Human Anatomy and Physiology Syllabus 4

Human Anatomy and Physiology Syllabus Instructor Tracy Moody 23970 398th Ave Letcher, SD 57359 Home Phone – (605) 248-2...

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Human Anatomy and Physiology Syllabus Instructor Tracy Moody 23970 398th Ave Letcher, SD 57359

Home Phone – (605) 248-2266 Cell Phone – (605) 770-4772 Email: [email protected] Course Description

Human Anatomy and Physiology is an advanced course that is an elective designed for those students wanting a deeper understanding of the structure and function of the human body. The body will be viewed as a whole using anatomical terminology necessary to describe location. Focus will be at both micro and macro levels reviewing cellular functions, biochemical processes, tissue interactions, organ systems and the interaction of those systems as it relates to the human organism. Systems covered include integumentary, skeletal, muscular, respiratory, circulatory, digestive, excretory, reproductive immunological, nervous and endocrine. This course will develop 21st century skills and be appropriate for college bound students as well as those choosing a health services career cluster. Topics covered in semester 1:  Introduction to Human Anatomy and Physiology (terms, locations,etc)  Tissues (epithelial, connective, nervous, and muscle)  Integumetary System (skin and accessory organs)  Skeletal System (organization, development, and life-span changes)  Nervous System (classification, functions, general senses)  Endocrine System (glands and hormones) Topics covered in semester 2:  Muscular System (organization, function, and actions)  Blood (plasma, blood cells, hemostasis)  Cardiovascular System (heart, blood vessels, blood pressure)  Digestive System (organs, accessory organs, life-span changes)  Respiratory System (organs, breathing mechanism)  Urinary System (kidney function, urine formation)  Reproductive System (male and female organs, male and female hormones)

Grade level: 11th or 12th preferred Length: 2 separate semesters Prerequisites: Biology

Instructional Philosophy and Delivery Plan Expectations for student performance: Students are expected to meet all of the course goals and be able to demonstrate their understanding of the organization of systems. Students will complete all course requirements at a minimum of 60% to pass the course. How the instruction will be delivered: The class will be presented through Blackboard and ARIS website, along with other online labs. The instruction will include guidance provided by the instructor through Blackboard to assist students with the class. Questions through email and some form of “face” time will also be encouraged in this class. How students will work: Students will be assigned online activities, quizzes, labs and animations. Some paper/pencil tests may be assigned and scanned back to instructor. Group and/or individual projects may also be assigned. How the students will be evaluated: Most assignments will be graded in percentage form and online. Feedback will be immediate on these assignments. Some participation grades will be given for completing practice activities. A chapter test will be given for each system and a final test will be given at the end of the semester.

Course Goals Students will be able to: A. Use anatomical terminology to describe locations and structures of the human body. B. Describe the main functions of major organs in the human body. C. Be able to locate major organs in the human body D. Describe life-span changes that occur as a human ages. E. Identify and describe common diseases that occur in the different human systems. F. Identify strategies for success in taking an upper level science class and prepare students for post-high school success.

Anatomy and Physiology Standards By completing this course, students will achieve the following Life Science standards: Core High School Life Science Indicator #1: Understand the fundamental structures, functions, classifications, and mechanisms found in living things. Bloom’s Taxonomy Level Analysis



Standard, Supporting Sills and Examples 9-12.L.1.1 Students are able to relate cellular functions and processes to specialized structures within cells.  Transport of materials through cells and blood  Analyze process of respiration  Determine cell life cycles including somatic cells and germ cells 9-12.L.1.2 Students are able to classify organisms using characteristics and evolutionary relationship of major taxa.  Students will be able to apply characteristics of organ systems in a human compared to other taxa  Trace changes in the human body systems as a result of evolution, including changes in muscle mass, eating habits, etc 9-12.L.1.3 Students are able to identify structures and function relationships within major taxa.  Relate how the layers of the skin support skin function  Interaction of agonist and antagonist muscles to support bone movement  Relate how the sequence of the digestive system is necessary to complete digestion  Analyze the importance of interaction between all organ systems to maintain complete homeostasis in an organism  Identify main structures/functions of body systems

Advanced High School Life Science Indicator #1: Understand the fundamental structures, functions, classifications, and mechanisms found in living things. Bloom’s Taxonomy Level Synthesis



Standard, Supporting Skills, and Examples 9-12.L.1.2A Students are able to describe how living systems use biofeedback mechanisms to maintain homeostasis.  Recognize that homeostasis occurs in all cells  Determine how materials are transported across a cell membrane  Predict how homeostasis is maintained in an organism  Relate homeostasis to systems such as endocrine, nervous, respiratory, etc 9-12.L.1.3A Students are able to explain how gene expression regulates cell growth and differentiation.  Describe tissue formation  Development of new cells from original stem cells  Identify the stages of blood cell formation from original stem cells 9-12.L.1.4A Students are able to identify factors that change the rates of enzyme catalyzed reactions  Recognize and predict use of inhibitors in the body systems  Describe electrolyte balance and its relationship with reactions in the body  Determine factors that affect pH balance  Determine environmental factors that will affect rates of reactions in the body  Predict whether factors will increase or decrease reactions

Core High School Science, Technology, Environment, and Society Standards Indicator #1: Analyze various implications/effects of scientific advancement within the environment and society. Bloom’s Taxonomy Level


Standard, Supporting Skills, and Examples 9-12.S.1.2. Students are able to evaluate and describe the impact of scientific discoveries on historical events and social, economic, and ethical issues.  Evaluate use and extraction of stem cells  Predict the impact of the use the emerging robotic prosthetics

Indicator #2: Analyze the relationships/interactions among science, technology, environment, and society. Bloom’s Taxonomy Level


Standard, Supporting Skills, and Examples 9-12.S.2.1. Students are able to describe immediate and long-term consequences of potential solutions for technological issues.  Describe the technology behind the new robotic limbs  Describe the long-term effects to an organism that has been cloned

Advanced High School Nature of Science Indicator #2: Apply the skills necessary to conduct scientific investigations. Bloom’s Taxonomy Standard, Supporting Skills, and Examples Level 9-12.N.2.1A. Students are able to manipulate multiple variables with repeated trials. Synthesis  Use a control and change one variable at a time; an example would be comparing levels of glucose in blood in a diabetic with a nondiabetic 9-12.N.2.2A. Students are able to use statistical analysis of data to evaluate the validity of results. Evaluation  Verify concentrations of glucose in blood  Evaluate numbers of different blood cells in blood  Evaluate homeostasis and negative feedback, such as during body temperature control 9-12.N.2.3A. Students are able to demonstrate correct precision in measurements and calculations. Analysis  The students will need to use correct scientific notation when measuring amount of blood cells in a sample

Writing for Literacy in History/Social Studies, Science and Technical Subjects 9-10.WHST.1 Write arguments focused on discipline-specific content 9-10.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures, experiments, or technical processes 9-10.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience 9-10.WHST.6 Use technology, to produce, publish, and update individual or shared writing products 9-10.WHST.9 Draw evidence from informational texts to support analysis, reflection, and research Assessment Plan and Grading Scale Grade A

Scale 90-100%








Below 60%

Description of Work Consistently demonstrates an exceptional level of quality and effort. Having all work in on time and completed to exceed expectations. Mastery in creating, evaluating, analyzing and applying the knowledge. Consistently demonstrates proficient knowledge with a good effort and quality of work. All assignments are complete and on time. Demonstrates the ability to evaluate, analyze and apply the principles. Demonstrates proficient knowledge and the ability to apply knowledge. Work shows average effort. A few assignments may be missing or late. Work shows minimal effort and some assignments are late. Demonstrates a basic understanding of concepts or remembering knowledge. Understanding is below basic. Work is of poor quality and does not meet standards or expectations.