Human Anatomy and Physiology Scope and Sequence

HIGH SCHOOL HUMAN ANATOMY AND PHYSIOLOGY

CONTENT STANDARDS
TOPIC 1: HOMEOSTASIS AND THE LANGUAGE OF ANATOMY
UNIT : LEVELS OF ORGANIZATION
The students will define the characteristics and needs common to all living things, and the manner in which the human body is organized to accomplish life processes.

LEARNER OUTCOMES

INDICATORS OF LEARNING

· Define anatomy and physiology and explain their relationship
· Describe various levels of structural organization within the human body, and explain how they are related
· Define and identify the importance of homeostasis to health and describe an example of a homeostatic mechanism
· Use proper anatomical terminology to describe directional terms, body regions, planes of reference and body cavities
· Identify correct organ systems for each organ using a human torso model or diagrams
· Identify major body cavities and the organs within / Lab 1: Scientific Method and Measurements
Lab 2: Body Organization and Terminology

TEXT/RESOURCES

HIGH SCHOOL HUMAN ANATOMY AND PHYSIOLOGY

CONTENT STANDARDS
TOPIC 2: CELLS
UNIT: LEVELS OF ORGANIZATION
An understanding of cell structure is basic to understanding how cells support life at the cellular and organismic levels

LEARNER OUTCOMES

INDICATORS OF LEARNING

· Describe the structure of the plasma membrane and how structure relates to function
· Identify the major organelles of a cell, their structure and their function
· Define the types of movement through a membrane, including osmosis, active transport, diffusion, facilitated diffusion, filtration, endocytosis, and exocytosis
· Identify and describe the stages of mitosis and cytokinesis
· Locate, identify and describe the function of major parts of a compound microscope
· Demonstrate proper care and use of a microscope by examining cheek cells
· Distinguish between hypertonic, hypotonic and isotonic solutions and describe their impact on cells / Lab 3: Care and use of the Compound Microscope
Lab 4: Cell Structure and Function
Lab 5: Movements Through Cell Membranes (Parts A, B, D)
Lab 6: The Cell Cycle

TEXT/RESOURCES

Glencoe: Hole’s Essentials of Human Anatomy & Physiology
Glencoe: Hole’s Essentials of Human Anatomy & Physiology Laboratory Manual, 9th edition
Glencoe: Hole’s Essentials of Human Anatomy & Physiology Student Study Guide (SG)
Online Learning Center (OLC) (quizzes, website links, clinical applications, interactive activities, labeling activities)
Marieb, Elaine N., anatomy and Physiology Coloring Workbook (CW)
EQUIPMENT/MATERIALS
Slides of 3 colored threads
Methylene blue stain or iodine-potassium-iodide stain
Animal cell model
Slides of human tissues
Petri dishes
Potassium permanganate crystals
Thistle tube
Selectively permeable membranes (dialysis tubing)
Glass funnel
Powdered charcoal
Glucose
Benedict’s Solution
Animal mitosis models
Microscope slides of whitefish mitosis (blastula)
Slide of human chromosomes from leukocytes in mitosis

HIGH SCHOOL HUMAN ANATOMY AND PHYSIOLOGY

CONTENT STANDARDS
TOPIC 3: TISSUES
UNIT: Levels of Organization
The characteristics of a tissue remain the same regardless of where it occurs in the body. Knowledge of these characteristics is basic to understanding how a specific tissue contributes to the function of an organ.

LEARNER OUTCOMES

INDICATORS OF LEARNING

· Identify the four primary tissue families of the body (epithelial, connective, muscular, nervous) and their chief subcategories.
· Explain how the four major tissue types differ structurally and functionally.
· Discuss the process of tissue repair and the inflammatory response
· Examine and differentiate between various kinds of tissue using a microscope and prepared slides including:
epithelial: squamous, stratified, cuboidal, columnar, and transitional
connective: adipose, blood, cartilage, bone, dense, areolar
nervous: neuron, neuroglia
muscular: smooth, skeletal, cardiac
· State the location of the tissue types in the body / Lab 7: Epithelial Tissues
Lab 8: Connective Tissues
Lab 9: Muscle and Nervous Tissues

TEXT/RESOURCES

Glencoe: Hole’s Essentials of Human Anatomy & Physiology
Glencoe: Hole’s Essentials of Human Anatomy & Physiology Laboratory Manual, 9th edition
Glencoe: Hole’s Essentials of Human Anatomy & Physiology Student Study Guide (SG)
Online Learning Center (OLC) (quizzes, website links, clinical applications, interactive activities, labeling activities)
Marieb, Elaine N., anatomy and Physiology Coloring Workbook (CW)
EQUIPMENT/MATERIALS
Prepared slides of
-simple squamous epithelium (lung)
-simple cuboidal epithelium (kidney)
-simple columnar epithelium (small intestine)
-pseudostatified (ciliated) columnar epithelium (trachea)
-stratified squamous epithelium (esophagus)
-transitional epithelium (bladder)
-loose (areolar) connective tissue
-dense connective tissue
-adipose tissue
-hyaline cartilage
-elastic cartilage
-fibrocartilage
-bone (compact, ground, cross-section)
-blood (human)
-skeletal muscle
-cardiac muscle
-nervous tissue (spinal cord and-or cerebellum)

HIGH SCHOOL HUMAN ANATOMY AND PHYSIOLOGY

CONTENT STANDARDS
TOPIC 4: SKIN AND BODY MEMBRANES
UNIT: LEVELS OF ORGANIZATION
Knowledge of membranes and the integumentary system is essential to understanding how the body controls interactions between internal and external environments.

LEARNER OUTCOMES

INDICATORS OF LEARNING

· List the general functions of each membrane type-cutaneous, mucous, serous, and synovial-and give its location in the body
· Compare the structure (tissue makeup)of the major membrane types
· Summarize the functions of the skin and explain how these functions are accomplished
· Describe the structure and function of the dermis and epidermal layers
· Name the factors that determine skin color, and describe the function of melanin.
· Name the glands of the skin, their function, and describe the secretions they produce (sebaceous, sweat, apocrine, eccrine)
· Describe the accessory organs of the skin and their function (nails, hair)
· Identify some health disorders of the integumentary system and their causes such as skin cancer, burns, acne
· Distinguish between the epidermis, dermis and subcutaneous layers of the skin using anatomical structures and function
· Identify the layers of the skin, hair follicles and glands in a prepared slide and diagram / Lab 10: Integumentary System

TEXT/RESOURCES

HIGH SCHOOL HUMAN ANATOMY AND PHYSIOLOGY

CONTENT STANDARDS
TOPIC 5: SKELETAL SYSTEM
UNIT: SUPPORT AND MOVEMENT
The skeleton is arranged to facilitate support and movement of the body as well as protection of vital organs. Bones also store essential nutrients.

LEARNER OUTCOMES

INDICATORS OF LEARNING

· List and explain the function of the skeletal system
· Differentiate between the basic structure of compact and cancellous bone
· Identify microscopic bone structures including Haversian systems, osteocytes, osteoclasts, osteoblasts, bone matrix, periosteum
· Explain the process of bone formation, growth and repair
· List and identify the bones which make up the appendicular and axial skeleton
· Describe some disorders and diseases affecting the skeletal system such as osteomalacia, rickets, osteoarthritis, rheumatoid arthritis, compound/simple fractures, bursitis, osteoporosis
· Distinguish between the axial skeleton and the appendicular skeleton
· Locate and name the major bones of the human skeleton
· Distinguish by examination the different types of vertebrae
· Identify bones and their major processes from an assembled and disarticulated skeleton / Lab 12: Organization of the Skeleton
Select sections from each of the following labs:
Lab 13: The skull
Lab 14: Vertebral Column and Thoracic Cage
Lab 15: Pectoral Girdle and Upper Limb
Lab 16: Pectoral Girdle and Lower Limb

TEXT/RESOURCES

HIGH SCHOOL HUMAN ANATOMY AND PHYSIOLOGY

CONTENT STANDARDS
TOPIC 6: ARTICULATIONS
UNIT: SUPPORT AND MOVEMENT
Movement is a characteristic of living things, and the type of joint dictates the possible motions.

LEARNER OUTCOMES

INDICATORS OF LEARNING

· Describe and locate the different types of joints including synovial, fibrous, and cartilaginous, and compare the amount of movement allowed by each
· Distinguish between the following movements: flexion/extension,
rotation/circumduction, abduction/adduction, and supination/pronation
· compare major categories of joints as to their structure and mobility
· Demonstrate or identify the various body movements / Lab 17: The Joints

TEXT/RESOURCES

HIGH SCHOOL HUMAN ANATOMY AND PHYSIOLOGY

CONTENT STANDARDS
TOPIC 7: MUSCULAR SYSTEM
UNIT: SUPPORT AND MOVEMENT
Knowledge of muscle characteristics and functions is essential to understanding movement and posture, as well as providing a foundation for the study of other organ systems.

LEARNER OUTCOMES

INDICATORS OF LEARNING

· Describe similarities and differences in the structure and function of the three types of muscle tissue, and indicate where they are found in the body
· Describe the gross and microscopic anatomy of skeletal muscle
· Describe how an action potential is initiated in a muscle cell and the events of muscle cell contraction
· Describe graded response, tetanus, isotonic and isometric contractions, and muscle tone as these terms apply to a skeletal muscle
· Identify some human superficial muscles including their name, origin, insertion , antagonist muscle group, and primary action
· List and describe some problems/diseases of the muscular system such as cerebral palsy, muscular dystrophy, and the use of anabolic steroids
· Identify and describe each type of muscle tissue microscopically
· Name and locate the major structures of a skeletal muscle fiber
· Distinguish between the origin and insertion of a muscle
· Describe the general actions of prime movers, synergists, and antagonists / Lab 18: Skeletal Muscle Structure
Select sections from each of the following labs:
Lab 19: Muscles of the Face, Head, and Neck
Lab 20: Muscles of the Chest, shoulder, and Upper Limb
Lab 21: Muscles of the Abdominal Wall and Pelvic Outlet
Lab 22: Muscles of the Hip and Lower Limb

TEXT/RESOURCES

HIGH SCHOOL HUMAN ANATOMY AND PHYSIOLOGY

CONTENT STANDARDS
TOPIC 8: NERVOUS SYSTEM
UNIT: REGULATION AND INTEGRATION
The nervous system coordinates and integrates the functions of other body systems so that they function normally and homeostasis is maintained.

LEARNER OUTCOMES

INDICATORS OF LEARNING

· Name and describe the functions of the two major divisions of the nervous system
· Describe the structure of neurons and the function of their components
· Explain how a nerve impulse is conducted along a neuron as well as from one neuron to another (resting potential, action potential, synaptic transmission)
· List the parts of a reflex arc and describe its function
· Discuss the meningeal layers of the central nervous system
· Name the major parts of the brain and spinal cord and state the function of each
· Discuss the formation of cerebrospinal fluid and its circulation
· Contrast the structure and function of the autonomic and somatic nervous system
· Distinguish between sympathetic and parasympathetic divisions of the autonomic system
· Identify disorders of the nervous system and their causes such as Parkinson’s disease, multiple sclerosis, tetanus, Alzheimer’s, strokes, poliomyelitis
· Distinguish between neurons and neuroglial cells on prepared slides
· Identify the major parts of a neuron on slides or diagrams
· Demonstrate several reflex actions
· Identify important anatomical areas on a spinal cord such as nerve plexuses, connective tissue coverings, and white/grey matter / Lab 23: Nervous Tissue and Nerves
Lab 24: The Reflex Arc and Reflexes
Select sections from each of the following labs:
Lab 25: the Meninges and spinal Cord
Lab 26: The Brain and Cranial Nerves

TEXT/RESOURCES

Glencoe: Hole’s Essentials of Human Anatomy & Physiology
Glencoe: Hole’s Essentials of Human Anatomy & Physiology Laboratory Manual, 9th edition
Glencoe: Hole’s Essentials of Human Anatomy & Physiology Student Study Guide (SG)
Online Learning Center (OLC) (quizzes, website links, clinical applications, interactive activities, labeling activities)
Marieb, Elaine N., anatomy and Physiology Coloring Workbook (CW)
EQUIPMENT/MATERIALS
Neuron model
Prepared slides of
-spinal cord (smear)
-dorsal root ganglion (section)
-neuroglial cells (astrocytes)
-peripheral nerve (cross section and longitudinal section)
-spinal cord cross section with spinal nerve roots
rubber percussion hammer
spinal cord model
dissectible model of human brain
anatomical charts of human brain
[preserved sheep brain, dissecting tray and instruments for advanced lab]

HIGH SCHOOL HUMAN ANATOMY AND PHYSIOLOGY

CONTENT STANDARDS
TOPIC 9: SOMATIC AND SPECIAL SENSES
UNIT: REGULATION AND INTEGRATION
The senses allow the body to assess and adjust to the environment in order to support life.

LEARNER OUTCOMES

INDICATORS OF LEARNING

· Distinguish between somatic senses and special senses
· Name the five kinds of receptors and explain their functions
· Explain the relationship between the senses of smell and taste and the mechanism for each
· Name the parts of the ear and the function of each
· Name the parts of the eye and the function of each
· Identify the major ear structures
· Trace the pathway of sound vibrations from the tympanic membrane to the hearing receptors
· Identify the major eye structures
· List the structures through which light passes as it travels from the cornea to the retina / Lab 28: The Ear and Hearing
Lab 29: The Eye (Procedure A)

TEXT/RESOURCES

HIGH SCHOOL HUMAN ANATOMY AND PHYSIOLOGY