Youngstown City Schools
SCIENCE: ANATOMY
UNIT #1: OVERVIEW- - (15 DAYS)
SYNOPSIS: Students will work with human torso models, diagrams, and pictures to demonstrate understanding of
anatomical terminology, directional terms, body systems, organs of each system, to compare the structure and function of
each organ and system. Extensive vocabulary development will be necessary to master all concepts. Students will develop
a study guide for the unit.
ENABLERS: Cells structure and function based on types of cells. Necessary functions of all living organisms. Biological word parts,
suffix and prefix, and root words and their meanings.
STANDARDS
I. INTRODUCTION AND ORGANIZATION
A. A comparison between anatomy and physiology
B. The relationship of structure and function
C. The relationships between levels of structural hierarchy (components and functions at each level)
1. Atoms
2. Molecules
3. Macromolecules
4. Organelles
5. Cellular
6. Tissue
7. Organ
8. System
9. Organismic
D. Organ systems of the body according to function
E. The major organs and function for each system
F. Directional terms and anatomical terminology associated with biology and human anatomy
1. Anatomical position
2.Common anatomical directional terminology to compare parts of the body (example: anterior, posterior,
superior, inferior, medial, lateral)
3. Common anatomical orientation terminology (example: supine, flexion, extension, etc.)
4. Common anatomical regional terminology (example: epigastric)
5. Organizational body planes (example: sagittal, coronal, etc.)
6. Location of and organs within ventral body cavities (example: thoracic)
7. Location of and organs within dorsal body cavities (example: cranial)
G. Three different body planes
1. Frontal / coronal
2. Median / midsagittal
3. Transverse
H. Necessary life functions
1. Maintaining homeostasis
2. Movement
3. Responsiveness
4. Digestion
5. Metabolism
6. Excretion
7. Reproduction
8. Growth
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I. Homeostasis
1. Negative feedback mechanism
2. Positive feedback mechanism
LITERACY STANDARDS
RST –1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the
author makes and to any gaps or inconsistencies in the account.
WHST– 1 Write arguments focused on discipline-specific content.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from
alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims,
reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each
while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form
that anticipates the audience’s knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion,
and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s)
and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
e. Provide a concluding statement or section that follows from or supports the argument presented .
TEACHER NOTES
MOTIVATION
1. Pre- Assess students to determine what they already know about levels of structural
hierarchy, anatomical terminology, body planes, necessary life functions, and
homeostasis.
2. Teacher gives students diagrams and torso models to evaluate and identify knowledge of
anatomical terminology and body planes.
3. Teacher shows students how the human body is divided using anatomical terms for
reference.
4. Teacher introduces course by stating that a human is a particular kind of living organism
(Homo sapien) and it has a variety of traits that are shared by other organisms; students
brainstorm the common features (e.g., life processes, needs that must be met to
survive, maintenance of a relatively stable environment –homeostasis).
5. Teacher asks students to write a list of vital signs that are among the more common
observations made by physicians and nurses working with patients (e.g., body
temperature, blood pressure readings, rates and types of pulse and breathing
movements). Teacher asks why there is a close relationship between vital signs (the
result of metabolic activities) and the characteristics of life. Why is death recognized by
the absence of such signs (e.g., spontaneous muscular movement, including breathing
muscles; response to stimuli, even the most painful; reflexes, such as knee-jerk and
papillary reflex of the eye; and brain waves, demonstrated by a flat encephalogram, which
reflects a lack of metabolic activity of the brain).
6. Students set personal and academic goals:
7. Preview for students what the Authentic Assessment will be and what they will be
expected to do
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TEACHER NOTES
TEACHING-LEARNING
1.
Teacher provides check for understanding for levels of structural hierarchy, anatomical
terminology, body planes, necessary life functions, and homeostasis. Students create an
outline on each topic and add diagrams and reflections for learning. (I.C,F,G,H,I )
2. Teacher provides a check for understanding how anatomy and physiology work together.
Students will use model torsos, diagrams, and reflective writings to compare body systems
and organs of each system to synthesize the relationships between anatomy and
physiology. Teacher asks students probing questions: What do you study in anatomy and
physiology? Why is it difficult to separate the topics of anatomy and physiology? Why are
physiologists more likely to perform laboratory experiments than anatomists? Students
work together in small groups and are given one question to discuss; groups share
answers with class as teacher records responses on chart paper (to be posted in
classroom and revisited at the end of the unit). (I.A, B; RST- 1)
3.
Teacher explains and demonstrates the level of structural hierarchy; students should take
notes and make drawings using text and slide references to compare actual tissue
samples to textbook descriptions. Teacher introduces levels of structural hierarchy of the
human body as parts within parts, which vary in complexity (i.e., atom, molecule, organelle,
cell, tissue, organ, organ system, and organism); students work in pairs to give examples
of specific parts for each level and create a flow chart to show relationships. (1.C I-9)
4. Teacher uses torso models, projection unit, video, or pictures of directional and anatomical
terms and body planes to form discussions with students and engage students in analyzing
and evaluating how its structure and location are directly related to function. Teacher gives
students a list of anatomical terminology and discusses “word attack” for pronouncing and
understanding meaning of words based on their parts (i.e., prefix, suffix, endings).
Teacher uses body torsos, models, drawings, diagrams to explain anatomical terminology
and body planes. ( I.F.1-7, I.G, 1-3)
5. Teacher performs demonstration to analyze the levels of structural hierarchy and the
necessary life functions. Students should take notes and make drawings using text and
slide references to compare actual tissue samples to textbook descriptions. Teacher
introduces the 8 life functions which are shared by all organisms; each of 8 groups of
students is assigned a life function and discusses how it depends on chemical changes
that occur within body parts at the different levels of structural hierarchy. Each group
shares out as teacher records on chart paper the comments for each function. Students
are then asked to explain how all the functions of life are related to metabolism (all the
chemical reactions that occur within cell taken together). (I.C.1-9 I. H 1-8)
6. Teacher explains concept of homeostasis using positive and negative feedback
mechanisms, students should take notes and reflect by giving examples; positive – blood
clotting. Teacher describes a scenario in which external factors in the environment have
affected the supply of oxygen and the human body is in jeopardy of functioning efficiently;
students discuss ways that the body could regulate itself and return it to a stable condition.
Teacher discusses why homeostasis is so important to survival and describes how a
homeostatic mechanism in the human body achieves similar results in regulating body
temperature as a thermostat in the house that signals the furnace or AC to turn on/off.
Students diagram positive and negative feedback mechanisms (e.g., regulating body
temperature, blood pressure, blood clotting, and birth process). (I. I 1, 2)
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TEACHER NOTES
TEACHING-LEARNING
7. Students perform laboratory activity by creating models of each system of the human body
with explanations as to why each organ selected within the system is directly related to the
function of the organ and system; cardiovascular – heart – pumps the blood to lungs and to
body. (I.D,E; RST-1)
8. Student will analyze all systems of the body to choose which system is the most valued to
their everyday existence and defend the choice by writing an argument style paper pointing
out the strengths and limitations of all systems of the human body ending in a personal
reflection of why they chose the system they selected. (I.D, E; WHST- 1; RST – 1)
9. Students find the location of 20 anatomical and/or directional terms using the model human
torso, reinforcing the understanding of real life application for the use of scientific
vocabulary. (I.F 1-7)
10. Students read chapter one The Overview and complete the review questions at the end of
the unit as designated by the teacher for evaluation. (I.A)
11. Teacher revisits topics of levels of structural hierarchy, anatomical terminology, body
planes, necessary life functions, and homeostasis. Students review for unit evaluation.
(I.C,F,G,H,I)
TEACHER NOTES
TRADITIONAL ASSESSMENT
1. Conduct a lab investigation using model torsos.
2. Unit Test: Multiple-Choice and 2-and 4-point response essays.
3. Assignments / worksheets / notebooks.
4. Practical exam using torso model to identify body planes, anatomical and directional
terminology. (we moved this to traditional assessment as all students are asked to
identify the same parts )
TEACHER NOTES
AUTHENTIC ASSESSMENT
1. Students evaluate their goals for the Unit.
2. Devise a study guide for students who have been absent.
3. Students create a poem, song, rap, “Simon Says” using anatomical terminology. (I. F,G)
4. Students develop an argumentative paper on most valued system. (WHST-1)(RST–1)
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