Page 1
1 2012 - 2013
Time Allowed:
3 blocks
First Quarter
2012-2013 Instructional Curriculum Plan Grade: 11/12
Course: Honors Anatomy and Physiology
Topic/Idea: Unit 1 Lab Safety, Class Procedures, Review of Scientific Method
Instructional Focus Benchmarks The below benchmark(s) is linked to the CPALMS
site that contains the Specifications to include
the Content limits, Attributes/Stimulus, and
additional information.
Annually Assessed Benchmark(s): SC.912.N.1.1#: Define a problem based on a
specific body of knowledge, for example:
biology, chemistry, physics and earth/space
science, and do the following:
1. pose questions about the natural world
2. conduct systematic observations
3. examine books and other sources of
information to see what is already known
4. review what is known in the light of empirical
evidence
5. plan investigations
6. Use tools to gather, analyze, and interpret
data (this includes the use of measurement in
metric and other systems, and also the
generation and interpretation of graphical
representations of data, including data tables,
and graphs)
7. pose answers , explanations or descriptions of
events
8. generate explanations that explicate or
describe natural phenomena (inferences)
9. use appropriate evidence and reasoning to
justify these explanations to others.
10. communicate results of scientific
investigations
11. evaluate the merits of explanations
produced by others EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the
outline in this section Key Vocabulary: Model, observation, investigation, data, theory, independent and dependent variable
Learning Goal: At the end of the topic, students will be familiar with their classroom, understand the lab safety procedures and by able to apply the
scientific method to a problem. Objectives: Students will be able to explain the need for common lab safety procedures in a science lab.
Students will be able to apply the scientific method to a problem they are trying to solve. Common Core: LACC.1112.RST.1.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks; analyze the specific results based on explanations in the text.
Linked Standards with Access Points: SC.912.N.1.2#: Describe and explain what characterizes science and its methods.
Essential Content & Understanding:
FLINN Safety Exam 80% or
higher(required)
Safety Contract Required
1. Lab Safety (Flinn Lab Safety quiz)
2. Become familiar with classroom
procedures
3. Review the Scientific Method Lab: Body Trivia (Inquiry)
Essential Questions: Why do we have lab safety procedures in the
place in a lab?
What steps are used to solve a problem in
science?
Resources/Links: 1. Pacific Tree Octopus Website (analyzing data
as real or fake.)
http://zapatopi.net/treeoctopus/
Page 2
2 2012 - 2013
Time Allowed:
5 blocks
2012-2013 Instructional Curriculum Plan Grade: 11/12
Course: Honors Anatomy and Physiology
Topic/Idea: Unit 2 Introduction to the body
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS
site that contains the Specifications to include
the Content limits, Attributes/Stimulus, and
additional information.
Annually Assessed Benchmark(s):
SC.912.L.16.10#:
Evaluate the impact of biotechnology on the
individual, society and the environment
including medical and ethical issues.
EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the
outline in this section
Key Vocabulary:
Homeostasis,
Learning Goal: At the end of this unit, students will have an understanding of the organization and terms of the body, the needs the body requires
for survival, and how the body controls homeostasis.
Objectives: Students will be able to explain the organization of the body.
Students will analyze various needs and requirements of the body.
Students will be able to identify control mechanisms in the body as positive or negative.
Students will be able to refer to the parts of the body by using proper anatomical terms.
Common Core:
LACC.1112.RST.2: Determine the meaning of symbols, key terms, and other domain specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 11-12 texts and topics.
Linked Standards with Access Points:
SC.912.L.14.6#:
Explain the significance of genetic factors,
environmental factors and pathogenic agents
to health from the perspectives of both
individual and public health.
Essential Content & Understanding:
1. Structural organization
Cells body systems
2. Life functions and needs
3. Feedback loops
4. Anatomical terminology
Activity: Butcher Paper Bodies
Essential Questions:
How is the body organized?
What does the body do to maintain
homeostasis?
What terms are essential to
understanding the anatomy of the
human body?
Resources/Links:
1. http://www.myaandp.com/
Page 3
3 2012 - 2013
Time Allowed:
6 Blocks
2012-2013 Instructional Curriculum Plan Grade: 11 & 12
Course: Honors Anatomy and Physiology
Topic/Idea: Unit 3 Chemistry & Cells Overview (Biology review)
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS
site that contains the Specifications to include
the Content limits, Attributes/Stimulus, and
additional information.
Annually Assessed Benchmark(s):
EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the
outline in this section
Key Vocabulary:
Enzyme, pH, steroid, carbohydrate,
lipid, protein, nucleic acid, mutation,
phospholipid, triglyceride, cancer
Learning Goal: At the end of the unit students will be able to analyze the connections between the cell cycle and cancer, identify the role of
enzymes and organic molecules in the human body.
Objectives:
Students will describe the structure and function of carbohydrates, proteins and lipids.
Students will explain the relationship between mitosis and cancer.
Students will analyze structure and function of major cell parts.
Students will explain the role of the cell membrane in cell transport.
Common Core:
LACC.1112.RST.1.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks; analyze the specific results based on explanations in the text.
LACC.1112.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or
technical processes.
Linked Standards with Access Points: SC.912.L.18.11#: Explain the role of enzymes as
catalysts that lower the activation energy o
biochemical reactions. Identify factors, such as
pH and temperature and their effect on
enzyme activity.
SC.912.L.18.2#: Describe the important
structural characteristics of monosaccharides,
disaccharides and polysaccharides and
explain the function of carbohydrates in living
things.
SC.912.L.18.3#: Describe the structures of fatty
acids, triglycerides, phospholipids, and steroids.
Explain the functions of lipids in living organisms.
Identify some reactions that fatty acids
undergo. Relate the structure and function of
cell membranes.
SC.912.L.18.4#: Describe the structures of
proteins and amino acids. Explain the functions
of proteins in living organisms. Identify some
reactions that amino acids undergo. Relate the
structure and function of enzymes.
SC.912.L.16.8#: Explain the relationship between
mutation, cell cycle, and uncontrolled cell
growth potentially resulting in cancer.
SC.912.L.14.2#: Relate structure to function for
the components of plant and animal cells.
Explain the role of cell membranes as a highly
selective barrier (passive & active).
SC.912.L.14.6#: Explain the significance of
Essential Content & Understanding:
1. Enzymes
Role in chemical relations
Effects of pH and temperature on
enzyme activity
2. Organic molecules
Carbohydrate, protein, lipid, nucleic
acid (structure and function)
3. Cells, Cell division & Cancer
Plant vs animal cells
Mutations—cell cycle—cancer
4. Membrane Transport
Diffusion, osmosis, active & passive
transport, filtration, etc.
Lab: Skin Cells
Lab: Inquiry Enzyme Lab
Essential Questions:
How are chemical reactions controlled in the
human body?
What are the basic molecules that make up the
human body? How do they work?
Why is cancer a disease that can affect any
living organism? Why is it so difficult to cure?
What role does the cell membrane play in cell
communication?
Resources/Links:
1. http://www.myaandp.com/
2. Lab Report Template from biology corner
3. Macromolecule Worksheet
Page 4
4 2012 - 2013
Time Allowed:
6 Blocks
2012-2013 Instructional Curriculum Plan Grade: 11 & 12
Course: Honors Anatomy and Physiology
Topic/Idea: Unit 3 Chemistry & Cells Overview (Biology review)
genetic factors, environmental factors, and
pathogenic agents to health from the
perspectives of both individual and public
health.
Page 5
5 2012 - 2013
Time Allowed:
4 Blocks
2012-2013 Instructional Curriculum Plan Grade: 11/12
Course: Honors Anatomy and Physiology
Topic/Idea: Unit 4 Body Tissues
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS
site that contains the Specifications to include
the Content limits, Attributes/Stimulus, and
additional information.
Annually Assessed Benchmark(s):
EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the
outline in this section
Key Vocabulary:
Learning Goal: Students will be able to identify the 4 major types of tissues and evaluate their function based on structure.
Objectives:
Students will identify the 4 types of tissues.
Students will describe the function of the 4 types of tissues.
Students will evaluate the structure of each tissue and how it relates to its function.
Common Core:
LACC.1112.RST.1 Key Ideas & Details
LACC.1112.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks; analyze the specific results based on explanations in the text.
LACC.1112.RST.2 Craft & Structure
LACC.1112.RST.2.4 Determine the meaning of the symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 11-12 texts and topics.
LACC.1112.RST.4 Range of Reading and Level of Text Complexity
LACC.1112.RST.4.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band
independently and proficiently
Linked Standards with Access Points:
SC.912.L.14.11#: Classify and state the defining
characteristics of epithelial tissue, connective
tissue, muscle tissue, and nervous tissue
SC.912.L.14.29#: Define the terms endocrine
and exocrine.
Essential Content & Understanding:
Epithelial Tissue
o Structure and function
o Endocrine vs. exocrine tissue
Connective tissue
o Structure and function
Muscle Tissue
o Structure and function
Nervous Tissue
o Structure and function
Lab: Tissues Lab
Essential Questions:
How are structure and function related for each
of the types of body tissues?
Resources/Links:
1. http://www.myaandp.com/
2. Online Histology Alternative to viewing slides
under the microscope
Page 6
6 2012 - 2013
Time Allowed:
4 Blocks
2012-2013 Instructional Curriculum Plan Grade: 11/12
Course: Honors Anatomy and Physiology
Topic/Idea: Unit 5 Integumentary System
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS
site that contains the Specifications to include
the Content limits, Attributes/Stimulus, and
additional information.
Annually Assessed Benchmark(s):
SC.912.L.14.51#: Describe the function of the
vertebrate integumentary system.
EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the
outline in this section
Key Vocabulary:
Learning Goal: Students will identify the structure and functions of the various parts of the integumentary system.
Objectives:
Students will describe the structure of the body membranes.
Students will describe the structure of the integumentary system.
Students will analyze the importance of the functions of the integumentary system.
Common Core:
LACC.1112.RST.1 Key Ideas & Details
LACC.1112.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author
makes and to any gaps or inconsistencies in the account.
LACC.1112.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks; analyze the specific results based on explanations in the text.
LACC.1112.RST.2 Craft & Structure
LACC.1112.RST.2.4 Determine the meaning of the symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 11-12 texts and topics.
LACC.1112.RST.3 Integration of Knowledge and Ideas
LACC.1112.RST.3.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video,
multimedia) in order to address a question or solve a problem.
LACC.1112.RST.4 Range of Reading and Level of Text Complexity
LACC.1112.RST.4.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band
independently and proficiently
Linked Standards with Access Points:
Essential Content & Understanding:
Body membranes
o Epithelial
o Cutaneous
o Mucous
o Serous
Structure & function
o Skin
o Hair
o Nails
Writing Activity: Skin Cancer Pamphlet
Essential Questions:
What is the purpose of the integumentary
system?
Resources/Links:
1. http://www.myaandp.com/
Page 7
7 2012 - 2013
Time Allowed:
6 Blocks
Second Quarter
2012-2013 Instructional Curriculum Plan Grade: 11/12
Course: Honors Anatomy and Physiology
Topic/Idea: Unit 6 Skeletal System
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS
site that contains the Specifications to include
the Content limits, Attributes/Stimulus, and
additional information.
Annually Assessed Benchmark(s):
EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the
outline in this section
Key Vocabulary:
Learning Goal: Students will be able to identify the bones of the human skeleton and describe the various functions of bone tissue.
Objectives: Students will identify the bones of the skeletal system
Students will distinguish between the axial and appendicular bones.
Students will evaluate the importance of the various bone markings.
Students will examine the histology of bone tissue.
Common Core:
LACC.1112.RST.1 Key Ideas & Details
LACC.1112.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author
makes and to any gaps or inconsistencies in the account.
LACC.1112.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks; analyze the specific results based on explanations in the text.
LACC.1112.RST.2 Craft & Structure
LACC.1112.RST.2.4 Determine the meaning of the symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 11-12 texts and topics.
LACC.1112.RST.3 Integration of Knowledge and Ideas
LACC.1112.RST.3.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video,
multimedia) in order to address a question or solve a problem.
LACC.1112.RST.4 Range of Reading and Level of Text Complexity
LACC.1112.RST.4.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band
independently and proficiently
Linked Standards with Access Points: SC.912.L.14.12#: Describe the anatomy and
histology of bone tissue.
SC.912.L.14.13#: Distinguish between the bones
of the axial and appendicular skeleton.
SC.912.L.14.14#: Identify the major bones of the
axial and appendicular skeleton.
SC.912.L.14.15#: Identify the major markings
(such as foramina, fossa, tubercles, etc.) on a
skeleton. Explain why these markings are
important.
Essential Content & Understanding:
Anatomy &Function of bone
o Types and parts of a bone
o Functions: support, protection,
movement, storage and blood
cell formation
Bone formation, growth & remodeling
o Overview of the above topics
Axial Skeleton
o Identify major bones
Appendicular Skeleton
o Identify major bones
Bone Markings
Activity: The Bones
Essential Questions:
What are functions of the skeletal system?
How can the names of bones help to identify
their location and function?
Resources/Links:
1. http://www.myaandp.com/
2. The Mystery of Bones This webquest
integrates forensic anthropology with learning the
skeletal system.
Page 8
8 2012 - 2013
Time Allowed:
7 Blocks
2012-2013 Instructional Curriculum Plan Grade: 11/12
Course: Honors Anatomy and Physiology
Topic/Idea: Unit 7 Muscular System
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS
site that contains the Specifications to include
the Content limits, Attributes/Stimulus, and
additional information.
Annually Assessed Benchmark(s):
EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the
outline in this section
Key Vocabulary:
Learning Goal: Students will be able to identify muscles of the human body, describe the structure of muscle tissue and explain how a muscle
contracts.
Objectives: Students will describe the anatomy of muscle tissue.
Students will explain the steps of muscle contraction.
Students will identify the way the nervous and muscular systems work together.
Students will analyze the various ways muscle tissue gets the required energy needed to keep performing.
Common Core:
LACC.1112.RST.1 Key Ideas & Details
LACC.1112.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks; analyze the specific results based on explanations in the text.
LACC.1112.RST.2 Craft & Structure
LACC.1112.RST.2.4 Determine the meaning of the symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 11-12 texts and topics.
LACC.1112.RST.3 Integration of Knowledge and Ideas
LACC.1112.RST.3.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video,
multimedia) in order to address a question or solve a problem.
LACC.1112.RST.4 Range of Reading and Level of Text Complexity
LACC.1112.RST.4.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band
independently and proficiently
Linked Standards with Access Points:
SC.912.L.14.16#:
Describe the anatomy and histology, including
ultrastructure, of muscle tissue.
SC.912.L.14.17#:
List the steps involved in the sliding filament of
muscle ontraction.
SC.912.L.14.18#:
Describe signal transmission across a myoneural
junction.
SC.912.L.14.19#:
Explain the physiology of skeletal muscle.
SC.912.L.14.20#:
Identify the major muscles of the human on a
model or diagram.
SC.912.L.18.6#:
Discuss the role of anaerobic respiration in living
things and in human society.
Essential Content & Understanding:
Structure & function
o 3 types of muscles
o Functions: movement,
maintaining posture, stabilizing
joints, generating heat
Anaerobic Respiration
o Effect of lactic acid
Muscle anatomy
o Microscopic make up of a
skeletal muscle
o Physiology of a skeletal muscle
Muscle Contraction
o Sliding filament theory
Muscle movements
o Flexion, extension, etc.
Muscle identification
o Identify major muscles on a
model or diagram
Myoneural Junction
Transmission of a signal from a nerve to a
muscle
Lab: How Do Your Muscles Work?
Essential Questions:
How do the nervous and muscular systems
communicate together to make muscles
contract?
What are the major muscles of the human body?
Where does the energy come from that humans
use to power their muscles?
Resources/Links:
1. http://www.myaandp.com/
2. Muscle Memorizing tips and tricks
Page 9
9 2012 - 2013
Time Allowed:
7 Blocks
2012-2013 Instructional Curriculum Plan Grade: 11/12
Course: Honors Anatomy and Physiology
Topic/Idea: Unit 8 Nervous System
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications to
include the Content limits, Attributes/Stimulus,
and additional information.
Annually Assessed Benchmark(s):
SC.912.N.1.1#: Define a problem based on a
specific body of knowledge, for example:
biology, chemistry, physics and earth/space
science, and do the following:
1. pose questions about the natural world
2. conduct systematic observations
3. examine books and other sources of
information to see what is already known
4. review what is known in the light of empirical
evidence
5. plan investigations
6. Use tools to gather, analyze, and interpret
data (this includes the use of measurement in
metric and other systems, and also the
generation and interpretation of graphical
representations of data, including data tables,
and graphs)
7. pose answers , explanations or descriptions of
events
8. generate explanations that explicate or
describe natural phenomena (inferences)
9. use appropriate evidence and reasoning to
justify these explanations to others.
10. communicate results of scientific
investigations
11. evaluate the merits of explanations
produced by others
EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the
outline in this section
Key Vocabulary:
Conduction, cerebrum, reflex arc, spinal cord,
synapse
Learning Goal: Students will be able to explain the various aspects of the nervous system and explain how they work together to control body
functions and maintain homeostasis.
Objectives: Students will describe the parts of the brain and their functions.
Students will analyze the components of the CNS and PNS.
Students will be able to explain nerve conduction.
Students will be able to identify the various components of a reflex arc.
Students will be able to describe the structure and function of the sense organs.
Common Core:
LACC.1112.RST.1 Key Ideas & Details
LACC.1112.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks; analyze the specific results based on explanations in the text.
LACC.1112.RST.2 Craft & Structure
LACC.1112.RST.2.4 Determine the meaning of the symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 11-12 texts and topics.
LACC.1112.RST.4 Range of Reading and Level of Text Complexity
LACC.1112.RST.4.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band
independently and proficiently
Linked Standards with Access Points: SC.912.L.14.27#: Identify the functions of the
major parts of the brain, including the meninges,
medulla, pons, midbrain, hypothalamus,
thalamus, cerebellum, and cerebrum
SC.912.L.14.21#: Describe the anatomy,
histology, and physiology of the central and
peripheral nervous systems and name the major
divisions of the nervous system.
SC.912.L.14.22#: Describe the physiology of
nerve conduction, including the generator
potential action potential, and the synapse.
SC.912.L.14.25#: Identify the major parts of a
cross section through a spinal cord.
SC.912.L.14.28#: Identify the major functions of
the spinal cord.
SC.912.L.14.23#: Identify the parts of a reflex arc
SC.912.L.14.49#: Identify the major functions
associated with the sympathetic and
parasympathetic nervous systems
SC.912.L.14.50#: Describe the structure of
vertebrate sensory organs. Relate structure to
functions in vertebrate sensory systems.
Essential Content & Understanding:
Structure & function
o Parts of the brain
o Parts of the spinal cord
o Gray vs. white matter
o Sensory input
o Motor input
CNS & PNS
o Divisions of each
o Types of cells in each
Nerve impulse transmission
o Parts of the synapse
o Transmission of a signal across a
synapse
Reflex arcs
o Sensory receptor, effector
organ, sensory and motor
neurons, integration center
Sympathetic & Parasympathetic divisions
o Function of each
Sense organs
Relate structure to function for each of
the sense organs
Lab: Can you Feel This?
Essential Questions:
How does the nervous system control body
functions and maintain homeostasis?
How are reflex arcs important in keeping our
body’s safe?
What would the world be like without one or more
of your senses?
Resources/Links:
1. http://www.myaandp.com/
2. Several statistics on the brain and nervous
system.
http://faculty.washington.edu/chudler/facts.html
#brain
3. Sheep Brain Dissection
Page 10
10 2012 - 2013
Time Allowed:
6 Blocks
Third Quarter
2012-2013 Instructional Curriculum Plan Grade: 11/12
Course: Honors Anatomy and Physiology
Topic/Idea: Unit 9 Endocrine System
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS
site that contains the Specifications to include
the Content limits, Attributes/Stimulus, and
additional information.
Annually Assessed Benchmark(s):
EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the
outline in this section
Key Vocabulary:
Hormone, endocrine, exocrine
Learning Goal: The students will be able to explain how the endocrine system works to control body processes and maintain homeostasis.
Objectives: The students will analyze the difference between endocrine and neural control systems.
The students will describe how endocrine organs and hormones function to maintain homeostasis.
The students will compare and contrasts different types of hormone action.
Common Core:
LACC.1112.RST.1 Key Ideas & Details
LACC.1112.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks; analyze the specific results based on explanations in the text.
LACC.1112.RST.2 Craft & Structure
LACC.1112.RST.2.4 Determine the meaning of the symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 11-12 texts and topics.
LACC.1112.RST.3 Integration of Knowledge and Ideas
LACC.1112.RST.3.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video,
multimedia) in order to address a question or solve a problem.
LACC.1112.RST.4 Range of Reading and Level of Text Complexity
LACC.1112.RST.4.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band
independently and proficiently
Linked Standards with Access Points: SC.912.L.14.29#: Define the terms endocrine
and exocrine
SC.912.L.14.30#: Compare endocrine and
neural controls of physiology.
SC.912.L.14.31#: Describe the physiology of
hormones including the different types and the
mechanisms of their action
Essential Content & Understanding:
Hormones
o Functions of the major
hormones
o Mechanisms of hormone
action
Endocrine control
o Compare endocrine and
neural controls
Activity: Endocrine Research Project
Essential Questions:
How are endocrine control and neural control
different?
How do hormones react with cells to maintain
homeostasis?
Resources/Links:
1. http://www.myaandp.com/
Page 11
11 2012 - 2013
Time Allowed:
3 Blocks
2012-2013 Instructional Curriculum Plan Grade: 11/12
Course: Honors Anatomy and Physiology
Topic/Idea: Unit 10 Blood
Instructional Focus Benchmarks:
The below benchmark(s) is linked to the CPALMS
site that contains the Specifications to include
the Content limits, Attributes/Stimulus, and
additional information.
Annually Assessed Benchmark(s):
EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the
outline in this section
Key Vocabulary:
Learning Goal: Students will be able to explain how blood is formed and the importance of its proper distribution throughout the body.
Objectives: Students will describe the various components of blood.
Students will explain how blood is formed.
Students will explain how coagulation occurs.
Students will examine the effects of mixing blood types.
Common Core:
LACC.1112.RST.1 Key Ideas & Details
LACC.1112.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks; analyze the specific results based on explanations in the text.
LACC.1112.RST.2 Craft & Structure
LACC.1112.RST.2.4 Determine the meaning of the symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 11-12 texts and topics.
LACC.1112.RST.3 Integration of Knowledge and Ideas
LACC.1112.RST.3.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video,
multimedia) in order to address a question or solve a problem.
LACC.1112.RST.4 Range of Reading and Level of Text Complexity
LACC.1112.RST.4.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band
independently and proficiently
Linked Standards with Access Points: SC.912.L.14.34#: Describe the composition and
physiology of blood, including that of the
plasma and the formed elements.
SC.912.L.14.35#: Describe the steps in
hemostasis, including the mechanism of
coagulation. Include. Include the basis for
blood typing and transfusion reactions.
Essential Content & Understanding:
Composition
o Plasma and formed elements
Hemostasis
o Steps of hemostasis
o Mechanism of coagulation
Blood types
o Process
o Transfusion reactions
Lab: Making Blood
Essential Questions:
What are the components of blood?
How is the proper formation and distribution of
blood imperative to homeostasis?
Resources/Links:
1. http://www.myaandp.com/
Page 12
12 2012 - 2013
Time Allowed:
7 Blocks
2012-2013 Instructional Curriculum Plan Grade: 11/12
Course: Honors Anatomy and Physiology
Topic/Idea: Unit 11 Circulatory System
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications to
include the Content limits, Attributes/Stimulus,
and additional information.
Annually Assessed Benchmark(s):
SC.912.L.14.36#: Describe the factors affecting
blood flow through the cardiovascular system.
EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the
outline in this section
Key Vocabulary:
Learning Goal: Students will be able to explain how blood flows through the heart to deliver oxygen to the body’s tissues and what factors can
affect this blood flow.
Objectives: Students will describe the way that blood flows through the heart and the body including fetal circulation.
Students will describe what factors affect heart rate and blood flow.
Students will analyze the parts of an ECG.
Common Core:
LACC.1112.RST.1 Key Ideas & Details
LACC.1112.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks; analyze the specific results based on explanations in the text.
LACC.1112.RST.2 Craft & Structure
LACC.1112.RST.2.4 Determine the meaning of the symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 11-12 texts and topics.
LACC.1112.RST.4 Range of Reading and Level of Text Complexity
LACC.1112.RST.4.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band
independently and proficiently
LACC.1112.WHST.1 Test Types and Purposes
LACC.1112.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical
processes.
LACC.1112.WHST.3 Research to Build and Present Knowledge
LACC.1112.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.
MACC.912.F-IF.3 Analyze functions using different representations.
MACC.912.F-IF.3 .7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for
more complicated cases,
MACC.912.S-IC.2 Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
MACC.912.S-IC.2.6 Evaluate reports based on data.
Linked Standards with Access Points: SC.912.L.14.37#: Explain the components of an
electrocardiogram.
SC.912.L.14.38#: Describe the normal heart
sounds and what they mean.
SC.912.L.14.39#: Describe hypertension and
some factors that produce it.
SC.912.L.14.40#: Describe the histology of the
major arteries and veins of systemic, pulmonary,
hepatic portal, and coronary circulation.
SC.912.L.14.41#:
Describe fetal circulation and changes that
occur to the circulatory system at birth
Essential Content & Understanding:
Structure & Function
o Anatomy of the heart, blood vessels
Blood flow
o Pathway through the heart
o Factors that affect blood flow
Cardiac conduction (ECG)
o Transmission of impulses in the heart
o Parts of an ECG
Pathways of circulation
o Systemic circulation
o Arterial supply to the brain
o Hepatic portal circulation
o Fetal circulation
Physiology of circulation
o Heart sounds and what they mean
o Hypertension and risk factors
Lab: Sheep heart dissection
Essential Questions:
How does the circulatory system distribute oxygen
to the body’s tissues?
What factors affect heart rate and blood flow?
Resources/Links:
1. http://www.myaandp.com/
2. pictures of ECG’s
http://www.xmarks.com/site/www.ecglibrary.com
/ecghome.html
Page 13
13 2012 - 2013
Time Allowed:
6 Blocks
2012-2013 Instructional Curriculum Plan Grade: 11/12
Course: Honors Anatomy and Physiology
Topic/Idea: Unit 12 Lymphatic System & Body Defenses
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS
site that contains the Specifications to include
the Content limits, Attributes/Stimulus, and
additional information.
Annually Assessed Benchmark(s):
SC.912.N.1.1#:
Define a problem based on a specific body of
knowledge, for example: biology, chemistry,
physics and earth/space science, and do the
following:
1. pose questions about the natural world
2. conduct systematic observations
3. examine books and other sources of
information to see what is already known
4. review what is known in the light of empirical
evidence
5. plan investigations
6. Use tools to gather, analyze, and interpret
data (this includes the use of measurement in
metric and other systems, and also the
generation and interpretation of graphical
representations of data, including data tables,
and graphs)
7. pose answers , explanations or descriptions of
events
8. generate explanations that explicate or
describe natural phenomena (inferences)
9. use appropriate evidence and reasoning to
justify these explanations to others.
10. communicate results of scientific
investigations
11. evaluate the merits of explanations
produced by others
SC.912.L.14.52#: Explain the basic functions of
the human immune system, including specific
and nonspecific
SC.912.L.16.10#: Evaluate the impact of
biotechnology on the individual, society and the
environment, including medical and ethical
issues.
Learning Goal: Students will understand the way the body defends itself against invading pathogens and they will analyze the value of
biotechnology in understanding how disease is contracted and spread.
Objectives: Students will be able to differentiate between specific and non-specific defenses.
Students will be able to explain how the body’s defense to protect against disease.
Students will analyze the effects of using antibiotics and vaccines on public health.
Common Core:
LACC.1112.RST.1 Key Ideas & Details
LACC.1112.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author
makes and to any gaps or inconsistencies in the account.
LACC.1112.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks; analyze the specific results based on explanations in the text.
LACC.1112.RST.2 Craft & Structure
LACC.1112.RST.2.4 Determine the meaning of the symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 11-12 texts and topics.
LACC.1112.RST.3 Integration of Knowledge and Ideas
LACC.1112.RST.3.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video,
multimedia) in order to address a question or solve a problem.
LACC.1112.RST.4 Range of Reading and Level of Text Complexity
LACC.1112.RST.4.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band
independently and proficiently
LACC.1112.WHST.1 Test Types and Purposes
LACC.1112.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical
processes.
LACC.1112.WHST.3 Research to Build and Present Knowledge
LACC.1112.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.
MACC.912.S-IC.2 Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
MACC.912.S-IC.2.6 Evaluate reports based on data.
Linked Standards with Access Points:
SC.912.L.14.42#: Describe the anatomy and
physiology of the lymph system
immune response, vaccines, and antibiotics
SC.912.L.14.6#: Explain the significance of
genetic factors, environmental factors, and
pathogenic agents to health from the
perspectives of both individual and public
health.
Essential Content & Understanding
Nonspecific body defenses
o Skin
o Mucous membranes
o Secretions
o Phagocytes
o Antimicrobial proteins
o Inflammatory response
Specific body defenses
o Lymphocytes
o Antibodies
o Macrophages
Lymphatic structure & function
o Major organs
o Function and composition of
lymph
Essential Questions:
How do nonspecific and specific defenses
defend the body from pathogens
How does the lymphatic system function in
helping the body stay healthy?
How are the development of vaccines and
antibiotics vital in keeping communities safe from
pathogens?
Resources/Links:
1. Video: Typhoid Mary by NOVA (there are
activities available on NOVA’s website)
2. http://www.myaandp.com/
Page 14
14 2012 - 2013
Time Allowed:
6 Blocks
2012-2013 Instructional Curriculum Plan Grade: 11/12
Course: Honors Anatomy and Physiology
Topic/Idea: Unit 12 Lymphatic System & Body Defenses
EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the
outline in this section
Key Vocabulary:
Vaccines & antibiotics
Activity: UN wanted Poster
Page 15
15 2012 - 2013
Time Allowed:
4 Blocks
Fourth Quarter
2012-2013 Instructional Curriculum Plan Grade: 11/12
Course: Honors Anatomy and Physiology
Topic/Idea: Unit 13 Respiration
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the
Specifications to include the Content
limits, Attributes/Stimulus, and additional
information.
Annually Assessed Benchmark(s):
EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction
per the outline in this section
Key Vocabulary:
Learning Goal: At the end of this unit students will be able to describe the structure of the respiratory system and explain the processes of respiration.
Objectives: Students will be able to identify the organs and describe the histology of the respiratory system.
Students will be able to explain the processes of respiration…pulmonary ventilation, internal respiration, external respiration, and gas transport.
Common Core:
LACC.1112.RST.1 Key Ideas & Details
LACC.1112.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes
and to any gaps or inconsistencies in the account.
LACC.1112.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks;
analyze the specific results based on explanations in the text.
LACC.1112.RST.2 Craft & Structure
LACC.1112.RST.2.4 Determine the meaning of the symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific
or technical context relevant to grades 11-12 texts and topics.
LACC.1112.RST.4 Range of Reading and Level of Text Complexity
LACC.1112.RST.4.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and
proficiently
LACC.1112.WHST.1 Test Types and Purposes
LACC.1112.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical
processes.
LACC.1112.WHST.3 Research to Build and Present Knowledge
LACC.1112.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.
MACC.912.N-Q.1 Reason quantitatively and use units to solve problems.
MACC.912.N-Q.1.1 Use the units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently
in formulas; choose and interpret the scale and the origin in graphs and data displays.
MACC.912.N-Q.1.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
MACC.912.S-IC.2 Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
MACC.912.S-IC.2.6 Evaluate reports based on data.
Linked Standards with Access Points: SC.912.L.14.43#: Describe the histology of the
respiratory system.
SC.912.L.14.44#: Describe the physiology of the
respiratory system including the mechanisms of
ventilation, gas exchange, gas transport and the
mechanisms that control the rate of ventilation.
Essential Content & Understanding:
Structure & Function
o Organs of respiratory system
o Histology
Respiratory physiology
o Process of ventilation
o Gas exchange
o Gas transport
o Mechanisms that control
ventilation
Lab: Lung Capacity
Essential Questions:
How is the structure of the respiratory system
related to its function?
How does the respiratory system and circulatory
system work together to transport vital gases
throughout the body?
Resources/Links:
1. This link shows how to measure vital capacity
in a unique way.
http://www.smm.org/heart/lessons/lesson9.htm
2. http://www.myaandp.com/
Page 16
16 2012 - 2013
Time Allowed:
6 Blocks
2012-2013 Instructional Curriculum Plan Grade: 11/12
Course: Honors Anatomy and Physiology
Topic/Idea: Unit 14 Digestive System
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications to
include the Content limits, Attributes/Stimulus,
and additional information.
Annually Assessed Benchmark(s):
EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the
outline in this section
Key Vocabulary:
Alimentary canal, mechanical digestion,
chemical digestion, accessory digestive organs,
ATP, nutrient, aerobic respiration, anaerobic
respiration
Learning Goal: At the end of this unit students will be able to identify the structure of the human digestive system, describe how the process is
regulated, and how the body uses the various nutrients that are absorbed.
Objectives: Students will describe the structure and function of the digestive system.
Students will explain the process of digestion and how it is hormonally and neutrally controlled.
Students will analyze the connection between the digestive system and the process of cellular respiration.
Common Core:
LACC.1112.RST.2.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 11-12 texts and topics.
LACC.1112.RST.3.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (quantitative data, video,
multimedia) in order to address a question or solve a problem.
LACC1112.RST.4.10: By the end of grade 12 read and comprehend science/technical texts in the grades 11-CCR text complexity band
independently and proficiently.
LACC.1112.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical
processes.
LACC.1112.WHST3.9: Draw evidence from informational texts to support analysis, reflection, and research.
Linked Standards with Access Points:
SC.912.L.14.45#: Describe the histology of the
alimentary canal and its associated accessory
organs.
SC.912.L.14.46#: Describe the physiology of the
digestive system, including mechanical
digestion, chemical digestion, absorption and
neural and hormonal.
SC.912.L.18.8#: Identify the reactants,
products, and basic functions of aerobic and
anaerobic cellular respiration.
Essential Content & Understanding:
Structure & Function
o Histology
o Alimentary canal
o Accessory organs
Mechanical & chemical digestion,
absorption
o Location of each process
o Describe how each process
works to digest food and
supply the body with
nutrients
Hormonal/neural control
Aerobic Respiration
o The function of glucose to
energy production
Essential Questions:
What is the structure of each organ of digestion?
How does the digestive system provide the body
with vital nutrients?
How do hormones and nerves work together to
control digestion?
How do cells use glucose and oxygen to provide
the body with ATP?
Resources/Links:
1. http://www.myaandp.com/
2. Writing: As an assessment, have students write
out the process of digestion. They should include
what happens to the food as it travels through the
various organs.
3.
http://www.educationworld.com/a_tsl/archives/00-
1/lesson0055.shtml Students design an amusement
park called Gastro World.
Page 17
17 2012 - 2013
Time Allowed:
4 Blocks
2012-2013 Instructional Curriculum Plan Grade: 11/12
Course: Honors Anatomy and Physiology
Topic/Idea: Unit 15 Urinary System
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications to
include the Content limits, Attributes/Stimulus,
and additional information.
Annually Assessed Benchmark(s):
EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the
outline in this section
Key Vocabulary:
Urinary system, glomerulus, glomerular capsule,
proximal convoluted tubule, loop of Henle,
distal convoluted tubule, ureter, urinary bladder,
urethra, kidney
Learning Goal: At the end of this unit the students will be able to describe the structure of the urinary system, explain how urine is formed, and
analyze the contributions of the urinary system to homeostasis.
Objectives: Students will describe the structure and function of the various organs of the urinary system
Students will explain the process of urine formation.
Students will analyze the importance of the urinary system to homeostasis.
Common Core:
LACC.1112.RST.1 Key Ideas & Details
LACC.1112.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks; analyze the specific results based on explanations in the text.
LACC.1112.RST.2 Craft & Structure
LACC.1112.RST.2.4 Determine the meaning of the symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 11-12 texts and topics.
LACC.1112.RST.3 Integration of Knowledge and Ideas
LACC.1112.RST.3.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video,
multimedia) in order to address a question or solve a problem.
LACC.1112.RST.4 Range of Reading and Level of Text Complexity
LACC.1112.RST.4.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band
independently and proficiently.
LACC.1112.WHST.3 Research to Build and Present Knowledge
LACC.1112.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.
MACC.912.N-Q.1 Reason quantitatively and use units to solve problems.
MACC.912.N-Q.1.1 Use the units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units
consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
MACC.912.N-Q.1.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
MACC.912.S-IC.2 Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
MACC.912.S-IC.2.6 Evaluate reports based on data.
Linked Standards with Access Points: SC.912.L.14.47#: Describe the physiology of urine
formation by the kidney. SC.912.L.14.48#: Describe the anatomy, histology,
and physiology of the ureters, the urinary
bladder and the urethra/
Essential Content & Understanding
Structure & Function
o Histology
o Major organs
o nephron
Urine Formation
o Filtration, tubular
reabsorption, tubular
secretion
o Components of urine
(normal & abnormal)
Lab Activities: Urinary System
Essential Questions:
What is the structure of the urinary system and its
organs?
How is urine formed?
How does the urinary system contribute to
homeostasis?
Resources/Links:
1. http://www.myaandp.com/
2. Urinary System Tutorial
http://www.getbodysmart.com/ap/urinary/urinar
y.htm
Page 18
18 2012 - 2013
Time Allowed:
5 Blocks
2012-2013 Instructional Curriculum Plan Grade: 11/12
Course: Honors Anatomy and Physiology
Topic/Idea: Unit 16 Reproductive System
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS
site that contains the Specifications to include the
Content limits, Attributes/Stimulus, and additional
information.
Annually Assessed Benchmark(s):
SC.912.L.16.10#: Evaluate the impact of
biotechnology on the individual, society and the
environment, including medical and ethical
issues.
SC.912.L.16.13#: Describe the basic anatomy
and physiology of the human reproductive
system. Describe the process of human
development from fertilization to birth and major
changes that occur in each trimester of
pregnancy.
EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the
outline in this section
Key Vocabulary:
Reproductive System, fertilization, trimester
Learning Goal: At the end of this unit students will be able to describe the structure and function of both the male and female reproductive
system; as well as, the process of fetal development.
Objectives: Students will describe the structure of the male and female reproductive systems,
Students will be able to explain the process of fetal development.
Students will analyze the effects of genetic and environmental factors on fetal development.
Common Core:
LACC.1112.RST.1 Key Ideas & Details
LACC.1112.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author
makes and to any gaps or inconsistencies in the account..
LACC.1112.RST.2 Craft & Structure
LACC.1112.RST.2.4 Determine the meaning of the symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 11-12 texts and topics.
LACC.1112.RST.3 Integration of Knowledge and Ideas
LACC.1112.RST.3.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video,
multimedia) in order to address a question or solve a problem.
LACC.1112.RST.4 Range of Reading and Level of Text Complexity
LACC.1112.RST.4.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band
independently and proficiently
LACC.1112.WHST.3 Research to Build and Present Knowledge
LACC.1112.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.
Standards:
SC.912.L.14.6#: Explain the significance of
genetic factors, environmental factors, and
pathogenic agents to health from the
perspectives of both individual and public
health.
Essential Content & Understanding:
Male anatomy
Male reproductive functions
Female anatomy
Female reproductive functions
Pregnancy & Fetal development
o Basic overview of each
trimester
Dissections
Fetal Pig
Cat
Essential Questions:
What are the functions of the male and female
reproductive systems?
How do the ovarian and uterine cycles work
together to make it possible for reproduction?
How do genetic and environmental factors
influence fetal development?
Resources/Links:
1. http://www.myaandp.com/
2. Reproductive ppt You will need to preview
this first…there may be some things that you do
not wish to cover. (this is a document on the
Internet)