1
Anatomy & Physiology
Curriculum Guide
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
2
Anatomy and Physiology Expanded Curriculum Guide
{11,12} Grade (12/1/02)
Abacu
s#
Objective
Critica
lity
Level
Sequence
and
Minimum
Time
Allotted
Sample Teaching
Strategy
Resources
Anatomy and
Physiology – Marieb
Dist/State
Assessments
Sample Assessment
Question
Benjamin Cummings
(2002)

Standard 1: INTRODUCTION TO ANATOMY AND PHYSIOLOGY (8 days)
Goal 1: Overview of anatomy and physiology
1. The student will define
2
ESS
anatomy and physiology and
their subdivisions
Trimester
A
0.5 day
4
2.
The student will recognize the
interrelationship between
anatomy and physiology
ESS
Trimester
A
0.5 day
Distinguish between topics of
anatomy (gross/macroscopic
anatomy, regional anatomy,
systemic anatomy, microscopic
anatomy). Review that this course
will study anatomy primarily in a
systemic fashion.
T: 2-4
Discuss the principle of
complementarity of structure and
function. Ask students to guess
the function of a body part given
its structural characteristics.
T: 4
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
ECA
Classroom
tests and
quizzes
ECA
Classroom
tests and
quizzes
What is the name for the
study of the structure of
body parts and their
relationship to each other?
a. physiology
b. histology
c. anatomy
d. homeostasis
What would most likely be
the function of a body
part which was rigid and
contained hard mineral
deposits?
a. gas exchange and
respiration
b. structural support
c. transportation of
oxygen and nutrients
d. protection of internal
organs
3
Goal 2: Understand terminology related to anatomy and physiology
6
3.
8
4.
The student will master terms
for body directions, regions and
planes
ESS
The student will identify major
and minor body cavities
ESS
Trimester
A
1 day
Trimester
A
1 day
10
12
5.
6.
The student will describe and
identify membranes (i.e.,
mucous and serous) and their
functions
ESS
The student will identify
structures of the plasma
membrane and how they relate
to cellular transport
ESS
Trimester
A
1 day
Trimester
A
2 days
Discuss anatomical position. Ask
students to complete statements of
relationship between body parts
(e.g., “The elbow is ____ to the
wrist.”) Using a 3-dimensional
model, quiz students on various
types of planes and sections.
Display overheads of major body
cavities and their subdivisions.
Have students identify organs
located in each cavity using a 3dimensional model of the human
body.
T: 14-16
Explain that serous membranes are
named for the cavity in which they
are found. Ask students to guess
the names of membranes given
their location (e.g visceral
pericardium surrounds the heart).
T: 18-21
Display overheads of the plasma
membrane and have students
differentiate between structures
facilitating passive versus active
transport.
T: 54-73
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
ECA
Classroom
tests and
quizzes
T: 15-21
ECA
Classroom
tests and
quizzes
ECA
Classroom
tests and
quizzes
ECA
Classroom
tests and
quizzes
What type of plane divides
the body into equal right
and left portions?
a. frontal
b. median sagittal
c. transverse
d. parasagittal
The thoracic and
abdominopelvic cavities
are divisions of what
major body cavity?
a. cranial
b. spinal
c. dorsal
d. ventral
Which of the following
serous membranes lines
the walls of the
abdominopelvic cavity?
a. parietal peritoneum
b. visceral peritoneum
c. parietal pleura
d. visceral pericardium
Which of the following
would not be a constituent
of a plasma membrane?
a. cholesterol
b. messenger RNA
c. proteins
d. phospholipids
4
14
7.
The student will define
homeostasis and its importance
ESS
Trimester
A
1 day
16
8.
The student will describe both
negative and positive feedback
mechanisms and their role in
maintaining homeostasis
ESS
Trimester
A
1 day
Discuss that homeostasis is NOT a
passive or static process; numerous
active control mechanisms are
necessary to maintain a “dynamic
steady state.” Have students
describe roles of different organ
systems in maintaining internal
homeostasis.
T: 10-13
Using overheads, discuss examples
of biological and non-biological
positive and negative feedback
mechanisms (regulation of bloodglucose level; blood clotting and
platelet aggregation; thermostat).
Ask students to provide additional
examples and describe them as
positive or negative feedback.
T: 10-13
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
ECA
Classroom
tests and
quizzes
ECA
Classroom
tests and
quizzes
What part of a
homeostatic control
mechanism provides the
means to influence the
stimulus?
a. receptor
b. control center
c. effector
d. nervous system
Which of the following is
true of a negative
feedback mechanism?
a. a product of the
pathway inhibits further
action of the pathway
b. a product of the
pathway encourages
further action of the
pathway
c. blood platelet
aggregation is an example
d. enhancement of labor
contractions by the
hormone oxytocin is an
example
5
Abacu
s#
Objective
Critica
lity
Level
Sequence
and
Minimum
Time
Allotted
Sample Teaching
Strategy
Resources
Dist/State
Assessments
Sample Assessment
Question

Standard 2: TISSUES (8 days)
Goal 1: Understand characteristics of tissue groups
1. The student will identify the
18
ESS Trimester
different structural and
A
functional characteristics of the
four primary tissue groups:
3 days
 Epithelial
 Connective
 Muscle
 Nerve
20
2.
The student will name, describe
and provide functions and
locations of tissue types within
each group above
EXP
Trimester
A
3 days
Laboratory investigation: students
will view pre-prepared slides of the
four major tissue types and
subdivisions within these groups
(e.g. simple squamous epithelium,
stratified columnar epithelium, etc.)
Students will outline the
characteristics of each tissue type
(using their textbook for reference)
and provide a drawing of each.
Students should list characteristics
of each specific sub-group of tissue
as well as general characteristics
for each primary tissue group.
Using textbooks as a reference,
students will expand the above
laboratory investigation by listing
the functions and locations of each
tissue type in a chart with their
characteristics and drawings.
Students should identify what types
of glands, if any, are present in
each tissue type.
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
T: 98-122
ECA
Classroom
tests and
quizzes
T: 98-122
Classroom
tests and
quizzes
Which of the following
organelles would be found
in abundance in glandular
epithelium?
a. multiple nunclei
b. lysosomes
c. microvilli
d. Golgi apparatus
Inability to absorb
digested nutrients and
secrete mucous might
indicate a disorder in
which type of epithelial
tissue?
a. simple squamous
b. transitional
c. simple columnar
d. stratified squamous
6
22
3.
The student will discuss how
tissue is repaired and factors
influencing the rate and
efficiency of repair
EXT
Trimester
A
2 days
Discuss the highly varied ability of
different tissue types to repair. Ask
students why it is important for the
body to have high regenerative
ability for epithelial tissue, but less
important to have regenerative
ability for nervous tissue. Relate
differential tissue repair to
injuries/diseases involving nervous
system degeneration.
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
T: 122-125
Classroom
tests and
quizzes
In which of the following
tissues would fibrosis be
MOST likely to occur
following an injury?
a. cardiac muscle
b. bone
c. epithelium
d. fibrous connective
tissue
7
Abacu
s#
Objective
Critica
lity
Level
Sequence
and
Minimum
Time
Allotted
Sample Teaching
Strategy
Resources
Dist/State
Assessments
Sample Assessment
Question

Standard 3: THE INTEGUMENTARY SYSTEM (5 days)
Goal 1: Understand the structure and function of the integumentary system
1. The student will distinguish
24
ESS Trimester Using a 3-dimensional model of the
integuementary system,
among the layers which make
A
differentiate between layers of the
up the integumentary system:
skin and layers of the epidermis.
dermis, epidermis, and
1 day
Explain to students that the names
subcutaneous
26
2.
The student will describe the
structure and function of
various appendages of the skin
(i.e., hair, sudoriferous and
sebaceous glands)
ESS
Trimester
A
1 day
of epidermal layers offer clues to
their function. For example, the
stratum corneum (“horny layer”) is
made up of dead, keratinized
epithelial cells. Have students
suggest acronyms for memorizing
the layers of the epidermis (basale,
spinosum, granulosum, lucidum,
corneum = BSGLC).
Have students complete
worksheets which involve labeling
the structural features of hair
follicles and nails. Describe the
function of suderiforous glands and
sweat glands, and ask students to
hypothesize where on the body
each type of gland would be most
likely to occur.
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
T: 127-133
ECA
Classroom
tests and
quizzes
T: 133-139
ECA
Classroom
tests and
quizzes
Which of the following
epidermal layers is not
present in “thin skin”?
a. stratum corneum
b. stratum lucidum
c. stratum granulosum
d. stratum basale
Which of the following
best describes what
fingernails actually are?
a. modifications of the
epidermis
b. identical to hair, but
with less keratin
c. extensions of the
phalanges
d. fibrous extensions of
dermal tissue
8
28
3.
The student will describe the
four functions of skin
ESS
Trimester
A
1 day
30
32
4.
The student will associate the 4
sensory corpuscles with their
functions:
 Ruffinian (heat)
 Krause (cold)
 Pacinian (pressure)
 Meissner’s (touch)
5. The student will know the A, B,
C, D’s of skin cancer
EXP
Trimester
A
1 day
ESS
Trimester
A
0.5 day
Have students discuss how the
structure and location of the
integumentary system (as an outer
covering to the body) is related to
its functions. Protection, sensation,
metabolic functions/excretion and
body temperature regulation are all
possible due to the integumentary
system’s superficial body location.
T: 139-140
Have students suggest stimuli
which would activate each of the
different sensory corpuscles. For
instance, sitting in a chair would
cause activation in Pacinian
corpuscles, while a pinprick may
stimulate free nerve endings.
T: 131-132; 424-426
Classroom
tests and
quizzes
Display overheads or handouts with
examples of various types of
cancerous tumors (basal cell
carcinoma, squamous cell
carcinoma, and melanoma). Have
students compare these images to
ordinary non-cancerous moles or
freckles.
T: 140-141
ECA
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
ECA
Classroom
tests and
quizzes
Classroom
tests and
quizzes
Which of the following is
NOT a function of the
skin?
a. blood reservoir
b. excretion of wastes
c. body temperature
regulation
d. intake of nutrients and
glucose from the
environment
Receptors for touch and
pressure are located in
which skin layer?
a. stratum basale
b. dermis
c. hypodermis
d. stratum corneum
Which of the following is
true of a malignant
melanoma?
a. it is the most common
form of skin cancer.
b. it is generally benign
and harmless.
c. it is caused by cancer
of the keratinocytes.
d. it is characterized by a
spreading black-brown
patch with an irregular
border.
9
34
6.
The student will distinguish
among the three classifications
of burns
EXP
Trimester
A
0.5 day
Display overheads or handouts
showing three classifications of
burns. Relate the layers of skin
damaged to the severity of the
burn. Have students discuss why
burns cause such severe problems
(loss of body fluids, possibility for
infection, etc.)
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
T: 141-142
Classroom
tests and
quizzes
Which of the following is
true of a second-degree
burn?
a. it heals in 2-3 days
b. it causes damage to
the epidermis and upper
regions of the dermis
c. it causes extreme
scarring and often
requires skin grafts
d. a common example is
a sunburn
10
Abacu
s#
Objective
Critica
lity
Level
Sequence
and
Minimum
Time
Allotted
Sample Teaching
Strategy
Resources
Dist/State
Assessments
Sample Assessment
Question

Standard 4: SKELETAL SYSTEM (13 days)
Goal 1: Understand the structure and function of the skeletal system
1. The student will identify 5 basic ESS
Trimester Have students name particular
36
bones and discuss the body parts
functions of the skeletal system
A
they protect (e.g. patella protects
(i.e., support, protection,
knee ligaments). Discuss tradelocomotion, blood cell
0.5 day
offs between functions of the
formation, and mineral reserve)
38
2.
The student will describe the
four classes of bones
EXP
Trimester
A
0.5 day
skeletal system: while the rib cage
protects the heart and lungs, there
is no bony covering for the
abdominal cavity because a bony
covering for all internal organs
would restrict movement.
Using a 3-dimensional model of a
skeleton or individual bones, have
students identify different bones as
long, short, flat, or irregular.
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
T: 148
ECA
Classroom
tests and
quizzes
T: 146-148
Classroom
tests and
quizzes
Which of the following is
NOT a function of the
skeletal system?
a. support
b. hematopoesis
c. mineral and fat storage
d. all of the above are
functions of the skeletal
system
What would be the correct
classification for the
sternum?
a. long bone
b. short bone
c. flat bone
d. irregular bone
11
40
42
44
The student will identify the
following structures of the long
bone and their associated
functions:
 Diaphysis
 Epiphysis
 Epiphyseal plate
 Periosteum
 Endosteum
 Marrow
 Medullary cavity
 Compact vs. cancellous
bone
4. The student will describe the
chemical composition of bone,
summarize bone remodeling,
and differentiate between the
function of each of the
following cell types:
osteocytes, osteoblasts, and
osteoclasts
ESS
5.
EXP
3.
The student will identify the
major bones of the axial and
appendicular skeleton, and
describe the function of various
bone markings (i.e., projections
and depressions)
Trimester
A
2 days
EXP
Trimester
A
2 days
Trimester
A
4 days
Have students complete a
worksheet labeling the features in
a diagram of a long bone and
coloring different structures with
different colors. Have students
complete a second worksheet,
matching long bone features to
their respective functions.
T: 148-151
Have students suggest mnemonic
devices for memorizing the
functions of osteocytes, osteoblasts
and osteoclasts. Display an
overhead showing hormonal
control of bone remodeling in
response to calcium levels in the
blood. Have students identify the
mechanism as positive or negative
feedback.
Have students label handouts
picturing the axial and appendicular
skeleton and enlarged detail views
of certain areas (skull, hands/feet).
Students should label using
different colors to distinguish types
of features (bones, depressions,
projections).
T: 150-152
Classroom
tests and
quizzes
What is the term for a
fracture where bone ends
protrude through the
skin?
a. simple
b. comminuted
c. greenstick
d. compound
T: 164-209
Classroom
tests and
quizzes
Which of the following
features is not on the
same bone as the others?
a. glenoid fossa
b. deltoid tuberosity
c. acromion process
d. infraspinous fossa
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
ECA
Classroom
tests and
quizzes
What is the term for the
end of a long bone?
a. diaphysis
b. periosteum
c. endosteum
d. epiphysis
12
Goal 2: Joints
46
48
6.
7.
The student will identify and
give examples of the following
types of joints:
 Ball and socket
 Gliding
 Hinge
 Rotation
 Fixed
EXP
The student will describe the
structure of the synovial joint
and how these structures help
in stabilization and the proper
functioning of the joint
EXP
Trimester
A
2 days
Trimester
A
1 day
Using a 3-dimensional model of the
skeleton, classify different joints in
the human body in terms of
structure and motion. Ask
students to “experiment” with the
movement of joints in their own
body (e.g., range of motion
possible in the shoulder as opposed
to the knee) and have students
explain these differences in terms
of joints types.
Use overheads and a 3-dimensional
model of the knee joint to point out
different general features of
synovial joints. Ask students what
would happen without different
structures (e.g., what would
happen to the knee joint if the
anterior cruciate ligament were
damaged?)
T: 210-230
Classroom
tests and
quizzes
Which of the following
joint types affords
multiaxial movement?
a. ball and socket
b. hinge
c. gliding
d. pivot
T: 213-220
Classroom
tests and
quizzes
What is the name for
connective tissue sacs
that act as cushions in
places where friction
develops?
a. bursae
b. menisci
c. ligaments
d. tendons
Display overheads showing various
skeletal system disorders and ask
students to identify 1) the disorder
and 2) the specific feature
damaged (e.g. sprain due to
ligament damage). Show a
videotape of a surgery such as ACL
reconstruction or rotator cuff
surgery and ask students what is
occurring in the video.
T: 156-162; 230-233
Classroom
tests and
quizzes
Which of the following
ligaments is/are damaged
when a football player
sustains a lateral blow to
the extended knee?
a. oblique popliteal and
extracapsular
b. suprapatellar
c. arcuate popliteal and
posterior cruciate
d. medial collateral,
medial meniscus, and
anterior cruciate
Goal 3: Disorders
50
8.
The student will describe
various disorders of the skeletal
system (e.g., fractures, sprains,
dislocations and diseases)
EXP
Trimester
A
1 day
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
13
Abacu
s#
Objective
Critica
lity
Level
Sequence
and
Minimum
Time
Allotted
Sample Teaching
Strategy
Resources
Dist/State
Assessments
Sample Assessment
Question

Standard 5: MUSCULAR SYSTEM (13 days)
Goal 1: Understand the structure and function of the muscular system
1. The student will name and
52
ESS Trimester Have students view and identify
different types of muscle tissue
describe the characteristics of
A
using microscope slides or
the 3 types of muscle tissues
videotapes of muscle tissue
1 day
T: 235; 268-269
Classroom
tests and
quizzes
contractions.
54
56
2.
3.
The student will identify the
gross anatomical structures of
skeletal muscles from an
illustration, including the
connective tissue coverings
(i.e., epimysium, perimysium,
and endomysium)
The student will identify the
microscopic structures of a
muscle fiber and their functions
EXP
Trimester
A
2 days
ESS
Trimester
A
2
ECA
Have students construct a labeled
drawing and chart depicting the
hierarchical organization of muscle
tissue (myofibril  fiber  fascicle
 muscle) with characteristics and
connective tissue coverings
associated with each structure.
T: 236-238
Classroom
tests and
quizzes
Have students add
vocabulary/features of microscopic
anatomy (sarcolemma, myosin and
actin microfilaments) to above
charts with a labeled drawing for
reference.
T: 238-243
ECA
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
Classroom
tests and
quizzes
Which of the following is
true of cardiac muscle?
a. cells are spindleshaped and nonstriated
b. contractions are
voluntarily controlled
c. requires rest period
d. cells are branching
with intercalated disks
What is another name for
a muscle cell?
a. myofibril
b. myofilament
c. muscle fiber
d. fascicle
What is the sarcolemma?
a. the contractile unit of a
muscle
b. the cytoplasm of a
muscle cell
c. a bundle of muscle
fibers surrounded by
connective tissue
d. the cell membrane of a
muscle cell
14
58
60
4.
5.
The student will explain the
major events that occur during
muscle fiber contraction (sliding
filament mechanism).
ESS
The student will describe
factors that contribute to the
strength of muscle contractions
EXP
Trimester
A
2 days
Trimester
A
1 day
62
6.
The student will explain how
energy is supplied to the
muscle fiber contraction
mechanism, how oxygen debt
develops, and how a muscle
may become fatigued
EXP
Trimester
A
1 day
Have students construct a
flowchart describing the physiology
of muscle contraction and the four
steps of the sliding filament model
using the terms defined in above
charts.
T: 243-255
Have students relate factors
contributing to the strength of
muscle contractions to the slidingfilament model and the flowchart
prepared above (e.g., larger
muscle equals more muscle fibers
contracting and more crossbridge
detachment/reattachment, which
results in stronger contractions).
Relate oxygen debt, muscle fatigue
and buildup of lactic acid to aerobic
and anaerobic exercise. Ask
students why they feel sore after
exercise and why trainers may
advise exercisers to use weight
machines 3-4 times a week, as
opposed to every day.
T: 259-264
Classroom
tests and
quizzes
T: 255-259
Classroom
tests and
quizzes
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
ECA
Classroom
tests and
quizzes
What event causes the
beginning of a muscle
contraction?
a. an influx of sodium
ions
b. an influx of calcium
ions
c. an influx of
acetylcholine
d. crossbridge
detachment
Which of the following
does NOT have an effect
on the force of muscle
contraction?
a. number of muscle
fibers contracting
b. size of the muscle
c. series-elastic elements
d. load being moved
Which of the following is
NOT a characteristic that
can result from exercise?
a. hypertrophy of muscle
cells
b. increased resistance to
muscle fatigue
c. an increase in the
number of muscle cells in
muscles
d. tearing and growth of
enlarged muscle fibers
15
64
7.
The student will identify various
muscle groups on a dissected
mammal and compare and
contrast their movement or
function to a human
EXT
Trimester
A
4 days
Laboratory investigation: have
students begin dissection of a
preserved cat by removing skin and
identifying major muscle groups.
Demonstrate various limb and body
movements and have students
observe muscle groups contracting
and relaxing. Using the cat
dissection as a reference, have
students label diagrams of the
human muscular system.
END TRIMESTER A
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
T: 278-282
Classroom
tests and
quizzes
What is the scientific
name for the major
muscle of the calf?
a. iliacus
b. gastrocnemius
c. tibialis anterior
d. rectus femoris
16
Abacu
s#
Objective
Critica
lity
Level
Sequence
and
Minimum
Time
Allotted
Sample Teaching
Strategy
Resources
Dist/State
Assessments
Sample Assessment
Question

Standard 6: NERVOUS SYSTEM (10 days)
Goal 1: Understand the structure and function of the nervous system
1. The student will list and
66
ESS Trimester Have students construct an outline
diagram of the divisions of the
describe the divisions of the
B
nervous system, from
nervous system:
central/peripheral to
 central nervous system
0.5 day
sympathetic/parasympathetic,
(CNS)
listing characteristics of each
 peripheral nervous system
division.
(PNS) (sensory somatic and
autonomic)
68
2.
The student will distinguish
between the sympathetic and
parasympathetic divisions of
the autonomic nervous system
ESS
Trimester
B
0.5 day
Have students suggest autonomic
nervous system functions and
classify them as “fight or flight” or
“housekeeping” functions (e.g.,
vasodilation in response to a threat
versus normal blood flow
regulation). Discuss how the
parasympathetic and sympathetic
nervous system often function in
opposition.
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
T: 333-335
ECA
Classroom
tests and
quizzes
T: 335
ECA
Classroom
tests and
quizzes
Which of the following
systems is divided into
sympathetic and
parasympathetic divisions?
a. central nervous system
b. sensory somatic
nervous system
c. autonomic nervous
system
d. brain and spinal cord
Which of the following is
NOT a characteristic of
the sympathetic nervous
system?
a. releases
neurotransmitter
epinephrine
b. increases heart rate
and blood pressure
c. prepares body for a
“fight or flight” response
d. maintains normal body
functioning
17
70
72
74
The student will name the four
types of neuroglial cells of the
CNS and describe the functions
of each:
 Astrocytes
 Microglial
 Ependymal
 Oligodendrocytes
4. The student will name the two
types of supporting cells in the
PNS and describe their
functions:
 Satellite cells
 Schwann cells
EXP
5.
ESS
3.
The student will describe the
structure of a neuron
Trimester
B
0.5 day
EXP
Trimester
B
0.5 day
Trimester
B
0.5 day
76
6.
The student will describe how a
nerve impulse is generated and
conducted along a nerve cell
and how it is transmitted to
another nerve cell
ESS
Trimester
B
1 day
Display overhead diagrams
showing CNS neurons and
associated neuroglial cells. Have
students label diagrams of
neuroglial cells with characteristics
and functions of each cell type.
T: 335-337
Classroom
tests and
quizzes
Which of the following
neuroglial cells function to
anchor neurons to
capillaries?
a. astrocytes
b. microglia
c. ependymal cells
d. oligodendrocytes
Have students compare and
contrast support cells in the central
and peripheral nervous systems.
Ask students for similarities and
differences between Schwann cells
and microglia, and between
satellite cells and oligodendrocytes.
Have students color and label a
diagram of a neuron with features
of the cell body and processes.
Ask students to differentiate
between types of neurons based
on number of processes (unipolar,
multipolar, bipolar).
Have students prepare a flowchart
of the stages in the generation and
transmission of an action potential.
Ask students to connect the
transmission of nerve impulses
across synapses to the sliding
filament model of muscle
contraction.
T: 337
Classroom
tests and
quizzes
T: 337-343
ECA
Which of the following
support cells surrounds
nerve fibers in the PNS?
a. astrocytes
b. satellite cells
c. Schwann cells
d. oligodendrocytes
What part of the neuron
receives nerve impulses?
a. dendrite
b. axon
c. axonal terminal
d. neurolemma
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
Classroom
tests and
quizzes
T: 343-366
ECA
Classroom
tests and
quizzes
What is the term for the
reduction in membrane
potential that occurs as a
nerve impulse is
generated?
a. resting membrane
potential
b. depolarization
c. repolarization
d. neurotransmitter
18
78
80
82
84
The student will name the parts
of the reflex arc and
distinguished among sensory,
motor and association neurons
EXP
The student will name the four
major parts of the brain and
describe the functions of each:
 Cerebrum
 Diencephalon
 Brain stem
 Cerebellum
9. The student will identify the
protective membranes and fluid
around the brain and spinal
cord:
 Pia mater
 Dura mater
 Arachnoid mater
10. The student will distinguish
between white matter and gray
matter in both the spinal cord
and the brain
ESS
7.
8.
Trimester
B
0.5 day
Trimester
B
2 days
EXP
Trimester
B
0.5 day
ESS
Trimester
B
0.5 day
Discuss how reflex arcs integrate
different physiological systems
(sensory systems such as the
integumentary system; central and
peripheral nervous systems; and
the muscular system). Discuss
autonomic and somatic reflexes in
terms of skeletal and smooth
muscle.
T: 341-343; 368;
480-481
Classroom
tests and
quizzes
Laboratory investigation: using
labeled drawings and 3dimensional models as a reference,
have students dissect a preserved
sheep brain and identify major
brain areas and features (lobes,
fissures, sulci, ventricles, etc.).
T: 370-395
ECA
Have students suggest mnemonic
devices or acronyms to memorize
the location and function of the
meninges. Explain that
understanding the Latin names for
these membranes may help
students to remember their
characteristics.
Distinguish between the central
nervous system (gray matter is
superficial to white matter) versus
the peripheral nervous system
(gray matter is deep to white
matter) and how this anatomy
affects the function of the different
tissue types.
T: 402-404
Classroom
tests and
quizzes
T: 341; 382-383;
410-412
ECA
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
Classroom
tests and
quizzes
Classroom
tests and
quizzes
Which of the following is
true of association
neurons?
a. they make up over
99% of the nerves in the
body
b. all are unipolar
c. they carry impulses
away from the CNS to
effector organs
d. most are contained
outside the CNS
Which brain area is the
relay center for impulses
to and from the cerebral
cortex?
a. cerebellum
b. thalamus
c. hypothalamus
d. brain stem
What is the name of the
delicate, innermost
meningeal layer?
a. pia mater
b. dura mater
c. arachnoid mater
d. neural mater
What is white matter
primarily composed of?
a. nerve cell bodies
b. myelinated axons
c. unmyelinated axons
d. support cells
19
86
88
90
11. The student will describe the
anatomy of the spinal cord
including the major spinal cord
tracts
EXP
12. The student will list the 12
cranial nerves, identify as
sensory or motor, and provide
the location of their origin or
destination
EXT
13. The student will describe how
the spinal nerves are named
and provide some examples of
the more important nerves
from each of the major regions
of the spine
EXT
Trimester
B
1 day
Trimester
B
1 day
Trimester
B
1 day
Laboratory investigation: using
cross-sectional drawings of the
spine as a reference, have students
dissect a section of the cat spinal
column and identify afferent and
efferent tracts.
T: 408-418
Classroom
tests and
quizzes
Laboratory investigation: have
students use the preserved sheep
brains dissected previously to
identify the cranial nerves. Have
students use information from the
laboratory to complete a chart of
the cranial nerves and their origin
and destination. Have students
develop a mnemonic device to
memorize the 12 cranial nerves
and their location.
Laboratory investigation: have
students use the preserved cats
dissected previously to identify
major spinal nerves and their
names and locations. Using their
dissection as a reference, have
students label a worksheet diagram
of the major spinal nerves and
their destinations.
T: 461-468
Classroom
tests and
quizzes
T: 468-477
Classroom
tests and
quizzes
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
Which of the following is
NOT a characteristic of
the spinal cord?
a. 3 meningeal layers
b. contains cerebrospinal
fluid
c. is a major reflex center
of the peripheral nervous
system
d. ends at the cauda
equina at its inferior end
Which cranial nerve is
responsible for voluntary
movement of the eyeball?
a. optic
b. olfactory
c. oculomotor
d. vagus
From which spinal nerve
region does the sciatic
nerve arise?
a. brachial
b. thoracic
c. lumbar
d. saccral
20
Abacu
s#
Objective
Critica
lity
Level
Sequence
and
Minimum
Time
Allotted
Sample Teaching
Strategy
Resources
Dist/State
Assessments
Sample Assessment
Question

Standard 7: SPECIAL SENSES (5 days)
Goal 1: Understand structure and function of the basic senses
1. The student will name 5 kinds
92
ESS Trimester Help students organize sensory
receptors by distinguishing the
of receptors (taste, smell,
B
chemical senses (taste and smell)
sound, sight, touch)
from other senses. In the chemical
0.5 day
T: 426-447
Classroom
tests and
quizzes
senses, molecules must be soluble
in water to cause a release of
neurotransmitters to dendrites.
94
96
2.
3.
The student will describe the
location, structure and afferent
pathways of the taste, smell
and sight receptors
ESS
The student will discuss specific
diseases of the eye and ear
that affect their abilities (i.e.,
cataracts, tinnitus, Meniere’s
syndrome, conductive and
sensory deafness)
EXT
Trimester
B
3.5 days
Trimester
B
1 day
Laboratory investigation: using
labeled drawings and 3dimensional models as a guide,
have students dissect a preserved
mammalian eye. Have students
use their dissection specimen as a
reference to label a diagram of the
eye and list the functions of each
structure.
Display overheads or slides of
various disorders of eyes and ears.
Ask students what specific
structures are affected in each
disorder, and have students relate
changes in sensory ability to the
functions of those structures.
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
ECA
T: 424-458
ECA
Classroom
tests and
quizzes
T: 437-445; 454-455
Classroom
tests and
quizzes
Each of the five sensory
receptor systems involve
specialized hair cells,
EXCEPT for which sense?
a. taste
b. vision
c. hearing
d. smell
What is the term for the
region of the retina where
there are no rods or
cones?
a. fovea centralis
b. ciliary body
c. iris
d. optic disk
Which of the following
disorders results from an
inability of aqueous humor
to drain?
a. astigmatism
b. myopia
c. glaucoma
d. conjunctivitis
21
Abacu
s#
Objective
Critica
lity
Level
Sequence
and
Minimum
Time
Allotted
Sample Teaching
Strategy
Resources
Dist/State
Assessments
Sample Assessment
Question

Standard 8: ENDOCRINE SYSTEM (5 days)
Goal 1: Understand structure and function of the endocrine system
1. The student will distinguish
98
ESS Trimester Have students list examples of
endocrine and exocrine glands.
between endocrine and
B
Ask students why endocrine glands
exocrine glands
are coordinated into an organ
0.5 day
100
102
2.
3.
The student will provide the
locations, secretions, targets
and effects of the major
endocrine glands (i.e., pituitary,
thyroid, thymus, pancreas,
adrenal, and reproductive
glands)
ESS
The student will discuss how
hormone secretions are
regulated by feedback
mechanisms
EXP
Trimester
B
2.5 days
Trimester
B
1 day
system which coordinates bodily
activities, while exocrine glands are
not.
Have students create a chart of
major endocrine glands, including
major hormone secretions, bodily
targets, and feedback mechanisms.
Have students add a flowchart of
hierarchical control of hormone
release (hypothalamus  pituitary
gland  other glands throughout
the body).
Have students draw a flowchart of
a negative feedback mechanism for
a specific hormone release and
specify whether the mechanism is
dependent on humoral, neural or
hormonal stimuli.
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
T: 507
ECA
Classroom
tests and
quizzes
T: 515-539
ECA
Classroom
tests and
quizzes
T: 507-515
Classroom
tests and
quizzes
Which of the following is
an example of an exocrine
gland?
a. pituitary
b. thyroid
c. sebaceous
d. thymus
Oxytocin is a hormone
secreted by what gland?
a. pancreas
b. thyroid
c. pituitary
d. reproductive glands
Declining blood sugar
levels inhibit the
production of insulin in
the pancreas. This is an
example of what type of
regulation?
a. positive feedback
b. negative feedback
c. inhibition feedback
d. stimulus feedback
22
104
4.
The student will discuss various
diseases of the endocrine
system relative to
hyper/hypoendocrine secretions
(i.e., Addison’s disease,
acromegaly, dwarfism/
gigantism, goiter, and diabetes)
EXP
Trimester
B
1 day
Display overhead pictures or
photographs of individuals suffering
from various diseases of the
endocrine system. Have students
hypothesize which hormones or
glands may be involved, and relate
symptoms of the diseases to
overactivity or underactivity of
endocrine structures.
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
T: 518-535
Classroom
tests and
quizzes
Which of the following
diseases is caused by
hypersecretion of growth
hormone (GH)?
a. Addison’s disease
b. gigantism
c. Cushing’s disease
d. pituitary dwarfism
23
Abacu
s#
Objective
Critica
lity
Level
Sequence
and
Minimum
Time
Allotted
Sample Teaching
Strategy
Resources
Dist/State
Assessments
Sample Assessment
Question

Standard 9: BLOOD AND CARDIOVASCULAR SYSTEM (8 days)
Goal 1: Understand the composition and function of blood
106 1. The student will describe the
ESS Trimester Have students view overhead
general composition of blood and
photographs or microscope slides
B
its major functions
of blood tissue and distinguish
between different types of formed
elements and blood plasma.
0.5 day
108
110
2.
3.
The student will define hematocrit
and describe its use in diagnosing
blood disorders such as leucopenia
and leukemia
EXP
The student will distinguish among
the formed elements of blood
(erythrocytes, various leukocytes,
and thrombcytes) and describe
their functions
ESS
Trimester
B
0.5 day
Trimester
B
1 day
T: 542-543
ECA
Classroom
tests and
quizzes
Ask students to relate low
hematocrit and
erythrocyte/leukocyte disorders to
normal functioning of different
formed elements. Have students
describe why an increased white
blood cell count would be indicative
of blood disorders.
T: 542; 555-557
Classroom
tests and
quizzes
Have students complete a chart
outlining the different major groups
and subgroups of formed elements.
Include characteristics of each
structure and a sketch of each
element.
T: 543-557
ECA
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
Classroom
tests and
quizzes
Which of the following is a
function of blood?
a. transport respiratory
gases
b. deliver wastes to body
cells
c. extract nutrients from
body cells
d. providing a medium for
immune system action
Which of the following
disorders results from
myeloblasts reproducing
unchecked?
a. lymphocytic leukemia
b. myelocytic leukemia
c. infectious
mononucleosis
d. polycythemia
What is the term for blood
cells which carry oxygen?
a. leukocytes
b. lymphocytes
c. platelets
d. erythrocytes
24
112
4.
The student will list the major
components of blood plasma
EXP
Trimester
B
0.5 day
114
5.
The student will explain how red
blood cell production is controlled
EXP
Trimester
B
0.5 day
116
6.
The student will define hemostasis
and explain mechanisms that help
to achieve it
EXP
Trimester
B
0.5 day
118
7.
The student will explain the basis
for blood typing
EXP
Trimester
B
0.5 day
Ask students to link the
composition of blood and blood
plasma to blood donation:
individuals can either donate
“whole blood,” or donate blood
plasma, while blood cells are
filtered out and redirected back
into the bloodstream.
Have students complete a
flowchart describing the major
steps of red blood cell production
and the recycling of hemoglobin in
other body tissues. Ask students
to link the control of red blood cell
production to previously studied
feedback mechanisms.
T: 543
Classroom
tests and
quizzes
Which of the following is
not a plasma protein?
a. albumin
b. gamma globulin
c. neutrophil
d. clotting proteins
T: 545-549
Classroom
tests and
quizzes
Which of the following
may trigger
erythropoiesis?
a. decreased tissue
demand for oxygen
b. increased tissue
demand for oxygen
c. increased number of
RBCs
d. moving from high to
low altitude
Have students create a flowchart
outlining the major steps of
hemostasis and coagulation. Ask
students to link the control of
hemostasis to previously studied
feedback mechanisms. Discuss
various disorders of blood clotting
(hemophilia) and link such diseases
to the normal functioning of blood
clotting factors.
Have students complete a chart
outlining the four major blood
types and the agglutinogens and
plasma antibodies associated with
each. Have students include which
blood types can be donated
to/received from for each group.
T: 557-563
Classroom
tests and
quizzes
Which of the following is a
plasma protein that
contributes to formation
of a blood clot?
a. platelets
b. fibrin
c. albumin
d. prothrombin
T: 564-565
Classroom
tests and
quizzes
Which blood type is
known as the universal
recipient?
a. A
b. B
c. AB
d. O
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
25
120
9.
The student will describe how
blood reactions may occur
between fetal and maternal tissues
(erythroblastosis fetalis)
EXP
Trimester
B
0.5 day
Link immune system rejection of
blood between mother and baby to
the function of leukocytes and
antibodies to be studied in greater
detail in the next unit.
Goal 2: Understand the structure and function of the cardiovascular system
122 10. The student will name the organs
ESS Trimester Laboratory investigation: have
of the cardiovascular system and
students identify major organs of
B
discuss their functions (heart,
the cardiovascular system on the
arteries, veins and capillaries)
previously dissected preserved cat
0.5 day
specimen.
124
126
11. The student will identify the major
structural features of the heart
(chambers, valves, and major
vessels)
ESS
12. The student will describe the
specific pathway of blood
circulation through the heart and
circulatory system
ESS
Trimester
B
1 day
Trimester
B
1 day
Laboratory investigation: have
students dissect a preserved
specimen of a beef heart and
identify the major chambers, valves
and vessels. Using the dissection
and a 3-dimensional model as a
reference, have students label a
diagram of the major features of
the heart.
Laboratory investigation: have
students use the preserved beef
heart previously dissected to
outline the flow of blood through
the heart. Have students add
arrows and drawings of the
systemic and pulmonary circuits to
their labeled diagram of the heart
to show the pathway of blood flow
through the body.
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
T: 565
Classroom
tests and
quizzes
When can erythroblastis
fetalis not possibly happen
in the child of an Rhmother?
a. if the child is type O+
b. if the child is Rh+
c. if the father is Rh+
d. if the father is Rh-
T: 569-575; 598-605
ECA
Which blood vessels
contain the greatest
percentage of the body’s
blood supply?
a. arteries
b. arterioles
c. heart chambers
d. veins
Which of the following
chambers is served by the
superior vena cava,
inferior vena cava and
coronary sinus?
a. right ventricle
b. right atrium
c. left atrium
d. left ventricle
Which structure carries
blood to the capillaries of
the myocardium?
a. coronary sinus
b. pulmonary artery
c. coronary arteries
d. coronary veins
Classroom
tests and
quizzes
T: 571-580
ECA
Classroom
tests and
quizzes
T: 575-577; 623-627;
639
ECA
Classroom
tests and
quizzes
26
128
130
13. The student will describe the
structure of arteries and veins and
explain how the differences
contribute to the functions of each
EXP
14. The student will describe
hypertension and explain how
blood pressure is measured
EXP
Trimester
B
0.5 day
Trimester
B
0.5 day
Ask students to hypothesize how
the human body deals with the
problem of moving blood
throughout the body (heart
contractions pump blood through
arteries, while venous valves are
required to return blood to the
heart).
T: 598-605
Classroom
tests and
quizzes
Laboratory investigation: after
explaining how health professionals
measure blood pressure, have
students use sphygmomanometers
to measure each other’s systolic
and diastolic blood pressure while
resting and after 1 minute of
jogging in place. Have students
explain systolic and diastolic blood
pressure in terms of the cardiac
cycle.
T: 605-616
Classroom
tests and
quizzes
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
Which of the following is
NOT a way in which veins
differ from arteries?
a. veins have thinner
walls
b. veins have higher
blood pressure
c. veins carry blood to
the heart
d. veins contain one-way
valves
What is the average
normal resting blood
pressure for an adult?
a. 80/120
b. 100/50
c. 120/80
d. 160/90
27
Abacu
s#
Objective
Critica
lity
Level
Sequence
and
Minimum
Time
Allotted
Sample Teaching
Strategy
Resources
Dist/State
Assessments
Sample Assessment
Question

Standard 10: LYMPHATIC SYSTEM (3 days)
Goal 1: Understand the structure and function of the lymphatic system
132 1. The student will describe the
ESS Trimester Have students discuss the
importance of lymphatic system
general functions of the
B
function by hypothesizing what
lymphatic system:
 Maintains circulatory
0.25 day would happen to the human body if
it lacked a lymphatic system (bodily
dynamics (plasma: blood
wastes would collect in the
solid ratios)
bloodstream; immune system
 Lymphocyte proliferation
would have no path to respond to
and immune surveillance
antigens).
response
134
2.
The student will describe the
structure, function and location
of lymphatic vessels
(capillaries, collecting vessels,
trunks and ducts) and the
lymphoid organs (thymus,
spleen, tonsils, Peyer’s patches,
appendix and lymph nodes)
EXP
Trimester
B
0.5 day
Laboratory investigation: using
handouts and labeled diagrams as
guides, have students locate as
many lymphatic system organs as
possible in the previously dissected
preserved cat specimen. Have
students identify the spleen,
appendix and thymus and describe
their functions, and locate any
other lymphatic vessels/organs
possible.
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
T: 649-650
ECA
Classroom
tests and
quizzes
T: 649-657
Classroom
tests and
quizzes
Which of the following is
NOT a function of the
lymphatic system?
a. transportation of fluids
back to the bloodstream
b. housing of phagocytes
and lymphocytes
c. transportation of
nutrients throughout the
body
d. immune system
surveillance
Which lymphoid organ
functions primarily during
youth and then begins to
atrophy?
a. spleen
b. thymus
c. palatine tonsils
d. bone marrow
28
136
3.
The student will discuss various
diseases of the lymphatic
system (i.e., elephantiasis,
Hodgkin’s disease,
mononucleosis, lymphoma and
tonsillitis)
EXP
Trimester
B
0.25 day
Display overhead pictures or slides
of individuals suffering from
various disorders of the lymphatic
system. Have students relate
symptoms of different diseases to
the normal functioning of lymphatic
structures.
T: 649-657
Classroom
tests and
quizzes
Which of the following
disorders is the term for
cancer of the lymph
nodes?
a. lymphoma
b. multiple sclerosis
c. Hodgkin’s disease
d. Grave’s disease
Have students complete a
comparison/contrast chart outlining
the similarities and differences
between B and T lymphocytes,
including their formation,
differentiation, function and
targets.
Have students complete a
comparison/contrast chart outlining
the differences between active and
passive immunity, including
antibody source and degree of
protection.
T: 670-687
ECA
Ask students to list as many
antigens as they can. Remind
students that antigens are not
necessarily bacteria or viruses, but
can include allergens such as
pollen and pet dander and selfantigens.
Show a video or slide presentation
depicting the action of antibodies
and the immune system
progression from the antigenantibody complex to agglutination
and eventual phagocytosis.
T: 669-670
Which of the following is
involved in the activation
of a B cell?
a. antigen
b. helper T cell
c. cytokine
d. all of the above
A vaccine is an example of
what type of immunity?
a. naturally acquired
active
b. artificially acquired
active
c. naturally acquired
passive
d. artificially acquired
passive
Which of the following is
an example of a self
antigen?
a. allergens
b. MHC proteins
c. virus particles
d. T lymphocytes
Which of the following is
NOT a mechanism of
antibody action?
a. infection
b. agglutination
c. neutralization
d. precipitation
Goal 2: Understand the immune system
138
140
4.
5.
The student will explain how B
and T lymphocytes are formed
and how they function in the
immune system
ESS
The student will distinguish
between active and passive
immunity
ESS
Trimester
B
0.5 day
Trimester
B
0.25 day
142
144
6.
7.
The student will explain what
an antigen is and what its role
is in the immune system
ESS
The student will describe the
structure and function of
antibodies
EXP
Trimester
B
0.25 day
Trimester
B
0.5 day
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
Classroom
tests and
quizzes
T: 675-676
ECA
Classroom
tests and
quizzes
ECA
Classroom
tests and
quizzes
T: 676-680
Classroom
tests and
quizzes
29
146
8.
The student will explain how
immune responses affect organ
transplants
EXP
Trimester
B
0.25 day
148
9.
The student will describe
various immunodeficiencies,
hypersensitivities, and
autoimmune diseases
EXP
Trimester
B
0.25 day
Have students relate organ
transplant rejection to blood
transfusions and the ABO groups
discussed in the previous unit.
Have students explain blood types
in terms of antibodies and immune
responses.
T: 689
Classroom
tests and
quizzes
Explain to students that many
widely-recognized human diseases
are immune disorders. Ask each
student to research basic
information about a particular
immune disease (AIDS, multiple
sclerosis, rheumatoid arthritis) and
present the information to the class
in a brief report.
T: 689-693
Classroom
tests and
quizzes
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
Which of the following is
an important step in
preventing organ
rejection?
a. blood type matching
b. MHC antigen matching
c. immunosuppressive
therapy
d. all of the above
Which of the following
immune disorders is an
autoimmune disease
which destroys the white
matter of the brain and
spinal cord?
a. Graves’ disease
b. rheumatoid arthritis
c. multiple sclerosis
d. systemic lupus
30
Abacu
s#
Objective
Critica
lity
Level
Sequence
and
Minimum
Time
Allotted
Sample Teaching
Strategy
Resources
Dist/State
Assessments
Sample Assessment
Question

Standard 11: RESPIRATORY SYSTEM (5 days)
Goal 1: Understand the structure and function of the respiratory system
150 1. The student will list the general ESS Trimester Review the complementarity of
structure and function by having
functions of the respiratory
B
students describe how the anatomy
system
of the lungs and alveoli are
0.5 day
T: 696
Classroom
tests and
quizzes
uniquely suited for the function of
gas exchange with body tissues
152
2.
The student will describe the
structure and function of each
organ of the respiratory system
ESS
Trimester
B
2 days
154
3.
The student will explain how
inspiration and expiration are
accomplished
EXP
Trimester
B
1 day
Laboratory investigation: using the
preserved cat specimen previously
dissected, have students identify
organs of the respiratory system
and describe their functions.
Demonstrate inspiration by placing
a straw in the cat’s mouth and
exhaling into the straw (the cat’s
lungs should increase in volume).
Have students experiment with the
physiological changes in their own
body during inspiration and
expiration. Ask students to note
changes in the shape of their rib
cages and the function of the
diaphragm as they inhale and
exhale deeply.
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
ECA
T: 696-710
ECA
Classroom
tests and
quizzes
T: 710-714
Classroom
tests and
quizzes
Which of the following is
NOT a function of the
respiratory system?
a. transport of respiratory
gases
b. external respiration
c. pulmonary ventilation
d. supplying the body
with carbon dioxide
What would happen to an
individual who had his
larynx removed?
a. inability to speak
b. inability to cough
c. difficulty swallowing
d. respiratory difficulty or
arrest
Which of the following
terms describes the period
when air flows into the
lungs?
a. breathing
b. inspiration
c. expiration
d. ventilation
31
156
4.
The student will name and
define each of the respiratory
air volumes
EXP
Trimester
B
0.5 day
158
5.
The student will list major
homeostatic imbalances of the
respiratory system
EXT
Trimester
B
1 day
Laboratory investigation: using
balloons or plastic bags, have
students investigate the relative
volumes of their various respiratory
volumes. A normal breath should
represent tidal volume; forced
expiration should represent reserve
volume. Ask students why residual
volume cannot be measured using
this experimental setup.
Ask students to relate risk of lung
cancer and emphysema to
smoking. Have students view
preserved specimens, 3dimensional models or photographs
of lungs of individuals with various
respiratory disorders, including the
lung of a smoker. Have students
compare to healthy lungs.
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
T: 716-718
Classroom
tests and
quizzes
T: 734-736
Classroom
tests and
quizzes
What is the term for the
volume of air remaining in
the lungs after strenuous
expiration?
a. tidal volume
b. inspiratory reserve
volume
c. expiratory reserve
volume
d. residual volume
Which of the following
disorders is characterized
by permanent
enlargement of the alveoli
and deterioration of the
alveolar walls?
a. chronic bronchitis
b. obstructive
emphysema
c. asthma
d. tuberculosis
32
Abacu
s#
Objective
Critica
lity
Level
Sequence
and
Minimum
Time
Allotted
Sample Teaching
Strategy
Resources
Dist/State
Assessments
Sample Assessment
Question

Standard 12: DIGESTIVE SYSTEM (5 days)
Goal 1: Understand the structure and function of the digestive system
160 1. The student will name and
ESS Trimester Laboratory investigation: using the
preserved cat specimen previously
describe the location of the
B
dissected, have students identify
organs of the digestive system
major structures of the digestive
(GI tract and accessory organs)
2 days
system and describe their
and describe the general
functions. Ask students to trace
functions of each
the path of food through the GI
162
2.
The student will list the
enzymes secreted by the
various digestive organs and
describe the function of each
ESS
Trimester
B
1 day
tract and describe the role of
different structures in the
breakdown and absorption of
nutrients.
Have students complete a chart
outlining different major digestive
enzymes, including source, target
organ(s), and target nutrient
groups.
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
T: 745-783
ECA
Classroom
tests and
quizzes
T: 783-789
ECA
Classroom
tests and
quizzes
Which of the following is a
function of the
gallbladder?
a. produces bile
b. produces secretin
c. stores and
concentrates bike
d. digests protein
Which of the following
enzymes act on
carbohydrates?
a. peptidases, trypsin and
chymotrypsin
b. amylase, maltase and
sucrase
c. lipases
d. peptidases, lipases and
galactase
33
164
3.
The student will describe the
role of peristalsis in mixing and
moving materials
EXP
Trimester
B
1 day
166
4.
The student will describe the
function of the local hormones
produced by the small intestine
EXP
Trimester
B
1 day
Demonstrate the action of
peristalsis by squeezing along a
section of rubber tubing to move
liquid through the tube. Ask
students why it is crucial that
peristalsis move food along the GI
tract even if the body is not upright
or in its normal orientation.
Have students connect the action
of digestive hormones to previous
study of the endocrine system. Ask
students what types of endocrine
controls are contributing to the
functioning of small intestine
hormones.
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
T: 740-741
Classroom
tests and
quizzes
Which of the following is
voluntarily controlled?
a. emesis
b. peristalsis
c. constriction of pyloric
sphincter
d. swallowing
T: 764-778
Classroom
tests and
quizzes
Which of the following
hormones increases
gastric gland secretion
and increases bile output?
a. secretin
b. histamine
c. gastrin
d. cholecystokinin
34
Abacu
s#
Objective
Critica
lity
Level
Sequence
and
Minimum
Time
Allotted
Sample Teaching
Strategy
Resources
Dist/State
Assessments
Sample Assessment
Question

Standard 13: EXCRETORY SYSTEM (5 days)
Goal 1: Understand the structure and function of the excretory system
168 1. The student will name the
ESS Trimester Laboratory investigation: using the
preserved cat specimen previously
organs of the excretory system
B
dissected, have students identify
and describe their general
major organs of the excretory
functions
1 day
170
2.
The student will describe the
structure of the kidney
ESS
Trimester
B
1 day
172
3.
The student will describe a
nephron and explain the
functions of its parts
ESS
Trimester
B
2 days
system and describe their
functions. Have students trace the
route of excretion from kidneys to
ureters to bladder to urethra.
Laboratory investigation: have
students dissect a kidney from the
preserved cat specimen and
identify major structural features
(cortex, renal column, renal
artery/vein).
Using 3-dimensional models as a
reference, have students label a
diagram of a nephron with major
structural features and describe
each structure’s effect on urine as
it flows through the nephron.
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
T: 840; 864-869
ECA
Classroom
tests and
quizzes
T: 840-843
ECA
Classroom
tests and
quizzes
T: 843-849
ECA
Classroom
tests and
quizzes
Which of the following
organs is responsible for
draining urine from the
bladder out of the body?
a. kidney
b. ureters
c. urinary bladder
d. urethra
What is the term for the
most superficial layer of
the kidney?
a. renal medulla
b. major calyx
c. renal pelvis
d. renal cortex
What is the term for the
enlarged structure at the
end of the renal tubule
which surrounds the
glomerulus?
a. podocyte
b. Bowman’s capsule
c. loop of Henle
d. papillary duct
35
174
4.
The student will discuss tubular
secretion and reabsorption in
urine formation
EXP
Trimester
B
1 day
Ask students to describe why
tubular secretion and reabsorption
are necessary processes as urine
moves through the nephron.
Students should understand the
importance of reclaiming tubule
contents and ridding the body of
unwanted substances.
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
T: 849-864
Classroom
tests and
quizzes
Which of the following is
reabsorbed by the
proximal convoluted
tubule?
a. Na+
b. K+
c. amino acids
d. all of the above
36
Abacu
s#
Objective
Critica
lity
Level
Sequence
and
Minimum
Time
Allotted
Sample Teaching
Strategy
Resources
Dist/State
Assessments
Sample Assessment
Question

Standard 14: REPRODUCTIVE SYSTEM (5 days)
Goal 1: Understand the structure and function of the reproductive system
176 1. The student will name the parts ESS Trimester Laboratory investigation: using
preserved cat specimens previously
of the m ale and female
B
dissected, have students determine
reproductive systems and
the sex of their specimen, identify
describe the general functions
2 days
the major features of the
of each
178
2.
The student will describe the
major events of fetal
development
ESS
Trimester
B
3 days
reproductive system, and describe
their functions.
Display and discuss preserved
specimens of various animals at
different stages of fetal
development. Ask students to
identify different stages based on
characteristics of the fetuses.
END TRIMESTER B
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time)
ECA = End of Course Assessment
T = Textbook (Marieb, Elaine N., Anatomy and Physiology, 2002)
©Idaho Falls School District # 91 2001
T: 895-926
ECA
Classroom
tests and
quizzes
Miller, Kenneth R. and
Joseph Levine,
Biology, 2002: 10181019
ECA
Classroom
tests and
quizzes
Where does oogenesis
occur?
a. oviduct
b. ovary
c. uterus
d. fallopian tubes
What is the embryo’s
organ of respiration,
nourishment and
excretion?
a. amniotic sac
b. uterus
c. placenta
d. chorionic villi