Human Anatomy Course Outline and Learning Targets
Jennifer L. Doran
Human Anatomy is an elective course that targets students interested in the health/medical field and other biological sciences. I have arranged my units by topic and the learning targets that I cover throughout the unit. There are no state standards specifically for Anatomy but I have included the life science standards as they fit in. I also have the students perform dissections of various organs and complete the year by doing a fetal pig dissection. Students also do physiology labs using equipment from a company called Vernier. I have also brought in the following speakers to my class to enhance the curriculum and spark interest in the medical field:
1.
Radiological Technician
2.
Cardiac Rehabilitation Specialist
3.
Flight Nurse/EMT
4.
Chiropractor
5.
Anesthesiologist/Chronic Pain Management
6.
Athletic Trainer/Sports Medicine Specialist
Unit 1: Introduction to Anatomy
1. State Standards
2. Time Period: 2 weeks
3. Learning Targets
1.
I can define anatomy and physiology and give three examples of how they are related.
2.
I can list and describe the importance of the major characteristics of life.
3.
I can list and describe the major requirements of organisms.
4.
I can define homeostasis.
5.
I can give two examples of homeostatic mechanisms within our bodies.
6.
I can explain and sequence the biological levels of organization.
7.
I can describe the location of the major body cavities.
8.
I can place the major organs of the body in the correct body cavity.
9.
I can name, locate on a diagram, and describe the membranes associated with the thoracic and abdominopelvic cavities.
10.
I can name the major organ systems and list the organs associated with each.
11.
I can describe the general functions of each organ system.
12.
I can properly use and label on a diagram the terms that describe relative positions, body sections and body regions.

Unit 2: Cells
1. State Standard: a) F.12.1 Evaluate the normal structures and the general and special functions of cells in single-celled and multiple-celled organisms b) F.12.2 Understand how cells differentiate and how cells are regulated
2. Time Period: 2 weeks
3. Learning Targets:
1.
I can explain how cells differ from one another. I can give specific examples of different kinds of cells that exist in the body.
2.
I can differentiate among the structure and functions of the following membrane molecules:
 Phospholipid bi-layer
 Carbohydrates
 Fibrous proteins
 Membrane-spanning globular protein
 Cellular adhesion molecules (CAM)
 Channel proteins
 Receptor proteins
3.
I can describe the structure and function of the following organelles/parts of a
4.
human cell:
 Cytoplasm
 Nucleus
 Nucleolus
 Nuclear envelope
 Chromatin
 Endoplasmic reticulum (smooth and rough)
 Golgi apparatus
 Secretory vesicles a.
Lysosome b.
Ribosomes c.
Peroxisomes d.
Centrosome

Unit 3: Connective Tissues
State Standards: a) F.12.2 Understand how cells differentiate and how cells are regulated
Time Period: 2 weeks
Learning Targets:
1.
I can list the four major tissue types and provide an example of where each one is located in the body.
2.
I can describe the characteristics, function and location in the body of the following epithelial tissues:
 Simple squamous
 Simple cuboidal
 Simple columnar
 Psueodostratified columnar
 Stratified squamous
 Stratified cuboidal
 Stratified columnar
 Transitional
1.
I can differentiate among the three types of glandular epithelial tissue.
2.
I can list and define the cell types and fibers found within connective tissues.
3.
I can describe the cellular components, structures, matrix and function of the following connective tissues:
 Dense
 Adipose
 Loose
 Bone
 Blood
 Hyaline cartilage
 Elastic cartilage
 Fibrocartilage
4.
I can describe the general characteristics and function of the two types of nervous tissue:
 Neuronal
 Neuroglial
5.
I can distinguish among the three types of muscle tissue:
 Cardiac
 Skeletal
 Smooth

Unit 4: Skin
1. State Standards
A.12.6 Identify and, using evidence learned or discovered, replace inaccurate personal models and explanations of science-related events
A.12.7 Re-examine the evidence and reasoning that led to conclusions drawn from investigations, using the science themes
2. Time Period: 1 week
3. Learning Targets:
1.
I can describe the epidermal layers of the skin:
 Stratum basale
 Statum spinosum
 Stratum granulosum
 Statyum lucidum
 Stratum corneum
1.
I can describe the components of the dermal layer of skin and explain the functions of the dermis.
2.
I can give reasons for the development of certain skin colors.
3.
I can explain cytocrine secretion.
4.
I can explain the skin associated structures
5.
I can explain the skin associated structures a.
Hair b.
Nails
c. Sebaceous glands
d. Ceruminous glands
e. Sweat glands
6. I can sequence the process of wound healing to the epidermis
7. I can sequence the process of wound healing to the dermis.

Unit 5: Bones
1. State Standards
A.12.3 Give examples that show how partial systems, models, and explanations are used to give quick and reasonable solutions that are accurate enough for basic needs
2. Time Period: 3weeks
3. Learning Targets
1.
I can describe the structure and function of macroscopic bone.
2.
I can describe the structure and function of microscopic bone.
3.
I can sequence intramembranous bone development.
4.
I can sequence the endochondral bone development.
5.
I can describe how bones serve the other organs of the body.
6.
I can distinguish between the axial and appendicular skeleton and name the major parts of each.
7.
I can locate and identify the major features of the bones that compromise the:
 Skull
 Vertebral Column
 Thoracic cage
 Pectoral girdle
 Lower limb
8. I can describe the characteristics and give an example of the following types of joints
 Upper limb
 Pelvic girdle
 Synovial
 Fibrous
 Cartilaginous
8.
I can describe the actions and give an example of the following types of
Synovial joints
 Hinge
 Ball and socket
 Pivot
 Gliding
 Saddle
 Condyloid (elliptical)
10. I can explain how skeletal muscles produce movements at joints and demonstrate all of the movements that can occur.

Unit 6: Muscular System
1. State Standards: a) F.12.9 Using the science themes, investigate energy systems (related to food chains) to show how energy is stored in food (plants and animals) and how energy is released by digestion and metabolism b) F.12.10 Understand the impact of energy on organisms in living systems c) F.12.11 Investigate how the complexity and organization of organisms accommodates the need for obtaining, transforming, transporting, releasing, and eliminating the matter and energy* used to sustain an organism
2.
Time Period: 3 weeks
3.
Learning Targets:
1.
I can describe the connective tissue that helps to connect muscles to each other and other parts of the body.
2.
I can describe the major parts of a skeletal muscle fiber and define the functions of each part.
3.
I can diagram the regions of the sarcomere.
4.
I can describe the parts of the neuromuscular junction.
5.
I can sequence the events of muscle cell contraction.
6.
I can sequence the events of the muscle cell relaxation.
7.
I can explain how the muscle fiber contraction mechanism obtains energy.
8.
I can describe how oxygen debt can develop and how a muscle may become fatigued.
9.
I can explain how the types of muscular contraction produce body movements and help to maintain posture.
10.
I can compare skeletal, smooth and cardiac muscle.

Unit 7: Nervous System
1. State Standards: a) F.12.12 Trace how the sensory and nervous systems of various organisms react to the internal and external environment and transmit survival or learning stimuli to cause changes in behavior or responses
2. Time Period: 4 weeks
3. Learning Targets
The Neuron
1.
I can explain the general functions of the nervous system
2.
I can explain how nerve fibers in the peripheral nervous system are classified.
3.
I can describe the structure and function of the parts of a neuron.
4.
I can differentiate among the three types of neurons.
5.
I can classify the four types of neuroglial cells based on their structure and function.
6.
I can explain membrane polarization.
7.
I can sequence the events that lead to the conduction of a nerve impulse.
8.
I can explain the structure of a synapse and how information passes through a synapse.
9.
I can diagram the parts of a two-neuron reflex arc and a three neuron reflex arc.
Brain and Spinal Cord
10.
I can describe the coverings of the brain and spinal cord.
11.
I can diagram the structure of the spinal cord.
12.
I can state the functions of the parts of the spinal cord.
13.
I can describe the formation and diagram the flow of cerebral spinal fluid.
14.
I can describe the location, structure and function of the major parts of the brain.
15.
I can distinguish among motor, sensory and association area of the cerebral cortex.
16.
I can list eh major parts of the peripheral nervous system.
17.
I can name the cranial nerves and the areas of the body that each one serves.
18.
I can diagram the structure of a spinal nerve.
19.
I can describe the functions of the autonomic nervous system.
20.
I can distinguish between the sympathetic and parasympathetic divisions of the autonomic nervous system.
21.
I can describe a parasympathetic nerve pathway and a sympathetic nerve pathway.

1. State Standards
Unit 8: Cardiovascular System
A.12.5 Show how the ideas and themes of science can be used to make real-life decisions about careers, work places, life-styles, and use of resources
2. Time Period: 4 weeks
3. Learning Targets
Blood
1.
I can describe the general characteristics of blood and discuss its major functions.
2.
I can distinguish among the different types of blood cells.
3.
I can explain the control of red blood cell production.
4.
I can distinguish among the five types of white blood cells and give the functions of each type.
5.
I can list he major components of blood plasma and describe the functions of each.
6.
I can sequence the major steps in blood coagulation.
7.
I can explain how blood typing is used to avoid adverse reactions following blood transfusions.
Blood Pressure, Arteries and Veins
8.
I can name the organs of the cardiovascular system and discuss their functions.
9.
I can name and describe the locations and function of the major parts of the heart.
10.
I can trace the pathway of the blood through the heart and the vessels of coronary circulation.
11.
I can discuss the cardiac cycle and explain how it is controlled.
12.
I can identify the parts of a normal EKG pattern and discuss the significance of the is pattern.
13.
I can compare and contrast the structures and functions of the major types of blood vessels.
14.
I can describe how substances are exchanged between blood capillaries and the tissue fluid surrounding body cells.
15.
I can describe the mechanism that aid in returning venous blood to the heart.
16.
I can explain how blood pressure is produced and controlled.
17.
I can identify and locate the major arteries and veins of the pulmonary and systemic circuits.

1. State Standards
Unit 9: Respiratory System b) C.12.3 Evaluate* the data collected during an investigation*, critique the datacollection procedures and results, and suggest ways to make any needed improvements c) C.12.4 During investigations*, choose the best data-collection procedures and materials available, use them competently, and calculate the degree of precision of the resulting data d)
C.12.5 Use the explanations* and models* found in the earth and space, life and environmental, and physical sciences to develop likely explanations* for the results of their investigations*
2. Time Period: 2 weeks
3. Learning Targets:
1.
I can identify the four primary functions of the respiratory system
2.
I can explain the structure of each part in the respiratory system: what is it composed of, are there any specialized cells that are found within the part?
(nose, nasal cavity, paranasal sinuses, pharynx, larynx, trachea, bronchial tree, lungs, epiglottis and alveoli)
3.
I can describe the functions of each structure: nose, nasal cavity, paranasal sinuses, pharynx, larynx, trachea, bronchial tree, lungs, epiglottis and alveoli.
4.
I can identify and label the structures in figures: 16. 2, 16.6, 16.7, 16.8, 16. 11,
16.16, 16.18 16. 19 and 16. 20.
5.
I can outline in a step by step process the mechanism of inspiration.
6.
I can outline in a step by step process the mechanism of expiration.
7.
I can name and define each of the lung volumes and respiratory capacities.
8.
I can outline the steps that the respiratory center goes through in order to control normal breathing.
9.
I can describe the structure and function of the respiratory membrane-draw a picture and label the parts of the respiratory membrane.
10.
I can explain the exchange of gases between air and blood including partial pressures and draw a diagram representing the exchange of gases.
11.
I can explain how oxygen is transported in the blood and what molecule is responsible for its transport.
12.
I can explain the three ways that carbon dioxide is transported in the blood.

Unit 10: Endocrine System
1. State Standards e) C.12.1 When studying science content, ask questions suggested by current social issues, scientific literature, and observations* of phenomena, build hypotheses that might answer some of these questions, design possible investigations*, and describe results that might emerge from such investigations f) C.12.2 Identify* issues from an area of science study, write questions that could be investigated*, review previous research on these questions, and design and conduct responsible and safe investigations to help answer the questions
2. Time Period: 2 weeks
3. Learning Targets
1.
I can distinguish between endocrine and exocrine glands.
2.
I can explain how steroid and non-steroid hormones affect target cells.
3.
I can explain the process of how negative feedback mechanisms regulate hormonal secretions.
4.
I can explain how the nervous system controls the secretion of certain glands.
5.
I can name and describe the location, type of hormone secreted and the function of the following glands:
 Anterior Pituitary
 Posterior Pituitary
 Thyroid
 Parathyroid
 Adrenal
 Pancreas
 Pineal
 Thymus
 Reproductive
 Digestive
6.
I can describe the function of each of the 26 hormones covered in this chapter.
7.
I can describe how the secretion of each hormone is regulated.
8.
I can define stress and describe how the body responds to it.

Unit 11: Digestive System
1. State Standards a) F.12.9 Using the science themes, investigate energy systems (related to food chains) to show how energy is stored in food (plants and animals) and how energy is released by digestion and metabolism
2. Time Period: 3 weeks
3. Learning Targets:
1.
I can describe the general functions of the digestive system.
2.
I can name and describe the locations of the major parts of the digestive system.
3.
I can describe the structure of the wall of the alimentary canal.
4.
I can describe the structure and function of the following organs: mouth, palate, tongue, teeth, salivary glands, and pharynx.
5.
I can describe the structure of the esophagus.
6.
I can describe the structure of the stomach and pancreas.
7.
I know the enzymes that the stomach and pancreas secrete and their functions.
8.
I can explain the regulation of these enzymes by the body.
9.
I can describe the structure of the Liver, gall bladder and intestines..
10.
I know the enzymes that the Liver, gall bladder and intestines secrete and their functions.
11.
I can explain the regulation of these enzymes by the body
12.
I can describe the structure of the large intestines.
13.
I can describe the function of the large intestines.

Unit 12: Urinary System
1. State Standards
C.12.3 Evaluate* the data collected during an investigation*, critique the datacollection procedures and results, and suggest ways to make any needed improvements
C.12.4 During investigations*, choose the best data-collection procedures and materials available, use them competently, and calculate the degree of precision of the resulting data
2. Time period: 2 weeks
3. Learning Targets
1.
I can name and list the general functions of the organs of the urinary system.
2.
I can describe the location and structure of the kidneys.
3.
I can list the functions of the kidneys.
4.
I can trace a pathway of the blood through all of the vessels within a kidney.
5.
I can describe a nephron and explain the functions of its major parts.
6.
I can explain how the glomerular filtrate is produced and describe its composition.
7.
I can explain the factors that affect the rate of glomerular filtration and how this rate is regulated.
8.
I can discuss the role of tubular reabsorption in t urine formation.
9.
I can define tubular secretion and explain its role in urine formation.
10.
I can describe the structure of the ureters, urinary bladder and urethra.
11.
I can explain the process and control of micturation.