TDOE: Teaching & Learning: Curriculum: Science

Anatomy & Physiology

Course Description:

Anatomy and Physiology is the study of the body’s structures and respective functions at the molecular/biochemical, cellular, tissue, organ, systemic, and organism levels. Students explore the body through laboratory investigations, models, diagrams, and/or comparative studies of the anatomy of other organisms. The study of anatomy and physiology prepares students for a variety of pursuits such as health care, sports, and fitness careers, as well as for taking an active part in their own health and wellness. The student will study

Anatomical Orientation
Protection, Support, and Movement
Integration and Regulation
Transportation
Absorption and Excretion
Reproduction, Growth, and Development

Standard Number: 1.0 Anatomical Orientation

Standard:

The student will explore the organizational structures of the body from the molecular to the organism level.

Learning Expectations:

The student will

1.1 distinguish between anatomy and physiology.
1.2 investigate the structures of the major body systems and relate the functions.
1.3 investigate the major body cavities and the subdivisions of each cavity.
1.4 apply correct anatomical terminology when discussing the orientation of body parts and regions.

Performance Indicators:

At Level 1, the student is able to

list the hierarchy of structural organization from the molecular level through the organism level.
label the sub-cellular components in the cell and identify the function of each component.
list the survival needs of living organisms.

At Level 2, the student is able to

define anatomy and physiology and describe their subdivisions, using a concept map.
classify organ systems of the body as either (1) protection, support, and movement, (2) regulation and integration, (3) transport, or (4) absorption and excretion.
illustrate the directional terms that refer to the body using correct anatomical terminology.
construct a concept map to illustrate the cavities in the body and the organs contained within each area.
relate positive and negative feedback mechanisms to the maintenance of homeostasis within the body.
identify careers related to anatomy and physiology in medicine, allied health, and research.

At Level 3, the student is able to

identify the major cell and tissue groups.
construct a concept map of the major organ systems within the body and list the organs and functions of each system.
develop scenarios of positive and negative feedback mechanisms and predict their effect upon homeostasis.

Sample Task:

Dissect a "pickle person" (use toothpicks for arms and legs) to identify anatomical planes and directional terms.

Integration/Linkages:

K-8 curriculum, biology (animal development), microscope skills, chemistry, problem-solving skills, interpretation skills, predicting, analysis, synthesis, scientific inquiry, scientific research, graphic representation, safety skills, presentation skills, and health careers

Standard Number: 2.0 Protection, Support, and Movement

Standard:

The student will explore the integumentary, skeletal, and muscular systems, and relate the structures of the various parts to the functions they serve.

Learning Expectations:

The student will

2.1 identify the components of the integumentary system and explain the physiological mechanisms that make the functions of this system possible.
2.2 identify the bones and their parts that make up the skeletal system, and relate the physiological mechanisms that help the skeletal system fulfill its functions.
2.3 identify the various kinds of muscles, major muscles of the body, and explain the physiology of muscle contraction.

Performance Indicators:

At Level 1, the student is able to

relate the structure of the skin to its role in protecting the body and maintenance of homeostasis.
distinguish the roles of bones and muscles in protection and movement.
identify the major bones of the body, given a diagram of a skeleton.
identify the major muscles of the body, given a diagram.

At Level 2, the student is able to

identify characteristic cells and structures of the integumentary system and relate these structures to their functions.
construct a model of skin layers, labeling the functions of each layer, and identify the functions of the skin.
identify and classify the types of bones using diagrams, pictures, models, or actual bones.
identify the axial and appendicular skeletons, as well as the bones and joints of each.
observe, draw, and/or label the different types of muscle tissues, noting the function and anatomical differences of each type.
depict the major steps in the sliding filament theory of muscle contraction, using diagrams.
identify the major muscles of the body using diagrams, concept maps, pictures, and/or specimens.
identify careers related to medicine, allied health, and/or research that relate to the integumentary and musculoskeletal systems.

At Level 3, the student is able to

explain the biochemical and/or molecular processes involved in the growth and repair of integumentary tissues.
write an essay describing the biochemical basis for the harmful effects of the sun.
explain the physiological processes involved in disorders of the skin, such as burns, cuts, diseases, and skin cancer.
relate the physiological mechanisms involved in remodeling and repair of bones at the molecular and cellular levels.
categorize the skeletal muscles as prime movers, antagonists, synergists, or fixators.
identify the origin and insertion of major skeletal muscles, given a diagram.
describe the biochemical basis of muscle contractions in oral, written, and/or diagrammatic form.

Sample Tasks:

Reassemble and label a disarticulated skeleton or paper model of a skeleton.
Construct a flow chart describing the step-by-step process involved in molecular and cellular repair of a broken bone.

Integration/Linkages

K-8 curriculum, biology (homeostasis, stimulus, and response), physics (levers, mechanical advantage, Newton’s laws of motion, and stress), microscope skills, chemistry, problem-solving skills, interpreting skills, predicting, analysis, synthesis, scientific inquiry, scientific research, graphic representation, presentation skills, and health careers

Standard Number: 3.0 Integration and Regulation

Standard: The student will investigate, compare, and contrast methods of body control by the nervous and endocrine systems.

Learning Expectations:

The student will

3.1 compare and contrast the anatomy and physiology of the central and peripheral nervous systems.
3.2 describe the structure, function, and developmental aspects of neurons and their supporting glial cells.
3.3 investigate the physiology of electrochemical impulses and neural integration.
3.4 investigate organs utilized by the body for perception of external stimuli and to the maintenance of homeostasis.
3.5 identify the major organs of the endocrine system and demonstrate the relation of each structure to hormonal regulation of homeostasis.

Performance Indicators:

At Level 1, the student is able to

label the major areas of the brain and spinal cord, using diagrams, models, or representative organs.
identify endocrine glands, using models, diagrams, or specimens.

At Level 2, the student is able to

relate the function of each of the major organs in the nervous system.
identify the parts of the spinal cord, neurons, neuroglia, and the neuromuscular junction, using microscopic slides, diagrams, or models.
describe a nerve impulse in terms of electrochemical changes.
identify the cranial nerves and give the region of their innervations.
identify the structures and name the functions of the parts of the sense organs.
investigate sensory perceptions using experimentation.
research and design a presentation related to neurological and/or endocrine abnormalities.
interpret graphs of blood sugar levels as related to pancreatic function.
identify careers related to medicine, health, and research.

At Level 3, the student is able to

analyze a case study and make a speculative diagnosis and/or prognosis.
describe the molecular neurophysiology of membrane potentials as related to electrolyte function and active transport (sodium-potassium pump).
trace the pathway of an electrochemical impulse relating biochemical changes involved in conduction of the impulse.

Sample Tasks:

Dissect the brain of a sheep. Identify the meninges, ventricles, general regions, and cranial nerves.
Construct a flow chart showing the biochemical processes involved in electrochemical impulse.

Integration/Linkages:

K-8 curriculum, biology, physics (light and sound), microscope (observation) skills, chemistry, problem-solving skills, inquiry skills, scientific research, graphic representation and presentation skills, biotechnology, and health careers

Standard Number: 4.0 Transportation

Standard: The student will investigate the structure and function of the cardiovascular system with an emphasis on the blood, heart, and the lymphatic system and attention to the immune response.

Learning Expectations:

The student will

4.1 identify the molecular and cellular components of the blood.
4.2 describe the functions of the blood within the human body.
4.3 demonstrate and understanding of the anatomy of the heart and the flow of blood through the heart.
4.4 elucidate the biochemical and physiological nature of the heart’s functions.
4.5 describe the structure of blood vessels and identify the major arteries and veins.
4.6 describe the physiological basis of circulation and blood pressure.
4.7 demonstrate the role of the cardiovascular system in maintaining homeostasis.
4.8 identify the major organs of the lymphatic system.
4.9 demonstrate an understanding of the immune response.

Performance Indicators:

At Level 1, the student is able to

identify the components and physical characteristics of the blood.
identify the layers, chambers, and valves of the heart.
trace the pathway of blood flow through the heart.
describe the immune response in general terms.

At Level 2, the student is able to

list the blood types and their genetic role in cross-matching.
trace the biochemical pathway of plug formation and blood clotting.
identify the structures of the mammalian heart.
use a variety of methods to measure blood pressure and pulse.
identify the major arteries and veins, and their location in the body.
label the basic structures of a blood vessel.
explain one biochemical mechanism for maintaining homeostasis within the circulatory or immune system, using drawings and labels.
identify the structure and functions of the lymph system.
list the cells involved with immunity, and give a description of their functions.
identify careers in medicine, allied health, and research that relate to the circulatory, lymphatic, and/ or immune systems.
identify the components of blood, using a microscope, and discuss the function of each component.

At Level 3, the student is able to

identify the biochemical and physiological events related to contraction of the heart.
compare the molecular affinity of hemoglobin to oxygen with that of hemoglobin to carbon monoxide.
describe the phenomenon of carbon monoxide poisoning.
describe the conduction system of the heart in physiological and structural terms.
draw the mechanism for immune response at the cellular level.
relate nonspecific cellular and chemical defenses of the body to the factors that trigger their response.
identify several causes of homeostatic imbalances of the immune system.

Sample Tasks:

Dissect and identify the parts of a mammalian heart.
Conduct an EKG using a computer based laboratory module.

Integrations/Linkages:

K-8 curriculum, biology, microscope skills, chemistry, physics, Principles of Technology, Biology for Technology, Scientific Inquiry skills, Scientific research, presentation skills, and health careers.

Standard Number: 5.0 Absorption and Excretion

Standard: The student will investigate the structures of the body associated with the absorption and excretion of materials, from the molecular, cellular, organ, and system levels of function.

Learning Expectation:

The student will

5.1 identify the major organs of the digestive system.
5.2 observe the gross anatomy of each organ within the digestive and urinary systems.
5.3 describe mechanisms of digestion and absorption within the body.
5.4 relate how nutrition, metabolism, and body temperature are interrelated.
5.5 explain the role of the urinary system in body waste management.
5.6 examine the physiological basis for the elimination of water and salts through the skin and lungs.

Performance Indicators:

At Level 1, the student is able to

identify the organs of the digestive system, given a chart, diagram, specimen, or model.
give one or more specific function of each region/organ of the digestive system.
list the vitamins and minerals required for the proper functioning of the body.
describe the role of the urinary system and the differences between the male and female urinary tracts.

At Level 2, the student is able to

identify the types of tissue from each organ within the digestive system.
correlate the source organ and function of the enzymes and hormones within the digestive system.
list the substances absorbed within the stomach, small intestine, and large intestine.
describe the function and location of sphincter muscles in the alimentary canal.
demonstrate an understanding of the relationship between the structure and function of villi.
differentiate among carbohydrate, lipid, and protein metabolism by the body.
give examples of anabolic and catabolic biochemical reactions within the human body.
identify the parts of a nephron, given a chart or a drawing.
describe the process of glomerular filtration and its role in urine formation.
identify careers related to medicine, allied health, and research, as they relate to the digestive and excretory systems.

At Level 3, the student is able to

identify the molecular structure of the organic molecules needed as nutrients by the body.
trace a particular food item through the digestive tract, listing biochemical reactions, enzymes, and resultant substances formed.
describe the biochemical processes that allow for the movement of water through kidney filtration, reabsorption, and excretion.

Sample Task:

Digestion of starch: use amylase to digest a starch solution and test for sugar and starch, using Benedict’s solution and iodine solution, respectively.

Integration/Linkages:

K-8 curriculum, biochemistry, nutrition, biology, health, art, lifetime wellness, microscope skills, medicine, and health careers

Standard Number: 6.0 Reproduction, Growth, and Development

Standard: The student will investigate the reproductive system and its association with the growth and development of organisms.

Learning Expectations:

The student will

6.1 identify the structures and related functions of the male and female reproductive systems.
6.2 demonstrate and understanding of the hormonal regulation of the menstrual cycle.
6.3 indicate the duration and relate the major events at each stage of gestation.
6.4 investigate congenital disorders; their physiological, biochemical, hormonal, and chromosomal causes.

Performance Indicators:

At Level 1, the student is able to

define, compare, and contrast meiosis and mitosis.
differentiate between genotype and phenotype.
compare various forms of inheritance within organisms, to include dominant-recessive, incompletely dominant, and co-dominant traits.
describe the mechanisms and results of sex-linked inheritance.
identify the organs of the male and female reproductive systems, given pictures, diagrams, and/or specimens.
describe the role of hormones in producing the secondary sex characteristics of males and females.

At Level 2, the student is able to

relate the structures of the male and female reproductive systems with their functions.
compare and contrast the processes and products of oogenesis and spermatogenesis.
trace the pathway that sperm travel from the site of formation to the outside of the body.
identify and predict the major events that occur during the menstrual cycle, given diagrams and/or pictures.
identify the stages of development from egg formation, to ovulation, fertilization, implantation, and birth.
research and make a presentation relating to common genetic disorders.
identify careers related to medicine, allied health, and research as they relate to the reproductive systems of the body.

At Level 3, the student is able to

describe the homeostatic feedback controls for the hormones of the menstrual cycle.
demonstrate and understanding of the roles of the sympathetic and parasympathetic nervous systems and the endocrine system in controlling human sexuality.
research and debate either side of an issue related to the biotechnology involved with in vitro fertilization and other molecular reproductive procedures.

Sample Task:

Examine microscopic slides and construct drawings of spermatogenesis and oogenesis.

Integration/Linkages:

K-8 curriculum, biology, health-wellness, biochemistry, presentation skills, research skills, scientific inquiry skills, biotechnology, and health careers