Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE
Course Title: Anatomy and Physiology
Course Number: A 2243
Department: Science
Grade(s): 11-12
Level(s): Academic
Credit: 1
Course Description
Anatomy and physiology will relate structure and function to provide an integrated view of
how the human body works. Numerous applications and everyday examples will show
how the human responds to disease, injuries, as well as what conditions help to optimize
health. Computer simulations and/or optional dissections of various body parts (using
mammalian animal specimens) will be used to show how anatomy (structure) relates to
physiology (function). The course reviews biochemistry, cell biology, tissues, and various
organ systems. This course is recommended for science majors, especially health science
majors.
Required Instructional Materials
• Hole’s Essentials of Human Anatomy and
Physiology, McGraw Hill, 2003.
• Instructional resources for text
• Dissecting materials
• Access to informational technology and print
resources
• Assorted human models (eye, skeleton, joint,
vertebrae, etc.)
• Student microscopes
Completion/Revision Date
Approved by Curriculum Council
May 25, 2004
Adopted by Board of Education
June 14, 2004
Mission Statement of the Curriculum Management Team
The mission statement of the Science Curriculum Management Team is to promote scientific
literacy emphasizing the process, content, and interdisciplinary nature of science.
Enduring Understandings for the Course
• Inquiry is the integration of process skills, application of scientific content and critical
thinking to solve problems.
• Science is the method of observation and investigation used to understand our world.
• Medical terminology is essential when describing anatomic structure and physiology.
These terms are universally known.
• Living things can be described, organized, and classified for understanding.
• Matter can be described, organized, and classified for understanding.
• Chemical changes affect structure and function of living things.
• Imbalances in the cell relate to imbalances in living things.
• Energy and matter drive the systems and cycles of living things.
Anatomy & Physiology - Page 1 of 12
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Cells are a complex assemblage of interacting and changing chemical, physical and
biological processes.
Different types of cells work together to form tissues that carry out specific functions.
The skeletal system is instrumental in the support, movement, and protection of the
body.
Human activities impact and alter cellular environments.
Skin is an example of an organ comprised of various tissues working together to perform
various functions
The state of an organism is maintained by the dynamic interaction of the systems that
comprise it.
Bones are dynamic organs that interact and support other systems of the body.
The muscular system plays a major role in movement, support and homeostasis of the
human organism.
The nervous system senses, processes and responds to the environment.
Anatomy & Physiology - Page 2 of 12
LEARNING STRAND
1.0 Scientific Reasoning and Communication Skills
ENDURING UNDERSTANDING(S)
• Inquiry is the integration of process skills, application of scientific content and critical thinking
to solve problems.
• Science is the method of observation and investigation used to understand our world.
INSTRUCTIONAL SUPPORT MATERIALS
LEARNING OBJECTIVES The student will:
1.1 Develop hypotheses to be investigated
• Web sites (NIH and CDC)
through experimentation or through
• Anatomical Models
outside research.
1.2 Apply appropriate instruments/tools
SUGGESTED INSTRUCTIONAL STRATEGIES
needed to collect data.
• Simulated medical conditions
1.3 Develop conclusions based on analysis of
• Develop models
data.
• Utilize excel spreadsheets and graphs
1.4 Organize data into tables and graphs.
• Draw and label diagrams
1.5 Utilize graphs in order to determine
• Organize flow charts
patterns and to make predictions.
• Inquiry/lab activities
1.6 Develop note taking, outlining and
concept mapping skills.
SUGGESTED ASSESSMENT METHODS
1.7 Apply concepts to real life situations to
• Lab reports
support scientific arguments.
• Research based projects
1.8 Apply computer-based tools to research
• Essays and/or research papers
and communicate information.
•
Concept maps
1.9 Present scientific information both orally
• Outlines
and in expository form.
• Lab practicals
1.10 Organize experimental information into a
• Student presentations
written standard lab report.
1.11 Recognize various medical careers
opportunities.
1.12 Apply Latin based prefixes and suffix
to terminology.
Anatomy & Physiology - Page 3 of 12
LEARNING STRAND
2.0 Introduction to Anatomy and Physiology
ENDURING UNDERSTANDING(S)
• Medical terminology is essential when describing anatomic structure and physiology.
These terms are universally known.
• Living things can be described, organized, and classified for understanding.
LEARNING OBJECTIVES – The students will:
2.1 Recognize the organization levels- from
cells to systems.
2.2 Relate homeostatic feedback mechanisms
to proper body function (body temperature,
sugar levels. etc.).
2.3 Apply terminology to describe body planes,
anatomical positions, etc.
2.4 Identify the body membranes and cavities.
2.5 Explain the major structures and their
functions found in each of the major body
systems.
• Integumentary System
• Skeletal System
• Muscular System
• Nervous System
• Endocrine System
• Circulatory System
• Lymphatic System
• Digestive System
• Respiratory System
• Urinary System
• Reproductive System
INSTRUCTIONAL SUPPORT MATERIALS
• Timer, thermometer
• Play-Dough
• Preserved rats
• Torso model
SUGGESTED INSTRUCTIONAL STRATEGIES
• Lecture
• Laboratory on physiological effects of
exercise
• Play-Dough Dissection Lab (simulated
surgery)
• Rat dissection
• Question, answer, and discussion
• Diagram labeling
• Torso examination
• Group work
• Modeling proper dissection techniques
SUGGESTED ASSESSMENT METHODS
• Laboratory observation and follow-up
• Laboratory reports (essay, data,
calculations, graph, analysis, synthesis, and
conclusion)
• Self-evaluation
• Homework (readings, questions, and
diagramming)
• Tests and quizzes
• Student class participation
Anatomy & Physiology - Page 4 of 12
LEARNING STRAND
3.0 Basic Chemistry and Biochemistry
ENDURING UNDERSTANDING(S)
• Matter can be described, organized, and classified for understanding.
• Chemical changes affect structure and function of living things.
LEARNING OBJECTIVES – The students will:
3.1 Relate atoms, ions, and molecular structure
to cell chemistry and function.
3.2 Recognize the use of isotopes in the
medical field.
3.3 Identify different types of chemical
reactions. (etc. synthesis, decomposition,
reversible)
3.4 Compare and contrast the structure and
function of proteins, carbohydrates, lipids
and nucleic acids.
3.5 Apply acids, bases and electrolytes to
living things.
3.6 Relate pH scale to acids and bases and
common chemical materials and the human
body.
INSTRUCTIONAL SUPPORT MATERIALS
• pH meter/or paper
• Solutions of acids and bases
• Conductivity probe
• Universal indicator solution
SUGGESTED INSTRUCTIONAL STRATEGIES
• Lecture/outlines
• Text reading
• Demonstrations (Ions by corrosion of iron,
zinc, blow carbon dioxide in solution of
universal indicator, identify electrolytes by
conductivity probe)
• Draw atoms and compare and contrast
structure and reactivity
• Integrate the chapter on acids, bases and
water balance in the body.(Chapter 18)
SUGGESTED ASSESSMENT METHODS
• Tests/Quizzes
• Lab reports
• Concept maps
• Performance tasks
• Critical thinking problems (text)
• Review questions
Anatomy & Physiology - Page 5 of 12
LEARNING STRAND
4.0 Cell Structure and Function
ENDURING UNDERSTANDING(S)
• Cell is the basic structural and functional unit of all living things.
• Living things can be described, organized and classified for understanding.
• Imbalances in the cell relate to imbalances in living things.
LEARNING OBJECTIVES – The students will:
4.1 Identify the structure and function of the
composite cell.
4.2 Describe various membrane transport
mechanisms (endocytosis, exocytosis, etc.).
4.3 Relate the impact of genetic disorders on
proper cell function.
4.4 Relate cellular organelle structure to
organelle function.
4.5 Evaluate the role of mitosis on the causes
and stages of cancer.
4.6 Compare and contrast aerobic and
anaerobic respiration.
INSTRUCTIONAL SUPPORT MATERIALS
• Cell model
SUGGESTED INSTRUCTIONAL STRATEGIES
• Diffusion/Osmosis lab
• Create a metaphor of cell structure and
function (cell city)
• Kidney dialysis lab
• Lecture
• Question, answer, and discussion
• Models
• Graphic organizers (Venn diagram, concept
maps, etc.)
• Illustrations
• Case studies (genetic disorders, cancer)
SUGGESTED ASSESSMENT METHODS
• Laboratory observation and follow-up
• Laboratory reports (essay, data, calculation,
graph, synthesis, and conclusion)
• Self-evaluation
• Homework (readings, questions, and
problems)
• Test and quizzes
• Student class participation
• Student presentations (cell analogies,
genetic disease)
Anatomy & Physiology - Page 6 of 12
LEARNING STRAND
5.0 Cellular Metabolism
ENDURING UNDERSTANDING(S)
• Energy and matter drive the systems and cycles of living things.
• Cells are a complex assemblage of interacting and changing chemical, physical and biological
process.
LEARNING OBJECTIVES – The students will:
5.1 Define metabolism, anabolism and
catabolism.
5.2 Explain how enzymes control metabolic
reactions.
5.3 Relate cellular respiration to chemical
energy needs.
5.4 Analyze the metabolism of carbohydrates,
lipids and proteins.
5.5 Explain how nucleic acids store and carry
genetic information. (ex. replication, protein
synthesis)
5.6 Relate transcription and translation to
protein synthesis.
5.7 Relate DNA mutation to proteins and
disease.
5.8 Analyze the nutritional component of
food/diet.
INSTRUCTIONAL SUPPORT MATERIALS
• Dietary information charts
• Models (protein synthesis)
• Information technology resources
SUGGESTED INSTRUCTIONAL STRATEGIES
• Compare and contrast common diets in
terms of biochemistry (Atkins, South Beach,
USDA)
• Relate a genetically inherited disease to
DNA mutations and cell function. (cystic
fibrosis)
• Relate a specific enzyme to its function in a
biochemical pathway.
• Calorie determination- combusted food lab
• Role play protein synthesis
SUGGESTED ASSESSMENT METHODS
• Dietary analysis report
• Food label analysis
• Genetic disease report
• Tests/Quizzes
• Lab reports
• Critical thinking problems(text)
Anatomy & Physiology - Page 7 of 12
LEARNING STRAND
6.0 Characteristics of Tissues
ENDURING UNDERSTANDING(S)
• Different types of cells work together to form tissues that carry out specific functions.
• Living things can be described, organized, and classified for understanding.
LEARNING OBJECTIVES – The students will:
6.1 Demonstrate where each major tissue type
occurs within the human body.
6.2 Explain how glands are classified.
6.3 Describe the major structure and function of
the four major tissue types.
6.4 Illustrate and label the major tissue types
under the microscope.
INSTRUCTIONAL SUPPORT MATERIALS
• Microscopic slides of representative tissue
types
• Video microscope
SUGGESTED INSTRUCTIONAL STRATEGIES
• Laboratory microscopic identification of
tissue types
• Direct instruction
• Question, answer, and discussion
• Web sites (histology)
• Label diagrams
• Outline text (create study guide)
SUGGESTED ASSESSMENT METHODS
• Laboratory drawing assessments
• Microscopic identification assessment
• Self-evaluation
• Homework (readings, questions, and
problems)
• Tests and quizzes
• Student class participation
• Pamphlet/Booklet
Anatomy & Physiology - Page 8 of 12
LEARNING STRAND
7.0 Skin and the Integumentary System
ENDURING UNDERSTANDING(S)
• Human activities impact and alter cellular environments.
• Skin is an example of an organ comprised of various tissues working together to perform
various functions.
• The state of an organism is maintained by the dynamic interaction of the systems that
comprise it.
LEARNING OBJECTIVES – The students will:
7.1 Compare and contrast the four major types
of membranes. (mucous, serous, synovial,
cutaneous)
7.2 Describe the structure and function of each
layer of skin.
7.3 Summarize the factors that determine skin
color.
7.4 Describe the accessory organs associated
with the skin. (etc. sweat glands)
7.5 Explain how skin helps regulate body
temperature.
7.6 Describe the events that are part of wound
healing and acne production.
7.7 Compare and contrast different types of
skin cancer and the stages of, causes,
preventions and treatments.
INSTRUCTIONAL SUPPORT MATERIALS
• Poster/Model of skin
• Video- “War on Cancer”
SUGGESTED INSTRUCTIONAL STRATEGIES
• Label drawings
• Touch/Pain/Thermo/ receptor lab
• Create 3-D models of skin
• Case studies
SUGGESTED ASSESSMENT METHODS
• Lab report
• Tests/quizzes
• Label diagram/models
• Construct models of skin
• Critical Thinking problems(text)
Anatomy & Physiology - Page 9 of 12
LEARNING STRAND
8.0 Skeletal System
ENDURING UNDERSTANDING(S)
• The skeletal system is instrumental in the support, movement, and protection of the body.
• Bones are dynamic organs that interact and support other systems of the body.
LEARNING OBJECTIVES – The students will:
8.1 Describe the general structure and function
of bone tissue.
8.2 Distinguish between intramembranous and
endochondral bones and their development.
8.3 Differentiate between the axial and
appendicular skeleton.
8.4 Identify the bones that comprise the skull,
vertebral column, thoracic cage, pectoral
girdle, upper limbs, pelvic girdle, and lower
limbs.
8.5 Summarize the three classes of joints.
8.6 Relate basic principles of physics to
skeletal/muscular movements.
8.7 Apply abnormal bone anatomy and
physiology to explain disease.
INSTRUCTIONAL SUPPORT MATERIALS
• Bone models
• Skeleton
• Bone diagrams
• Fresh bone/joint (chicken, cow)
• X-Rays
SUGGESTED INSTRUCTIONAL STRATEGIES
• Construct/illustrate compact bone
• Label parts of bone models
• Label diagrams of human skeleton
• Fresh bone and joint dissection
• Lecture
• Question, answer, and discussion
• Web sites (histology of bone)
• Case studies
SUGGESTED ASSESSMENT METHODS
• Laboratory assessment and follow-up
• Laboratory drawing assessment
• Self-evaluation
• Homework (readings, questions)
• Assessment of dissection techniques
• Labeling of diagrams
Anatomy & Physiology - Page 10 of 12
LEARNING STRAND
9.0 Muscular System
ENDURING UNDERSTANDING(S)
• The muscular system plays a major role in movement, support and homeostasis of the human
organism.
• The state of an organism is maintained by the dynamic interaction of the systems that
comprise it.
LEARNING OBJECTIVES – The students will:
9.1 Identify the tissues and layers of skeletal
tissue.
9.1 Describe the microscopic structure of the
three types of muscle tissue.
9.2 Explain the major events of skeletal muscle
fiber contraction (Sliding Filament Theory).
9.3 Evaluate health implications of supplements
(creatine, steroids, etc.) and weight training.
9.4 Understand that major muscles are named
for their location, action, or shape.
INSTRUCTIONAL SUPPORT MATERIALS
• Skeletal model
• Chicken wing for dissection
SUGGESTED INSTRUCTIONAL STRATEGIES
• Label muscle diagrams
• Chicken wing dissection
• Lecture
• Question, answer, and discussion
• Web sites
• Video
• Class discussion/debate
• Research current issues
SUGGESTED ASSESSMENT METHODS
• Laboratory observations and follow-up
• Laboratory reports with diagram assessment
• Homework (readings, questions)
• Tests and quizzes
• Student class participation
Anatomy & Physiology - Page 11 of 12
LEARNING STRAND
10.0 Nervous System
ENDURING UNDERSTANDING(S)
• Human activities impact and alter cellular environments.
• The nervous system senses, processes and responds to the environment.
• Cells are a complex assemblage of interacting and changing chemical, physical and biological
processes.
LEARNING OBJECTIVES – The students will:
10.1 Compare and contrast neurons to different
glial cells in terms of structure and
function.
10.2 Describe the general structure of a neuron
relation to the events that lead to the
conduction of the nerve impulse.
10.3 Discuss the role of neurotransmitters
in neuron function.
10.4 Explain the role drugs play in affecting
inhibitory and excitatory neuron function.
(cocaine, nicotine, alcohol)
10.5 Differentiate between the Central and
Peripheral Nervous System.
10.6 Identify the parts and function of the
spinal cord and brain. (reflex arc)
10.7 Describe the structure and function of the
ear and eye.
INSTRUCTIONAL SUPPORT MATERIALS
• Sheep brains
• Model of spinal cord
• Brain and Addiction(NIH curriculum
resource)
• Ear model
• Eye model/preserved eyes
SUGGESTED INSTRUCTIONAL STRATEGIES
• Model how a particular drug affects neurons
and behavior
• Dissection of sheep brain
• Label diagrams
• Reflex Lab
• Research on drug
• Direct Instruction
• Caffeine Lab
SUGGESTED ASSESSMENT METHODS
• Lab reports
• Written report on a particular drug
• Label diagrams
• Test/quizzes
• Lab practical
• Oral presentations
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