POMPTON LAKES SCHOOL DISTRICT
ANATOMY AND PHYSIOLOGY
COURSE OF STUDY
June 2011
Submitted By
The Science Department
Dr. Terrance Brennan, Superintendent
Mr. Vincent Przybylinski, Principal
Mr. Anthony Mattera, Vice Principal
BOARD MEMBERS
Mr. Jose A. Arroyo, Mrs. Catherine Brolsma, Mr. Shawn Dougherty,
Mrs. Nancy Lohse-Schwartz, Mr. Garry Luciani, Mr. Carl Padula,
Mr. Tom Salus, Mrs. Stephanie Shaw, Mr. Timothy Troast, Jr.
I.
Description
This course is for those students interested in science-related fields. Anatomy and
Physiology is in an in-depth study of the specific functions and structures of
the tissues, organs, and systems of the human body. An emphasis is placed
on the interrelatedness of such systems as the skeletal, muscular, nervous, and
circulatory. This course demands extensive preparation outside the classroom and
will include labs to physically demonstrate the mechanical principles with a
mandatory cat dissection.
II.
Objectives
A. Science Standards
5.1
Science Practices: All students will understand that science is both a body
of knowledge and an evidence-based, model-building enterprise that continually
extends, refines, and revises knowledge. The four Science Practices strands
encompass the knowledge and reasoning skills that students must acquire to be
proficient in science.
5.3
Life Science: All students will understand that life science principles are
powerful conceptual tools for making sense of complexity, diversity and
interconnectedness of life on Earth. Order in natural systems arises in accordance
with rules that govern the physical world, and the order of natural systems can be
modeled and predicted through the use of mathematics.
III.
Core Curriculum Content Standards Workplace
1.
All students will develop career planning and workplace readiness skills.
2.
All students will use information, technology, and other tools.
3.
All students will use critical thinking, decision-making, and problem
solving skills.
4.
All students will demonstrate self-management skills.
5.
All students will apply safety principles.
IV.
Standard 9.1 (Career and Technical Education)
All students will develop career awareness and planning, employment skills, and
foundational knowledge necessary for success in the workplace.
Strands and Cumulative progress Indicators
Building knowledge and skills gained in preceding grades, by the end of Grade
12, students will:
A.
Career Awareness Preparation
1.
Re-evaluate personal interests, ability and skills through various
measures including self assessments.
2.
Evaluate academic and career skills needed in various career
clusters.
3.
4.
5.
B.
Analyze factors that can impact on individual’s career.
Review and update their career plan and include plan in portfolio.
Research current advances in technology that apply to a sector
occupational career cluster.
Employment Skills
1.
Assess personal qualities that are needed to obtain and retain a job
related to career clusters.
2.
Communicate and comprehend written and verbal thoughts, ideas,
directions and information relative to educational and occupational
settings.
3.
Select and utilize appropriate technology in the design and
implementation of teacher-approved projects relevant to
occupational and/or higher educational settings.
4.
Evaluate the following academic and career skills as they relate to
home, school, community, and employment.
Communication
Punctuality
Time management
Organization
Decision making
Goal Setting
Resources allocation
Fair and equitable competition
Safety
Employment application
Teamwork
5.
Demonstrate teamwork and leadership skills that include student
participation in real world applications of career and technical
educational skills.
All students electing further study in career and technical
education will also: participate in structural learning experiences
that demonstrate interpersonal communication, teamwork and
leadership skills.
Unit 1 – Body Organization
Standard:
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidencebased, model-building enterprise that continually extends, refines, and revises knowledge. The four Science
Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in
science.
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for
making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems
arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled
and predicted through the use of mathematics.
Strand:
5.1 A: Understand Scientific Explanations: Students understand core concepts and principles of science and use
measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.
5.1 B: Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical,
physical, and computational tools that need to be applied when constructing and evaluating claims.
5.1 C: Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
5.1 D: Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which
are social practices that are governed by a core set of values and norms.
5.3 A. Organization and Development: Living organisms are composed of cellular units (structures) that carry out functions
required for life. Cellular units are composed of molecules, which also carry out biological functions.
Essential Questions
Enduring Understandings
Labs, Investigation, and Student Experiences
 Why is it necessary to
maintain and follow
safety procedures in a
science laboratory?
 How can the student
report and communicate
the findings achieved in
a laboratory
investigation?
 How have technology
tools enabled scientists
to transcend the surface
barrier of the cell?



These procedures are
necessary to keep the
laboratory safe for all
students.
Students can report their
findings through lab writeups and questions.
Scientists can use
compound light and
electron microscopes to see
organelles in the cell that
are too small to see
otherwise.









Somatotype activity
Homeostasis group work questions
Homeostasis lab
Anatomical labeling worksheet
Anatomy learning stations lab
Banana autopsy lab
The 2000-meter row: a case in homeostasis case study
Directional terms worksheet
Medical fact or fiction worksheet
Content Statements
5.1.12.A.1
Cumulative Progress
Indicators
Refine interrelationships among
concepts and patterns of evidence
found in different central
scientific explanations.
5.1.12.A.2
Develop and use mathematical,
physical, and computational tools
to build evidence-based models
and to pose theories.
5.1.12.A.3
Use scientific principles and
theories to build and refine
standards for data collection,
posing controls, and presenting
evidence.
Design investigations, collect
evidence, analyze data, and
evaluate evidence to determine
measures of central tendencies,
causal/correlational relationships,
and anomalous data.
Revise predictions and
explanations using evidence, and
connect explanations/arguments to
established scientific knowledge,
models, and theories.
Develop quality controls to
examine data sets and to examine
evidence as a means of generating
and reviewing explanations.
Reflect on and revise
understandings as new evidence
emerges.
Use data representations and new
models to revise predictions and
explanations.
5.1.12.B.1
5.1.12.B.3
5.1.12.B.4
5.1.12.C.1
5.1.12.C.2
5.1.12.C.3
5.1.12.D.1
5.1.12.D.2
5.1.12.D.3
5.3.12.A.1
5.3.12.A.3
5.3.12.A.6
5.3.12.E.2
5.3.12.E.4
Consider alternative theories to
interpret and evaluate evidencebased arguments.
Engage in multiple forms of
discussion in order to process,
make sense of, and learn from
others’ ideas, observations, and
experiences.
Represent ideas using literal
representations, such as graphs,
tables, journals, concept maps, and
diagrams.
Demonstrate how to use scientific
tools and instruments and
knowledge of how to handle
animals with respect for their
safety and welfare.
Represent and explain the
relationship between the structure
and function of each class of
complex molecules using a variety
of models.
Predict a cell’s response in a given
set of environmental conditions.
Describe how a disease is the
result of a malfunctioning system,
organ, and cell, and relate this to
possible treatment interventions
(e.g., diabetes, cystic fibrosis,
lactose intolerance).
Estimate how closely related
species are, based on scientific
evidence (e.g., anatomical
similarities, similarities of DNA
base and/or amino acid sequence).
Account for the evolution of a
species by citing specific evidence
of biological mechanisms.
Desired Results:
Students will ...
 Observe and practice safe procedures in the classroom and
laboratory.
 Demonstrate the proper use and care of scientific equipment
used in the study of Anatomy and Physiology.
 Communicate results of scientific investigations in oral,
written, or graphic form.
 Focus and examine specific specimens using various
magnification levels of the microscope.
 Examine and explain the basic structure of cell’s organelles.
 Analyze the organelles of an animal cell.
 Describe several disorders associated with the cells.
Unit 2 – The Integumentary System
Standard:
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, modelbuilding enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the
knowledge and reasoning skills that students must acquire to be proficient in science.
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the
complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern
the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
Strand:
5.2 A: Understand Scientific Explanations: Students understand core concepts and principles of science and use
measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.
5.2 B: Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical,
physical, and computational tools that need to be applied when constructing and evaluating claims.
5.1 C: Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
5.1 D: Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which
are social practices that are governed by a core set of values and norms.
5.3 A. Organization and Development: Living organisms are composed of cellular units (structures) that carry out functions
required for life. Cellular units are composed of molecules, which also carry out biological functions.
Essential Questions
 How do the skin and its
components make up a
complex set of organs
that protects and interacts
with other body systems?
 What are common effects
of aging on the
integumentary system?
 What principles or
fundamentals of wellness
and disease prevention
can be applied to the
integumentary system?
 How does technology
contribute to the
understanding and
treatment of this
system?
Enduring Understandings
 Skin is a protective covering,
helps regulate body
temperature, houses sensory
receptors, synthesizes
chemicals, and excretes
waste.
 The effects are “age spots”
and wrinkling and sagging.
 Sunscreen and anti-aging
products can protect the skin
and keep it well.
Doctors can scan the skin to
look for potential skin
afflictions and keep a baseline to
compare against for future
issues.
Content Statements
Cumulative Progress
Indicators
Refine interrelationships among
concepts and patterns of evidence
found in different central
scientific explanations.
5.1.12.A.1
5.1.12.A.2
Develop and use mathematical,
physical, and computational tools
to build evidence-based models
and to pose theories.
5.1.12.A.3
Use scientific principles and
theories to build and refine
standards for data collection,
posing controls, and presenting
evidence.
Labs, Investigation, and Student Experiences








3D Skin model
Fingerprinting lab
Skin lab
Skin disease project
A case study for the
Integumentary web quest
Integumentary ad campaign activity
Epithelial tissue lab
5.1.12.B.1
5.1.12.B.3
5.1.12.B.4
5.1.12.C.1
5.1.12.C.2
5.1.12.C.3
5.1.12.D.1
5.1.12.D.2
5.1.12.D.3
Design investigations, collect
evidence, analyze data, and
evaluate evidence to determine
measures of central tendencies,
causal/correlational relationships,
and anomalous data.
Revise predictions and
explanations using evidence, and
connect explanations/arguments to
established scientific knowledge,
models, and theories.
Develop quality controls to
examine data sets and to examine
evidence as a means of generating
and reviewing explanations.
Reflect on and revise
understandings as new evidence
emerges.
Use data representations and new
models to revise predictions and
explanations.
Consider alternative theories to
interpret and evaluate evidencebased arguments.
Engage in multiple forms of
discussion in order to process,
make sense of, and learn from
others’ ideas, observations, and
experiences.
Represent ideas using literal
representations, such as graphs,
tables, journals, concept maps, and
diagrams.
Demonstrate how to use scientific
tools and instruments and
knowledge of how to handle
animals with respect for their
safety and welfare.
5.3.12.A.1
5.3.12.A.3
5.3.12.A.6
5.3.12.E.2
5.3.12.E.4
Represent and explain the
relationship between the structure
and function of each class of
complex molecules using a variety
of models.
Predict a cell’s response in a given
set of environmental conditions.
Describe how a disease is the
result of a malfunctioning system,
organ, and cell, and relate this to
possible treatment interventions
(e.g., diabetes, cystic fibrosis,
lactose intolerance).
Estimate how closely related
species are, based on scientific
evidence (e.g., anatomical
similarities, similarities of DNA
base and/or amino acid sequence).
Account for the evolution of a
species by citing specific evidence
of biological mechanisms.
Unit 3 – The Skeletal System
Standard:
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, modelbuilding enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the
knowledge and reasoning skills that students must acquire to be proficient in science.
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the
complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern
the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
Strand:
5.3 A: Understand Scientific Explanations: Students understand core concepts and principles of science and use
measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.
5.3 B: Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical,
physical, and computational tools that need to be applied when constructing and evaluating claims.
5.1 C: Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
5.1 D: Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which
are social practices that are governed by a core set of values and norms.
5.3 A. Organization and Development: Living organisms are composed of cellular units (structures) that carry out functions
required for life. Cellular units are composed of molecules, which also carry out biological functions.
Essential Questions
Enduring Understandings
Labs, Investigation, and Student Experiences
 Individual bones are the
 What are the
organs of the skeletal system.
 Bone markings
physiological
 Joints bind parts of the
 Bone marking labeling exercise
mechanisms of the
skeleton, allow for bone
 Skeletal anatomy case study
skeletal system?
growth, permit skeletal parts
 Calcium worksheet
 How are the joints
to
change
shape
during
 Axial skeleton worksheet
associated with the
childbirth, and enable
 Clinical study
human skeleton?
movement in response to
 Parts of a long bone worksheet
 How can the structure of
skeletal muscle contractions.
 Skeletal system crossword puzzle
the long bone be
 The parts are divided into
 The structure of a synovial joint labeling
differentiated?
compact and spongy bone as
 Use your head worksheet
 How can the skeletal
well as marrow.
 Tales from the past worksheet
system be negatively
 Lack of calcium or
affected?
overexertion can cause the
Content Statements
5.1.12.A.1
skeletal system to become
brittle or damaged.
Cumulative Progress
Indicators
Refine interrelationships among
concepts and patterns of evidence
found in different central
scientific explanations.
5.1.12.A.2
Develop and use mathematical,
physical, and computational tools
to build evidence-based models
and to pose theories.
5.1.12.A.3
Use scientific principles and
theories to build and refine
standards for data collection,
posing controls, and presenting
evidence.
5.1.12.B.1
5.1.12.B.3
5.1.12.B.4
5.1.12.C.1
5.1.12.C.2
5.1.12.C.3
5.1.12.D.1
5.1.12.D.2
5.1.12.D.3
Design investigations, collect
evidence, analyze data, and
evaluate evidence to determine
measures of central tendencies,
causal/correlational relationships,
and anomalous data.
Revise predictions and
explanations using evidence, and
connect explanations/arguments to
established scientific knowledge,
models, and theories.
Develop quality controls to
examine data sets and to examine
evidence as a means of generating
and reviewing explanations.
Reflect on and revise
understandings as new evidence
emerges.
Use data representations and new
models to revise predictions and
explanations.
Consider alternative theories to
interpret and evaluate evidencebased arguments.
Engage in multiple forms of
discussion in order to process,
make sense of, and learn from
others’ ideas, observations, and
experiences.
Represent ideas using literal
representations, such as graphs,
tables, journals, concept maps, and
diagrams.
Demonstrate how to use scientific
tools and instruments and
knowledge of how to handle
animals with respect for their
safety and welfare.
5.3.12.A.1
5.3.12.A.3
5.3.12.A.6
5.3.12.E.2
5.3.12.E.4
Represent and explain the
relationship between the structure
and function of each class of
complex molecules using a variety
of models.
Predict a cell’s response in a given
set of environmental conditions.
Describe how a disease is the
result of a malfunctioning system,
organ, and cell, and relate this to
possible treatment interventions
(e.g., diabetes, cystic fibrosis,
lactose intolerance).
Estimate how closely related
species are, based on scientific
evidence (e.g., anatomical
similarities, similarities of DNA
base and/or amino acid sequence).
Account for the evolution of a
species by citing specific evidence
of biological mechanisms.
Desired Results:
Students will ...
 Identify the components of the skeletal system.
 Identify the major skeletal joint.
 Analyze the structure of the long bone.
 Analyze disorders associated with the human skeleton system.
Unit 4 – The Muscular System
Standard:
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, modelbuilding enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the
knowledge and reasoning skills that students must acquire to be proficient in science.
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the
complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern
the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
Strand:
5.4 A: Understand Scientific Explanations: Students understand core concepts and principles of science and use
measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.
5.4 B: Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical,
physical, and computational tools that need to be applied when constructing and evaluating claims.
5.1 C: Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
5.1 D: Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which
are social practices that are governed by a core set of values and norms.
5.3 A. Organization and Development: Living organisms are composed of cellular units (structures) that carry out functions
required for life. Cellular units are composed of molecules, which also carry out biological functions.
Essential Questions
 What are the
distinguishing functional
characteristics of
muscles?
 How does the muscle
structure permit
movement and integrate
with the nervous system?
 How do muscular
machines enable the
body to perform many
different activities?
Content Statements
5.1.12.A.1
5.1.12.A.2
Enduring Understandings
 Skeletal muscle attaches to
bones and to the skin of the
face. Smooth muscle lack
striations and transverse
tubules. Cardiac muscle one
appears in the heart.
 Muscle attaches to bone.
Blood vessels and nerves
pass through the many layers
of muscle fibers.
 The fast and slow twitch
muscle fibers allow the
muscle to respond differently
depending on the activity.
Cumulative Progress
Indicators
Refine interrelationships among
concepts and patterns of evidence
found in different central
scientific explanations.
Develop and use mathematical,
physical, and computational tools
to build evidence-based models
and to pose theories.
Labs, Investigation, and Student Experiences




Muscle fatigue lab
Reactions vs. reflexes lab
The structure of a Skeletal muscle fiber
Muscle size lab
5.1.12.A.3
5.1.12.B.1
5.1.12.B.3
5.1.12.B.4
5.1.12.C.1
5.1.12.C.2
5.1.12.C.3
5.1.12.D.1
5.1.12.D.2
Use scientific principles and
theories to build and refine
standards for data collection,
posing controls, and presenting
evidence.
Design investigations, collect
evidence, analyze data, and
evaluate evidence to determine
measures of central tendencies,
causal/correlational relationships,
and anomalous data.
Revise predictions and
explanations using evidence, and
connect explanations/arguments to
established scientific knowledge,
models, and theories.
Develop quality controls to
examine data sets and to examine
evidence as a means of generating
and reviewing explanations.
Reflect on and revise
understandings as new evidence
emerges.
Use data representations and new
models to revise predictions and
explanations.
Consider alternative theories to
interpret and evaluate evidencebased arguments.
Engage in multiple forms of
discussion in order to process,
make sense of, and learn from
others’ ideas, observations, and
experiences.
Represent ideas using literal
representations, such as graphs,
tables, journals, concept maps, and
diagrams.
5.1.12.D.3
5.3.12.A.1
5.3.12.A.3
5.3.12.A.6
5.3.12.E.2
5.3.12.E.4
Demonstrate how to use scientific
tools and instruments and
knowledge of how to handle
animals with respect for their
safety and welfare.
Represent and explain the
relationship between the structure
and function of each class of
complex molecules using a variety
of models.
Predict a cell’s response in a given
set of environmental conditions.
Describe how a disease is the
result of a malfunctioning system,
organ, and cell, and relate this to
possible treatment interventions
(e.g., diabetes, cystic fibrosis,
lactose intolerance).
Estimate how closely related
species are, based on scientific
evidence (e.g., anatomical
similarities, similarities of DNA
base and/or amino acid sequence).
Account for the evolution of a
species by citing specific evidence
of biological mechanisms.
Desired Results:
Students will …
 Analyze anatomical structures in relationship to their
physiological functions.
 Describe the structure of skeletal muscle.
 Distinguish between a twitch and a sustained contraction.
 Compare the contraction mechanisms of skeletal and smooth
muscle fibers.
 Describe aging-related changes in the muscular system.
 Discuss how exercise can help maintain a healthy muscular
system as the body ages.
Unit – 5 The Nervous System
Standard:
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, modelbuilding enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the
knowledge and reasoning skills that students must acquire to be proficient in science.
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the
complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern
the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
Strand:
5.5 A: Understand Scientific Explanations: Students understand core concepts and principles of science and use
measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.
5.5 B: Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical,
physical, and computational tools that need to be applied when constructing and evaluating claims.
5.1 C: Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
5.1 D: Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which
are social practices that are governed by a core set of values and norms.
5.3 A. Organization and Development: Living organisms are composed of cellular units (structures) that carry out functions
required for life. Cellular units are composed of molecules, which also carry out biological functions.
Essential Questions
 What are the primary
structures and functions
of the nervous system?
 What are the two major
methods by which our
body communicates both
with the environment and
within itself to allow for
immediate and long-term
responses?
Enduring Understandings
 The nervous system is a
network of cells that sense and
respond to stimuli in ways that
maintain homeostasis.
 The sensory receptors detect
changes in internal and
external body conditions.
Integrative functions gather
sensory information and make
decision that affect motor
functions. Motor impulses
stimulate effectors to respond.
Labs, Investigation, and Student Experiences







The adult brain labeling worksheet
The structure of a typical synapse labeling
Spinal cord worksheet
Response in earthworms lab
Reaction time lab
Cranial nerves worksheet
Amazing learning worksheet
Content Statements
5.1.12.A.1
Cumulative Progress
Indicators
Refine interrelationships among
concepts and patterns of evidence
found in different central
scientific explanations.
5.1.12.A.2
Develop and use mathematical,
physical, and computational tools
to build evidence-based models
and to pose theories.
5.1.12.A.3
Use scientific principles and
theories to build and refine
standards for data collection,
posing controls, and presenting
evidence.
Design investigations, collect
evidence, analyze data, and
evaluate evidence to determine
measures of central tendencies,
causal/correlational relationships,
and anomalous data.
Revise predictions and
explanations using evidence, and
connect explanations/arguments to
established scientific knowledge,
models, and theories.
Develop quality controls to
examine data sets and to examine
evidence as a means of generating
and reviewing explanations.
Reflect on and revise
understandings as new evidence
emerges.
Use data representations and new
models to revise predictions and
explanations.
5.1.12.B.1
5.1.12.B.3
5.1.12.B.4
5.1.12.C.1
5.1.12.C.2
5.1.12.C.3
5.1.12.D.1
5.1.12.D.2
5.1.12.D.3
5.3.12.A.1
5.3.12.A.3
5.3.12.A.6
5.3.12.E.2
5.3.12.E.4
Consider alternative theories to
interpret and evaluate evidencebased arguments.
Engage in multiple forms of
discussion in order to process,
make sense of, and learn from
others’ ideas, observations, and
experiences.
Represent ideas using literal
representations, such as graphs,
tables, journals, concept maps, and
diagrams.
Demonstrate how to use scientific
tools and instruments and
knowledge of how to handle
animals with respect for their
safety and welfare.
Represent and explain the
relationship between the structure
and function of each class of
complex molecules using a variety
of models.
Predict a cell’s response in a given
set of environmental conditions.
Describe how a disease is the
result of a malfunctioning system,
organ, and cell, and relate this to
possible treatment interventions
(e.g., diabetes, cystic fibrosis,
lactose intolerance).
Estimate how closely related
species are, based on scientific
evidence (e.g., anatomical
similarities, similarities of DNA
base and/or amino acid sequence).
Account for the evolution of a
species by citing specific evidence
of biological mechanisms.
Desired Results:
Students will ...
 Explain differences in the function of the peripheral nervous
system and the central nervous system.
 Label parts of the sensory organs, including the eye, ear,
tongue and skin receptors.
 Recognize diseases and disorders of nervous system.
Unit 6 – The General and Special Senses
Standard:
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, modelbuilding enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the
knowledge and reasoning skills that students must acquire to be proficient in science.
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the
complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern
the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
Strand:
5.6 A: Understand Scientific Explanations: Students understand core concepts and principles of science and use
measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.
5.6 B: Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical,
physical, and computational tools that need to be applied when constructing and evaluating claims.
5.1 C: Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
5.1 D: Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which
are social practices that are governed by a core set of values and norms.
5.3 A. Organization and Development: Living organisms are composed of cellular units (structures) that carry out functions
required for life. Cellular units are composed of molecules, which also carry out biological functions.
Essential Questions
 Were the developments
of our sense organs
inevitable?
 Why are sensory organs
considered an
overlapping of sensory
input?
 How do the equilibrium
organs in the ear play an
integral role in balance?
 What are the changes that
occur with age in the
special sense organs?
Content Statements
5.1.12.A.1
Enduring Understandings
 Our senses help our bodies
maintain homeostasis by
providing information about
what is happening on the
inside.
 They are considered
overlapping because it includes
skin, various organs (such as
the eyes and ears), and joints
that are part of other body
systems.
 Diminished senses, such as
hearing and vision loss, are
often one of the first noticeable
signs of aging.
Cumulative Progress
Indicators
Refine interrelationships among
concepts and patterns of evidence
found in different central
scientific explanations.
5.1.12.A.2
Develop and use mathematical,
physical, and computational tools
to build evidence-based models
and to pose theories.
5.1.12.A.3
Use scientific principles and
theories to build and refine
standards for data collection,
posing controls, and presenting
evidence.
Design investigations, collect
evidence, analyze data, and
evaluate evidence to determine
measures of central tendencies,
causal/correlational relationships,
and anomalous data.
5.1.12.B.1
Labs, Investigation, and Student Experiences








Senses lab
Nociception assignment #1
Nociception assignment #2
Nociception assignment #3
Nociception assignment #4
Ears and hearing lab
Mechanism of vision lab
Using your senses to identify unknown objects
lab
5.1.12.B.3
5.1.12.B.4
5.1.12.C.1
5.1.12.C.2
5.1.12.C.3
5.1.12.D.1
5.1.12.D.2
5.1.12.D.3
5.3.12.A.1
Revise predictions and
explanations using evidence, and
connect explanations/arguments to
established scientific knowledge,
models, and theories.
Develop quality controls to
examine data sets and to examine
evidence as a means of generating
and reviewing explanations.
Reflect on and revise
understandings as new evidence
emerges.
Use data representations and new
models to revise predictions and
explanations.
Consider alternative theories to
interpret and evaluate evidencebased arguments.
Engage in multiple forms of
discussion in order to process,
make sense of, and learn from
others’ ideas, observations, and
experiences.
Represent ideas using literal
representations, such as graphs,
tables, journals, concept maps, and
diagrams.
Demonstrate how to use scientific
tools and instruments and
knowledge of how to handle
animals with respect for their
safety and welfare.
Represent and explain the
relationship between the structure
and function of each class of
complex molecules using a variety
of models.
5.3.12.A.3
5.3.12.A.6
5.3.12.E.2
5.3.12.E.4
Predict a cell’s response in a given
set of environmental conditions.
Describe how a disease is the
result of a malfunctioning system,
organ, and cell, and relate this to
possible treatment interventions
(e.g., diabetes, cystic fibrosis,
lactose intolerance).
Estimate how closely related
species are, based on scientific
evidence (e.g., anatomical
similarities, similarities of DNA
base and/or amino acid sequence).
Account for the evolution of a
species by citing specific evidence
of biological mechanisms.
Desired Results:
Students will ...
 Develop a working knowledge of the structure and function of
the sense organs (eye, ear, nose, mouth)
 Identify developmental aspects of the sense organs including
disease processes
 Describe the pathway that olfactory sensation uses from
reception to perception.
 Distinguish among the functions and locations of the extrinsic
eye muscles.
 List the components of the eye through which light travels
from entering the eye to the retina
 Describe the three layers and two chambers of the eye in terms
of structure and function.
 Explain the process by which photoreceptors respond to light
 List the components of the ear through which sound travels
from entering the ear to arriving at the spiral organ.
 Describe the pathway of sound as it travels through the ear
 Describe the anatomy of taste buds and papillae
Unit 7 – The Endocrine System
Standard:
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, modelbuilding enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the
knowledge and reasoning skills that students must acquire to be proficient in science.
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the
complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern
the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
Strand:
5.7 A: Understand Scientific Explanations: Students understand core concepts and principles of science and use
measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.
5.7 B: Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical,
physical, and computational tools that need to be applied when constructing and evaluating claims.
5.1 C: Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
5.1 D: Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which
are social practices that are governed by a core set of values and norms.
5.3 A. Organization and Development: Living organisms are composed of cellular units (structures) that carry out functions
required for life. Cellular units are composed of molecules, which also carry out biological functions.
Essential Questions
 How does the endocrine
system maintain
homeostasis?
 What are endocrine
glands and what
processes do their
products influence?
Enduring Understandings
 The endocrine system works to
control body functions.
 Endocrine glands secrete their
products into body fluids to
regulate metabolic processes.
Labs, Investigation, and Student Experiences





Pituitary hormones and their targets labeling
Endocrine gland study
The adverse effects of birth control on the female
anatomy activity
Homeostasis worksheet
Those powerful hormones activity
Content Statements
5.1.12.A.1
Cumulative Progress
Indicators
Refine interrelationships among
concepts and patterns of evidence
found in different central
scientific explanations.
5.1.12.A.2
Develop and use mathematical,
physical, and computational tools
to build evidence-based models
and to pose theories.
5.1.12.A.3
Use scientific principles and
theories to build and refine
standards for data collection,
posing controls, and presenting
evidence.
Design investigations, collect
evidence, analyze data, and
evaluate evidence to determine
measures of central tendencies,
causal/correlational relationships,
and anomalous data.
Revise predictions and
explanations using evidence, and
connect explanations/arguments to
established scientific knowledge,
models, and theories.
Develop quality controls to
examine data sets and to examine
evidence as a means of generating
and reviewing explanations.
Reflect on and revise
understandings as new evidence
emerges.
Use data representations and new
models to revise predictions and
explanations.
5.1.12.B.1
5.1.12.B.3
5.1.12.B.4
5.1.12.C.1
5.1.12.C.2
5.1.12.C.3
5.1.12.D.1
5.1.12.D.2
5.1.12.D.3
5.3.12.A.1
5.3.12.A.3
5.3.12.A.6
5.3.12.E.2
5.3.12.E.4
Consider alternative theories to
interpret and evaluate evidencebased arguments.
Engage in multiple forms of
discussion in order to process,
make sense of, and learn from
others’ ideas, observations, and
experiences.
Represent ideas using literal
representations, such as graphs,
tables, journals, concept maps, and
diagrams.
Demonstrate how to use scientific
tools and instruments and
knowledge of how to handle
animals with respect for their
safety and welfare.
Represent and explain the
relationship between the structure
and function of each class of
complex molecules using a variety
of models.
Predict a cell’s response in a given
set of environmental conditions.
Describe how a disease is the
result of a malfunctioning system,
organ, and cell, and relate this to
possible treatment interventions
(e.g., diabetes, cystic fibrosis,
lactose intolerance).
Estimate how closely related
species are, based on scientific
evidence (e.g., anatomical
similarities, similarities of DNA
base and/or amino acid sequence).
Account for the evolution of a
species by citing specific evidence
of biological mechanisms.
Desired Results:
Students will ...
 Define hormone and target organ.
 Describe how hormones bring about their effects in the body.
 Explain how various endocrine glands are stimulated to release
their hormonal products.
 Define negative feedback and describe its role in regulating
blood levels of the various hormones.
 Describe the difference between endocrine and exocrine
glands
 Indicate the endocrine role of the kidneys, the stomach and
intestine, the heart, and the placenta.
 Describe the effect of aging on the endocrine system and body
homeostasis.
Unit 8 – The Cardiovascular System
Standard:
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, modelbuilding enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the
knowledge and reasoning skills that students must acquire to be proficient in science.
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the
complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern
the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
Strand:
5.8 A: Understand Scientific Explanations: Students understand core concepts and principles of science and use
measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.
5.8 B: Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical,
physical, and computational tools that need to be applied when constructing and evaluating claims.
5.1 C: Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
5.1 D: Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which
are social practices that are governed by a core set of values and norms.
5.3 A. Organization and Development: Living organisms are composed of cellular units (structures) that carry out functions
required for life. Cellular units are composed of molecules, which also carry out biological functions.
Essential Questions
 How does the heart
associate with the major
vessels of the
cardiovascular system?
 How are the left and right
chambers of the heart
structurally different in
their management of the
flow of blood?
 How can the functions of
the cardiovascular system
be negatively
compromised?
Content Statements
5.1.12.A.1
Enduring Understandings
 The heart is attached to blood
vessels, which circulate blood
to supply oxygen to, and
remove wastes from, body
cells.
 The right atrium receives
blood from the venae cavae;
the left atrium receives blood
from the pulmonary veins.
 Smoking, poor diet, lack of
exercise, and genetics can all
negatively compromise the
cardiovascular system.
Cumulative Progress
Indicators
Refine interrelationships among
concepts and patterns of evidence
found in different central
scientific explanations.
5.1.12.A.2
Develop and use mathematical,
physical, and computational tools
to build evidence-based models
and to pose theories.
5.1.12.A.3
Use scientific principles and
theories to build and refine
standards for data collection,
posing controls, and presenting
evidence.
Design investigations, collect
evidence, analyze data, and
evaluate evidence to determine
measures of central tendencies,
causal/correlational relationships,
and anomalous data.
5.1.12.B.1
Labs, Investigation, and Student Experiences
 Blood typing lab
 Circulation in fish lab
 Exercise effect on heart rate lab
 Observing blood cells lab
 Heart dissection
 Heart labeling
 Heart beat lab
 Blood pressure lab
 Force and pressure in blood vessels worksheet
5.1.12.B.3
5.1.12.B.4
5.1.12.C.1
5.1.12.C.2
5.1.12.C.3
5.1.12.D.1
5.1.12.D.2
5.1.12.D.3
5.3.12.A.1
Revise predictions and
explanations using evidence, and
connect explanations/arguments to
established scientific knowledge,
models, and theories.
Develop quality controls to
examine data sets and to examine
evidence as a means of generating
and reviewing explanations.
Reflect on and revise
understandings as new evidence
emerges.
Use data representations and new
models to revise predictions and
explanations.
Consider alternative theories to
interpret and evaluate evidencebased arguments.
Engage in multiple forms of
discussion in order to process,
make sense of, and learn from
others’ ideas, observations, and
experiences.
Represent ideas using literal
representations, such as graphs,
tables, journals, concept maps, and
diagrams.
Demonstrate how to use scientific
tools and instruments and
knowledge of how to handle
animals with respect for their
safety and welfare.
Represent and explain the
relationship between the structure
and function of each class of
complex molecules using a variety
of models.
5.3.12.A.3
5.3.12.A.6
5.3.12.E.2
5.3.12.E.4
Predict a cell’s response in a given
set of environmental conditions.
Describe how a disease is the
result of a malfunctioning system,
organ, and cell, and relate this to
possible treatment interventions
(e.g., diabetes, cystic fibrosis,
lactose intolerance).
Estimate how closely related
species are, based on scientific
evidence (e.g., anatomical
similarities, similarities of DNA
base and/or amino acid sequence).
Account for the evolution of a
species by citing specific evidence
of biological mechanisms.
Desired Results:
Students will ...
 Illustrate and describe the location, structure and the function
of the heart.
 Compare and contrast the structure and function of the right
and left chambers of the heart as they relate to the flow of
blood.
 Analyze the disorders associated with the cardiovascular
system.
Unit 9 – The Lymphoid System and Immunity
Standard:
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, modelbuilding enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the
knowledge and reasoning skills that students must acquire to be proficient in science.
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the
complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern
the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
Strand:
5.9 A: Understand Scientific Explanations: Students understand core concepts and principles of science and use
measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.
5.9 B: Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical,
physical, and computational tools that need to be applied when constructing and evaluating claims.
5.1 C: Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
5.1 D: Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which
are social practices that are governed by a core set of values and norms.
5.3 A. Organization and Development: Living organisms are composed of cellular units (structures) that carry out functions
required for life. Cellular units are composed of molecules, which also carry out biological functions.
Essential Questions
 How do nonspecific and
specific body defenses
keep the human body
healthy?
 How does the lymphatic
system function in
helping the body stay
healthy?
Content Statements
5.1.12.A.1
5.1.12.A.2
Enduring Understandings
 They transport excess fluid to
the bloodstream, absorb fats,
and help defend the body
against disease-causing agents.
 The lymphatic system helps
prevent pathogens or destroy
them if they enter by
mechanisms such as
mechanical barriers, chemical
barriers, natural killer cells,
inflammation, phagocytosis,
and fever.
Cumulative Progress
Indicators
Refine interrelationships among
concepts and patterns of evidence
found in different central
scientific explanations.
Develop and use mathematical,
physical, and computational tools
to build evidence-based models
and to pose theories.
Labs, Investigation, and Student Experiences
 Inflammation labeling
 Lymphatic capillaries labeling
 Spread of an infectious disease and population growth
 How HIV infects cells
 Viruses worksheet
5.1.12.A.3
5.1.12.B.1
5.1.12.B.3
5.1.12.B.4
5.1.12.C.1
5.1.12.C.2
5.1.12.C.3
5.1.12.D.1
5.1.12.D.2
Use scientific principles and
theories to build and refine
standards for data collection,
posing controls, and presenting
evidence.
Design investigations, collect
evidence, analyze data, and
evaluate evidence to determine
measures of central tendencies,
causal/correlational relationships,
and anomalous data.
Revise predictions and
explanations using evidence, and
connect explanations/arguments to
established scientific knowledge,
models, and theories.
Develop quality controls to
examine data sets and to examine
evidence as a means of generating
and reviewing explanations.
Reflect on and revise
understandings as new evidence
emerges.
Use data representations and new
models to revise predictions and
explanations.
Consider alternative theories to
interpret and evaluate evidencebased arguments.
Engage in multiple forms of
discussion in order to process,
make sense of, and learn from
others’ ideas, observations, and
experiences.
Represent ideas using literal
representations, such as graphs,
tables, journals, concept maps, and
diagrams.
5.1.12.D.3
5.3.12.A.1
5.3.12.A.3
5.3.12.A.6
5.3.12.E.2
5.3.12.E.4
Demonstrate how to use scientific
tools and instruments and
knowledge of how to handle
animals with respect for their
safety and welfare.
Represent and explain the
relationship between the structure
and function of each class of
complex molecules using a variety
of models.
Predict a cell’s response in a given
set of environmental conditions.
Describe how a disease is the
result of a malfunctioning system,
organ, and cell, and relate this to
possible treatment interventions
(e.g., diabetes, cystic fibrosis,
lactose intolerance).
Estimate how closely related
species are, based on scientific
evidence (e.g., anatomical
similarities, similarities of DNA
base and/or amino acid sequence).
Account for the evolution of a
species by citing specific evidence
of biological mechanisms.
Desired Results:
Students will ...
 Name the two major types of structures composing the
lymphatic system and explain how the lymphatic system is
functionally related to the cardiovascular and immune systems.
 Describe the composition of lymph and explain how it is
formed and transported through the lymphatic vessels.
 Describe the function(s) of lymph nodes, tonsils, the thymus,
Peyer's patches, and the spleen.
 Describe the protective functions of skin and mucous
membranes.
 Explain the importance of phagocytes and natural killer cells.
 Describe the inflammatory process.
 Explain how fever helps protect the body against invading
bacteria.
 Define antigen and hapten, and name substances that act as
complete antigens.
 Name the two arms of the immune response and relate each to
a specific lymphocyte type (B or T cell).
 Compare and contrast the development of B and T cells.
 Describe the roles of B cells, T cells, and plasma cells.
 Explain the importance of interactions between macrophages
and lymphocytes.
 List the five antibody classes and describe their specific roles
in immunity.
 Describe several ways in which antibodies act against
antigens.
 Distinguish between active and passive immunity.
 Describe immunodeficiencies, allergies, and autoimmune
diseases.
 Describe briefly the origin of the lymphatic vessels.
 Describe the effects of aging on immunity.
Unit 10 – The Respiratory System
Standard:
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, modelbuilding enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the
knowledge and reasoning skills that students must acquire to be proficient in science.
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the
complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern
the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
Strand:
5.10 A: Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement
and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.
5.10 B: Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical,
and computational tools that need to be applied when constructing and evaluating claims.
5.1 C: Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
5.1 D: Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are
social practices that are governed by a core set of values and norms.
5.3 A. Organization and Development: Living organisms are composed of cellular units (structures) that carry out functions
required for life. Cellular units are composed of molecules, which also carry out biological functions.
Essential Questions
 How can the lungs help
keep the body supplied
with a continuous source
of oxygen?
 How do our reflexes
regulate respiration?
 How does the internal
and external respiration
mechanism function in
the respiratory system?
 How does the respiratory
system respond to
negative influences?
Enduring Understandings
 The respiratory system
includes the passages that
transport air to and from the
lungs and the air sacs in which
gas exchanges occur to provide
oxygen cells need.
 Our reflexes (chemicals, lung
tissue stretching, and
emotional state) affect
breathing.
 The internal and external
respiration mechanisms
(inspiration and expiration)
change the size of the thoracic
cavity.
 Stress, hyperventilation, and
various ailments can have
negative effects on the
respiratory system.
Labs, Investigation, and Student Experiences
 Breathing rate lab
 Lung capacity
 Breathing and holding your breath lab
 Comparison of respired air volume
Content Statements
5.1.12.A.1
Cumulative Progress
Indicators
Refine interrelationships among
concepts and patterns of evidence
found in different central
scientific explanations.
5.1.12.A.2
Develop and use mathematical,
physical, and computational tools
to build evidence-based models
and to pose theories.
5.1.12.A.3
Use scientific principles and
theories to build and refine
standards for data collection,
posing controls, and presenting
evidence.
Design investigations, collect
evidence, analyze data, and
evaluate evidence to determine
measures of central tendencies,
causal/correlational relationships,
and anomalous data.
Revise predictions and
explanations using evidence, and
connect explanations/arguments to
established scientific knowledge,
models, and theories.
Develop quality controls to
examine data sets and to examine
evidence as a means of generating
and reviewing explanations.
Reflect on and revise
understandings as new evidence
emerges.
Use data representations and new
models to revise predictions and
explanations.
5.1.12.B.1
5.1.12.B.3
5.1.12.B.4
5.1.12.C.1
5.1.12.C.2
5.1.12.C.3
5.1.12.D.1
5.1.12.D.2
5.1.12.D.3
5.3.12.A.1
5.3.12.A.3
5.3.12.A.6
5.3.12.E.2
5.3.12.E.4
Consider alternative theories to
interpret and evaluate evidencebased arguments.
Engage in multiple forms of
discussion in order to process,
make sense of, and learn from
others’ ideas, observations, and
experiences.
Represent ideas using literal
representations, such as graphs,
tables, journals, concept maps, and
diagrams.
Demonstrate how to use scientific
tools and instruments and
knowledge of how to handle
animals with respect for their
safety and welfare.
Represent and explain the
relationship between the structure
and function of each class of
complex molecules using a variety
of models.
Predict a cell’s response in a given
set of environmental conditions.
Describe how a disease is the
result of a malfunctioning system,
organ, and cell, and relate this to
possible treatment interventions
(e.g., diabetes, cystic fibrosis,
lactose intolerance).
Estimate how closely related
species are, based on scientific
evidence (e.g., anatomical
similarities, similarities of DNA
base and/or amino acid sequence).
Account for the evolution of a
species by citing specific evidence
of biological mechanisms.
Desired Results:
Students will ...
 Analyze how the lungs operate with the blood to supply the
body with oxygen and eliminate carbon dioxide?
 Recognize reflexes and identify their function(s) to regulate
respiration in the body.
 Compare and contrast between internal and external
respiration.
 Describe several disorders associated with respiration and
investigate major vectors/diseases/ infections associated with
each.
Unit 11 – The Digestive System and Body Metabolism
Standard:
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, modelbuilding enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the
knowledge and reasoning skills that students must acquire to be proficient in science.
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the
complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern
the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
Strand:
5.10 A: Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement
and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.
5.10 B: Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical,
and computational tools that need to be applied when constructing and evaluating claims.
5.1 C: Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
5.1 D: Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are
social practices that are governed by a core set of values and norms.
5.3 A. Organization and Development: Living organisms are composed of cellular units (structures) that carry out functions
required for life. Cellular units are composed of molecules, which also carry out biological functions.
Essential Questions
 How do the various
components of the
digestive system relate to
each other?
 What is the role of
enzymes in the digestive
system?
 How can the digestive
system be negatively
affected?
Enduring Understandings
 The digestive system consists
of an alimentary canal and
several accessory organs that
carry out the processes of
ingestion, propulsion,
digestion, absorption, and
defecation.
 Enzymes help to chemically
break down food.
 Diet, cancer, and other
ailments can negatively affect
the digestive system.
Content Statements
Cumulative Progress
Indicators
Refine interrelationships among
concepts and patterns of evidence
found in different central
scientific explanations.
5.1.12.A.1
5.1.12.A.2
Develop and use mathematical,
physical, and computational tools
to build evidence-based models
and to pose theories.
5.1.12.A.3
Use scientific principles and
theories to build and refine
standards for data collection,
posing controls, and presenting
evidence.
Design investigations, collect
evidence, analyze data, and
evaluate evidence to determine
measures of central tendencies,
causal/correlational relationships,
and anomalous data.
5.1.12.B.1
Labs, Investigation, and Student Experiences







Fast food lab
Digestion of carbohydrates
Interactive digestive system
Digestion of protein
Nutrition lab
Salivary amylase lab
The components of the digestive system
labeling
5.1.12.B.3
5.1.12.B.4
5.1.12.C.1
5.1.12.C.2
5.1.12.C.3
5.1.12.D.1
5.1.12.D.2
5.1.12.D.3
5.3.12.A.1
Revise predictions and
explanations using evidence, and
connect explanations/arguments to
established scientific knowledge,
models, and theories.
Develop quality controls to
examine data sets and to examine
evidence as a means of generating
and reviewing explanations.
Reflect on and revise
understandings as new evidence
emerges.
Use data representations and new
models to revise predictions and
explanations.
Consider alternative theories to
interpret and evaluate evidencebased arguments.
Engage in multiple forms of
discussion in order to process,
make sense of, and learn from
others’ ideas, observations, and
experiences.
Represent ideas using literal
representations, such as graphs,
tables, journals, concept maps, and
diagrams.
Demonstrate how to use scientific
tools and instruments and
knowledge of how to handle
animals with respect for their
safety and welfare.
Represent and explain the
relationship between the structure
and function of each class of
complex molecules using a variety
of models.
5.3.12.A.3
5.3.12.A.6
5.3.12.B.2
5.3.12.E.2
5.3.12.E.4
5.1.12.A.1
Predict a cell’s response in a given
set of environmental conditions.
Describe how a disease is the
result of a malfunctioning system,
organ, and cell, and relate this to
possible treatment interventions
(e.g., diabetes, cystic fibrosis,
lactose intolerance).
Use mathematical formulas to
justify the concept of an efficient
diet.
Estimate how closely related
species are, based on scientific
evidence (e.g., anatomical
similarities, similarities of DNA
base and/or amino acid sequence).
Account for the evolution of a
species by citing specific evidence
of biological mechanisms.
Refine interrelationships among
concepts and patterns of evidence
found in different central scientific
explanations.
Desired Results:
Students will ...
 Construct the anatomical components of the digestive system
 Analyze the effect of enzymes of the digestive tract.
 Analyze disorders associated with the digestive system.
Unit 12 – The Urinary System
Standard:
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, modelbuilding enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the
knowledge and reasoning skills that students must acquire to be proficient in science.
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the
complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern
the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
Strand:
5.10 A: Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement
and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.
5.10 B: Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical,
and computational tools that need to be applied when constructing and evaluating claims.
5.1 C: Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
5.1 D: Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are
social practices that are governed by a core set of values and norms.
5.3 A. Organization and Development: Living organisms are composed of cellular units (structures) that carry out functions
required for life. Cellular units are composed of molecules, which also carry out biological functions.
Essential Questions
 What is excretion and
what are the products?
 Why do organisms need
to get rid of their waste?
Content Statements
5.1.12.A.1
Enduring Understandings
 Excretion is the process by
which the body rids itself of
waste such as urine and feces.
 If waste were not eliminated
from the body, it would build
up and causes a plethora of
issues.
Cumulative Progress
Indicators
Refine interrelationships among
concepts and patterns of evidence
found in different central
scientific explanations.
5.1.12.A.2
Develop and use mathematical,
physical, and computational tools
to build evidence-based models
and to pose theories.
5.1.12.A.3
Use scientific principles and
theories to build and refine
standards for data collection,
posing controls, and presenting
evidence.
Design investigations, collect
5.1.12.B.1
Labs, Investigation, and Student Experiences











Volume activity
Anatomy of the urinary system worksheet
Urinary diagram labeling
Concept map
The components of the urinary system
The amazing kidney race
Kidney labeling
Urine formation activity
Hooked on nephronics demonstration
Kidney disease pamphlet
Urinary system crossword puzzle
5.1.12.B.3
5.1.12.B.4
5.1.12.C.1
5.1.12.C.2
5.1.12.C.3
5.1.12.D.1
5.1.12.D.2
5.1.12.D.3
5.3.12.A.1
evidence, analyze data, and
evaluate evidence to determine
measures of central tendencies,
causal/correlational relationships,
and anomalous data.
Revise predictions and
explanations using evidence, and
connect explanations/arguments to
established scientific knowledge,
models, and theories.
Develop quality controls to
examine data sets and to examine
evidence as a means of generating
and reviewing explanations.
Reflect on and revise
understandings as new evidence
emerges.
Use data representations and new
models to revise predictions and
explanations.
Consider alternative theories to
interpret and evaluate evidencebased arguments.
Engage in multiple forms of
discussion in order to process,
make sense of, and learn from
others’ ideas, observations, and
experiences.
Represent ideas using literal
representations, such as graphs,
tables, journals, concept maps, and
diagrams.
Demonstrate how to use scientific
tools and instruments and
knowledge of how to handle
animals with respect for their
safety and welfare.
Represent and explain the
5.3.12.A.3
5.3.12.A.6
5.3.12.E.2
5.3.12.E.4
5.1.12.A.1
relationship between the structure
and function of each class of
complex molecules using a variety
of models.
Predict a cell’s response in a given
set of environmental conditions.
Describe how a disease is the
result of a malfunctioning system,
organ, and cell, and relate this to
possible treatment interventions
(e.g., diabetes, cystic fibrosis,
lactose intolerance).
Estimate how closely related
species are, based on scientific
evidence (e.g., anatomical
similarities, similarities of DNA
base and/or amino acid sequence).
Account for the evolution of a
species by citing specific evidence
of biological mechanisms.
Refine interrelationships among
concepts and patterns of evidence
found in different central scientific
explanations.
Desired Results:
Students will ...
 Become aware of the disorders related to the excretory system.
 Identify the excretory structures and list the waste products of
the human.
 Describe what might happen if the body could not maintain
homeostasis in this way.