Biology CP Course Syllabus and Guidelines



PLTW Human Body Systems

Welcome to the PLTW Human Body Systems class! This is a laboratory course that will present material to help you understand the major concepts involved in human anatomy and physiology. Topics to be addressed include identifying basic body processes, functions, and systems and how they are interconnected. You will describe the structures and functions of the skeletal system, muscular system, central nervous system, lymphatic system, and immune system and explain how each are important in maintaining homeostasis. In addition, you will also list and describe body systems that create, process, and distribute food, water, and oxygen, including the systems responsible for removing wastes from the body. You will be able to explain the relationship between the heart and the lungs and how lifestyle choices, such as poor diet and smoking, can lead to the development of blood flow disorders. At the conclusion of this course, you will be required to illustrate disease in the human body, from its initial symptoms to eventual diagnosis and treatment. This will be accomplished by generating a fictional case study and compiling a patient case file. I truly believe you will find the material interesting as well as challenging.

This course is designed for students who are interested in pursuing a career in a health related profession including nursing, physical therapy, medical technology, and medical office practices. It encompasses a survey of the body systems and their functions. Students are required to participate in all lab exercises, including dissections. The pre-requisite for this class is successful completion of PLTW Principles of Biomedical Science.

A variety of teaching strategies will be employed in the classroom, such as writing short essays, recording and analyzing data and concepts, comparing and contrasting data, presenting materials orally, games, and role playing. Other teaching strategies may include:

a. guided lecture with student involvement

b. science-related videos

c. laboratory and class activities

d. cooperative learning

e. individual research projects

RESPONSIBILITIES:

In HBS you will be using Essentials of Human Anatomy by Elaine Marieb as a study guide. These books will be kept in the classroom as a part of reference materials for all students. If you would like to borrow a book for the semester, please let me know which number you are taking so I can keep updated records. Your main resource for this class is the PLTW website and it is your responsibility to keep up and access information given there.

Occasionally, extra notes for this class will be given to you so we can spend more time discussing the topics than just writing about them. It is your responsibility to bring these notes and your ORGANIZED class notebook every day. I suggest you get a 3-ring binder to hold all work given to you this semester. It would be in your best interest to keep all of your work in one place because I will sometimes let you use class work and/or homework on tests.

CLASS RULES AND EXPECTATIONS:

You are expected to:

come to class on time (be prompt),

have the required materials (be prepared),

respect yourself and others (have manners),

follow directions and instructions the first time given (common sense),

have your ID at all times (be professional), and

when in doubt, ASK me!

In addition, I have 2 other class rules. The first is to feel free to pick up the jars/containers of animals (or parts) but please do not open/shake/invert them. The lids are old and may leak fluid on you. The second rule is that at the end of class, students will be dismissed by me after everyone is in their assigned seat. Failure to follow class rules will result in a warning/parent contact (1st offense) and a disciplinary referral (2nd and subsequent offenses). We do not have class time to waste.

GRADES:

A total point system is used to evaluate all work. Each assignment is allotted a specific number of points. Major grades will be broken down into the following areas:

Tests and Projects: Tests will 100 points, will usually cover one unit, and will always be announced in advance. Projects will be announced well in advance of due dates. Individual work and/or research will be expected. Test corrections will be offered for half credit. Corrections must be made within a week during designated Science ILT times (Mondays and Wednesdays).

Laboratory Activities/Reports: Lab activities are a critical part of class. All students will be required to have a lab safety contract on file to participate in labs. Point values depend on each activity (usually 50 points). Most lab work is due at the end of class so use your time wisely to finish on time. Professional work is always expected.

Classwork/Homework: Work will be assigned daily. Often, it can be started in class but should be completed at home. Assignments will be due at the beginning of the next class day and will not be accepted late. You will be expected to review material for tests and quizzes for homework.

Daily Work: Daily work includes all class work and quizzes. Quizzes will range in point value (approximately 15 to 30 points). Not all quizzes will be announced. However, there will be a vocabulary quiz at the beginning of each chapter. Bell ringers will also be a daily grade.

Benchmarks: PLTW courses do not have benchmark exams.

Exams: A cumulative final exam is given in this course which will count for 20% of your final grade. This is a Nationally-administered common exam among all PLTW HBS students throughout the United States.

Final Grades: Each quarter will count 40% and the final exam will count 20%.

Extra credit points may be earned during test reviews on each test as in-depth concept questions.

I do not offer extra credit in place of homework, classwork, labs, or quizzes.

GRADING SCALE: 100-90 is an A, 89-80 is a B, 79-70 is a C, 69-60 is a D, and 59 or lower is an F

Student Success Guide:

a. Use the restrooms before coming to class. If you leave my class for a personal reason, you will be assigned a tardy.

b. Review material covered in class each day. This is your daily homework assignment regardless of other material that may be assigned. Any questions pertaining to the previous day’s material will be addressed at the beginning of the next class period.

c. Raise your hand to be recognized before speaking in class, thus allowing everyone to hear the question asked or statement made.

d. Candy and food are not allowed during class. These materials, if found opened, will be taken and placed in the trash. Drinks are allowed if they are in screw-top bottles and kept in your bookbag. Gum is OK if I cannot see it while you are chewing.

e. Work only on HBS material during class time. If you are found working on another subject during class time, the material will be taken and destroyed.

f. Plagiarism, on any level, will not be tolerated. If a student is found to use someone else's work as their own, a grade of zero will be given to all those involved, and referrals will be written. This becomes a permanent part of your official school record.

g. Find a student in each class to call whenever you are absent from school so that you may know more about what you missed. It is YOUR responsibility to ask for assignments you miss due to absences.

Severe Clause:

When a student repeats an infraction or when the infraction is serious (fighting, harassing another student, abusive language, for example), the teacher may send the student directly to an administrator.

Makeup Due to Absences:

In order to return to the classroom and to be given credit for homework or be allowed to make up missed work, you must have a legitimate written excuse for the absence. You are responsible for processing the excuse through the attendance office BEFORE coming to class. After three class periods, a zero will be given for missed assignments.

Tests, quizzes, labs, or activities that are missed because of an absence are to be made up during ILT, within one week of an absence. Failure to do this will result in a grade of zero.

If you know you will be absent because of sports, a field trip, band activity, etc., assigned work is due as scheduled. The work may be turned in before its assigned due date, turned in to the main office to be put in my box, or brought directly to me before first period on the day that it is due.

CONTACT INFORMATION:

Parents, any time you need to contact me about your child’s grades, absences, or other concerns, please feel free to schedule an appointment through the Fort Dorchester High School guidance office (760.4450). You may also contact me via email at csears@dorchester2.k12.sc.us if that is more convenient. Grades are posted on Power School which is updated several times every week. If you do not have your own password to access this program, please contact the school. Also, please remember that agenda/schedule books are great way to keep track of assignments.

The PLTW Final Exam is graded for knowledge on 3 different levels – Basic, Proficient, and Advanced.

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The following themes and concepts (with their Knowledge Levels) will be a part of the Final Exam:

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Human Body Systems Detailed Outline – Fall 2018

Unit One - Identity (13 Days) – T 8/21 – F 9/7

|Lesson 1: Identity: Human (2 Days) – Chapter 1 |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

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|1. The human body is made up of complex systems functioning |Identify the systems and structures involved in basic body processes. |

|together to maintain homeostasis. |Explain the functions of different human body systems, and list the major organs |

|2. Directional terms describe the position of anatomical |within each system. |

|structures in relation to other structures or locations in the |Describe how multiple body systems are interconnected and how those |

|body, and regional terms specify distinct anatomical |interconnections and interactions are necessary for life. |

|landmarks on the body |Explain how directional terms and regional terms can be used to pinpoint location on |

| |the body. |

| |Show the relationship between multiple human body systems. |

| |Demonstrate the correct use of directional and regional terms. |

| |Illustrate key directional term pairs on a model of the human body. |

|Lesson 2: Identity: Tissues (6 Days) – Chapter 3 (part 2), Chapter 5 |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

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|1. A tissue is a group of similar cells designed to carry out a |Identify characteristics of the four categories of human tissue. |

|specific function. |Describe the functions of the human skeletal system. |

|2. The bones of the human skeletal system protect the body’s |Recognize that differences in bone structure contribute to a person’s unique identity. |

|internal organs while allowing for movement and great |Recognize that there is a relationship between the length of long bones and the |

|range of mobility. |overall height of an individual. |

|3. The specific structure of bone reveals information about a |Analyze the structure of various human tissue types to infer function. |

|person’s gender, stature, age, and ethnicity. |Identify and locate bones of the human skeletal system. |

|4. The length of long bones in the human body can be used to |Interpret bone markings, bone landmarks, and bone measurements to determine a |

|mathematically predict the overall height of an individual. |person’s gender, age, stature, and ethnicity. |

| |Derive and analyze a linear equation. |

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|Lesson 3: Identity: Molecules and Cells (5 Days) |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

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|1. Human DNA is a unique code of over three billion base pairs |Explain how restriction enzymes cut DNA. |

|that provides a genetic blueprint of an individual. |Describe how gel electrophoresis separates DNA fragments. |

|2. Restriction enzymes recognize and cut specific sequences in |Recognize that gel electrophoresis can be used to examine DNA differences between |

|DNA. |individuals. |

|3. Gel electrophoresis separates DNA fragments based on size |Outline current biometrics technology. |

|and is used in Restriction Fragment Length Polymorphism |Digest DNA samples using restriction enzymes. |

|(RFLP) analysis. |Demonstrate the steps of gel electrophoresis and analyze the resulting restriction |

|4. Physical characteristics can be used to confirm or authenticate identity. |fragment length polymorphisms (RFLPs). |

Unit Two – Communication (19 Days) – M 9/10 – F 10/5

|Lesson 1: The Brain (4 Days) – Chapter 7 (CNS 207-221) |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

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|1. Communication between body systems is crucial to |Describe the structure and function of the central nervous system. |

|maintaining homeostasis. |Identify major regions of the human brain. |

|2. The brain receives stimuli from the outside world, interprets |Match regions of the brain with their primary function in the human body. |

|this information, and generates an appropriate response. |Apply knowledge of brain structure and function to determine the parts of the brain |

|3. Each region within the brain helps control and regulate |related to specific human actions, emotions, and/or dysfunctions. |

|specific functions in the body. |Interpret how a breakdown in communication in the central nervous system would |

| |impact the function of the human body. |

|Lesson 2: Electrical Communication (8 Days) – Chapter 7 (tissues 198-206) |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

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|1. Neurons convey information using electrical and chemical |Recognize that the nervous system relies on specialized cells called neurons to pass |

|signals. |signals to and from the brain and spinal cord. |

|2. The body’s reaction time to reflex and voluntary actions is |Describe how the movement of ions across the cell membrane of a neuron generates |

|related to the degree of processing in the nervous system. |an action potential and propagates electrical signals. |

|3. Errors in electrical communication can impact homeostasis |Explain how neurons communicate at the synapse. |

|in the human body. |Describe how brain processing differs in reflex and voluntary responses. |

| |Outline what goes on in the human body from an initial stimulus to a response. |

| |Analyze experimental data to explore reaction time and reflexes in the human body. |

| |Design an experiment to test factors that impact reaction time. |

| |Analyze case studies to determine the effects of a communication breakdown in the |

| |nervous system on the human body. |

|Lesson 3: Chemical Communication (3 Days) – Chapter 9 |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

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|1. The endocrine system helps the body communicate through |Describe the way in which hormones interact with target cells. |

|the use of chemical signals called hormones. |Recognize that the human body uses feedback mechanisms to maintain proper |

|2. Hormones help maintain homeostasis through feedback |hormone levels. |

|loops. |Model a feedback loop that shows how the body maintains homeostasis. |

|3. A hormone imbalance can lead to disease or dysfunction. |Analyze physical symptoms of a patient and relate these symptoms to errors in |

| |chemical communication. |

|Lesson 4: Communication with the Outside World (4 Days) – Chapter 8 (eye 241-252) |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

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|1. The structures within the human eye work to focus and |Identify the key structures of the eye. |

|process light. |Demonstrate how light is processed in the eye in a person with normal vision, as well |

|2. The eye allows perception of color, depth, brightness, and |as a person with myopia or hyperopia. |

|optical illusions. |Explain the tests and procedures in a typical eye exam. |

|3. Errors in the structure and function of the eye can lead to |Diagram the path of light as it enters the eyes and travels to the brain for processing. |

|problems in acuity or dysfunction. |Evaluate visual perception by testing depth perception, peripheral vision, color vision, |

|4. Problems with focusing light in the eye can be corrected |and visual acuity. |

|with lenses. |Experiment with lenses to refocus light and correct problems with |

| |vision. |

Unit Three - Power (16 Days) – M 10/8 – T 10/30

|Lesson 1: Introduction to Power (1 Day) |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

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|1. Many human body systems work to create, process, and |List and describe the human body systems that create, process, and distribute food, |

|distribute the body’s main resources – food, water, and |water, and oxygen. |

|oxygen. |Recognize that factors unique to the person, such as age, weight, and overall health |

| |affect the body’s ability to utilize biological resources and maintain homeostasis. |

| |Recognize that factors in the environment, such as climate or temperature, affect the |

| |body’s ability to utilize biological resources and maintain homeostasis. |

| |Estimate how long the human body can last without food, without water, and without |

| |oxygen. |

|Lesson 2: Food (6 Days) – Chapter 2 (biochemistry 37-49), Chapter 14 |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

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|1. Enzymes are usually proteins and act as catalysts which |Recognize that enzymes are designed to be highly specific, and the structure of the |

|speed up chemical reactions in the human body. (Optional) |enzyme’s active site determines the substrate it acts upon. (Optional) |

|2. The digestive system consists of the gastrointestinal tract |Recognize that factors such as temperature, pH, and enzyme and substrate |

|and the accessory digestive organs which function together |concentration affect the rate of an enzyme-catalyzed reaction. |

|to chemically and mechanically digest food, absorb water |List specific enzymes that digest carbohydrates, fats, and proteins at sites along the |

|and nutrients, and remove wastes. |digestive tract. |

|3. Metabolism, the sum of all the chemical reactions that occur within the body, is |Describe the structure and function of the organs in the digestive system. |

|required to maintain homeostasis. |Explain how energy is stored in ATP. |

|4. When a process in the body requires energy, ATP is broken down to liberate energy |Model the interaction between enzymes and their corresponding substrates. |

|stored in its chemical bonds. |(Optional) |

| |Outline what happens to a bite of food as it travels down the digestive tract. |

| |Design a laboratory experiment investigating the impact that environmental changes |

| |can have on enzyme function and analyze the results. |

| |Analyze energy inputs and outputs in the body to assess overall health. |

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|Lesson 3: Oxygen (4 Days) – Chapter 13 |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

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|1. The structure of the lungs and the close association between |Describe the structure of the respiratory system, especially the lungs, and the basic |

|the lungs and the vessels of the cardiovascular system |mechanics of breathing. |

|facilitate the transport of oxygen to all cells in the body. |Explain how the structure of the lungs facilitates the exchange of oxygen and carbon |

|2. During normal breathing, a healthy individual is using only a |dioxide between air and the body. |

|small percentage of the total capacity of his or her lungs. |Recognize that during and after exercise the concentration of oxygen removed from |

|3. The amount of oxygen required by the cells in a body |the air is increased compared to when the individual is at rest. |

|depends on the activity level of the cells. |Use sensors to measure lung capacity and oxygen capture. |

| |Analyze data collected using a spirometer to determine tidal volume, vital capacity, |

| |and minute volume. |

| |Analyze data collected using an oxygen sensor to determine the change in oxygen |

| |concentration of inhaled air versus exhaled air. |

|Lesson 4: Water (5 Days) – Chapter 15 |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

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|1. The urinary system helps maintain homeostasis in the body |Describe the structure and function of the human urinary system. |

|by filtering the blood, regulating water and electrolyte |Describe how the structure of the kidney relates to its function in the body. |

|concentration, maintaining the pH balance of the blood, and |Recognize that the nephron is the structural and functional unit of the kidney. |

|ridding the body of liquid waste called urine. |Describe the connections between urine and blood and the exchange of ions and |

|2. Through filtration, reabsorption, and secretion, the nephron |fluids that occurs across the nephron. |

|assists in maintaining normal values of water, electrolytes, |Illustrate the path of urine formation through the kidney. |

|pH, and blood pressure in the body. |Estimate the filtration rate of the glomerulus and relate mathematical estimates to |

|3. The hormones aldosterone and antidiuretic hormone (ADH) |the function of the human kidney. |

|both help regulate the amount of water in the body. |Analyze urinalysis results to diagnose disease and dysfunction in human body |

|4. Malfunctions in the body can be identified through |systems. |

|noticeable changes in the composition of urine, and these | |

|changes can be detected through urinalysis. | |

Unit Four - Movement (21 Days) – W 10/31 – W 12/5

|Lesson 1: Joints and Motion (3 Days) – Chapter 5 (joints 142-147) |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

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|1. The skeletal system works with the muscular system to |Recognize that a joint is the location at which two or more bones connect, allowing |

|move the human body. |movement and providing support to the human skeleton. |

|2. The types of joints found in the human body differ in both |Describe the motion at joints, such as flexion and extension. |

|structure and function and are classified as such. |Demonstrate the types of movement possible at a joint and match range of motion |

|3. Range of motion describes a joint’s possible movements as |photographs to specific actions. |

|well as provides a measure of overall flexibility at a joint. |Measure range of motion of human joints using a goniometer. |

|Lesson 2: Muscles (7 Days) – Chapter 6 (no identification) |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

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|1. Through contraction and relaxation, the three different |Describe how the three types of muscle tissue differ in structure and function. |

|types of muscle tissue - skeletal, cardiac, and smooth – |Explain the sliding filament mechanism of muscle contraction. |

|produce body movements, stabilize body position, move |Recognize the connection between nerves and muscle. |

|substances within the body, and regulate heat. |Analyze muscle tissue structure using a microscope. |

|2. The structure of the muscle and attachment of this muscle |Interpret muscle function by examining its structure and its attachment to bones. |

|to bone directly relates to the function of each skeletal |Test the effect of varying solutions of ATP on the contraction of muscle tissue. |

|muscle. |Demonstrate the process of muscle contraction as well as the phenomenon of rigor |

|3. Muscles are composed of units called sarcomeres, which |mortis. |

|contract and shorten when exposed to electrical stimuli. | |

|4. Calcium ions and ATP play a role in the contraction of | |

|muscle fibers. | |

|5. Neurons are packed together in wiring called nerves, and | |

|these nerves take electrical messages from the brain to | |

|muscle. | |

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|Lesson 3: Blood Flow (6 Days) – Chapter 11 (cardiovascular 325-344) |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

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|1. The heart pumps blood to the lungs to pick up oxygen and |Explain the relationship between the heart and the lungs. |

|to the body to deliver this oxygen. |Identify the body's major arteries and veins and name the body region supplied by |

|2. The structure of arteries, veins, and capillaries relates |each. |

|directly to the function of each vessel and to the amount of |Recognize that unlike arteries, veins contain valves that prevent the backflow of |

|pressure exerted on the vessel walls. |blood. |

|3. Changes in cardiac output, the amount of blood that is |Describe pulse and blood pressure as they relate to cardiovascular health. |

|pumped out by the ventricles per minute, often signal |Recognize that lifestyle choices, such as poor diet and smoking, can lead to the |

|diseases of the heart, and these changes can impact the |development of blood flow disorders. |

|function of other body systems. |Trace blood flow in pulmonary and systemic circulation. |

|4. Increased blood pressure in vessels can indicate possible |Calculate and interpret cardiac output values and relate the amount of blood pumped |

|blockages, and these blockages can interrupt blood flow to |by the heart to the health of other body systems and organs. |

|an organ or limb. |Measure peripheral pulses using Doppler ultrasound and calculate an ankle brachial |

| |index (ABI). |

| |Interpret the ankle brachial index (ABI) to determine possible blockages in blood |

| |vessels. |

|Lesson 4: Energy and Motion: Exercise Physiology (5 Days) |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

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|1. Exercise requires the coordinated effort of many human |Recognize that the body uses high energy molecules such as creatine phosphate, |

|body systems, including the nervous system, the muscular |glycogen, and glucose to supply ATP to working muscle. |

|system, the skeletal system, the cardiovascular system, and |Recognize that muscle fatigue occurs with prolonged or repetitive use of a muscle |

|the respiratory system. |group. |

|2. An athlete training for an intense physical event needs to |Describe ways in which an athlete can prepare his or her body for the stress of an |

|consider diet, exercise, hydration, and injury prevention as |athletic event. Illustrate the body’s response to the stages of exercise. |

|well as track his or her progress and modify the plan to meet |Design an experiment to test the effect of feedback, coaching, or competition on |

|the demands of exercise. |muscle fatigue. |

| |Interpret EMG and grip strength data to assess muscle fatigue. |

| |Apply knowledge of power and movement in the body to design a comprehensive |

| |training plan for an athlete. |

Unit Five – Protection (12 Days) – R 12/6 – F 12/21

|Lesson 1: The Skin (4 Days) – Chapter 4 |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

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|1. The skin is a dynamic organ that functions in protection, |Recognize that the skin is composed of two main layers, the epidermis and the |

|temperature regulation, sensation, excretion, and |dermis, and contains accessory organs such as sweat glands and hair follicles. |

|absorption in the human body. |Explain how different degrees of burns damage layers of the skin. |

|2. Burn damage to skin can impact numerous body functions |Explain how the human body senses and processes signals of pain. |

|and body systems. |Interpret how burn damage to the skin will affect the function of the organ and |

|3. Both the body’s ability to sense pain and to suppress pain |overall homeostasis in the body. |

|help protect the human body from injury and death. |Outline what happens inside the body when a person feels pain. |

|Lesson 2: Bones (4 Days) – Chapter 5 (no identification) |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

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|1. Bones assist muscles with movement of the body and |Recall the four main types of bone. |

|protect the internal organs from damage and injury. |Recognize that bone is a living connective tissue composed of cells and protein fibers |

|2. Damage to bone, through a sprain or a fracture, can impact |wrapped in hard mineral salts that can adapt and change to fit the needs of the |

|the function of other body organs and systems. |person. |

|3. Osteoclasts and osteoblasts are specialized bone cells that |Describe the structure and function of compact and spongy bone. |

|function to break down old bone tissue and replace it with |Describe the types of bone fractures. |

|new. |Analyze bone structure using a microscope. |

|4. Bone is constantly being broken down and reformed through the process of bone |Interpret X-rays to determine specific types of bone fractures. |

|remodeling. |Apply knowledge of hormones and of bone remodeling to explain calcium balance in |

| |the body. |

| |Diagram the stages of bone healing after injury. |

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|Lesson 3: Lymph and Blood Cells (4 Days) – |

|Chapter 11 (lymphatic system 345-347), Chapter 12 (immune system 361-374), Chapter 10 (blood groups 306-308) |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

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|1. The lymphatic and immune system functions to drain and |Describe the structure and function of the lymphatic and immune system. |

|distribute fluid in the body as well as protect the human |Recognize that a type of white blood cell called B lymphocyte is responsible for the |

|body against specific invaders. |production of antibodies and has the ability to remember invaders once they have |

|2. Antibodies are proteins found in the blood or lymph that |entered the body. |

|seek out and bind to specific antigens. |Recognize that blood type is determined by the antigens present on red blood cells. |

|3. Only certain blood types are compatible with one another |Describe the genetics of blood type. |

|and can be safely transferred from person to person in a |Describe the interaction between antigens and antibodies. |

|transfusion. |Use information presented in a computer animation to create a flow chart of immune |

|4. Antibodies are produced in response to specific pathogens. |response to a common cold. |

| |Analyze simulated blood samples to determine blood type. |

| |Produce and analyze a family pedigree for blood type and determine potential donors |

| |for a transfusion. |

| |Graph and interpret antibody data collected after an infection and relate this data to |

| |the response of body cells. |

| |Diagram an immune response to a common cold. |

| |Apply knowledge of specific immunity to deduce how vaccines function. |

Unit Six – Homeostasis – M 8/20 – F 1/11

(presentations M 1/7 thru F 1/11)

|Lesson 1: Health and Wellness |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

|1. Factors in the external environment affect the body’s | |

|internal environment and overall ability to maintain |Describe how the body systems respond to extreme external environments. |

|homeostasis. |Explain how the systems work together to maintain homeostasis in the body and to |

|2. Human body systems work together to defend against |complete basic functions such as movement and communication. |

|disease and injury and to maintain health and wellness. |Illustrate disease in the human body, from its initial symptoms to eventual diagnosis |

|3. Medical interventions, measures that improve health or |and treatment. |

|alter the course of a disease, include preventative measures, |Interpret knowledge of homeostasis in the body to design an innovative medical |

|diagnostic tests, treatments, and rehabilitation. |intervention or invention. |

| |Trace disease in human systems by generating a fictional case study and compiling a |

| |patient case file. |

Fall Semester 2018

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Human Body Systems Detailed Outline – Spring 2019

Unit One - Identity (13 Days) – T 1/22 – R 2/7

|Lesson 1: Identity: Human (2 Days) – Chapter 1 |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

| | |

|1. The human body is made up of complex systems functioning |Identify the systems and structures involved in basic body processes. |

|together to maintain homeostasis. |Explain the functions of different human body systems, and list the major organs |

|2. Directional terms describe the position of anatomical |within each system. |

|structures in relation to other structures or locations in the |Describe how multiple body systems are interconnected and how those |

|body, and regional terms specify distinct anatomical |interconnections and interactions are necessary for life. |

|landmarks on the body |Explain how directional terms and regional terms can be used to pinpoint location on |

| |the body. |

| |Show the relationship between multiple human body systems. |

| |Demonstrate the correct use of directional and regional terms. |

| |Illustrate key directional term pairs on a model of the human body. |

|Lesson 2: Identity: Tissues (6 Days) – Chapter 3 (part 2), Chapter 5 |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

| | |

|1. A tissue is a group of similar cells designed to carry out a |Identify characteristics of the four categories of human tissue. |

|specific function. |Describe the functions of the human skeletal system. |

|2. The bones of the human skeletal system protect the body’s |Recognize that differences in bone structure contribute to a person’s unique identity. |

|internal organs while allowing for movement and great |Recognize that there is a relationship between the length of long bones and the |

|range of mobility. |overall height of an individual. |

|3. The specific structure of bone reveals information about a |Analyze the structure of various human tissue types to infer function. |

|person’s gender, stature, age, and ethnicity. |Identify and locate bones of the human skeletal system. |

|4. The length of long bones in the human body can be used to |Interpret bone markings, bone landmarks, and bone measurements to determine a |

|mathematically predict the overall height of an individual. |person’s gender, age, stature, and ethnicity. |

| |Derive and analyze a linear equation. |

| | |

| | |

| | |

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|Lesson 3: Identity: Molecules and Cells (5 Days) |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

| | |

|1. Human DNA is a unique code of over three billion base pairs |Explain how restriction enzymes cut DNA. |

|that provides a genetic blueprint of an individual. |Describe how gel electrophoresis separates DNA fragments. |

|2. Restriction enzymes recognize and cut specific sequences in |Recognize that gel electrophoresis can be used to examine DNA differences between |

|DNA. |individuals. |

|3. Gel electrophoresis separates DNA fragments based on size |Outline current biometrics technology. |

|and is used in Restriction Fragment Length Polymorphism |Digest DNA samples using restriction enzymes. |

|(RFLP) analysis. |Demonstrate the steps of gel electrophoresis and analyze the resulting restriction |

|4. Physical characteristics can be used to confirm or authenticate identity. |fragment length polymorphisms (RFLPs). |

Unit Two – Communication (19 Days) – F 2/8 – F 3/8

|Lesson 1: The Brain (4 Days) – Chapter 7 (CNS 207-221) |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

| | |

|1. Communication between body systems is crucial to |Describe the structure and function of the central nervous system. |

|maintaining homeostasis. |Identify major regions of the human brain. |

|2. The brain receives stimuli from the outside world, interprets |Match regions of the brain with their primary function in the human body. |

|this information, and generates an appropriate response. |Apply knowledge of brain structure and function to determine the parts of the brain |

|3. Each region within the brain helps control and regulate |related to specific human actions, emotions, and/or dysfunctions. |

|specific functions in the body. |Interpret how a breakdown in communication in the central nervous system would |

| |impact the function of the human body. |

|Lesson 2: Electrical Communication (8 Days) – Chapter 7 (tissues 198-206) |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

| | |

|1. Neurons convey information using electrical and chemical |Recognize that the nervous system relies on specialized cells called neurons to pass |

|signals. |signals to and from the brain and spinal cord. |

|2. The body’s reaction time to reflex and voluntary actions is |Describe how the movement of ions across the cell membrane of a neuron generates |

|related to the degree of processing in the nervous system. |an action potential and propagates electrical signals. |

|3. Errors in electrical communication can impact homeostasis |Explain how neurons communicate at the synapse. |

|in the human body. |Describe how brain processing differs in reflex and voluntary responses. |

| |Outline what goes on in the human body from an initial stimulus to a response. |

| |Analyze experimental data to explore reaction time and reflexes in the human body. |

| |Design an experiment to test factors that impact reaction time. |

| |Analyze case studies to determine the effects of a communication breakdown in the |

| |nervous system on the human body. |

|Lesson 3: Chemical Communication (3 Days) – Chapter 9 |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

| | |

|1. The endocrine system helps the body communicate through |Describe the way in which hormones interact with target cells. |

|the use of chemical signals called hormones. |Recognize that the human body uses feedback mechanisms to maintain proper |

|2. Hormones help maintain homeostasis through feedback |hormone levels. |

|loops. |Model a feedback loop that shows how the body maintains homeostasis. |

|3. A hormone imbalance can lead to disease or dysfunction. |Analyze physical symptoms of a patient and relate these symptoms to errors in |

| |chemical communication. |

|Lesson 4: Communication with the Outside World (4 Days) – Chapter 8 (eye 241-252) |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

| | |

|1. The structures within the human eye work to focus and |Identify the key structures of the eye. |

|process light. |Demonstrate how light is processed in the eye in a person with normal vision, as well |

|2. The eye allows perception of color, depth, brightness, and |as a person with myopia or hyperopia. |

|optical illusions. |Explain the tests and procedures in a typical eye exam. |

|3. Errors in the structure and function of the eye can lead to |Diagram the path of light as it enters the eyes and travels to the brain for processing. |

|problems in acuity or dysfunction. |Evaluate visual perception by testing depth perception, peripheral vision, color vision, |

|4. Problems with focusing light in the eye can be corrected |and visual acuity. |

|with lenses. |Experiment with lenses to refocus light and correct problems with |

| |vision. |

Unit Three - Power (16 Days) – M 3/11 – T 4/2

|Lesson 1: Introduction to Power (1 Day) |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

| | |

|1. Many human body systems work to create, process, and |List and describe the human body systems that create, process, and distribute food, |

|distribute the body’s main resources – food, water, and |water, and oxygen. |

|oxygen. |Recognize that factors unique to the person, such as age, weight, and overall health |

| |affect the body’s ability to utilize biological resources and maintain homeostasis. |

| |Recognize that factors in the environment, such as climate or temperature, affect the |

| |body’s ability to utilize biological resources and maintain homeostasis. |

| |Estimate how long the human body can last without food, without water, and without |

| |oxygen. |

|Lesson 2: Food (6 Days) – Chapter 2 (biochemistry 37-49), Chapter 14 |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

| | |

|1. Enzymes are usually proteins and act as catalysts which |Recognize that enzymes are designed to be highly specific, and the structure of the |

|speed up chemical reactions in the human body. (Optional) |enzyme’s active site determines the substrate it acts upon. (Optional) |

|2. The digestive system consists of the gastrointestinal tract |Recognize that factors such as temperature, pH, and enzyme and substrate |

|and the accessory digestive organs which function together |concentration affect the rate of an enzyme-catalyzed reaction. |

|to chemically and mechanically digest food, absorb water |List specific enzymes that digest carbohydrates, fats, and proteins at sites along the |

|and nutrients, and remove wastes. |digestive tract. |

|3. Metabolism, the sum of all the chemical reactions that occur within the body, is |Describe the structure and function of the organs in the digestive system. |

|required to maintain homeostasis. |Explain how energy is stored in ATP. |

|4. When a process in the body requires energy, ATP is broken down to liberate energy |Model the interaction between enzymes and their corresponding substrates. |

|stored in its chemical bonds. |(Optional) |

| |Outline what happens to a bite of food as it travels down the digestive tract. |

| |Design a laboratory experiment investigating the impact that environmental changes |

| |can have on enzyme function and analyze the results. |

| |Analyze energy inputs and outputs in the body to assess overall health. |

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|Lesson 3: Oxygen (4 Days) – Chapter 13 |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

| | |

|1. The structure of the lungs and the close association between |Describe the structure of the respiratory system, especially the lungs, and the basic |

|the lungs and the vessels of the cardiovascular system |mechanics of breathing. |

|facilitate the transport of oxygen to all cells in the body. |Explain how the structure of the lungs facilitates the exchange of oxygen and carbon |

|2. During normal breathing, a healthy individual is using only a |dioxide between air and the body. |

|small percentage of the total capacity of his or her lungs. |Recognize that during and after exercise the concentration of oxygen removed from |

|3. The amount of oxygen required by the cells in a body |the air is increased compared to when the individual is at rest. |

|depends on the activity level of the cells. |Use sensors to measure lung capacity and oxygen capture. |

| |Analyze data collected using a spirometer to determine tidal volume, vital capacity, |

| |and minute volume. |

| |Analyze data collected using an oxygen sensor to determine the change in oxygen |

| |concentration of inhaled air versus exhaled air. |

|Lesson 4: Water (5 Days) – Chapter 15 |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

| | |

|1. The urinary system helps maintain homeostasis in the body |Describe the structure and function of the human urinary system. |

|by filtering the blood, regulating water and electrolyte |Describe how the structure of the kidney relates to its function in the body. |

|concentration, maintaining the pH balance of the blood, and |Recognize that the nephron is the structural and functional unit of the kidney. |

|ridding the body of liquid waste called urine. |Describe the connections between urine and blood and the exchange of ions and |

|2. Through filtration, reabsorption, and secretion, the nephron |fluids that occurs across the nephron. |

|assists in maintaining normal values of water, electrolytes, |Illustrate the path of urine formation through the kidney. |

|pH, and blood pressure in the body. |Estimate the filtration rate of the glomerulus and relate mathematical estimates to |

|3. The hormones aldosterone and antidiuretic hormone (ADH) |the function of the human kidney. |

|both help regulate the amount of water in the body. |Analyze urinalysis results to diagnose disease and dysfunction in human body |

|4. Malfunctions in the body can be identified through |systems. |

|noticeable changes in the composition of urine, and these | |

|changes can be detected through urinalysis. | |

Unit Four - Movement (21 Days) – W 4/3 – W 5/8 (*encompasses Spring Break)

|Lesson 1: Joints and Motion (3 Days) – Chapter 5 (joints 142-147) |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

| | |

|1. The skeletal system works with the muscular system to |Recognize that a joint is the location at which two or more bones connect, allowing |

|move the human body. |movement and providing support to the human skeleton. |

|2. The types of joints found in the human body differ in both |Describe the motion at joints, such as flexion and extension. |

|structure and function and are classified as such. |Demonstrate the types of movement possible at a joint and match range of motion |

|3. Range of motion describes a joint’s possible movements as |photographs to specific actions. |

|well as provides a measure of overall flexibility at a joint. |Measure range of motion of human joints using a goniometer. |

|Lesson 2: Muscles (7 Days) – Chapter 6 (no identification) |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

| | |

|1. Through contraction and relaxation, the three different |Describe how the three types of muscle tissue differ in structure and function. |

|types of muscle tissue - skeletal, cardiac, and smooth – |Explain the sliding filament mechanism of muscle contraction. |

|produce body movements, stabilize body position, move |Recognize the connection between nerves and muscle. |

|substances within the body, and regulate heat. |Analyze muscle tissue structure using a microscope. |

|2. The structure of the muscle and attachment of this muscle |Interpret muscle function by examining its structure and its attachment to bones. |

|to bone directly relates to the function of each skeletal |Test the effect of varying solutions of ATP on the contraction of muscle tissue. |

|muscle. |Demonstrate the process of muscle contraction as well as the phenomenon of rigor |

|3. Muscles are composed of units called sarcomeres, which |mortis. |

|contract and shorten when exposed to electrical stimuli. | |

|4. Calcium ions and ATP play a role in the contraction of | |

|muscle fibers. | |

|5. Neurons are packed together in wiring called nerves, and | |

|these nerves take electrical messages from the brain to | |

|muscle. | |

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|Lesson 3: Blood Flow (6 Days) – Chapter 11 (cardiovascular 325-344) |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

| | |

|1. The heart pumps blood to the lungs to pick up oxygen and |Explain the relationship between the heart and the lungs. |

|to the body to deliver this oxygen. |Identify the body's major arteries and veins and name the body region supplied by |

|2. The structure of arteries, veins, and capillaries relates |each. |

|directly to the function of each vessel and to the amount of |Recognize that unlike arteries, veins contain valves that prevent the backflow of |

|pressure exerted on the vessel walls. |blood. |

|3. Changes in cardiac output, the amount of blood that is |Describe pulse and blood pressure as they relate to cardiovascular health. |

|pumped out by the ventricles per minute, often signal |Recognize that lifestyle choices, such as poor diet and smoking, can lead to the |

|diseases of the heart, and these changes can impact the |development of blood flow disorders. |

|function of other body systems. |Trace blood flow in pulmonary and systemic circulation. |

|4. Increased blood pressure in vessels can indicate possible |Calculate and interpret cardiac output values and relate the amount of blood pumped |

|blockages, and these blockages can interrupt blood flow to |by the heart to the health of other body systems and organs. |

|an organ or limb. |Measure peripheral pulses using Doppler ultrasound and calculate an ankle brachial |

| |index (ABI). |

| |Interpret the ankle brachial index (ABI) to determine possible blockages in blood |

| |vessels. |

|Lesson 4: Energy and Motion: Exercise Physiology (5 Days) |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

| | |

|1. Exercise requires the coordinated effort of many human |Recognize that the body uses high energy molecules such as creatine phosphate, |

|body systems, including the nervous system, the muscular |glycogen, and glucose to supply ATP to working muscle. |

|system, the skeletal system, the cardiovascular system, and |Recognize that muscle fatigue occurs with prolonged or repetitive use of a muscle |

|the respiratory system. |group. |

|2. An athlete training for an intense physical event needs to |Describe ways in which an athlete can prepare his or her body for the stress of an |

|consider diet, exercise, hydration, and injury prevention as |athletic event. Illustrate the body’s response to the stages of exercise. |

|well as track his or her progress and modify the plan to meet |Design an experiment to test the effect of feedback, coaching, or competition on |

|the demands of exercise. |muscle fatigue. |

| |Interpret EMG and grip strength data to assess muscle fatigue. |

| |Apply knowledge of power and movement in the body to design a comprehensive |

| |training plan for an athlete. |

Unit Five – Protection (12 Days) – R 5/9 – F 5/24

|Lesson 1: The Skin (4 Days) – Chapter 4 |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

| | |

|1. The skin is a dynamic organ that functions in protection, |Recognize that the skin is composed of two main layers, the epidermis and the |

|temperature regulation, sensation, excretion, and |dermis, and contains accessory organs such as sweat glands and hair follicles. |

|absorption in the human body. |Explain how different degrees of burns damage layers of the skin. |

|2. Burn damage to skin can impact numerous body functions |Explain how the human body senses and processes signals of pain. |

|and body systems. |Interpret how burn damage to the skin will affect the function of the organ and |

|3. Both the body’s ability to sense pain and to suppress pain |overall homeostasis in the body. |

|help protect the human body from injury and death. |Outline what happens inside the body when a person feels pain. |

|Lesson 2: Bones (4 Days) – Chapter 5 (no identification) |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

| | |

|1. Bones assist muscles with movement of the body and |Recall the four main types of bone. |

|protect the internal organs from damage and injury. |Recognize that bone is a living connective tissue composed of cells and protein fibers |

|2. Damage to bone, through a sprain or a fracture, can impact |wrapped in hard mineral salts that can adapt and change to fit the needs of the |

|the function of other body organs and systems. |person. |

|3. Osteoclasts and osteoblasts are specialized bone cells that |Describe the structure and function of compact and spongy bone. |

|function to break down old bone tissue and replace it with |Describe the types of bone fractures. |

|new. |Analyze bone structure using a microscope. |

|4. Bone is constantly being broken down and reformed through the process of bone |Interpret X-rays to determine specific types of bone fractures. |

|remodeling. |Apply knowledge of hormones and of bone remodeling to explain calcium balance in |

| |the body. |

| |Diagram the stages of bone healing after injury. |

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|Lesson 3: Lymph and Blood Cells (4 Days) – |

|Chapter 11 (lymphatic system 345-347), Chapter 12 (immune system 361-374), Chapter 10 (blood groups 306-308) |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

| | |

|1. The lymphatic and immune system functions to drain and |Describe the structure and function of the lymphatic and immune system. |

|distribute fluid in the body as well as protect the human |Recognize that a type of white blood cell called B lymphocyte is responsible for the |

|body against specific invaders. |production of antibodies and has the ability to remember invaders once they have |

|2. Antibodies are proteins found in the blood or lymph that |entered the body. |

|seek out and bind to specific antigens. |Recognize that blood type is determined by the antigens present on red blood cells. |

|3. Only certain blood types are compatible with one another |Describe the genetics of blood type. |

|and can be safely transferred from person to person in a |Describe the interaction between antigens and antibodies. |

|transfusion. |Use information presented in a computer animation to create a flow chart of immune |

|4. Antibodies are produced in response to specific pathogens. |response to a common cold. |

| |Analyze simulated blood samples to determine blood type. |

| |Produce and analyze a family pedigree for blood type and determine potential donors |

| |for a transfusion. |

| |Graph and interpret antibody data collected after an infection and relate this data to |

| |the response of body cells. |

| |Diagram an immune response to a common cold. |

| |Apply knowledge of specific immunity to deduce how vaccines function. |

Unit Six – Homeostasis – T 1/22 – F 5/31

(presentations T 5/28 thru F 5/31)

|Lesson 1: Health and Wellness |

|Understandings Addressed in Lesson: |Knowledge and Skills Addressed in Lesson: |

|1. Factors in the external environment affect the body’s | |

|internal environment and overall ability to maintain |Describe how the body systems respond to extreme external environments. |

|homeostasis. |Explain how the systems work together to maintain homeostasis in the body and to |

|2. Human body systems work together to defend against |complete basic functions such as movement and communication. |

|disease and injury and to maintain health and wellness. |Illustrate disease in the human body, from its initial symptoms to eventual diagnosis |

|3. Medical interventions, measures that improve health or |and treatment. |

|alter the course of a disease, include preventative measures, |Interpret knowledge of homeostasis in the body to design an innovative medical |

|diagnostic tests, treatments, and rehabilitation. |intervention or invention. |

| |Trace disease in human systems by generating a fictional case study and compiling a |

| |patient case file. |

Spring Semester 2019

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