CCRAnatphysupdateMapNov2014-1

Anatomy and Physioloy Curriculum Guide

Revised 14/15

Course Overview: Anatomy and Physiology Regular (2000350) and Honors (2000360)
Purpose of this document: This curricular resource was designed to support teaching and learning in classrooms across Pasco County and provide a sequenced, focused curriculum
that supports the acquisition of the Florida Standards and NGSSS using Marzano’s Instructional Framework used to teach standards in this course’s course description. This
“road map” for instruction is intended for use within a Professional Learning Community (PLC) as a common planning tool. Grade level PLCs should use this document to jumpstart
collaborative discussions around the five guiding questions to plan for student learning.
Each unit contains:
• A Unit Overview With Recommended Pacing
• Grouped NGSSS:
o Content Standards: Each unit was designed around a group of related content standards. They describe what students should know, understand, and be able to do
by the end of the unit.
o Science Practices: Practices of Science are ongoing standards that should be intentionally planned for every day in every lesson because of their critical role in
engaging students as scientists.
• A Sample Know, Understand, and Do (KUD) Map
• A Sample Uni-Dimensional, Lesson Scale

Anatomy and Physiology at a Glance 2014-2015
Big Idea: Concepts
Estimated Unit Completion
Unit 1: Introduction to A & P, Protection and Support
20 days Quarter 1
Unit 2: Movement
35 days Quarter 1
Unit 3: Communication and Coordination
30 days Quarter 2
Unit 4: Transport
30 days Quarter 2/3
Unit 5: Respiration and Digestion

25 days Quarter 3/4
Unit 6: Regulation and Reproduction
25 days Quarter 4
Times allotted on this table are subject to modifications based on annual assessment schedule.

Step 0

P rofessional L earning
Communities at Work

!
Clarify Purpose of Teams &
Connect to School’s
Mission, Vision, Values and
Priorities

!
!

I nquiry Cyc le

Establish Team Norms &
Expectations
!
Clarify & Assign Roles

Clarify Structures,
Processes & Protocols:
Connect Instructional Talk,
Planning & Practice

Deliver
Instruction
(Teaching)
5. How will we respond
when some students have
already learned?
4. How will we respond
when some students do
not learn?

Choose Common
Assessments &
Standardize Administration

P L C Guiding
Ques tions

3. How$will$we$design$learning$
experiences$for$our$students?

Build Common Language
and Understanding of
CCSS & Instructional Best
Practices

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Action Plan: What
are we going to do
about it?

Problem Analysis:
Why is the problem
occurring?

Problem
Identification:
What is the
Problem?

Modify
Instruction and/or
Curriculum Based
on Learning
Data
!

!

Implement
Action Plan

RtI: Evaluate
Instructional
Effectiveness
Is it working?

1. What do we
expect all students to
learn?

2. How will we know
if and when they’ve
learned it?

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Anatomy and Physioloy Curriculum Guide

Revised 14/15

Standards taught in this course are the NGSSS for Science that emphasize increased opportunities for laboratory investigations.
This course incorporates the new Common Core College and Career Readiness and Mathematics Standards as shown below.
Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental
procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the high school level, all
students should be in a science lab or field collecting data every week. School laboratory investigations are defined by the National Research Council (NRC) as an
experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by
others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the high school classroom should help all students
develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make
observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (NRC 2006, p. 77; NSTA, 2007).
Instructional Practices to Support Literacy through Common Core- College and Career Readiness Standards
Teaching from a range of complex text is optimized when teachers in all subject areas implement the following strategies on a routine basis:
• Ensuring wide reading from complex text that varies in length.
• Making close reading and rereading of texts central to lessons.
• Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.
• Emphasizing students supporting answers based upon evidence from the text.

• Providing extensive research and writing opportunities (claims and evidence).

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Science and Engineering Practices (NRC Framework for K-12 Science Education, 2010)------------------------------------------Asking questions (for science) and defining problems (for engineering).
Developing and using models.
Planning and carrying out investigations.
Analyzing and interpreting data.
Using mathematics, information and computer technology, and computational thinking.
Constructing explanations (for science) and designing solutions (for engineering).
Engaging in argument from evidence.

Obtaining, evaluating, and communicating information.
Integrate Standards for Mathematical Practice (MP)
MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.
MAFS.K12.MP.2.1 Reason abstractly and quantitatively.
MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.4.1 Model with mathematics.
MAFS.K12.MP.5.1 Use appropriate tools strategically.
MAFS.K12.MP.6.1 Attend to precision.
MAFS.K12.MP.7.1 Look for and make use of structure.
MAFS.K12.MP.8.1 Look for and express regularity in repeated reasoning.

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Anatomy and Physioloy Curriculum Guide

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LAFS.1112.SL.1.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades
11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
LAFS.1112.SL.1.2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed
decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
LAFS.1112.SL.1.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice,
points of emphasis, and tone used.

LAFS.1112.SL.2.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of
reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a
range of formal and informal tasks.
LAFS.1112.SL.2.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest.
LAFS.1112.RST.1.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the authors makes and to any
gaps or inconsistencies in the account.
LAFS.1112.RST.1.2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing
them in simpler but still accurate terms.
LAFS. 1112.RST.1.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks;
analyze the specific results based on explanations in the text.
LAFS. 1112.RST.2.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or
technical context relevant to grades 9–10 texts and topics.
LAFS. 1112.RST.2.5: Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction
force, energy).
LAFS. 1112.RST.2.6: Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important
issues that remain unresolved.
LAFS. 1112.RST.3.7: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate
information expressed visually or mathematically (e.g., in an equation) into words.
LAFS. 1112.RST.4.10: By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently
LAFS.1112.WHST.1.1: Write arguments focused on discipline-specific content.
LAFS. 1112.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
LAFS.1112.WHST.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.1112.WHST.2.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is
most significant for a specific purpose and audience.
LAFS.1112.WHST.2.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback,
including new arguments or information.
LAFS.1112.WHST.3.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow
or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAFS.1112.WHST.3.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and

limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and overreliance on any one source and following a standard format for citation.
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Anatomy and Physioloy Curriculum Guide

Revised 14/15

Common Core State Standards Mathematics:
MAFS.912.N-Q.1.1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in
formulas; choose and interpret the scale and the origin in graphs and data displays.
MAFS.912.N-Q.1.3: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
MAFS.912.F-IF.2.4: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the

quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the
function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.
MACC.912.F-IF.3.7: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more
complicated cases.
a. Graph linear and quadratic functions and show intercepts, maxima, and minima.
b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.
d. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior.
e.
Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude
MAFS.912.S-ID.1.1: Represent data with plots on the real number line (dot plots, histograms, and box plots).
MAFS.912.S-ID.1.2: Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard

deviation) of two or more different data sets.
MAFS.912.S-ID.1.3: Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points
(outliers).
MAFS.912.S-ID.1.4: Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that
there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.
MAFS.912.S-ID.2.5: Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including
joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.
MAFS.912.S-ID.2.6: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.

Unit 1: Introduction to Anatomy and Physiology, Protection and Support
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20 days

Annually assessed

Next Generation Sunshine State Standards

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Anatomy and Physioloy Curriculum Guide
Overview
Students extend their understanding of living things as they learn more about how the human body is
organized in order to function as a whole. Students study terminology scientists use in order to further
study the human body. The living things are organized with cells, tissues, organs which work together to

maintain homeostasis. Students should be able to develop foundational anatomy and physiology
knowledge in order to make relevant learning connections for this course. Students understand and
practice safe research practices in the classroom as they are engaged in laboratory investigations.

Fundamental Skills:
• Familiarity with organizational structures of the human body
• Science laboratory safety practices

Content Standards
SC.912.L.14.11
SC.912.L.14.12
SC.912.L.14.13
SC.912.L.14.51
SC.912.L.14.15
SC.912.L.16.10

Revised 14/15
Nature of Science Practices
SC.912.N.1.2
SC.912.N.1.1

Resources
Textbook
Hole’s A&P 10th ed
Marieb Essentials of Human A&P Lab Manual

Online Support

See Text Publisher Site for extensive online
resources.
• Case Study - What Do We Tell the
Sheriff?
• />ollection/detail.asp?

case_id=223&id=223
• Anatomy Corner notes
• />ch5_notes.html

•
•
•
•

Laboratory Investigations

Hole’s A&P 10th ed. Lab exercise #2 Body Organization and Terminology
Marieb Essentials of Human A&P Lab Manual Exercise #1 The Language of Anatomy
Marieb Essentials of Human A&P Lab Manual Exercise #6 The Skin
Build and label a paper skeleton.

Other Resources
Videos
• Bozeman Biology - Introduction to Anatomy & Physiology />• 100 Greatest Discoveries: Medicine video segment Birth Anatomy
o />• Body Parts Anthem />• Animaniacs - The Bone Song />Literature Connections:
o Will We Ever Grow Tissues?
 /> Use as a close reading strategy
o National Center for Case Study Teaching in Science />
Unpacking the Standard: What do we want students to Know, Understand and Do (KUD):
The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard to assist PLCs in answering question #1, “What do we expect all
District School Board of Pasco County

Annually assessed

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Anatomy and Physioloy Curriculum Guide
Revised 14/15
students to learn?” It is important for PLCs to study the standards in the unit to ensure that all members have a mutual understanding of what student learning will look and
sound like when the standards are achieved. Additionally, collectively unwrapping the standard will help with the creation of the uni-dimensional scale (for use with students).
When creating a KUD, it is important to consider the standard under study within a K-12 progression and identify the prerequisite skills that are essential for mastery.
Unit 1: Introduction to Anatomy and Physiology, Protection and Support

How is the study of Human Anatomy and Physiology organized? How is our body made to
protect and support us?
Standard: SC.912.L.14.11Classify and state the defining characteristics of epithelial tissue, connective tissue, muscle tissue, and nervous tissue
SC.912.L.14.13 Distinguish between bones of the axial skeleton and the appendicular skeleton.
SC.912.L.14.12 Describe the anatomy and histology of bone tissue.
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.

The parts of the human body are combined and coordinated to form a well-organized unit. Each part is necessary for the system to function well as a whole.
Specialized structures provide protection and support to the human body.
Human A&P organizes the study of the body and its systems that can be explored using scientific investigation and modeling.
Know
Declarative knowledge: Facts, vocab., information

1.Human body orientation terms including:
relative positions, body sections, body
regions are used for all course sections.
2. Modern medical science depends upon
the historical development of A&P.
3. Structure and function are related at all
levels of organization.

4. Classify and state the defining
characteristics of epithelial tissue, connective
tissue, muscle tissue, and nervous tissue.
5. Homeostasis affects human health.
6. Identify the major parts of the
integumentary system.
7. Describe the anatomy and histology of
bone tissue.
8. Distinguish between bones of the axial
skeleton and the appendicular skeleton.

Key Learning:

Do
Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts.

1. Discuss how improvements in the study of anatomy and physiology have impacted human health.
2. Describe how feedback loops drive homeostasis using an example from human physiology.
3. Use body orientation terms to communicate effectively.
4. Evaluate different scenarios involving the integumentary system and describe how it is functioning in
each one.

The parts of the human body are combined and coordinated to form a well-organized unit. Each part is necessary for the system to
function well as a whole.

District School Board of Pasco County

Annually assessed

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Anatomy and Physioloy Curriculum Guide

Concept:
HISTORY

Benchmark(s):
SC.912.N.1.2

Concept:
TERMINOLOGY –
ANATOMICAL
POSITION,
RELATIVE
POSITION, BODY
REGIONS

Benchmark(s):
SC.912.N.1.2

Revised 14/15

Lesson Essential Questions:
Vocabulary:
How has our understanding of the
anatomy (form), physiology (function), model
Describe and explain what
human body evolved as the studies of
characterizes science and its anatomy and physiology have

methods.
improved over time?
Lesson Essential Questions:
Using the anatomical position,
Describe and explain what
describe the location of interest
characterizes science and its including body region and/or relative
methods.
position.

Vocabulary:
anatomical position, relative position, superior, inferior, anterior,
posterior, medial, lateral, proximal, distal, superficial, peripheral,
deep, sagittal (median), transverse (horizontal), coronal (frontal),
macroscopic, microscopic, histology, staining
abdominal region, right upper quadrant, left upper quadrant, right
lower quadrant, left lower quadrant, epigastric region, left
hypochondriac region, right hypochondriac region, umbilical region,
left lumbar region, right lumbar region, hypogastric region, left iliac
(inguinal) region, right iliac (inguinal region)
SEE REFERENCE FOR:
Detailed anterior and posterior body regions

Concept:
HOMEOSTASIS

Benchmark(s):
SC.912.L.14.11

Lesson Essential Questions:

What are the mechanisms of
Classify and state the
homeostasis?
defining characteristics of
How does the concept of homeostasis
epithelial tissue, connective
relate to human health?

Vocabulary:
homeostasis, metabolism, pH, positive feedback, negative feedback,
body temperature, stimulus, response, effector, receptor, control
center

tissue, muscle tissue, and
nervous tissue.

Concept:
TISSUES

Benchmark(s):
SC.912.L.14.11

Vocabulary:
Epithelial tissue, connective tissue, muscular tissue, nervous tissue,
Classify and state the
collegen, elastin, simple tissues, stratified tissues, epidermis, dermis,
defining characteristics of
What is the impact that biotechnology hypodermis, accessory organs
epithelial tissue, connective has on the individual, the society and
tissue, muscle tissue, and

the environment?

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Lesson Essential Questions:
How are tissues classifies?

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Anatomy and Physioloy Curriculum Guide

Revised 14/15

nervous tissue.

SC.912.L.16.10

Evaluate the impact of
biotechnology on the
individual, society and the
environment, including
medical and ethical issues.
SC.912.L.14.51 Describe
the function of the
vertebrate integumentary
system.

Concept:
BONES

Benchmark(s):
SC.912.L.14.13

What are the medical and ethical
issues we face?
What is the structure and function of
the integumentary system?

Lesson Essential Questions:
How do we distinguish between bones
Distinguish between bones of of the appendicular skeleton and axial
the axial skeleton and the
skeleton?
appendicular skeleton.

SC.912.L.14.12 Describe

the anatomy and histology of
bone tissue.

SC.912.N.1.1
(H)SC.912.L.14.15

Vocabulary:
Axial skeleton, appendicular skeleton, skull, vertebral column, rib
cage, sternum, hyoid, pectoral girdle, pelvic girdle, humerus, radius,
ulna, carpals, metacarpals, phalanges, femur, patella, tibia, fibula,

tarsals, metatarsals, osteocytes, osteoclasts, osteoblasts, compact
Describe the anatomy and histology of bone, spongy bone, Haversian canals, canaliculi, osteons
bone tissue.
How do we apply what we know about
bone growth, function, and healing in
every day life?

Identify major markings
(such as foramina, fossae,
tubercles, etc.) on a skeleton. What are the major markings on a
Explain why these markings skeleton? Why are these important?
are important.

Unit 2: Movement
Overview

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foramina, fossae, turbecles, crests, processes, projections,
depressions, heads, facets, tuberosities, sinus

Next Generation Sunshine State Standards
Content Standards
Nature of Science Practices

35 days

Annually assessed

Page 8 of 24

Anatomy and Physioloy Curriculum Guide

Revised 14/15

Students extend their understanding of living things as they learn more about how the human body is
organized in order to function as a whole. Students study terminology scientists’ use associated with the
muscular system and how they work together to move the hum an body. Learn the microscopic and gross

SC.912.L.14.11
SC.912.L.14.12
SC.912.L.14.13
SC.912.L.14.51
SC.912.L.14.15
SC.912.L.16.10

SC.912.N.1.2
SC.912.N.1.1

anatomy of the muscular system, as well as the steps that cause the contractions that lead to
movement. Students will also explore the connection between muscular tissues and the other body
systems. Students should be able to develop foundational anatomy and physiology knowledge in order
to make relevant learning connections for this course.
Fundamental Skills:
• Familiarity with components of muscular system
• Use of models to demonstrate how the human body works
• Science laboratory safety practices
Resources
Textbook

Laboratory Investigations
Hole’s A&P 10th ed
• How do muscles work?
Marieb Essentials of Human A&P Lab Manual
o />• Chicken Wing Anatomy Lab />• POGIL -Muscle Contraction
• Hole’s A&P 10th ed. Lab exercise #18 Skeletal Muscle Structure
• Marieb Essentials of Human A&P Lab Manual Exercise #11
Online Support
Other Resources
Khan Academy- troponin and tropomyosin
Videos
DiscoveryEducation.com “The Skeletal and Musclar System”
andmedicine/musculoskeletal%20system/Introduction
o video segment “Different Muscle for different Jobs”
%20to%20muscles/v/myosin-and-actin
o />• Discovery Education “Pushing the Limits- strength”
Khan Academy- Type 1 and Type 2 muscle fibers
o /> />Bozeman
Biology: Sliding Filament Theory
andmedicine/musculoskeletal%20system/Introduction
o />%20to%20muscles/v/type-1-and-2-muscle-fibers
Literature Connections:
Case Study: Duchenne Muscular Dystrophy />BBC Science- Human Body and Mind- Muscle
Case Study: Muscle Weakness />game
National Center for Case Study Teaching in Science />_interactivebody.shtml

Unpacking the Standard: What do we want students to Know, Understand and Do (KUD):
The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard beyond what the MDS provides and assist PLCs in answering question
#1, “What do we expect all students to learn?” It is important for PLCs to study the focus standards in the unit to ensure that all members have a mutual understanding of what
student learning will look and sound like when the standards are achieved. Additionally, collectively unwrapping the standard will help with the creation of the uni-dimensional

scale (for use with students). When creating a KUD, it is important to consider the standard under study within a K-12 progression and identify the prerequisite skills that are
essential for mastery.
District School Board of Pasco County

Annually assessed

Page 9 of 24


Anatomy and Physioloy Curriculum Guide
Unit 2: Movement
What are the major parts of the muscular system?
Standard: SC.912.L.14.20 Identify the major muscles of the human on a model or diagram.
SC.912.L.14.16Describe the anatomy and histology, including ultrastructure, of muscle tissue.
SC.912.L.14.17 List the steps involved in the sliding filament of muscle contraction

Revised 14/15

Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.

The microscopic and macroscopic structures found in the human muscular system allow movement. These specialized tissues interact to provide
support, movement, and homeostasis for humans in varying ways.
Know
Declarative knowledge: Facts, vocab., information

Major muscles of the axial and
appendicular skeleton.
The identification and classification of
different types muscle tissues.

The steps of the sliding filament theory.

Do
Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts.

Identify and classify muscles and muscle groups of the axial and appendicular skeletons on models.
Use models to demonstrate different movements/actions.
Explain the differences in the histology and anatomy of different muscle tissues and how they apply to the
physiology of the muscle as a whole.
Explain and demonstrate how muscles contract
Identify barriers to contraction or reasons muscle fatigue occurs.

Key Learning: Learn the microscopic and gross anatomy of your muscular system, as well as the steps that cause the contractions that lead to movement.
You will also explore the connection between muscular tissues and the other body systems.
Concept:
MAJOR

Benchmark(s):
SC.912.L.14.20

Identify the major muscles of the human

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Lesson Essential Questions:
Vocabulary:
What are the major muscles of the human Axial muscles, appendicular muscles, pectoralis

Annually assessed

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Anatomy and Physioloy Curriculum Guide

MUSCLES

on a model or diagram.

Revised 14/15

body?

major/minor, rectus abdominus, transverse abdominus,
external/internal obliques, deltoid, trapezius, biceps
brachii, triceps brachii, latissimus dorsi, quadriceps
femoris, hamstrings, gluteus maximus, gastrocnemius,
origin, insertion
Actions: rotation, circumduction, protraction, retraction,
elevation, depression, flexion, extension, supination,
pronation, abduction, adduction

SC.912.N.3.5

Describe the function of models in
science, and identify the wide range of
models used in science.

Concept:
MUSCLE

TISSUE

Benchmark(s):
SC.912.L.14.16

Describe the anatomy and histology,
including ultrastructure, of muscle
tissue.

(H) SC.912.L.18.8
CELLULAR
ENERGY

Identify the reactants, products, and
basic functions of aerobic and anaerobic
cellular respiration.

Concept:
Benchmark(s):
MUSCLE
SC.912.L.14.17
CONTRACTION List the steps involved in the sliding
filament of muscle contraction.
(H)SC.912.L.14.19
Explain the physiology of skeletal
muscle.

Lesson Essential Questions:
Vocabulary:
What are the characteristics of the three

skeletal muscle, cardiac muscle, smooth muscle, striations,
different types of muscle tissue found in the intercalated discs,
human body?
(Honors): What is the difference between
anaerobic and aerobic respiration?
aerobic, anaerobic, glycogen, glucose, lactic acid
fermentation, alcoholic fermentation, muscle fatigue
Lesson Essential Questions:
What are the steps involved in the sliding
filament theory?
(Honors): What is the difference between
fast twitch and slow twitch muscles.

Unit 3: Communication and Coordination
Overview

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30 days

Annually assessed

Vocabulary:
muscle fascicles, muscle fibers, myofibrils, sarcomeres, Hzone, A-band, I-band, myofilaments, actin, myosin, ATP,
tropomyosin, troponin, resting potential, action potential,
ions, acetocholine, sarcoplasmic reticulum, cross-bridge
fast twitch muscles, slow twitch muscles, muscle fatigue

Next Generation Sunshine State Standards
Nature of Science

Content Standards
Practices

Page 11 of 24


Anatomy and Physioloy Curriculum Guide
Students extend their understanding of living things as they learn more about how the human body is organized in
order to function as a whole. Students study terminology scientists use associated with the nervous system and it’s
role in the human body. Students learn about the anatomy and physiology of the nervous system and its

complex integration of many parts. Students should be able to develop foundational anatomy and

SC.912.L.14.21
SC.912.L.14.23
SC.912.L.14.25
SC.912.L.14.26
SC.912.L.14.48
SC.912.L.14.18
SC.912.L.14.50
SC.912.L.14.29

Revised 14/15
SC.912.N.1.2
SC.912.N.1.1

physiology knowledge in order to make relevant learning connections for this course.
Fundamental Skills:
• Familiarity with components of nervous system
• Use of models to demonstrate how the human body works

• Science laboratory safety practices
Resources
Textbook
Laboratory Investigations
Hole’s A&P 10th ed
POGIL: Neuron Structure
Marieb Essentials of Human A&P Lab Manual
Hole’s A&P 10th ed. Lab exercise #25Nervous Tissue and Nerves; #28 The Reflex Arc and Reflexes; Lab exercise #30
Dissection of Sheep Brain; Lab exercise #32 Senses of Smell and Taste; Lab exercise #33 The Ear and Hearing; Lab exercise
#35 The Eye; Lab exercise #36 Visual Tests and Demonstrations
Marieb Essentials of Human A&P Lab Manual Exercise #13 Neuron Anatomy and Physiolog; Lab Manual Exercise #14
Gross Anatomy of the Brain and Cranial Nerves; Lab Manual Exercise #16 Human Reflex Physiology; Lab Manual Exercise
#17 The Special Senses
Online Support
Other Resources
Anatomy Corner
Videos
• Education “Biologix: Nerve Impulse Conduction”
topics/nervous-system/
/>Case Study: Spinal Cord Injury
The Divisions of the Nervous System /> />The Brain Song />ap_case09.html
Bozeman Science- Fight or Flight Response />National Center for Case Study Teaching in
The Autonomic Nervous System />Science
Discovery Education “Pushing the Limits- Sight” /> />DE “Pushing the Limits- Sensation” />Autism Risk Higher Near Pesticide Related
DE “Pushing the Limits- Brain Power” />Fields
Connections:
higher-near-pesticide-related-fields/?
Analogy activity from FLVS: Create an analogy describing how 3-4 components of the endocrine system communicate with
utm_medium=twitter&utm_source=twitterfeed
each other and function effectively. For your analogy, be sure to identify the main glands of the endocrine system and

Fact or Fiction?: Carrots Improve your Vision
describe their function and explain how control mechanisms of the nervous system regulate endocrine secretion(s). Be
in your description and explanation.
fiction-carrots-improve-your-vision/?
utm_medium=twitter&utm_source=twitterfeed

Unpacking the Standard: What do we want students to Know, Understand and Do (KUD):
The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard beyond what the MDS provides and assist PLCs in answering question
#1, “What do we expect all students to learn?” It is important for PLCs to study the focus standards in the unit to ensure that all members have a mutual understanding of what
student learning will look and sound like when the standards are achieved. Additionally, collectively unwrapping the standard will help with the creation of the uni-dimensional
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Anatomy and Physioloy Curriculum Guide
Revised 14/15
scale (for use with students). When creating a KUD, it is important to consider the standard under study within a K-12 progression and identify the prerequisite skills that are
essential for mastery.
Unit 3: Communication and Coordination
How do the major parts of the nervous system work together in the human body?
Standard: SC.912.L.14.21 Describe the anatomy, histology, and physiology of the central and peripheral nervous systems and name the major divisions of the nervous system.
SC.912.L.14.50 Describe the structure of vertebrate sensory organs. Relate structure to function in vertebrate sensory systems.
SC.912.L.14.29 Define the terms endocrine and exocrine.
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.

The anatomy and physiology of the nervous system is quite complex. At the core, the system is divided into the central and peripheral nervous systems. The

structures and functions of the brain and spinal cord control everything we do. The neural pathways responsible for reflexes and our fight-or-flight responses
are regulated by this system. The endocrine system and nervous system work together to regulate and coordinate the actions of the brain and body.
Know
Declarative knowledge: Facts, vocab., information
The parts of the nervous system and how they
work together.
The major parts of the spinal cord and the actions
of a reflex arc.
The major parts of the brain.
The difference between the sympathetic and
parasympathetic nervous systems.
How a signal transduction across a myoneural
junction.
Structures of each of the 5 senses relate to their
functions.

Do
Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts.
Identify the two main subdivisions of the nervous system? Describe how each system is organized.
Identify the major parts of the spinal cord and explain how stimuli is received and processed.
Explain how the central and peripheral nervous systems work together in signal transduction. Distinguish how that is
different from a reflex arc.
Identify the parts of the brain and describe the function of each part.
Describe how signals are passed across a myoneural junction.
Identify and classify the structures of the 5 senses and how they relate to their functions.
Describe how the endocrine system works with the nervous system to regulate and coordinate the actions of the brain
and body.

How the endocrine system work with the nervous
system to maintain homeostasis.

Concept:

Key Learning:

The anatomy and physiology of the nervous system is a complex integration of many parts.

Unit Essential Question:

What are the major parts of the nervous system?

Benchmark(s):

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Lesson Essential Questions:

Annually assessed

Vocabulary:

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Anatomy and Physioloy Curriculum Guide

Revised 14/15

NERVOUS SYSTEM

SC.912.L.14.21Describe the anatomy, histology,

Concept:
REFLEX ARC

Benchmark(s):
Lesson Essential Questions:
SC.912.L.14.23 Identify the parts of a reflex arc. What are the parts of the reflex
arc?
SC.912.L.14.25 Identify the major parts of a
cross section through the spinal cord.
What are the major parts of the
spinal cord?

Vocabulary:
Effector, Knee-Jerk Reaction, Withdrawal Reflex,
Receptor, Sensory Neuron, Motor Neuron,
Interneuron

Benchmark(s):
Lesson Essential Questions:
SC.912.L.14.25 Identify the major parts of a
What are the major parts of the
cross section through the spinal cord.
brain?
SC.912.L.14.26 Identify the major parts of the
brain on diagrams or models.

Vocabulary:
Sulci, Gyri, Cerebrum, Cerebellum, Cerebral Cortex,

Pons, Medulla Oblongata, Thalamus, Hypothalamus,
Pituitary Gland, Brain Stem, Frontal Lobe, Parietal
Lobe, Occipital Lobe, Temporal Lobe, Forebrain,
Midbrain, Hindbrain

SPINAL CORD

Concept:
THE BRAIN

Concept:
SYMPATHETIC AND
PARASYMPATHETIC
NERVOUS SYSTEM

What is the difference between Central Nervous System, Peripheral Nervous System,
Brain, Spinal Cord, Dura Mater, Arachnoid Mater, Pia
Mater, Cerebrospinal Fluid, Nerves, White Matter,
Grey Matter, Mylein, Neurons, Interneurons, Afferent
What are the major divisions of and Efferent neurons
the nervous system?

and physiology of the central and peripheral nervous the central and peripheral
systems and name the major divisions of the nervous nervous system?
system.

Benchmark(s):
SC.912.L.14.49:Identify the major functions
associated with the sympathetic and
parasympathetic nervous systems.

Lesson Essential Questions:
What are the major functions
associated with the sympathetic
and parasympathetic nervous
systems?

Dorsal Root, Ventral Root, Central Canal, Dorsal Horn,
Ventral Horn,

Vocabulary:
SNS, ANS, Sympathetic, Parasympathetic, Fight or
Flight Response, Pre/Post Ganglionic Neurons,
Ganglia, Neurotranmitter, (Norepinephrine and
Acetylcholine)

Concept:
MYONEURAL
JUNCTION (Nerve
Impulse
Conduction)

Benchmark(s):
SC.912.L.14.18 Describe signal transmission
across a myoneural junction.

Lesson Essential Questions:
Vocabulary:
Describe the signal transduction Motor end plate, Synaptic Cleft, Action potential,
across a myoneural junction.

Resting Potential, Axon, Dendrite, Synaptic Vesicles,
End Plate Potential, Polarization, Threshold Potential,
Calcium Channel

Concept:
SENSES

Benchmark(s):
SC.912.L.14.50 Describe the structure of

Lesson Essential Questions:
What are the structures of the

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Annually assessed

Vocabulary:
Vision, Hearing, Touch, Taste, Smell and Structures for

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Anatomy and Physioloy Curriculum Guide

Revised 14/15

vertebrate sensory organs. Relate structure to
function in vertebrate sensory systems.

five senses in humans?

Concept:
GLANDS

Benchmark(s):
SC.912.L.14.29 Define the terms endocrine and

HORMONES
(Honors)

(H)SC.912.L.14.32Describe the anatomy and

Lesson Essential Questions:
Vocabulary:
What is the difference between Exocrine, Endocrine, Hormones, ducts, Hypothalamus,
endocrine and exocrine glands? Pituitary Gland, Parathyroid, Thymus, Adrenals,
Pineal, Thyroid
How does the endocrine system
work with the nervous system
to maintain homeostasis?

exocrine.

physiology of the endocrine system.

all

How do the structures in each
sense relate to their function?

How do hormones initiate a
response in their target cells?

Steroid Hormone, Nonsteroid Hormone, Androgens,
Estrogen and Progesterone,

Unit Title:

04 – Transport

30 days

Know:

Understand:

Do:

1. The path of blood through the
major parts of the heart.
2. The factors that affect blood flow.
3. The sounds the heart makes and
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The cardiovascular system is a complex system designed to
1. Describe the path of blood through the
keep our cells and tissues healthy. Many factors such as
cardiovascular system and factors that affect it.
genetics, lifestyle choices, and injury can affect the system as

a whole. Careful consideration must be given regarding blood 2. Explain how the sounds of the heart are made
types in surgical procedures, parental testing, and crime scene and the physiology behind it.
investigations.

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Anatomy and Physioloy Curriculum Guide

Revised 14/15

why.

3. (Honors) Compare and contrast the anatomy of
major blood vessels and how it affects their
functions.

4. The histology of the blood vessels
(Honors).

4. (Honors) Explain the parts of an ECG and how
they relate to the physiology of the heart beat.

5. The components of and ECG
(Honors).

5. Identify the formed elements of blood and their
functions. Explain the role of plasma in blood

composition.

6. The composition of blood.
7. The steps of hemostasis.

6. Describe the steps of hemostasis and identify
factors that can affect the cascade of events.

8. The ABO blood system and factors
that affect transfusions.

7. Determine blood types of unknown individuals.
Relate blood types to transfusions, parental testing,
and crime scene investigations.

Key Learning:

An overview of the major components of the cardiovascular system, with a more in-depth look at the cells that make up blood, blood
typing, transfusions, and the formation of scabs.

Unit Essential
Question:

What are the major parts of the cardiovascular system?

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Anatomy and Physioloy Curriculum Guide

Concept:
BLOOD FLOW
THROUGH THE
HEART

Benchmark(s):
SC.912.L.14.36

SC.912.L.14.38

(H)SC.912.L.14.40
SC.912.L.14.37
(Honors)

Revised 14/15

Lesson Essential Questions:
What is the pathway of blood as it moves from
chamber to chamber in the heart?

Vocabulary:
Atria, ventricle, tricuspid valve, bicuspid valve, pulmonary vein,
pulmonary artery, semilunar valves, aorta, vena cavae, arteries,
arterioles, veins, venuoles, capillaries, systemic and pulmonary
What are the factors that affect blood flow?
circulation, plaque, Arteriosclerosis / atherosclerosis, blood

pressure, hypertension
What causes the sound of a heart beat?
Lub Dub, heart murmur
Systemic Circulation, Pulmonary Circulation, hepatic portal,
What is the difference between the histology of Coronary circulation, tunica externa, tunica media, tunica
the major arteries and veins of the cardiovascular intima
system?
ECG/EKG, atrial depolarization, ventricular depolarization,
ventricular repolarization, p-wave, qrs wave, t-wave
What are the components of an ECG wave?

Concept:
Benchmark(s):
COMPONENTS OF SC.912.L.14.34
BLOOD

Lesson Essential Questions:
Vocabulary:
What is the composition and physiology of blood? Formed elements, Red blood Cell (erythrocyte), White blood
cells (leukocyte), platelet, plasma, serum

Concept:
HEMOSTASIS,
BLOOD TYPING,
AND
TRANSFUSIONS

Lesson Essential Questions:
What are the steps in hemostasis?

Benchmark(s):
SC.912.L.14.35

What determines a persons blood type?

Vocabulary:
Platelet plug, vasospasm, coagulation, hemostasis, fibrin,
fibrinogen

Antigens, antibodies, agglutination, Rh factor, ABO Blood
Why is it important to know a person’s blood type groups,
before he or she receives a transfusion?

ADDITIONAL RESOURCES
Laboratory/Field Activities:
Blood Typing kit- purchase from Carolina Scientific or other catalog
Marieb Essentials of Human A&P Lab Manual Exercise #19 Blood
Marieb Essentials of Human A&P Lab Manual Exercise #20 Anatomy of the Heart
Marieb Essentials of Human A&P Lab Manual Exercise #21 Anatomy of Blood Vessels
Marieb Essentials of Human A&P Lab Manual Exercise #22 Human Cardiovascular Physiology- Blood Pressure and Pulse determination
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Revised 14/15

Hole’s A&P 10th ed. Lab exercise #38Blood Cells
Hole’s A&P 10th ed. Lab exercise #40 Blood Typing
Hole’s A&P 10th ed. Lab exercise #41 Structure of th Heart
Hole’s A&P 10th ed. Lab exercise #45 Pulse Rate and Blood Pressure
Diagnosis For Classroom Success: Making Anatomy and Physiology Come Alive by Nicole Maller (NSTA Press- can be purchased through NSTA or Amazon)
Chapter 5 Lab 3 Blood Smears
•

•

Technology Connections:
Online Resources - See Text Publisher Site for extensive online resources.
o Blood Typing Game: />o Blood Typing Lab (no kit needed): />o Image of formed elements />o Concept map of composition of blood />Videos
o
o

•
•
•

The Components of Blood: />ABO Blood Typing Video: />
Literature Connections:
Case Study - It’s All Greek To Me: Physiology Edition
o />Using Blood Types To Identify Babies and Criminals
o />National Center for Case Study Teaching in Science
o />
Unit Title:

05 - Respiration and digestion

25 days

Know:

Understand:

Do:

1. The major parts of the respiratory
system and their roles.

District School Board of Pasco County

The respiratory system works in conjunction with the cardiovascular
system to ensure that cells and tissues receive oxygen and get rid of
carbon dioxide. The transport mechanisms by which this occurs is

Annually assessed

1. Identify the the major parts and
functions of the respiratory system.

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Anatomy and Physioloy Curriculum Guide

2. How oxygen and carbon dioxide is
transported in the blood.

3. The mechanisms that control
ventilation and factors that affect it.
4. (Honors) The histological features of
the respiratory system.

Revised 14/15

complex.

2. Explain the mechanisms of gas
exchange and transport through the
system.

The digestive system is another transport system in our bodies is
responsible for the extraction and transport of nutrients from the food
that we eat to our cell and tissues.
3. (Honors) Identify and describe the
histological features of the respiratory
system.
4. Identify the the major parts and
functions of the digestive system.

5. The major parts of the digestive
system and their roles.

5. Explain the mechanisms of nutrient
transport through the digestive system.

6. (Honors) The histological features of
the respiratory system.

6. (Honors) Identify and describe the
histological features of the digestive
system.

7. The four classes of biological
molecules.
8. Enzymes and their role in digestion.

7. Name and describe the classes of
biological molecules and their importance
in nutrition.
8. Describe how enzymes lower activation
energy requirements to speed up chemical
reactions.

Key Learning:

The transport of gases and nutrients in the body.

Unit Essential Question:

How are gases and nutrients transported in the body?

Concept:
Benchmark(s):
RESPIRATORY SC.912.L.14.44
SYSTEM

Lesson Essential Questions:

What are the mechanisms of ventilation, gas exchange,
and gas transport?

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Annually assessed

Vocabulary:
Cellular respiration, nose, throat, larynx, pharynx trachea,
lungs, bronchia, bronchials, alveoli, inspriation, expiration,
diaphragm, hemoglobin, pulmonary circulation

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Anatomy and Physioloy Curriculum Guide

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What factors control the rate of ventilation?

(H)SC.912.L.14.43
Concept:
DIGESTIVE
SYSTEM

Benchmark(s):
SC.912.L.14.46

(H)SC.912.L.14.45

(Honors) What are the histological features of the
respiratory system?

Surfactant, pulmonary circulation, cilia, macrophages, mucus
membrane, air-blood barrier, Emphysema, COPD

Lesson Essential Questions:
Vocabulary:
Compare and contrast mechanical and physical digestion. Alimentary canal, Mouth, salivary glands, esophagus,
What are the main components of each and how are they stomach, liver, gall bladder, pancreas, small intestine,
regulated (neural and hormonal controls)?
appendix, large intestine, rectum, anus, fecal material,
sphinchter, mechanical digestion, chemical digestion, mucosa,
Where does absorption of nutrients take place?
peristalsis, gastric juice, pepsin, chyme, acetylcholine,
adrenaline, gatrin, secretin, cholecystokinin
Serosa, muscle layer (circular and longitudnal), submucosa,
What are the histological features of the alimentary
mucosa, villi, plicae circulares
canal?
ducts, Islet of Langerhans, insulin, glucagon, Acinar cells,
parotid glands, submandibular glands, sublingual glands,
What accessory organs are associated with the digestive
hepatocytes, bile, Kupffer cells
system?

Concept:
BIOLOGICAL
MOLECULES

Benchmark(s):
SC.912.L.18.1
(H)SC.912.L.18.2
(H)SC.912.L.18.3
(H)SC.912.L.18.4

Lesson Essential Questions:
What are the functions of Carbohydrates, Lipid, and
Proteins

Vocabulary:
Carbohydrate, Protein, Lipid, Nucleic Acid, Nutrient,
monosacchride, disacchride, polysacchride, triglycerides, fatty
acids, phospholipids, steroids, amino acids, DNA RNA nitrogen
base, monomer, nucleotide

Concept:
ENZYMES

Benchmark(s):
SC.912.L.18.11

Lesson Essential Questions:
Vocabulary:
What are enzymes?
activation energy, enzyme, catalyst, substrate, induced fit
How do enzymes lower the activation energy required in a model/lock-and-key model, co-factors, inhibitors,
biochemical reaction?

ADDITIONAL RESOURCES:
Laboratory/Field Activities:
Hole’s A&P 10th ed. Lab exercise #49 Organs of the Digestive System
Hole’s A&P 10th ed. Lab exercise #51 Action of Digestive Enzymes
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Hole’s A&P 10th ed. Lab exercise #52 Organs of the Respiratory System
Marieb Essentials of Human A&P Lab Manual Exercise #23 Anatomy of the Respiratory System
Marieb Essentials of Human A&P Lab Manual Exercise #25 Functional Anatomy of the Digestive System
Diagnosis For Classroom Success: Making Anatomy and Physiology Come Alive by Nicole Maller (NSTA Press- can be purchased through NSTA or Amazon)
Chapter 4 Lab 2: Digestive By-Products and Body Mass Index and Chapter 7: Lab 5 Lung Capacity
• Online Resources - See Text Publisher Site for extensive online resources.
o Khan Academy The Digestive System />o Khan Academy The Respiratory System />o Anatomy Corner: Respiratory />o Anatomy Corner: Digestion />• Videos
o The Respiratory System: />o Discovery Education: The respiratory system video quiz />Ntt=respiratory+system#selItemsPerPage=20&intCurrentPage=0&No=0&N=18343&Ne=18339&Ntt=respiratory%2
o The Digestive System: />o Molecules of life: />o Enzymes a fun introduction: />o People Who Drink Milk are Mutants />utm_source=twitter.com&utm_medium=social&utm_campaign=ScienceChannel/#!/videos/698
Literature Connections:
• National Center for Case Study Teaching in Science />Unit Title:

06 - Regulation and Reproduction

25 days

Know:

Understand:

Do:

1. The major components of the
excretory system and how urine is
made.

The regulatory functions of the excretory, immune and
reproductive systems help maintain homeostasis and ensure
proper fetal development.

2. The structures and functions of
specific and nonspecific immune
systems.
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1. Describe how urine is formed in the kidneys.
2. (Honors) Identify and describe the histological
features of the urinary system.
3. Explain the basic function of the immune system.

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Anatomy and Physioloy Curriculum Guide

Revised 14/15

4. Describe how specific and nonspecific immune
responses help your body fight infections.

3. The major components of the
lymph system.

5. Evaluate the need for vaccines and why it is
important in our society.

4. The parts of the male and female
reproductive systems.

6. Describe the general function of the lymphatic
system.

5. (Honors) The process of human
development from fertilization to
birth.

7. Identify the parts of the male and female
reproductive system and describe how they
function.

6. The parts of fetal circulation and
the changes that occur at birth.

8. (Honors) Explain the formation of a zygote and
describe the changes that occur in each trimester of
pregnancy.
9. Compare and contrast gas and nutrient exchange
in fetal development and after birth.

Key Learning:

Introduction to regulation, immunity and reproduction.

Unit Essential Question:

How does the human body maintain homeostasis through regulation, immunity, and reproduction?

Concept:
URINE
FORMATION

Benchmark(s):
SC.912.L.14.47

(H)SC.912.L.14.48
Concept:
IMMUNOLOGY

Benchmark(s):
SC.912.L.14.52
Also assesses:

District School Board of Pasco County

Lesson Essential Questions:
How is urine formed in the kidneys?
What are the histological features of
the urinary system?

Vocabulary:
urea, uric acid, urine kidney, nephron, glomerulus, ADH, negative
feedback, hypothalamus, pituitary gland, renal capsule, renal tubule,
collecting duct, ureter, urinary bladder, urethra
smooth muscle tissue, connective tissue, epithelial tissue.

Lesson Essential Questions:
What is the basic function of the
human immune system?

Vocabulary:
Infectious agent, pathogen, acquired immunity, innate immunity,
bacteria, virus, specific immunity, nonspecific immunity, physical

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SC.912.L.14.6 HE.912.C.1.7 How do the specific and nonspecific

Analyze how heredity and
immune responses help your body
family history can impact
fight infections?
personal health.

barriers, fever, inflammatory response, histamine, basophil,
neutrophil, monocyte, T-cells, B-cells, anitbody, anitgen, spleen,
cytokines, vaccine, antibiotic,

HE.912.C.1.5

Why is it important to use vaccines?

Concept:
LYMPH SYSTEM

Benchmark(s):

Lesson Essential Questions:
Vocabulary:
What are the general functions of the Spleen, lymph node, lymph, lymph vessels, lymphocytes, chyle
lymph system?

Concept:
REPRODUCTIVE
SYSTEMS

Benchmark(s):
SC.912.L.14.33

Lesson Essential Questions:
What are the structures and functions
of the male and femal reproductive
systems?

Analyze strategies for
prevention, detection, and
treatment of communicable
and chronic diseases.

SC.912.L.14.42

(H)SC.912.L.16.13
Concept:
FETAL
CIRCULATION

Benchmark(s):
SC.912.L.14.41

Vocabulary:
Gametes, zygote, testes, seminiferous tubules, epididymes, vas
defrens, urethra, seminal vessicles, Cowper’s glands, prostate gland,
sperm, semen, penis, ovary, follicles, fallopian tube, uterus, cervix,
vagina, egg
Describe the process of human
cleavage, morula, blastocyst, implantation, gastrula (ectoderm,
development from fertilization to birth, mesoderm, endoderm), chorion, amnion, placenta, umbilical chord,
and the major changes that occur in

embryo, fetus, gestation, gastrulation, neurulation
each trimester.
Lesson Essential Question:
Vocabulary:
Describe fetal circulation and changes ductus venosus, ductus arteriosus, villi
that occur to the circulatory system at
birth.

ADDITIONAL RESOURCES:
Laboratory/Field Activities:
Diagnosis For Classroom Success: Making Anatomy and Physiology Come Alive by Nicole Maller (NSTA Press- can be purchased through NSTA or Amazon)
Chapter 3 Lab 1: Urinalysis,
Chapter 6 Lab 4 HIV Test
Chapter 8 Lab 6 Hormone Test
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Anatomy and Physioloy Curriculum Guide

Revised 14/15

Hole’s A&P 10th ed. Lab exercise #56 Structure of the Kidney
Hole’s A&P 10th ed. Lab exercise #57 Urinalysis
Urinalysis kits from Carolina or other supplier
Hole’s A&P 10th ed. Lab exercise #59 Male Reproductive System
Hole’s A&P 10th ed. Lab exercise #60 Female Reproductive System

Hole’s A&P 10th ed. Lab exercise #62 Fertilization and Early Development
Marieb Essentials of Human A&P Lab Manual Exercise #26 Functional Anatomy of the Urinary System
Marieb Essentials of Human A&P Lab Manual Exercise #27 Anatomy of the Reproductive System
• Online Resources - See Text Publisher Site for extensive online resources.
o Anatomy Corner />o Webquest: Fetal Development />• Videos
o National Geographic “In the Womb”
o “And the Band Played On”
o The Kidney and Nephron />o Introduction to how the immune system works: />o The lymphatic system part 1 />o Reproductive System - Overview />o Inside Pregnancy: Weeks 10-14 />o Fetal Circulation Rap />Literature Connections:
• Case Study: Hemophilia/AIDS />• National Center for Case Study Teaching in Science />
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