HUMAN ANATOMY AND PHYSIOLOGY SCOPE AND SEQUENCE
|HIGH SCHOOL HUMAN ANATOMY AND PHYSIOLOGY |
|CONTENT STANDARDS |
| |
|TOPIC 1: HOMEOSTASIS AND THE LANGUAGE OF ANATOMY |
|UNIT : LEVELS OF ORGANIZATION |
| |
|The students will define the characteristics and needs common to all living things, and the manner in which the human body is |
|organized to accomplish life processes. |
|LEARNER OUTCOMES |INDICATORS OF LEARNING |
|Define anatomy and physiology and explain their |Lab 1: Scientific Method and Measurements |
|relationship |Lab 2: Body Organization and Terminology |
|Describe various levels of structural organization within | |
|the human body, and explain how they are related | |
|Define and identify the importance of homeostasis to | |
|health and describe an example of a homeostatic mechanism | |
|Use proper anatomical terminology to describe directional | |
|terms, body regions, planes of reference and body | |
|cavities | |
|Identify correct organ systems for each organ using a | |
|human torso model or diagrams | |
|Identify major body cavities and the organs within | |
| |TEXT/RESOURCES |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Laboratory|
| |Manual, 9th edition |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Student |
| |Study Guide (SG) |
| | |
| |Online Learning Center (OLC) (quizzes, website links, clinical |
| |applications, interactive activities, labeling activities) |
| | |
| |Marieb, Elaine N., anatomy and Physiology Coloring Workbook (CW) |
| | |
| |EQUIPMENT/MATERIALS |
| | |
| |Human skeleton |
| |Dissectible torso (manikin |
|HIGH SCHOOL HUMAN ANATOMY AND PHYSIOLOGY |
|CONTENT STANDARDS |
| |
|TOPIC 2: CELLS |
|UNIT: LEVELS OF ORGANIZATION |
| |
|An understanding of cell structure is basic to understanding how cells support life at the cellular and organismic levels |
|LEARNER OUTCOMES |INDICATORS OF LEARNING |
|Describe the structure of the plasma membrane and how |Lab 3: Care and use of the Compound Microscope |
|structure relates to function | |
|Identify the major organelles of a cell, their structure |Lab 4: Cell Structure and Function |
|and their function | |
|Define the types of movement through a membrane, including|Lab 5: Movements Through Cell Membranes (Parts A, B, D) |
|osmosis, active transport, diffusion, facilitated | |
|diffusion, filtration, endocytosis, and |Lab 6: The Cell Cycle |
|exocytosis | |
|Identify and describe the stages of mitosis and | |
|cytokinesis | |
|Locate, identify and describe the function of major parts | |
|of a compound microscope | |
|Demonstrate proper care and use of a microscope by | |
|examining cheek cells | |
|Distinguish between hypertonic, hypotonic and isotonic | |
|solutions and describe their impact on cells | |
| | |
| |TEXT/RESOURCES |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Laboratory|
| |Manual, 9th edition |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Student |
| |Study Guide (SG) |
| | |
| |Online Learning Center (OLC) (quizzes, website links, clinical |
| |applications, interactive activities, labeling activities) |
| | |
| |Marieb, Elaine N., anatomy and Physiology Coloring Workbook (CW) |
| |EQUIPMENT/MATERIALS |
| |Slides of 3 colored threads |
| |Methylene blue stain or iodine-potassium-iodide |
| |stain |
| |Animal cell model |
| |Slides of human tissues |
| |Petri dishes |
| |Potassium permanganate crystals |
| |Thistle tube |
| |Selectively permeable membranes (dialysis tubing) |
| |Glass funnel |
| |Powdered charcoal |
| |Glucose |
| |Benedict’s Solution |
| |Animal mitosis models |
| |Microscope slides of whitefish mitosis (blastula) |
| |Slide of human chromosomes from leukocytes in mitosis |
|HIGH SCHOOL HUMAN ANATOMY AND PHYSIOLOGY |
|CONTENT STANDARDS |
| |
|TOPIC 3: TISSUES |
|UNIT: Levels of Organization |
| |
|The characteristics of a tissue remain the same regardless of where it occurs in the body. Knowledge of these characteristics |
|is basic to understanding how a specific tissue contributes to the function of an organ. |
|LEARNER OUTCOMES |INDICATORS OF LEARNING |
|Identify the four primary tissue families of the body |Lab 7: Epithelial Tissues |
|(epithelial, connective, muscular, nervous) and their | |
|chief subcategories. |Lab 8: Connective Tissues |
|Explain how the four major tissue types differ | |
|structurally and functionally. |Lab 9: Muscle and Nervous Tissues |
|Discuss the process of tissue repair and the inflammatory | |
|response | |
|Examine and differentiate between various kinds of tissue | |
|using a microscope and prepared slides including: | |
|epithelial: squamous, stratified, | |
|cuboidal, columnar, and transitional | |
|connective: adipose, blood, cartilage, bone, dense, | |
|areolar | |
|nervous: neuron, neuroglia | |
|muscular: smooth, skeletal, cardiac | |
|State the location of the tissue types in the body | |
| |TEXT/RESOURCES |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Laboratory|
| |Manual, 9th edition |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Student |
| |Study Guide (SG) |
| | |
| |Online Learning Center (OLC) (quizzes, website links, clinical |
| |applications, interactive activities, labeling activities) |
| | |
| |Marieb, Elaine N., anatomy and Physiology Coloring Workbook (CW) |
| | |
| |EQUIPMENT/MATERIALS |
| |Prepared slides of |
| |-simple squamous epithelium (lung) |
| |-simple cuboidal epithelium (kidney) |
| |-simple columnar epithelium (small intestine) |
| |-pseudostatified (ciliated) columnar epithelium (trachea) |
| |-stratified squamous epithelium (esophagus) |
| |-transitional epithelium (bladder) |
| |-loose (areolar) connective tissue |
| |-dense connective tissue |
| |-adipose tissue |
| |-hyaline cartilage |
| |-elastic cartilage |
| |-fibrocartilage |
| |-bone (compact, ground, cross-section) |
| |-blood (human) |
| |-skeletal muscle |
| |-cardiac muscle |
| |-nervous tissue (spinal cord and-or cerebellum) |
|HIGH SCHOOL HUMAN ANATOMY AND PHYSIOLOGY |
|CONTENT STANDARDS |
| |
|TOPIC 4: SKIN AND BODY MEMBRANES |
|UNIT: LEVELS OF ORGANIZATION |
| |
|Knowledge of membranes and the integumentary system is essential to understanding how the body controls interactions between |
|internal and external environments. |
|LEARNER OUTCOMES |INDICATORS OF LEARNING |
|List the general functions of each membrane |Lab 10: Integumentary System |
|type-cutaneous, mucous, serous, and synovial-and give its | |
|location in the body | |
|Compare the structure (tissue makeup)of the major membrane| |
|types | |
|Summarize the functions of the skin and explain how these | |
|functions are accomplished | |
|Describe the structure and function of the dermis and | |
|epidermal layers | |
|Name the factors that determine skin color, and describe | |
|the function of melanin. | |
|Name the glands of the skin, their function, and describe | |
|the secretions they produce (sebaceous, sweat, apocrine, | |
|eccrine) | |
|Describe the accessory organs of the skin and their | |
|function (nails, hair) | |
|Identify some health disorders of the integumentary system| |
|and their causes such as skin cancer, burns, acne | |
|Distinguish between the epidermis, dermis and subcutaneous| |
|layers of the skin using anatomical structures and | |
|function | |
|Identify the layers of the skin, hair follicles and glands| |
|in a prepared slide and diagram | |
| |TEXT/RESOURCES |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Laboratory|
| |Manual, 9th edition |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Student |
| |Study Guide (SG) |
| | |
| |Online Learning Center (OLC) (quizzes, website links, clinical |
| |applications, interactive activities, labeling activities) |
| | |
| |Marieb, Elaine N., anatomy and Physiology Coloring Workbook (CW) |
| | |
| |EQUIPMENT/MATERIALS |
| |Slides of human scalp or axilla |
| |Forceps |
|HIGH SCHOOL HUMAN ANATOMY AND PHYSIOLOGY |
|CONTENT STANDARDS |
| |
|TOPIC 5: SKELETAL SYSTEM |
|UNIT: SUPPORT AND MOVEMENT |
| |
|The skeleton is arranged to facilitate support and movement of the body as well as protection of vital organs. Bones also store |
|essential nutrients. |
|LEARNER OUTCOMES |INDICATORS OF LEARNING |
|List and explain the function of the skeletal system |Lab 12: Organization of the Skeleton |
|Differentiate between the basic structure of compact and | |
|cancellous bone |Select sections from each of the following labs: |
|Identify microscopic bone structures including Haversian |Lab 13: The skull |
|systems, osteocytes, osteoclasts, osteoblasts, bone matrix,|Lab 14: Vertebral Column and Thoracic Cage |
|periosteum |Lab 15: Pectoral Girdle and Upper Limb |
|Explain the process of bone formation, growth and repair |Lab 16: Pectoral Girdle and Lower Limb |
|List and identify the bones which make up the appendicular | |
|and axial skeleton | |
|Describe some disorders and diseases affecting the skeletal| |
|system such as osteomalacia, rickets, osteoarthritis, | |
|rheumatoid arthritis, compound/simple fractures, bursitis, | |
|osteoporosis | |
|Distinguish between the axial skeleton and the appendicular| |
|skeleton | |
|Locate and name the major bones of the human skeleton | |
|Distinguish by examination the different types of vertebrae| |
|Identify bones and their major processes from an assembled | |
|and disarticulated skeleton | |
| | |
| |TEXT/RESOURCES |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Laboratory |
| |Manual, 9th edition |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Student |
| |Study Guide (SG) |
| | |
| |Online Learning Center (OLC) (quizzes, website links, clinical |
| |applications, interactive activities, labeling activities) |
| | |
| |Marieb, Elaine N., anatomy and Physiology Coloring Workbook (CW) |
| |EQUIPMENT/MATERIALS |
| |Human long bone, sectioned longitudinally |
| |Slide of ground, compact bone |
| |Human skeleton |
| |Human skull |
|HIGH SCHOOL HUMAN ANATOMY AND PHYSIOLOGY |
|CONTENT STANDARDS |
| |
|TOPIC 6: ARTICULATIONS |
|UNIT: SUPPORT AND MOVEMENT |
| |
|Movement is a characteristic of living things, and the type of joint dictates the possible motions. |
|LEARNER OUTCOMES |INDICATORS OF LEARNING |
|Describe and locate the different types of joints including|Lab 17: The Joints |
|synovial, fibrous, and cartilaginous, and compare the | |
|amount of movement allowed by each | |
|Distinguish between the following movements: | |
|flexion/extension, | |
|rotation/circumduction, abduction/adduction, and | |
|supination/pronation | |
|compare major categories of joints as to their structure | |
|and mobility | |
|Demonstrate or identify the various body movements | |
| |TEXT/RESOURCES |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Laboratory |
| |Manual, 9th edition |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Student |
| |Study Guide (SG) |
| | |
| |Online Learning Center (OLC) (quizzes, website links, clinical |
| |applications, interactive activities, labeling activities) |
| | |
| |Marieb, Elaine N., anatomy and Physiology Coloring Workbook (CW) |
| |EQUIPMENT/MATERIALS |
| |Knee joint model |
|HIGH SCHOOL HUMAN ANATOMY AND PHYSIOLOGY |
|CONTENT STANDARDS |
| |
|TOPIC 7: MUSCULAR SYSTEM |
|UNIT: SUPPORT AND MOVEMENT |
| |
|Knowledge of muscle characteristics and functions is essential to understanding movement and posture, as well as providing a |
|foundation for the study of other organ systems. |
|LEARNER OUTCOMES |INDICATORS OF LEARNING |
|Describe similarities and differences in the structure and |Lab 18: Skeletal Muscle Structure |
|function of the three types of muscle tissue, and indicate | |
|where they are found in the body |Select sections from each of the following labs: |
|Describe the gross and microscopic anatomy of skeletal |Lab 19: Muscles of the Face, Head, and Neck |
|muscle |Lab 20: Muscles of the Chest, shoulder, and Upper Limb |
|Describe how an action potential is initiated in a muscle |Lab 21: Muscles of the Abdominal Wall and Pelvic Outlet |
|cell and the events of muscle cell contraction |Lab 22: Muscles of the Hip and Lower Limb |
|Describe graded response, tetanus, isotonic and isometric | |
|contractions, and muscle tone as these terms apply to a | |
|skeletal muscle | |
|Identify some human superficial muscles including their | |
|name, origin, insertion , antagonist muscle group, and | |
|primary action | |
|List and describe some problems/diseases of the muscular | |
|system such as cerebral palsy, muscular dystrophy, and the | |
|use of anabolic steroids | |
|Identify and describe each type of muscle tissue | |
|microscopically | |
|Name and locate the major structures of a skeletal muscle | |
|fiber | |
|Distinguish between the origin and insertion of a muscle | |
|Describe the general actions of prime movers, synergists, | |
|and antagonists | |
| | |
| |TEXT/RESOURCES |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Laboratory |
| |Manual, 9th edition |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Student |
| |Study Guide (SG) |
| | |
| |Online Learning Center (OLC) (quizzes, website links, clinical |
| |applications, interactive activities, labeling activities) |
| | |
| |Marieb, Elaine N., anatomy and Physiology Coloring Workbook (CW) |
| |EQUIPMENT/MATERIALS |
| |Slide of skeletal muscle |
| |Torso with musculature |
| |Model of skeletal muscle fiber |
| |Human skull |
| |Human skeleton |
| |Muscular models of male and female pelvis |
| |Muscular models of lower and upper limbs |
|HIGH SCHOOL HUMAN ANATOMY AND PHYSIOLOGY |
|CONTENT STANDARDS |
| |
|TOPIC 8: NERVOUS SYSTEM |
|UNIT: REGULATION AND INTEGRATION |
| |
|The nervous system coordinates and integrates the functions of other body systems so that they function normally and homeostasis |
|is maintained. |
|LEARNER OUTCOMES |INDICATORS OF LEARNING |
|Name and describe the functions of the two major divisions |Lab 23: Nervous Tissue and Nerves |
|of the nervous system | |
|Describe the structure of neurons and the function of their|Lab 24: The Reflex Arc and Reflexes |
|components | |
|Explain how a nerve impulse is conducted along a neuron as |Select sections from each of the following labs: |
|well as from one neuron to another (resting potential, |Lab 25: the Meninges and spinal Cord |
|action potential, synaptic transmission) |Lab 26: The Brain and Cranial Nerves |
|List the parts of a reflex arc and describe its function | |
|Discuss the meningeal layers of the central nervous system | |
|Name the major parts of the brain and spinal cord and state| |
|the function of each | |
|Discuss the formation of cerebrospinal fluid and its | |
|circulation | |
|Contrast the structure and function of the autonomic and | |
|somatic nervous system | |
| | |
|Distinguish between sympathetic and parasympathetic | |
|divisions of the autonomic system | |
|Identify disorders of the nervous system and their causes | |
|such as Parkinson’s disease, multiple sclerosis, tetanus, | |
|Alzheimer’s, strokes, poliomyelitis | |
|Distinguish between neurons and neuroglial cells on | |
|prepared slides | |
|Identify the major parts of a neuron on slides or diagrams | |
|Demonstrate several reflex actions | |
|Identify important anatomical areas on a spinal cord such | |
|as nerve plexuses, connective tissue coverings, and | |
|white/grey matter | |
| | |
| |TEXT/RESOURCES |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Laboratory |
| |Manual, 9th edition |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Student |
| |Study Guide (SG) |
| | |
| |Online Learning Center (OLC) (quizzes, website links, clinical |
| |applications, interactive activities, labeling activities) |
| | |
| |Marieb, Elaine N., anatomy and Physiology Coloring Workbook (CW) |
| |EQUIPMENT/MATERIALS |
| |Neuron model |
| |Prepared slides of |
| |-spinal cord (smear) |
| |-dorsal root ganglion (section) |
| |-neuroglial cells (astrocytes) |
| |-peripheral nerve (cross section and longitudinal section) |
| |-spinal cord cross section with spinal nerve roots |
| |rubber percussion hammer |
| |spinal cord model |
| |dissectible model of human brain |
| |anatomical charts of human brain |
| | |
| |[preserved sheep brain, dissecting tray and instruments for advanced |
| |lab] |
|HIGH SCHOOL HUMAN ANATOMY AND PHYSIOLOGY |
|CONTENT STANDARDS |
| |
|TOPIC 9: SOMATIC AND SPECIAL SENSES |
|UNIT: REGULATION AND INTEGRATION |
| |
|The senses allow the body to assess and adjust to the environment in order to support life. |
|LEARNER OUTCOMES |INDICATORS OF LEARNING |
|Distinguish between somatic senses and special senses |Lab 28: The Ear and Hearing |
|Name the five kinds of receptors and explain their | |
|functions |Lab 29: The Eye (Procedure A) |
|Explain the relationship between the senses of smell and | |
|taste and the mechanism for each | |
|Name the parts of the ear and the function of each | |
|Name the parts of the eye and the function of each | |
|Identify the major ear structures | |
|Trace the pathway of sound vibrations from the tympanic | |
|membrane to the hearing receptors | |
|Identify the major eye structures | |
|List the structures through which light passes as it | |
|travels from the cornea to the retina | |
| | |
| |TEXT/RESOURCES |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Laboratory |
| |Manual, 9th edition |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Student |
| |Study Guide (SG) |
| | |
| |Online Learning Center (OLC) (quizzes, website links, clinical |
| |applications, interactive activities, labeling activities) |
| | |
| |Marieb, Elaine N., anatomy and Physiology Coloring Workbook (CW) |
| |EQUIPMENT/MATERIALS |
| |Dissectible ear model |
| |Dissectible eye model |
| |Rubber hammer |
| | |
| |[sheep or beef eye (preserved), dissecting tray and instruments, |
| |snellen eye chart, astigmatism chart, Ishikawa’s or Ishihara’s color |
| |plates for color blindness-for advanced labs] |
|HIGH SCHOOL HUMAN ANATOMY AND PHYSIOLOGY |
|CONTENT STANDARDS |
| |
|TOPIC 10: ENDOCRINE SYSTEM |
|UNIT: REGULATION AND INTEGRATION |
| |
|The endocrine system controls and regulates metabolic processes to maintain a relatively constant internal environment and yet |
|meet the changing needs of the body |
|LEARNER OUTCOMES |INDICATORS OF LEARNING |
|Name and locate the major |Lab 31: Endocrine System |
|endocrine glands and tissues of the body from a model or | |
|diagram | |
|Differentiate between the effects of steroid and | |
|non-steroid hormones on target cells | |
|List hormones produced by the endocrine glands and the | |
|physiological effects of each | |
|Describe how the hypothalamus regulates hormone secretion | |
|from the pituitary gland | |
|Describe pathological consequences of hypersecretion and | |
|hyposecretion of various hormones | |
|Describe and give an example of a negative feedback | |
|mechanism in hormonal production and control | |
|Optional: examine glandular tissue under a microscope | |
| |TEXT/RESOURCES |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Laboratory |
| |Manual, 9th edition |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Student |
| |Study Guide (SG) |
| | |
| |Online Learning Center (OLC) (quizzes, website links, clinical |
| |applications, interactive activities, labeling activities) |
| | |
| |Marieb, Elaine N., anatomy and Physiology Coloring Workbook (CW) |
| |EQUIPMENT/MATERIALS |
| |Human torso model |
| |Prepared slides of |
| |-pituitary gland |
| |-thyroid gland |
| |-parathyroid gland |
| |-adrenal gland |
| |-pancreas |
|HIGH SCHOOL HUMAN ANATOMY AND PHYSIOLOGY |
|CONTENT STANDARDS |
| |
|TOPIC 11: BLOOD |
|UNIT: TRANSPORT |
| |
|The structure of blood helps meet the oxygenation needs of the cells, allows recognition and rejection of foreign protein, and |
|controls the coagulation of blood. |
|LEARNER OUTCOMES |INDICATORS OF LEARNING |
|List the functions of blood |Lab 32: Blood Cells (Procedure A and B) |
|Describe the structure, function and life cycle of |Optional: Understanding the Genetics of Blood Groups Using Neo/Blood|
|erythrocytes |(NeoSci #20-2133) |
|Identify the various types of leukocytes and the role each | |
|plays in the body | |
|Describe the components of plasma and give their functions | |
|Describe the major events of hemostasis | |
|Explain the basis of ABO and Rh incompatibilities | |
|Identify various disorders of the blood such as anemia, | |
|leukemia, hemophilia, polycythemia | |
|Examine blood cells, identifying erythrocytes and the five | |
|types of leukocytes | |
|Perform a differential white blood cell count and give | |
|examples of disorders that produce abnormal blood test | |
|values | |
| |TEXT/RESOURCES |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Laboratory |
| |Manual, 9th edition |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Student |
| |Study Guide (SG) |
| | |
| |Online Learning Center (OLC) (quizzes, website links, clinical |
| |applications, interactive activities, labeling activities) |
| | |
| |Marieb, Elaine N., anatomy and Physiology Coloring Workbook (CW) |
| |EQUIPMENT/MATERIALS |
| |Prepared slides of |
| |-human blood (wright’s stain) |
| | |
| |[slides of eosinophilia, leukocytosis, leucopenia, lymphocytosis, |
| |leukemia, anemia for advanced labs] |
|HIGH SCHOOL HUMAN ANATOMY AND PHYSIOLOGY |
|CONTENT STANDARDS |
| |
|TOPIC 12: CARDIOVASCULAR SYSTEM |
|UNIT: TRANSPORT |
| |
|In conjunction with blood and the respiratory system, the cardiovascular system transports oxygen and nutrients to the cells, and|
|transports wastes away from the cells. |
|LEARNER OUTCOMES |INDICATORS OF LEARNING |
|Describe the structure and function of the heart |Lab 35: Structure of the Heart (Procedure A) |
|Describe the flow of blood through the heart, naming each | |
|chamber, valve, and vessel through which the blood passes |Select sections from the following labs: |
|Explain the structure and function of the conduction system|Lab 37: Blood Vessels |
|of the heart |Lab 38: Pulse Rate and Blood Pressure |
|Distinguish between systemic, cardiac, and pulmonary |Lab 39: Major Arteries and Veins |
|circulation | |
|Describe the intrinsic and extrinsic regulation of the | |
|heart | |
|Distinguish between an artery, vein, and capillary based on| |
|structure, location, and function | |
|Describe the exchange of material across the capillary | |
|membrane | |
|Explain the mechanisms of return of venous blood to the | |
|heart | |
|Describe how blood pressure is created, monitored, and | |
|controlled | |
| | |
|Identify some major vessels of the body and the areas they | |
|service | |
|Identify various disorders such as tachycardia, heart | |
|murmurs, pericarditis, coronary heart disease, heart | |
|failure, aneurysm, hypertension, arteriosclerosis | |
|Identify major structural features of the heart using a | |
|model | |
|Examine pulse, determine pulse rates | |
|If possible, use a stethoscope to identify cardiac cycle | |
|sounds and a sphygmomanometer to measure blood pressure | |
|Locate major arteries and veins in the pulmonary and | |
|systemic circuits using a chart or model | |
|Distinguish between a cross section of an artery and vein | |
|microscopically | |
| | |
| |TEXT/RESOURCES |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Laboratory |
| |Manual, 9th edition |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Student |
| |Study Guide (SG) |
| | |
| |Online Learning Center (OLC) (quizzes, website links, clinical |
| |applications, interactive activities, labeling activities) |
| | |
| |Marieb, Elaine N., anatomy and Physiology Coloring Workbook (CW) |
| |EQUIPMENT/MATERIALS |
| |Dissectible human heart model |
| |Prepared slides of |
| |-artery cross section |
| |-vein cross section |
| |sphygmomanometer |
| |human torso |
| |anatomical charts of cardiovascular system |
| | |
| |[preserved sheep or other mammalian heart, dissecting tray and |
| |instruments, stethoscope, 70% alcohol for advance labs] |
|HIGH SCHOOL HUMAN ANATOMY AND PHYSIOLOGY |
|CONTENT STANDARDS |
| |
|TOPIC 13: LYMPHATIC SYSTEM |
|UNIT: PROTECTION |
| |
|The lymphatic system transports fluid to and from the tissues to maintain fluid balance in the body’s tissues. It plays a major |
|role in defense against pathogens. |
|LEARNER OUTCOMES |INDICATORS OF LEARNING |
|Describe the structure and principal functions of the lymph|Lab 40: Lymphatic System |
|system | |
|Describe how lymph is formed and transported | |
|Name three lymphatic organs and explain the functions of | |
|each | |
|Locate and identify the major lymphatic pathways | |
|Describe the structure of a lymph node | |
|Identify the major microscopic structures of a lymph node, | |
|thymus, and spleen | |
| |TEXT/RESOURCES |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Laboratory |
| |Manual, 9th edition |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Student |
| |Study Guide (SG) |
| | |
| |Online Learning Center (OLC) (quizzes, website links, clinical |
| |applications, interactive activities, labeling activities) |
| | |
| |Marieb, Elaine N., anatomy and Physiology Coloring Workbook (CW) |
| |EQUIPMENT/MATERIALS |
| |Human torso |
| |Anatomical chart of lymphatic system |
| |Prepared slides of |
| |-lymph node section |
| |-human thymus section |
| |-human spleen section |
|HIGH SCHOOL HUMAN ANATOMY AND PHYSIOLOGY |
|CONTENT STANDARDS |
| |
|TOPIC 14: IMMUNE SYSTEM |
|UNIT: PROTECTION |
| |
|In conjunction with the lymphatic system, the immune system’s mechanisms defend the body against specific threats. |
|LEARNER OUTCOMES |INDICATORS OF LEARNING |
|Distinguish between innate (non-specific) and adaptive |SG 120-124 |
|(specific) defenses and provide examples of each | |
|Differentiate between antibody and antigen | |
|Compare the functions of the B- and T-cell lymphocytes | |
|Discuss the relationship between the HIV virus and the | |
|immune system | |
|diseases, AIDS | |
| |TEXT/RESOURCES |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Laboratory |
| |Manual, 9th edition |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Student |
| |Study Guide (SG) |
| | |
| |Online Learning Center (OLC) (quizzes, website links, clinical |
| |applications, interactive activities, labeling activities) |
| | |
| |Marieb, Elaine N., anatomy and Physiology Coloring Workbook (CW) |
| |EQUIPMENT/MATERIALS |
| |None required |
|HIGH SCHOOL HUMAN ANATOMY AND PHYSIOLOGY |
|CONTENT STANDARDS |
| |
|TOPIC 15: DIGESTIVE SYSTEM |
|UNIT: NUTRIENT AND GAS EXCHANGE |
| |
|Knowledge of the digestive systems illustrates how fuel is made available for metabolism, which enables the cells to function, |
|grow, and reproduce. |
|LEARNER OUTCOMES |INDICATORS OF LEARNING |
|Describe the location and functions of the organs of the |Lab 41: Organs of the Digestive System |
|alimentary canal | |
|Explain the difference between mechanical and enzymatic |Lab 42: Action of a Digestive Enzyme |
|digestion and the organs which perform each | |
|Describe mastication, deglutition, and peristalsis | |
|Label the parts of a typical tooth and describe the | |
|functions of the different types of teeth | |
|Explain the role of the accessory organs in the digestive | |
|process, including the salivary glands, pancreas, gall | |
|bladder, and liver | |
|Discuss the functions and sources of the major enzymes | |
|including amylase, pepsin, lipase, trypsin, proteases | |
|List the stomach secretions, describe their functions, and | |
|explain how each is regulated | |
|Identify the major components of pancreatic secretion, | |
|their functions and how they are regulated | |
|Describe bile, its source, composition, function and | |
|regulation | |
|List the major functions of the liver | |
|List the anatomical and histological characteristics of the| |
|small intestine that account for its large surface area | |
|List the anatomical and histological characteristics and | |
|functions of the large intestine | |
|Explain the hepatic portal system and its relation to the | |
|digestive system | |
|Describe the processes of carbohydrate, lipid, and protein | |
|digestion, absorption, and metabolism | |
|Describe the diseases/disorders of the digestive system | |
|such as heartburn, gastric/duodenal ulcers, hepatitis, | |
|appendicitis, jaundice, cirrhosis, constipation, diarrhea | |
|Locate and identify digestive and accessory organs with a | |
|model | |
|Describe the histology of the gastrointestinal wall, | |
|including the four layers, villi, and microvilli | |
|Investigate the action of pancreatic enzymes on | |
|carbohydrates and/or lipids and the effect of temperature | |
|on enzymatic activity | |
| | |
| |TEXT/RESOURCES |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Laboratory |
| |Manual, 9th edition |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Student |
| |Study Guide (SG) |
| | |
| |Online Learning Center (OLC) (quizzes, website links, clinical |
| |applications, interactive activities, labeling activities) |
| | |
| |Marieb, Elaine N., anatomy and Physiology Coloring Workbook (CW) |
| |EQUIPMENT/MATERIALS |
| |Human torso |
| |Skull with teeth |
| |Teeth, sectioned |
| |Tooth model, sectioned |
| |Prepared slides of |
| |-parotid gland (salivary gland) |
| |-esophagus |
| |-stomach (fundus) |
| |-small intestine (jejunum) |
| |-large intestine |
| |amylase (sugar free) |
| |distilled water |
| |pipets-1 ml and 10 ml |
| |pipet rubber bulbs |
| |iodine-potassium-iodide solution |
| |waterbath |
| |porcelain test plate |
| |benedict’s solution |
| |hot plates |
|HIGH SCHOOL HUMAN ANATOMY AND PHYSIOLOGY |
|CONTENT STANDARDS |
| |
|TOPIC 16: RESPIRATORY SYSTEM |
|UNIT: NUTRIENT AND GAS EXCHANGE |
| |
|Knowledge of how air is taken into the lungs and oxygen and carbon dioxide exchanged, as well as how this is controlled, is vital|
|to understanding how cells produce energy to sustain life. |
|LEARNER OUTCOMES |INDICATORS OF LEARNING |
|Name the structures and describe the functions of the upper| |
|and lower respiratory tracts |Lab 43: Organs of the Respiratory System |
|Identify respiratory air volumes during normal and forceful| |
|breathing efforts | |
|Describe the mechanisms responsible for inspiration and | |
|expiration, including pressure changes, muscular | |
|contractions, and nervous control | |
|Explain how alterations in blood carbon dioxide levels, | |
|blood pH, and blood oxygen levels effect respiration | |
|Discuss the role of partial pressure in the exchange of | |
|gasses in lungs and tissues | |
|Explain the role of hemoglobin in the transport of gases | |
|Describe three ways in which carbon dioxide is carried in | |
|the blood | |
|Identify respiratory problems and causes of conditions such| |
|as tuberculosis, emphysema, asthma, pneumonia, pleurisy, | |
|lung cancer, hyperventilation, and cystic fibrosis | |
| | |
| | |
|Label the major respiratory system structures on a diagram | |
|or model | |
|Recognize ciliated epithelium and lung tissue on a | |
|microscopic slide | |
|Trace the movement of air through the respiratory tract | |
| | |
| |TEXT/RESOURCES |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Laboratory |
| |Manual, 9th edition |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Student |
| |Study Guide (SG) |
| | |
| |Online Learning Center (OLC) (quizzes, website links, clinical |
| |applications, interactive activities, labeling activities) |
| | |
| |Marieb, Elaine N., anatomy and Physiology Coloring Workbook (CW) |
| |EQUIPMENT/MATERIALS |
| |Human skull (sagittal section) |
| |Human torso |
| |Larynx model |
| |Thoracic organs model |
| |Prepared slides of |
| |-trachea (cross section) |
| |-lung, human |
|HIGH SCHOOL HUMAN ANATOMY AND PHYSIOLOGY |
|CONTENT STANDARDS |
| |
|TOPIC 17: URINARY SYSTEM |
|UNIT: WASTE REMOVAL |
| |
|The urinary system helps maintain homeostasis be excreting nitrogenous waste products and selectively excreting or retaining |
|water and electrolytes. |
|LEARNER OUTCOMES |INDICATORS OF LEARNING |
|List the organs of the urinary system and state a function |Lab 45: Structure of the Kidney |
|of each | |
|Describe the structure and location of the nephron within |Lab 46: Urinalysis |
|the kidney and explain the functions of its parts | |
|Trace the path of blood through the renal blood vessels | |
|Explain the production and composition of glomerular | |
|filtrate | |
|Identify principal factors that influence filtration | |
|pressure and explain how they affect the rate of filtration| |
|Trace the path of filtrate through a renal tubule | |
|Explain tubular reabsorption and secretion and how they | |
|affect the composition of urine | |
|Explain the regulation of urine concentration and volume | |
|dealing with hormonal, neural, and chemical controls | |
|Describe the micturition reflex | |
|Discuss disorders such as renal failure, dialysis, kidney | |
|stones, and cystitis | |
|Describe the location of the kidneys | |
|Locate and identify the gross anatomical features of a | |
|kidney using a model or diagram | |
|Describe the features of a nephron and locate them in a | |
|model | |
|Conduct urinalysis tests and use them to determine the | |
|substances present in a urine specimen | |
| |TEXT/RESOURCES |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Laboratory |
| |Manual, 9th edition |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Student |
| |Study Guide (SG) |
| | |
| |Online Learning Center (OLC) (quizzes, website links, clinical |
| |applications, interactive activities, labeling activities) |
| | |
| |Marieb, Elaine N., anatomy and Physiology Coloring Workbook (CW) |
| |EQUIPMENT/MATERIALS |
| |Human torso |
| |Kidney model |
| |Urinometer cylinder and hydrometer |
| |Reagent strips (Chemstrip or Multistix) for presence ofg lucose, |
| |ketones, protein, bilirubin, hemoglobin/occult blood |
| |Centrifuge |
| |Centrifuge tubes |
| |Sedi-stain |
| |Normal and abnormal simulated urine specimens |
| |[preserved pig or sheep kidney, dissecting tray and instruments, |
| |prepared slide of kidney section for advanced lab] |
|HIGH SCHOOL HUMAN ANATOMY AND PHYSIOLOGY |
|CONTENT STANDARDS |
| |
|TOPIC 18: MALE AND FEMALE REPRODUCTIVE SYSTEMS |
|UNIT: REPRODUCTION |
| |
|Reproductive systems are essential to the survival of the species, but ot to survival of the individual. Understanding the |
|processes of sexual function provides an enlightened understanding of humans as sexual beings. |
|LEARNER OUTCOMES |INDICATORS OF LEARNING |
|Name the parts of the male and female reproductive system |Lab 47: Male Reproductive System |
|and their functions |Lab 48: Female Reproductive System |
|Describe the structure of the testes and ovaries and the | |
|formation of gametes | |
|Describe the route sperm cells follow from the site of | |
|their production to outside the body | |
|Describe the structure of the penis | |
|Explain the hormonal control of male and female | |
|reproduction | |
|Describe the process of ovulation and fertilization | |
|Trace the pathway of an egg after ovulation | |
|List major events of the menstrual cycle | |
|Discuss disorders such as breast cancer, pelvic | |
|inflammatory disease, infertility, prostate cancer, and | |
|sexually transmitted diseases | |
|Examine microscopic structures of mammalian ovary and | |
|sperm, relating structure to function | |
|Locate and name the structures of the male and female | |
|reproductive systems using a model or diagram | |
|Describe the effects of FSH and LH on ovarian and | |
|testicular function | |
| | |
| |TEXT/RESOURCES |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Laboratory |
| |Manual, 9th edition |
| | |
| |Glencoe: Hole’s Essentials of Human Anatomy & Physiology Student |
| |Study Guide (SG) |
| | |
| |Online Learning Center (OLC) (quizzes, website links, clinical |
| |applications, interactive activities, labeling activities) |
| | |
| |Marieb, Elaine N., anatomy and Physiology Coloring Workbook (CW) |
| |EQUIPMENT/MATERIALS |
| |Human torso |
| |Models of male and female reproductive systems |
| |Anatomical charts of male and female reproductive systems |
| |Prepared slides of |
| |-epididymis, cross-section |
| |-penis, cross section |
| |-testis section |
| |-ovary with maturing follicles |
| |-uterine tube, cross section |
| |-uterine wall section |
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