Anatomy & Physiology II

NGSS Curriculum Map 2019

Course Description: Anatomy & Physiology II is a one semester science course that will provide students with an understanding of the structure and function of the human body systems continued from Anatomy & Physiology I. This is the second half of the Human Anatomy & Physiology curriculum and is equivalent to the second semester of a 2-semester college-level Human Anatomy & Physiology. The course content of Anatomy & Physiology II consists of the following units/body systems: Nervous System, Special Senses, Blood, Cardiovascular System, Lymphatic/Immune System, Respiratory System, and Digestive System. Prerequisite: Anatomy & Physiology I.

Resources:

Textbook: Essentials of Human Anatomy and Physiology (12th edition)

● Elaine Marieb, Suzanne Keller ● Pearson 2018 ● ISBN: 978-0-13-458057-9

Laboratory Manual: Essentials of Human Anatomy and Physiology (7th edition)

● Elaine Marieb, Pamela Jackson ● Pearson, 2018 ● ISBN: 978-0-13-442483-5

Equipment:

● Anatomical models ● Dissection tools ● Pig Hearts ● Virtual Lab Links ● Videos/Video Clips

○ Inside the Living Body (2007) ○ The Incredible Human Body (2002) ○ Incredible Human Machine (2007) ○ Art of the Human Body ○ Human Body: Pushing the Limits

● Technology ○ Promethean board ○ Document camera ○ Websites

Differentiation: This unit has been designed to include multiple learning modes:

● Direct instruction ● Inquiry labs ● POGIL exercises ● Individual practice ● Group practice in mixed and homogenous groups ● Modeled problem solving ● Use of textbooks ● PowerPoint presentations ● Computer-based simulations and animations ● Guided notes ● Auditory, visual, written, and kinesthetic modalities ● Variety of question types on assessments ● Supplemental resources available online ● Flexibility in group size and partner choice ● One-to-one assistance provided as needed ● Notes and handouts available on Google Site ● Extra help offered outside of class ● Specific modifications as dictated by IEPs, 504s, individual need, etc.

Formative Assessment:

● Homework assignments ● Warm-ups/Exit tickets ● Section quizzes ● Lab exercises ● Informal student/teacher Q&A

Summative Assessment:

● Unit test

UNIT 7: Nervous System Approximate Time: 18-20 days

Unit Rationale:

Understanding nerve cells is central to understanding what it means to be alive. Real physical and chemical changes happen in our brains during the process of learning. Students must understand neuron anatomy to visualize changes such as dendrite sprouting and pruning. They must recognize neurotransmitters and their roles in order to infer the reasons that the inhibition of glutamate during lead poisoning can result in learning disabilities. They must recognize the glial cells to predict their roles in clearing room for new connections between neurons or holding strong synapses in place. While conscious sensation, movement, and thought are fascinating concepts to ponder, students must also appreciate the critical role of the nervous system in the minute-to-minute subconscious adjustments that maintain life. These responsibilities for defending homeostasis fall largely on the autonomic nervous system. Therefore, it seems inevitable that many useful medicines target the autonomic nervous system. Students will understand how familiar medicines work to modify ANS function.

Next Generation Science Standards ● HS-LS1-1: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the

essential functions of life through systems of specialized cells. ● HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within

multicellular organisms. ● HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

21st Century College & Career Practice Standards

● CRP 1 - Responsible and contributing citizen and employee ● CRP 2 - Academic and technical skills ● CRP 4 - Communicate clearly and effectively and with reason ● CRP 7 - Employ valid and reliable research strategies ● CRP 8 - Utilize critical thinking to make sense of problems and persevere in solving them ● CRP 9 - Model integrity, ethical leadership, and effective management ● CRP 10 - Work productively in teams while using cultural global competence ● CRP 11 - Use technology to enhance productivity ● CRP 12 - Plan education and career paths aligned to personal goals

Essential Questions:

● What is the structure and function of a

typical neuron and its components?

● How is an action potential generated

and propagated?

● What is the general structure of

synapses in the central nervous

system (CNS) and peripheral nervous

system (PNS), and what occurs there?

● What are the three meningeal layers

Skills: Students will be able to…

● Sketch and label the structure of a

typical neuron, and describe the

functions of each component.

● Describe the events involved in the

generation and propagation of an

action potential.

● Describe the general structure of

synapses in the CNS and PNS, and

discuss the events that occur at a

Learning Activities:

● Lab: Human Reflex Study ● Activity: “The Impacts of Drugs on

Neurotransmitters” ● Lab: Sheep brain dissection ● Project/Case studies: Nervous System

disorders ● Activity: “Bad fish” case study ● Nervous System Videos

● Crash Course Anatomy Video Menu

● Anatomy Drill & Practice

that surround the spinal cord?

● What is the role of white matter and

gray matter?

● What are the steps in a reflex?

● How is the brain protected and

supported?

● What are the main components of the

brain, and their functions?

● What is the significance of the major

categories of brain waves seen in an

electroencephalogram?

● What are the names and functions of

the cranial nerves?

● What are the structures and functions of the sympathetic and parasympathetic divisions of the autonomic nervous system (ANS)?

chemical synapse.

● Describe the three meningeal layers

that surround the spinal cord.

● Explain the roles of white matter and

gray matter in processing and relaying

sensory information and motor

commands.

● Describe the steps in a reflex.

● Explain how the brain is protected and

supported.

● List the main components of the brain,

and specify the functions of each.

● Discuss the origin and significance of

the major categories of brain waves

seen in an electroencephalogram.

● Identify the cranial nerves by name

and number, and cite the functions of

each.

● Identify and describe the major

sensory pathways.

● Describe the structures and functions of the sympathetic and parasympathetic divisions of the autonomic nervous system.

UNIT 8: Special Senses Approximate Time: 5-7 days

Unit Rationale:

Few bodily organs are as easy for students to probe and test on themselves as the special sensory organs. The relationships between form and function in the special senses are easily demonstrated through tests of students’ sensory acuity, adaptation, and shortcomings. Of all the functions of the special senses, students are often least familiar with or aware of sensations related to equilibrium. However, without them, standing, sitting, even crawling would be almost impossible. We live in a gravity-burdened, three-dimensional world in which a reliable sense of balance is crucial.

Next Generation Science Standards ● HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within

multicellular organisms. ● HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

21st Century College & Career Practice Standards

● CRP 2 - Academic and technical skills ● CRP 3 - Attend to personal health and financial well being ● CRP 4 - Communicate clearly and effectively and with reason ● CRP 8 - Utilize critical thinking to make sense of problems and persevere in solving them ● CRP 9 - Model integrity, ethical leadership, and effective management ● CRP 10 - Work productively in teams while using cultural global competence ● CRP 12 - Plan education and career paths aligned to personal goals

Essential Questions:

● What are the structures of olfaction

and their function?

● What are the structures of gustation

and their function?

● What are the structures of the

external, middle, and inner ear, and

their function?

● What are the structures of the eye?

● How do photoreceptors interact to

create photoreception? How we are

able to distinguish colors?

● What are the accommodation

problems associated with the eye?

● What are the age-related disorders of olfaction, gustation, vision, equilibrium, and hearing?

Skills: Students will be able to…

● Describe the sensory organs of smell,

and explain how olfactory perception

occurs.

● Describe the sensory organs of

gustation and briefly describe the

physiologic processes involved in

taste.

● Describe the structures of the external,

middle, and inner ear, and explain how

they function.

● Identify the structures of the eye

● Explain photoreception, describe the

structure of the photoreceptors,

explain how visual pigments are

activated, and describe how we are

able to distinguish colors.

Learning Activities:

●

● Describe various accommodation

problems associated with the cornea,

lens, or shape of the eye.

● Describe age-related disorders of olfaction, gustation, vision, equilibrium, and hearing.

UNIT 9: Blood Approximate Time: 5-7 days

Unit Rationale:

Among blood’s many functions, oxygen transport is the most acutely important. Because fresh blood may not be available in a trauma situation such as combat or civil emergency and because of the small but real risk of disease transmission by contaminated blood, there is ongoing interest in developing blood substitutes with oxygen-carrying capabilities equivalent to whole blood.

Next Generation Science Standards ● HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within

multicellular organisms. ● HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. ● HS-LS1-7: Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules

are broken and the bonds in new compounds are formed resulting in a net transfer of energy. 21st Century College & Career Practice Standards

● CRP 2 - Academic and technical skills ● CRP 3 - Attend to personal health and financial well being ● CRP 4 - Communicate clearly and effectively and with reason ● CRP 8 - Utilize critical thinking to make sense of problems and persevere in solving them ● CRP 9 - Model integrity, ethical leadership, and effective management ● CRP 10 - Work productively in teams while using cultural global competence ● CRP 11 - Use technology to enhance productivity

Essential Questions:

● What are the important components

and major properties of blood?

● What are the characteristics and

functions of red blood cells and

hemoglobin?

● What is the importance of blood

typing and the basis for ABO and Rh

incompatibilities?

● How does hemolytic disease affect

mothers and newborns?

● What are the various types of white

blood cells?

● How is blood loss controlled after an

injury?

● How are blood disorders detected, and

Skills: Students will be able to…

● Describe the important components

and major properties of blood.

● List the characteristics and functions

of red blood cells, and describe the

structure and functions of hemoglobin.

● Explain the importance of blood typing

and the basis for ABO and Rh

incompatibilities.

● Describe hemolytic disease of the

newborn, explain the clinical

significance of the cross-reaction

between fetal and maternal blood

types, and cite preventive measures.

● Categorize the various types of white

blood cells on the basis of their

Learning Activities:

● Lab: Blood cells microscopy

● Lab: Blood Typing

● Article: “Inheritance of blood type”

● Blood Cells and Matching Game

● Project/Case studies: Blood disorders

what are their characteristics? structures and functions.

● Discuss the mechanisms that control

blood loss after an injury, and describe

the reaction sequences responsible for

blood clotting.

● Explain how blood disorders are detected, and describe examples of the various categories of blood disorders.

UNIT 10: Cardiovascular System Approximate Time: 8-10 days

Unit Rationale:

Students encounter information about the heart’s function on a constant basis throughout life. They can feel their own heartbeats and sense its changes. They see ECG strips on television shows and in movies. They hear about “bypass surgery” and “open heart surgery” on medical dramas. And they likely know that heart disease is a leading cause of death in the United States. Therefore an understanding of heart physiology can take place in the context of these applied situations.

Next Generation Science Standards ● HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within

multicellular organisms. ● HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

21st Century College & Career Practice Standards

● CRP 1 - Responsible and contributing citizen and employee ● CRP 2 - Academic and technical skills ● CRP 3 - Attend to personal health and financial well being ● CRP 4 - Communicate clearly and effectively and with reason ● CRP 8 - Utilize critical thinking to make sense of problems and persevere in solving them ● CRP 10 - Work productively in teams while using cultural global competence ● CRP 11 - Use technology to enhance productivity ● CRP 12 - Plan education and career paths aligned to personal goals

Essential Questions:

● What are the structures and functions

of cardiac muscle?

● What is the location and general

features of the heart?

● What are the cardiac chambers and

the heart’s external anatomy?

● What are the major vessels supplying

the heart and their locations?

● How does blood flow through the

heart, the major blood vessels,

chambers, and heart valves?

● What is the relationship between the

AV valves and the semilunar valves

during a heartbeat?

● What are the events of the cardiac

Skills: Students will be able to…

● Describe the structures and functions

of cardiac muscle.

● Describe the location and general

features of the heart.

● Describe the cardiac chambers and the

heart’s external anatomy.

● Describe the major vessels supplying

the heart and cite their locations.

● Trace the flow of blood through the

heart, identifying the major blood

vessels, chambers, and heart valves.

● Describe the relationship between the

AV valves and the semilunar valves

during a heartbeat.

● Define arteriosclerosis and explain its

Learning Activities:

● Activity: Blood Flow Through the Heart

● Lab: Heart dissection

● Heart Dissection Images

● Lab: HASPI Cardiovascular System

(Stations) (Link to Materials)

● Lab: Heart Rate & Blood Pressure

● Cardiology Virtual Lab

● Activity: EKG Case Studies

● Cardiovascular System Videos

● Crash Course Anatomy Video Menu

● TedEd: How the Heart Actually Pumps

Blood

● TedEd: How Blood Pressure Works

● Anatomy Drill & Practice

● Project/Case studies: Blood disorders

cycle, including atrial and ventricular

systole and diastole, and the heart

sounds?

● What are the factors affecting the

heart rate?

● What are the electrical events

associated with a normal and an

abnormal electrocardiogram?

● What are the mechanisms and various

pressures involved in the movement

of fluids between capillaries and

interstitial spaces?

● How do hormones regulate blood

pressure and blood volume?

● How does the cardiovascular system responds to the demands of exercise?

significance relative to health.

● Explain the events of the cardiac cycle,

including atrial and ventricular systole

and diastole, and relate the heart

sounds to specific events.

● Describe the components and

functions of the conducting system of

the heart.

● Describe the factors affecting the heart

rate.

● Identify the electrical events

associated with a normal and an

abnormal electrocardiogram.

● Discuss the mechanisms and various

pressures involved in the movement of

fluids between capillaries and

interstitial spaces.

● Explain the hormonal regulation of

blood pressure and blood volume.

● Explain how the cardiovascular system responds to the demands of exercise.

UNIT 11: Lymphatic System & Immunity Approximate Time: 7-10 days

Unit Rationale:

Students find autoimmune diseases such as lupus erythematosus, multiple sclerosis, Graves’ disease (autoimmune hyperthyroidism), and rheumatoid arthritis both interesting and frightening. Students are additionally well aware that infection of the immune system (specifically, of macrophages and CD4 cells) by human immunodeficiency virus (HIV) often leads to the collapse of the immune system that culminates in acquired immune deficiency syndrome (AIDS). These issues, along with the topics of modern viral epidemics (e.g., H1N1), E. coli contamination of food products, and tissue transplantation, make this topic one of the most vital from the viewpoint of contemporary society and medical care.

Next Generation Science Standards ● HS-LS1-1: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the

essential functions of life through systems of specialized cells. ● HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within

multicellular organisms. ● HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. ● HS-LS1-4: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. ● HS-LS3-1: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits

passed from parents to offspring. ● HS-PS1-5: Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of

the reacting particles on the rate at which a reaction occurs. 21st Century College & Career Practice Standards

● CRP 1 - Responsible and contributing citizen and employee ● CRP 2 - Academic and technical skills ● CRP 3 - Attend to personal health and financial well being ● CRP 4 - Communicate clearly and effectively and with reason ● CRP 5 - Environmental, social, and economic impacts of decisions ● CRP 6 - Creativity and innovation ● CRP 7 - Employ valid and reliable research strategies ● CRP 8 - Utilize critical thinking to make sense of problems and persevere in solving them ● CRP 9 - Model integrity, ethical leadership, and effective management ● CRP 10 - Work productively in teams while using cultural global competence ● CRP 11 - Use technology to enhance productivity

Essential Questions:

● What are the structures of the

lymphatic system and their functions?

● What are the classes of lymphocytes

and their function?

● What are the structures and functions

of the thymus and spleen?

Skills: Students will be able to…

● Describe the structures and their

function of the components of the

lymphatic system.

● Identify the classes of lymphocytes

and discuss their function.

● Describe the structure and function of

Learning Activities:

● Activity: Vaccine Debate

● Crash Course Anatomy Video Menu

● Anatomy Drill & Practice

● Project/Case studies: Autoimmune disorders

● What are the components and

function of nonspecific defense?

● What are the components and

functions of specific defense?

● What are allergies and anaphylaxis?

What are the roles of antibodies in

allergic and anaphylactic responses?

● What are autoimmune disorders, graft rejection, and other immunodeficiency diseases? How does the immune system change with age?

the thymus and spleen.

● Describe the components and function

of nonspecific defense.

● Describe the components and

functions of specific defense.

● Define allergies and anaphylaxis, and

describe the role of antibodies in

allergic and anaphylactic responses.

● Explain autoimmune disorders, graft rejection, and allergies; describe other immune responses such as immunodeficiency diseases; and outline age-related changes in the immune response.

UNIT 12: Respiratory System Approximate Time: 8-10 days

Unit Rationale:

Lung cancer, emphysema, and asthma—three diseases of the respiratory system—are among the gravest health problems. Asthma now troubles about one in eight in the United States and is fatal to thousands annually. Smoking plays a dominant role in cancer and emphysema and, along with secondhand smoke, contributes to asthma. This chapter provides an ideal circumstance to relate injuries by tobacco smoke to specific components of respiratory function. The biology of the respiratory system leads to the bottom line for everyone: If you smoke, quit; if you don’t smoke, don’t start.

Next Generation Science Standards ● HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within

multicellular organisms. ● HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. ● HS-LS1-7: Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules

are broken and the bonds in new compounds are formed resulting in a net transfer of energy. 21st Century College & Career Practice Standards

● CRP 1 - Responsible and contributing citizen and employee ● CRP 2 - Academic and technical skills ● CRP 3 - Attend to personal health and financial well being ● CRP 5 - Environmental, social, and economic impacts of decisions ● CRP 6 - Creativity and innovation ● CRP 9 - Model integrity, ethical leadership, and effective management ● CRP 10 - Work productively in teams while using cultural global competence ● CRP 12 - Plan education and career paths aligned to personal goals

Essential Questions:

● How are the delicate respiratory

exchange surfaces protected from

pathogens, debris, and other hazards?

● What are the organs of the respiratory

system, and their functions?

● What are the physical principles

governing the movement of air into

and out of the lungs?

● What are the respiratory muscles and

how do their actions produce

respiratory movements?

● What are the physical principles

governing the diffusion of gases into

and out of the blood?

Skills: Students will be able to…

● Explain how the delicate respiratory

exchange surfaces are protected from

pathogens, debris, and other hazards.

● Identify the organs of the respiratory

system, and describe their functions.

● Summarize the physical principles

governing the movement of air into

and out of the lungs.

● Name the respiratory muscles and

describe the actions of the muscles

responsible for respiratory

movements.

● Explain respiratory rates and volumes

with respect to adapting pulmonary

Learning Activities:

● Lab: Respiration & Lung Capacity

● Lab: HASPI Respiratory System

● Respiratory System Videos

● Crash Course Anatomy Video Menu

● Anatomy Drill & Practice

● Project/Case studies: Respiratory disorders

● How is carbon dioxide transported in

the blood? How is oxygen picked up,

transported, and released into the

bloodstream?

● How do age-related changes, and the effects of cigarette smoking, affect the respiratory system?

ventilation to meet tissue demands for

oxygen.

● Summarize the physical principles

governing the diffusion of gases into

and out of the blood.

● Describe how carbon dioxide is

transported in the blood, and explain

how oxygen is picked up, transported,

and released into the bloodstream.

● Describe age-related changes to, and the effects of cigarette smoking on, the respiratory system.

UNIT 13: Digestive System

Approximate Time: 12-15 days

Unit Rationale:

The “metabolic syndrome” represents a health crisis afflicting over 50 million people in the United States and comparable numbers in other industrial societies. The American Heart Association describes the metabolic syndrome as a cluster of risk factors that include obesity, blood lipid disorders, hypertension, Insulin resistance, prothrombotic state, and proinflammatory state. The underlying causes of this syndrome are obesity, sedentary lifestyle, and genetic predisposition. A person can’t change their genes but they can bring their calorie intake and expenditure into balance. That is, they can maintain a balance between catabolism and anabolism. Metabolic syndrome raises the risk of coronary heart disease, stroke, type II diabetes mellitus, and peripheral vascular disease. Given the prevalence of metabolic syndrome and its dire individual and societal consequences, it is critical for students—and people in general—to understand the metabolic fates of nutrients in our bodies.

Next Generation Science Standards ● HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within

multicellular organisms. ● HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. ● HS-LS1-6: Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine

with other elements to form amino acids and/or other large carbon-based molecules. ● HS-LS1-7: Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules

are broken and the bonds in new compounds are formed resulting in a net transfer of energy. ● HS-PS1-5: Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of

the reacting particles on the rate at which a reaction occurs. 21st Century College & Career Practice Standards

● CRP 1 - Responsible and contributing citizen and employee ● CRP 2 - Academic and technical skills ● CRP 3 - Attend to personal health and financial well being ● CRP 4 - Communicate clearly and effectively and with reason ● CRP 6 - Creativity and innovation ● CRP 8 - Utilize critical thinking to make sense of problems and persevere in solving them ● CRP 9 - Model integrity, ethical leadership, and effective management ● CRP 10 - Work productively in teams while using cultural global competence ● CRP 11 - Use technology to enhance productivity ● CRP 12 - Plan education and career paths aligned to personal goals

Essential Questions:

● What is the processes by which

materials move through the digestive

tract?

● What is the anatomy and physiology of

the oral cavity, pharynx, esophagus,

stomach, small intestine, large

intestine, salivary glands, liver,

Skills: Students will be able to…

● Explain the processes by which

materials move through the digestive

tract.

● Describe the anatomy and physiology

of the oral cavity, pharynx, esophagus,

stomach, small intestine, large

intestine, salivary glands, liver,

Learning Activities:

● Lab: HASPI Digestive System

● Digestive System Videos

● Crash Course Anatomy Video Menu

● TedEd: How Your Digestive System

Works

● Anatomy Drill & Practice

● Project/Case studies: Digestive disorders

gallbladder, and pancreas?

● What are the major digestive

hormones and their role in regulation

of gastric activity?

● How does the body digest

carbohydrates, lipids, and proteins?

● What are the functions of of the four

macromolecules?

● What is the role of fat-soluble vitamins

and water-soluble vitamins in

metabolic pathways?

● Why is a balanced diet important?

● What are the characteristics of digestive system and metabolic disorders?

gallbladder, and pancreas.

● Discuss the major digestive hormones

and their regulation of gastric activity.

● Describe carbohydrate, lipid, and

protein metabolism.

● Describe the general functions of the

four macromolecules in cells

● Explain the role of fat-soluble vitamins

and water-soluble vitamins in

metabolic pathways.

● Explain what constitutes a balanced

diet and why such a diet is important.

● Provide brief descriptions of several

digestive system disorders.

● Describe several metabolic disorders resulting from nutritional or biochemical problems.