2009-2010 Anatomy and Physiology I and Honors Anatomy and Physiology I Curriculum Pacing Guide
Topic/ Time Frame
Student Skills
Activities / Labs
Benchmarks
Covered
( 1Day = 50
minutes)
First Semester
Laboratory Safety
and Scientific
Method
1 week
Organization of Life
2 wks
1. Students will follow
lab safety procedures
regarding chemicals
and preserved
specimens.
2. Students will apply the
scientific method.
1. Students will
distinguish between
anatomy and
physiology.
2. Students will identify
the levels of
organization.
3. Students will describe
how the body systems
relate to each other.
4. Students will identify
the life processes:
metabolism,
responsiveness,
movement, growth,
differentiation,
reproduction.
5. Students will
recognize the
homeostatic feedback
A. Safety Quiz and Contract
B. Scientific Method and
Measurements Lab1
Introduction
to the Human
Body
(2)
Chapter 1
Pgs. 1-18
LA.910.4.2.2
LA.910.2.2.3
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A. Labeling the body
B. Make a model of
the human body
out of clay to apply
body planes.
(Gingerbread Man)
C. Pickle Autopsy
D. Homeostasis Lab
Hole’s
Anatomy
and
Physiology
(1)
Biochemistry
1 wk
Cells
1 wk
mechanisms.
6. Student will be able to
identify and apply
direction terms, body
planes, and body
cavities.
7. Students will evaluate
how environment and
personal health are
interrelated.
1. Students will describe
the basic molecular
structures and primary
functions of the four major
categories of biological
macromolecules.
2. Explain the role of
enzymes as catalysts that
lower the activation energy
of biochemical reactions.
Identify factors, such as pH
and temperature, and their
effect on enzyme activity.
1. Students will relate
structure to function for
the components of
plant and animal cells.
Explain the role of cell
membranes as a highly
selective barrier
(passive and active
transport).
2. Explain the
relationship between
mutation, cell cycle,
and uncontrolled cell
A. Enzyme Lab
B. Organic Compounds Lab
A. Microscope Lab
B. Tonicity Lab : Diffusion/
Osmosis
Pgs. 48-58
Pgs. 31-40
Chapter 3
Pgs.45-52
62-68
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HE.912.C.1.3
growth potentially
resulting in cancer.
3. Students will evaluate
how environment and
personal health are
interrelated.
1. Students will classify
and state the defining
characteristics of epithelial
tissue, connective tissue,
muscle tissue, and nervous
tissue.
1. Students will describe
the
function of the
vertebrate
Integumentary system
Histology
3 wks
Integumentary
2 wks
2. Students will identify the
functions of accessory
integumentary parts
/organs
1. Students will describe
Skeletal
the
3 wks
anatomy and histology
of bone
tissue.
2.Students will distinguish
between bones of the axial
skeleton and the
appendicular skeleton
3. Students will identify
the major bones of the
axial and appendicular
skeleton.
Chapter 5
A. Tissue Lab
B. Labeling tissue samples
SC.912.L.14.11
A. Skin disorder project
B. Label the skin
C. UV lab
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A. Bone Identification
Lab
B. Chicken leg lab
C. Bone composition
lab
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Chapter 4
Chapter 6
Chapter 5
Chapter 7
Chapter 6
Muscle
3 wks
Second Semester
Nervous
4 wks
1. Students will describe
the anatomy and
histology, including
ultrastructure, of
muscle tissue.
2. Students will list the
steps involved in the
sliding filament of
muscle contraction.
3. Students will describe
signal transmission
across a myoneural
junction.
4. Students will identify
the major muscles of
the human on a model
or diagram.
1. Students will describe
the anatomy, histology,
and physiology of the
central and peripheral
nervous systems and
name the major
divisions of the
nervous system.
2. Students will identify
the parts of a reflex arc.
3. Students will identify
the general parts of a
synapse and describe
the physiology of
signal transmission
across a synapse.
4. Students will identify
A.
B.
C.
D.
E.
F.
A. Mammalian Dissection
B. Pattern Puzzle on
Myoneural junction
C. Labeling muscles
D. Muscle fatigue lab
E. Muscle model
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20
Brain Dissection
Eye Dissection
Eye tests
Reflex Lab
Reaction time
Sensory Labs
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Chapter 9
Chapter 8
Chapters
10-12
Chapters
9-12
5.
6.
7.
8.
Endocrine
1 ½ wk
1.
2.
3.
the major parts of a
cross section through
the spinal cord.
Students will identify
the major parts of the
brain on diagrams or
models.
Students will identify
the major functions of
the spinal cord.
Students will identify
the major functions
associated with the
sympathetic and
parasympathetic
nervous systems.
Students will describe
the structure of
vertebrate sensory
organs. Relate structure
to function in
vertebrate sensory
systems
Students will define the
terms endocrine and
exocrine.
Students will compare
endocrine and neural
controls of physiology.
Students will describe
the anatomy and
physiology of the
endocrine system.
A. Power point on a
hormone
B. Chart the hormones
C. Pattern puzzles on
Hormones
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Chapter 13
Chapter 13
Chapters
14- 16, 24
Chapter 14-17
Pgs. 612-616
Cardiovascular
4 wks
1. Students will describe
the composition and
A. Blood Typing and genetics
B. Heart Dissection
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2.
3.
4.
5.
6.
7.
8.
9.
physiology of blood,
including that of the
plasma and the formed
elements.
Students will describe
the steps in hemostasis,
including the
mechanism of
coagulation. Include
the basis for blood
typing and transfusion
reactions.
Students will describe
the factors affecting
blood flow through the
cardiovascular system.
Students will describe
normal heart sounds
and what they mean.
Students will describe
hypertension and some
of the factors that
produce it
Students will describe
fetal circulation and
changes that occur to
the circulatory system
at birth.
Students will describe
the anatomy and the
physiology of the
lymph system.
Students will analyze
how heredity and
family history can
impact personal health.
Students will explain
C. Pulse Lab/ blood pressure
lab
D. Labeling circulation, heart
E. Rate of infection lab
34
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35
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36
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38
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39
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Digestion
3 wks
Respiration
2 wks
the basic functions of
the human immune
system, including
specific and
nonspecific immune
response, vaccines, and
antibiotics.
10. Students will explain
the significance of
genetic factors,
environmental factors,
and pathogenic agents
to health from the
perspectives of both
individual and public
health.
1. Students will describe the
physiology of the digestive
system, including mechanical
digestion, chemical digestion,
absorption and the neural and
hormonal mechanisms of
control.
1. Students will describe
the physiology of the
respiratory system
including the
mechanisms of
ventilation, gas
exchange, gas transport
and the mechanisms
that control the rate of
ventilation.
A. Mammalian Dissection
B. Biochemistry lab
C. Enzyme Lab
D. Sponge Surface area Lab
E. Alka seltzer surface lab
F. Concept Map on digestive
system
G. Labeling the digestive system
A. Lung Model
B. Lung Capacity
C. Respiration Rate Lab
D. Mammalian Dissection
Chapter 19
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Chapter 17
Chapter 19
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Chapter 18
Urinary System
1 wks
Reproductive
System
1 ½ wks
.
1. Students will describe
the physiology of urine
formation by the
kidney.
1. Students will describe
the basic anatomy and
physiology of the
reproductive system.
A.
B.
C.
D.
Urinalysis Lab
Kidney Dissection
Mammalian Dissection
Diffusion Lab
A. Labeling
reproductive
B. AIDs lab
C. Power point on
STDs project
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Chapter 20
Chapter 21
Chapter 22-23
Chapter 23
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