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Anatomy and Physiology

Instructor Dr. A Moody Course Description

Email: [email protected] A study of the structure and function of
Office Hours: By appointment only the human body. Emphasis will be giv
en to the study of
cells and tissues and anatomical and p
hysiological interrelationships of the int
egumentary, skele-
tal, muscular, and nervous systems. Des
igned primarily for students entering h
ealth careers.

Required: Materials: Student Learning Outcomes
Human Anatomy and Physiology (wit
h Mastering A&P) 1. Apply appropriate safety and ethical standards. 2. Lo-
ISBN: 9780133994933 cate and identify anatomical structures. 3. Appropriate-
Exploring Anatomy & Physiology in t ly utilize laboratory equipment, such as microscopes, dissection tools, gen-
eral lab ware, physiology data acquisition systems, and virtual simulations 4.
Important Information: Work collaboratively to perform experiments. 5. Demon-
strate the steps involved in the scientific method. 6. Communi-
Last day to withdraw is November 11, cate results of scientific investigations, analyze data and formulate conclusions. 7.
2016 Use critical thinking and scientific problem-solving skills, including, but not limited to,
NO MAKE UP EXAMS inferring, integrating, synthesizing, and summarizing, to make decisions, recommenda-
tions and predictions. 8.
Use anatomical terminology to identify and describe locations of major organs of eac
h system covered

Course Grades

Course grades include assignments, labs, exams (lecture and lab) and the final

THIS IS AN ABBREVIATED SYLLABUS. REVIEW THE FULL VERSION OF SYLLABUS
UNDER ‘CONTENT’ IN D2L.

BOPPPS LESSON PLAN

COURSE: Anatomy and Physiology
Lesson Title: Define Anatomy and Physiology and explain the relationship. Identify anaotomical terms, position, and body cavities, then discuss how they
are useful in describing body movements.

Bridge: Students will use Poll Everywhere to submit their created questions from the assigned text reading.

Estimated time: 5 minutes
Course Student Learning Outcome:

• Learning Outcome #1: Use anatomical terms to identify locations of major organs of each system.
• Learning Outcome #2: Describe the interdependency and interactions of body systems.

Learning Objectives:
• Learning Objective #1: By the end of the lesson, students will be able to apply anatomical terminology to identify and describe locations of major
organs over each system covered. (Application)

• Learning Objective #2: By the end of the lesson, students will be able to differentiate the muscular and skeletal systems covered and explain the
interconnection between each system. (Analyze)

Pre-Assessment:

• Students will also complete a survey/questionaire about terms in the lesson.
• Students will respond to check for understanding questions that are embedded throughout the lesson using the "Fist-to Five" technique.

Estimated time: Learner Activities Lesson Materials
Participatory Learning: Students will briefly read or present their stories Power Point Slides
HIGHLIGHT AND LABEL THE FOLLOWING:

 4 questions with Bloom’s level identified
 New instructional technology you are trying
 At least one classroom assessment technique (CAT)

Time Instructor Activities

20 Lecture

30 Insrtuctor will provide guidelines for the assignment. Students will complete a story board where they create a Pow Toons/Apps
digital fictional anatomical story using a minimum of 20

Post-assessment: Students will then take a quiz on Socrative over anatomical and positional terminology.
Estimated time: 15 minutes
Summary:

 At the conclusion of the lecture/lesson, students will then complete a digital graphic organizer of all anatomical and positional terms from the
lesson using tools such as "Realtime board"

• Each student will be asked to present their GO to the class.

Estimated time: 20 minutes

ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.)

Second P- A.Moody (BIOL 2401)

COURSE:
Lesson Title: Match-a-System
Course Student Learning Outcome:

1. Use anatomical term locations of major organs of each system.
2. Describe the interdependence and interactions and interactions of body systems.

Learning Objectives (these should be the ones you wrote in Module 1): By the end of this lesson, students will be able to:
1. Apply terminology to identify and describe locations of major organs over each system covered.
2. Differentiate the muscular and skeletal systems covered and explain the interconnection between each system.

Participatory Learning: Learner Activities Lesson Materials
Time Instructor Activities

20 Introductory Mini Lecture over anatomical location Students will complete practice handout identifying each Students will complete

terms. Supply materials for “Potato Man” activity. anatomical position, plane and region structure. Students “Potato Man” Activity

will also explain why “anatomical position” is useful.

45 Instructor demonstrates and models a fictional story Class discussion of why body is organized into systems using http://anatomyarcade.com

about anatomical terms and locations. a class lecture game ( Fictional Story) “Match-a-Body System”

30 Instructor explains and demonstrates an example of a Students will complete a story board using at least three Story board template

story using all body systems. body systems for each story board block to tell a story.

Extension story from the lecture game.

See Attached PPT

Skeletal System Project

Directions: Construct a human skeleton Anterior/Posterior portions and

the skull.

Make sure to label all of the bones on the following pages 211,212,216,217
(you can number them on your skeleton and make a chart with the answers)

Category Total Total Comments
Points Points
Possible Given

Presentation 10

Participation 10

Creativity 20

Knowledge 20

Review 20
Game

All Bones 20
Included in
Key (Labeled
or numbered)

Total 100

Rules for this Assignment

1. No food allowed in model

2. All bones that we discuss must be included with a key

3. When presenting, everyone must participate

4. A critique sheet will be handed out to every person on your
team, if you do not participate, then you will be rewarded
with a zero for your grade.

5. This project will count as 2 major grades

6. You cannot just go out to the store and buy a skeleton if you
do nothing to it, that will also result in a grade of a zero
****Be Creative******

7. You will be tested on all of the bones in this project, so
make sure you learn the bones as you are constructing your
models.

8. The last part of this assignment will require that each group
come up with an interesting review game to help your class
learn the bones of the skeletal system.

9. Finally, although you will have a practicum test where you
have to learn the bones, you will also have a vocabulary test
over chapters 7, 8 and 9.

Storyboard Template

Think of the storyboard as a comic strip. Each block has a picture
with an action and a line or two of dialog. You can draw pictures
or type or handwrite a description of the action in the blocks. For
each action, write a script or summarize the action for the
characters in your commercial.

How To Complete Your Storyboard

Almost every TV commercial, TV show, or video began as a
storyboard. The storyboard is a sheet of paper that breaks down the
elements of a video production into what you see and what you
hear.

Your storyboard is divided into eight frames. Using pictures or
words, you will use the box to describe what one sees in your
video. Then you will type or write in the words or sound effects
heard below that box. This is the Audio. It can be the spoken
words of people on camera, the words of an announcer who is not
on camera, or words that appear on the screen. Sometimes it’s a
combination of all three.

Since what you show on screen changes, each box will contain the
next progression of the commercial. Remember though, you only
have 30-seconds to get everything done. So your storyboard
shouldn’t be very long or complex.

Group Members______________________________ Product _________________________

Draw and describe the visual/action in the block.

.

:

Chapter 1 – Introduction to Name _______________________________ per ________
Human Anatomy & Physiology
Stations Lab

Part I: Virtual Pre-Lab - Anatomical terminology and body regions. In this lab you will learn
about anatomical terminology and body regions.

Review the following websites. It takes about 20-30 minutes to complete all 4 review sites.

http://www.wisc-online.com/objects/index_tj.asp?objID=AP15405

(review of body regions)

http://www.wisc-online.com/objects/index_tj.asp?objID=AP15305

(review of positional terminology)

http://www.wisc-online.com/objects/index_tj.asp?objID=AP15605

(review of anatomical planes and abdominal divisions)

http://www.wisc-online.com/objects/index_tj.asp?objID=AP14904

(review of regional body parts)

Part II: Complete each of 6 stations. The directions are located at the station. At the end of the
lab period you will staple together all of your pages and turn them in.

Station #1 – Story Time

Directions:
Working as a group, incorporate the following terms into a short story. You must use at least 20 of
the words below. Write the story on this paper or type it on google docs and share it with me.
Underline each of the terms in your story. You will turn in only one story for your whole group.

Superior Visceral Organs Inferior Anterior Superficial
Abdominal Cavity Dorsal Pelvic Cavity Medial Deep
Lateral Orbital cavity Proximal RUQ Hepatitis
Distal LLQ LUQ RLQ Integument
Peristalsis Gastrointestinal Tract Cerebrum Melanoma Tracheotomy
Apendicitis Transverse Section Liver Ipsilateral Proximal
Gluteal Pharmacology Homeostasis Cells Superficial

Name _________________________________

Station #2 – Color Code

Directions: Individually

1. Using the diagrams below, color code each section as follows.

Right Upper Quadrant = purple Umbilical region = green
Left Upper Quadrant = black Lumbar regions = blue
Right Lower Quadrant = pink Epigastric region = red
Left Lower Quadrant = light blue Iliac regions = orange
Hypochondriac regions = yellow
Hypogastric region = brown

2. Using the diagrams below color code each cavity as follows.

a. Thoracic cavity = pink Cranial cavity = yellow
Vertebral canal = purple Abdominopelvic cavity = red

b. Pericardial cavity = brown Pelvic cavity = green Cranial cavity = yellow
Pleural cavities = orange Abdominal cavity = blue Vertebral Canal = purple

3. ID each of the body systems and function of the system using the laminated cards on your lab
table.

Card letter = ___System_____ _ = major function of system ______________________

A = _____________________________ = _____________________________________________

B = _____________________________= _____________________________________________

C = _____________________________= _____________________________________________

D = _____________________________= _____________________________________________

E = _____________________________= _____________________________________________

F = _____________________________= _____________________________________________

G = _____________________________= _____________________________________________

H = _____________________________= _____________________________________________

I = ______________________________= _____________________________________________

J = ______________________________= _____________________________________________

K = _____________________________= _____________________________________________

Chapter 1 – Introduction to Name _______________________________ per ________
Human Anatomy & Physiology
Stations Lab

Station #3 – Surgery

Directions: Individually

Dr. Student, you do not want to be sued for malpractice. Your surgical team requires collaboration and
planning. Know what you are going to do before you cut. All surgical incisions are permanent. Scarring is
probable. Remember the anesthesiologist has given you only 15 minutes.

The Sharpie is your scalpel.

Your patient requires multiple procedures. Please perform the following:

 Appendectomy – deep lateral incision in the anterior RLQ
 Cesarean section – deep lateral incision in the pelvic cavity 10 cm distal to the belly button
 Left legectomy (what is the proper term?) – incision distal to the knee joint
 Carotid endorectomy – vertical superficial to the carotid artery incision 4 cm from the medial

plane of the trachea

Use the information provided to make the correct surgical incisions to perform the required surgeries.
After you complete the surgery, draw on your body diagram where you made the incisions.

Station #4 – Mr. (or Mrs.) Potato Head

Directions: As a Group

The organization of the body and structural relationships among the parts can be described by a consistent

system of anatomical terminology. You will be given a large potato and your task will be to label the following
list of anatomical terms on your spud. To do this you will use toothpicks and masking tape as a “flag” for each

label. You may use the accessories on your lab table to help dress up your spud. When you are finished with

your potato, please leave on the back lab counter so that we may judge them. The winner will be the one that is
most original in design and most “anthropomorphic” (ie most correct) potato!!

LIST:

sagittal plane coronal plane lateral distal ventral
midsagittal plane medial proximal anterior dorsal
transverse plane posterior cranial abdominal
pelvic thoracic inferior superior

Station #5 – Rewrites

Directions: As a group, rewrite each statement using common terminology. The first one is done for
you. Work as a group, but each person must write down the new sentence and each person will turn
in a worksheet as part of their lab.

1. Pain is located in the right cervical region with radiation into the ipsilateral brachial region.
(answer: pain is located in the right neck and radiates into the right upper arm)

2. The lesion is located in the right thorax just lateral to the mid-sagittal plane.

3. The patient reports numbness and tingling in the left lumbar area and pain in the contralateral
femoral region.

4. There is a contusion located at the lateral aspect of the left crural region.

5. The laceration extends distally from the right antecubital region to the antebrachium.

6. The patient reports sharp right lower quadrant pain just lateral to the umbilicus.

7. The patient reported a tearing sensation while running in the right gluteal region extending
distally to the ipsilateral popliteal region.

8. There was pain located at the right lateral tarsal region with subsequent numbness and tingling
in the ipsilateral dorsum of the foot.

9. The patient reported sharp cervical pain extending into the bilateral brachial regions.

Station #6 – Jeopardy!

Directions: We will design a Jeopardy review game for Chapter 1 as a class. Your group is
responsible for developing one category of questions (see below). Use your book and/or the
computer to help you design the answers and questions for your assigned category.

 The template is set up for you on the computer at your lab table. You will be filling in 2 slides
per point value question – an “answer” and then a “question”.

 The 100 point questions should be easier and get progressively more difficult as you go to the
500 point questions.

 Remember to SAVE after adding each answer and question.
 I will post this game plus the game designed by my other class on the website under the

“Review” tab for chapter 1.

Group # Category
1 Organ Systems (pg 14-19)
2 Homeostasis (pg 7-12)
3 Abdominal Regions (pg 24)
4 Body Regions (from pg 25)
5 Planes and Positions (pg 21-23)
6 Anything Goes (from all of chapter 1 – make sure no question is repeated)

ACP Showca

Name: Dr. A
Discpline: Anatom

Date: Novem

ase Portfolio

April Moody
my and Physiology
mber 2, 2016

Table of Contents

• Student Preparation Strategy
• BOPPPS lesson-be sure to highlight

• CAT
• Questions
• Technology

• Reflection

t the following:

Describe studnt prepar

• On the first day, students scan the
the syllabus and we have class disc
sequential order reasoning of each
students to better understand chro
need to master and why.

• Students will look at the table of C
subtitles, captions etc. before com
gain a better sense of the material
questions from pieces of the readi
quiz questions and “warm up” que

ration strategy

e topic and assignments schedule in
cussions about the topics and the
h topic. This strategy helps the
onologically what topics they will

Contents in the textbook, titles,
mpleteting the assigned reading to

l. Students will then create
ing material that will be used future
estions.

BOPPPS – BRIDGE

• Students will use Poll Everywhere t
from the assigned text reading.

to submit their created questions

BOPPPS – OBJECTIVES

• Learning Outcome #1: Use anatom
major organs of each system.

• Learning Objective #1: By the end
to apply anatomical terminology to
major organs over each system cov

• Learning Outcome #2: Describe the
of body systems.

• Learning Objective #2: By the end

mical terms to identify locations of

d of the lesson, students will be able
o identify and describe locations of
vered. (Application)
e interdependency and interactions

d of the lesson, students will be able

BOPPPS- PRE-ASSESSM

• Students will also complete a surve
lesson.

• Students will respond to check for
embedded throughout the lesson u

MENT

ey/questionaire about terms in the

understanding questions that are
using the "Fist-to Five" technique.

BOPPPS- PARTICIPATOR

• Students will complete a story boa
fictional anatomical story using a m
tell their stories. The terms have t
has to make sense. Students will u

RY LESSON

ard where they create a digital
minimum of 20 anatomical terms to
to be used accurately and the story
use tools like Pow Toons.

BOPPPS- POST-ASSESSM

• Students will then take a quiz on S
positional terminology.

MENT

Socrative over anatomical and

BOPPPS- SUMMARY

• At the conclusion of the lecture/le
digital graphic organizer of all anat
the lesson using tools such as "Rea

• Each student will be asked to prese

esson, students will then complete a
tomical and positional terms from
altime board"

ent their GO to the class.

Personal Reflection on

I have gained profound insight as a
course and I have learned new inn
the course I instruct such as CATs,
and other teaching strategies. The
course will benefit my students tre
class. Overall, this course was a gr

My ACP Experience

an Instructor in taking the ACP
novative strategies I may apply in

how develop good questioning,
e information I learned in this
emendously once I apply them in
reat experience.

The purpose of this essay is to summarize my experience, value, knowledge and insight that I
have gained from the Adjunct Certification Program and to improve elements of my teaching
methodology. Well, I have definitely gained a plethora of teaching tools to add to my tool box such as
creative strategies to ask higher level thinking questions which impacts their understanding over the
information I am delivering. I have gained more insight of how to structure my class time so that every
moment is being used effectively due to more detailed lesson planning. Also, to reflect on what I've
learned and how my approach to teaching has changed since before taking this class is I now have a
deeper passion to help my students because I have more tools to help them be successful. I know
longer see them as just college students or a number and possess the traditional attitude of a College
Level instructor that students will either pass or fail. I want to help them achieve their goals starting with
preparing them as best I can in the course. I think the days of just getting up in front of students and
lecturing for hours at a time have changed. I think that overall I've learned a lot about teaching and
about myself as a teacher and my teaching style.

I have incorporated several aspects of the ACP class into the course I teach. For starters, I love using the
“good questioning” strategies to help the student’s thinking skills and the ability to analyze, interpret,
and synthesize information I teach. Taking the time to plan higher level thinking questioning during
lecture/class time has been beneficial to the students as I have seen an increase in lecture exam scores.
Because the students are used to the type of questioning I ask them during class they tend to expect
these types of questions on the exam and as a result, they have less test anxiety and end up doing
better on the test. The participatory learning strategies have also been knowledge I have gained to use
in class. This strategy engages even my most quit and reserved students and helps all the students to
grasp rather complicated concepts and material as a group versus individually. Group activities during
class is a great technique I have used to increase class engagement and involvement. I suppose these

tools have also contributed to my level of comfort in the classroom where I am more of a facilitator to
the students instead of talking at them in a lecture.

I love the material, and I really enjoy working with the students and trying to help them manage the
overwhelming amount of information for which they are responsible in the course. I like the weekly
contact I have with the students to share the knowledge I have for the course and in a significant way I
feel I am helping them become the future doctors, nurses, and health professionals they intend to be.
This is the reason why I was interested in the Adjunct Certificate Program. I find that I'm eager to teach
and improve my teaching and course design. Teaching millennials, I needed more strategies and ways to
incorporate more technology into my lessons. I especially enjoyed the many free apps and ways to use
students electronic devices to deliver information conscious choice, but students want those
powerpoints, and they'd prefer that all major points be on the slides in text.
I care about all of my students, and as the semester is getting ready to close, it is gratifying to see that
many of them noticed and appreciated the change and different techniques I used to help them do
their best in the class. I feel like I've done a good job as a teacher with what I have learned in the ACP
class, and I look forward to the opportunity to continue to use the knowledge I gained. I would not
change anything to the program.