Syllabus. Desired Results

Transcription

1 Syllabus School Year: Certificated Teacher: Desired Results Course Title: Anatomy & Physiology A (Semester 1) - Online Credit: X one semester (0.5) two semesters (1.0) Prerequisites and/or recommended preparation: Students in Spokane Public Schools should have had previous exposure to an Introductory Physical Science class as well as to an Introductory Biology class. Estimate of hours per week engaged in learning activities: 5 hours of class work per week, 18 week semester Instructional Materials: All learning activities (resources, assignments, assessments) are contained within or referenced in the student s online course. The online course is accessed via login and password by student s school (web account) or ed directly to student upon enrollment, with the login website. Other resources required/resource Costs: This course includes access to an online textbook provided at no additional cost. The textbook is: Essentials of Human Anatomy and Physiology, Pearson Education, Inc., Course Description: This course involves an in-depth study of the structure and function of the human body. Students will learn how anatomy and physiology are interrelated and how the body maintains internal balance. Various human body systems are studied in depth at both the microscopic and macroscopic levels. This course should be of high interest to students who are considering health science careers or who simply want a deeper understanding of the biology of the human body.

2 Enduring Understandings for Course (Performance Objectives): As a result of having taken this course, students will understand the following big ideas : The human body is composed of interrelated systems which can be understood at the macro and micro levels. The body is composed of specialized cells forming various tissues, organs and organ systems. Although cells differ in specialization, all cells share some common characteristics. The scientific process allows for continual discovery into the structure and function of the human body. The process of homeostasis operates throughout each system to maintain internal balance in the body. Specialized terms are used in anatomy to describe the orientation of the human body. The concept of health is tied to proper function of body systems at the micro and macro levels. Disease and disorder can be understood as the improper functioning of one or more body systems. Optimal health through the lifespan can be supported through informed lifestyle choices that support the proper functioning of body systems at the micro and macro levels. Health sciences offer career opportunities representing a wide range of educational backgrounds, job responsibilities, skills and income. Course Learning Goals Unit 1: Humans: Organization & Composition Content Standards: INQB Investigate. Plan and conduct scientific investigations, collect and analyze data. INQC Explain. Conclusions must be logical, based on evidence. LS1C - Cells contain specialized parts for determining essential functions such as regulation of cellular activities, energy capture and release, formation of protein. LS1F All of the functions of the cell are based on chemical reactions. Food molecules are broken down to provide energy and the chemical constituents needed to synthesize other molecules. LS1G DNA codes for enzymes and other proteins. HOC1 Anatomical terms can be used to describe human body locations. Unit 2: Skeletal System Content Standards: SYSB Systems thinking used to analyze complex situations. Determine how systems function with respect to other systems. SYSD Systems can be changing or in equilibrium. APPA Science affects society and cultures by influencing the way many people think about themselves, others, and the environment. APPB Technological design process includes defining a problem and generating

3 possible solutions. SKEL1: Bone cells share common features with other body cells as well as possessing features unique to the needs of the skeletal system. SKEL2: Bone composition is unique enabling the skeletal system to maintain, grow, and repair itself. SKEL3: The skeletal system can be described using specific anatomical location and function terms. Unit 3: Muscular System Content Standards: SYSB Systems thinking used to analyze complex situations. Determine how systems function with respect to other systems. APPA Science affects society and cultures by influencing the way many people think about themselves, others, and the environment. APPB Technological design process includes defining a problem and generating possible solutions. MUSC1: Muscle cells share common features with other body cells as well as possessing features unique to the needs of the muscular system. MUSC2: Muscle contraction involves specific molecular structures unique to the muscular system. MUSC3: The muscular system can be described using specific anatomical location and function terms. Unit 4: Nervous Systems Content Standards: SYSA Positive/Negative Feedback. Feedback used to regulate a system. SYSB Systems thinking used to analyze complex situations. Determine how systems function with respect to other systems. SYSD Systems can be changing or in equilibrium. APPA Science affects society and cultures by influencing the way many people think about themselves, others, and the environment. APPB Technological design process includes defining a problem and generating possible solutions. NERVEND1: Nerve cells share common features with other body cells as well as possessing features unique to the needs of the nervous system. NERVEND3: The nervous system works to coordinate and control various body systems.

4 Evidence of Assessment Unit 1: Humans: Organization & Composition Performance Tasks: Students practice specialized terms used to describe anatomical location on the body. Students identify overarching themes that run through the study of anatomy (form fits function; homeostasis; levels of organization; health and disease). Students apply the concept of levels of organization, from atom to organism. Students review generalized cell structure and function. Students identify main characteristics of specialized tissues (four primary tissues) in the human body. Students locate specialized tissue types through a dissection lab of a chicken wing. Students discuss health and disease in relation to a systems understanding of the human body. Unit 2: Skeletal System Performance Tasks: Students identify bone structure and function. Students explain why bone cell structure is different from other cells. Students discuss skeletal system disorders. Students describe how bones are classified and named, and can name multiple bones of the body. Students describe bone development, remodeling, and repair. Students describe the different types of joints, as well as the movements permitted by those joints. Students describe how the skeletal system helps maintain homeostasis. Students apply knowledge of the skeletal system to analyze a disorder of the skeletal system. Unit 3: Muscular System Performance Tasks: Students explain how the muscular system interacts with the nervous system. Students compare and contrast mitochondria number and function in muscle cells with other body cells. Students construct a flow chart demonstrating the sequence of events leading to muscular contraction. Students apply knowledge of the muscular system to analyze a disorder of the muscular system Students summarize how the muscular system interrelates with other systems in the body to support overall homeostasis. Unit 4: Nervous System Performance Tasks: Students describe feedback loops involving the nervous system. Students explain how the peripheral and central nervous system communicate within body. Students compare similarities and differences between nerve cells and other body cells. Students apply knowledge gained in this and previous units to disorders of the nervous system. Students summarize how the nervous system interacts with other systems in the body to support overall homeostasis.

5 Other Evidence: Performance tasks will be assessed using the following methods, including the use of grading rubrics when appropriate: Written notes on videos & reading Written essays & reports Presentations such as Power Points, posters and brochures Laboratory data collection and reports Study Guides and worksheets Anatomical diagrams/labeling Student leaning reflections Quizzes Types of Learning Activities Direct Instruction X_Structured Overview X_Mini- Presentation X_Drill & Practice Demonstration Other (list) X Video X Phone Calls X X Course Announcements Indirect Instruction Problem-based X_Case Studies X_Inquiry X_Reflective Practice X_Project X_Paper Concept Mapping Other (list) Experiential Learning Virt. Field Trip X_Experiments Simulations X_Games Field Observ. Role-Play X_Model Bldg. Surveys Other (list) Independent Study X_Essays X_Self-paced Computer X_Journals X_Learning Logs X_Reports X_Directed Study X_Research Projects Other (list) X Anatomy Coloring Interactive Instruction X_Discussion Debates Role Playing Panels Peer Partner Learning Project Team Lab Groups Think/Pair/Share X_Cooperative Learning Tutorial Groups X Interviewing Conferencing Other (list) X_Blogs X Publishing Work Products Other: Hands on lab (chicken wing dissection)

6 Learning Activities These learning activities are aligned with the successful completion of the course learning goals and progress towards these learning activities will be reported monthly on a progress report. Unit 1: Humans: Organization & Composition Duration: 4-5 weeks Essential Understandings: What will students understand (about what big ideas) as a result of the unit? I understand anatomy describes human body systems from micro to macro levels (atoms to organism). How do scientists describe location in the body in a systematic, standardized way? I understand homeostasis as an overarching unifying theme in the study of anatomy. I understand the basic characteristics that distinguish the four primary tissue types in the human body. I understand the concepts of health and disease as they relate to human body. Essential Questions: What arguable, recurring, and thought provoking questions will guide inquiry and point toward the big ideas of the unit? How is the body organized from micro levels to macro levels? How does the human body regulate its internal environment at the micro and macro levels? What characteristics of cells create the different tissue types found in the human body? What is health; what is disease? Student Learning Targets: What will students know and be able to do (in student friendly language)? I can discuss and provide examples for the organization of systems in the human body, from micro to macro levels. I can define the concept of homeostasis and feedback systems as they relate to the human body, and provide several examples at the micro and macro levels. I can use basic anatomical terms to describe location and orientation in the human body. I can define health & disease in terms of human body systems at the micro and macro levels. Learning Activities: Written notes on videos & reading Written essays & reports Presentations such as Power Points, posters and brochures Hands on dissection (chicken wing) and lab report Study Guides and worksheets Anatomical diagrams/labeling Student leaning reflections Quizzes

7 Unit 2: The Skeletal System Duration: 3-4 weeks Essential Understandings: What will students understand (about what big ideas) as a result of the unit? I understand the main functions of the skeletal system? I understand how the skeletal system organized at the micro & macro levels. I understand the names, locations and function of the main bones & joints in the human skeleton. I understand how is bone cell structure different from other cells. I understand how bones grow, remodel, and repair? I understand how the skeletal system help maintain homeostasis? I understand lifestyle choices that support bone health across the lifespan. I understand causes, symptoms, treatments and prevention of at least one disease/disorder of the skeletal system. Essential Questions: What arguable, recurring, and thought provoking questions will guide inquiry and point toward the big ideas of the unit? What are the main functions of the skeletal system? How is the skeletal system organized at the micro & macro levels? What are the names, locations & functions of the main bones & joints in the human skeleton? How is bone cell structure different from other cells? How do bones grow, remodel, and repair? How does the skeletal system help maintain homeostasis? What do we need to do to keep bones healthy over the lifetime? What are some common disorders of the skeletal system? Student Learning Targets: What will students know and be able to do (in student friendly language)? I can outline the main functions of the skeletal system. I can discuss how the skeletal system organized at the micro & macro levels. I can identify the names, locations and functions of the main bones & joints in the human skeleton? I can describe how is bone cell structure different from other cells. I can describe how bones grow, remodel, and repair using vocabulary from Unit 2 accurately. I can explain how the skeletal system helps maintain homeostasis. I can outline lifestyle choices that support bone health. I can discuss causes, symptoms, treatments & prevention of at least one disorder of the skeletal system. Learning Activities: Written notes on videos & reading Written essays & reports Presentations such as Power Points, posters and brochures Study Guides and worksheets Anatomical diagrams/labeling Virtual Labs / Interactive Games Student leaning reflections Quizzes

8 Unit 3: The Muscular System Duration: 3-4 weeks Essential Understandings: What will students understand (about what big ideas) as a result of the unit? I understand the main functions of the muscular system. I understand similarities & differences between muscle cells and other cells of the body. I understand the general sequence of events leading to muscular contraction, accurately using Unit 3 vocabulary. I understand how the muscular and skeletal system interact to produce movement, providing at least two specific examples. I understand the names & locations of the main anterior & posterior muscles. I understand factors important in keeping the muscular system healthy. I understand the causes, symptoms, treatments and prevention of at least one disease related to the muscular system. Essential Questions: What arguable, recurring, and thought provoking questions will guide inquiry and point toward the big ideas of the unit? What is the main function of the muscular system? How are muscle cells similar to and different from other cells in the body? What is the sequence of events that lead to muscle contraction? How do muscles interact with the skeletal system to produce movement? What are the main muscles of the body? What is necessary to keep muscles healthy through the lifespan? What are some diseases related to the muscular system? Student Learning Targets: What will students know and be able to do (in student friendly language)? I can explain the main functions of the muscular system. I can compare and contrast how muscle cells are similar to and different from other cells of the body. I can demonstrate the sequence of events leading to muscular contraction, accurately using Unit 3 vocabulary. I can describe how the muscular and skeletal system interact to produce movement, providing at least two specific examples. I can name & locate main anterior & posterior muscles. I can discuss factors important in keeping the muscular system healthy. I can outline the causes, symptoms, treatments and prevention of at least one disease related to the muscular system. Learning Activities: Written notes on videos & reading Written essays & reports Presentations such as Power Points, posters and brochures Study Guides and worksheets Anatomical diagrams/labeling Virtual Labs / Interactive Games Student leaning reflections Quizzes

9 Unit 4: The Nervous System Duration: Essential Understandings: What will students understand (about what big ideas) as a result of the unit? I understand the main functions of the nervous system. I understand the names, locations and functions of main structures in the nervous systems. I understand feedback loops involving the nervous systems. I understand how the peripheral and central nervous system communicate within body. I understand in general terms how the nervous system interacts with other systems in the body to promote overall homeostasis. I understand some similarities and differences between nerve cells with other body cells. I understand that hormones are forms of proteins coded for by DNA. I understand measures for keeping the nervous system healthy across the lifespan. I understand causes, symptoms, treatments & prevention of at least one disorder related to the nervous system. Essential Questions: What arguable, recurring, and thought provoking questions will guide inquiry and point toward the big ideas of the unit? What are the main functions of the nervous system? How is the systems organized at the micro & macro levels? What are the names & locations of the main structure in the nervous & endocrine systems? How are nerve cells different from and similar to other body cells? How do feedback loops operate in the nervous system? How do the nervous systems interact with the other systems in the body? How does the nervous system help maintain homeostasis? What do we need to do to keep the nervous system healthy over the lifetime? What are some disorders of the nervous system? Student Learning Targets: What will students know and be able to do (in student friendly language)? I can describe the main functions of the nervous & endocrine systems. I can identify names and locations of main structures in the nervous system. I can describe feedback loops involving the nervous system. I can explain how the peripheral and central nervous system communicate within body accurately using Unit 4 vocabulary. I can explain how the nervous system interacts with other systems in body to promote overall homeostasis. I can compare and contrast nerve cells with other body cells. I can outline measures for keeping the nervous system healthy across the lifespan. I can discuss causes, symptoms, treatments & prevention of at least one disease related to the nervous/endocrine system. Learning Activities: Written notes on videos & reading Written essays & reports

10 Presentations such as Power Points, posters and brochures Study Guides and worksheets Anatomical diagrams/labeling Virtual Labs / Interactive Games Student leaning reflections Quizzes