Honors Anatomy and Physiology II
Course Description
This course is the second half of the Human Anatomy & Physiology curriculum. It is equivalent to the second semester of a 2-semester college level Human Anatomy & Physiology course. This course will provide students with an understanding of the structure and function of the human body from the cellular to the systems level. The course content of Human Anatomy & Physiology II consists of the following units/body systems:
Unit 1: Nervous System
Unit 2: Special Senses
Unit 3: Blood
Unit 4: Cardiovascular System
Unit 5: Lymphatic and Immune Systems
Unit 6: Digestive System
Unit 7: Respiratory System
Unit 8: Excretory (Urinary) System
Unit 9: Reproductive System
Unit 10: Development
Students planning further studies in scientific and health-related careers or physical education will find this course beneficial.
Successful completion of Honors Human Anatomy & Physiology 1 is a prerequisite for this course.
Course Big Ideas
- The human body is composed of systems that contribute to life’s functions.
- The human body has mechanisms to maintain homeostasis.
- The human body contains structures to move and respond to stimuli.
- The human body can be affected by disorders and diseases.
- The human body has ways to respond, repair and rebuild when necessary.
Course Essential Questions
- How does the nervous system fulfill its role as the communication system for the body?
- What are the main parts of the nervous system?
- How is structure related to function in the nervous system?
- How does the body detect pain, touch, pressure, and temperatures?
- How does the body detect and interpret smell, taste, sound and light (sight)?
- What are the components of blood and the functions of each component?
- How are blood cells produced? Where does this occur?
- How does the body utilize blood for the transportation of nutrients and gasses?
- How does the body utilize blood for the transportation of wastes?
- What is coagulation and why is this important?
- How does blood assist the immune system in fighting off diseases/invaders?
- What is the blood typing system and why is this important?
- How does the cardiovascular system, consisting of the heart and blood vessels, provide oxygen and nutrients to tissues and remove wastes and carbon dioxide?
- How is the lymphatic system closely associated with the cardiovascular system?
- How does the lymphatic system assist with immunity?
- How does the body take in and process food and nutrients?
- Once food is eaten, what physical and chemical processes occur?
- How does the body extract and utilize energy to power life’s processes?
- How does the respiratory system move oxygen into the body and remove carbon dioxide?
- How does oxygen enter the bloodstream and get distributed throughout the body?
- How does carbon dioxide return to the lungs to be exhaled?
- How does the body remove nitrogenous wastes, while maintaining water and salt balance?
- What substances are excreted from the body and which substances are reabsorbed?
- Why does the body need to excrete urea, some salts and some water, while reabsorbing other substances?
- What causes a male to go through puberty?
- What enables a male to procreate?
- What are the signs, symptoms and treatment for prostate cancer?
- What causes a female to go through puberty?
- What hormones control the female reproductive cycle?
- What regulates the female menstrual cycle?
- Why does a female go through menopause?
- What hormones regulate labor and delivery?
- What hormones regulate milk production?
- What are the signs, symptoms, causes and treatment of breast cancer?
- What is the process of meiosis in sperm cell formation?
- What is the process of meiosis in oocyte formation, and how is this vastly different from sperm cell formation?
- How does a child develop before birth?
Course Competencies
- Students will be able to describe how the nervous system serves as the main source of communication within the human body.
- Students will explain how the five special senses detect and respond to incoming signals.
- Students will know the various components of blood and each of their functions.
- Students will be able to describe how the components of blood contribute to the exchange of gasses, and aid in immunity.
- Students will know the structures and functions of the cardiovascular system.
- Students will know how the body takes in air, extracts and transports oxygen throughout the body, and then gets rid of carbon dioxide.
- Students will be able to explain how the lymphatic system works in tandem with the circulatory system to maintain fluid balance and defend against diseases caused by microorganisms and viruses.
- Students will know the various parts of the digestive system and how each contributes to the extraction of nutrients from food and the removal of waste products.
- Students will be able to explain the functions of the excretory system, including what substances need removed from the body, which need retained, and which substances need to be balanced.
- Students will be able to describe the steps necessary for a human to progress through puberty, and gain the potential to reproduce.
- Students will be able to explain the differences between the ovarian cycle and the menstrual cycle.
- Students will explain the purpose of meiosis and the formation of sperm cells and egg cells.
- Students will know the various stages of fetal development, the steps involved in the birthing process and what triggers milk production.
Course Assessments
- Unit exams, dissections, lab practicums, labs, projects and other activities
Course Units
- Unit 1: Nervous System
- Unit 2: Senses
- Unit 3: Blood
- Unit 4: Cardiovascular System
- Unit 5: Lymphatic & Immune System
- Unit 6: Digestive System
- Unit 7: Respiratory System
- Unit 8: Excretory System
- Unit 9: Reproductive Systems
- Unit 10: Development
Unit 1: Nervous System
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
Next Generation Science Standards:
- Organisms have characteristic structures which enable functions and behaviors that allow them to grow, reproduce, and die.
- How do the structures of organisms enable life’s functions?
- Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
- Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system.
PA STEELS Standards:
- 3.1.9-12.B Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
- 3.1.9-12.C Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
Know
- The two types of cells that comprise the nervous system.
- The two major groups of nervous system organs.
- The major functions of the nervous system.
- The functions of neuroglial cells in the CNS.
- The types of neuroglial cells in the CNS.
- The role of Schwann cells in the PNS.
- The general structure of the neuron.
- How differences in structure and function are used to classify neurons.
- How information passes from one neuron to another.
- How a membrane becomes polarized.
- What events lead to the conduction of a nerve impulse.
- The difference between nerve conduction in myelinated versus non-myelinated neurons.
- The all or none response.
- The changes in membrane potential in excitatory and inhibitory neurotransmitters.
- The ways that the nervous system processes information.
- How nerve fibers in the peripheral nervous system are classified.
- The functions of a reflex arc and examples of such.
- The coverings of the brain and spinal cord.
- The structure of the spinal cord and it’s functions.
- The major parts of the brain and their functions.
- The differences between the motor, sensory and association areas of the cerebral cortex.
- The location, formation, and function of cerebrospinal fluid.
- The major parts of the PNS.
- The major cranial nerves and their function.
- The functions of the autonomic nervous system.
- The functions of the sympathetic and parasympathetic divisions of the autonomic nervous system.
- The pathways of the sympathetic and parasympathetic nervous system.
- The brain reward pathway that leads to addiction.
Understanding/Key Learning
Do
- Name the parts of the brain and spinal cord and their functions.
- Describe the parts of the CNS and PNS and what they do.
- Explain how information is passed from one neuron to another.
- Describe situations in which a reflex arc would be beneficial.
- Analyze the benefit of myelinated axons and diseases that affect myelination.
- State the physiology behind addiction.
- Describe the effects of a concussion on the brain.
Unit Essential Questions
Lesson Essential Questions
- What are the major areas of the brain and their functions?
- What are the parts to the CNS and PNS?
- What is the structure of a neuron and how does this structure function in communication?
- What do glial cells do in the CNS and the PNS?
- How is information passed from one neuron to another?
- What are the steps involved in nerve conduction impulses?
- How is nerve conduction different in myelinated versus unmyelinated axons?
- How does the parasympathetic and sympathetic nervous system work together?
- When would reflex arcs be used instead of normal CNS information processing?
Materials/Resources
- Holes Essentials of Human Anatomy and Physiology text book
- Teacher generated review of Anatomy 1 project
- Powerpoints
- Guided Notes
- Teacher generated guided readings
- Color coded brain WS for structure and function
- Sheep brain on line webquest
- Dissection equipment
- Sheep brain dissection
- Neuron POGIL
- Discovery Video on Concussions
- Discovery Video on Adolescent brains
- Video about newborn/infant reflexes
- A Bang to the Head Concussion Lab
- Hand on a Hot Stove investigation about reflex arcs
- Brain Reward Pathway and Addiction Lab
- Video about different brain waves
- Case Study about Neurons and Communication
Vocabulary
- MRI
- Dendrite
- CNS
- Spinal cord sympathetic NS
- Microglial cells Schwann cells
- Nodes of Ranvier
- Ganglia
- Nerve pathway
- All or none Excitatory Polarized
- Synaptic vesicle
- Epilepsy
- Conduction Meninges
- CSF
- Gyri
- Medulla
- Parietal lobe
- Cerebellum
- Brainstem
- Blindspot
- Optic nerves
- Trigeminal nerves
- Glossopharyngeal nerves
- Stimulants
- Ventral root
- neurons axons
- PNS motor neurons autonomic NS
- oligodendrocytes
- glioma multipolar neuron sensory neuron
- synapse
- presynaptic inhibitory resting
- acetylcholine
- MS adrenaline dura mater cerebral
- sulcus
- midbrain temporal lobe
- hemisphere dominance
- hypothalamus
- pineal gland
- cranial nerves
- abducens nerves
- accessory nerves
- white matter
- nerve impulses
- nerves
- sensory receptors
- effectors
- myelin astrocytes
- myelin sheath
- bipolar neuron
- interneuron
- impulse
- postsynaptic
- ions
- channel
- exocytosis
- action potentials
- norepinephrine
- arachnoid mater
- hemispheres
- brainstem
- fissure occipital lobe
- thalamus
- limbic system
- oculomotor nerves
- facial nerves
- vagus nerves
- hypoglossal nerves
- gray matter
- cell body
- neuroglial cells
- brain
- somatic NS
- myelinated
- ependymal cells
- neurolemma
- unipolar neuron
- nuclei
- threshold
- neurotransmitter
- resting potential
- gated channel
- diffusion
- depolarization
- GABA
- pia mater
- corpus callosum
- pons
- frontal lobe
- cerebral cortex
-
ventricles
-
optic chiasma
-
olfactory nerves
-
trochlear nerves
-
vestibulocochlear nerves
-
depressants
-
dorsal root
Assessments
Unit 2: Senses
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
Next Generation Science Standards:
- Organisms have characteristic structures which enable functions and behaviors that allow them to grow, reproduce, and die.
- How do the structures of organisms enable life’s functions?
- Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
- Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system.
PA STEELS Standards:
- 3.1.9-12.B Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
- 3.1.9-12.C Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
Know
- The five general types of sensory receptors.
- How sensation occurs.
- What sensory adaptation is.
- The three types of touch and pressure receptors.
- What types of stimuli excite pain receptors.
- What referred pain is.
- The two types of pain fibers.
- The difference between acute and chronic pain.
- The parts of the brain that interpret pain impulses.
- How neuropeptides help control pain.
- Where olfactory receptors are located.
- The pathway of an olfactory impulse from a receptor to the cerebrum.
- Why saliva is necessary for the sense of taste.
- The five primary taste sensations.
- The pathway of a sensory impulse from a taste receptor to the cerebral cortex.
- How soundwaves are transmitted through the outer, middle and inner ear.
- The difference between osseous and membranous labyrinths.
- The spiral organ of the ear.
- What static and dynamic equilibrium are.
- The structures that provide the sense of static equilibrium and dynamic equilibrium.
- How sensory information from other receptors help maintain equilibrium.
- How the eyelid moves.
- A basic description of the conjunctiva and its function.
- What the lacrimal apparatus does.
- The structure of the outer and middle layers of the eye.
- What factors contribute to the transparency of the cornea.
- How the shape of the lens changes during accommodation.
- Why reading something for a long time leads to fatigue, while looking at something far away is relaxing.
- Where aqueous humor is made and its distribution throughout the eye.
- How the pupil responds to changes in light intensity.
- The structure and importance of the retina.
- What refraction is and the parts of the eye provide refracting surfaces.
- The difference between rods and cones of the retina.
- The roles of visual pigments.
- The pathway of a nerve impulse from the retina to the visual cortex.
Understanding/Key Learning
Do
- Distinguish between somatic senses and special senses.
- Name the five kinds of receptors, and explain their functions.
- Explain how a sensation arises.
- Describe the receptors associated with the senses of touch, pressure, temperature and pain.
- Describe how the sense of pain is produced.
- Identify the locations of the receptors associated with the special senses.
- Explain the relationship between the senses of smell and taste.
- Explain the mechanism for smell.
- Explain the mechanism for taste.
- Explain the function of each part of the ear.
- Distinguish between static and dynamic equilibrium.
- Explain the function of each part of the eye.
- Explain how the eye refracts light.
- Describe the visual nerve pathway.
- Explain what causes causalgia.
- Describe what happens if a person has synesthesia.
Unit Essential Questions
Lesson Essential Questions
- What are somatic senses and how are they different from the five special senses?
- What receptors are associated with interpreting pain, pressure, temperature, and touch?
- How does a sensation arise and get interpreted?
- How is pain classified? (ie. acute, chronic, referred, causalgia)
- Where are special sense receptors located and what do they detect?
- What is the mechanism for taste?
- What is the mechanism for smell, and how does it interrelate to the sense of taste?
- What are the parts of the ear and their functions?
- What are the parts of the eye and their functions?
- What is the visual nerve pathway and why does this create a blind spot?
- How do senses get misinterpreted causing synesthesia?
Materials/Resources
- Holes Essentials of Human Anatomy and Physiology text book
- Powerpoints
- Guided Notes
- Teacher generated guided readings
- Senses Gizmo
- Taste Lab Supplies
- Taste video
- Virtual cow eyeball dissection link
- Cow eyeball
- Dissection equipment
- Build an Ear Activity
- Video “how people detect smells”
- Smell lab
- Equilibrium challenge activity
- Video “why olympic figure skaters don’t get dizzy”
- Video “Dangers of inability to feel pain”
- Referred pain coloring/matching activity
- Synesthesia video
Vocabulary
- Receptors
- Pain receptors
- Photoreceptors tactile receptors
- Visceral pain Enkephalins
- Smell
- Olfactory receptors
- Taste receptors
- Eyes Saliva Auricle
- Labyrinth Cochlea
- Scala
- Vestibule Ampulla
- Lacrimal gland
- Cornea
- Ciliary body
- Radial muscles
- Fovea centralis
- Concave
- Cone Vertigo
- sensation thermoreceptors projection
- Pacinian corpuscles referred pain endorphins
- olfactory organs
- olfactory bulbs
- hearing
- sight
- gustatory cortex
- auditory ossicles
- semicircular canals
- perilymph
- basilar membrane
- utricle
- crista ampulla
- nasolacrimal duct
- sclera
- lens
- light waves
- vitreous humor
- pigments
- causalgia
- conjunctivitis
- perception
- nocireceptors
- free nerve endings
- warm receptors
- acute pain
- morphine
- taste pores
- olfactory tracts
- equilibrium
- taste hairs
- acoustic meatus
- oval window
- round window
- membranous labyrinth
- static equilibrium
- saccule
- eyelid
- lysozyme
- optic nerve
- accommodation
- bipolar neurons
- refraction
- rhodopsin
- optic chiasma
- neuralgia
-
chemoreceptors
-
mechanoreceptors
-
sensory adaptation
-
cold receptors
-
chronic pain
-
serotonin
-
taste buds
-
anosmia
-
ears
-
salivary glands
-
eardrum
-
auditory tube
-
spiral organ
-
endolymph
-
dynamic equilibrium
-
macula
-
conjunctiva
-
extrinsic
-
choroid coat
-
iris
-
retina
-
convex
-
rod
-
synesthesia
-
tinnitus
Assessments
Unit 3: Blood
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
Next Generation Science Standards:
- Organisms have characteristic structures which enable functions and behaviors that allow them to grow, reproduce, and die.
- How do the structures of organisms enable life’s functions?
- Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
- Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system.
PA STEELS Standards:
- 3.1.9-12.B Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
- 3.1.9-12.C Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
Know
- The major components of blood.
- The factors that affect blood volume.
- The structure and components of a RBC.
- The function of hemoglobin.
- The “life cycle” of a RBC as it matures.
- The typical RBC count for an adult male/female.
- Where RBC are produced.
- How RBC production is controlled.
- Which vitamins are necessary for red blood cell production.
- Why iron is required for the formation of RBC.
- What happens to damaged RBC.
- The products of hemoglobin breakdown.
- The hormones that are necessary for differentiation of WBC (from hemocytoblasts in the red bone marrow).
- The difference between granulocytes and agranulocytes.
- The five types of WBC and how they differ from each other structurally and functionally.
- How WBC fight infection.
- How WBC reach microorganisms that are outside of blood vessels.
- Which WBC are the most active phagocytes.
- What the normal platelet count is.
- The function of platelets.
- The three types of plasma proteins.
- How albumins help maintain water balance between blood and tissues.
- The functions of globulins.
- The role of fibrinogen.
- The gasses in plasma.
- The nutrients in plasma.
- What a nonprotein nitrogenous substance is.
- The sources of plasma electrolytes.
- What hemostasis is.
- How blood vessel spasms help control bleeding.
- A description of formation of a platelet plug.
- The major steps in blood clot formation.
- Ways to prevent massive clots throughout the cardiovascular system.
- The difference between a thrombus and embolus.
- The difference between antigens and antibodies.
- What factors must be considered during blood transfusions.
- Why a person with AB+ blood is called the universal recipient.
- Why a person with O- blood is called a universal donor.
- Why Rh factor is important.
- The factors that could lead to blood type and Rh factor incompatibility.
Understanding/Key Learning
Do
- Describe the general characteristics of blood and its major functions.
- Distinguish among the formed elements and the liquid portion of blood.
- Explain the significance of RBC counts.
- Summarize the control of RBC production.
- Distinguish between the five types of white blood cells and give the functions for each type.
- Describe the functions of each of the major components of blood plasma.
- Define hemostasis, and explain the mechanisms that help achieve it.
- Name the steps involved in blood coagulation.
- Explain blood typing and how it is used to avoid adverse reactions to blood transfusions.
- Describe how blood reactions may occur between fetal and maternal tissues and the potential outcome(s) of this interaction.
Unit Essential Questions
- What are the components of blood and the functions of each component?
- How are blood cells produced? Where does this occur?
- How does the body utilize blood for the transportation of nutrients and gasses?
- How does the body utilize blood for the transportation of wastes?
- What is coagulation and why is this important?
- How does blood assist the immune system in fighting off diseases/invaders?
- What is the blood typing system and why is this important?
Lesson Essential Questions
- What are the general characteristics of blood?
- What are the major functions of blood?
- Why are RBC counts significant?
- How are RBC produced?
- What are the five types of WBC and what are their functions?
- What is plasma, what are the components of plasma, and what is the function of plasma?
- How does a body maintain homeostasis?
- What happens when a body does not maintain hemostasis?
- What are the major steps in blood coagulation?
- How are blood types determined and why is this important?
- What blood reactions may occur between fetal and maternal tissues and how can this be prevented?
Materials/Resources
- Holes Human Anatomy and Physiology textbook
- Teacher generated guided readings
- Guided notes
- Powerpoints
- Blood typing worksheets
- Blood typing lab
- Kidney Donor lab
- Video “Why do blood types matter”
- Video “How do blood transfusions work”
- Video “Why do we harvest horseshoe crab blood”
- Blood types and Donuts video and activity
- Video “Body Story-The Flu” about mounting an immune defense
Vocabulary
- Blood
- Erythrocytes
- Vitamin B12
- Macrophages Leukocytes Neutrophils Lymphocytes Lysosomes
- Thrombocytes
- Plasma proteins
- Fibrinogen Uric acid
- Hemostasis
- Serotonin
- Fibrin
- Embolus Antigens
- Type A blood Hemophilia
- Incompatibility
- Rh incompatibility
- Heparin
- plasma
- hemoglobin
- folic acid
- biliverdin
- hemocytoblasts
- eosinophils
- diapedesis
- leukocytosis
- thrombocytopenia
- albumins
- blood gasses
- electrolytes
- vasospasm
- coagulation
- prothrombin
- clot busting
- agglutinogens
- type B blood
- factor
- universal recipient
- hemolytic disease of the newborn
- septicemia
- hematocrit (HCT)
- erythropoietin
- anemia
- bilirubin
- granulocytes
- basophils
- endothelial cells
- leukopenia
- megakaryocytes
- osmotic pressure
- plasma nutrients
- bicarbonate
- vasoconstriction
- clotting factors
- thrombin
- atherosclerosis
- antibodies
- type O blood
- anti-A antibody
- universal donor
- hemochromatosis
-
red blood cells (RBC)
-
B complex vitamins
-
sickle cell diseas
-
white blood cells (WBC)
-
agranulocytes
-
monocytes
-
amoeboid motion
-
platelets
-
thrombopoietin
-
globulins
-
urea
-
buffers
-
platelet plug
-
blood clot
-
thrombus
-
agglutination
-
ABO blood group
-
type AB blood
-
anti-B antibody
-
Rh blood group
-
RhoGAM
-
leukemia
Assessments
Unit 4: Cardiovascular System
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
Next Generation Science Standards:
- Organisms have characteristic structures which enable functions and behaviors that allow them to grow, reproduce, and die.
- How do the structures of organisms enable life’s functions?
- Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
- Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system.
PA STEELS Standards:
- 3.1.9-12.B Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
- 3.1.9-12.C Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
Know
- The structures that compose the cardiovascular system.
- The coverings of the heart and the layers of the heart wall.
- The major parts of the heart and their functions.
- The pathway of blood through the heart, out to the body, back to the heart and over to the lungs.
- The cardiac cycle and the cardiac conduction system.
- The parts to a normal ECG pattern and what each part represents.
- Factors controlling the cardiac cycle.
- The major types of blood vessels and their functions.
- The exchange of nutrients, waste and gasses between capillaries and the tissue fluid surrounding cells.
- What produces blood pressure and how it is controlled.
- How venous blood is returned back to the heart.
- The similarities and differences between the pulmonary and cardiovascular circuits.
- The major arteries and veins, where they are located, and their names.
Understanding/Key Learning
- The structure of the heart and the path of blood flow through the heart.
- The tissues that make up the cardiac conduction system and how cardiac impulses are initiated.
- What an electrocardiogram is and the information it provides about the heart’s function.
- The difference in structure and function of arteries and veins.
Do
- Describe the location and parts of the heart and their functions.
- Trace the pathway of blood through the heart and how the valves work to control this blood flow.
- Trace the pathway of oxygenated blood out of the heart out to the body and how the deoxygenated blood is transported back to the heart.
- Trace the pathway of deoxygenated blood from the heart to the lungs, and then how the oxygenated blood is brought back over to the left atrium to complete the circuit.
- Describe how oxygenated blood and nutrients are exchanged in capillary beds, and then how the blood is brought back to the heart.
- State why the pressure changes are necessary as blood flows from atria to ventricles.
- State what causes the sound that we associate with a heart beat.
- Describe how blood pressure is measured and what the systolic and diastolic pressure represent.
- State ways that the body measures blood pressure and responds to changes in blood flow.
- Analyze what could lead to changes in blood pressure and what affect this would have on a person.
- Describe normal cardiac output and then what health factors could affect this output.
- Memorize the major arteries and veins of the head, upper limbs, abdomen, and lower limbs.
- Construct a color coded and labeled body map of the major arteries and veins of the body.
Unit Essential Questions
Lesson Essential Questions
- Where is the heart located?
- What are the parts of the heart and their functions?
- What pathway does blood take through the heart and how do the valves work to control this blood flow?
- What pathway does oxygenated blood take out of the heart to the body and how does deoxygenated blood get transported back to the heart?
- What pathway does deoxygenated blood take from the heart to the lungs, and then how is the oxygenated blood brought back over to the left atrium to complete the circuit?
- How are oxygenated blood and nutrients exchanged in capillary beds, and then how is the blood brought back to the heart?
- Why does the pressure change as blood flows from the atria to the ventricles and why?
- How is the sound of the heart beat created and what can you learn from listening to a heart beat?
- How is blood pressure measured and what can you learn from measuring blood pressure?
- What ways can a body regulate and control blood pressure and what causes these changes?
- What is a “normal” cardiac output and what health conditions can lead to an abnormal cardiac output?
- What do abnormal heart arrhythmias represent and what health concerns are associated with these abnormal rhythms?
- How is a heart beat and rhythm measured and what do the various parts of an EKG reading represent?
- What are the major arteries and veins of the circulatory system and where are they located?
Materials/Resources
- Holes Essentials of Human Anatomy and Physiology textbook
- Powerpoints
- Teacher generated guided notes
- Teacher generated guided readings and worksheets
- HHMI Cardiology Virtual Lab
- Heart arrhythmias video/dance
- Goldfish tail capillary bed lab
- Heart dissection lab
- Fetal pig circulatory system dissection
- Body map instructions and rubric
Vocabulary
- Pulmonary circuit
- Heart
- Myocardium
- Septum
- Pulmonary valve
- Aorta
- Contraction Alveolus descending aorta
- Embolus Systole
- Pressure difference
- Functional syncytium
- Pacemaker
- Baroreceptors
- Hypothalamus
- Parasympathetic impulse
- Vasodilation Aneurysms
- Congenital defects
- Stroke volume
- ascending aorta
- atrial fibrillation
- ventricular tachycardia
- Hemorrhaging
-
systemic
-
circuit
-
pericardium
-
endocardium
-
tricuspid valve
-
mitral valve
-
aortic valve
-
relaxation
-
alveolar capillaries
-
coronary sinus
-
stroke
-
diastole
-
blood vessels
-
cardiac control center
-
cerebrum
-
parasympathetic impulses
-
arteries
-
arterioles
-
atherosclerosis
-
cardiac output
-
carotid artery
-
tachycardia
-
ventricular fibrillation
-
sphygmomanometer
- oxygenated blood
- pericardial cavity
- atria
- chordae tendineae
- bicuspid valve
- auricle
- dilating
- superior vena cava
- cardiac veins
- angina pectoris
- cardiac cycle
- blood pressure
- purkinje fibers
- fainting
- veins
- venules
- lumen
- viscosity
- phlebotomy
- bradycardia
-
deoxygenated blood
-
epicardium
-
ventricles
-
papillary muscles
-
semilunar valves
-
coronary artery
-
constricting
-
inferior vena cava
-
thrombus
-
myocardial infarction
-
A-V valves stethoscope
-
sinoatrial (SA) node
-
QRS complex
-
impulses
-
hypercalcemia
-
vasoconstriction
-
capillaries
-
Marfan syndrome
-
plaque
-
peripheral resistance
-
palpitations
-
sick sinus syndrome
-
mitral valve prolapse
Assessments
Unit 5: Lymphatic & Immune System
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
Next Generation Science Standards:
- Organisms have characteristic structures which enable functions and behaviors that allow them to grow, reproduce, and die.
- How do the structures of organisms enable life’s functions?
- Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
- Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system.
PA STEELS Standards:
- 3.1.9-12.B Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
- 3.1.9-12.C Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
Know
- The role of the lymphatic system in maintaining fluid balance.
- How the cardiovascular and lymphatic systems are interrelated.
- The lymphatic and immune system work together.
- The structure and organs involved in the lymphatic system.
- The difference between innate and adaptive immunity.
- Seven examples of innate immunity and how they work to protect the body from foreign invaders.
- The different types of T cells and B cells, what they do, and where they are formed or activated.
- The five different types of immunoglobulins and what the function of each.
- How active versus passive immunity is conferred.
- The difference between a primary and secondary immune response.
- How allergic reactions, tissue reactions, and autoimmune reactions are caused and why.
Understanding/Key Learning
Do
- Describe the general functions of the lymphatic system.
- Identify the locations of the major lymphatic pathways.
- Describe how tissue fluid and lymph form, and explain the function of lymph.
- Explain how lymphatic circulation is maintained.
- Describe a lymph node and its major functions.
- Discuss the locations and functions of the thymus and spleen.
- Distinguish between innate (non-specific) and adaptive (specific) defenses.
- List seven innate body defense mechanisms and describe the action of each mechanism.
- Explain how two major types of lymphocytes are formed and activated, and how they function in immune mechanisms.
- Discuss the origins and actions of the five different types of immunoglobulins.
- Distinguish between primary and secondary immune responses.
- Distinguish between active and passive immunity.
- Explain how allergic reactions, tissue reactions, and autoimmunity arise from immune mechanisms.
Unit Essential Questions
Lesson Essential Questions
- Where is the immune system located within the body and what are its major functions?
- How is lymph formed and circulated throughout the body?
- Where are lymph nodes, lymph nodules, the thymus and spleen located and what are their functions?
- What is the difference between innate and adaptive immunity?
- What are the seven innate immune responses and how each works?
- What are the two main types of lymphocytes, how are they produced, where are they stored and activated, and what are their functions?
- What are the five different types of immunoglobulins and what are their functions?
- What is the difference between primary and secondary immunity?
- What causes an allergic reaction, a tissue reaction, and an autoimmune reaction and how are they treated?
Materials/Resources
- Holes Essentials of Human Anatomy and Physiology textbook
- Powerpoints
- Teacher generated guided notes
- Teacher generated guided readings and worksheets
- Crash course Lymphatic System
- Bozeman’s video about interstitial fluid
- Immunity POGIL
- Medical Mystery of Epidemic Proportions Lab
- Cells of the Immune System webquest
- Virtual fetal pig dissection
Vocabulary
- Lymphatic system
- Lymphatic vessels
- Hilum spleen
- Nonspecific defense
- Mechanical barriers
- Natural killer cells
- Reticuloendothelial
- Antigens
- Cellular immune response
- Humoral immune response
- Cellular immune response
- Humoral immune response
- major histocompatibility complex
- Killer T cell
- IgG
- IgD
- Superantigens
- Transplant
- Autoimmunity
- Isograft
-
lymphatic pathways
-
lymph nodes
-
lymph sinuses
-
pathogen
-
adaptive defense
-
chemical barriers
-
inflammation
-
mononuclear phagocytic system
-
hapten
-
plasma cells
-
AIDS
-
IgA
-
primary immune response
-
allergens
-
tissue rejection
-
allograft
-
tonsils
- lymphatic capillaries
- lymphatic trunks
- lymph nodules
- infection
- specific defense
- interferons
- pus
- T lymphocytes
- immunoglobulins
- antigen presenting cells
- helper T cell
- HIV transmission
- IgM
- secondary immune response
- allergic reactions
- tissue rejection reaction
- autograft
- adenoids
-
lymph
-
thoracic duct
-
thymus
-
innate defense
-
immunity
-
complement
-
phagocytosis
-
fever
-
B lymphocytes
-
antibodies
-
cytotoxic T cell
-
Immunoglobulins
-
IgE
-
anaphylaxis
-
autoantibodies
-
xenograft
Assessments
Unit 6: Digestive System
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
Next Generation Science Standards:
- Organisms have characteristic structures which enable functions and behaviors that allow them to grow, reproduce, and die.
- How do the structures of organisms enable life’s functions?
- Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
- Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system.
PA STEELS Standards:
- 3.1.9-12.B Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
- 3.1.9-12.C Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
Know
- The organs and accessory organs of the digestive system.
- The structure/design of the alimentary canal and how things are mixed and moved through the canal.
- The structures of the mouth and what they do to aid in the digestive process.
- The various types of teeth and how their design is based on their function, and how they are attached to the upper and lower jaw.
- The digestive enzymes used throughout the alimentary canal and what they break down.
- How the secretion of digestive enzymes is stimulated and regulated.
- How food is processed in the mouth and travels to the stomach.
- How the products of digestion are absorbed and used by the body.
- How waste removal (defecation) is regulated and how feces is passed out of the colon.
- The major macromolecules in food, and how they are broken down and digested.
- The reasons that body needs trace elements, minerals, water soluble and fat soluble vitamins.
- What constitutes a normal healthy diet for an individual.
Understanding/Key Learning
Do
- Describe the general functions of the digestive system.
- Name the major organs of the digestive system.
- Describe the structure of the wall of the alimentary canal.
- Explain how the contents of the alimentary canal are mixed and moved.
- Describe the functions of the structures of the mouth.
- Describe how different types of teeth are adapted for different functions, and list the parts of the tooth.
- Identify the function of each enzyme secreted by the digestive organs.
- Describe how digestive secretions are regulated.
- Describe the mechanisms of swallowing and defecating.
- Explain how the products of digestion are absorbed.
- List the major sources of carbohydrates, lipids and proteins.
- Describe how cells utilize carbohydrates, lipids, and amino acids.
- Identify the functions of each fat-soluble and water soluble vitamin.
- Identify the functions of each major mineral and trace element.
- Describe an adequate diet.
Unit Essential Questions
Lesson Essential Questions
- What are the major organs of the digestive system and what does each one do?
- How are food and water taken into the body, mixed, and moved to where it gets distributed?
- How does the mouth assist in food breakdown and digestion?
- What pathway does food take from the mouth to the anus, and what happens in each of the organs along that pathway?
- Where does the body process carbohydrates, lipids, proteins, minerals, trace elements, fat soluble and water soluble vitamins?
- Why are trace elements, minerals and vitamins necessary?
- What constitutes adequate nutritional intake for the body?
Materials/Resources
Vocabulary
- Digestive system
- Lumen
- Segmentation
- Stomach Jejunum
- Anus
- Pancreas
- Tongue
- Palatine
- Submandibular glands
- Sphincter Pepsin
- Cholecystokinin
- Trypsin Hepatic Hepatitis
- Peptidases Goblet cells
- Osmosis
- Transverse colon
- Feces
- Micronutrients
- Essential fatty acids
- Incomplete proteins
- B vitamins
- Trace elements
- Diverticulitis
- Bolus
- alimentary canal
- submucosa
- mouth
- small intestine
- large intestine
- salivary glands
- peristalsis
- lingual frenulum
- pharyngeal tonsils
- sublingual glands
- pylorus
- pepsinogen
- chyme
- chymotrypsin
- bile
- emulsification
- sucrase
- active transport
- malabsorption
- descending colon
- diarrhea
- calorie
- essential amino acids
- vitamins
- C vitamins
- malnutrition
- cirrhosis
- epiglottis
- mucosa
- muscular layer
- pharynx
- duodenum
- colon
- liver
- cheeks
- papillae
- teeth
- parotid
- gastric glands
- intrinsic factor
- amylase
- secretin
- cystic duct
- villi
- maltase
- facilitated diffusion
- cecum
- ascending colon
- nutrients
- carbohydrate
- proteins
- fat soluble vitamins
- minerals aphasia
- norexia nervosa
-
mucous membrane
-
serosa
-
esophagus
-
ileum
-
rectum
-
gall bladder
-
lips
-
palate
-
salivary amylase
-
fundus
-
gastric juice
-
gastrin
-
lipase
-
liver
-
mesentery
-
lacteal
-
lactase
-
diffusion
-
appendix
-
sigmoid colon
-
macronutrients
-
lipids
-
complete proteins
-
water soluble vitamins
-
major minerals
-
cholecystitis
-
bulimia
Assessments
Unit 7: Respiratory System
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
Next Generation Science Standards:
- Organisms have characteristic structures which enable functions and behaviors that allow them to grow, reproduce, and die.
- How do the structures of organisms enable life’s functions?
- Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
- Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system.
PA STEELS Standards:
- 3.1.9-12.B Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
- 3.1.9-12.C Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
Know
- The functions of the respiratory system and the organs that assist in this process.
- How membranes and serous fluid facilitate the movement of gasses.
- The structure and functions of the sinuses, larynx, trachea, glottis and epiglottis.
- How the bronchial tree, alveoli, and alveolar capillaries assist in gas exchange.
- What diffusion is and how surface area increases diffusion rates.
- The various measurements used to describe the amount of air in the lungs, as well as the volume of gas inhaled and exhaled.
- The areas of the brain that control respiration rates, and how baroreceptors located throughout the body assist in this function.
- How oxygen and carbon dioxide are carried by the blood.
Understanding/Key Learning
Do
- Identify the general functions of the respiratory system.
- Describe the locations of the organs of the respiratory system.
- Describe the functions of each organ of the respiratory system.
- Explain the mechanisms of inspiration and expiration.
- Define each of the respiratory volumes and capacities.
- Locate the respiratory areas in the brainstem and explain how they control breathing.
- Discuss how various factors affect the respiratory areas.
- Describe the structure and function of the respiratory membrane.
- Explain how air and blood exchange gasses.
- List the ways blood transports oxygen and carbon dioxide.
Unit Essential Questions
Lesson Essential Questions
- What are the functions of the respiratory system?
- What are the locations and functions of the various respiratory organs?
- How does the body bring oxygen in, distribute it to cells, and then remove carbon dioxide?
- What factors affect and regulate breathing patterns?
- What areas of the body control breathing rates?
Materials/Resources
Vocabulary
- Respiratory system
- Nasal septum
- Larynx Bronchi
- Alveolar sacs
- Pleural cavity
- Surface tension
- Respiratory volume
- Inspiratory reserve volume
- Respiratory capacities
- functional residual capacity
- Respiratory areas
- Respiratory membrane
- Oxyhemoglobin
- Carbonic anhydrase
-
respiration
-
nasal conchae
-
glottis
-
bronchioles
-
lungs
-
inspiration
-
surfactant
-
respiratory cycle
-
vital capacity
-
medullary respiratory center
-
partial pressure
-
hypoxia
- nasal cavity
- paranasal sinuses
- epiglottis
- alveoli
- visceral pleura
- expiration
- inspiration
- tidal volume
- expiratory reserve volume
- inspiratory capacity
- emphysema
- diffusion
- bicarbonate ions
-
nose
-
pharynx
-
bronchial tree
-
alveolar ducts
-
parietal pleura
-
atmospheric pressure
-
expiration
-
resting tidal volume
-
residual volume
-
total lung capacity
-
cystic fibrosis
-
breathing
-
hemoglobin
-
carbaminohemoglobin
Assessments
Unit 8: Excretory System
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
Next Generation Science Standards:
- Organisms have characteristic structures which enable functions and behaviors that allow them to grow, reproduce, and die.
- How do the structures of organisms enable life’s functions?
- Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
- Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system.
PA STEELS Standards:
- 3.1.9-12.B Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
- 3.1.9-12.C Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
Know
- The general functions of the organs of the urinary system.
- The locations and structure of the kidneys.
- The functions of the kidneys.
- The pathway of blood through the major vessels within the kidney.
- The structure of a nephron, its major parts, and their functions.
- How the glomerular filtrate is produced, and its composition.
- The factors that affect the rate of glomerular filtration and what regulates this rate.
- The role of tubular reabsorption in urine formation.
- What tubular secretion is and its role in urine formation.
- The structure of the ureters, urinary bladder, and urethra.
- The process and control of micturition.
Understanding/Key Learning
Do
- State the general functions of the urinary/excretory system.
- State the locations of the various organs of the excretory system and what each one does.
- Explain how blood is delivered to the kidneys for filtration.
- Explain what the nephron is and what happens in each part of the nephron’s structure.
- Analyze what factors affect the rate of filtration and control concentration of water and salts in the urine.
- Describe the composition of urine.
- Explain the pathway urine takes when it leaves the kidneys and how it is eliminated.
Unit Essential Questions
Lesson Essential Questions
- What are the functions of the urinary system?
- What are the structures of the excretory system and what role do they play in excretion of nitrogenous wastes?
- How is blood brought to the kidneys?
- What is the functional unit of the excretory system and what happens in each section of the nephron?
- What is in the filtrate that the glomerulus produces?
- How does the body regulate the glomerular filtration rate?
- Why is tubular reabsorption necessary before urine passes to the bladder?
- What pathway does urine take when it leaves the kidneys?
- What are the processes and control mechanisms of micturition?
Materials/Resources
Vocabulary
- Kidney
- Renal medulla
- Afferent arterioles
- Glomerulus
- Juxtaglomerular apparatus
- Tubular secretion
- Filtration rate
- Diabetes
- Convoluted
- Active transport
- Urinary bladder
- Reflex
- retroperitoneal
- renal cortex renal vein glomerular capsule
- urine
- glomerulonephritis
- glucose
- reabsorption
- diffusion
- symphysis pubis
- urethra
- renal sinus
- nephrons
- renal corpuscle
- efferent arterioles
- glomerular filtration
- glomerular filtrate
- proteinuria
- proximal
- urea
- elimination
- kidney stones
- pyelonephritis
- renal pelvis
- renal arteries
- renal tubule
- peritubular capillaries
- tubular reabsorption
- net filtration pressure
- hypoproteinemia
- distal
- uric acid
- ureter
- detrusor muscle
- diuresis
Assessments
Unit 9: Reproductive Systems
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
Next Generation Science Standards:
- Organisms have characteristic structures which enable functions and behaviors that allow them to grow, reproduce, and die.
- How do the structures of organisms enable life’s functions?
- Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
- Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system.
PA STEELS Standards:
- 3.1.9-12.B Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
- 3.1.9-12.C Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
Know
- The general functions of the male and female reproductive system.
- The general functions of each part of the male reproductive system.
- A general outline of spermatogenesis.
- How semen is produced and released from the body.
- The hormones that control the activities of male reproductive organs and the development of male secondary sex characteristics.
- The general functions of each part of the female reproductive system.
- The process of oogenesis.
- What hormones control the activities of the female reproductive organs and the development of secondary sex characteristics.
- The major events that occur during a reproductive cycle.
- The structure and function of mammary glands.
Understanding/Key Learning
Do
- State the general functions of the male reproductive system.
- Identify and describe the functions of the various parts in the male reproductive system.
- List and describe the stages of spermatogenesis and the hormones that direct this process.
- Trace the pathway of sperm through the male reproductive system.
- Describe the process of spermatogenesis.
- State what directs/causes puberty and secondary sex characteristics in the male?
- Identify the signs, symptoms and treatment of prostate cancer in the male.
- State the general functions of the female reproductive system.
- Identify and describe the functions of the various parts in the female reproductive system.
- List and describe the stages of oogenesis.
- Trace the pathway of the oocyte once it is released from the ovary.
- State what directs/causes puberty and secondary sex characteristics in the female.
- Describe the phases/stages of the female reproductive cycle and what hormones direct this process.
- Describe the phases/stages of the female menstrual cycle and what hormones direct this process.
- List the stages of labor and delivery and the hormones that are directing the process.
- Identify the hormones that regulate mammary gland milk production.
- Identify the signs, symptoms, treatment, and risk factors for breast cancer in a female.
Unit Essential Questions
- What causes a male to go through puberty?
- What enables a male to procreate?
- What are the signs, symptoms and treatment for prostate cancer?
- What causes a female to go through puberty?
- What hormones control the female reproductive cycle?
- What regulates the female menstrual cycle?
- Why does a female go through menopause?
- What hormones regulate labor and delivery?
- What hormones regulate milk production?
- What are the signs, symptoms, causes and treatment of breast cancer?
- What is the process of meiosis in sperm cell formation?
- What is the process of meiosis in oocyte formation, and how is this vastly different from sperm cell formation?
Lesson Essential Questions
- How does the male reproductive system produce androgens to maintain male reproductive function?
- How does the male reproductive system produce sperm cells during the process of spermatogenesis?
- How does the male reproductive structure facilitate the transportation of sperm to the female reproductive system?
- What causes prostate cancer, what are the symptoms, and risk factors?
- What are the internal and external female reproductive organs?
- What hormones regulate sexual maturity, the menstrual cycle, the ability to reproduce?
- What hormones regulate mammary gland activity?
- What hormones regulate the birthing process?
- How is breast cancer detected in women, what risk factors are there, and how does breast cancer risk change as a female ages?
Materials/Resources
Vocabulary
- Sperm
- Interstitial cells (Leydig)
- Haploid
- Seminal vesicles
- Semen
- Glans penis
- Orgasm
- ICSH
- Hypothalamus
- primordial follicles
- Primary follicles
- Infundibulum
- Endometrium
- Vagina
- Vestibule
- Progesterone
- Corpus albicans
-
oocytes
-
spermatogenesis
-
diploid
-
prostate gland
-
prostate cancer
-
erection
-
gonadotropins
-
androgens
-
pituitary gland
-
oogenesis
-
ovulation
-
cilia
-
myometrium
-
labia majora
-
vestibular glands
-
menarche
-
menopause
- seminiferous tubules
- spermatogonia
- epididymis
- cowper's gland (bulbourethral gland)
- scrotum
- ejaculation
- FSH
- testosterone
- infertility
- polar body
- uterine (fallopian) tubes
- fimbria
- perimetrium
- labia minora
- lubrication
- GnRH
- mammary glands
-
spermatogenic
-
meiosis
-
ductus deferens (vas)
-
penis
-
emission
-
LH
-
puberty
-
ovaries
-
zygote
-
uterus
-
cervix
-
hymen
-
clitoris
-
estrogen
-
corpus luteum
Assessments
Unit 10: Development
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
Next Generation Science Standards:
- Organisms have characteristic structures which enable functions and behaviors that allow them to grow, reproduce, and die.
- How do the structures of organisms enable life’s functions?
- Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
- Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system.
PA STEELS Standards:
- 3.1.9-12.B Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
- 3.1.9-12.C Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
Know
Understanding/Key Learning
Do
Unit Essential Questions
Lesson Essential Questions
Materials/Resources
- http://edtech2.boisestate.edu/croninv/502/Webquest/Fetal_development_start.html
- Other reliable internet sources as determined by the student/group
- Holes Essentials of Human Anatomy and Physiology text book
Vocabulary
- Growth
- Ovulation Cleavage
- Implantation Corpus luteum
- Gastrulation Amnion Allantois
- Fetal stages
- Wolfian ducts
- Oxytocin Miscarriage First trimester
- Ultrasound
- development
- fertilization
- uterus
- blastula
- HCG
- chorion
- amniotic fluid
- ectoderm
- morning sickness
- mullerian ducts
- colostrum
- fraternal twins
- second trimester
- prenatal period
- zygote
- fallopian tubes
- morula
- progesterone
- chorionic villi
- umbilical cord
- endoderm
- full term pregnancy
- XX
- lactogen
- identical twins
- third trimester