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Anatomy and Physiology Expanded Curriculum Guide

{11,12} Grade (12/1/02)

Abacus # / Objective / Criticality Level / Sequence
and Minimum Time Allotted
 / Sample Teaching
Strategy / Resources
Anatomy and Physiology – Marieb
Benjamin Cummings (2002) / Dist/State
Assessments / Sample Assessment Question

Standard 1: INTRODUCTION TO ANATOMY AND PHYSIOLOGY (8 days)

Goal 1: Overview of anatomy and physiology

2 / 1.The student will define anatomy and physiology and their subdivisions / ESS / Trimester A
0.5 day / Distinguish between topics of anatomy (gross/macroscopic anatomy, regional anatomy, systemic anatomy, microscopic anatomy). Review that this course will study anatomy primarily in a systemic fashion. / T: 2-4 / ECA
Classroom tests and quizzes / What is the name for the study of the structure of body parts and their relationship to each other?
a.physiology
b. histology
c. anatomy
d. homeostasis
4 / 2.The student will recognize the interrelationship between anatomy and physiology / ESS / Trimester A
0.5 day / Discuss the principle of complementarity of structure and function. Ask students to guess the function of a body part given its structural characteristics. / T: 4 / ECA
Classroom tests and quizzes / What would most likely be the function of a body part which was rigid and contained hard mineral deposits?
a. gas exchange and respiration
b. structural support
c. transportation of oxygen and nutrients
d. protection of internal organs
Goal 2: Understand terminology related to anatomy and physiology
6 / 3.The student will master terms for body directions, regions and planes / ESS / Trimester A
1 day / Discuss anatomical position. Ask students to complete statements of relationship between body parts (e.g., “The elbow is ____ to the wrist.”) Using a 3-dimensional model, quiz students on various types of planes and sections. / T: 14-16 / ECA
Classroom tests and quizzes / What type of plane divides the body into equal right and left portions?
a. frontal
b. median sagittal
c. transverse
d. parasagittal
8 / 4.The student will identify major and minor body cavities / ESS / Trimester A
1 day / Display overheads of major body cavities and their subdivisions. Have students identify organs located in each cavity using a 3-dimensional model of the human body. / T: 15-21 / ECA
Classroom tests and quizzes / The thoracic and abdominopelvic cavities are divisions of what major body cavity?
a. cranial
b. spinal
c. dorsal
d. ventral
10 / 5.The student will describe and identify membranes (i.e., mucous and serous) and their functions / ESS / Trimester A
1 day / Explain that serous membranes are named for the cavity in which they are found. Ask students to guess the names of membranes given their location (e.g visceral pericardium surrounds the heart). / T: 18-21 / ECA
Classroom tests and quizzes / Which of the following serous membranes lines the walls of the abdominopelvic cavity?
a. parietal peritoneum
b. visceral peritoneum
c. parietal pleura
d. visceral pericardium
12 / 6.The student will identify structures of the plasma membrane and how they relate to cellular transport / ESS / Trimester A
2 days / Display overheads of the plasma membrane and have students differentiate between structures facilitating passive versus active transport. / T: 54-73 / ECA
Classroom tests and quizzes / Which of the following would not be a constituent of a plasma membrane?
a. cholesterol
b. messenger RNA
c. proteins
d. phospholipids
14 / 7.The student will define homeostasis and its importance / ESS / Trimester A
1 day / Discuss that homeostasis is NOT a passive or static process; numerous active control mechanisms are necessary to maintain a “dynamic steady state.” Have students describe roles of different organ systems in maintaining internal homeostasis. / T: 10-13 / ECA
Classroom tests and quizzes / What part of a homeostatic control mechanism provides the means to influence the stimulus?
a. receptor
b. control center
c. effector
d. nervous system
16 / 8.The student will describe both negative and positive feedback mechanisms and their role in maintaining homeostasis / ESS / Trimester A
1 day / Using overheads, discuss examples of biological and non-biological positive and negative feedback mechanisms (regulation of blood-glucose level; blood clotting and platelet aggregation; thermostat). Ask students to provide additional examples and describe them as positive or negative feedback. / T: 10-13 / ECA
Classroom tests and quizzes / Which of the following is true of a negative feedback mechanism?
a. a product of the pathway inhibits further action of the pathway
b. a product of the pathway encourages further action of the pathway
c. blood platelet aggregation is an example
d. enhancement of labor contractions by the hormone oxytocin is an example
Abacus # / Objective / Criticality Level / Sequence
and Minimum Time Allotted
 / Sample Teaching
Strategy / Resources / Dist/State
Assessments / Sample Assessment Question

Standard 2: TISSUES (8 days)

Goal 1: Understand characteristics of tissue groups

18 / 1.The student will identify the different structural and functional characteristics of the four primary tissue groups:
  • Epithelial
  • Connective
  • Muscle
  • Nerve
/ ESS / Trimester A
3 days / Laboratory investigation: students will view pre-prepared slides of the four major tissue types and subdivisions within these groups (e.g. simple squamous epithelium, stratified columnar epithelium, etc.) Students will outline the characteristics of each tissue type (using their textbook for reference) and provide a drawing of each. Students should list characteristics of each specific sub-group of tissue as well as general characteristics for each primary tissue group. / T: 98-122 / ECA
Classroom tests and quizzes / Which of the following organelles would be found in abundance in glandular epithelium?
a. multiple nunclei
b. lysosomes
c. microvilli
d. Golgi apparatus
20 / 2.The student will name, describe and provide functions and locations of tissue types within each group above / EXP / Trimester A
3 days / Using textbooks as a reference, students will expand the above laboratory investigation by listing the functions and locations of each tissue type in a chart with their characteristics and drawings. Students should identify what types of glands, if any, are present in each tissue type. / T: 98-122 / Classroom tests and quizzes / Inability to absorb digested nutrients and secrete mucous might indicate a disorder in which type of epithelial tissue?
a. simple squamous
b. transitional
c. simple columnar
d. stratified squamous
22 / 3.The student will discuss how tissue is repaired and factors influencing the rate and efficiency of repair / EXT / Trimester A
2 days / Discuss the highly varied ability of different tissue types to repair. Ask students why it is important for the body to have high regenerative ability for epithelial tissue, but less important to have regenerative ability for nervous tissue. Relate differential tissue repair to injuries/diseases involving nervous system degeneration. / T: 122-125 / Classroom tests and quizzes / In which of the following tissues would fibrosis be MOST likely to occur following an injury?
a. cardiac muscle
b. bone
c. epithelium
d. fibrous connective tissue
Abacus # / Objective / Criticality Level / Sequence
and Minimum Time Allotted
 / Sample Teaching
Strategy / Resources / Dist/State
Assessments / Sample Assessment Question

Standard 3: THE INTEGUMENTARY SYSTEM (5 days)

Goal 1: Understand the structure and function of the integumentary system

24 / 1.The student will distinguish among the layers which make up the integumentary system: dermis, epidermis, and subcutaneous / ESS / Trimester A
1 day / Using a 3-dimensional model of the integuementary system, differentiate between layers of the skin and layers of the epidermis. Explain to students that the names of epidermal layers offer clues to their function. For example, the stratum corneum (“horny layer”) is made up of dead, keratinized epithelial cells. Have students suggest acronyms for memorizing the layers of the epidermis (basale, spinosum, granulosum, lucidum, corneum = BSGLC). / T: 127-133 / ECA
Classroom tests and quizzes / Which of the following epidermal layers is not present in “thin skin”?
a. stratum corneum
b. stratum lucidum
c. stratum granulosum
d. stratum basale
26 / 2.The student will describe the structure and function of various appendages of the skin (i.e., hair, sudoriferous and sebaceous glands) / ESS / Trimester A
1 day / Have students complete worksheets which involve labeling the structural features of hair follicles and nails. Describe the function of suderiforous glands and sweat glands, and ask students to hypothesize where on the body each type of gland would be most likely to occur. / T: 133-139 / ECA
Classroom tests and quizzes / Which of the following best describes what fingernails actually are?
a. modifications of the epidermis
b. identical to hair, but with less keratin
c. extensions of the phalanges
d. fibrous extensions of dermal tissue
28 / 3.The student will describe the four functions of skin / ESS / Trimester A
1 day / Have students discuss how the structure and location of the integumentary system (as an outer covering to the body) is related to its functions. Protection, sensation, metabolic functions/excretion and body temperature regulation are all possible due to the integumentary system’s superficial body location. / T: 139-140 / ECA
Classroom tests and quizzes / Which of the following is NOT a function of the skin?
a. blood reservoir
b. excretion of wastes
c. body temperature regulation
d. intake of nutrients and glucose from the environment
30 / 4.The student will associate the 4 sensory corpuscles with their functions:
  • Ruffinian (heat)
  • Krause (cold)
  • Pacinian (pressure)
  • Meissner’s (touch)
/ EXP / Trimester A
1 day / Have students suggest stimuli which would activate each of the different sensory corpuscles. For instance, sitting in a chair would cause activation in Pacinian corpuscles, while a pinprick may stimulate free nerve endings. / T: 131-132; 424-426 / Classroom tests and quizzes / Receptors for touch and pressure are located in which skin layer?
a. stratum basale
b. dermis
c. hypodermis
d. stratum corneum
32 / 5.The student will know the A, B, C, D’s of skin cancer / ESS / Trimester A
0.5 day / Display overheads or handouts with examples of various types of cancerous tumors (basal cell carcinoma, squamous cell carcinoma, and melanoma). Have students compare these images to ordinary non-cancerous moles or freckles. / T: 140-141 / ECA
Classroom tests and quizzes / Which of the following is true of a malignant melanoma?
a. it is the most common form of skin cancer.
b. it is generally benign and harmless.
c. it is caused by cancer of the keratinocytes.
d. it is characterized by a spreading black-brown patch with an irregular border.
34 / 6.The student will distinguish among the three classifications of burns / EXP / Trimester A
0.5 day / Display overheads or handouts showing three classifications of burns. Relate the layers of skin damaged to the severity of the burn. Have students discuss why burns cause such severe problems (loss of body fluids, possibility for infection, etc.) / T: 141-142 / Classroom tests and quizzes / Which of the following is true of a second-degree burn?
a. it heals in 2-3 days
b. it causes damage to the epidermis and upper regions of the dermis
c. it causes extreme scarring and often requires skin grafts
d. a common example is a sunburn
Abacus # / Objective / Criticality Level / Sequence
and Minimum Time Allotted
 / Sample Teaching
Strategy / Resources / Dist/State
Assessments / Sample Assessment Question

Standard 4: SKELETAL SYSTEM (13 days)

Goal 1: Understand the structure and function of the skeletal system

36 / 1.The student will identify 5 basic functions of the skeletal system (i.e., support, protection, locomotion, blood cell formation, and mineral reserve) / ESS / Trimester A
0.5 day / Have students name particular bones and discuss the body parts they protect (e.g. patella protects knee ligaments). Discuss trade-offs between functions of the skeletal system: while the rib cage protects the heart and lungs, there is no bony covering for the abdominal cavity because a bony covering for all internal organs would restrict movement. / T: 148 / ECA
Classroom tests and quizzes / Which of the following is NOT a function of the skeletal system?
a. support
b. hematopoesis
c. mineral and fat storage
d. all of the above are functions of the skeletal system
38 / 2.The student will describe the four classes of bones / EXP / Trimester A
0.5 day / Using a 3-dimensional model of a skeleton or individual bones, have students identify different bones as long, short, flat, or irregular. / T: 146-148 / Classroom tests and quizzes / What would be the correct classification for the sternum?
a. long bone
b. short bone
c. flat bone
d. irregular bone
40 / 3.The student will identify the following structures of the long bone and their associated functions:
  • Diaphysis
  • Epiphysis
  • Epiphyseal plate
  • Periosteum
  • Endosteum
  • Marrow
  • Medullary cavity
  • Compact vs. cancellous bone
/ ESS / Trimester A
2 days / Have students complete a worksheet labeling the features in a diagram of a long bone and coloring different structures with different colors. Have students complete a second worksheet, matching long bone features to their respective functions. / T: 148-151 / ECA
Classroom tests and quizzes / What is the term for the end of a long bone?
a. diaphysis
b. periosteum
c. endosteum
d. epiphysis
42 / 4.The student will describe the chemical composition of bone, summarize bone remodeling, and differentiate between the function of each of the following cell types: osteocytes, osteoblasts, and osteoclasts / EXP / Trimester A
2 days / Have students suggest mnemonic devices for memorizing the functions of osteocytes, osteoblasts and osteoclasts. Display an overhead showing hormonal control of bone remodeling in response to calcium levels in the blood. Have students identify the mechanism as positive or negative feedback. / T: 150-152 / Classroom tests and quizzes / What is the term for a fracture where bone ends protrude through the skin?
a. simple
b. comminuted
c. greenstick
d. compound
44 / 5.The student will identify the major bones of the axial and appendicular skeleton, and describe the function of various bone markings (i.e., projections and depressions) / EXP / Trimester A
4 days / Have students label handouts picturing the axial and appendicular skeleton and enlarged detail views of certain areas (skull, hands/feet). Students should label using different colors to distinguish types of features (bones, depressions, projections). / T: 164-209 / Classroom tests and quizzes / Which of the following features is not on the same bone as the others?
a. glenoid fossa
b. deltoid tuberosity
c. acromion process
d. infraspinous fossa
Goal 2: Joints
46 / 6.The student will identify and give examples of the following types of joints:
  • Ball and socket
  • Gliding
  • Hinge
  • Rotation
  • Fixed
/ EXP / Trimester A
2 days / Using a 3-dimensional model of the skeleton, classify different joints in the human body in terms of structure and motion. Ask students to “experiment” with the movement of joints in their own body (e.g., range of motion possible in the shoulder as opposed to the knee) and have students explain these differences in terms of joints types. / T: 210-230 / Classroom tests and quizzes / Which of the following joint types affords multiaxial movement?
a. ball and socket
b. hinge
c. gliding
d. pivot
48 / 7.The student will describe the structure of the synovial joint and how these structures help in stabilization and the proper functioning of the joint / EXP / Trimester A
1 day / Use overheads and a 3-dimensional model of the knee joint to point out different general features of synovial joints. Ask students what would happen without different structures (e.g., what would happen to the knee joint if the anterior cruciate ligament were damaged?) / T: 213-220 / Classroom tests and quizzes / What is the name for connective tissue sacs that act as cushions in places where friction develops?
a. bursae
b. menisci
c. ligaments
d. tendons
Goal 3: Disorders
50 / 8.The student will describe various disorders of the skeletal system (e.g., fractures, sprains, dislocations and diseases) / EXP / Trimester A
1 day / Display overheads showing various skeletal system disorders and ask students to identify 1) the disorder and 2) the specific feature damaged (e.g. sprain due to ligament damage). Show a videotape of a surgery such as ACL reconstruction or rotator cuff surgery and ask students what is occurring in the video. / T: 156-162; 230-233 / Classroom tests and quizzes / Which of the following ligaments is/are damaged when a football player sustains a lateral blow to the extended knee?
a. oblique popliteal and extracapsular
b. suprapatellar
c. arcuate popliteal and posterior cruciate
d. medial collateral, medial meniscus, and anterior cruciate
Abacus # / Objective / Criticality Level / Sequence
and Minimum Time Allotted
 / Sample Teaching
Strategy / Resources / Dist/State
Assessments / Sample Assessment Question

Standard 5: MUSCULAR SYSTEM (13 days)

Goal 1: Understand the structure and function of the muscular system

52 / 1.The student will name and describe the characteristics of the 3 types of muscle tissues / ESS / Trimester A
1 day / Have students view and identify different types of muscle tissue using microscope slides or videotapes of muscle tissue contractions. / T: 235; 268-269 / ECA
Classroom tests and quizzes / Which of the following is true of cardiac muscle?
a. cells are spindle-shaped and nonstriated
b. contractions are voluntarily controlled
c. requires rest period
d. cells are branching with intercalated disks
54 / 2.The student will identify the gross anatomical structures of skeletal muscles from an illustration, including the connective tissue coverings (i.e., epimysium, perimysium, and endomysium) / EXP / Trimester A
2 days / Have students construct a labeled drawing and chart depicting the hierarchical organization of muscle tissue (myofibril  fiber  fascicle  muscle) with characteristics and connective tissue coverings associated with each structure. / T: 236-238 / Classroom tests and quizzes / What is another name for a muscle cell?
a. myofibril
b. myofilament
c. muscle fiber
d. fascicle
56 / 3.The student will identify the microscopic structures of a muscle fiber and their functions / ESS / Trimester A
2 / Have students add vocabulary/features of microscopic anatomy (sarcolemma, myosin and actin microfilaments) to above charts with a labeled drawing for reference. / T: 238-243 / ECA
Classroom tests and quizzes / What is the sarcolemma?
a. the contractile unit of a muscle
b. the cytoplasm of a muscle cell
c. a bundle of muscle fibers surrounded by connective tissue
d. the cell membrane of a muscle cell
58 / 4.The student will explain the major events that occur during muscle fiber contraction (sliding filament mechanism). / ESS / Trimester A
2 days / Have students construct a flowchart describing the physiology of muscle contraction and the four steps of the sliding filament model using the terms defined in above charts. / T: 243-255 / ECA
Classroom tests and quizzes / What event causes the beginning of a muscle contraction?
a. an influx of sodium ions
b. an influx of calcium ions
c. an influx of acetylcholine
d. crossbridge detachment
60 / 5.The student will describe factors that contribute to the strength of muscle contractions / EXP / Trimester A
1 day / Have students relate factors contributing to the strength of muscle contractions to the sliding-filament model and the flowchart prepared above (e.g., larger muscle equals more muscle fibers contracting and more crossbridge detachment/reattachment, which results in stronger contractions). / T: 259-264 / Classroom tests and quizzes / Which of the following does NOT have an effect on the force of muscle contraction?
a. number of muscle fibers contracting
b. size of the muscle
c. series-elastic elements
d. load being moved
62 / 6.The student will explain how energy is supplied to the muscle fiber contraction mechanism, how oxygen debt develops, and how a muscle may become fatigued / EXP / Trimester A
1 day / Relate oxygen debt, muscle fatigue and buildup of lactic acid to aerobic and anaerobic exercise. Ask students why they feel sore after exercise and why trainers may advise exercisers to use weight machines 3-4 times a week, as opposed to every day. / T: 255-259 / Classroom tests and quizzes / Which of the following is NOT a characteristic that can result from exercise?
a. hypertrophy of muscle cells
b. increased resistance to muscle fatigue
c. an increase in the number of muscle cells in muscles
d. tearing and growth of enlarged muscle fibers
64 / 7.The student will identify various muscle groups on a dissected mammal and compare and contrast their movement or function to a human / EXT / Trimester A
4 days / Laboratory investigation: have students begin dissection of a preserved cat by removing skin and identifying major muscle groups. Demonstrate various limb and body movements and have students observe muscle groups contracting and relaxing. Using the cat dissection as a reference, have students label diagrams of the human muscular system. / T: 278-282 / Classroom tests and quizzes / What is the scientific name for the major muscle of the calf?
a. iliacus
b. gastrocnemius
c. tibialis anterior
d. rectus femoris

END TRIMESTER A