Salisbury Township School District – Planned Course of Study – Anatomy and Physiology
Salisbury…Inspire, Think, Learn, Grow…Together!
Topic/Unit: Human Body-An Orientation
Suggested Timeline: 5 periods
Big Ideas/Enduring Understandings:
• The structural organization of the human body allows it to maintain life.
Essential Questions:
• How does the human body function as the sum of many parts?
• How is homeostasis maintained? What are necessary life functions?
PA Academic Standards: 3.1.12.A1, 3.1.12.A6
PA Core Academic Standards: CC.3.6.11-12.B, CC.3.6.11-12.F, CC.3.5.11-12.C, CC.3.5.11-12.D.
Tier 3 Vocabulary: homeostasis, sagittal, transverse, frontal, proximal, distal, ventral, dorsal, caudal, patellar, cephalic, thoracic, axillary,
occipital, brachial, tarsal, digital, popliteal, plantar, sural, iliac, gastric, pelvic
Concepts:
Competencies:
Instructional Practices:
Assessments:
Maintaining homeostasis
Demonstrate anatomical
position.
Anatomy vs. Physiology
Anatomical position of a
specimen
Use correct anatomical
terminology.
Demonstrate directional terms.
Structural organization
Scientific terminology of body
regions
Define and give examples of
homeostasis & feedback
mechanisms.
Identify levels of organization.
Investigate various body
organs.
Class Discussion
Quizzes
Body label diagram
Diagram quiz from graphic organizer
Body cavity diagram
Banana Lab graded activity
Human labeling “Subject tag”
activity
Class notes with charts and tables
Poster project
Guided practice notes
Clinical questions
Anatomy of a Banana
Laboratory
Body Organ research/poster
project Clinical problem
solving situational questions
Review of word parts of
Greek/Latin origin
1
Salisbury Township School District – Planned Course of Study – Anatomy and Physiology
Salisbury…Inspire, Think, Learn, Grow…Together!
Topic/Unit: Organic Compounds & Cell Physiology
Suggested Timeline: 4 periods
Big Ideas/Enduring Understandings:
• Organisms use and obtain energy to carry out their life processes.
• Through a variety of mechanisms organisms maintain a biological balance between their internal and external environments.
• Cells have organized structures and systems necessary to support chemical reactions needed to maintain life.
Essential Questions:
• Why is DNA called the blueprint of life?
• How does the human body convert foods into usable energy through metabolism?
• How does life result from the structural components of cells?
PA Academic Standards: 3.1.C.A1, 3.1.12.A2, 3.1.12.A4, 3.1.C.A7, 3.1.12.A7, 3.1.12.B5
PA Core Academic Standards: CC.3.5.11-12.D, CC.3.11-12.I, CC.3.6.11-12.B
Tier 3 Vocabulary: nucleic acid, macromolecule, lipid, steroid, adenosine triphosphate, carbohydrate, polysaccharide, hydrolysis,
dehydration synthesis, metabolism, enzymes, saturated, unsaturated, inter vs. intra, endo vs. exo, permeable, filtration, microscope
terminology
Concepts:
Competencies:
Instructional Practices:
Assessments:
Macromolecules in the body
Organic compounds
Compare the use and
breakdown of macromolecules
in the body.
Interactive class notes and
discussion
Classroom models
Cellular organelles
Form vs. function of cells
Relate foods to the organic
compounds they contain &
where these are used in the
body.
Transport across membranes
Microscope use
Summarize how enzymes
work.
Understand the role of nucleic
acids and ATP in energy use.
Macromolecule demonstration
activity
Phospholipid bilayer coloring
activity
Quizzes
Guided practice coloring
diagrams
Graded lab activities
Microscope part lab practical
with teacher-created rubric
Protein synthesis diagram
Compare cell diversity using
examples
2
Salisbury Township School District – Planned Course of Study – Anatomy and Physiology
Salisbury…Inspire, Think, Learn, Grow…Together!
Relate cell parts to specific
functions
Compare active & passive
transport, filtration, sodium
potassium pumps.
Microscope diagram quiz
Microscope lab
Review of word parts of
Greek/Latin origin
Distinguish between
endocytosis and exocytosis.
Develop microscope skills,
including focus, lighting
options, and searching skills.
3
Salisbury Township School District – Planned Course of Study – Anatomy and Physiology
Salisbury…Inspire, Think, Learn, Grow…Together!
Topic/Unit: Histology
Suggested Timeline: 4 periods
Big Ideas/Enduring Understandings:
• Structure is related to function at the tissue level of organization.
Essential Questions:
• How are different tissue structures in the human body related to location and function?
PA Academic Standards: 3.1.12.A4, 3.1.12.A5, 3.1.12.A6,3.1.B.A8
PA Core Academic Standards: CC.3.5.11-12.B, CC.3.5.11-12.C, CC.3.5.11-12.D, CC.3.5.11-12.H, CC.3.5.11-12.I, CC.3.6.1112.B
Tier 3 Vocabulary:, epithelial, connective, muscle tissue, nervous tissue, stratified, cuboidal, columnar, transitional, pseudostratified,
squamous, osseus, areolar, adipose, vascular, cardiac, regeneration, fibrosis
Concepts:
Competencies:
Instructional Practices:
Assessments:
4 main Tissue types
Tissue sub-types in human
bodies
Tissue structure
Distinguish between the four
major tissue types and
locations.
Describe how tissue types
differ structurally &
functionally.
Interactive class discussion
covering terminology
Tissue regeneration diagram
labeling
Graded lab assignments
Lab practical on visual recognition
of tissue types
Diagrams
Draw tissue types
Tissue repair
Worksheets
Examine the microscopic
structure of tissue.
Epithelial Tissue Histology
Microscope lab
Class note charts
Recognize tissues from
diagrams and prepared slides.
Connective Tissue Histology
Microscope lab
Student generated labeled drawings
graded with teacher generated rubric
Muscle & Nervous Tissue
Histology Microscope Lab
Chapter test using essay and short
answer questions
4
Salisbury Township School District – Planned Course of Study – Anatomy and Physiology
Salisbury…Inspire, Think, Learn, Grow…Together!
Topic/Unit: Skin and Body Membranes
Suggested Timeline: 2 periods
Big Ideas/Enduring Understandings:
• Groups of tissues cover and protect body surfaces.
Essential Questions:
• How can body membranes be classified?
• What are the features of the skin?
• What are the functions of the integumentary system?
• What is the function of appendages of the skin?
PA Academic Standards: 3.1.12.A5, 3.1.12.A6, 3.1.12.A8, 3.1.12.B1, 3.1.12.B3, 3.1.12.C2
PA Core Academic Standards: CC.3.5.11-12.B, CC.3.5.11-12.D, CC.3.6.11-12.G
Tier 3 Vocabulary: cutaneous, mucous, serous, peritoneum, pleura, pericardium, epidermis, dermis, hypodermis, melanin, sebaceous,
exp vs endo, keratin
Concepts:
Competencies:
Instructional Practices:
Assessments:
Structure & function of
integument
3 classifications of body
membranes
Disorders of the skin
Appendages of the skin
Sun burn/tanning
Distinguish between
cutaneous, mucous and serous
membranes, and the function
and location of each.
Describe how integument
may be damaged.
Compare the three dermal
layers-epidermis, dermis,
hypodermis.
Explain the physiological
process of UV
damage/cancer.
Interactive Class notes and
discussion
Graded diagrams
Chapter test
Hair and nail colored
diagrams
Chart completion
Visual media presentation
Graded disorder matching
Class charts and models
Clinical problem solving
questions
Illustrative diagram on
internal body membraneslung, heart, digestive, joint
5
Salisbury Township School District – Planned Course of Study – Anatomy and Physiology
Salisbury…Inspire, Think, Learn, Grow…Together!
Research skin disorders and
homeostatic imbalances of
skin and their causes.
Distinguish between
appendages of skin: hair,
nails, glands, pores.
Track the healing process of a
burn.
6
Salisbury Township School District – Planned Course of Study – Anatomy and Physiology
Salisbury…Inspire, Think, Learn, Grow…Together!
Topic/Unit: Skeletal System
Suggested Timeline: 4 periods
Big Ideas/Enduring Understandings:
• The skeletal system is a complex and essential component of the human body.
Essential Questions:
• What is the function of the skeletal system?
• How can bones be classified?
• What are disorders of the skeletal system?
PA Academic Standards: 3.1.12.A5, 3.1.12.A6, 3.1.B.A8, 3.1.12.A8, 3.1.B.B4, 3.1.12.C1, 3.1.12.C2
PA Core Academic Standards: CC.3.5.11-12.C, CC.3.5.11-12.D, CC.3.5.11-12.H, CC.3.6.11-12.B, CC.3.6.11-12.H
Tier 3 Vocabulary: axial, appendicular, tarsal, patella, femur, girdle, scapula, clavicle, maxilla, mandible, radius, ulna, carpals,
sacrum, parietal, occipital, tibia, fibula, phalanages, marrow, ossification
Concepts:
Competencies:
Instructional Practices:
Assessments:
Bone function
Explain the 5 functions of
bones.
Bone classification
Growth, fracture, & repair of
bones
Labeled & colored skeleton
Classify bones based on shape diagram
& size.
Long bone colored diagram
Locate the bones of the
human skull.
Parts of a skull diagram
“Rubber Chicken Bones” lab
Recognize the layers of a long activity
bone are related to the
function of blood production
Rib cage & vertebral
and circulation.
diagrams
Appendicular vs. axial
skeleton
Differences between make
and female
Disorders of bones
Use of bone markings in
forensics
Classify types of fractures.
Label bones of the human
body.
Class notes and discussion
Chapter test including diagram and
spatial interpretation of bones
Diagrams and lab activities
involving actual bones
Skull lab practical
Graded worksheet on illustrative
diagrams
“Rubber Chicken Bones” data and
lab
Bone marking inquiry lab
activity
7
Salisbury Township School District – Planned Course of Study – Anatomy and Physiology
Salisbury…Inspire, Think, Learn, Grow…Together!
Compare bone growth from
fetal through adult.
Identify male from female
based on pelvic girdle.
Identify bone disorders/types
of arthritis and causes.
Compare animal & human
skull shape
Observation of human and
various animal skulls and
bones
Comparative anatomy of
skulls
Forensic skeleton crime scene
case study
8
Salisbury Township School District – Planned Course of Study – Anatomy and Physiology
Salisbury…Inspire, Think, Learn, Grow…Together!
Topic/Unit: Muscular System
Suggested Timeline: 7 periods
Big Ideas/Enduring Understandings:
• The muscular system allows for movement, posture and stabilization of the human body.
• Muscle tissue contraction allows for the generation of energy.
Essential Questions:
• How do muscles operate?
• How are muscles used in different body regions?
PA Academic Standards: 3.1.12.A1, 3.1.12.A2, 3.1.C.A2, 3.1.B.A2, 3.1.12.A6, 3.1.12.A5, 3.1.B.A9
Common Core Academic Standards: CC.3.6.11-12.E, CC.3.6.11-12.E. CC.3.6.11-12.G, CC.3.5.11-12.C, CC.3.5.11-12.D
Tier 3 Vocabulary: actin, myosin, ATP, ADP, aerobic, anaerobic, isotonic, isometric, origin, insertion, lateralis, abdominus,
pectoralis, dorsi, gluteus, deltoid, bicep, tricep, zygomaticus, oculi, masseter, trapezius, antagonistic movement
Concepts:
Competencies:
Instructional Practices:
Assessments:
Learners will know:
Learners will be able to do:
Muscle parts
Describe the components of a
muscle.
Muscle movements
Type of energy regeneration
pathways
Muscle locations
Muscle injury/disorders
Distinguish between isotonic
and isometric movements.
Compare and contrast aerobic
& anaerobic exercise.
Distinguish the location and
function of the major muscles
of the body.
Review of Greek and Latin
word parts as they relate to
muscle names, class
notes/charts, discussion,
colored labeled diagrams of
the head, front and back of
body, Microscopic anatomy
of a muscle diagram, Internet
video examples of lab,
Chicken wing dissection lab,
Muscle physiology lab,
Chicken foot dissection lab,
research inquiry and Google
sharing of muscle injury
project, partner discussion
Chapter test, graded diagrams,
graded laboratories (chicken foot,
muscle physiology, chicken wing),
lab drawings, muscle disorder
inquiry research using topic of
student choice presented on shared
google doc, chicken wing lab
practical
Locate insertion and origin of
muscles.
9
Salisbury Township School District – Planned Course of Study – Anatomy and Physiology
Salisbury…Inspire, Think, Learn, Grow…Together!
Investigate disorders of the
muscular system & their
causes.
10
Salisbury Township School District – Planned Course of Study – Anatomy and Physiology
Salisbury…Inspire, Think, Learn, Grow…Together!
Topic/Unit: The Nervous System
Suggested Timeline: 5 periods
Big Ideas/Enduring Understandings:
• The Nervous system is the major control system of the body.
• The brain is the center of communication in the body.
Essential Questions:
• How does the nervous system maintain homeostasis?
• What are the subdivisions of the nervous system?
• How are messages sent through the body?
PA Academic Standards: 3.1.12.A1, 3.1.12.A5, 3.1.12.A6, 3.1.B.A8, 3.1.B.A9
Common Core Academic Standards: CC.3.5.11-12.B, CC.3.5.11-12.D, CC.3.5.11-12.I, CC.3.6.11-12.F, CC.3.6.11-12.G,
CC.3.6.11-12.H
Tier 3 Vocabulary: peripheral, neuron, myelin, afferent, efferent, association neuron, cerebral, meninges, cranial, spinal, synapse,
dendrite, cerebellum, hypothalamus, diencephalon, thalamus, medulla oblongata\
Concepts:
Competencies:
Instructional Practices:
Assessments:
Learners will know:
Learners will be able to do:
Parts of the central nervous
system
Distinguish between the
central nervous system CNS
and the peripheral nervous
system PNS.
Supporting cells of the
nervous system
Neurons as a functional unit
Subdivisions of the brain
Parts of the peripheral
nervous system
Disorders of the nervous
system
Compare 4 types of
supporting cells.
Class notes and discussion,
labeled brain diagram, models
of neuron, sheep brain
dissection, Nerve physiology
lab, Research a brain disorder
using the internet and share
on a Google doc with the
class, partner discussion
Collaborative brain labeling lab,
diagram, graded lab questions,
graded research and reactions on
written reactions to nerve
physiology experiments.
Describe the structure and
function of a neuron.
Differentiate between white
matter and grey matter.
11
Salisbury Township School District – Planned Course of Study – Anatomy and Physiology
Salisbury…Inspire, Think, Learn, Grow…Together!
Locate the individual parts of
the brain.
Label brain regions on a
sheep brain.
Research Nervous system
disorders to gain familiarity.
12
Salisbury Township School District – Planned Course of Study – Anatomy and Physiology
Salisbury…Inspire, Think, Learn, Grow…Together!
Topic/Unit: Endocrine System
Suggested Timeline: 4 periods
Big Ideas/Enduring Understandings: Hormones are an integral part of maintaining homeostasis in the body
Essential Questions:
• How are hormones turned off and on?
• How are endocrine glands interrelated?
• How do negative feedback mechanisms work?
PA Academic Standards: 3.1.12.A1, 3.1.12.A5, 3.1.12.A6, 3.1.12.A7, 3.1.B.A
Common Core Academic Standards: CC.3.6.11-12.B, CC.3.5.11-12.B, CC.3.5.11-12.H
Tier 3 Vocabulary: hormone, steroid, negative feedback mechanism, pineal, pituitary, thyroid, thymus, pancreas, diabetes, adrenaline
Concepts:
Competencies:
Instructional Practices:
Assessments:
Learners will know:
Learners will be able to do:
Role of the endocrine system
Location of glands in the
body
Explain how hormones are
released and regulated.
Function of glands in the
body
Types of hormones
Disorders of the endocrine
system
Locate endocrine glands
within the body.
Class notes and discussion,
diagrams, concept map,
hormone and function folding
chart, partner discussion,
internet Bozeman Science
video
Chapter quiz, graphic organizers,
class participation in activities,
diagrams.
Explain the function and
interrelation of endocrine
hormones in maintaining
homeostasis.
Give examples of target
cells/target organs in hormone
release.
13
Salisbury Township School District – Planned Course of Study – Anatomy and Physiology
Salisbury…Inspire, Think, Learn, Grow…Together!
Recognize
photos/descriptions of
endocrine disorders such as
dwarfism, acromegaly, goiter,
Cushings syndrome,
gigantism, diabetes.
14
Salisbury Township School District – Planned Course of Study – Anatomy and Physiology
Salisbury…Inspire, Think, Learn, Grow…Together!
Topic/Unit: Special Senses
Suggested Timeline: 4 periods
Big Ideas/Enduring Understandings:
• Human senses allow for enhanced interaction with out environment
Essential Questions:
• How does the eye process an image?
• How does the ear interpret sound?
• What determines tasting abilities in a human?
PA Academic Standards: 3.1.12.A5, 3.1.12.A6, 3.1.12.B3, 3.1.12.C2
Common Core Academic Standards: CC.3.5.11-12.C, CC.3.5.11-12.D, CC.3.6.11-12.C
Tier 3 Vocabulary: meibomian gland, ciliary gland, conjunctiva, tunic, cornea, rod, cone, retina, color perception deficit, cataract,
glaucoma, auditory tube, pinna, papillae, lacrimal, humor
Concepts:
Competencies:
Instructional Practices:
Assessments:
Learners will know:
Learners will be able to do:
Structural components of the
eye
Structural components of the
ear
Describe the functions of rods
and cones.
Locate the internal
components of the eye.
Disorders of the eye
Smell and taste relations
Explain the functions of parts
of the eye.
Trace the pathway of light
through the eye.
Class notes and discussion,
Parts of external eye diagram,
Internal ear coloring diagram,
internal eye coloring diagram,
dissection of sheep eye lab,
clinical problem solving
questions, muscles of the eye
colored diagram, current
event taste article, media
presentation-eye disorders
and treatment, partner
discussion, color perception
test
Chapter quiz, lab practical on sheep
eye dissection, teacher observation
of laboratory, colored and labeled
diagrams, lab participation,
classroom models,
Explain the anatomy &
physiology of four fluids of
the eye.
15
Salisbury Township School District – Planned Course of Study – Anatomy and Physiology
Salisbury…Inspire, Think, Learn, Grow…Together!
Connect the senses of smell
and taste.
16
Salisbury Township School District – Planned Course of Study – Anatomy and Physiology
Salisbury…Inspire, Think, Learn, Grow…Together!
Topic/Unit: Overview of Cardiovascular System
Suggested Timeline: 2 periods
Big Ideas/Enduring Understandings:
• The cardiovascular system circulates blood and delivers oxygen to body parts
Essential Questions:
• How is Oxygen transported throughout the body?
• How is blood circulated?
PA Academic Standards: 3.1.12.A1, 3.1.12.A5, 3.1.12.A6, 3.1.12.A8
Common Core Academic Standards: CC.3.5.11-12.B, CC.3.5.11-12.D, CC.3.6.11-12.C
Tier 3 Vocabulary: vascular, artery, vein, venule, arteriole, capillary, aorta, serous membrane, pericardium, atria, ventricle, vena
cava, pulmonary, semilunar valve, atrioventricular valve, foramen ovale, ductus arteriosis
Concepts:
Competencies:
Instructional Practices:
Assessments:
Learners will know:
Learners will be able to do:
Regions of the heart
Compare the structure and
roles of arteries and veins and
capillaries.
Blood vessels
Pulmonary circulation
Heart valves
Fetal circulation
Label regions of the heart.
Trace the flow of blood
through the heart and lungs.
Class notes and discussion,
anterior view of the heart
colored and labeled diagram,
cross section of heart
labeling, circulation diagram
and guided questions graphic
organizers, observation of
preserved heart specimen,
partner discussion
Quiz, diagrams, guided questions
Explain the function of valves
of the heart
Recognize changes between
fetal and adult blood flow
17
Salisbury Township School District – Planned Course of Study – Anatomy and Physiology
Salisbury…Inspire, Think, Learn, Grow…Together!
Topic/Unit: Digestive System
Suggested Timeline: 2 periods
Big Ideas/Enduring Understandings: Nutrition is acquired through a complex process of organs working together
Essential Questions:
• How does the body break down food?
• What is the structure of the alimentary canal?
• What problems occur in the digestive tract?
PA Academic Standards: 3.1.12.A, 3.1.12.A2, 3.1.12.A5, 3.1.12.A6, 3.1.12.A7, 3.1.12.A8
Common Core Academic Standards: CC.3.5.11-.12.B, CC.3.5.11-12.D, CC.3.5.11-12.I, CC.3.6.11-12.B CC.3.6.11-12.G,
CC.3.6.11-12.H
Tier 3 Vocabulary: alimentary canal, pharynx, esophagus, mucosa, sphincter, pancreas, bile, propulsion, segmentation, chyme,
salivary amylase, enzyme, submandibular, canine tooth, molar, incisor, parasite
Concepts:
Competencies:
Instructional Practices:
Assessments:
Learners will know:
Parts of digestive system
Function of digestive organs
Enzyme action
Digestive disorders
Intestinal parasites
Learners will be able to do:
Class notes and discussion,
colored and labeled diagram
Differentiate between organs
of digestive organs,
of the alimentary canal and
comparison of digestive
accessory digestive organs.
disorders, Intestinal parasite
life cycle project/oral share
Discuss the function of the
with creation of visual of
digestive system and activities student choice
of digestive organs.
Chapter test, diagrams, oral share of
researched information, graded
charts/guided notes
Trace the path of food
through the digestive system.
Explain how various enzymes
break down food in the body.
Differentiate between tooth
types and function.
18
Salisbury Township School District – Planned Course of Study – Anatomy and Physiology
Salisbury…Inspire, Think, Learn, Grow…Together!
Investigate causes and
symptoms of digestive
disorders
Research and view intestinal
parasites in humans and
animals.
19
Salisbury Township School District – Planned Course of Study – Anatomy and Physiology
Salisbury…Inspire, Think, Learn, Grow…Together!
Topic/Unit: Respiratory System
Suggested Timeline: 2 periods
Big Ideas/Enduring Understandings:
• The respiratory system functions in gas exchange
Essential Questions:
• How are Oxygen and Carbon Dioxide exchanged in the body?
• How is air directed in the respiratory system?
PA Academic Standards: 3.1.12.A1, 3.1.12.A5, 3.1.12.A6, 3.1.12.A8
Common Core Academic Standards: CC.3.5.11-12.B, CC.3.5.11-12.D, CC.3.6.11-12.C
Tier 3 Vocabulary: pharynx, larynx, trachea, bronchi, alveoli, diaphragm, visceral, parietal, pleural, glottis, epiglottis, mucosa, palate,
tonsil
Concepts:
Competencies:
Instructional Practices:
Assessments:
Learners will know:
Learners will be able to do:
Parts of the respiratory
system
Describe and state functions
of the parts of the respiratory
system.
Body cavity linings
Role of tonsils
Respiratory physiology
Respiratory Disorders
Explain gas exchange at the
molecular level.
Class notes and discussion,
respiratory passages of the
head coloring and labeling
diagram, chest respiratory
coloring diagram, observation
of sheep pluck-trachea,
bronchi & lungs
Chapter quiz, diagrams, worksheets,
matching questions
Compare body cavity linings
of the respiratory system with
other systems.
Describe the role and location
of all types of tonsils.
20
Salisbury Township School District – Planned Course of Study – Anatomy and Physiology
Salisbury…Inspire, Think, Learn, Grow…Together!
Contrast inspiration and
expiration and the location of
the diaphragm in each.
Recognize types of
respiratory disorders.
21
Salisbury Township School District – Planned Course of Study – Anatomy and Physiology
Salisbury…Inspire, Think, Learn, Grow…Together!
Topic/Unit: The Urinary System
Suggested Timeline: 2 periods
Big Ideas/Enduring Understandings:
• The Urinary system is a filtering and regulation system in the body
Essential Questions:
• How does the urinary system maintain homeostasis?
• What is the process of removing toxins through urine?
PA Academic Standards: 3.1.12.A5, 3.1.12.A6, 3.1.12.A7
Common Core Academic Standards: CC.3.6.11-12.H, CC.3.5.11-12.B, CC.3.5.11-12.C, CC.3.5.11-12.J
Tier 3 Vocabulary: ureter, urethra, renal, bladder, nephron, filtration, secretion, reabsorption, urochrome, urinary bladder,
Concepts:
Competencies:
Instructional Practices:
Assessments:
Learners will know:
Urine production
Functions of urinary system
Parts of a kidney
Disorders of the Urinary tract
Learners will be able to do:
Class notes and discussion,
colored graphic diagram of
Explain the formation of urine urinary system, observance of
through a 3- step process in
sheep kidney, discussion of
the nephron.
urinary problems and their
causes at various stages of
Describe the functions of
life, comparison of urine
kidneys including blood
colors, concentration and
regulation, hormone and
causes
enzyme production, filtration
& maintaining homeostasis.
Chapter quiz, diagrams
Summarize common urinary
system disorders.
Trace the flow of urine
through the body.
22
Salisbury Township School District – Planned Course of Study – Anatomy and Physiology
Salisbury…Inspire, Think, Learn, Grow…Together!
Identify the regions of a
kidney.
Compare the function, size
and location of the urethra in
males and females.
23
Salisbury Township School District – Planned Course of Study – Anatomy and Physiology
Salisbury…Inspire, Think, Learn, Grow…Together!
Topic/Unit: Overview of Reproductive System & Embryo
Suggested Timeline: 2 period
formation
Big Ideas/Enduring Understandings:
• Sexual reproduction is a complex process in mammals
Essential Questions:
• How are the male and female reproductive organs different?
• How are human reproductive organs similar fetal pig reproductive organs?
PA Academic Standards: 3.1.12.A5, 3.1.12.A6, 3.1.12.A7, 3.1.12.B2
Common Core Academic Standards: CC.3.6.11-12.H, CC.3.5.11-12.B, CC.3.5.11-12.C, CC.3.5.11-12.J
Tier 3 Vocabulary: testis, scrotum, vas deferens, penis, epididymis, uterus, ovary, cervix, fallopian tube, vagina, fimbra, placenta,
umbilical cord
Concepts:
Competencies:
Instructional Practices:
Assessments:
Learners will know:
Learners will be able to do:
Parts of male reproductive
system
Locate parts of male
reproductive system.
Parts of female reproductive
system
Locate parts of female
reproductive system.
Relationship between
reproductive system and
urinary system
Trace the flow of sperm
through the male system.
Functions of parts of each
system
Labeling and analyzing
diagrams, teacher led
discussion, observance of
large animal uterus with
embryos (pig and/or cow),
observance of pregnant rat
and shark specimens
Location of visible parts of
reproductive system on diagrams
and lab specimens, class
participation and discussion, lab
practical
Describe the process of egg
production and pregnancy in a
female.
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Salisbury Township School District – Planned Course of Study – Anatomy and Physiology
Salisbury…Inspire, Think, Learn, Grow…Together!
Topic/Unit: Fetal Pig Dissection
Suggested Timeline: 6 periods
Big Ideas/Enduring Understandings:
• Fetal Pig anatomy and physiology is similar to human anatomy and physiology
Essential Questions:
• How do all body systems interact to maintain homeostasis?
PA Academic Standards: 3.1.12.A1, 3.1.12.A5, 3.1.12.A6, 3.1.12.A9,
Common Core Academic Standards: CC3.5.11-12.B, CC.3.5.11-12.C, CC.3.5.11-12.D, CC3.5.11-12.G, CC.3.5.11-12.I, CC.3.6.1112.B, CC.3.6.11-12.H
Tier 3 Vocabulary: vocabulary terms from all previous lessons will be utilized
Concepts:
Competencies:
Instructional Practices:
Assessments:
Learners will know:
Learners will be able to do:
Lab safety and proper use of
equipment
Locate all major systems of
the fetal pig.
Organs of the fetal pig
Locate and identify all major
organs of the fetal pig.
Practice safe and accurate
dissection techniques.
Optional enrichment:
Exploratory nervous system
and brain dissection using
provided instructions
Name all required parts of the
dissection.
Exploratory muscle
dissection
Form verses function
Compare and contrast human
and pig anatomy
Teacher led demonstration
and instruction, photograph
comparison, internet
examples of dissection,
partner discussion
Graded lab packet sections, lab
practical, participation, student
created lab drawings, diagrams,
teacher observation
Relate organs to their function
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