biology-Human Anatomy - Criteria for earning “Honors by Demonstration:”
1. For Honors designation there is one paper and class presentation (see above) per unit
instead of one per semester. There are a minimum of 6. The 6 may include the Year-end
oral presentation on a health topic as it specifically affects a body system or systems as
outlined in the COD Articulation Agreement.
2. A comprehensive written final exam including 2 written critical thinking questions out of
five choices. In addition, specific questions addressing content from the honors course
outline will be included on the final exam.
3. Honors labs require either statistical analysis of data, or background research related to
the lab.
4. A monthly report on a current event (within the last month) pertaining to the current unit of
study.
5. Students must meet criteria established in the COD Articulation Agreement for HS 62 The
Living Body: Year-end oral presentation on a health topic as it specifically affects a body
system or systems, including handouts and use of technology for presentation. This aligns
with the articulated COD course requirement of Disease Project, as outlined in COD
Course description. Year-end Project will be graded using a district-developed rubric.
6. Attendance of 90% (excused/school business absences are acceptable)
Students who satisfactorily meet all of these “Honors by Demonstration” criteria will have their
course title, for both semesters, changed to Advanced Biology-Human Anatomy Honors (3058
S1,S2) at the end of the school year. This will make them eligible for weighted GPA through
PSUSD and the college system (per a-g guidelines) as well as meeting the articulation
agreement for the COD course credit.
18. Instructional Methods and Strategies:
Students will be guided to learn anatomy though lab investigations, projects, model building,
independent research, lectures, demonstrations, and guided practice.
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19. Assessment Methods:
Quizzes, Workbook/worksheets, Laboratory reports/assignments, Presentation, Tests, Final
Exam
20. Target Audience and Outcomes:
This is a challenging college level course intended for advanced students, especially those
intending to pursue careers in the medical or life science fields. This course is being submitted to
articulate with the local community college and also to provide students with a college level class
that meets the University of California criteria for honors credit.
Note: Include in this section information on the demographic population(s) the course is intended to serve, i.e. intervention
(strategic, intensive, English learner, Special Education) benchmark, or advanced; the course(s) students currently are taking in
the absence of this course and why these courses may not be meeting students’ needs; what outcomes and skills students will
possess as a result of passing this course; how this course supports student achievement in subsequent courses; and how this
course is uniquely different from similar Board/Cabinet approved courses in our district.
21. Brief Course Description (to be used in your school’s Course Description Booklet):
Human Anatomy will be offered as a year-long Biology elective course. The course is
designed for students who have demonstrated a high level of proficiency in mathematics and
science and have also expressed an interest in a health career. This class will better prepare
the student for an advanced study of human health at the university level. Students will study
the human body by focusing on the integration, continuity, and comparability of the different
systems within the body along with their structures and functions. Selected physiology topics
and disease conditions will be incorporated to support the body systems studied.
22. Texts and Supplemental Instructional Materials (all non-core instructional materials are the
responsibility of individual schools to purchase.)
Texts:
Principals of Anatomy and Physiology by Totora and Derrickson. John Wiley and
Sons Pub.
Supplemental Materials:
23. Will this course be submitted for approval by UC?
No
X
Yes
If “Yes,” complete sections 3, 4 and 5
Section 2: School and District Information
School Information
24. School Name:
Palm Springs HS, Cathedral City HS, Desert Hot Springs HS
School District:
Palm Springs Unified School District
City and State:
Palm Springs, California
District Web Site:
http://www.psusd.us
School Course List Contact Information (Name of AP of Curriculum or Principal)
25. First Name:
Brian
Hendra
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Karen
Dimick
Elizabeth
Ramirez
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Last Name:
Position/Title:
Asst. Principal, PSHS
Asst. Principal, CCHS
Asst. Principal, DHSHS
Email:
bhendra@psusd.us
kdimick@psusd.us
eramirez@psusd.us
Phone #:
760 416-0402
760 416-0139
760 288-7002
Teacher Contact Information (Name of teacher/administrator who authored this course)
26. First Name:
Cathy
Brad
Last Name:
Campbell
Fleener
Position/Title:
Science Teacher, PSHS
Science Teacher, CCHS
Email:
ccampbell@psusd.us
bfleener@psusd.us
Phone #:
760 416-0400
760 770-0100
Section 3: Course Information
27. Was this course “Previously Approved” by UC?
X
Yes
No
Note: if this course is to be submitted to UC and it was “Previously Approved,” the exact same course title as the previously
approved course must be used. Compete outlines are not needed for courses previously approved by UC. Courses that
are defined as “previously approved” are courses from the following programs (Advanced Placement, International
Baccalaureate, ROP courses, etc.), or courses from within the same district, or courses that have been removed within a
three-year window are being reinstated, and/or courses from UC-approved online providers. Courses modeled after
courses from outside the school district are also defined as “previously approved” but a complete course description will be
required for submission to UC. Each section below represents an individual page on the UC electronic submission site.
If “No,” proceed to the Course Description Section (Section 4).
If “Yes,” indicate which category applies:
28. Is this course modeled after a UC-approved course from another high school outside of
our district?
Yes
X
No
Note: If “Yes,” you will be required to submit a complete course description. UC will review the previous submission, if it is
available, to assist them in their review process.
If “Yes,” list which school and the school’s ATP code:
Exact Course Title:
29. Is this course modeled after an identical course approved by UC for the current year at
another high school in PSUSD:
X
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Yes
No
If “Yes,” what school?
Exact Course Title:
30. Is this course being reinstated after removal within 3 years:
Yes
X
No
If “Yes,” what year was the course removed from the list?
Exact Course Title:
31. Has this course been provided program status, is not an online course, and is it listed
below?
Yes
X
No
If “Yes,” select an option from the Program Status list:
AVID Program
Advanced Placement (AP)
CDE Agricultural Education
CSU Early Assessment Program (EAP)
Center for Advancement Research and Technology (CART)
International Baccalaureate (IB) Program
Project Lead the Way
ROP/C Organization
Name of ROP/C:
32. If “Advanced Placement,” has it been authorized by the College Board through the AP
audit process?
No
Yes
In Progress
X
N/A
Note: UC will only allow Advanced Placement courses that have passed or are in the AP audit process. UC requires all AP
courses on your list, including those approved in prior years, to be verified via the College Board AP audit process. UC will
run quarterly reports based on AP Audit data. AP courses not listed on the AP audit list will be removed.
N/A
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If “In Progress,” date submitted to AP:
MM/DD/YYYY
Exact Program Course Title:
N/A
33(a). Is this course provided by one of the UC-approved online curriculum providers listed in #33?
Yes
No
33(b). Have you signed the appropriate partnership agreement with the provider regarding
methods of delivery and instruction?
Yes
No
Note: You must have signed an agreement with the appropriate provider and filed with UC in order to use their courses.
34. If the answer to either 33(a) or (b) is “No,” UC will not approve this course. If “Yes” to both
33(a) and (b), then select the appropriate option from the Online Provider List below:
Apex Learning Virtual School
Brigham Young University Independent Study
Connections Academy
Education Program for Gifted Youth Online High School at Stanford University (EGPY)
K12, Inc.
Laurel Springs School (LSO)
National University Virtual High School
PASS Program/Cyber High
UC College Prep Online (UCCP)
Section 4: Course Description
35. Seeking “Honors” Distinction
Note: To receive “Honors” distinction for both UC and PSUSD, the course content must satisfy certain requirements. For
information about these requirements, refer to the a-g Guide: http://www.ucop.edu/a-gGuide/ag/a-g/honors.html. For
“Previously Approved” courses (including AP and IB), the honors information will be pre-populated as applicable on your UC
submission template.
X
No
Yes, AP
Yes, IB (Higher Level)
Yes, IB (Standard Level)
Yes, Other Honors
Note: “Other Honors” is defined by UC as a course specifically designed with distinctive features which set it apart from
regular high school courses in the same discipline areas. The course should be seen as comparable in terms of workload
and emphasis to AP, IB or introductory college courses in the subject. Honors courses must be designed for the 11th and
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12th grade level to be UC approved and require a comprehensive, year-long written final exam. In addition to AP and IB
higher level courses, high schools may certify not more than one honors level course per grade level in each of the
following subject areas only: history, English, advanced mathematics, each laboratory science course, each
language other than English, and each of the four VPA disciplines. If there are no AP or IB or higher level courses in a
given subject area, the high school may certify up to, but not more than two honors level courses in that area.
36. Subject Area and Category
“a”- History/Social Science
American Government/Civics
U.S. History
World History/ Geography/ Cultures
“b”- English
English
English ESL/ ELD
“c”- Mathematics
Algebra 1: Yr 1 of 2
Algebra 1: Yr 2 of 2
Algebra 1
Geometry: Yr 2 of 2
Geometry
Algebra 2: Yr 2 of 2
Algebra 2
Advanced Math
Statistics
Integrated Math 1
Geometry: Yr 1 of 2
Integrated Math 2
Algebra 2: Yr 1 of 2
Integrated Math 3
Algebra 2 and Trig
“d”- Laboratory Science
X Biological Science
Chemistry
Physics
Integrated Science
Note: Students electing to enroll in an integrated-science program (ISP) are strongly advised by UC to complete the entire
three-year sequence. In most cases, the first year of an integrated science sequence fulfills only the “g” elective
requirement: the second and third years of the sequence then fulfill the two-year “d” laboratory science requirement.
Accordingly, if only ISP 1 and only one of ISP 2 or ISP 3 are completed, then one additional course from the categories of
Biology, Chemistry, or Physics from the “d” subject area must be taken to fulfill the “d” requirement.
Interdisciplinary Science
Note: This category demonstrates that the course is cross-disciplinary and is often used for advanced science courses such
as AP Environmental Science or Biochemistry
“e”- Language Other than English
LOTE Year 1
LOTE Year 2
LOTE Year 3
LOTE Year 4+
ASL
Chinese
French
German
Hebrew
Italian
Japanese
Latin
Russian
Spanish
Other- List:
Language
“f”- Visual and Performing Arts
Dance (Intro)
Dance (Advanced)
Music (Intro)
Music (Advanced)
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Theater Arts (Intro)
Theater Arts (Advanced)
Visual Arts (Intro)
Visual Arts (Advanced)
“g”- Elective
History/Social Science
English
English- ESL/ELD
Math
Statistics
X Science- Biological
Science- Integrated
Science- Physical
LOTE
VPA
Interdisciplinary
Other
Section 5: Course Attributes
37. Is this course classified as a Career Technical Education Course?
X
Yes
No
If no, skip to item #39
38. If “Yes,” select the name of the industry and Career Pathway:
Agriculture and Natural Resources
Agricultural Business
Agricultural Mechanics
Agriscience
Animal Science
Forestry and Natural Resources
Ornamental Horticulture
Plant and Soil Science
Arts, Media, and Entertainment
Media and Design Arts
Performing Arts
Production and Managerial Arts
Building and Construction
Cabinetmaking and Wood Products
Engineering and Heavy Construction
Mechanical Construction
Residential and Commercial Construction
Education, Child Development and Family Services
Child Development
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Consumer Services
Education
Family and Human Services
Energy and Utilities
Electromechanical Installation and Maintenance
Energy and Environmental Technology
Public Utilities
Residential and Commercial Energy and Utilities
Engineering Design
Architectural and Structural Design
Computer Hardware, Electrical, and Networking Engineering
Engineering Design
Engineering Technology
Environment and Natural Science Maintenance
Fashion and Interior Design
Fashion Design, Manufacturing, and Merchandising
Interior Design, Furnishings, and Maintenance
Finance and Business
Accounting Services
Banking and Related Services
Business Financial Management
X
Health Science and Medical Technology
Biotechnology Research and Development
X
Diagnostic Services
Health Information
Support Services
Therapeutic Services
Hospitality, Tourism, and Recreation
Food Service and Hospitality
Food, Science, Dietetics, and Nutrition
Hospitality, Tourism, and Recreation
Information Technology
Information Support and Services
Media Support and Services
Network Communications
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Programming and Systems Development
Manufacturing and Product Development
Graphic Arts Technology
Integrated Graphics Technology
Machine and Forming Technology
Welding Technology
Marketing, Sales, and Service
E-Commerce
Entrepreneurship
International Trade
Professional Sales and Marketing
Public Services
Human Services
Legal and Government Services
Protective Services
Transportation
Aviation and Aerospace Transportation Services
Collision Repair and Refinishing
Vehicle Maintenance, Service, and Repair
Catalog Description
39. Brief Course Description
Note: Briefly (in a short paragraph) describe the course, focusing on content rather than instructional strategies,
assessments, or rationale. This description should be identical to the description in your school’s course catalogue.
Anatomy is a course designed to give advanced students an in depth understanding of the
structure and function of the human body and in the methods that are used to study it. This
class provides a strong foundation for continued college level work in the biological sciences
and in the medical field.
40. Pre-Requisite:
CP Biology/Honors Biology
Required:
X
Recommended:
Note: Laboratory science and VPA courses require a pre-requisite. Submissions will not be allowed if this is not included.
Some courses, particularly in the mathematics subject areas, require appropriate pre-requisites. For further explanation,
refer to either the “Guide to a-g Requirements” document or the a-g Interactive Guide web site at www.UCOP.edu/a-gGuide.
Background Information
Note: Do not include information that could identify your school or PSUSD.
41. Context for Course (Required for CTE Courses)
Note: In order for UC to understand the context for a new course, it is helpful for UC to understand the broader program
and/or reform efforts of the school. In the space below, describe how this new course fits into broader departmental and/or
pathway structure and how it fits into the overall school restructuring plan. Also, identify if the course is intended to be a
core or supplemental course as well as the student, school, and community needs met by this course.
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This class has been taught in Palm Springs Unified School District for a long time. However,
the recent introduction of career pathway programs and California Partnership Academies in
the health care field sparked a greater demand for sections of the class and a need to
reexamine and revise the class to better meet the needs of students with an interest in
continuing education in the health field. The class has always been seen as a college level
class and it was important to both the teachers and administrators that students be able to
get UC honors credit for this rigorous course. A group of anatomy teachers from the three
high schools in the district worked together with input from the College of the Desert to
prepare a course description that would articulate with the community college.
42. History of Course Development (Required for CTE Courses)
Note: Likewise, it is sometimes helpful for UC to know the origins of a course and who was involved in its development. In
the space below, describe whether or not you consulted with UC admissions personnel or UC professors and include the
nature of the consultation. Also, identify if the course was modeled after another course at another school. Describe how
the course being submitted differs from the course which it was modeled, and include if the course (or very similar course)
has received any special recognitions, designations or awards, and if it has been articulated to a local community college
(COD) or university.
UC staff was not involved in the preparation of this course, nor is it based on offerings at
another school. The class was articulated with College of the Desert, the local community
college.
Textbooks
Note: Include a list of primary and secondary texts. Ensure to note the books that will be read entirely and those that will be
as excerpts. Textbook information is not necessary if the course is a Visual and Performing Arts, Advanced Placement, or
an International Baccalaureate course. Include the link to any/all online texts or non-standard electronic text materials.
43. Textbook
Title:
Principles of Human Anatomy
Edition:
12th
Publication Date:
December 2010
Publisher:
John Wiley and Sons
Author(s):
Gerard J. Tortora , Mark Nielsen
URL Resource(s):
Usage:
X
Primary Text
Read in entirety or near entirety
44. In the space below, list any additional textbooks that are used for this class.
45. In the space below, list and describe additional supplemental materials that will be used
for this class. If using online texts or non-standard material, provide the title of the material
or webpage and the URL link.
PSUSD High School Course Template– Updated March 22, 2011
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