PHASE 1 - Neshaminy School District
Phase 1 CURRICULUM MAP
Course/Subject: Honors Human Anatomy & Physiology Grade: 10-12th Teacher(s):
Unit: Organizing Principals of the Human Body (1-2 weeks)
|National Benchmark Being Addressed |Content |Competencies/Skills |Assessment |
|The human body is a complex system of cells, most of |I) Organization of the Human Body |I) Organization of the Human Body |Anatomical Terms/Planes lab |
|which are grouped into organ systems that have |Anatomy vs. Physiology |Infer the relationship between anatomy and physiology|Organ System Survey lab |
|specialized functions. These systems can best be |Life processes (metabolism, responsiveness, movement,|Identify the major life processes |Negative Feedback Mechanisms lab |
|understood in terms of the essential functions they |growth, reproduction and differentiation) |Sequence the levels of organization of the human body|Quizzes/Test |
|serve for the organism: deriving energy from food, |Levels of organization |Describe the anatomical position | |
|protection against injury, internal coordination, and|Anatomical position |Effectively use terminology to describe anatomical | |
|reproduction. |Anatomical directional terms |orientation | |
| |Anatomical planes |Dissect select specimen to demonstrate anatomical | |
|Complex interactions among the different kinds of |Body cavities and their anatomical components |relationships | |
|molecules in the cell cause distinct cycles of |Membranes |Identify anatomical regions, body cavities and their | |
|activities, such as growth and division. Cell |Survey of organ systems |subdivisions | |
|behavior can also be affected by molecules from other| |Describe the classification of membranes | |
|parts of the organism or even other organisms. |II) Homeostasis |Describe the anatomical features and functions of | |
| |Negative feedback mechanisms |each organ system | |
|Within the cells are specialized parts for the |Positive feedback mechanisms |Utilize graphic organizers to summarize organ system | |
|transport of materials, energy capture and release, |Symptoms and signs of disease |anatomy and physiology | |
|protein building, waste disposal, passing | | | |
|information, and even movement. | |II) Homeostasis | |
| | |Analyze and interpret responses to changes in the | |
| | |external and internal environment | |
| | |Predict the effect of negative and positive feedback | |
| | |mechanisms on homeostasis | |
| | |Investigate homeostatic control mechanisms and their | |
| | |importance to health and diseases | |
| | |Distinguish between symptoms and signs of disease | |
Unit: Cellular/Chemical Principles of the Human Body (1 week)
|National Benchmark Being Addressed |Content |Competencies/Skills |Assessment |
|In addition to the basic cellular functions common to|I) Cell Structure |I) Cell Structure |Compound Microscope lab |
|all cells, most cells in multicellular organisms |Cell organelle location, structure and function |Correctly identify typical organelles of the animal |Quizzes/Test |
|perform some special functions that others do not. |review |cell and describe the structure and function of each | |
| |Plasma membrane structure and function |Effectively use a microscope to examine and identify | |
|Within the cells are specialized parts for the |Cell transport |cells and relate structure to function | |
|transport of materials, energy capture and release, | |Explain the structure and function of the plasma | |
|protein building, waste disposal, passing | |membrane | |
|information, and even movement. |II) Chemistry |Compare and contrast the different ways in which | |
| |Chemical bonds |substances cross the plasma membrane | |
|Communication between cells is required to coordinate|Chemical reactions | | |
|their diverse activities. Some cells secrete |Inorganic compounds |II) Chemistry | |
|substances that spread to nearby cells or are carried|Organic compounds |Explain the role of ionic, covalent, and hydrogen | |
|in the bloodstream to all cells. Along nerve cells, |pH |bonds in the human body | |
|electrical impulses carry information much more | |Review basic chemical processes that help the body | |
|rapidly than is possible by diffusion or blood flow. | |maintain homeostasis | |
| | |Identify the main inorganic and organic compounds in | |
|Every cell is covered by a membrane that controls | |the body and their functions | |
|what can enter and leave the cell. | |Compare the structure and function of carbohydrates, | |
| | |lipids, proteins | |
|Complex interactions among the different kinds of | |Describe the characteristics and importance of | |
|molecules in the cell cause distinct cycles of | |enzymes in regards to chemical reactions | |
|activities, such as growth and division. Cell | |Analyze the role of water in the human body | |
|behavior can also be affected by molecules from other| |Explain the relationship among acids and bases | |
|parts of the organism or even other organisms. | |Relate the concept of pH to homeostasis | |
| | | | |
|The configuration of atoms in a molecule determines | | | |
|the molecule's properties. Shapes are particularly | | | |
|important in how large molecules interact with | | | |
|others. | | | |
| | | | |
|The work of the cell is carried out by the many | | | |
|different types of molecules it assembles, mostly | | | |
|proteins. Protein molecules are long, usually folded | | | |
|chains made from 20 different kinds of amino acid | | | |
|molecules. The function of each protein molecule | | | |
|depends on its specific sequence of amino acids and | | | |
|its shape. The shape of the chain is a consequence of| | | |
|attractions between its parts. | | | |
| | | | |
|In all but quite primitive cells, a complex network | | | |
|of proteins provides organization and shape and, for | | | |
|animal cells, movement. | | | |
| | | | |
|Some protein molecules assist in replicating genetic | | | |
|information, repairing cell structures, helping other| | | |
|molecules get in or out of the cell, and generally | | | |
|catalyzing and regulating molecular interactions. | | | |
| | | | |
|Most cells function best within a narrow range of | | | |
|temperature and acidity. At very low temperatures, | | | |
|reaction rates are too slow. High temperatures and/or| | | |
|extremes of acidity can irreversibly change the | | | |
|structure of most protein molecules. Even small | | | |
|changes in acidity can alter the molecules and how | | | |
|they interact. | | | |
Unit: Histology (2 weeks)
|National Benchmark Being Addressed |Content |Competencies/Skills |Assessment |
|Within the cells are specialized parts for the |I) Histology |I) Histology |Microscopic survey of the four tissue types lab |
|transport of materials, energy capture and release, |Epithelial tissue – location, structure and function |Identify a variety of slides and images from animal |Histology Lab Practical |
|protein building, waste disposal, passing |Simple Squamous |tissues to compare/contrast the four main tissue |Quizzes/Test |
|information, and even movement. |Simple Cuboidal |types | |
| |Simple Columnar |Demonstrate anatomical features of tissues | |
|Communication between cells is required to coordinate|Pseudostratified Columnar |Relate tissue structure to tissue function | |
|their diverse activities. Some cells secrete |Stratified Squamous |Analyze the mechanisms by which tissue is repaired by| |
|substances that spread to nearby cells or are carried|Stratified Cuboidal |the body and with medical intervention | |
|in the bloodstream to all cells. Along nerve cells, |Stratified Columnar | | |
|electrical impulses carry information much more |Transitional | | |
|rapidly than is possible by diffusion or blood flow. |Glandular | | |
| |Connective tissue – location, structure and function | | |
|Complex interactions among the different kinds of |Vascular | | |
|molecules in the cell cause distinct cycles of |Osseous | | |
|activities, such as growth and division. Cell |Loose Areolar | | |
|behavior can also be affected by molecules from other|Loose Adipose | | |
|parts of the organism or even other organisms. |Loose Reticular | | |
| |Dense Regular | | |
| |Dense Irregular | | |
| |Hyaline Cartilage | | |
| |Elastic Cartilage | | |
| |Fibrocartilage | | |
| |Muscle tissue – location, structure and function | | |
| |Skeletal | | |
| |Cardiac | | |
| |Smooth | | |
| |Nervous tissue – location, structure and function | | |
| |Tissue repair | | |
Unit: Skeletal System (4 weeks)
|National Benchmark Being Addressed |Content |Competencies/Skills |Assessment |
|Within the cells are specialized parts for the |I) Skeletal System |I) Skeletal System |Bone Identification lab |
|transport of materials, energy capture and release, |Macroscopic anatomy |Identify the major structural features of bones |Survey of the skeleton lab |
|protein building, waste disposal, passing |Diaphysis |Describe the histological features of bone tissue |Skeletal Lab Practical |
|information, and even movement. |Epiphysis |Explain the importance of bone formation during |Articulations lab |
| |Metaphysis |different phases of an individual’s lifetime |Quizzes/Test |
|Communication between cells is required to coordinate|Articular cartilage |Explain the process of osteogenesis | |
|their diverse activities. Some cells secrete |Periosteum |Classify bones on the basis of their shape and | |
|substances that spread to nearby cells or are carried|Medullar cavity |location | |
|in the bloodstream to all cells. Along nerve cells, |Endosteum |Identify the major physiological features of bones | |
|electrical impulses carry information much more |Microscopic anatomy |and their functions | |
|rapidly than is possible by diffusion or blood flow. |4 cell types (osteogenic, osteoblasts, osteocytes, |Analyze select disorders through the use of case | |
| |osteoclasts) |studies | |
|Complex interactions among the different kinds of |Compact and spongy bone | | |
|molecules in the cell cause distinct cycles of |Bone types |II) Articulations | |
|activities, such as growth and division. Cell |Long bones |Describe the development of synovial joints | |
|behavior can also be affected by molecules from other|Short bones |Compare and contrast the structure and physiology of | |
|parts of the organism or even other organisms. |Flat bones |different types of articulations | |
| |Irregular bones |Determine how the structure of a join determines its | |
| |Osteogenesis |function | |
| |Bone functions |Describe the types of movements that can occur at | |
| |Axial skeletal components |synovial joints | |
| |Cranial bones (frontal, parietal, temporal, |Analyze select disorders through the use of case | |
| |occipital, sphenoid, ethmoid) |studies | |
| |Facial bones (nasal, maxillae, palatine, mandible, | | |
| |zygomatic, lacrimal, inferior nasal conchae, vomer) | | |
| |Hyoid bone | | |
| |Auditory ossicles | | |
| |Vertebral column | | |
| |Thorax bones (sternum, ribs) | | |
| |Appendicular skeletal components | | |
| |Pectoral girdle bones (clavicle, scapula) | | |
| |Upper limbs (humerus, ulna, radius, carpals, | | |
| |metacarpals, phalanges) | | |
| |Pelvic girdle bones | | |
| |Lower limbs (femur, patella, fibula, tibia, tarsals, | | |
| |metatarsals, phalanges) | | |
| |Identify the principal structural differences between| | |
| |male and female skeletons | | |
| |Select disorders | | |
| | | | |
| |II) Articulations | | |
| |Functions | | |
| |Fibrous, Cartilaginous and Synovial classifications | | |
| |Specific synovial joint types and types of movements | | |
| |Gliding | | |
| |Angular (flexion, extension, hyperextension, | | |
| |abduction, adduction, circumduction) | | |
| |Rotation | | |
| |Special (elevation, depression, protraction, | | |
| |retraction, inversion, eversion, dorsiflexion, | | |
| |plantar flexion, supination, pronation) | | |
| |Select disorders | | |
Unit: Muscular System ( 4-5 weeks)
|National Benchmark Being Addressed |Content |Competencies/Skills |Assessment |
|Within the cells are specialized parts for the |I) Muscular Anatomy |I) Muscular Anatomy |Muscles of the Body Identification lab |
|transport of materials, energy capture and release, |Microscopic |Identify the major anatomical features of muscles |Muscle Physiology lab |
|protein building, waste disposal, passing |Cardiac, Smooth and Skeletal muscle |Explain the relation of connective tissue components,|Glycerinated muscle tissue lab and assessment |
|information, and even movement. |Skeletal muscle histology |blood vessels and nerves to skeletal muscles |Quizzes/Test |
| |Macroscopic |Describe the histology of cardiac, smooth and | |
|Communication between cells is required to coordinate|Face/head muscles (frontalis, temporalis, orbicularis|skeletal muscle fibers | |
|their diverse activities. Some cells secrete |oris, orbicularis oculi, masseter, buccinators) |Identify the location of muscles within specific | |
|substances that spread to nearby cells or are carried|Neck muscles (platysma, sternocleidomastoid) |regions of the body (face, head, neck, chest, | |
|in the bloodstream to all cells. Along nerve cells, |Chest |abdomen, shoulder, arm and leg) | |
|electrical impulses carry information much more |Abdomen |Describe the functions of major muscle groups | |
|rapidly than is possible by diffusion or blood flow. |Shoulder |Identify the major physiological features of muscles | |
| |Arm |and their functions | |
|Complex interactions among the different kinds of |Leg | | |
|molecules in the cell cause distinct cycles of |Muscle group function |II) Muscle Physiology | |
|activities, such as growth and division. Cell |Select disorders |Describe the physiological mechanism of sarcomere | |
|behavior can also be affected by molecules from other| |contraction | |
|parts of the organism or even other organisms. |II) Skeletal Muscle Physiology |Describe the interactions and interdependencies of | |
| |Muscle contraction |skeletal and muscular systems | |
| |Sarcomere |Design and conduct an experiment that relates muscle | |
| |Neuromuscular junction |cell anatomy and physiology to ATP, nutrition and | |
| |Action potential events |exercise | |
| |Motor units |Describe how the frequency of simulation affect | |
| |Sliding filament mechanism of contraction |muscle tension | |
| |Role of Ach |Distinguish between isotonic and isometric | |
| |Muscle tone |contractions | |
| |Contraction and frequency of stimulation |Analyze selected disorders through the use of case | |
| |Twitch, Summation, Unfused tetanus, Fused tetanus |studies | |
| |Isometric vs. Isotonic contractions | | |
| |Skeletal muscle metabolism | | |
| |ATP/ADP | | |
| |Creatine phosphate | | |
| |Anaerobic glycolysis | | |
| |Aerobic cellular respiration | | |
Unit: Nervous System (6 weeks)
|National Benchmark Being Addressed |Content |Competencies/Skills |Assessment |
|Within the cells are specialized parts for the |I) Nervous System (General) |I) Nervous System (General) |Sheep Brain Dissection lab |
|transport of materials, energy capture and release, |Organization |Utilize graphic organizers to summarize nervous |Cranial Nerve lab |
|protein building, waste disposal, passing |Microscopic anatomy |system anatomy and physiology |Cow Eye Dissection lab |
|information, and even movement. |Cell body |Explain the role of the nervous system in controlling|Tactile Senses lab |
| |Dendrites |body functions |Quizzes/Tests |
|Communication between cells is required to coordinate|Axons |Contrast the histological characteristics and | |
|their diverse activities. Some cells secrete |Synapse |functions of neurons and neuroglia. | |
|substances that spread to nearby cells or are carried|Myelin sheath |Distinguish between gray matter and white matter in | |
|in the bloodstream to all cells. Along nerve cells, |Nodes of Ranvier |terms of fuction. | |
|electrical impulses carry information much more |Impulse initiation and transmission |Explain the events of synaptic transmission and the | |
|rapidly than is possible by diffusion or blood flow. |Pre- and postsynaptic neurons |types of neurotransmitters used | |
| |Neurotransmitters |Analyze selected disorders through the use of case | |
|Complex interactions among the different kinds of |Action potential |studies | |
|molecules in the cell cause distinct cycles of |All-or-none principal | | |
|activities, such as growth and division. Cell |Stimulus |II) Central Nervous System | |
|behavior can also be affected by molecules from other|Threshold |Describe how the central nervous system is protected | |
|parts of the organism or even other organisms. |Depolarization |Identify the major structures of the brain and | |
| |Repolarization |explain their functions | |
| |Hyperpolarization |Describe the anatomical structure of the spinal cord | |
| |Continuous conduction |Identify the major parts of the brain and their | |
| |Saltatory conduction |physiological functions | |
| |Synaptic transmission |Describe the composition and distribution of spinal | |
| |Functions of neurotransmitters |nerves | |
| |Select disorders |Explain the functions of the spinal cord | |
| | |Summarize the components of a reflex arc | |
| |II) Central Nervous System |Identify the 12 pairs of cranial nerves by name and | |
| |Structures and functions |number and describe their physiological significance | |
| |Blood-brain barrier |Analyze selected disorders through the use of case | |
| |Cerebrum |studies | |
| |Medulla oblongata | | |
| |Pons | | |
| |Midbrain | | |
| |Reticular formation | | |
| |Thalamus | | |
| |Hypothalamus | | |
| |Cerebellum | | |
| |Limbic system |III) Autonomic Nervous System | |
| |Spinal cord |Compare the main structural and functional | |
| |Meninges |differences between the somatic and autonomic | |
| |Spinal Nerves |structures | |
| |Reflex arc |Identify and describe the effects of the sympathetic | |
| |Cranial Nerves (12) |and parasympathetic nervous system on organs | |
| |Select disorders |Analyze selected disorders through the use of case | |
| | |studies | |
| |III) Autonomic Nervous System | | |
| |Structures and functions |IV) Special Senses | |
| |Sympathetic division |Define sensation and identify the conditions needed | |
| |Parasympathetic division |for a sensation to occur | |
| |Reflex physiology |Classify various sense receptors | |
| |Somatic |Describe the functions of the senses | |
| |Visceral |Analyze the unique anatomical features of sensory | |
| |Select disorders |organs | |
| | |Utilize graphic organizers to summarize sense organ | |
| |IV) Special Senses |information | |
| |Visual sensations |Describe the receptors for olfaction, gustation, | |
| |Auditory sensations and equilibrium |vision, hearing and equilibrium and their pathways to| |
| |Gustatory sensations |the brain | |
| |Olfactory sensations |Describe the accessory structures of the eye | |
| |Somatic sensations (tactile, pressure, itch, tickle, |Analyze selected disorders through the use of case | |
| |thermal pain and proprioception) |studies | |
| |Anatomy and physiology of the tongue, eye and ear) | | |
Unit: Endocrine System (1 week)
|National Benchmark Being Addressed |Content |Competencies/Skills |Assessment |
|Within the cells are specialized parts for the |I) Endocrine System |Explain the role of the nervous and endocrine systems|Endocrine System lab |
|transport of materials, energy capture and release, |Survey of endocrine system and hormones |in controlling |Quizzes/Tests |
|protein building, waste disposal, passing |Hypothalamus |Define target cells and describe the role of hormone | |
|information, and even movement. |Pituitary gland |receptors | |
| |Anterior hormones (hGH, TSH, FSH, LH, PRL) |Describe the two general mechanisms of action of | |
|Communication between cells is required to coordinate|Posterior hormones (oxytocin, ADH) |hormones | |
|their diverse activities. Some cells secrete |Thyroid gland (T3 and T4) |Analyze selected disorders through the use of case | |
|substances that spread to nearby cells or are carried|Parathyroid gland |studies | |
|in the bloodstream to all cells. Along nerve cells, |Pancreas (glucagon, insulin) | | |
|electrical impulses carry information much more |Adrenal glands | | |
|rapidly than is possible by diffusion or blood flow. |Ovaries | | |
| |Testes | | |
|Complex interactions among the different kinds of |Pineal gland | | |
|molecules in the cell cause distinct cycles of |Hormone action (lipid-soluble and water-soluble) | | |
|activities, such as growth and division. Cell | | | |
|behavior can also be affected by molecules from other| | | |
|parts of the organism or even other organisms. | | | |
Unit: Cardiovascular System (3-4 weeks)
|National Benchmark Being Addressed |Content |Competencies/Skills |Assessment |
|Within the cells are specialized parts for the |I) Blood |List and describe the functions of blood |ABO Blood Tying lab |
|transport of materials, energy capture and release, | |Analyze selected disorders through the use of case |Quizzes/Tests |
|protein building, waste disposal, passing | |studies | |
|information, and even movement. | | | |
| |II) Heart | |Sheep Heart Dissection |
|Communication between cells is required to coordinate|Macroscopic anatomy | |BP Monitoring lab |
|their diverse activities. Some cells secrete |Conduction System | |Quizzes/Tests |
|substances that spread to nearby cells or are carried|Cardiac Cycle | | |
|in the bloodstream to all cells. Along nerve cells, | | | |
|electrical impulses carry information much more |III) Blood Vessels | | |
|rapidly than is possible by diffusion or blood flow. | | | |
| | | | |
|Complex interactions among the different kinds of | | | |
|molecules in the cell cause distinct cycles of | | | |
|activities, such as growth and division. Cell | | | |
|behavior can also be affected by molecules from other| | | |
|parts of the organism or even other organisms. | | | |
Unit: Lymphatic System (1 week)
|National Benchmark Being Addressed |Content |Competencies/Skills |Assessment |
|Within the cells are specialized parts for the |I) Lymphatic System |Explain the role of the lymphatic system in |Immune System lab |
|transport of materials, energy capture and release, |Anatomy |controlling body functions |Quizzes/Tests |
|protein building, waste disposal, passing |Nonspecific resistance | | |
|information, and even movement. |Specific resistance | | |
| |Select disorders | | |
|Communication between cells is required to coordinate| | | |
|their diverse activities. Some cells secrete | | | |
|substances that spread to nearby cells or are carried| | | |
|in the bloodstream to all cells. Along nerve cells, | | | |
|electrical impulses carry information much more | | | |
|rapidly than is possible by diffusion or blood flow. | | | |
| | | | |
|Complex interactions among the different kinds of | | | |
|molecules in the cell cause distinct cycles of | | | |
|activities, such as growth and division. Cell | | | |
|behavior can also be affected by molecules from other| | | |
|parts of the organism or even other organisms. | | | |
Unit: Respiratory System (1 week)
|National Benchmark Being Addressed |Content |Competencies/Skills |Assessment |
|Within the cells are specialized parts for the |I) Respiratory System |Describe the interactions and interdependencies of |Respiratory rate lab |
|transport of materials, energy capture and release, |Anatomy |the cardiovascular and respiratory systems |Quizzes/lab |
|protein building, waste disposal, passing |Respiratory processes |Describe the interactions and interdependencies of | |
|information, and even movement. |Regulation of respiration |the respiratory and digestive, urinary and lymphatic | |
| |Select Disorders |system | |
|Communication between cells is required to coordinate| | | |
|their diverse activities. Some cells secrete | | | |
|substances that spread to nearby cells or are carried| | | |
|in the bloodstream to all cells. Along nerve cells, | | | |
|electrical impulses carry information much more | | | |
|rapidly than is possible by diffusion or blood flow. | | | |
| | | | |
|Complex interactions among the different kinds of | | | |
|molecules in the cell cause distinct cycles of | | | |
|activities, such as growth and division. Cell | | | |
|behavior can also be affected by molecules from other| | | |
|parts of the organism or even other organisms. | | | |
Unit: Digestive System (1 week)
|National Benchmark Being Addressed |Content |Competencies/Skills |Assessment |
|Within the cells are specialized parts for the |I) Digestive System |Explain the role of the digestive system in |Digestive System lab |
|transport of materials, energy capture and release, |Anatomy |controlling body functions |Enzyme/Catalase lab |
|protein building, waste disposal, passing |Digestive secretions and their functions | |Quizzes/lab |
|information, and even movement. |Regulation of system functions | | |
| |Select Disorders | | |
|Communication between cells is required to coordinate| | | |
|their diverse activities. Some cells secrete | | | |
|substances that spread to nearby cells or are carried| | | |
|in the bloodstream to all cells. Along nerve cells, | | | |
|electrical impulses carry information much more | | | |
|rapidly than is possible by diffusion or blood flow. | | | |
| | | | |
|Complex interactions among the different kinds of | | | |
|molecules in the cell cause distinct cycles of | | | |
|activities, such as growth and division. Cell | | | |
|behavior can also be affected by molecules from other| | | |
|parts of the organism or even other organisms. | | | |
Unit: Urinary System (1 week)
|National Benchmark Being Addressed |Content |Competencies/Skills |Assessment |
|Within the cells are specialized parts for the |I) Urinary System |Explain the role of the urinary system in controlling|Cell Transport/Kidney Function lab |
|transport of materials, energy capture and release, |Anatomy |body functions |Quizzes/Tests |
|protein building, waste disposal, passing |Nephron structure and function | | |
|information, and even movement. |Urine composition | | |
| |Select Disorders | | |
|Communication between cells is required to coordinate| | | |
|their diverse activities. Some cells secrete | | | |
|substances that spread to nearby cells or are carried| | | |
|in the bloodstream to all cells. Along nerve cells, | | | |
|electrical impulses carry information much more | | | |
|rapidly than is possible by diffusion or blood flow. | | | |
| | | | |
|Complex interactions among the different kinds of | | | |
|molecules in the cell cause distinct cycles of | | | |
|activities, such as growth and division. Cell | | | |
|behavior can also be affected by molecules from other| | | |
|parts of the organism or even other organisms. | | | |
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