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Title of Unit
Curriculum Area
Developed By
Body works
Grade Level
Physiology
Time Frame
M. Penarroyo (adapted from HASPI Medical Curriculum)
12th
1 year
Understandings
Essential Questions
information;
(B) make choices in selecting everyday products using scientific research findings;
(C) evaluate the impact of research on scientific thought, society, and the environment;
(D) gather information about future careers using a variety of sources; and
(E) research and describe the history of science and contributions of scientists.
(4) The student knows the energy needs of the human body and the processes through which these needs are fulfilled. The student is
expected to:
(A) analyze and explain the chemical reactions that provide energy for the body;
(B) identify the means, including the structure and function of the digestive system, by which energy is processed and stored within
the body; and
(C) analyze the effects of energy deficiencies in malabsorption disorders such as diabetes, hypothyroidism, and Crohn's disease.
(5) The student knows the responses of the human body to internal and external forces. The student is expected to:
(A) interpret normal and abnormal contractility conditions such as in edema, glaucoma, aneurysms, and hemorrhage;
(B) analyze and describe the effects of pressure, movement, torque, tension, and elasticity on the human body;
(C) conduct an investigation to determine causes and effects of force variance, and communicate findings;
(D) survey and report the uses of various diagnostic and therapeutic technologies; and
(E) explain how coordination of muscles, bones, and joints allows movement of the body.
(6) The student knows the body processes that maintain homeostasis. The student is expected to:
(A) investigate and describe the integration of the chemical and physical processes, including equilibrium, temperature, pH balance,
chemical
reactions, passive and active transport, and biofeedback, that contribute to homeostasis; and
(B) predict the consequences of the failure to maintain homeostasis.
(7) The student knows the electrical conduction processes and interactions. The student is expected to:
(A) illustrate conduction systems such as nerve transmission or muscle stimulation;
(B) research and describe the therapeutic uses and effects of external sources of electricity on the body system; and
(C) evaluate the application of advanced technologies such as electroencephalogram (EEG), electrocardiogram (ECG), bionics,
transcutaneous electrical nerve stimulation (TENS), and cardioversion.
(8) The student knows the body's transport systems. The student is expected to:
(A) analyze the physical, chemical, and biological properties of transport systems including circulatory, respiratory, and excretory;
(B) identify and describe the factors that alter the normal functions of transport systems; and
(C) compare the interactions among the transport systems.
(9) The student knows environmental factors that affect the human body. The student is expected to:
(A) identify the effects of environmental factors, such as climate, pollution, radioactivity, chemicals, electromagnetic fields,
pathogens, carcinogens, and drugs on body systems; and
(B) research and evaluate measures to minimize harmful environmental factors on body systems.
(10) The student knows how to compare anatomical structures to physiological functions. The student is expected to:
(A) analyze the relationships between the anatomical structures and physiological functions of systems such as integumentary,
pathology and autopsy can be used in criminal investigations to identify a victim and solve crimes.
Lab 03 Homeostasis
a. Cell Tonicity
Students take the role of a patient educator. A dehydrated patient is refusing the 0.9% saline IV solution, and it is the students job to
explain with a visual example why it must be 0.9% saline. The students will be required to create an experiment with limited supplies.
This activity focuses on osmosis as well as experimental design.
b. pH of the Body
Students will test their own salivary pH over a 24-hour period. Following the 24-hour period, data will be collected for the class and a
histogram created for data analysis. The importance of maintaining a healthy body pH for normal bodily functions will be discussed.
Lab 04 Histology
a. Epithelial Tissues
Students learn to identify basic epithelial tissues including simple, stratified, squamous, cuboidal, columnar, pseudostratified,
transitional, and keratinized. The activity is separated into three parts. Part A introduces students to the function, location, and
structure of epithelial tissues. Part B is a practice activity to identify various slide images of epithelial tissues. Part C has students look
at actual organ and tissue slides to find and identify epithelial tissues.
b. Connective Tissues
Students learn to identify basic connective tissues including loose areolar, adipose, reticular, dense regular, dense irregular, hyaline
cartilage, elastic cartilage, fibrocartilage, bone, and blood. The activity is separated into three parts. Part A introduces students to the
function, location, and structure of connective tissues. Part B is a practice activity to identify various slide images of connective tissues.
Part C has students look at actual organ and tissue slides to find and identify connective tissues.
c. Muscle & Nervous Tissues
Students learn to identify basic muscle and nervous tissues including skeletal muscle, smooth muscle, cardiac muscle, neurons, and
neuroglia. The activity is separated into three parts. Part A introduces students to the function, location, and structure of muscle and
nervous tissues. Part B is a practice activity to identify various slide images of muscle and nervous tissues. Part C has students look at
actual organ and tissue slides to find and identify muscle and nervous tissues.
d. Tissue Biopsy
Students prepare a biopsy tissue sample collected from a patient. Preparation will include fixation, embedding, sectioning, and
staining of the biopsy sample. Students then view the slides.
Lab 05 Cytotoxicity
a. Cytotoxicity & LD50
Students will design an experiment to test the cytotoxicity and/or LD50 level of differing concentrations of sugar, salt, or ethanol
(alcohol) on California blackworms. The emphasis is on experimental design, conduction, and revision.
Lab 06 The Integumentary System
a. The Integumentary System
Station lab activity that has students investigate the organs, histology, diseases, and characteristics of the integumentary system.
Students investigate the inflammatory response, observe the microscopic parts of their own integumentary system, and learn how the
skin is able to maintain an internal temperature when the external temperature fluctuates.
b. Sunscreen & Skin Cancer
Students learn about UV radiation and its impact on the occurrence of skin cancer. Different SPF sunscreens are tested on UV sensitive
paper to compare their ability to screen or block UV radiation. Students follow up by performing a patient analysis for three patients,
and determining whether the patients moles may be indicative of melanoma.
c. Investigating the Skin
Students learn about thermoregulation, glands, and dermal nerves. Four activities have students investigate special characteristics of
their own skin. In the first activity students use iodine and cornstarch-soaked sheets to locate sweat glands in the palm. The second
activity has students observe the cooling sensation caused by evaporative cooling produced by sweat. The third activity has students
map the location of mechanoreceptors, thermoreceptors, and nociceptors in a small area of the forearm. In the fourth activity students
determine the two- point touch distance on several locations of their bodies.
Lab 07 The Skeletal System
a. The Skeletal System
Station lab activity that has students investigate the organs, histology, diseases, and characteristics of the skeletal system. Students
investigate the construction and strength of long bones, how to determine height from long bone length, and how to determine
different skeletal proportions.
Lab 08 The Muscular System
a. The Muscular System
Station lab activity that has students investigate the organs, histology, diseases, and characteristics of the muscular system. Students
have the opportunity to measure muscle fatigue. Students perform a manual muscle test on a patient (partner). Students also have the
opportunity to determine the relationship between muscle contraction and muscle size.
b. Muscle Contraction
Students have the opportunity to obtain a better understanding of the steps of a muscle contraction through an internet animation in
Part A. In Part B, students use fresh muscle to observe muscular contraction and determine whether glucose or ATP actually causes
muscular contraction.
Lab 09 The Nervous System
a. The Nervous System
Station lab activity that has students investigate the organs, histology, diseases, and characteristics of the skeletal system. Students
investigate whether they have any nerve damage in their forearm, test their visual acuity, and determine their reaction time.
b. Cranial Nerves
Lab activity in which students test the function of their cranial nerves. This activity is set-up to be conducted with a partner and each
cranial nerve test is followed by a short description of disorders that may affect the function of that cranial nerve.
c. Brain Anatomy
Students dissect a sheep brain and place labeled dissecting pins to identify important internal and external structures of the brain.
development is compared to normal values to determine whether the fetus is developing at a normal rate.
Lab 15 Global Health
a. Global Health Investigation
Students will have the opportunity to investigate the status of medicine, disease, and health access on a global scale. Interactive maps
of life expectancy, annual income, and literacy compare the occurrence and mortality rates of several infectious diseases. Students also
have the opportunity to research current investigators of global health issues. PBS videos can be purchased to supplement.
b. Epidemiology
Students role-play as healthcare workers and/or patients. The healthcare worker performs a patient exam and records pertinent history
and symptoms in order to discover the infectious agent the patient may have contracted.
Lab 16 Medical Case Studies
a. Writing a Medical Case Study
Medical case studies are an integral part of the large majority of health career training programs, and are even used by healthcare
workers in professional development and case reference. Students will review several medical case reports, and then choose a case of
interest to research and create their own medical case study.
Additional Resources: Medical Anatomy & Physiology Coloring Book
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)