Curriculum Map Human Physiology

Transcription

1 Digestive System Targeted Standard(s): NJCCCS 5.1: A2, 5.5: A1, A2, A4 Enduring Understandings; Digestive system has many functions important for general health. What are the functions of the digestive system and how are these functions performed? What are common disorders of the? What students will Gross and fine anatomy of the Physiology of the and associated organs. Problems/diseases of the digestive tract, their prevention and treatment. What students will be able to do Identify the organs of the digestive tract and the accessory organs of digestion. List the functions of the digestive system. Describe the histology of each segment in relation to its function. Explain how ingested materials are propelled through the Describe how food is processed in the mouth and key events of the swallowing process. Learning Activities/ Differentiation Video of the digestion of a blueberry through the Draw and label a diagram of the major organs and accessory organs of the digestive system. Using microscopic images and diagrams draw and label the histological organization of the mucosa, submucosa. muscularis and serosa answer questions using a PowerPoint on the basic anatomy and physiology of the mouth, pharynx, esophagus, stomach, small and large intestine. How learning will be assessed Given diagrams of the gross and fine anatomy of the students will label the organs and structures and functions of the mucosal layers. Given an organ students will explain how its structure provides for its functions. Describe the anatomy of the stomach, its histological features, and its roles in digestion and absorption. Explain the functions of intestinal secretions and discuss the significance of digestion in the small intestine. Describe the structure and functions of the pancreas, liver, and gallbladder and explain how their activities are regulated by nerves and hormones. Describe the structure of the large intestine, its movements, and its absorptive functions. Describe the digestion and absorption of carbohydrates, lipids, and proteins. Describe the changes in the digestive system that occur with aging. View video clips of chewing and swallowing and rotation of whole View videos of hormonal control of digestive processes. perform labs on the role of ph in the digestion of carbohydrates. and proteins. ID the organs of digestion in a fetal pig and/or a human body model. Students sequential digestion of protein, polysaccharide and lipid molecules and absorption of the products of their digestion. Given a particular situation in the students will explain the control of digestive secretions by hormones. respond to questions concerning gallstones, ulcers, diarrhea, constipation and laxatives, tooth decay, bad breath, colitis, and other common problems of the sequential physical and chemical digestion of carbohydrates, proteins and lipids and their absorption by the small intestine mucosa. identify digestive organs in models and fetal pig. homeostatic mechanisms of secretin, gastrin,gip and CCK. Given a disease or disorder of the students will cause, symptoms, treatment/cure. Reviewed

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3 Body Orientation Targeted Standard(s): NJCCCS 5.1: A2, 5.5: A1, A2, A4 Enduring Understandings (The big ideas): Familiarize students with the organizational scheme and standard terminology of the body. When observing the human body, what are the major cavities, their membranes, what types of views and can be used to observe this anatomy and terms used to describe directions. What students will 1. Three body sections. 2. Body cavities. 3. Cavity linings. 4. Directional terms. What students will be able to do 1. Describe and identify the three sections of the human body. 2. Name and body cavities, organs in each (and extraperitoneal and retroperitoneal organs), and membranes. 3. Describe the location of body parts using directional terms. Learning Activities/ Differentiation 1. Using an analogy students will differentiate between body cavities, membranes and organs. 2. Using Powerpoint introduce body cavities and membrane formation. 3. Using a demonstration, students will formation of body cavities, and the parietal and visceral membranes. 4. Given a clay model students will make sections and describe each type. 5. ID cavities, membranes and organs in fetal pig. 6. Given a variety of sections ID each type. 7. Given pairs of terms, students will use directional terms to differentiate their location. How learning will be assessed Studetns will: 1. ID organs and body cavities on diagrams, fetal pigs and body models. 2. Describe the formation of body cavities. 3. ID sectional views, membranes in body cavities, and use directional terms to differentiate areas of the body. Targeted Standard(s): NJCCCS 5.5 A2 Tissues Reviewed

4 Enduring Understandings (The big ideas): There are 4 types of tissues that combine in a variety of ways to produce all the organs of the human body. How do tissues combine to produce membranes and organs. What students will What students will be able to Learning Activities/ Differentiation do 1. The 4 major tissue types and the functional properties of connective and epithelial 2. The significance of tissue-level structures for bodily function. 3. How multiple tissue types combine and interact to create organs. 4. Four of membranes composed of epithelial and connective 1.Identify the body s four major tissue types and roles of connective and epithelial 2.Discuss the types and functions of epithelial cells. 3.Describe the relationship between form and function for each epithelial type. 4.Compare the structures and functions of the various types of connective 5.Explain how epithelial and connective tissues combine to form four types of membranes and specify the functions of each. 1. Using a PowerPoint identify, describe and give examples of the 4 types of tissues 2. Using a PowerPoint characteristics, protein junctions, types and examples of epithelial 3. Distinguish between the 3 types of secretory cells. 4. Using a PowerPoint characteristics, types and examples of connective 5. Using a PowerPoint students will components of the 4 membranes, their functions and give examples of each. 6. Given slides of tissues students will draw and label a variety of representative 7. Optional extra material will be given (secretions, protein cell junctions, types of cartilage and pseudostratified and transitional epithelium) and students given the opportunity to extend their ledge. How learning will be assessed 1. Identify and describe epithelial and connective tissues, their functions and how they combine to form membranes. 2. Label slides of representative 3. Optional questions on extra material will be offered for those interested. Benchmark s Quarter 1 1. Unit Test: Chapter 1 An Introduction to Anatomy and Physiology 2. Unit Test: Chapter 4 The Tissue Level of Organization 3. Lab Practicum Histology of Tissues. 4. Unit Test: Chapter 8 The Nervous System 5. Unit Test: Chapter 9 The General and Special Senses Quarter 2 6. Unit Test: Chapter 10 The Endocrine System 7. Unit Test: Chapter 14 The Lymphatic System and Immunity 8. Unit Test: Chapter 16 The Digestive System 9. Unit Test: Chapter 18 The Excretory/Urinary System 10. Lab Practicum Fetal Pig Dissection Final Examination Reviewed

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