APPROVED BY BOARD OF EDUCATION AUGUST 28, 2012 ELMWOOD PARK PUBLIC SCHOOLS Anatomy and Physiology Grade 12 Prerequisite: Chemistry Credits: 5 ABSTRACT Comparative Anatomy and Physiology is a science course designed for students who are considering enrolling in a post-secondary program with emphasis on the life science and/or health science fields. The course focuses on important concepts in comparative anatomy and physiology, including the muscular, skeletal, digestive, circulatory, integumentary, respiratory, and nervous systems of the body. The dissection of higher-level mammals is used as a tool for comparative analysis of the major body systems.
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APPROVED BY BOARD OF EDUCATION AUGUST 28, 2012 ELMWOOD PARK PUBLIC SCHOOLS
Anatomy and Physiology
Grade 12
Prerequisite: Chemistry
Credits: 5
ABSTRACT
Comparative Anatomy and Physiology is a science course designed for students who are considering enrolling in a post-secondary program with emphasis on the life science and/or health science fields. The course focuses on important concepts in comparative anatomy and physiology, including the muscular, skeletal, digestive, circulatory, integumentary, respiratory, and nervous systems of the body. The dissection of higher-level mammals is used as a tool for comparative analysis of the major body systems.
APPROVED BY BOARD OF EDUCATION AUGUST 28, 2012 ELMWOOD PARK PUBLIC SCHOOLS
UNIT: (Title, Month(s), Number of Days)
Human Body Orientation September
3 weeks
Basic Chemistry October 2 week
Cellular Structure and Metabolism
October-November 5 weeks
STAGE 1: DESIRED RESULTS
What will students understand as a result of the unit? What are the BIG ideas?
ESTABLISHED GOALS: (NJ CCCS and/or CCS)
Science 5.1.12
5.3.12A 5.3.12B 5.3.12D 5.3.12E
Common Core RH.9-10.1-10
WHST.9-10.1-10
Technology 8.1.12.A 8.1.12.F
21st Century Life & Careers
Science 5.1.12
5.2.12A
Common Core RH.9-10.1-10
WHST.9-10.1-10
Technology 8.1.12.A 8.1.12.F
21st Century Life & Careers
9.1.12.A 9.1.12.B 9.1.12.C
Science 5.1.12
5.3.12.A 5.3.12.B
Common Core RH.9-10.1-10
WHST.9-10.1-10
Technology 8.1.12.A 8.1.12.F
21st Century Life & Careers
9.1.12.A 9.1.12.B
APPROVED BY BOARD OF EDUCATION AUGUST 28, 2012 ELMWOOD PARK PUBLIC SCHOOLS
UNIT: (Title, Month(s), Number of Days)
Human Body Orientation September
3 weeks
Basic Chemistry October 2 week
Cellular Structure and Metabolism
October-November 5 weeks
9.1.12.A 9.1.12.B 9.1.12.C 9.1.12.E 9.3.12.C
9.1.12.E 9.3.12.C
9.1.12.C 9.1.12.E 9.3.12.C
ENDURING UNDERSTANDINGS: (Students will Understand that . . .)
• The basic functions of 11 body systems.
• Anatomical terminology for body cavities and regions.
• Understand how the body achieves and maintains homeostatic equilibrium
• Identify and draw basic atomic structure of elements.
• Differentiate inorganic/organic compounds.
• An understanding of cell structure is basic to understanding how cells support life at the cellular and organism levels
• Understand the hierarchical organization of structures in the human body
• Specialized attributes of cells work together to form larger systems (tissues and organs)
ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?)
1. How does structure relate to function in living systems?
2. What are body landmarks, cavities, and regions?
3. How do organisms maintain internal stability with ever changing internal and external stimuli?
1. What are the characteristics of organic molecules?
2. What are the chemical and physical properties of water?
1. What functional abilities do all cells exhibit?
2. How do multi-cellular organisms develop based on how cells grow and reproduce?
3. How is the body organized? 4. How do different body systems
depend on one another in order to function?
APPROVED BY BOARD OF EDUCATION AUGUST 28, 2012 ELMWOOD PARK PUBLIC SCHOOLS
UNIT: (Title, Month(s), Number of Days)
Human Body Orientation September
3 weeks
Basic Chemistry October 2 week
Cellular Structure and Metabolism
October-November 5 weeks
STAGE 2: ASSESSMENT EVIDENCE
What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes,
observations, etc.]
PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)
• Labeling diagrams of structures of the human body.
• Use of Microscope Lab • Preparation of Microscopic
Slides Lab • Viewing Mitotic Division Slides
Lab • Open-ended questions • Oral discussion
• Labeling of atomic structures. • pH Testing of Various Samples
Lab. • Open-ended questions • Oral discussion
• Identify and describe cell organelles and discuss the major function of each
• Open-ended questions • Oral discussion
OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?)
APPROVED BY BOARD OF EDUCATION AUGUST 28, 2012 ELMWOOD PARK PUBLIC SCHOOLS
UNIT: (Title, Month(s), Number of Days)
Human Body Orientation September
3 weeks
Basic Chemistry October 2 week
Cellular Structure and Metabolism
October-November 5 weeks
• Web Media • Current Events
• Web Media • Current Events
• Web Media • Current Events
STAGE 3: LEARNING PLAN
What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to consider key design elements.
SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?)
• Define anatomy and physiology. • Identify the organ systems of the
human body. • Identify the major components
and functions of each system. • Justify the importance of
homeostasis. • Use anatomical terms to
describe body sections, body regions, and relative positions.
• Identify the major body cavities and regions.
• Draw and label subatomic particles.
• Show how bonds form. • Determine acid/base based on
pH values. • Apply nomenclature to organic
molecules.
• Identify the function of cell organelles
• Review meiosis and mitosis in maintaining continuity on a cellular and organism level.
APPROVED BY BOARD OF EDUCATION AUGUST 28, 2012 ELMWOOD PARK PUBLIC SCHOOLS
UNIT: (Title, Month(s), Number of Days)
Human Body Orientation September
3 weeks
Basic Chemistry October 2 week
Cellular Structure and Metabolism
October-November 5 weeks
century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?)
• Tiered Lessons • Learning style adaptation • R.A.F.T • Project Based learning • Compacting • Video case studies • Multimedia presentations • Open-ended writing responses • Conclusions and analysis of
exploratory activities • Research reports
Applicable career options are discussed as they arise throughout the course. Career options include, but are not limited to business, education, psychology, research, social work, and the tiered professions within the science industry.
• Tiered Lessons • Learning style adaptation • R.A.F.T • Project Based learning • Compacting • Video case studies • Multimedia presentations • Open-ended writing responses • Conclusions and analysis of
exploratory activities • Research reports
Applicable career options are discussed as they arise throughout the course. Career options include, but are not limited to business, education, psychology, research, social work, and the tiered professions within the science industry.
• Tiered Lessons • Learning style adaptation • R.A.F.T • Project Based learning • Compacting • Video case studies • Multimedia presentations • Open-ended writing responses • Conclusions and analysis of
exploratory activities • Research reports
Applicable career options are discussed as they arise throughout the course. Career options include, but are not limited to business, education, psychology, research, social work, and the tiered professions within the science industry.
*WHERETO W = Help the students know WHERE the unit is going and WHAT is expected. Help the teacher know WHERE the students are coming from (prior knowledge, interests). H = HOOK all students and HOLD their interest. E = EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issue. R = Provide opportunities to RETHINK and REVISE their understandings and work.
APPROVED BY BOARD OF EDUCATION AUGUST 28, 2012 ELMWOOD PARK PUBLIC SCHOOLS
E = Allow students to EVALUATE their work and its implications. T = TAILORED to the different needs, interests, and abilities of learners. O = ORGANIZE to maximize initial and sustained engagement as well as effective learning. UNIT: (Title, Month(s), Number of Days)
Body Membranes November
2 weeks
Integumentary System November-December
3 weeks
Skeletal System December
3 weeks
STAGE 1: DESIRED RESULTS
What will students understand as a result of the unit? What are the BIG ideas? ESTABLISHED GOALS: (NJ CCCS and/or CCS)
Science 5.1.12
5.3.12.A
Common Core RH.9-10.1-10
WHST.9-10.1-10
Technology 8.1.12.A 8.1.12.F
21st Century Life & Careers
9.1.12.A 9.1.12.B 9.1.12.C 9.1.12.E 9.3.12.C
Science 5.1.12
5.3.12.A
Common Core RH.9-10.1-10
WHST.9-10.1-10
Technology 8.1.12.A 8.1.12.F
21st Century Life & Careers
9.1.12.A 9.1.12.B 9.1.12.C 9.1.12.E 9.3.12.C
Science 5.1.12
5.3.12.A
Common Core RH.9-10.1-10
WHST.9-10.1-10
Technology 8.1.12.A 8.1.12.F
21st Century Life & Careers
9.1.12.A 9.1.12.B 9.1.12.C 9.1.12.E 9.3.12.C
ENDURING UNDERSTANDINGS: Knowledge of membranes is essential to understanding how the
Understand how the organization of integumentary tissue and structures
Understand the interdependence of the muscular and skeletal systems
APPROVED BY BOARD OF EDUCATION AUGUST 28, 2012 ELMWOOD PARK PUBLIC SCHOOLS
UNIT: (Title, Month(s), Number of Days)
Body Membranes November
2 weeks
Integumentary System November-December
3 weeks
Skeletal System December
3 weeks
(Students will Understand that . . .)
body controls interaction between internal and external environments
relate to their functions
ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?)
1. From what types of damage does skin protect the body?
2. How does the skin help to regulate body temperature
3. What are the factors that determine skin color and what is the function of melanin?
1. How does the structure of skin relate to its function?
2. How do integumentary structures protect and help regulate the body?
3. How is the skin affected by disease and external environmental factors?
1. Why is the skeletal structure so important to the body?
2. What are the functions of the skeletal system?
STAGE 2: ASSESSMENT EVIDENCE
What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes,
observations, etc.]
PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)
• List the general functions of each membrane type – cutaneous, mucous, serous, and synovial and give their location in the body
• Identify the structures of body membranes
• Open-ended questions • Oral discussion
• Identify the types of cells found in skin and their functions
• Describe the characteristics of different types of tissue found in the major layers of the skin
• Describe the layers of the epidermis
• Identify the accessory structures found in the skin and their
• Identify major bones in the body and their functions
• Explain how the skeleton allows for movement and flexibility of the human body
• Open-ended questions • Oral discussion
APPROVED BY BOARD OF EDUCATION AUGUST 28, 2012 ELMWOOD PARK PUBLIC SCHOOLS
OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?)
• Supplemental resources • Web Media • Current Events
• Supplemental resources • Web Media • Current Events
• Supplemental resources • Web Media • Current Events
STAGE 3: LEARNING PLAN What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to
consider key design elements.
APPROVED BY BOARD OF EDUCATION AUGUST 28, 2012 ELMWOOD PARK PUBLIC SCHOOLS
UNIT: (Title, Month(s), Number of Days)
Body Membranes November
2 weeks
Integumentary System November-December
3 weeks
Skeletal System December
3 weeks
SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?)
• Classification of body membranes
• Compare and contrast the structures of body membranes
• Explain how each major layer of skin functions to protect the body and house certain accessory structures
• Describe the process by which skin grows and heals
• Identify the different types of sensory receptors in the skin
• Explain how skin changes in response to aging and other physiological factors
• Name and describe various types of fractures.
• Describe the process of changing cartilage to bone in a fetus. Correlate this to bone fracture healing. Include the role of the chemical compounds and how they are changed to create the compact and spongy bones of the human body.
CROSS-CURRICULAR / DIFFERENTIATION: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?)
• Report writing • LAL skills: plot, theme,
setting, and symbolism. • Current events • Tiered Lessons • Learning style adaptation • R.A.F.T • Project Based learning • Compacting • Video case studies • Multimedia presentations • Open-ended writing responses • Conclusions and analysis of
exploratory activities • Research reports
• Report writing • LAL skills: plot, theme,
setting, and symbolism. • Current events • Tiered Lessons • Learning style adaptation • R.A.F.T • Project Based learning • Compacting • Video case studies • Multimedia presentations • Open-ended writing responses • Conclusions and analysis of
and symbolism. • Current events • Tiered Lessons • Learning style adaptation • R.A.F.T • Project Based learning • Compacting • Video case studies • Multimedia presentations • Open-ended writing responses • Conclusions and analysis of
exploratory activities • Research reports
APPROVED BY BOARD OF EDUCATION AUGUST 28, 2012 ELMWOOD PARK PUBLIC SCHOOLS
UNIT: (Title, Month(s), Number of Days)
Body Membranes November
2 weeks
Integumentary System November-December
3 weeks
Skeletal System December
3 weeks
Applicable career options are
discussed as they arise throughout the course. Career options include,
but are not limited to business, education, psychology, research,
social work, and the tiered professions within the science
industry.
Applicable career options are
discussed as they arise throughout the course. Career options include,
but are not limited to business, education, psychology, research,
social work, and the tiered professions within the science
industry.
Applicable career options are
discussed as they arise throughout the course. Career options include, but
are not limited to business, education, psychology, research, social work,
and the tiered professions within the science industry.
*WHERETO W = Help the students know WHERE the unit is going and WHAT is expected. Help the teacher know WHERE the students are coming from (prior knowledge, interests). H = HOOK all students and HOLD their interest. E = EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issue. R = Provide opportunities to RETHINK and REVISE their understandings and work. E = Allow students to EVALUATE their work and its implications. T = TAILORED to the different needs, interests, and abilities of learners. O = ORGANIZE to maximize initial and sustained engagement as well as effective learning. UNIT: (Title, Month(s), Number of Days)
The Muscular System January-February
4 weeks
The Nervous System February-March
4 weeks
The Endocrine System March-April
3 weeks
STAGE 1: DESIRED RESULTS
What will students understand as a result of the unit? What are the BIG ideas?
APPROVED BY BOARD OF EDUCATION AUGUST 28, 2012 ELMWOOD PARK PUBLIC SCHOOLS
UNIT: (Title, Month(s), Number of Days)
The Muscular System January-February
4 weeks
The Nervous System February-March
4 weeks
The Endocrine System March-April
3 weeks
ESTABLISHED GOALS: (NJ CCCS and/or CCS)
Science 5.1.12
5.3.12.A
Common Core RH.9-10.1-10
WHST.9-10.1-10
Technology 8.1.12.A 8.1.12.F
21st Century Life & Careers
9.1.12.A 9.1.12.B 9.1.12.C 9.1.12.E 9.3.12.C
Science 5.1.12
5.3.12.A
Common Core RH.9-10.1-10
WHST.9-10.1-10
Technology 8.1.12.A 8.1.12.F
21st Century Life & Careers
9.1.12.A 9.1.12.B 9.1.12.C 9.1.12.E 9.3.12.C
Science 5.1.12
5.3.12.A
Common Core RH.9-10.1-10
WHST.9-10.1-10
Technology 8.1.12.A 8.1.12.F
21st Century Life & Careers
9.1.12.A 9.1.12.B 9.1.12.C 9.1.12.E 9.3.12.C
ENDURING UNDERSTANDINGS: (Students will Understand that . . .)
Understand the relationship between structure and function in muscle and how muscles control movement in
the human body.
The brain, spinal cord and endocrine system are the three controlling
systems of the body. Each system plays a specific role but all systems
work together to provide homeostasis
The endocrine system controls reproduction, growth and
development, body defenses, metabolic processes, and blood chemistry. Through the use of
hormones, the endocrine system maintains homeostasis.
APPROVED BY BOARD OF EDUCATION AUGUST 28, 2012 ELMWOOD PARK PUBLIC SCHOOLS
UNIT: (Title, Month(s), Number of Days)
The Muscular System January-February
4 weeks
The Nervous System February-March
4 weeks
The Endocrine System March-April
3 weeks
ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?)
1. How does the structure of muscle tissue relate to its function?
2. How do muscles control movement?
3. How does the organization of the muscular system promote muscle function?
1. How does the nervous system control all systems of the human body?
2. What are the structural and functional classifications of the nervous system?
1. What influence does the endocrine system have on growth and development, sexual maturation and reproduction, and maintenance of homeostasis of many body systems?
STAGE 2: ASSESSMENT EVIDENCE
What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes,
observations, etc.]
PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)
• Discuss and illustrate muscle physiology through class discussion, laboratory investigations and video presentations.
• Identify the locations of different types of muscle in the body
• Identify major muscles in the body and the specific movements they control
• Explain how muscles grow and repair tissue damage
• Illustrate the organization of the nervous system
• Discuss the structure and function of the spinal cord
• Identify the cranial nerves, and relate each pair of cranial nerves to its principle function
• Open-ended questions • Oral discussion
• Compare the similarities between the endocrine and nervous systems
• Discuss the location, hormones, and functions of the following glands and tissues: pituitary gland, thyroid gland, parathyroid gland, adrenal gland, pineal gland, pancreas, thymus gland, testes and ovaries
• Open-ended questions • Oral discussion
APPROVED BY BOARD OF EDUCATION AUGUST 28, 2012 ELMWOOD PARK PUBLIC SCHOOLS
UNIT: (Title, Month(s), Number of Days)
The Muscular System January-February
4 weeks
The Nervous System February-March
4 weeks
The Endocrine System March-April
3 weeks
• Open-ended questions • Oral discussion
OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?)
• Supplemental resources • Web Media • Current Events
• Supplemental resources • Web Media • Current Events
• Supplemental resources • Web Media • Current Events
STAGE 3: LEARNING PLAN What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to
consider key design elements. SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?)
• Describe the process of the muscle contraction and the role of the calcium ions.
• Identify major muscles in
• Discuss and illustrate the organization of the nervous systems by explaining the anatomical and functional classification of the system.
• Study nervous tissues through
• Discuss and illustrate both positive and negative feedback mechanisms in metabolism and endocrine function
• Compare the major chemical classes of hormones
APPROVED BY BOARD OF EDUCATION AUGUST 28, 2012 ELMWOOD PARK PUBLIC SCHOOLS
UNIT: (Title, Month(s), Number of Days)
The Muscular System January-February
4 weeks
The Nervous System February-March
4 weeks
The Endocrine System March-April
3 weeks
the body and the specific movements they control
• Explain how certain diseases and disorders inhibit muscle function
use of microscopic examination in lab and class discussion.
• Discuss nerve impulse and the physiology of nerve transmission.
• Compare and contrast the structure and function of the central and peripheral nervous systems.
• Explain the general mechanism of hormonal action
• Describe how endocrine glands are controlled
• Explain how hormones interact to produce coordinated physiological response.
CROSS-CURRICULAR / DIFFERENTIATION: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?)
• Report writing • LAL skills: plot, theme,
setting, and symbolism. • Current events • Tiered Lessons • Learning style adaptation • R.A.F.T • Project Based learning • Compacting • Video case studies • Multimedia presentations • Open-ended writing responses • Conclusions and analysis of
exploratory activities • Research reports
• Report writing • LAL skills: plot, theme,
setting, and symbolism. • Current events • Tiered Lessons • Learning style adaptation • R.A.F.T • Project Based learning • Compacting • Video case studies • Multimedia presentations • Open-ended writing responses • Conclusions and analysis of
and symbolism. • Current events • Tiered Lessons • Learning style adaptation • R.A.F.T • Project Based learning • Compacting • Video case studies • Multimedia presentations • Open-ended writing responses • Conclusions and analysis of
exploratory activities • Research reports
APPROVED BY BOARD OF EDUCATION AUGUST 28, 2012 ELMWOOD PARK PUBLIC SCHOOLS
UNIT: (Title, Month(s), Number of Days)
The Muscular System January-February
4 weeks
The Nervous System February-March
4 weeks
The Endocrine System March-April
3 weeks
Applicable career options are discussed as they arise throughout the course. Career options include,
but are not limited to business, education, psychology, research,
social work, and the tiered professions within the science
industry.
Applicable career options are discussed as they arise throughout the course. Career options include,
but are not limited to business, education, psychology, research,
social work, and the tiered professions within the science
industry.
Applicable career options are discussed as they arise throughout the
course. Career options include, but are not limited to business, education,
psychology, research, social work, and the tiered professions within the
science industry.
*WHERETO W = Help the students know WHERE the unit is going and WHAT is expected. Help the teacher know WHERE the students are coming from (prior knowledge, interests). H = HOOK all students and HOLD their interest. E = EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issue. R = Provide opportunities to RETHINK and REVISE their understandings and work. E = Allow students to EVALUATE their work and its implications. T = TAILORED to the different needs, interests, and abilities of learners. O = ORGANIZE to maximize initial and sustained engagement as well as effective learning. UNIT: (Title, Month(s), Number of Days)
The Cardiovascular System April-May
3 weeks
Lymphatic System May
3 weeks
Reproductive System June
3 weeks
STAGE 1: DESIRED RESULTS
What will students understand as a result of the unit? What are the BIG ideas? ESTABLISHED GOALS: Science Science Science
APPROVED BY BOARD OF EDUCATION AUGUST 28, 2012 ELMWOOD PARK PUBLIC SCHOOLS
UNIT: (Title, Month(s), Number of Days)
The Cardiovascular System April-May
3 weeks
Lymphatic System May
3 weeks
Reproductive System June
3 weeks
(NJ CCCS and/or CCS)
5.1.12 5.3.12.A
Common Core RH.9-10.1-10
WHST.9-10.1-10
Technology 8.1.12.A 8.1.12.F
21st Century Life & Careers
9.1.12.A 9.1.12.B 9.1.12.C 9.1.12.E 9.3.12.C
5.1.12 5.3.12.A
Common Core RH.9-10.1-10
WHST.9-10.1-10
Technology 8.1.12.A 8.1.12.F
21st Century Life & Careers
9.1.12.A 9.1.12.B 9.1.12.C 9.1.12.E 9.3.12.C
5.1.12 5.3.12.D
Common Core RH.9-10.1-10
WHST.9-10.1-10
Technology 8.1.12.A 8.1.12.F
21st Century Life & Careers
9.1.12.A 9.1.12.B 9.1.12.C 9.1.12.E 9.3.12.C
ENDURING UNDERSTANDINGS: (Students will Understand that . . .)
Understand how the organization of cardiovascular structures relate to
their functions
The lymphatic and immune systems plays an important role in keeping
homeostatic balance.
Of all the organ systems of the body, the reproductive system is not
essential to the life of an individual to ensure survival, but is essential to the
survival of the species
APPROVED BY BOARD OF EDUCATION AUGUST 28, 2012 ELMWOOD PARK PUBLIC SCHOOLS
UNIT: (Title, Month(s), Number of Days)
The Cardiovascular System April-May
3 weeks
Lymphatic System May
3 weeks
Reproductive System June
3 weeks
ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?)
1. Why is blood essential in the human body?
2. How is blood moved through the body?
3. Why is cardiovascular health vital to survival?
4. What factors affect cardiovascular health?
1. What is the function of the lymphatic system?
2. What are the structures of the lymphatic system?
3. What are the major diseases of the lymphatic system?
1. What structural differences are there between male and female reproductive anatomy?
STAGE 2: ASSESSMENT EVIDENCE
What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes,
observations, etc.]
PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)
• Identify the components of blood and the role of different types of blood cells
• Explain the role of blood in fighting infection and in wound repair
• Measure heart rate and blood pressure
• Open-ended questions • Oral discussion
• Identify they structures of the lymphatic system and their functions
• Describe the diseases of the lymphatic system
• Open-ended questions • Oral discussion
• Label and identify male and female reproductive organs
• Detail the physiological process involved in the ovarian and menstrual cycles
• Describe the hormonal mechanisms that regulate male reproductive functions
• Open-ended questions • Oral discussion
OTHER EVIDENCE: (Through what other evidence (e.g.
• Reports • Tests/Quizzes
• Reports • Tests/Quizzes
• Reports • Tests/Quizzes
APPROVED BY BOARD OF EDUCATION AUGUST 28, 2012 ELMWOOD PARK PUBLIC SCHOOLS
UNIT: (Title, Month(s), Number of Days)
The Cardiovascular System April-May
3 weeks
Lymphatic System May
3 weeks
Reproductive System June
3 weeks
quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?)
• Supplemental resources • Web Media • Current Events
• Supplemental resources • Web Media • Current Events
• Supplemental resources • Web Media • Current Events
STAGE 3: LEARNING PLAN What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to
consider key design elements. SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?)
• Recognize the various roles of blood and its importance to all body systems
• Describe the significance of the four-chambered heart structure
• Explain how heart beat is generated and regulated
• Explain the circulation pathway for blood in the human body
• Explain the structure and roles of veins, arteries, and capillaries
• Understand the function of the immune system and indicate consequences of breakdowns within the system.
• Describe the source of lymph and the mechanisms of lymph transport
• Explain the antigen/antibody reactions
• Identify components of the first, second and third line of defense.
• Discuss and illustrate the structure and function of the reproductive organs.
• Describe the process of spermatogenesis
• Describe the signs and symptoms of various sexually transmitted diseases
• Describe and discuss the pros and cons of different birth control methods.
APPROVED BY BOARD OF EDUCATION AUGUST 28, 2012 ELMWOOD PARK PUBLIC SCHOOLS
UNIT: (Title, Month(s), Number of Days)
The Cardiovascular System April-May
3 weeks
Lymphatic System May
3 weeks
Reproductive System June
3 weeks
in the human body
CROSS-CURRICULAR / DIFFERENTIATION: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?)
• Report writing • LAL skills: plot, theme,
setting, and symbolism. • Current events • Tiered Lessons • Learning style adaptation • R.A.F.T • Project Based learning • Compacting • Video case studies • Multimedia presentations • Open-ended writing responses • Conclusions and analysis of
exploratory activities • Research reports
Applicable career options are
discussed as they arise throughout the course. Career options include,
but are not limited to business, education, psychology, research,
social work, and the tiered
• Report writing • LAL skills: plot, theme,
setting, and symbolism. • Current events • Tiered Lessons • Learning style adaptation • R.A.F.T • Project Based learning • Compacting • Video case studies • Multimedia presentations • Open-ended writing responses • Conclusions and analysis of
exploratory activities • Research reports
Applicable career options are
discussed as they arise throughout the course. Career options include,
but are not limited to business, education, psychology, research,
and symbolism. • Current events • Tiered Lessons • Learning style adaptation • R.A.F.T • Project Based learning • Compacting • Video case studies • Multimedia presentations • Open-ended writing responses • Conclusions and analysis of
exploratory activities • Research reports
Applicable career options are
discussed as they arise throughout the course. Career options include, but
are not limited to business, education, psychology, research, social work,
and the tiered professions within the
APPROVED BY BOARD OF EDUCATION AUGUST 28, 2012 ELMWOOD PARK PUBLIC SCHOOLS
UNIT: (Title, Month(s), Number of Days)
The Cardiovascular System April-May
3 weeks
Lymphatic System May
3 weeks
Reproductive System June
3 weeks
professions within the science industry.
professions within the science industry.
science industry.
*WHERETO W = Help the students know WHERE the unit is going and WHAT is expected. Help the teacher know WHERE the students are coming from (prior knowledge, interests). H = HOOK all students and HOLD their interest. E = EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issue. R = Provide opportunities to RETHINK and REVISE their understandings and work. E = Allow students to EVALUATE their work and its implications. T = TAILORED to the different needs, interests, and abilities of learners. O = ORGANIZE to maximize initial and sustained engagement as well as effective learning.