Medical Anatomy

Medical Anatomy & Physiology Curriculum Notebook
2017


Curriculum Notebook Table of Contents
Standards
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
Strand 1 ................................................................................................................................................. Page 4 Strand 2 ................................................................................................................................................. Page 5 Strand 3 ................................................................................................................................................. Page 6 Strand 4 ................................................................................................................................................. Page 8 Strand 5 ................................................................................................................................................. Page 9 Strand 6 ................................................................................................................................................. Page 11 Strand 7 ................................................................................................................................................. Page 13 Strand 8 ................................................................................................................................................. Page 16 Strand 9 ................................................................................................................................................. Page 18 Strand 10 .............................................................................................................................................. Page 19 Strand 11 ............................................................................................................................................... Page 20 Strand 12 ............................................................................................................................................... Page 21 Strand 13 ............................................................................................................................................... Page 22 Strand 14 ............................................................................................................................................... Page 24 Strand 15 ............................................................................................................................................... Page 26
Essential Learning Standards
Particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they 1. have endurance, 2. have leverage, and 3. are important for future learning. ....................................................................................................................................................................... Page 29
Curriculum Resources
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course. ....................................................................................................................................................................... Page 29
Pacing Guide
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year). ....................................................................................................................................................................... Page 30
Units
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
Understanding By Design .............................................................................................................................. Page 31
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Assessment Standards
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
Skill Certificate Test Points by Standard ................................................................................................ Page 32 Ethics ..................................................................................................................................................... Page 33
Intervention Standards
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher-developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
RTI ......................................................................................................................................................... Page 35 MTSS...................................................................................................................................................... Page 37
Supplemental Resources
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
Provo Way Instructional Model ............................................................................................................ Page 39
Evidence-based Pedagogical Practices
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
John Hattie ............................................................................................................................................ Page 43
Glossary
Terms and acronyms used in this document ........................................................................................ Page 44
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Course Standards
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
Strand 1
1. Contrastthescienceofanatomyandphysiology
2. Describethesixlevelsofstructuralorganizationofthehumanbodyandgivean
example of each level. a. Chemical
b. Cellular c. Tissue
d. Organ
e. System
f. Organism
3. Describethefollowing: a. Metabolism
i. Anabolic process
ii. Catabolic process
4. Applydirectionaltermsusedinhumananatomy. a. Posterior/Anterior
b. Medial/Lateral c. Proximal/Distal d. Superficial/Deep e. Superior/Inferior
5. Applycommonlyusedplanestodividethebody.
a. Sagittal
b. Midsagittal
c. Transverse (horizontal)
d. Frontal(coronal)
6. Identifythebodycavitiesandlocatethefollowingorganwithineachcavity.
a. DorsalCavity
i. Vertebral-spinal cord ii. Cranial-brain
b. VentralCavity
i. Thoracic-heart, lungs
ii. Mediastinum-heart, bronchi, esophagus, thymus
iii. Pericardial-heart
iv. Pleural-lungs
c. Abdominopelvic Cavity-liver, spleen, intestines, kidneys, stomach
BODY PLAN AND ORGANIZATION-Students will explore and describe the
body plan, organization, and homeostasis.
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i. Abdominal-liver, spleen, intestines, kidneys, stomach
ii. Pelvic-intestines, urinary bladder, sex organs
7. Identifythemajororgan(s)ineachabdominalquadrant.
a. RUQ-rightupperquadrant-liver,gallbladder,rightkidney
b. RLQ-rightlowerquadrant-cecum,appendix,rightovary
c. LUQ-left upper quadrant-spleen, stomach, left kidney
d. LLQ-lowerleftquadrant-leftovary
8. Examinetherelationshipbetweenhomeostasisandstress.
9. Differentiatebetweennegativeandpositivefeedbackmechanisms.Give
examples of each.
a. Beabletodescribethefollowing:
i. Childbirth
ii. Breastfeeding
iii. Blood clotting
Strand 2
1. Reviewthefollowingtermsandconcepts.
a. StateofMatter
b. Elements
c. Basic components of the atom
i. Nucleus ii. Electrons
iii. Protons
iv. Neutrons
d. Ion
i. Electrolyte
2. Identifythefourmajorelementsinthebody.
a. Carbon
b. Hydrogen c. Oxygen d. Nitrogen
3. Differentiatebetween: a. Compound
b. Molecule
4. Differentiatebetween:
a. Cation
b. Anion
5. Describethecharacteristicsofbonds.(Nolongerplaceanyemphasisonwhich
BASIC PRINCIPLES OF BODY CHEMISTRY-Students will explain basic
principles of body chemistry.
is the strongest type)
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a. Ionic
b. Covalent c. Hydrogen
6. DefinepH.
7. CategorizethefollowingbasedonthepHofasolution:
a. Acidic b. Basic
c. Neutral
8. Distinguishbetween“neutral”pHandthe“average”pHrangeoftheblood. a. NeutralpH=7.0
b. AveragepHofblood=7.35to7.45
9. Describethepropertiesofwaterandhotitisutilizedinthehumanbody.
a. Universalsolvent b. Transport
c. Lubricant
d. HeatCapacity
e. Chemicalreactions 10.Distinguish between:
a. Inorganiccompounds-donotcontaincarbon,smallmolecules,usually form ionic bonds
b. Organiccompounds-usuallycontaincarbon,largemolecules,form covalent bonds, flammable
11.Describe the structures and functions of the following and give an example of each:
a. Carbohydrates b. Proteins
c. Lipids
d. Nucleicacids
i. RNA ii. DNA
e. Aminoacids
12.Describe how the body produces energy during cellular respiration.
a. ATP↔ADP+P+ENERGY Strand 3
CELLS-Students will describe basic concepts of structures and functions of cells.
1. Identifythefourprinciplepartsofageneralizedanimalcellandtheirfunctions. a. Nucleus
b. Cytosol
c. Organelles
d. Cellmembrane
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2. Describethestructureandfunctionofthecellmembrane.
3. Describeaselectivelypermeablemembraneandfactorsthatinfluence
permeability.
4. Contrastintracellularandextracellularfluidintermsoflocationand
composition.
5. Describeeachofthefollowingcellulartransportprocessesandclassifythemas
active or passive.
a. Passiveprocesses
i. Diffusion
ii. Osmosis
iii. Facilitated diffusion
iv. Dialysis
v. Filtration
b. Activeprocesses
i. Phagocytosis
ii. Exocytosis
iii. Active transport
6. Reviewtheosmoticeffectthatoccurwhenacellisplacedinthefollowing:
a. Isotonicsolution
b. Hypotonicsolution
c. Hypertonic solution
7. Describethefunctionofthefollowingstructureswithinthecell.
a. Nucleolus
b. DNA
c. RNA
d. Gene
e. Chromatin
f. Chromosome
g. Ribosomes
h. Roughendoplasmicreticulum
i. Smooth endoplasmic reticulum
j. Golgi complex
k. Vesicle (vacuole)
l. Lysosomes
m. Peroxisomes
n. Mitochondria
o. Cytoskeleton
i. Microfilaments
ii. Intermediate filaments
iii. Microtubules
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p. Centrosomes
q. Centrioles
r. Cellular surface variants
i. Microvilli (absorption)
ii. Cilia (transports products along the surface of the cell, “crowd
surfers”)
iii. Flagella (transports the cell)
8. Compareandcontrast: a. Mitosis
b. Meiosis
Strand 4
1. Identifythegeneralcharacteristicsandfunctionofeachofthefourprinciple types of tissues.
a. Epithelial-strategiesforthetissueidentification(arrangement&cell shape)
b. Connective-adipose,cartilage,densefibrous,blood,bone
c. Muscular-skeletal, smooth, cardiac
d. Nervous
2. Contrastthefollowing: a. Exocrineglands
b. Endocrineglands
3. Differentiatebetweenthefourbasictypesofmembranes.
a. Mucous
b. Serous
c. Synovial d. Cutaneous
4. Describethestructuresandfunctionsoftheintegumentarysystem components.
a. Skin
b. Glands c. Hair
d. Nails
5. Describethemajorlayersofskin.
a. Epidermis
b. Dermis
c. Subcutaneous (hypodermis)
6. Describethefunctionsofthefollowing:
HISTOLOGY & INTEGUMENTARY SYSTEM-Students will describe basic
concepts of structures and function of histology, and the integumentary system.
a. Sudoriferous(sweat)glands
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b. Sebaceous(oil)glands
7. Identifythefollowingdiseasesanddisorderoftheintegumentarysystem.
a. Skincancers
i. Basal cell carcinoma
ii. Squamous cell carcinoma
iii. Malignant melanoma
b. Decubitusulcers c. Eczema
d. Lesion
e. Burns
i. 1st degree ii. 2nd degree iii. 3rd degree
Strand 5
1. Identifythegeneralfunctionsoftheskeletalsystem.
2. Identifytherolesofthefollowinginbonegrowthandossification:
a. Osteoblasts b. Osteocytes c. Osteoclasts
3. Describethefeaturesofalongbone.
a. Periosteum
b. Diaphysis
c. Epiphysis
d. Medullarycavity
e. Redmarrow
f. Yellow marrow
g. Articular cartilage
h. Endosteum
i. Compact bone
j. Spongy bone
4. Identifythefourshapesofboneswithcharacteristicsandexamplesofeach. a. Long
b. Short
c. Flat
d. Irregular
5. Describeandlocatethefollowingbonemarkigns a. Foramen
SKELETAL SYSTEM-Students will describe the structures and functions of the
skeletal system and its components.
b. Meatus
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c. Sinus
d. Fossa
e. Condyle
f. Tuberosity g. Trochanter h. Tubercle
i. Process
6. Describeanddifferentiatebetweenthefollowingterms: a. Sature
b. Fontanel
7. Contrasttheaxialandappendicularskeletons. 8. Locatethefollowingbones.
a. Mandible b. Maxilla
c. Zygomatic d. Frontal
e. Parietal
f. Occipital
g. Sphenoid h. Ethmoid
i. Hyoid
j. Temporal k. Clavicle
l. Scapula
m. Sternum
n. Ribs
o. Pubicbone
i. Ilium
ii. Ischium
iii. Pubis p. Femus
q. Patella
r. Tibia
s. Fibula
t. Tarsals
u. Metatarsals v. Phalanges w. Humerus
x. Ulna y. Radius
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z. Carpals
aa. Metacarpals
bb. Vertebrae
9. Contrasttheaveragenumber,location,andfunctionofeachofthefivegroups of vertebrae.
a. Cervical b. Thoracic c. Lumbar d. Sacral
e. Coccygeal
10.Explain the structural and functional classifications of articulations.
a. Fibrous
b. Synovial
c. Cartilaginous d. Amphiarthrotic e. Diathrotic
f. Synarthrotic
11.Differentiate between ligaments and tendons.
12.Identify the following diseases and disorders of the skeletal system.
a. Herniateddisk
b. Osteoarthritis
c. Osteoporosis
d. Scoliosis
e. Kyphosis
f. Lordosis
g. Spina bifida
h. RA(Rheumatoidarthritic)
Strand 6
1. Identifythegeneralfunctionsofthemuscularsystem. 2. Describethefourcharacteristicsofmuscletissue.
a. Elasticity
b. Excitability(irritability) c. Extensibility
d. Flexibility
3. Contrastthegenerallocation,microscopicappearance,control,andfunctions of the three specific types of muscle tissue.
a. Skeletal b. Smooth
MUSCULAR SYSTEM-Students will describe the structures and functions of the
muscular system and its components.
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c. Cardiac
4. Contrastthickandthinmyofilaments.
a. Actin
b. Myosin
5. Describethesliding-filamenttheoryofmusclecontraction. 6. Describewhatoccursattheneuromuscularjunction.
7. Definethefollowingterms:
a. Origin
b. Insertion
8. Explaintheroleofthefollowing:
a. Primemovers(agonists) b. Antagonists
c. Synergist
d. Fixators
9. Describethelocationsandfunctionsofthefollowingskeletalmuscles:
a. Bicepsbrachii
b. Tricepsbrachii
c. Brachialis
d. Flexors
e. Extensors
f. Pronator
g. Supinator
h. RotatorCuff
i. Supraspinatus
ii. Infraspinatus
iii. Teres minor
iv. Subscapularis
i. Sternocleidomastoid
j. Trapezius
k. Deltoid
l. Diaphragm
m. Rectus abdominis
n. Pectoralismajor
o. Latissimusdorsi
p. Externaloblique
q. Gastrocnemius
r. Tibialis anterior
s. Soleus
t. Hamstrings
i. Semimbranosus
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ii. Semitendinosus iii. Biceps femoris
u. Quadriceps
i. Rectus femoris
ii. Vastus lateralis
iii. Vastus medialis
iv. Vastus intermedius
v. Gluteus maximus
w. Gluteus medius
x. Sartorius
y. Gracilis
z. Masseter
10.Identify the following diseases and disorders of the muscular system.
a. Fibromyalgia
b. Musculardystrophy
c. Medial tibial stress syndrome
d. Compareandcontrastthefollowing,describethethreedegreesofinjury:
i. Sprain ii. Strain
Strand 7
1. Restatethethreebroadfunctionsofthenervoussystem. a. Sensory
b. Integration
c. Motor
2. Describethegeneralorganizationofthenervoussystem.
a. CentralNervousSystem(CNS)
i. Spinal nerves
1. 31pairs
ii. Cranial nerves
1. I-XII
iii. Subdivisions
1. AutonomicNervousSystem(ANS) a. Sympathetic
b. Parasympathetic 2. SomaticNervousSystem
3. Listthefunctionsandstructuresofneuronsandneurologicalcells. a. Neuron
NERVOUS SYSTEM/SPECIAL SENSES-Students will describe the structures
and functions of the nervous system and special senses.
b. Astrocytes
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c. Microglia
d. Oligodendrocytes
e. Ependymalcells
f. Schwann cells
g. Satellite cells
4. Contrastwhiteandgraymatterofnervoustissue.
5. DescribethelocationandfunctionofCSF.
a. Ventricles
i. Choroid Plexus
b. Subarachnoidspace
6. Identifythestructuresresponsibleforthemaintenanceandprotectionofthe
central nervous system. a. Meninges
i. Dura mater
ii. Arachnoid mater
iii. Pia mater
7. Identifythefourprinciplepartsofthebrain.
a. Cerebrum
b. Cerebellum
c. Brain stem
d. Diencephalon
8. Describethefunctionsofthethreestructuresofthebrainstem. a. Medullaoblongata
b. Pons
c. Midbrain
9. Describethestructuresandfunctionsofthediencephalon.
a. Thalamus
b. Hypothalamus
10.Describe the locations and functions of the four lobes of the cerebrum.
a. Frontal b. Parietal c. Temporal d. Occipital
11.Explain the major functions of the cerebellum.
12.Sequence the major events when the nerve impulse (action potential) is
initiated and transmitted through a neuron. a. AllorNonePrinciple
13.Explain the role of each of the components of a reflex arc. a. Reflex
b. Reflexarc
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c. Receptor
d. Sensoryneuron
e. Association(interneuron)neuron
f. Motor neuron
g. Effector
14.Identify the following diseases and disorders of the nervous system.
a. ALS
b. Alzheimer’s
c. Bacterial meningitis
d. Cerebralpalsy
e. Epilepsy
f. Multiple sclerosis
g. Guillain-Barre syndrome
h. Parkinson’s
i. Cerebral Vascular Accident (CVA)-stroke
15.Describe the principle anatomical structures of the eye. a. Accessorystructures
i. Eyelid
ii. Conjunctiva
iii. Lacrimal apparatus
iv. Extrinsic muscles
b. Layersoftheeyeball
i. Fibrous tunic 1. Sclera
2. Cornea
ii. Vascular tunic 1. Choroid
2. Ciliarybody 3. Iris
4. Lens
5. Pupil
iii. Nervous tunic 1. Retina
16.Describe the principle anatomical structures of the ear. a. Outerear
i. Auricle
ii. Auditory canal
b. Middleear
i. Tympanic cavity
ii. Tympanic membrane
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iii. Auditory (Eustachian) tube
iv. Auditory ossicles
1. Malleus 2. Incus
3. Stapes
v. Inner ear
1. Bonylabyrinth
2. Membranouslabyrinth 3. Semicircularcanals
4. Vestibule
5. Cochlea
6. OrganofCorti
17.Identify the following diseases and disorders associated with special senses.
a. Ametropia-abnormalrefractedlight i. Myopia
ii. Hyperopia iii. Presbyopia
b. Cataracts
c. Conjunctivitis
d. Strabismus
e. Glaucoma
f. Macular degeneration
g. Vertigo
h. Tinnitus
i. Middle ear infection (Otitis Media)
j. Deafness
i. Conductive
ii. Sensorineural
Strand 8
1. Identifythegeneralfunctionsoftheendocrinesystem.
2. Describea“hormone”andhotitfunctionsinthebody.
3. Describethelocations,secretions,andfunctionsofthemajorendocrineglands.
Know the hormones and their target. a. Hypothalamus
i. Growth Hormone Releasing Hormone (GHRH)-targets anterior pituitary
ii. Thyrotropin Releasing Hormone (TRH)-targets anterior pituitary
ENDOCRINE SYSTEM-Students will describe the structures and functions
associated with the endocrine system.
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iii. Corticotropic Releasing Hormone (CRH)-target anterior pituitary
iv. Antidiuretic Hormone (ADH)
1. Producedinhypothalamus
2. Storedinposteriorpituitary
v. Oxytocin Hormone (Oxt)
1. Producedinhypothalamus
2. Storedinposteriorpituitary
b. PituitaryGland-foundinthehypophysealfossa“SellaTurcica”
i. Anterior Pituitary (adenohypophysis) 1. HumanGrowthHormone(HGH)
a. Targetscellsstimulatinggrowth 2. ThyroidStimulatingHormone(TSH)
a. Targetsthyroidgland
3. AdrenocorticotropicHormone(ACTH)
a. Targetsadrenalcortex
ii. Posterior Pituitary (neurohypophysis)
1. AntidiureticHormone(ADH)
a. NeuralstimulusreleasesADHtotargetkidneysfor
water retention 2. OxytocinHormone(Oxt)
a. NeuralstimulusreleasesOxttotargetuterusforchild birthing
b. NeuralstimulusreleasesOxttotargetbreasttissuefor milk letdown
c. Thyroid Gland-found inferior to the Larynx
i. Thyroxine (T4)
1. Targetscellsincreasingmetabolism
ii. Triiodothronine (T3)
1. Targetscellsincreasingmetabolism
d. AdrenalGland-foundatopthekidneys
i. Adrenal Cortex
1. AdrenocorticotropicHormone(ACTH)
a. Stimulatesthereleaseofcontisol 2. Cortisol
a. Anti-inflammatorybysuppressingwhitebloodcells
ii. Adrenal Medulla-sympathetic stimulus for sustained “Fight or
Flight”
1. Epinephrine-adrenalineincreasingcellmetabolism
2. Norepinephrine-noradrenalineincreasingcellmetabolism
e. PancreasGland-Exocrine/EndocrineglandinLUQposteriortothe
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stomach
i. Insulin
1. ReleasedfromBetacellstotargetcellstodecreaseblood sugar
ii. Glucagon
1. ReleasedfromAlphacellstobreakdownglycogento
increase blood sugar
4. Identifythefollowingdiseasesanddisordersoftheendocrinesystem.
a. Dwarfism
b. Gigantism
c. Acromegaly
d. Hypothyroidism
i. Myxedema
ii. Cretinism-congenital hypothyroidism
e. Hyperthyroidism(Graves’disease) i. Goiter
ii. Exophthalamos
f. Diabetes mellitus
i. Type I
ii. Type II
g. Diabetes insipidus
h. Cushing’ssyndrome
Strand 9
1. Identifythecomponentsofbloodandtheirfunctions. a. Erythrocytes
b. Leukocytes
c. Thrombocytes d. Plasma
2. Describetheerythrocytes,includingthestructureofhemoglobin.
3. Defineleukocyteandlistthetwomajorgroupswiththeircelltypesandtheir
function.
a. Granulocytes
i. Neutrophils ii. Basophils
iii. Eosinophils b. Agranulocytes
BLOOD-Students will describe the components and functions associated with
blood.
i. Monocytes
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ii. Lymphocytes
4. Describetheprocessofhemostasis.
a. Vascularspasm
b. Plateletplugformation c. Coagulation
5. Contrastathrombusandanembolus.
6. Identifytheantigensfoundontheerythrocytesandtheantibodiesthat
determine the ABO blood types and the Rh factor.
7. Identifythefollowingdiseaseanddisordersassociatedwiththeblood.
a. Anemias
i. Nutritional
ii. Pernicious
iii. Hemorrhagic
iv. Hemolytic
v. Sickle cell
vi. Aplastic
vii. Hemolytic disease of the newborn
viii. Hemophilia
ix. Leukemia
x. Mononucleosis
xi. Polycythemia
Strand 10
1. Identifythecomponentsofthelymphaticsystem.
a. Tonsils
b. Spleen
c. Thymus
d. Lymphnodes
e. Bonemarrow
f. Lymph vessels
2. Describehowlymphismovedthroughthebody.
3. Contrastantigensandantibodies.
4. DescribethegeneralrolesofT-cellsandB-cellsintheimmunesystem.
5. Distinguishbetweenactiveandpassiveimmunityandnaturalvs.artificial
acquisition of immunity.
6. Identifythefollowingdiseasesanddisordersassociatedwiththelymphatic
system.
a. AIDS
LYPHATIC SYSTEM-Students will describe the structures and functions of the
lymphatic system.
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b. Measles c. Mumps d. Rubella e. Tetanus
Strand 11
1. Listthegeneralfunctionsofthecardiovascularsystem
2. Describethelayersoftheheart.
a. Epicardium b. Myocardium c. Endocardium
3. Identifythechambersoftheheart. a. Atria
b. Ventricles
4. Locatethegreatbloodvesselsoftheheart.
a. Superiorvenacava
b. Inferiorvenacava
c. Pulmonary trunk
d. Pulmonaryarteries
e. Pulmonaryveins
f. Aorta
g. Branches of the aorta
5. Identifythevalvesoftheheart.
a. Tricuspid
b. Pulmonarysemilunar
c. Bicuspid (mitral)
d. Aorticsemilunar
6. Tracethebloodflowthroughtheheart.
7. Identifythecomponentsoftheconductionsystemoftheheartandtracethe
pathway.
a. SAnode
b. AVnode
c. AV bundle
d. Bundlebranches
e. Purkinjefibers
8. Sequencetheprincipleeventsofthecardiaccycleintermsofsystoleand diastole.
9. Definecardiacoutputandidentifyfactorsthatinfluenceit. a. Heartrate
CARDIOVASCULAR SYTEM-Students will describe the structures and
functions of the cardiovascular system.
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b. Strokevolume
10.Contrast the structures and functions of arteries, capillaries, and veins. 11.Define pulse and identify the general location of arteries where pulse may be
felt.
12.Describe blood pressure and hot to measure it.
13.Contrast pulmonary and systemic circulation.
14.Identify the following diseases and disorders of the cardiovascular system.
a. Aneurysm
b. Arteriosclerosis
c. Atherosclerosis
d. Cerebrovascularaccident/stroke e. Coronaryarterydisease
f. Hypertension
g. Murmur
h. Myocardialinfraction
Strand 12
1. Identifythegeneralfunctionsoftherespiratorysystem.
2. Sequencetheorgansoftherespiratorysystemintheorderwhichairwillpass
through them from the exterior.
a. Nose/mouth
b. Pharynx
c. Larynx
d. Trachea
e. Bronchi
f. Bronchioles
g. Alveolar duct
h. Alveoli
3. Identifythethreeregionsofthepharynx. a. Nasopharynx
b. Oropharynx
c. Laryngopharynx
4. Identifythefollowinganatomicalfeaturesofthelarynx.
a. Epiglottis
b. Glottis
c. Hyoid bone
d. Thyroidcartilage
e. Cricoidcartilage
f. True vocal cords
RESPIRATORY SYSTEM-Students will describe the structures and functions
associated with the respiratory system.
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g. False vocal cords
5. Identifythecoveringsofthelungsandthegrossanatomicalfeaturesofthe
lungs.
a. Apex
b. Base
c. Lobes
d. Visceralpleura
e. Parietalpleura
f. Pleural cavity
6. Identifythesiteatwhichgasexchangeoccursinthelungs(alveoli).
7. Identifythevolumesandcapacitiesofairexchangedduringventilation.
a. Tidevolume
b. Vitalcapacity
8. Differentiatebetweenthefollowing.
a. Ventilation
i. External respiration
ii. Internal respiration
9. Describetheeffectsofcarbondioxideonventilation.
10.Identify the following diseases and disorders of the respiratory system.
a. ChronicObstructivePulmonaryDisorder i. Emphysema
b. Influenza
c. Lung cancer
d. Pneumonia
e. SIDS
f. Tuberculosis
g. Cystic Fibrosis
h. RespiratorySyncytialVirus(RSV)
i. Respiratory distress
Strand 13
1. Identifythegeneralfunctionsofthedigestivesystem. 2. Contrastchemicalandmechanicaldigestion.
3. Differentiatebetweenthefollowing.
a. Alimentarycanalstructures i. Mouth
ii. Pharynx iii. Esophagus iv. Stomach
DIGESTIVE SYSTEM-Students will describe the structures and functions
associated with the digestive system.
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v. Small intestines
vi. Large intestines
vii. Rectum
viii. Anus
b. Accessorystructures
i. Salivary glands (parotid)
ii. Pancreas
iii. Gallbladder
iv. Liver
4. Describethefunctionsofsalivaandsalivaryamylaseindigestion. 5. Identifythefollowingpartsofatypicaltooth.
a. Crown
b. Neck
c. Root
d. Gingiva
e. Periodontalligament
f. Enamel
g. Dentin
h. Pulp
i. Root canal
6. Definethefollowing.
a. Deglutition
b. Mastication
c. Maceration
d. Segmentation
e. Peristalsis
f. Haustral churning
7. Identifytheanatomicalfeaturesofthestomach.
a. Fundus
b. Body
c. Pylorus
d. Rugae
e. Cardiacsphincter
f. Pyloric sphincter
8. Identifythebasiccomponentsandfunctionsofgastricjuice.
a. Chiefcells
i. Pepsinogen
b. Parietalcells
i. Hydrochloric acid c. Goblet cells
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i. Mucus
9. Identifythelocationanddigestivefunctionsofthepancreas.
a. PancreaticIslets
b. AciniCells
10.Describe the function of the bile (emulsification).
11.Identify the three sections of the small intestine and describe the functions.
a. Duodenum b. Jejunum
c. Ileum
12.Identify the structures and sections of the large intestine and describe the functions.
a. Cecum b. Colon
i. Ascending ii. Transverse iii. Descending
iv. Sigmoid c. Rectum
d. Analcanal
13.Identify the following diseases and disorders of the digestive system.
a. Appendicitis
b. Cirrhosis
c. Colorectal cancer
d. Gallstones
e. Hepatitis
f. Obesity
g. Ulcers
h. Celiacdisease
i. Crohn’s disease
j. Irritable Bowel Syndrome (IBS)
Strand 14
1. Identifythegeneralfunctionsoftheurinarysystem. 2. Identifythefourmajororgansoftheurinarysystem.
a. Kidneys b. Ureters c. Bladder d. Urethra
URINARY SYSTEM-Students will describe the structures and functions
associated with the urinary system.
3. Identifythegrossanatomyofthekidney
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a. Renalcortex
b. Renalmedulla
c. Renal medulla
d. Renalpyramids
e. Renalpelvis
f. Renal capsule
g. Calyces
4. Identifythemicroscopicstructuresofthenephron.
a. Renalcorpuscle
b. Glomerulus
c. Glomerular (Bowman’s) capsule
d. Afferentarteriole
e. Efferentarteriole
f. Renal tubule
i. Proximal convoluted tubule
ii. Descending limb
iii. Nephron loop
iv. Ascending limb
v. Distal convoluted tubule
vi. Collecting duct
g. Peritubular capillaries
5. Describethethreebasicphysiologicalprocessesandthestructuresinvolvedin
the urine formation. a. Filtration
b. Reabsorption
c. Secretion
6. Identifyabnormalconstituentsofurineandpossiblecausesofeach.
a. Glucose
b. Ketones
c. Erythrocytes d. Leukocytes e. Bilirubin
f. Microbes
g. Albumin
7. Describethemethodsoffluidintakeanoutput. a. Intake
i. Oral
1. Liquid
2. Solid ii. Intravenous
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iii. Matabolic b. Output
i. Micturition
ii. Voiding
iii. Sweat
iv. Feces
v. Exhaled vapor
8. Identifythefollowingdiseasesanddisordersassociatedwiththeurinary
system.
a. Cystitis
b. Glomerulonephritis
c. Incontinence
d. Kidneystones
e. Polyuria
f. Renal failure
g. Urinary tract infections (UTI)
Strand 15
1. Identifythegeneralfunctionsofthereproductivesystem. 2. Describetheanatomyofthemalegenitalia.
a. External
i. Penis
ii. Scrotum iii. Testes
b. Internal
i. Epididymis
ii. Ductus deferens
iii. Ejaculatory duct
iv. Urethra
c. Accessory
i. Seminal vesicles
ii. Prostate
iii. Bulbourethral gland
3. Identifythefunctionsofthetestes.
4. Identifythefunctionsoftestosteroneinthemale.
5. Describetheanatomyofthefemalereproductivestructures.
a. External
i. Vulva
REPRODUCTIVE SYSTEM-Students will describe the structures and functions
associated with the reproductive system.
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ii. Labia majora
iii. Clitoris
iv. Labia minora
v. Mons pubis
vi. Vestibule
b. Internal
i. Ovaries
ii. Uterus
iii. Uterine tubes
iv. Vagina
c. Accessory
i. Mammary glands
ii. Perineum
6. Identifythefunctionsoftheovaries.
7. Identifythestructuresandfunctionsoftheuterinetubes,includingfimbriae and infundibulum.
8. Describethestructuresandfunctionoftheuterus. a. Perimetrium
b. Myometrium c. Endometrium
i. Statum functionalis
ii. Statum basalis
d. Fundus
e. Cervix
9. Definethemenstrualcycleincludingtheovariananduterinecyclesand
changes that occur during menopause.
10.Describe the physiological effects of estrogens, progesterone, and relaxin. 11.Contrast the general outcomes of spermatogenesis vs. oogenesis 12.Define the following sequence of events that occur during human
development.
a. Fertilization b. Zygote
c. Implantation d. Embryo
e. Fetus
13.Identify the principle events associated with the three stages of labor.
a. Stage1-dilationandeffacement
b. Stage2-deliveryandbirth
c. Stage 3-placental expulsion
14.Identify the following diseases and disorders of the reproductive system.
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a. Reproductivecancers i. Breast
ii. Testicular iii. Cervical iv. Ovarian
v. Prostate vi. Uterine
b. Endometriosis
c. Impotence
d. PolycysticOvarianSyndrome
e. SexuallyTransmittedInfections(STI)
i. Gonorrhea
ii. Syphilis
iii. Genital herpes
iv. Chlamydia
v. Trichimoniasis
vi. Genital warts
vii. Human Papilloma Virus (HPV)
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Essential Learning Standards
Particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they 1. have endurance, 2. have leverage, and 3. are important for future learning.
Curriculum Resources
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course.
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Course Pacing Guide
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year).
Course
Core Standards
Text
Term 1
Term 2
Term 3
Term 4
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Units
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
Planning Guide: Jay McTighe, an expert in unit planning and author of Understanding by Design, has written four point to consider when planning units. They are presented below.
UbD Design Standards Stage 1 – To what extent does the design:
1. focus on the “Big ideas” of targeted content? Consider: are . . .
– the targeted understandings enduring, based on transferable, big ideas at the heart of the
discipline and in need of “uncoverage”?
– the targeted understandings framed as specific generalizations?
– the “big ideas” framed by questions that spark meaningful connections, provoke genuine
inquiry and deep thought, and encourage transfer?
– appropriate goals (e.g., content standards, benchmarks, curriculum objectives) identified? – valid and unit-relevant knowledge and skills identified?
Stage 2 – To what extent do the assessments provide:
2. fair, valid, reliable and sufficient measures of the desired results? Consider: are . . .
– students asked to exhibit their understanding through “authentic” performance tasks? – appropriate criterion-based scoring tools used to evaluate student products and
performances?
– a variety of appropriate assessment formats provide additional evidence of learning? Stage 3 – To what extent is the learning plan:
3. effective and engaging? Consider: will students . . .
– know where they’re going (the learning goals), why (reason for learning the content), and
what is required of them (performance requirements and evaluative criteria)?
– be hooked – engaged in digging into the big ideas (e.g., through inquiry, research, problem- solving, experimentation)?
– have adequate opportunities to explore/experience big ideas and receive instruction to equip them for the required performance(s)?
– have sufficient opportunities to rethink, rehearse, revise, and/or refine their work based upon timely feedback?
– have an opportunity to self-evaluate their work, reflect on their learning and set future goals? Consider: the extent to which the learning plan is:
– tailored and flexible to address the interests and learning styles of all students?
– organized and sequenced to maximize engagement and effectiveness?
Overall Design – to what extent is the entire unit:
4. coherent, with the elements of all 3 stages aligned?
Grant Wiggins and Jay McTighe 2005
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Assessment Standards
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
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Ethical Assessment Practices (USBE ethics training)
Licensed Utah Educators should:
• Ensure students are enrolled in appropriate courses and receive appropriate instruction
• Provide instruction to the intended depth and breadth of the course curriculum
• Provide accommodations throughout instruction to eligible students as identified by an ELL,
IEP, or 504 team.
• Use a variety of assessments methods to inform instructional practices
• Introduce students to various test-taking strategies throughout the year
• Provide students with opportunities to engage with available training test to ensure that
they can successfully navigate online testing systems, and to ensure that local technology
configurations can successfully support testing.
• Use formative assessments throughout the year using high-quality, non-secure test
questions aligned to Utah Standards.
Licensed Utah Educators shall ensure that:
• An appropriate environment reflective of an instructional setting is set for testing to limit distractions from surroundings or unnecessary personnel.
• All students who are eligible for testing are tested.
• A student is not discouraged from participating in state assessments, but upon a parent’s
opt-out request (follow LEA procedures), the student is provided with a meaningful
educational activity.
• Tests are administered in-person and testing procedures meet all test administration
requirements.
• Active test proctoring occurs: walking around the room to make sure that each student
has or is logged into the correct test; has appropriate testing materials available to them;
and are progressing at an appropriate pace.
• No person is left alone in a test setting with student tests left on screen or open.
• The importance of the test, test participation, and the good faith efforts of all students
are not undermined.
• All information in the Test Administration Manual (TAM) for each test administered is
reviewed and strictly followed (see 53A-1-608; R277-404).
• Accommodations are provided for eligible students, as identified by an ELL, IEP, or 504
team. These accommodations should be consistent with accommodations provided
during instruction throughout the instructional year.
• Any electronic devices that can be used to access non-test content or to
record/distribute test content or materials shall be inaccessible by students (e.g., cell phones, recording devices, inter-capable devices). Electronic security of tests and student information must not be compromised.
• Test materials are secure before, during and after testing. When not in use, all materials shall be protected, where students, parents cannot gain access.
No one may enter a student’s computer-based test to examine content or alter a student’s response in any way either on the computer or a paper answer document for any reason.
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Unethical Assessment Practices (USBE ethics training)
It is unethical for educators to jeopardize the integrity of an assessment or the validity of student responses.
Unethical practices include:
• Providing students with questions from the test to review before taking the test.
• Changing instruction or reviewing specific concepts because those concepts appear on the
test.
• Rewording or clarifying questions, or using inflection or gestures to help students answer.
• Allowing students to use unauthorized resources to find answers, including dictionaries,
thesauruses, mathematics tables, online references, etc.
• Displaying materials on walls or other high visibility surfaces that provide answer to specific
test items (e.g., posters, word walls, formula charts, etc.).
• Reclassifying students to alter subgroup reports.
• Allowing parent volunteers to assist with the proctoring of a test their child is taking or using
students to supervise other students taking a test.
• Allowing the public to view secure items or observe testing sessions.
• Reviewing a student’s response and instructing the student to, or suggesting that the
student should, rethink his/her answers.
• Reproducing, or distributing, in whole or in part, secure test content (e.g., taking pictures,
copying, writing, posting in a classroom, posting publically, emailing).
• Explicitly or implicitly encouraging students to not answer questions, or to engage in
dishonest testing behavior.
• Administering tests outside of the prescribed testing window for each assessment.
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Intervention Standards
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher-developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
PCSD MTSS/RTI Model
Provo City School District's Academic MTSS (Multi-Tiered Systems of Support) details the system for providing Tier 1, 2, and 3 instruction; interventions; and assessment to help each student receive appropriate support. It is detailed below.
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PCSD MTSS/RTI Model Provo City School District's Academic MTSS (Multi-Tiered Systems of Support) details the system for providing Tier 1, 2, and 3 instruction; interventions; and assessment to help each student receive appropriate support. It is detailed below.
Unpacking the Complexity of MTSS Decision Making
Successful MTSS implementation is a highly complex process that involves the following tasks:
• Gathering accurate and reliable data
• Correctly interpreting and validating data
• Using data to make meaningful instructional changes for students
• Establishing and managing increasingly intensive tiers of support
• Evaluating the process at all tiers to ensure the system is working
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Utah’s Multi-Tiered System of Supports USBE website:
http://www.schools.utah.gov/umtss/UMTSS-Model.aspx
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Supplemental Resources
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
The Provo Way Instructional Model
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• Student focus
• Educator credibility
• Meeting norms
• Professional Learning Communities (PLC)/Collaboration
• Civility policy
• Appearance and interactions
• Continual Leaning
• Testing ethics
• Research orientation
• Policy adherence
• Culture
• Safety–emotional and physical
• Physical classroom space
• Relationships
• Family connections
• Procedures
• Classroom management
• Student artifacts
• Student focus
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• Formative evaluation
• Summative evaluation
• Feedback:
• Performance of understanding
• Self-reported grades
• Student self-evaluation
• Testing ethics
• Differentiation
• Data analysis
• Response to interventions (RTI)/Multi-tiered system of success (MTSS)
• Lesson design
• Teacher clarity: share LT, share SC, share PoU
• Evidence-based instructional strategies
• Based on data
• Student engagement
• DOK – Depth of Knowledge
• Differentiation
• Student ownership of learning
• Curriculum notebook
• RTI/MTSS
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• State standards
• Curriculum map/pacing guide
• Units
• Objectives
• Curriculum Notebooks
• Course essentials
• Current
• Planning
Professional Associations Websites
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Evidence-based Pedagogical Practices
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
Hattie's Visible Learning
John Hattie, creator of Visible Learning, is a leading education researcher who has analyzed meta analyses in order to rank education practices (and factors) from most effective to least effective. Hattie's list of highest ranking factors can be found at: https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/
or
https://visible-learning.org/nvd3/visualize/hattie-ranking-interactive-2009-2011-2015.html
Hattie's original book on the topic can be found at:
https://www.amazon.com/Visible-Learning-Synthesis-Meta-Analyses-Achievement/dp/0415476186
Definitions of Hattie's factors can be found at:
https://www.amazon.com/Visible-Learning-Synthesis-Meta-Analyses-Achievement/dp/0415476186
Learning Targets
Provo City School District employs the use of learning targets, success criteria, formative assessment, and feedback. A basis of study on these topics is the book, Learning Targets, by Connie Moss and Susan Brookhart, can be found at: https://www.amazon.com/Learning-Targets-Helping-Students-Understanding- ebook/dp/B008FOKP5S.
The district has produced four videos that demonstrate elements of learning target instruction and can be found at:
http://provo.edu/teachingandlearning/learning-targets-videos/
Teacher Resource Guide
Provo City School District's Teacher Resource Guide helps teachers meet the Utah Effective Teaching Standards and includes effective teaching practices. It can be found at: http://provo.edu/teachingandlearning/wp-content/uploads/sites/4/2016/01/11182016-TRG- fixed.pdf
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Glossary
Terms and Acronyms used in this document
Assessment Standards
College and Career Readiness
Curriculum Resources
Essential Learning Standards
Evidence-based Pedagogical Practices
Intervention Standards
Learning Target
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
The College and Career Readiness (CCR) anchor standards
and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course.
These are also known as power standards. They are particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they: 1. have endurance, 2. have leverage, and 3. are important for future learning.
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher- developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
(LT) A Learning Target is a target that is shared and actively used by both the teacher and the students as a classroom learning team. (Moss & Brookhart, 2012).
MTSS
Multi-Tiered Systems of Support is an approach to academic and
44


Pacing Guide
Performance of Understanding.
Provo Way Instructional Model
RTI
Success Criteria
Standards
Supplemental Resources
Units
behavioral intervention. It is part of the intervention standards.
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year).
(PoU). Student results that provide compelling evidence that the student has acquired the learning target. (Brookhart, 2012).
The five areas of expectations for successful instruction identified by Provo City School District.
Response to Intervention is an approach to academic and behavioral intervention. It is part of the Intervention standards.
Detailed explanation requirements for different levels of quality. They are also referred to as “student-fors” to be used during the formative learning cycle in the day’s lesson (Moss & Brookhart, 2012).
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
45


46


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Course Essential Learning Standards
Particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they 1. have endurance, 2. have leverage, and 3. are important for future learning.
Strand
AA#.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Strand
AA#.2 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
48


Curriculum Resources
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course.
49


Course Pacing Guide
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year).
Course
Core Standards
Text
Term 1
Term 2
Term 3
Term 4
50