Delta RV Anatomy Physiology Revised Integrated Skills

Transcription

1 Delta RV Anatomy Physiology Revised-2009 Science: Anatomy Physiology Content Standard 3: Characteristic and Interactions of Living Organisms GLE 1: There is a fundamental unity underlying the diversity of all living organisms B Students will: recognize cells both increase in number and differentiate, becoming Organisms specialized in structure and function, during and progress after embryonic through life development. cycles unique to different types of organisms Strategic Thinking Antibiotics effects lab Lab performance and accuracy check C Cells are the fundamental units of structure and function of all living things recognize all organisms are composed of cells, the fundamental units of structure and function. Skill/Concept Tissue slides lab Lab performance and accuracy check 1

2 Content Standard 3: Characteristic and Interactions of Living Organisms GLE 2: Living organisms carry out life processes in order to survive C Students will: Integumentary System: list the general functions of each layer of skin; describe the accessory organs associated with the skin. Complex multicellular organisms have systems that interact to carry out life processes through physical and chemical means Skeletal System: describe the general structure of a bone, list the major functions of bones, locate and identify bones, list three classes of bone joints. Muscular System: distinguish between the structure and functions of skeletal muscle, smooth muscle, and cardiac muscle; describe the location and function of major muscles Skill/Concept Strategic Thinking Cutaneous sensations lab Integumentary system disorders research report Construction of full size bone models Rabbit psoas muscle lab Sliding filament clay model construction Lab performance evaluation/accuracy check Research report rubric Accuracy check Lab performance evaluation/accuracy check 2

3 Content Standard 3: Characteristic and Interactions of Living Organisms GLE 2: Living organisms carry out life processes in order to survive C Students will: Nervous System: explain the general functions of the nervous system, classify neurons, describe the function of each part of a reflex arc, describe the structure and function of the spinal cord, name the major parts of the brain and list the functions of each part. Sheep brain dissection Lab performance and accuracy check Complex multicellular organisms have systems that interact to carry out life processes through physical and chemical means Nervous System (Somatic and Special Senses): explain the relationship between the senses of smell and taste, name the parts and list the function of the ear, name the parts and list the function of the eye. Endocrine System: distinguish between endocrine and exocrine glands, discuss how negative feedback mechanisms regulate hormonal secretions, name and describe the location of the major endocrine glands, describe the general functions of the hormones secreted by the major endocrine glands and explain how the secretion of each hormone is regulated. Recall Skill/Concept Cow eye dissection Coloring sheet endocrine system Lab performance Accuracy check 3

4 Content Standard 3: Characteristic and Interactions of Living Organisms GLE 2: Living organisms carry out life processes in order to survive C Students will: Reproductive System: name the parts of the male and female reproductive system and describe the functions of each part, outline the processes of Oogenesis and Spermatogenesis, Describe the major events of the menstrual cycle, Explain hormonal control of the activities of the male and female reproductive systems. Complex multicellular organisms have systems that interact to carry out life processes through physical and chemical means Circulatory System Blood: describe the general functions and characteristics of blood, List the major components of plasma and give the function(s) of each, Distinguish among the five types of white blood cells and give the function(s) of each, Describe the structure, function, and composition of red blood cells, Explain the process of homeostasis, Explain blood typing and how it is used to avoid adverse reactions following blood transfusions. Skill/Concept Strategic Thinking Essentials of Anatomy and Physiology student tutor CD-Rom on computer Sheep heart dissection and simulated blood typing Instructor will check for understanding of anatomy, create graphic organizers for physiological processes Lab performance and accuracy check 4

5 Content Standard 3: Characteristic and Interactions of Living Organisms GLE 2: Living organisms carry out life processes in order to survive C Students will: Cardiovascular System (Heart): name and describe the locations and functions of the major parts of theheart, Trace the pathway of the blood through the heart chambers, Compare the structure and functions of the major types of blood vessels, Identify and locate the major arteries and veins of the pulmonary and systemic circuits, Trace and compare the pulmonary and systemic circuits. Complex multicellular organisms have systems that interact to carry out life processes through physical and chemical means Lymphatic System and Immunity: describe the general functions of the lymphatic system, discuss the functions of the thymus and spleen, Distinguish between specific and nonspecific immunity, Distinguish between active and passive immunity, Explain how allergic reactions, tissue rejection reactions and autoimmunity involve immune mechanisms Recall Skill/Concept Coloring sheets circulatory system Body smart computer simulations Accuracy check Accuracy check and chapter review 5

6 Content Standard 3: Characteristic and Interactions of Living Organisms GLE 2: Living organisms carry out life processes in order to survive C Students will: Digestive System: name and describe the locations and major parts of the organs of the digestive system, Describe the general functions of each digestive organ, List the enzymes the digestive organs and glands secrete and describe the function of each, Explain how the products of digestion are absorbed. Complex multicellular organisms have systems that interact to carry out life processes through physical and chemical means Respiratory System: List the general functions of the respiratory system, Name, describe the locations and describe the functions of each organ of the respiratory system, Name and define each of the lung volumes and respiratory capacities. Urinary System: name and list the general functions of the organs of the urinary system, Describe the location and structure of the kidneys, List the functions of the kidneys, Describe a nephron and explain the functions of its major parts Skill/Concept Strategic Thinking Digestive system war card game Digestive system processes lab Essentials of A & P Students Tutor CD-Rom on computer Sheep kidney dissection Peer and self check for accuracy Lab performance and accuracy check Accuracy check and respiratory review Lab performance and accuracy check 6

7 Content Standard 7: Scientific Inquiry GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking A Students will: formulate testable questions and hypotheses. Biochemistry of life s macromolecules lab Performance check and lab design rubric Scientific inquiry includes the ability of students to formulate a testable question and explanation, and to select appropriate investigative methods in order to obtain evidence relevant to the explanation analyzing an experiment, identify the components (examples independent variable, dependent variables, control of constants, multiple trials) and explain their importance to the design of a valid experiment. design and conduct a valid experiment. recognize it is not always possible, for practical or ethical reasons, to control some conditions (examples when sampling or testing humans, when observing animal behaviors in nature

8 Content Standard 7: Scientific Inquiry GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking A Students will: acknowledge some scientific explanations (examples explanations of astronomical or meteorological phenomena) cannot be tested using the standard experimental scientific method due to the limits of the laboratory environment, resources, and/or technologies. Scientific inquiry includes the ability of students to formulate a testable question and explanation, and to select appropriate investigative methods in order to obtain evidence relevant to the explanation acknowledge there is no fixed procedure called the scientific method, but that some investigations involve systematic observations, carefully collected and relevant evidence, logical reasoning, and some imagination in developing hypotheses and other explanations evaluate the design of an experiment and make suggestions for reasonable improvements Strategic Thinking Biochemistry legos simulations Performance evaluation and accuracy check 8

9 Content Standard 7: Scientific Inquiry GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking B Students will: make qualitative and quantitative observations using the appropriate senses, tools and equipment to gather data (examples microscopes, thermometers, analog and digital meters, computers, spring scales, balances, metric rulers, graduated cylinders). Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations measure length to the nearest millimeter, mass to the nearest gram, volume to the nearest milliliter, temperature to the nearest degree Celsius, time to the nearest second. determine the appropriate tools and techniques to collect, analyze, and interpret data Recall Microscope lab Performance check 9

10 Content Standard 7: Scientific Inquiry GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking B Students will: determine whether measurements and computation of quantities are reasonable. Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations calculate the range, average/mean, percent, and ratios for sets of data. recognize observation is biased by the experiences and knowledge of the observer (example strong beliefs about what should happen in particular circumstances can prevent the detection of other results)

11 Content Standard 7: Scientific Inquiry GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking C Students will: use quantitative and qualitative data as support for reasonable explanations (conclusions). Evidence is used to formulate explanations analyze experimental data to determine patterns, relationship, perspectives, and credibility of explanations (examples predict/extrapolate data, explain the relationship between the independent and dependent variable) identify the possible effect of errors in observations, measurements, and calculations, on the validity and reliability of data and resultant explanations (conclusions). 11

12 Content Standard 7: Scientific Inquiry GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking D Students will: analyze whether evidence (data) and scientific principles support proposed explanations (hypotheses, laws, theories). Scientific inquiry includes evaluation and explanations (hypotheses, laws, theories) in light of scientific principles (understandings) evaluate the reasonableness of an explanation (conclusion)

13 Content Standard 8: Impact of Science, Technology and Human Activity GLE 1: The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs B Students will: recognize the relationships linking technology and science (examples how Advances in technological problems may technology create a demand for new often result in science knowledge, how improved data new technologies make it collection and possible for scientists to extend research and an increase in advance science). scientific information C Technological solutions to problems often have drawbacks as well as benefits identify and evaluate the drawbacks and benefits of technological solutions to a given problem

14 Content Standard 8: Impact of Science, Technology and Human Activity GLE 2: Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over time A Students will: recognize contributions to science are not limited to the work of one particular group, but are made by a diverse group of scientists representing various ethnic and gender groups. People of different gender and ethnicity; have contributed to scientific discoveries and the invention of technological innovations recognize gender and ethnicity of scientists often influence the questions asked and/or the methods used in scientific research and may limit or advance science knowledge and/or technology B ] Scientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and tested for validity identify and describe how explanations of scientific phenomena have changed over time as a result of new evidence. identify and analyze current theories that are being questioned, and compare them to new theories that have emerged to challenge older ones

15 Content Standard 8: Impact of Science, Technology and Human Activity GLE 3: Science and technology affect, and are affected by, society B Students will: analyze the roles of science and society as they interact to determine the direction of scientific and technological progress. Social, political, economic, ethical and environmental factors strongly influence, and are influenced by, the direction of progress of science and technology identify and describe major scientific and technological challenges to society and their ramifications for public policy C Scientific ethics require that scientists must not knowingly subject people or the community to health or property risks without their knowledge and consent identify and evaluate the needs for informed consent in experimentation. identify the ethical issues involved in experimentation. identify and evaluate the role of models as an ethical alternative to direct experimentation

16 Content Standard 8: Impact of Science, Technology, and Human Activity GLE 3: Science and technology affect, and are affected by, society D Students will: evaluate a given source for its scientific credibility. Scientific information is presented through a number of credible sources, but is at times influenced in such a way to become noncredible explain why accurate record-keeping, openness, and replication are essential for maintaining an investigator s credibility with other scientists and society Body systems Powerpoint presentations Powerpoint rubric 16