G. Frank Russell Career and TechnologyCenter

601 East Northside Drive

Greenwood, SC 29649

Telephone: (864) 941-5750 switch board

Health Science 3 - 5552

Human Structure and Function

Course Syllabus

2014 – 2015

INSTRUCTOR:Teresa A. Milner, RN

Email:

Phone: 864-941-5759

GRADE LEVEL:11th and 12th

PREREQUISITE:Score of 80% or greater in previous HS courses

(HS 1, HS 2, Med Term) and teacher recommendation.

CREDITS:2 Units; Three Hour Block - 1 Semester

PERIODS:Fall; PM (3rd and 4th) Blocks

EXTRA HELP SCHEDULE: By appointment.

Course Description: Health Science 3 acquaints students with basic anatomy and physiology of the human body. Students learn how the human body is structured and the function of each of the 12 body systems. Students will study the relationship that body systems have with disease from the healthcare point of view. This is a very “hands on” course and students will learn through projects and activities in the classroom. Skill procedures and foundation standards are reviewed and integrated throughout the program. This course does not count as a lab science.

General Requirements: Thiscourse is recommended for students in the 11th or 12th grade. Required pre-requisites are: Score of 80% or greater in HS 1 and HS 2. Students should be familiar with general medical terminology as well as technical skills associated with vital signs. This is the 3rdcourse in a 4 course sequence for Health Science.

Course Objective:To enable the student to develop and apply basic entry-level skills ashealth assistants in a laboratory setting preparing them for the clinical component (HS 4, Clinical Study) of the curriculum their senior year.

Foundation Standards:

1. Foundation 1: Academic Foundations: Healthcare professionals will know the academic subject matter required for proficiency within their area. They will use this knowledge as needed in their role.

1.Classify the basic structural and functional organization of the human body (tissue, organ, and system).

2. Recognize body planes, directional terms, quadrants, and cavities.

3. Analyze the basic structure and function of the human body.

4. Research common diseases and disorders of each body system (prevention, pathology, diagnosis, and tx).

5. Research emerging diseases and disorders.

6. Investigate biomedical therapies as they relate to the prevention, pathology, and treatment of disease.

7. Apply mathematical computations related to healthcare procedures (metric and household, conversions and

measurements).

8. Analyze diagrams, charts, graphs, and tables to interpret healthcare results.

9. Record time using the 24-hour clock.

10. Complete Labs – dissections – clay models – class presentations as assigned.(NOT A NATIONAL STANDARD)

2:Foundation 2: Communications: Healthcare professionals will know the various methods of giving and obtaining information. They will communicate effectively, both orally and in writing.

1. Use medical terminology and medical abbreviations to communicate information.

2. Apply speaking and active listening skills

3: Foundation 3: Systems: Healthcare professionals will understand how their role fits into their

department, their organization and the overall healthcare environment. They will identify how key

systems affect services they perform and the quality of care.

4: Foundation 4: Employability Skills: Healthcare professionals will understand how employability skills

enhance their employment opportunities and job satisfaction. They will demonstrate key employ-ability skills and will maintain and upgrade skills, as needed.

1. Apply employability skills in healthcare (hygiene, dress, language, confidentiality, behavior,and work ethic)

2. Expand components of a personal portfolio (letter of introduction, resume, healthcare project, writing sample,

work-based learning, oral presentation, service learning, credentials, technology, and leadership experience).

3. Participate in healthcare work-based learning experiences (guest speakers, virtual tours, community service)

5. Foundation Standard 5: Legal Responsibilities: Healthcare professionals will understand the legal

responsibilities, limitations, and implications of their actions within the healthcare delivery setting. They will perform their duties according to regulations, policies, laws, and legislated rights of clients.

1. Apply procedures for accurate documentation and record keeping.

2. Apply standards for Health Insurance Portability and Accountability Act (HIPAA).

6. Foundation Standard 6: Ethics: Healthcare professionals will understand accepted ethical practices

with respect to cultural, social, and ethnic differences within the healthcare environment. They will

perform quality healthcare delivery.

1. Discuss bioethical issues related to disease.

2. Apply ethical behaviors in healthcare including personal, professional, and organizational ethics.

3. Apply procedures for reporting activities and behaviors that affect health, safety, and welfare of others.

7. Foundation Standard 7: Safety Practices: Healthcare professionals will understand the existing and

potential hazards to clients, co-workers, and self. They will prevent injury or illness through safe work practices and follow health and safety policies and procedures.

1. Demonstrate principles of infection control using standard precautions in relation to the disease process and

prevention.

2. Comply with safety signs, symbols and labels.

Foundation Standards: continued

8. Foundation Standard 8: Teamwork: Healthcare professionals will understand the roles and

responsibilities of individual members as part of the healthcare team, including their ability to

promote the delivery of quality healthcare. They will interact effectively and sensitively with all

members of the healthcare team.

1. Act responsibly as a team member.

9. Foundation Standard 9: Health Maintenance Practices: Healthcare professionals will understand

the fundamentals of wellness and the prevention of disease processes. They will practice preventive

health behaviors among the clients.

1. Describe strategies for prevention of diseases including health screenings and examinations.

2. Apply practices that promote prevention of disease and injury.

10. Foundation Standard 10: Technical Skills: Healthcare professionals will apply technical skills

required for all career specialties. They will demonstrate skills and knowledge as appropriate.

1. Revisit procedures for measuring and recording vital signs as you approach the appropriate body system.

(including recognition of normal ranges and understanding what the data means in relation to body systems

and disease.)

11. Foundation Standard 11: Information Technology Applications: Healthcare professionals will use

information technology applications required within all career specialties. They will demonstrate use

as appropriate to healthcare applications.

Course Outline:

1.Orientation

  • Instructor/Student expectations - Standards: 2 & 4
  • School Safety Standard: 7
  • HOSA/Leadership - Standard: 4

2. Medical Terminology(6.1-6.2) – Standards: 1.1, 1.11, 1.12, 1.13 & 2.1, 2.2, 2.21, 2.22

3. Medical Math(20.8) - Standard: 1.31, 1.32, 1.33

4.Employability (3.1-3.5 and 4.1-4.3) - Portfolio – Standard: 4

5.Infection Control(14.1-14.9) - Standard: 7

6. Anatomy & Physiology - Standards: 1, 2, 3, 5, 6, 8, 9, 10, & 11

  • Basic Structure (7.1)
  • Body Planes/Directions/Cavities (7.2)

7.Vital Signs (15.1-15.7) Technical Skills -Skills Development - Standard 10.1

  • Integumentary System (7.3)
  • Skeletal System (7.4)

8.Physical Therapy Skills (22.1-22.3) Technical Skills–Skills Development - Standard 10

  • Muscular System (7.5)

9.Assisting with Physical Exam (20.1-20.5, 21.1-21.2) Technical Skills–Skills Development - Standard 10

  • Nervous System (7.6)
  • Special Senses (7.7)
  • Circulatory System (7.8)
  • Lymphatic System (7.9)
  • Respiratory System (7.10)
  • Digestive System (7.11)
  • Urinary System (7.12)
  • Endocrine System (7.13)
  • Reproductive System (7.14)

10.First Aid/CPR/AED(16.1-16.12) Technical Skills –Skills Development - Standard 10, 10.2

Standard # / Competency/Objective Statement
(The student will be able to…) / Week
# / Examples of Activities
Standard
2.1; 4.3;
7.2b; 7.3;
7.5a; 8.2; &
11.1 & 11.2 / Orientation
1. Identify course expectationsclass-room procedures -
2. Demonstrate school and classroom safety procedures.
3. Demonstrate effective team-building activities.
4. Leadership/HOSA
5. Identify best practice study skills / # 1 / Activities:
  • Welcome Activity with Short Essay
  • Emergency Procedures reviewed.
  • Curriculum changes reviewed.
  • Forms provided for completion.

Standard 1: 1.2 (HS 3)
Standard 2:
(Med Term)
2.1 - 2.4; 2.5 – 2.7 / 6.1 – 6.2 Medical Terminology
1. Use medical terminology and medical abbreviations to communicate information.
2. Construct medical terms using prefixes, suffixes, roots, and combining forms.
2. Use appropriate medical terms to communicate information.
3. Identify medical abbreviations to communicate information.
4. Determine definitions of medical terms by examining word parts.
Concepts of Effective Communication
5. Pronounce medical terms.
6. Apply speaking and active listening skills.
7. Interpret verbal communication. / All semester / Activities:
  • “Pair-Share” with flash cards.
  • Classify word parts as roots, prefixes, and suffixes in order to build words to enhance learning.

Standard: 1.31, 1.32, 1.33 / 20.8 Medical Math
1. Perform mathematical applications to determine vital sign applications and basic pharmacology equations.
2. Analyze diagrams, charts, graphs, and tables to interpret healthcare results.
3. Record time using 24 hour clock. / All semester / Activities:
  • Gallon Man
  • 24 Hour Clock Matching Game

Standard
4;4.41 / 4.1-4.2Employability – Portfolio
1. Develop components of a personal port-folio (letter of introduction, resume, health-care project, writing sample, work-based learning, oral presentation, service learning, credentials, technology, and leadership experience).
2. Communicate using technology to access and distribute data and other information. (including online assessments). / All semester / Activities:
  • Portfolio Rubric & Pacing Guide
  • BioPoem

Standard 7.1, 7.2, 7.3, 7.4, 7.5 / 14.1-14.9 Infection Control
1. Demonstrate principles of infection con-trol related to Transmission Based Isolation Precautions (gowns, gloves, masks, etc).
2. Recognize the difference between Transmission Based Isolation Precautions Standard Precautions.
3. Apply principles of body mechanics/ patient safety during transfers/positioning & in all areas of healthcare activities.
4. Summarize principles of basic emergency response in natural disasters or other emergencies. / # 2 / Activities:
  • Demonstrate hand-washing, following medical asepsis.
  • Demonstrate setting up a sterile field; transfer, mitten, and drop techniques.
  • Demonstrate donning and removing sterile gloves.
  • Demonstrate donning and removing PPE for isolation.

Standard # / Competency/Objective Statement
(The student will be able to…) / Week
# / Examples of Activities
Standard
1.1 ; 1.11 & 1.13 / 7.1 Basic Structure & Function of the
Human Body
1. Label a diagram of the main parts of a cell
2. Describe the basic function of each part of a cell
3. Compare the 4 main types of tissue by describing the basic function of each type
4. Explain the relationship between cells, tissues, organs, & systems
5. Define, pronounce, spell all key terms / # 3 / Activities;
  • The Incredible Edible Cell
  • Clay Cell
  • Group Body Systems Project

Standard
1.1 ; 1.12 / 7.2—Body Planes, Directions, & Cavities
1. Label the names of the planes and the directional terms related to the planes on a diagram of the three planes of the body
2. Label a diagram of the main body cavities
3. Identify the main organs located in each body cavity
4. Locate the nine abdominal regions
5. Define, pronounce, spell allkey terms / # 4 / Activities:
  • Simon Says Game
  • Orange Dissection
  • Add Planes & Cavities to Body System Poster (Group Project)

Standard 10.1; 10.11 / Technical Skills-Skills Development
15.1-15.7Vital Signs
1. Apply procedures for measuring and recording vital signs (TPR & BP) including recognition of normal ranges. / # 5
& all
semester / Activities:
  • Demonstrate obtaining TPR & BP on all classmates
  • Use data to graph results

Standard
1.1; 1.2, 1.21, 1.221.23 / 7.3—Integumentary Systems
1. Label a diagram of a cross section of the skin
2. Differentiate between the two types of skin glands
3. List six functions of the skin
4. Provide the correct names for three abnormal colors of the skin and identify the cause of each abnormal color
5. Describe at least 4 skin eruptions
6. Describe at least 4 diseases of the Integumentary system
7. Define, pronounce, spell, all key terms / # 6 / Example Activity:
  • Build a skin segment using materials from home
  • Ipad/PC project on skin eruption
  • Add Integumentary system to Body System Poster (Group Project)

Standard
1.1; 1.2, 1.21, 1.221.23 / 7.4—Skeletal System
1. List five functions of bones
2. Label the parts of a bone on a diagram of a long bone
3. Name the two divisions of the skeletal system and the main groups of bones in each division
4. Identify the main bones of the skeleton
5. Compare the three classifications of jts
by describing the type of motion allowed
by each
6. Give 1 example of each jt classifi cation
7. Describe at least four diseases of the
skeletal system
8. Define, pronounce, spell all key terms. / #7 / Activities:
  • Consistency of Rice Krispies treats vs. Crunch bars for types of bone
  • Labeling Model of Human Skeleton
  • Body Skeleton Puzzle
  • Add Skeletal system to Body System Poster (Group Project)

Standard # / Competency/Objective Statement
(The student will be able to…) / Week
# / Examples of Activities
Standard
10, 10.1 / Technical Skills-Skills Development
22.1-22.3 Physical Therapy Skills
1. Demonstrate the appropriate techniques in transferring and ambulating, with or without assistive devices (crutches, canes, walkers).
2. Demonstrate appropriate techniques; turning, positioning, & lifting.
3.Demonstrate passive range of motion.
4.Describe measures to prevent complications of bedrest using positioning and exercise. / All
semester / Activities:
  • Create flash cards with pictures & description of ROME to specific joints.
  • Practice passive and active ROM with peer.
  • Practice procedures for crutches, canes, walkers,
& gait belts
Standard
1.1; 1.2, 1.21, 1.221.23 / 7.5—Muscular System
1. Compare the three main kinds of muscle by describing the action of each
2. Differentiate between voluntary muscle and involuntary muscle
3. List at least three functions of muscles
4. Describe the two main ways muscles
attach to bones
5. Demonstrate the five major movements performed by muscles
6. Describe at least three diseases of
the muscular system
7. Define, pronounce, spell key words
8. Demonstrate positioning, turning, &
moving patients / # 8 / Activities:
  • Build clay muscles on skeletal body
  • Build muscles on each other with supplies.
  • Dissect chicken parts
  • Add Muscular system to Body System Poster (Group Project)

Standard
10, 10.1 / Technical Skills - Skills Development
20.1-20.5 & 21.1-21.2
Assisting w/ Physical Exam
1.Demonstrate the proper technique for obtaining height and weight.
2. Demonstrate use of Snellen Chart.
3. Demonstrate Fowler’s, Semi-Fowler’s, prone, and supine.
4. Demonstrate use of audiometer.
5. Demonstrate dental and head checks, / All
semester / Activities:
  • Mock School Screening to practice visual acuity, audiometer, head & dental checks.
  • Practice height and weight measurement.

Standard
1.1; 1.2, 1.21, 1.221.23 / 7.6—Nervous System
1. Identify the 4 main parts of a neuron
2. Name the two main divisions of the nervous system
3. Describe the function of each of the five main parts of the brain
4. Explain three functions of spinal cord
5. Identify the 3 meninges
6. Describe the circulation and function of cerebrospinal fluid
7. Contrast the actions of the sympathetic and parasympathetic nervous systems
8. Describe at least five diseases of the nervous system
9. Define, pronounce, & spell all key terms. / # 9 / Activities:
  • Clay building for brain
  • Left side/right side activity
  • Add Nervous system to Body System Poster (Group Project)

Standard # / Competency/Objective Statement
(The student will be able to…) / Week
# / Examples of Activities
Standard
1.1; 1.2, 1.21, 1.221.23 / 7.7—Special Senses
1. Identify 5 special senses
2. Label the major parts on a diagram of the eye
3. Trace the pathway of light rays as they pass through the eye
4. Label the major parts on a diagram of the ear
5. Trace the pathway of sound waves as they pass through the ear
6. Explain how the ear helps maintain balance and equilibrium
7. State the locations of the four main taste receptors
8. List at least 4 general senses located throughout the body
9. Describe at least six diseases of the eye and ear
10. Define, pronounce, spell all key terms. / # 10 / Activities:
  • Taste Test
  • Smell Test
  • Touch Test
  • Dissect Eye
  • Add Special Senses system to Body System Poster (Group Project)

Standard
1.1; 1.2, 1.21, 1.221.23 / 7.8—Circulatory System
1. Label the layers, chambers, valves, and major blood vessels on a diagram of the heart
2. Differentiate between systole and diastole by explaining what happens in the heart during each phase
3. List the 3 major types of blood vessels and the action of each type
4. Compare the 3 main types of blood cells by describing the action of each type
5. Compare the 3 main types of blood cells by describing the functions of each
6. Describe at least 5 diseases of the circulatory system
7. Define, pronounce, spell all key terms / # 11 / Activities:
  • EKG – apply leads, run strips, read rhythm
  • Walk through the heart with the flow of blood.
  • Use stethoscope to listen to heart and count rate. Recog-nize rate and rhythm.
  • Review pulse locations, counts, rate, and rhythm.
  • Add Circulatory system to Body System Poster (Group Project)

Standard
1.1; 1.2, 1.21, 1.221.23 / 7.9—Lymphatic System
1. Explain the functions of lymphatic vessels
2. List at least 2 functions of lymph nodes
3. Identify the 2 lymphatic ducts and the areas of the body that each drains
4. List at least 3 functions of the spleen
5. Describe the functions of the thymus
6. Describe at least 3 diseases of the lymphatic system
7. Define, pronounce, spell all key terms. / # 12 / Activities:
  • Add Lymphatic system to Body System Poster (Group Project)

Standard # / Competency/Objective Statement
(The student will be able to…) / Week
# / Examples of Activities
Standard
1.1; 1.2, 1.21, 1.221.23 / 7.10—Respiratory System
1. Label diagram of the respiratory system
2. List 5 functions of the nasal cavity
3. Identify the 3 sections of the pharynx
4. Explain how the larynx helps create sound and speech
5. Describe the function of the epiglottis
6. Compare the processes of inspiration and expiration, including the muscle action that occurs during each process
7. Differentiate between external and internal respiration
8. Describe at least 5 diseases ofthe respiratory system
9. Define, pronounce, spell all key terms. / # 13 / Activities:
  • Breathing through straws – different sizes to represent disease process
  • Starla’s Clay lungs
  • Use Stethoscopes to listen to breathing and count respirations
  • Use manikin to listen to types of breath sounds.
  • Add Respiratory system to Body System Poster (Group Project)

Standard
1.1; 1.2, 1.21, 1.221.23 / 7.11—Digestive System
1. Label the major organs on a diagram of the digestive system
2. Identify at least 3 organs that are located in the mouth and aid in the initial breakdown of food
3. Cite two functions of the salivary glands
4. Describe how the gastric juices act on food in the stomach
5. Explain how food is absorbed into the body by the villi in the small intestine
6. List at least 3 functions of the large intestine
7. List at least 4functions of the liver
8. Explain how the pancreas helps digest foods
9. Describe at least 5 diseases of the digestive system
10. Define, pronounce, spell all key terms. / # 14 / Activities:
  • Digestive system interactive
  • It All Starts in the Mouth
  • Add Digestive system to Body System Poster (Group Project)
  • Magic School Bus Activity

Standard
1.1; 1.2, 1.21, 1.221.23 / 7.13—Endocrine System
1. Label a diagram of the main endocrine glands
2. Describe how hormones influence various body functions
3. Describe at least 5 diseases of the endocrine glands
4. Define, pronounce, spell all key terms. / #15 / Activities:
  • Hormone Activity
  • Add Endocrine system to Body System Poster (Group Project)

Standard # / Competency/Objective Statement
(The student will be able to…) / Week
# / Examples of Activities
Standard
1.1; 1.2, 1.21, 1.221.23 / 7.14—Reproductive System
1. Label a diagram of the male reproductive system
2. Trace the pathway of sperm from where they are produced to where they are expell- ed from the body
3. Identify at least 3 organs of the male reproductive system that secrete fluids added to semen
4. Label a diagram of the female repro- ductive system
5. Describe how an ovum is released from an ovary
6. Explain the action of the endometrium
7. Describe at least 6 diseases of the reproductive systems
8. Define, pronounce, spell all key terms. / # 16 / Activities:
  • The Birds and the Bees Activity
  • Add Reproductive system to Body System Poster (Group Project)

Standard 10, 10.12 / Technical Skills -Skills Development
16.1-16.12 First Aid/CPR Skills
1. Apply skills to obtain certification in CPR/AED/FBAO and first aid.
A. Demonstrate the relief of obstruction of foreign body in airway of a conscious and unconscious adult, child, and infant.
B. Demonstrate procedures for one rescuer CPR on the adult, child, and infant. / # 17
# 18 / Activities:
  • Manikins will be used to practice CPR/AED procedures.
  • First Aid skills will be practiced by performing procedures on with a partner.

MAJOR ASSESSMENT AND GRADING PRACTICES: