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Medical Anatomy & Physiology Course Curriculum This document is to be used as a comprehensive summary of all units, standards/learning outcomes, HASPI core labs, labs, activities, case studies, assessment methods, medical connection articles, resources, and materials that may be infused into the Medical Anatomy & Physiology course of the HASPI Health Pathway sequence. The curriculum has CA State Biology Standards infused throughout for the purpose of being prepared for the state standardized testing. Addition units on Human Genetics, Evolution, & Ecology will be necessary if you are attempting to meet CA State Biology standards. If students in your course will not be taking the state standardized test in life science/biology please feel free to omit them from your course where you find it necessary. The goal of this document is to provide an abundance of opportunities for instructors to embed medical and health related topics and activities into their own anatomy & physiology course curriculum. In all categories there are more standards/activities/resources listed than could possibly be covered and it is the responsibility of individual instructors or health pathway councils per district to decide those standards/activities/resources they choose to use in their own courses. Standards/resources may also be added to the curriculum document if the instructor chooses to do so. Unit order can also be rearranged or compressed. The Medical Anatomy & Physiology curriculum is meant to follow a course in Medical Biology and/or a course in Medical Chemistry. The course is reflective of the standards/requirements in anatomy & physiology courses at the community college level, which are prerequisite courses for most health career training programs. All Labs/Activities/Case Studies and Medical Connections Articles are on the HASPI Medical Anatomy & Physiology Online Resource. Resources can be found at www.haspi.org under the Medical Anatomy & Physiology Curriculum page. There are several textbook options ranging from a college-level text to Essential Anatomy & Physiology textbooks. This guide can be used as a supplement to any textbook. Individual instructors must create any assessments/quizzes/exams, as they must be tailored to each instructor chosen standards and coursework. If you have any questions about the curriculum please visit www.haspi.org 2

SCIENTIFIC METHOD: Infused throughout the course curriculum CA State Standards - Investigation and Experimentation 1a. Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data. 1b. Identify and communicate sources of unavoidable experimental error. 1c. Identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions. 1d. Formulate explanations by using logic and evidence. 1e. Solve scientific problems by using quadratic equations and simple trigonometric, exponential, and logarithmic functions. 1f. Distinguish between hypothesis and theory as scientific terms. 1g. Recognize the usefulness and limitations of models and theories as scientific representations of reality. 1h. Read and interpret topographic and geological maps. 1i. Analyze the locations, sequences, or time intervals that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem). 1j. Recognize the issues of statistical variability and the need for controlled tests. 1k. Recognize the cumulative nature of scientific evidence. 1l. Analyze situations and solve problems that require combining and applying concepts from more than one area of science. 1m. Investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. Examples of issues include irradiation of food, cloning of animals by somatic cell nuclear transfer, choice of energy sources, and land and water use decisions in California. 1n. Know that when an observation does not agree with an accepted scientific theory, the observation is sometimes mistaken or fraudulent (e.g., the Piltdown Man fossil or unidentified flying objects) and that the theory is sometimes wrong (e.g., the Ptolemaic model of the movement of the Sun, Moon, and planets). 3

UNIT 1: Body Planes, Organization, and the Basics Labs/Activities/Case Assessment Studies Health Pathway Standards HASPI Core Labs Project-based 1. Understand the following healthcare • 01a: Using Anatomical Assessment – components in applicable lessons: Human Body Language therapeutic services, diagnostic services, Quest Project health informatics, support services, and • 01b: Anatomical biomedical research and development Cooperative Language Activity pathways. Learning Activities • 01c: Medical 2. Identify the uses of pertinent medical Terminology Basics equipment and medical imaging Discussion techniques. Groups • 01d: Body System 3. Compare and contrast the sciences of Poster anatomy and physiology. QUIZ – Body Planes & • 02a: Surgery & 4. Identify and explain the relationship of the Organization Suturing different levels of organization that make up the human body. (molecular, cellular, QUIZ – Body • 02b: Autopsy tissue, organ, organ system, organism) Systems 5. List and identify the major components and • 02c: Fetal Pig Autopsy function of the 11 body systems. Lab Skills Exam Standards/Learning Outcomes

6. Define homeostasis and explain its significance to the body as well as how homeostatic imbalance leads to disease. 7. Differentiate between negative and positive feedback mechanisms and how they maintain body homeostasis. 8. Describe and apply the directional terms (posterior/anterior, medial/lateral, proximal/distal, superficial/deep, superior/inferior)

Introduction Activities • Draw a Doctor • Health Superstitions • Maintaining Homeostasis Lab • Who Has…

Exam – Body Planes & Organization

Medical Connections Medical Services PPT Human Body Quest Project Basic Anatomy Puzzles Body Cavity Diagrams Body Region Table Body System Challenge Puzzle Body Systems Concept Map Body Systems Review Chart Body Systems Review Puzzle Human Body Basics Puzzle

Resources & Materials Body Planes & Organization PPT HASPI Medical A & P Coloring Book www.haspi.org Medical Anatomy & Physiology Web Resources; www.haspi.org Human Anatomy & Physiology 8/E Elaine N. Marieb, Essentials of Human Anatomy & Physiology, 9/E Elaine N. Marieb, Anatomy & Physiology, 2/E Frederic H. Martini & Judi L. Nath

• Memory Quiz

9. Describe and apply body planes to divide the body. 4

10. Locate and identify the major cavities along with their subdivisions and the major organs within each.

Labs/Activities • Amazing Learning Activity

11. Name the regions and/or quadrants of the abdominopelvic cavity and list the organs they contain.

• Anatomical Terms Activity

Additional Medical Terms – Terms that could be covered within this unit.

• Body Planes & Directions Activity

Abdominopelvic cavity Abduction Anatomy Coronal/Frontal Diagnosis Disease Dorsal/Posterior Cavity Histology Inferior/Superior Inversion Medial/Mid-Sagittal Plane Pathology Prognosis Protoplasm Supination Thoracic Cavity

Abdominal Quadrants Adduction Anterior/Ventral Deep/Superficial Disorder Distal/Proximal Eversion Homeostasis Internal/External Lateral Metabolism Physiology Pronation Sagittal Plane Symptoms Transverse

• Body Region Activity • Mr. Potato Activity • Pickle Dissection Practice

Fundamentals of Anatomy & Physiology, 8/E Frederic H. Martini & Judi L. Nath Anatomy and Physiology: The Unity of Form and Function, 5/E Kenneth S. Saladin Principles of Anatomy and Physiology, 12/E Gerard J. Tortora, Introduction to the Human Body, 8/E Gerard J. Tortora,

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UNIT 2: Body Chemistry (optional) Standards/Learning Outcomes CA State Life Science Standards 1b. Students know enzymes are proteins that catalyze biochemical reactions without altering the reaction equilibrium and the activities of enzymes depend on the temperature, ionic conditions, and the pH of the surroundings. 1h. Students know most macromolecules (polysaccharides, nucleic acids, proteins, lipids) in cells and organisms are synthesized from a small collection of simple precursors. 4e. Students know proteins can differ from one another in the number and sequence of amino acids. 4f.* Students know why proteins having different amino acid sequences typically have different shapes and chemical properties. Health Pathway Standards 1. Review the following terms and concepts states of matter, elements, basic components of the atom (nucleus, electrons, protons, and neutrons), and ions (electrolytes).

Labs/Activities/Case Studies HASPI Core Labs • 03a: Cell Tonicity • 03b: Red Blood Cell Tonicity • 03c: Hemolysis • 03d: pH of the Body • 05: Drug Dosage & Chemotherapy • 06: Cytotoxicity Labs/Activities • Body pH Activity • Cancer Treatment Lab • Clinic DNA Testing Activity (2)

2. Identify the four major elements in the body (carbon, hydrogen, oxygen, nitrogen).

• Clinic DNA Testing

3. Differentiate between a compound and a molecule.

• Diffusion and Osmosis Lab

4. Differentiate between a cation and an anion.

• Membrane Function Lab

Assessment Project-based Assessment – Biochemistry Project Cooperative Learning Activities Discussion Groups QUIZ – Basic Chemistry QUIZ – Biochemistry Lab Skills Exam – Body pH Exam – Body Chemistry

Medical Connections Energy Drinks Exercise Hydration Needs Phytochemicals Protein Supplements Reducing Sodium Diet

Resources & Materials Body Chemistry PPT HASPI Medical A & P Coloring Book www.haspi.org Medical Anatomy & Physiology Web Resources; www.haspi.org

Triglycerides WHO – Corruption and Pharmaceuticals WHO – Counterfeit Medicine WHO – Essential Medicines Additional Resources Cell Concept map

Human Anatomy & Physiology 8/E Elaine N. Marieb, Essentials of Human Anatomy & Physiology, 9/E Elaine N. Marieb, Anatomy & Physiology, 2/E Frederic H. Martini & Judi L. Nath

Lorenzo’s Oil Worksheet

5. Describe the characteristics of ionic, covalent, and hydrogen bonds. 6

6. Categorize acidic, basic, or neutral solutions based on the pH of a solution.

• Organic/Inorganic Lab

7. Distinguish between “neutral” pH and the “average” pH range of the blood. (neutral pH = 7.0, average pH of blood = 7.35 to 7.45)

• Pharmacogenomics Activity

8. Describe the properties of water and how it is utilized in the human body.

• Testing Carbohydrates Lab

9. Distinguish between inorganic and organic compounds.

• Testing for Vitamin C Lab

10. Describe the structures and functions of carbohydrates, proteins, lipids, and nucleic acids.

• Virtual Chemistry Lab

11. Describe how the body produces energy during cellular respiration. 12. Describe metabolism and its anabolic and catabolic processes. 13. Incorporate the following healthcare topics: Effects of radiation, free radicals, buffer systems, triglycerides and health, fatty acids in health and disease, DNA fingerprinting.

Fundamentals of Anatomy & Physiology, 8/E Frederic H. Martini & Judi L. Nath Anatomy and Physiology: The Unity of Form and Function, 5/E Kenneth S. Saladin Principles of Anatomy and Physiology, 12/E Gerard J. Tortora, Introduction to the Human Body, 8/E Gerard J. Tortora,

Skills Standard 14. Identify normal vs. abnormal conditions created by imbalances in body pH.

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UNIT 3: Histology Labs/Activities/Case Assessment Studies CA State Life Science Standards HASPI Core Labs Project-based 1a. Students know cells are enclosed within • 04a: Epithelial Tissues Assessment – semi-permeable membranes that regulate their Histology Project interaction with their surroundings. • 04b: Connective Cooperative Tissues 1c. Students know how prokaryotic cells, Learning eukaryotic cells (including those from plants Activities • 04c: Muscle & and animals), and viruses differ in complexity Nervous Tissues and general structure. Discussion 1e. Students know the role of the endoplasmic • 04d: Tissue Biopsy Groups reticulum and Golgi apparatus in the secretion of proteins. QUIZ – Epithelial Labs/Activities Tissues • Tissue Classification 1j* Students know how eukaryotic cells are Lab given shape and internal organization by a QUIZ – cytoskeleton or cell wall or both. Connective • Tissue Lab Tissues 1f. Students know usable energy is captured • Tissue Types Activity from sunlight by chloroplasts and is stored QUIZ – Muscular through the synthesis of sugar from carbon & Nervous • Tissues and dioxide. Tissues Integument Lab 1g. Students know the role of the mitochondria in making stored chemical-bond energy QUIZ • Tissues Web Activity available to cells by completing the breakdown Pathology of glucose to carbon dioxide. • What Cell is This Lab Skills Exam 1i.*Students know how chemi-osmotic Activity – Histology gradients in the mitochondria and chloroplast Identification store energy for ATP production. Standards/Learning Outcomes

Health Pathway Standards 1. Students will be able to distinguish between the four major tissue types, as well as various sub-tissues of each, and describe their function.

Exam – Histology

Medical Connections Cardiac Tissue Regeneration Skin & Connective Tissue Disorders

Resources & Materials Histology PPT HASPI Medical A & P Coloring Book www.haspi.org

Stem Cells & Epithelial Tissues

Medical Anatomy & Tissue Oxygenation Physiology Web Resources; WHO - Cancer www.haspi.org Additional Resources Connective Tissue Coloring Histology WebQuest 2009 Tissues Chart Tissues Concept Map

Human Anatomy & Physiology 8/E Elaine N. Marieb, Essentials of Human Anatomy & Physiology, 9/E Elaine N. Marieb, Anatomy & Physiology, 2/E Frederic H. Martini & Judi L. Nath Fundamentals of Anatomy & Physiology, 8/E Frederic H. Martini & Judi L. Nath 8

2. Review the osmotic effects that occur when a cell is placed in an isotonic, hypotonic, or hypertonic solution. 3. Review the function of the organelles within the cell. 4. Identify the general characteristics and functions of each of the four principle types of tissues. 5. Differentiate between the four basic types of membranes: mucous, serous, cutaneous, and synovial. 6. Give a description, location, and function of all body tissue types. 7. Compare and contrast normal vs. abnormal tissue throughout each body system (throughout course).

Anatomy and Physiology: The Unity of Form and Function, 5/E Kenneth S. Saladin Principles of Anatomy and Physiology, 12/E Gerard J. Tortora, Introduction to the Human Body, 8/E Gerard J. Tortora,

Skills Standards 8. Identify microscopically the following types of tissues: nervous, muscular, epithelial, and connective. Abnormality Standards 9. Choose and discuss two or more of the following topics: • Cancer • Digitalis in heart muscle cells • Liposuction • Mitochondrial cytopathies • Pap smears • Progeria and Werner Syndrome • Recombinant DNA • Smooth ER and drug tolerance • Tay Sachs and faulty lysosomal activity • Any additional abnormality or related topic 9

Additional Medical Terms – Terms that could be covered within this unit. Atrophy Biopsy Carcinogen Cell junctions Dysplasia Endocrine gland Epidemiology Exocrine gland Extracellular fluids

Histology Hyperplasia Hypertrophy Intercellular fluids Oncogenes Pharmacology Tissue rejection Tissue transplantations Xenotransplantation

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UNIT 4: Integumentary System Standards/Learning Outcomes CA State Life Science Standards 9a. Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. 9b. Students know how the nervous system mediates communication between different parts of the body and the body’s interactions with the environment. 10a. Students know the role of the skin in providing nonspecific defense against infection.

Labs/Activities/Case Studies HASPI Core Labs • 07a: The Integumentary System

Project-based Assessment – Integumentary Diseases

• 07b: Sunscreen Effectiveness & Skin Cancer

Cooperative Learning Activities

• 07c: Investigating the Skin

Discussion Groups

Labs/Activities • SKILLS – 1a. Students know cells are enclosed within Inflammatory semi-permeable membranes that regulate their Response interaction with their surroundings. * Discussion of the special use of keratin in • SKILLS - Skin Cancer skin cells to help preserve our homeostatic Lab environment. Health Pathway Standards 1. Students will gain an understanding of the structure, function, and conditions of the integumentary system and the role it plays in maintaining homeostasis of the individual.

• SKILLS – Bleeding Control/Shock • Body Temperature Regulation

2. Describe the structures and functions of the • Crime Scene Investigation integumentary system components. 3. Describe the layers and tissues associated with the skin.

• Deadly Ascent Activity

4. Describe the functions of sudoriferous (sweat) and sebaceous (oil) glands.

• Epithelium Lab • Fingerprint Lab

Assessment

Medical Connections Acne Anthrax Vaccine Body Piercing Cerumen Build Up Chalazion

QUIZ – Skin Structure

Contact Dermatitis Dry Skin Frostbite

QUIZ – Accessory Structures

H1N1 Head Lice

QUIZ – Skin Pathology Lab Skills Exam – Skin Cancer Identification

Herpes Simplex Honeybee Insect Stings Hypothermia

Lab Skills Exam – Bleeding Control/Shock

Resources & Materials Integumentary System PPT

Ingrown Toenail

HASPI Medical A & P Coloring Book www.haspi.org Medical Anatomy & Physiology Web Resources; www.haspi.org Human Anatomy & Physiology 8/E Elaine N. Marieb, Essentials of Human Anatomy & Physiology, 9/E Elaine N. Marieb, Anatomy & Physiology, 2/E Frederic H. Martini & Judi L. Nath

Jock Itch Exam – Integumentary System

Med Article – Acne Med Article – 11

Alopecia

5. Understand the physiological processes necessary for tissue injury and tissue repair.

• Fingerprinting Activity

6. Describe irregularities in skin appearance, what caused them, and what they indicate about patient’s health status. Examples could include moles, rashes, acnes, etc.

• Keeping Warm Lab

7. Understand the pathology of skin cancer by identifying and distinguishing between types of skin cancers. 8. List changes the integumentary system undergoes with age. Skills Standards 9. Demonstrate and identify an inflammatory response. 10. Demonstrate appropriate application of first aid techniques in response to injury as well as demonstrate knowledge of those techniques. (e.g. triage, wounds, dressings, sterilization, & positioning). Abnormality Standards 11. Choose and discuss three or more of the following topics: a. Acne b. Albinism c. Allergic Contact Dermatitis d. Burns and the Rule of Nines e. Callous and corn formation f. Carbuncles (lesions) g. Carcinoma: Squamous and/or basal cell h. Dandruff i. Decubitus ulcers j. Dermatitis

• Hair Analysis Lab

• Skin Activity • Skin Derivatives Lab

Med Article – Bedsores Med Article – Common Warts Med Article – Hyperhidrosis

• Sunscreen Lab

Med Article – Melanoma

• Suturing Lab

Moles Molluscum Contagiosum

Fundamentals of Anatomy & Physiology, 8/E Frederic H. Martini & Judi L. Nath Anatomy and Physiology: The Unity of Form and Function, 5/E Kenneth S. Saladin Principles of Anatomy and Physiology, 12/E Gerard J. Tortora,

Onychomycosis Pilonidal Disease Pubic Lice

Introduction to the Human Body, 8/E Gerard J. Tortora,

Scabies Shingles Sty Sun Damage Tanning Tattoos Tinea 12

k. Diaper rash l. Frost bite m. Furuncles (boils) n. Hair and hormones – Rogaine o. Hair removal p. Herpes Simplex I (cold sores) q. Herpes Zoster (shingles) r. Impacted cerumen (ear wax) s. Impetigo t. Kaposi’s sarcoma u. Lines of cleavage in surgery v. Lupus erythematosis w. Melanoma x. Parasitic Infestations y. Paronychia z. Pilonidal sinus aa. Pressure ulcers bb. Psoriasis cc. Scarring dd. Scleroderma ee. Sebaceous cysts ff. Skin biopsy gg. Skin color as a diagnostic tool hh. Skin grafts ii. Sun damage, sunscreen, and sun blocks jj. Tattooing and body piercing kk. Tinea (deamtophytosis) ll. Transdermal drug delivery mm. Urticaria nn. Viral, Bacterial, and Fungal Infections oo. Vitilago pp. Warts qq. Any additional abnormalities or related topics

Warts WHO – Buruli Ulcer Disease WHO – Leprosy WHO – Measles WHO – Smallpox WHO – Tanning and Sunbeds WHO – UV Radiation and Health Wound Care Wound Infection Symptoms Additional Resources Burn Patient Presentation Skin Worksheet 1 Top 30 Skin Disease PPT

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Additional Medical Terms – Terms that could be covered within this unit. Abrasion Arrector pili Athletes foot Blackheads Blister Callous Carotene Ceruminous glands Cold sore Collagen Corns Cyanosis Cyst Dermis Eczema Sudoriferous glands

Epidermis Fissure Follicle Hematoma Hives Hypodermis Jaundice Keratin Laceration Melanin Pallor Elastin Sweat glands Topical Wart

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UNIT 5: Skeletal System Standards/Learning Outcomes CA State Life Science Standards 9a. Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. 9b. Students know how the nervous system mediates communication between different parts of the body and the body’s interactions with the environment.

Labs/Activities/Case Studies HASPI Core Labs • 08a: The Skeletal System • 08b: Calcium & Osteoporosis

6. Compare and contrast nerve and blood supply in cartilage and bone.

Project-based Assessment – Skeletal Disease Cooperative Learning Activities

• 08c: Bone Anatomy

Discussion • 08d: Identifying X-rays Groups

9h.* Students know the cellular and molecular basis of muscle contraction, including the roles • 08e: Long Bone of actin, myosin, Ca+2, and ATP. Immobilization 1a. Students know cells are enclosed within semi-permeable membranes that regulate their • 10: Biomechanics interaction with their surroundings. Labs/Activities * Osteocytes and how they get Ca+ in/out • SKILLS – X-ray Health Pathway Standards Identification Lab 1. Student understands structures and functions of the skeletal system as well as • SKILLS – Joint homeostatic imbalances. Immobilization 2. Identify the major bones that are part of the axial and appendicular skeleton divisions. • SKILLS – Long Bone Immobilization 3. Identify the different types of bones to include – long bone, short, flat, irregular, • Bone Identification and sesmoid. Lab 4. Describe the features of a long bone. • Bone Lab 5. Compare and contrast compact to spongy bone.

Assessment

• Bone Length Height Lab

QUIZ – Bone Physiology QUIZ – Skeletal Bones QUIZ – Skeletal Morphology Lab Skills Exam – X-ray Identification Lab Skills Exam – Joint/Long Bone Immobilization Exam – Skeletal System

Medical Connections Back & Neck Care Guide

Resources & Materials Skeletal System PPT

Cast Care

HASPI Medical A & P Coloring Book www.haspi.org

Med Article – Arthritis Med Article – Bone Densitometry Overuse Knee Injuries WHO – Chikungunya WHO - Yaws Additional Resources Aging Hand Coloring Bone Coloring Bone Diagrams

Medical Anatomy & Physiology Web Resources; www.haspi.org Human Anatomy & Physiology 8/E Elaine N. Marieb, Essentials of Human Anatomy & Physiology, 9/E Elaine N. Marieb, Anatomy & Physiology, 2/E Frederic H. Martini & Judi L. Nath

Bone Matrix Coloring Bone Model 15

7. Distinguish between epiphyseal growth (length) and appositional growth (thickness). 8. Understand that bone remodeling is an ongoing process replacing old bone tissue with new. 9. Describe the different types of bone fractures and repair. 10. Understand calcium homeostasis in bones. 11. Describe the effects of exercise on bone tissue. 12. Explain the impact of aging on bone. 13. Identify the major bone markings (processes and depressions). 14. Compare and contrast the difference between the male and female skeleton. Example – the difference in the acetabulum. 15. Classify and demonstrate joints according to their degree and type of movement.

• Bones as Levers Activity

Diagrams – Skeletal System

• Dem Bones Activity

Joint Movement Worksheet

• Exercise Lab • Skeletal Lab • Skeletal Relationships in Teens Activity • Skeletal System Activities

Skeletal System Puzzle Skeletal Checklist Skeletal Diagram Skeletal Guide Skull Labeling Skull Review Sheet

Fundamentals of Anatomy & Physiology, 8/E Frederic H. Martini & Judi L. Nath Anatomy and Physiology: The Unity of Form and Function, 5/E Kenneth S. Saladin Principles of Anatomy and Physiology, 12/E Gerard J. Tortora, Introduction to the Human Body, 8/E Gerard J. Tortora,

16. Identify major articulations in the body. Skills Standards 17. Identify major bones and fractures on an xray, MRI, and/or CAT scans. 18. Identify joint tissue and bone injury and provide proper bone immobilization to that joint. Abnormality Standards 19. Choose and discuss ten or more of the following topics: • Acrania 16

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Ankylosing Spondylitis Arthritis Arthroplasty Bone Graft Bone Scan Bunions Bursitis Carpal syndrome Causes of a black eye Cleft palette and cleft lip Craniosynostosis Deviated nasal septum Dislocations Epidural blocks Flat, claw, or club foot Gout Herniated disc Hormonal abnormalities that effect height Knock knee, bow legged Kyphosis Little league elbow Lordosis Lyme disease Orthodontics Osteitis Osteoarthritis Osteochondrosis Osteogenicsarcoma Osteomyelitis Osteopenia Osteoporosis Patelofemoral stress syndrome Rheumatoid Arthritis Rickets and osteomalasia Rotator cuff injury 17

• • • • • • • • • •

Scoliosis Sinusitis Spina Bifida Sprain and strain Temporal Mandibular Joint Syndrome Tennis elbow Torn cartilage Tuberculosis of the spine Whiplash Any additional abnormalities or related topics

Additional Medical Terms – Terms that could be covered within this unit. Appendicular Skeleton Axial Skeleton Bone Marrow Calcium Canaliculi Cartilage Collagen Compact bone Condyle Chondritis Craniotomy Diaphysis Endochondral ossification Epicondyle Epiphyseal line Epiphyseal plate Fibroblasts Fissure Fontanel Foramen Fossa Fracture Haversian canals Hematopoiesis Intramembrous ossification

Lacunae Lamellae Ligament Luxation Ossification Osteoblasts Osteogenic Osteoclasts Osteocytes Pelvetromy Periosteum Process Sinus Spongy bone Subluxation Sulcus Suture Tendon Tuberosity

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UNIT 6: Muscular System Standards/Learning Outcomes CA State Life Science Standards 9a. Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. 9b. Students know how the nervous system mediates communication between different parts of the body and the body’s interactions with the environment.

Labs/Activities/Case Studies HASPI Core Labs • 09a: The Muscular System • 09b: Muscle Contraction • 10: Biomechanics

Labs/Activities 9d. Students know the functions of the nervous • SKILLS – Muscle system and the role of neurons in transmitting Fatigue & Exercise electrochemical impulses. Lab 9e. Students know the roles of sensory • Chicken Wing neurons, interneurons, and motor neurons in Dissection Lab sensation, thought, and response. 9h.* Students know the cellular and molecular • Investigating Muscle basis of muscle contraction, including the roles Fatigue of actin, myosin, Ca+2, and ATP. • ATP Muscle Lab 1a. Students know cells are enclosed within semi-permeable membranes that regulate their • Muscle Fatigue Lab interaction with their surroundings. * How muscle cells absorb Ca+ from surrounding bone through the circulatory • Muscle Identification system for a muscle contraction Activity 1e. Students know the role of the endoplasmic reticulum and Golgi apparatus in the secretion of proteins. * How the storage and secretion of Ca+ contributes to muscle contraction 1g. Students know the role of the mitochondria in making stored chemical-bond energy

• How Do Muscles Work? • Muscle Lab • Muscle Nerve Tissue Lab

Assessment Project-based Assessment – Muscular Disease Cooperative Learning Activities Discussion Groups QUIZ – Muscle Physiology QUIZ – Muscle Anatomy Lab Skills Exam – Muscle Fatigue & Exercise

Medical Connections Achilles Tendinitis

Resources & Materials Muscular System PPT

Ankle Sprain Careers in Sports Medicine Carpal Tunnel Syndrome Iliotibial Band Med Article – Back Pain Prevention Plantar Fasciitis Running Injuries Steroid Risk Article

Exam – Steroids Muscular System Strains & Sprains Tennis Elbow TMJ

HASPI Medical A & P Coloring Book www.haspi.org Medical Anatomy & Physiology Web Resources; www.haspi.org Human Anatomy & Physiology 8/E Elaine N. Marieb, Essentials of Human Anatomy & Physiology, 9/E Elaine N. Marieb, Anatomy & Physiology, 2/E Frederic H. Martini & Judi L. Nath

Additional Resources Diagrams – Muscular System 19

available to cells by completing the breakdown of glucose to carbon dioxide. * Use of ATP and abundancy of mitochondria in muscular tissue Health Pathway Standards 1. Students will describe the structures and functions of the muscular system, its components, and homeostatic imbalances. 2. Identify the general functions of the muscular system. 3. Describe the four characteristics of muscle tissue. (elasticity, excitability, extensibility, flexibility) 4. Identify the general location, microscopic appearance, control, and functions of the three specific types of muscle tissue. (skeletal, smooth, cardiac) 5. Compare and contrast thick and thin myofilaments of skeletal muscle. 6. Describe the sliding-filament theory of muscle contraction.

• Muscle Size & Strength Lab • Muscular System Activities

Muscle Checklist Muscle Coloring Activity

• Muscular System Tour Activity

Muscle Contraction Worksheet

• Physical Fitness Lab

Muscle Crossword

• Skeletal Muscle Activity

Muscle Diagrams

Fundamentals of Anatomy & Physiology, 8/E Frederic H. Martini & Judi L. Nath Anatomy and Physiology: The Unity of Form and Function, 5/E Kenneth S. Saladin

Muscular System Principles of Anatomy and Physiology, 12/E Gerard J. Tortora, Introduction to the Human Body, 8/E Gerard J. Tortora,

7. Define the terms “origin” and “insertion.” 8. Explain the role of prime movers (agonists), antagonists, synergists, and fixators. 9. Locate and identify the muscles, their locations, and functions of the major skeletal muscles. 10. Understand the actions of the muscular and skeletal systems working together to maintain calcium homeostasis. 11. Understand the impact of aging on the muscular system. 20

12. Understand the impact of exercise on muscle fatigue. Skills Standard 13. Identify what occurs during muscle fatigue. Abnormality Standards 14. Choose and discuss five or more of the following topics: • Aerobic vs. strength training • Anabolic steroids • Ataxia • Bell’s Palsy • Botulism • Compartment syndrome • Convulsions • Cramps • Creatine supplementation • Epilepsy • Fibromyalgia • Fibrosis • Fibrositis • Groin or hamstring pull • Hernia • Hypertrophy • Hypotonia vs. Hypertonia • Impingement syndrome • Inguinal Hernia • Intramuscular injection • Muscular Dystrophy • Muscle Atrophy • Muscle Fatigue • Myasthenia Gravis • Myalgia • Myectomy • Myoma • Myomalacia 21

• • • • • • • • • • • • •

Myopathy Myosclerosis Myositis Myotonia Plantar faschitis Rhabdomyolysis RICE (rest, ice, compression, elevation) Shin splints Slow vs. Fast Twitch Fibers Strabismus Tendonitis Tetanus Any additional abnormalities or related topics

Additional Medical Terms – Terms that could be covered within this unit. Actin Aerobic/anaerobic Agonist/Prime mover Antagonist Aponeurosis Atrophy Cardiac muscle Clonic/tonic Contraction Cramp Elasticity Electromyography Excitability Extensibility Faschia (deep/superficial) Fascicles Fibrillation Fixator Flaccid Fulcrum Insertion Isotonic contraction Motor unit

Muscle fatigue Muscle tone Myalgia Myoma Myosin Neuromuscular junction Origin Paralysis Rigidity Rigor mortis Sarcomeres Skeletal muscle Smooth/visceral muscle Spasm Synergist Tendon Tick Tremor Volkmann Contracture Hypertrophy Isometric contraction Levers

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UNIT 7: Nervous System Standards/Learning Outcomes CA State Life Science Standards 9a. Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. 9c. Students know how feedback loops in the nervous and endocrine systems regulate conditions in the body.

Labs/Activities/Case Studies HASPI Core Labs • 11a: The Nervous System • 11b: Cranial Nerves • 11c: Brain Anatomy

Labs/Activities 9d. Students know the functions of the nervous • SKILLS – EEG Lab system and the role of neurons in transmitting electrochemical impulses. • Left Brain Right Brain Activity 9i.* Students know how hormones (including digestive, reproductive, osmoregulatory) • Action Potential provide internal feedback mechanisms for Activity homeostasis at the cellular level and in whole organisms. • Brain Dissection 1a. Students know cells are enclosed within Activity semi-permeable membranes that regulate their interaction with their surroundings. • Cranial Nerves * Movement of neurotransmitters through the Activity synapse 1e. Students know the role of the endoplasmic reticulum and Golgi apparatus in the secretion of proteins. * Storage and transport of neurotransmitters

Assessment Project-based Assessment – Nervous Disease Cooperative Learning Activities

Medical Connections Action Potential Article – Brain Injuries Article – Paralysis

HASPI Medical A & P Coloring Book www.haspi.org

Caffeine Discussion Groups QUIZ – Nervous System Physiology QUIZ – The Brain

Head Injury Headache Med Article – Exercise & Alzheimer’s

Medical Anatomy & Physiology Web Resources; www.haspi.org Human Anatomy & Physiology 8/E Elaine N. Marieb,

Migraine Headache QUIZ – Cranial Nerves

Phineas Gage Article

QUIZ – Nerves WHO – BSE

• Diving Reflex Activity

Lab Skills Exam - EEG

WHO – Epilepsy

• Earthworm Response Lab

Exam – Nervous System

WHO – Headache Disorders

Health Pathway Standards • Earthworm Stimulus 1. Students will understand how the nervous Lab system maintains communication between the external and internal environment of the • Hemisphere body as well as homeostatic imbalances Dominance Inventory that may affect the nervous system.

Resources & Materials Nervous System PPT

Essentials of Human Anatomy & Physiology, 9/E Elaine N. Marieb, Anatomy & Physiology, 2/E Frederic H. Martini & Judi L. Nath

WHO – Meningitis WHO – Mobile Phones and Health 23

2. Understand the three main functions of the nervous system – sensory, integrative, and motor. 3. Describe the organization of the nervous system. 4. Identify the structure of a neuron, synapse, and neuromuscular junction. 5. Explain the importance of myelination and how it differentiates gray and white matter. 6. Identify neurotransmitters and neurotransmitter inhibitors.

• Nerve Damage Lab

WHO – Nipah Virus

• Neuron Model Activity

WHO – Poliomyelitis

• Pain Management Activity • Reaction Time Activity • Sheep Brain Dissection • Synapse Activity

WHO –Varian Creutzfeldt-Jakob Disease Additional Resources Action Potential Worksheet

7. Understand the role of neurons transmitting • The Magic Pendulum electrochemical impulses along neurons and across synapses.

Comparing Brain Images

8. Differentiate between polarized and depolarized neuronal membranes.

Cranial Nerves Coloring

9. Graphically illustrate and label an action potential or impulse.

Memory Quiz

10. Understand the central nervous system consists of the brain and the spinal cord.

Nervous Concept Map

11. Understand the peripheral nervous system consists of nerves that project from the CNS.

Nervous Review Crossword

12. Describe protective structures and anatomical features of the spinal cord.

Nervous Word Search

13. Identify the major spinal nerves.

Fundamentals of Anatomy & Physiology, 8/E Frederic H. Martini & Judi L. Nath Anatomy and Physiology: The Unity of Form and Function, 5/E Kenneth S. Saladin Principles of Anatomy and Physiology, 12/E Gerard J. Tortora, Introduction to the Human Body, 8/E Gerard J. Tortora,

Neuron Label

14. Describe the functional components of a reflex arc and how it works to maintain homeostasis. 15. Identify the major parts of the brain, their function, and describe how the brain is 24

protected. 16. Describe the formation and circulation of cerebrospinal fluid. 17. Identify the major cranial nerves. 18. Compare the structural and functional differences between the autonomic and somatic nervous system. 19. Describe the effects of aging on the nervous system. 20. Describe the events involved in damage and repair of peripheral nerves. Skills Standards 21. Distinguish and understand the indications of the four brain waves – alpha, beta, theta, and delta. 22. Understand the implications of an electroencephalograph (EEG). Abnormality Standards 23. Choose and discuss fifteen or more of the following topics: • ADHD • Alzheimer’s Disease • Amyotrophic Lateral Sclerosis • Anencephalic • Aphasia • Athetosis • Basal ganglia damage • Bell’s Palsy • Brain Tumors • Breaching the blood-brain barrier • Cerebral Palsy • Concussion 25

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Consciousness Delirium Dementia Demyelinating Diseases Dental anesthesia Dermatome Dysmetria Encephalitis Epidural Epilepsy Gliomas Guillian-Barre Syndrome Hemiballism Huntington’s Chorea Hydrocephalus Lethargy Local anesthesia Low Back Pain Meningitis Meningiocele Microcephaly Migraine vs. Headache Multiple Sclerosis Muscular Dystrophy Myasthenia Gravis Neuralgia Neuritis Neuroblastoma Neurogenesis Neurotoxins Paralysis Parkinson’s Disease Poliomyelitis Rabies Reyes syndrome 26

• • • • • • • • • • • •

Sciatica Shingles Sleep cycle Spinal cord compression Spinal Tap Strychnine poisoning Stroke (Cerebrovascular Accidents) Tic Douloureux Transient Ischemic Attacks Traumatic Brain Injury Whiplash Any additional abnormalities or related topics

Additional Medical Terms – Terms that could be covered within this unit. Acetylcholine Afferent vs. Efferent All-or-none principle Arachnoid mater Astrocytes Autonomic Brainstem Cerebellum Cerebrospinal fluid Cerebrum CNS Conduction Cranial Nerves Demyelination Diencephalon Dopamine Dura mater Ependymal Epinephrine Fissure Histamine Meninges Myelination Neuritis Neurons

Neurotransmitter Nodes of Ranvier Norepinephrine Oligodendrocytes Pia mater Plexus PNS Propagation Rami Receptors Reflex Saltutory conduction Schwann cells Serotonin Somatic Spinal nerves Sulci Sympathetic Parasympathetic Synapse Lobes Microglia Myelitis Neuralgia Neuropeptides

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UNIT 8: Senses Standards/Learning Outcomes CA State Life Science Standards 9b. Students know how the nervous system mediates communication between different parts of the body and the body’s interactions with the environment. 9e. Students know the roles of sensory neurons, interneurons, and motor neurons in sensation, thought, and response.

Labs/Activities/Case Studies HASPI Core Labs • 11b: Cranial Nerves • 11d: Smell & Taste

Project-based Assessment – Senses Diseases

Labs/Activities • SKILLS – Visual Acuity Lab

Cooperative Learning Activities

Health Pathway Standards • Eye Dissection Lab 1. Students will describe the structure and function of the special senses of the body • Hearing Activity and how they help to maintain homeostasis as well homeostatic imbalances that may • Hearing Acuity and affect the special senses. Exercise Lab 2. Understand each type of sensory receptor • Hearing Lab detects a particular kind of stimulus. 3. Describe the structure and function of the olfactory receptors.

Assessment

Discussion Groups

Corneal Abrasion

HASPI Medical A & P Coloring Book www.haspi.org

Eustachian Tube Dysfunction

WHO - Deafness

Medical Anatomy & Physiology Web Resources; www.haspi.org

Additional Resources Eye Handout

Human Anatomy & Physiology 8/E Elaine N. Marieb,

Vision Webquest

Essentials of Human Anatomy & Physiology, 9/E Elaine N. Marieb,

WHO – Blindness

QUIZ – Vision QUIZ –Hearing QUIZ – Smell & Taste QUIZ - Touch

4. Describe the structure and function of the gustatory receptors.

• Senses Activity

Lab Skills Exam – Visual Acuity

5. Describe the structure and function of the eye and vision.

• Senses Cards

6. Describe the structure and function of the ear and hearing.

• Taste Survey Activity

7. Understand the inner ear contains sensory receptors for our sense of equilibrium.

• Tongue Lab • Touch Activity

Resources & Materials The Senses PPT

Ear Infection

• Olfactory Memory Activity

8. Describe age related changes that occur with the special senses.

Medical Connections Conjunctivitis

Exam – The Senses

Anatomy & Physiology, 2/E Frederic H. Martini & Judi L. Nath Fundamentals of Anatomy & Physiology, 8/E Frederic H. Martini & Judi L. Nath 28

Skills Standards 9. Demonstrate the use of the Snellin chart to determine visual acuity. 10. Demonstrate the presence of the blind spot. Abnormality Standards 11. Choose and discuss fifteen or more of the following topics: • Acupuncture • ALS • Analgesia • Anasomiasis • Arousal • Astigmatism • Blindness • Cataracts • Cerebral palsy • Color blindness • Conductive hearing loss • Conjunctivitis (pink eye) • Corneal abrasion • Corneal Transplant • Deafness • Detached retina • Diabetic Retinopathy • Glaucoma • Huntington’s Disease • Hyperopia • Hyposmia • Insomnia • Lasik surgery • Macular degeneration • Meniere’s disease • Middle ear infection • Motion sickness

Anatomy and Physiology: The Unity of Form and Function, 5/E Kenneth S. Saladin Principles of Anatomy and Physiology, 12/E Gerard J. Tortora, Introduction to the Human Body, 8/E Gerard J. Tortora,

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• • • • • • • • • • • • • • • • • • • • • • •

Myopia Narcolepsy Night vision Otalgia Otitis media Paralysis Parkinson’s Disease Phantom limb Presbyopia Referred pain REM vs. non-REM Rods vs. Cones Sensorineural deafness Sleep apnea Strabismus Synesthesia Syphilis Taste aversion Tinnitus Trachoma Uncinate fits Vertigo Any additional abnormalities or related topics

Additional Medical Terms – Terms that could be covered within this unit. Binocular vision Chemoreceptors Eustachian Tubes Flaccid Gustation Lachrymal Mechanoreceptors Pain threshold Photoreceptors Refraction Rods and cones

Tactile Taste buds Thermoreceptors Threshold Visual acuity Olfaction Nocioceptors Papillae Proprioception Resolution Spastic

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UNIT 9: Mental Health Standards/Learning Outcomes Health Pathway Standards 1. Students understand the physiological and psychological state of an individual who is functioning at a level of emotional and behavioral well being in comparison to an individual who is experiencing mental illness. 2. Explain the factors that contribute to emotional and behavioral well-being. 3. Understand that the limbic system involves many parts of the brain, and gives emotional connotation to the activities of the brain. 4. Understand although neurological drugs are quite varied, each type has been found to either promote or prevent the action of a particular neurotransmitter at a synapse. 5. Identify drug-receptor interactions. 6. Explain how the brain functions in the absorption, metabolism, and excretion of drugs. 7. Summarize the uses and molecular actions of recreational drugs, analgesics, anesthetics, and sedatives. 8. Outline educational and career options that are available within the field of mental health.

Labs/Activities/Case Studies HASPI Core Labs • 11e: Drugs, Addiction, and the Brain Labs/Activities • SKILLS - Body Image Activity • Bioethics Addition Vaccine Activity • Drug Abuse Activity • Drugs of Abuse Activity • Exploring Addiction Activity • Mouse Party Activity • Nicotine Addiction Activity

Assessment Project-based Assessment – Mental Health Disorders Cooperative Learning Activities

Medical Connections Alcoholism Causes Article – Case Against Ritalin Article – Controlling ADD Media Violence

Discussion Groups QUIZ – Drug Abuse

Mental Health Careers

Resources & Materials Mental Health PPT HASPI Medical A & P Coloring Book www.haspi.org Medical Anatomy & Physiology Web Resources; www.haspi.org

Mood Disorders Human Anatomy & Physiology 8/E Elaine N. Marieb,

QUIZ – Mental Health Services

Personality Disorders

QUIZ – Mental Health Disorders

Psychotic Disorders Essentials of Human Anatomy Somatoform & Physiology, Disorders 9/E Elaine N. Marieb, Treatment Modalities Anatomy & Physiology, 2/E WHO – Mental Frederic H. Health Promotion Martini & Judi L. Nath

Lab Skills Exam – Body Image Exam – Mental Health

31

9. Explain the physiologically causes, symptoms, and treatment options of the following mental health disorders: Anxiety Disorders • Anxiety • Obsessive/Compulsive Disorder • Panic disorder • Phobic disorders • Post traumatic stress disorder Mood Disorders • Bipolar disorder • Depression • Mania Psychotic Disorders • Delusional disorder • Schizophrenia Eating Disorders • Anorexia nervosa • Bulimia nervosa Impulse Control Addiction Disorders • Addiction/Codependency Developmental Disorders • ADD/ADHD • Autism/Asperger’s • Intellectual disabilities (mental retardation) Personality disorders • Antisocial • Avoidance/dependence • Munchausen syndrome • Paranoia

Additional Resources Anxiety Disorders Dissociative Disorders Phobia List

Fundamentals of Anatomy & Physiology, 8/E Frederic H. Martini & Judi L. Nath Anatomy and Physiology: The Unity of Form and Function, 5/E Kenneth S. Saladin Principles of Anatomy and Physiology, 12/E Gerard J. Tortora, Introduction to the Human Body, 8/E Gerard J. Tortora,

Any additional abnormalities or related topics *Check with your district policy when discussing drug related topics. 32

UNIT 10: Endocrine System Standards/Learning Outcomes CA State Life Science Standards 9a. Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. 9b. Students know how the nervous system mediates communication between different parts of the body and the body’s interactions with the environment. 9c. Students know how feedback loops in the nervous and endocrine systems regulate conditions in the body. 9i.* Students know how hormones (including digestive, reproductive, osmoregulatory) provide internal feedback mechanisms for homeostasis at the cellular level and in whole organisms. 1a. Students know cells are enclosed within semi-permeable membranes that regulate their interaction with their surroundings. *Movement of hormones from glands to target cells. 1e. Students know the role of the endoplasmic reticulum and Golgi apparatus in the secretion of proteins. * Storage and transport of hormones

Labs/Activities/Case Studies HASPI Core Labs • 12a: The Endocrine Game • 12b: Stress Response • 12c: Hormones & Body Temperature Regulation Labs/Activities • SKILLS - Obesity and Hormone Receptors Activity • Endocrine Lab • Endocrine System Lab

Assessment Project-based Assessment – Endocrine Disease Cooperative Learning Activities Discussion Groups QUIZ – Hormone Glands

Medical Connections Diabetes & Cholesterol

Resources & Materials Endocrine System PPT

Diabetes Low Blood Glucose

HASPI Medical A & P Coloring Book www.haspi.org

Diabetes Medicines Diabetes Prevention Diabetes Exercise & Diabetes

QUIZ – Hormone Function Lab Skills Exam – Obesity & Hormone Receptors

Hyperglycemia Hypoglycemia Ketoacidosis WHO - Diabetes

Exam – Endocrine System

Additional Resources Endocrine Concept Map

Medical Anatomy & Physiology Web Resources; www.haspi.org Human Anatomy & Physiology 8/E Elaine N. Marieb, Essentials of Human Anatomy & Physiology, 9/E Elaine N. Marieb, Anatomy & Physiology, 2/E Frederic H. Martini & Judi L. Nath

Endocrine Word Search

33

Health Pathway Standards 1. Student understands endocrine glands produce hormones that are secreted into the bloodstream and distributed to target cells where they alter cellular metabolism, as well as homeostatic imbalances that may occur in the endocrine system. 2. Describe the chemical classification and structure of hormones. 3. Compare and contrast the actions of watersoluble vs. lipid-soluble hormones. 4. Compare and contrast endocrine vs. exocrine glands. 5. Identify the major endocrine glands. 6. Identify the hormones associated with the major endocrine glands and their associated target cells. 7. Understand the impact of thyroid disorders – Grave’s disease, goiter, hyperthyroidism, Addison’s disease, etc. 8. Understand the impact of pituitary disorders – dwarfism, gigantism, acromegaly, etc.

Fundamentals of Anatomy & Physiology, 8/E Frederic H. Martini & Judi L. Nath Anatomy and Physiology: The Unity of Form and Function, 5/E Kenneth S. Saladin Principles of Anatomy and Physiology, 12/E Gerard J. Tortora, Introduction to the Human Body, 8/E Gerard J. Tortora,

9. Understand diabetes and its relation to dietary intake, illness, and health. 10. Describe the effects of aging on the endocrine system. Skills Standards 11. Demonstrate graphically normal vs. abnormal hormone levels and their effects. 12. Perform a diabetes blood test.

34

Abnormality Standards 13. Choose and discuss five or more of the following topics: • Acromegaly • Addison Disease • Antidiuretic • Cholera • Cretinism • Cryptorchidism • Cushing Syndrome • Diabetes Insipidus • Diabetes Mellitus • Dwarfism • Exhaustion • Flight or fight response • Froehlich’s syndrome • Gigantism • Goiter • Grave’s Disease • Gynecomastia • Hyperthyroidism • Hypocalcaemia • Hypopopituitarism • Hypothyroidism • Insulin shock • Myxedema • Osteoporosis • Oxytocin and childbirth • Post traumatic stress syndrome • Rickets • Seasonal affective disorder • Simmond’s Disease • Teratoma • Thyrotoxicosis Any additional abnormalities or related topics 35

Additional Medical Terms – Terms that may be covered in this unit. Adrenal glands Adrenocorticotrophic Hormone Melanocyte stimulating hormone Antagonistic effect Antidiuretic hormone/vasopressin Negative feedback mechanism Norepinephrine Oxytocin Dopamine Endocrine gland Endocrinology Parathyroid hormone Epinephrine Estrogen Exocrine gland Follicle stimulating hormone Glucagon Growth Hormone (GH) Hypersecretion Insulin Thyroid stimulating hormone

Luteinizing hormone Aldosterone Melatonin Metabolism Calcitonin Thyroxin Cortisol Stress Pancreas Parathryoid Thyroid Thymus Pineal gland Pituitary gland Progesterone Prolactin Synergistic effect Target cell Testosterone Islets of Langerhans Hyposecretion

36

UNIT 11: Cardiovascular – Blood Labs/Activities/Case Studies CA State Life Science Standards HASPI Core Labs 1a. Students know cells are enclosed within • 03b: Red Blood Cell semi-permeable membranes that regulate their Tonicity interaction with their surroundings. • 03c: Hemolysis 9a. Students know how the complementary Standards/Learning Outcomes

activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. Health Pathway Standards 1. Describe the function, components, and main characteristics of blood and homeostatic imbalances that may occur. 2. Explain the origin of red and white blood cells. 3. Describe the function, structure, life cycle, and production process of red blood cells, white blood cells, and platelets. 4. Explain the importance of bone marrow transplants and stem cell transplants. 5. Identify the stages of blood clotting. 6. Identify the action of hemoglobin in the carriage of oxygen and carbon dioxide throughout the body. 7. Identify the physical components of blood.

• 13a: The Cardiovascular System • 13b: Complete Blood Cell Count

Project-based Assessment – Blood Disorders Cooperative Learning Activities

• SKILLS – Hand washing Skills • SKILLS – Blood Cell Count • SKILLS - Hematocrit Lab • SKILLS – Hemolysis Lab • Blood Samples • Blood Typing & Transfusion Lab

Medical Connections Sickle Cell Disease

Resources & Materials Blood PPT

WHO – CrimeanCongo Hemorrhagic Fever

HASPI Medical A & P Coloring Book www.haspi.org

WHO – Dengue Fever

Discussion Groups

WHO – Ebola

QUIZ – Blood Components

WHO – Global Blood Safety

Labs/Activities • SKILLS – Blood Borne Lab Skills Exam – Hand washing Pathogen PPT

8. Contrast a thrombus and an embolus. Skills Standards 9. Understand safe practices in the handling of body fluids, in particular blood and urine.

Assessment

Lab Skills Exam – Blood Cell Count & Hematocrit Exam – Blood

WHO – Hemoglobin Disorders WHO – Injection Safety WHO – Marburg Hemorrhagic Fever

Medical Anatomy & Physiology Web Resources; www.haspi.org Human Anatomy & Physiology 8/E Elaine N. Marieb, Essentials of Human Anatomy & Physiology, 9/E Elaine N. Marieb,

Anatomy & Additional Physiology, 2/E Resources Frederic H. Blood Concept Map Martini & Judi L. Nath Blood Crossword Fundamentals of Anatomy & Blood Genetics Physiology, 8/E Problems Frederic H. Martini & Judi L. Nath 37

10. Perform an evaluation of erythrocytes and leukocytes by using a sample blood count and hematocrit.

• Blood Typing Lab • Hematology Diagnosis Activity

11. Determine if a blood cell sample indicates and abnormal or normal condition and what • Hemocytometer Grid that condition is. Abnormality Standards 12. Choose and discuss five or more of the following topics: • Anemia • Blood and Clotting Disorders • Blood doping • Blood Transfusions • Coagulation Tests • Cyanosis • Effects of aspirin and thrombolytic agents • Hemophilia • Hepatitis • Hypoxia • Iron overload • Jaundice • Leukemia • Malaria • Sickle cell anemia • Thrombocytopenia Any additional abnormalities or related topics

• Osmosis Demonstration Lab • Osmosis, Tonicity, and Concentration Lab • Red Blood Cell Osmosis Lab

Blood Journey Web Activity Blood Typing Problems

Anatomy and Physiology: The Unity of Form and Function, 5/E Kenneth S. Saladin Principles of Anatomy and Physiology, 12/E Gerard J. Tortora, Introduction to the Human Body, 8/E Gerard J. Tortora,

Additional Medical Terms – Terms that could be covered within this unit. Agglutination Anticoagulants Blood count Bone marrow Chemotaxis Cross-match Hemapoesis Hemolysis

Phagocytosis Phlebotomy Transfusion Whole blood Coagulation Gamma globulin Hematocrit Hemorrhage

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UNIT 12: Cardiovascular – Blood Vessels Standards/Learning Outcomes CA State Life Science Standards 9a. Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. 9b. Students know how the nervous system mediates communication between different parts of the body and the body’s interactions with the environment. 9d. Students know the functions of the nervous system and the role of neurons in transmitting electrochemical impulses. 1a. Students know cells are enclosed within semi-permeable membranes that regulate their interaction with their surroundings. * Red blood cells absorb oxygen/carbon dioxide and exchange each through the cells of the capillary walls. Health Pathway Standards 1. Students will compare the structure and function of various blood vessels as well as identify homeostatic imbalances. 2. Understand the structure and function of arteries, arterioles, capillaries, venuoles, and veins. 3. Understand the distribution of blood throughout the blood vessels. 4. Describe the pressures that cause movement of fluids and gases between capillaries and interstitial spaces.

Labs/Activities/Case Studies HASPI Core Labs • 13a: The Cardiovascular System

Assessment Project-based Assessment – Blood Vessel Disorders

Medical Connections Blood Pressure Factors

Resources & Materials Blood Vessels PPT

Cholesterol Basics

HASPI Medical A & P Coloring Book www.haspi.org

• 13d: Heart Surgery & PPE

Cooperative Learning Activities

Med Article – Abdominal Aortic Aneurysm

Labs/Activities • SKILLS – Measuring Blood Pressure

Discussion Groups

Warning Signs Blood Pressure

• Blood Pressure Assessment Lab

QUIZ – Blood Vessels

WHO – Noncommunicable Diseases

• Blood Pressure Measurement Skills Checklist

Lab Skills Exam – Blood Pressure WHO – Yellow & Pulse Fever

• Fish Circulation Lab

Exam – Blood Vessels

• Force & Pressure in Vessels Lab

Additional Resources Arteries of the Head Coloring Blood Vessel Labeling Cardiovascular Concept Map

Medical Anatomy & Physiology Web Resources; www.haspi.org Human Anatomy & Physiology 8/E Elaine N. Marieb, Essentials of Human Anatomy & Physiology, 9/E Elaine N. Marieb, Anatomy & Physiology, 2/E Frederic H. Martini & Judi L. Nath

Major Arteries Coloring

39

5. Explain the factors that effect blood flow through the blood vessels and how blood pressure changes throughout the cardiovascular system. 6. Identify the major arteries and veins of the body. 7. Distinguish between oxygenated and deoxygenated circulations. 8. Explain how blood pressure is regulated by the nervous system, endocrine system, and auto-regulatory functions. 9. Understand the role that vascular resistance plays in homeostatic blood flow. 10. Describe the pressure changes between systolic and diastolic in the blood vessels. 11. Define shock and explain how the body’s response to shock is related to the negative feedback mechanism. 12. Describe the signs, symptoms, and treatment of shock.

Major Veins Coloring Microviewer Circulation Activity Overview of the Circulatory System

Fundamentals of Anatomy & Physiology, 8/E Frederic H. Martini & Judi L. Nath Anatomy and Physiology: The Unity of Form and Function, 5/E Kenneth S. Saladin Principles of Anatomy and Physiology, 12/E Gerard J. Tortora, Introduction to the Human Body, 8/E Gerard J. Tortora,

13. Explain the effects of aging on the blood vessels Skills Standards 14. Auscultate and palpate a blood pressure. 15. Palpate a radial and carotid pulse. 16. Identify abnormal conditions that could affect a normal pulse rate. 17. Identify normal and abnormal blood pressures.

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Abnormality Standards 18. Choose and discuss five or more of the following topics: • Abdominal Aortic Aneurism • Aneurism • Arteriosclerosis • Atherosclerosis • Carotid Sinus massage • Claudication • Deep vein thrombosis • Doppler ultrasound scanning • Edema • Femoral angiography • Hypotension • Occlusion • Office hypertension • Orthostatic Hypotension • Patent Ductus Arteriosus • Phlebitis • Reynaud Phenomenon and Reynaud Disease • Thrombectomy • Varicose veins • Venipuncture Any additional abnormalities or related topics Additional Medical Terms – Terms that could be covered within this unit. Anastomoses Blood reservoirs Bulk flow Diffusion Hemodynamics Lumen Norepinephrine Respiratory pump Syncope Transcytosis Vasodilatation

Angiogenesis Bradycardia Capillary bed Epinephrine Interstitial fluid Microcirculation Portal system Sphygmomanometer Tachycardia Vascular sinus Vasoconstriction

41

UNIT 13: Cardiovascular - Heart Standards/Learning Outcomes CA State Life Science Standards 9a. Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. 9b. Students know how the nervous system mediates communication between different parts of the body and the body’s interactions with the environment.

Labs/Activities/Case Studies HASPI Core Labs • 13a: The Cardiovascular System • 13c: ECG Activity • 13d: Heart Surgery & PPE

9d. Students know the functions of the nervous Labs/Activities system and the role of neurons in transmitting • SKILLS – ECG electrochemical impulses. Interpretation Lab 1a. Students know cells are enclosed within semi-permeable membranes that regulate their • SKILLS – Cardiology Web Activity interaction with their surroundings. * Red blood cells absorb oxygen/carbon dioxide and exchange each through the cells of • Heart Dissection Lab the capillary walls • Heartbeat & Breathing Health Pathway Standards Lab 1. Students will describe the location, function, and structure of the heart as well as be able • Heartbeat and Pulse to recognize homeostatic imbalances that Lab can affect the heart. 2. Understand how coronary circulation functions. 3. Distinguish between systemic and pulmonary circulation. 4. Describe the structure and function of the chambers, valves, and accessory organs of the heart.

• Interpreting Electrocardiograms • Sheep Heart Dissection

Assessment Project-based Assessment – Heart Disorders

Medical Connections Cardiorespiratory Fitness Exercise Pyramid

Cooperative Learning Activities

How Does Bypass Surgery Work

Discussion Groups

Med Article – Angina

QUIZ – Heart Structure

Med Article – Arrhythmia

QUIZ – Heart Function

Med Article – Atrial Fibrillation

Lab Skills Exam – ECG Interpretation

So You Want to Be a Heart Surgeon

Exam – The Heart

WHO – Cardiovascular Disease Additional Resources Circulation Derby Circulatory System Crossword Diagrams – Circ & Resp

Resources & Materials The Heart PPT HASPI Medical A & P Coloring Book www.haspi.org Medical Anatomy & Physiology Web Resources; www.haspi.org Human Anatomy & Physiology 8/E Elaine N. Marieb, Essentials of Human Anatomy & Physiology, 9/E Elaine N. Marieb, Anatomy & Physiology, 2/E Frederic H. Martini & Judi L. Nath Fundamentals of Anatomy & Physiology, 8/E Frederic H. Martini & Judi L. Nath 42

5. Describe the layers of the heart epicardium, myocardium, and endocardium. 6. Trace the path of blood through the heart and blood vessels. 7. Identify the structures that function in controlling the heartbeat. 8. Describe the pressure changes between systolic and diastolic in the heart. 9. Identify what causes normal heart sounds. 10. Describe the factors that effect cardiac output, stroke volume, and regulation heart rate. 11. Explain the relationship between exercise and the heart.

Heart Anatomy Labeling Heart Diagram Coloring

Anatomy and Physiology: The Unity of Form and Function, 5/E Kenneth S. Saladin Principles of Anatomy and Physiology, 12/E Gerard J. Tortora, Introduction to the Human Body, 8/E Gerard J. Tortora,

12. Understand how it is used and the physiological effects of an AED (automated electrical defibrillator). 13. Understand the effects of age on the heart. Skills Standards 14. Demonstrate the ability to collect, analyze, and interpret data relating to electrocardiograph ECG. 15. Distinguish between a normal and abnormal electrocardiogram (ECG). 16. Demonstrate the ability to monitor sounds of the heart on patients and identify those sounds (e.g. heart murmurs, stenoses).

43

Abnormality Standards 17. Choose and discuss five of the following topics: • Aerobic vs. anaerobic exercise • Aneurysms • Angina pectoralis • Arteriosclerosis • Artificial pacemakers • Athemius • Atherosclerosis • Atrial flutter • CABG –Cardiac Artery Bypass Graft • Cardiac Arrhythmia • Cardiomyopathies Congestive heart failure • Coronary artery disease • Effects of caffeine • Effects of drugs • Endocardititis • Enlarged heart • Faulty heart valves • Heart murmurs • Heart transplant • Heart valve disorders • Myocardial infarction • Myocardial ischemia • Myocardial thickness and function • Myocarditis • Pericarditis • Regeneration of heart cells • Rheumatic fever • Stents and arthroplasty • Syncope • Vein harvesting Any additional abnormalities or related topics 44

UNIT 14: Lymphatic System Standards/Learning Outcomes CA State Life Science Standards 10b. Students know the role of antibodies in the body’s response to infection. 10c. Students know how vaccination protects an individual from infectious diseases. 10d. Students know there are important differences between bacteria and viruses with respect to their requirements for growth and replication, the body’s primary defenses against bacterial and viral infections, and effective treatments of these infections. 10e. Students know why an individual with a compromised immune system (for example, a person with AIDS) may be unable to fight off and survive infections by microorganisms that are usually benign. 10f.* Students know the roles of phagocytes, B-lymphocytes, and T-lymphocytes in the immune system. 1a. Students know cells are enclosed within semi-permeable membranes that regulate their interaction with their surroundings. *Movement of white blood cells through the body and to sites of infection. 1c. Students know how prokaryotic cells, eukaryotic cells (including those from plants and animals), and viruses differ in complexity and general structure. * Viral structure can be compared to bacterial structure.

Labs/Activities/Case Studies HASPI Core Labs • 13b: Complete Blood Cell Count • 17a: Global Health Investigation • 17b: Epidemiology Labs/Activities • SKILLS – Asepsis Techniques Lab • 1918 Flu Activity • Antibiotic Sensitivity Lab • Bacterial Growth Lab • Catalase and Oxidase Testing Lab • Coagulase Testing Lab • Fungus Lab

Assessment Project-based Assessment – Lymphatic Diseases

Medical Connections Animal Borne Disease

Resources & Materials Lymphatic System PPT

Antibiotics

HASPI Medical A & P Coloring Book www.haspi.org

Cooperative Learning Activities

Bird Flu Brochure

Discussion Groups

Chicken Pox

Celiac Disease

Fibromyalgia QUIZ – White Blood Cells QUIZ – Lymphatic Organs

Hepatitis A Hepatitis B

Human Anatomy & Physiology 8/E Elaine N. Marieb,

Immunization Fact

QUIZ - Immunity

Immunoglobulin

Lab Skills Exam – Asepsis Techniques

Japanese Encephalitis Measles

Exam – Lymphatic System

Medical Anatomy & Physiology Web Resources; www.haspi.org

Med Article – Anthrax

• Gram Stain Lab

Meningitis

• Infectious Disease & Population Growth

Mold in the Home Mono

Essentials of Human Anatomy & Physiology, 9/E Elaine N. Marieb, Anatomy & Physiology, 2/E Frederic H. Martini & Judi L. Nath Fundamentals of Anatomy & Physiology, 8/E Frederic H. Martini & Judi L. 45

Health Pathway Standards 1. Students understand how the components and functions of the lymphatic system maintain homeostasis in the body as well as provide mechanisms for defense against disease. 2. Understand the major functions of the lymphatic system. 3. Identify the major lymphatic organs and tissues. 4. Describe how lymph is formed. 5. Understand the lymphatic vessels return excess tissue fluid to cardiovascular veins. 6. Identify the major groups of pathogens that can cause human disease. 7. Understand nonspecific defenses are barriers that prevent pathogens from entering the body and mechanisms that are able to deal with minor invasions. 8. Understand specific defenses or immunity specifically counter act an invasion. 9. Outline the steps involved in a cellmediated immune response. 10. Outline the steps involved in an antibodymediated immune response. 11. Distinguish between the actions of the different types of B-cells and T-cells.

• Mad Cow Disease Activity • Microbiology Investigation Lab • Microorganisms Activity • Mosquito Control Activity • Parasitology Lab • Rise of the Superbugs Activity • Streaking Lab • The First Horseman Activity • Tracking Antibiotic Resistance Activity • Typhoid Activity • Urease Testing Lab • Water Analysis Lab

Nath Mosquito Bites Mumps Plague Polio

Anatomy and Physiology: The Unity of Form and Function, 5/E Kenneth S. Saladin

Rabies Ticks West Nile Fever WHO – Adverse Drug Reactions WHO – Antimicrobial Resistance

Principles of Anatomy and Physiology, 12/E Gerard J. Tortora, Introduction to the Human Body, 8/E Gerard J. Tortora,

WHO – Asthma WHO – Developing New Vaccines WHO - Influenza WHO – Malaria WHO – Rift Valley Fever WHO – Vaccine Quality & Safety 46

12. Explain the process used by the body to maintain immunological memory. 13. Describe how self-recognition and selftolerance develop.

Additional Resources Lymphatic System Activities

14. Describe the effects of stress on immunity. 15. Explain the effects of aging on the immune system. 16. Understand the two main types of acquired immunity are immunization by vaccines and the administration of prepared antibodies. 17. Understand the immune system is associated with allergies, tissue reaction, and autoimmune disorders. Skills Standards 18. Understand asepsis principles and there application. 19. Describe and demonstrate standard precautions for control of infections. 20. Understand and apply sterilization procedures for equipment surfaces and wounds. Abnormality Standards 21. Choose and discuss five or more of the following topics: • AIDS (HIV) • Allograph • Autograph • Autoimmune Diseases • Chronic fatigue syndrome • Cold • Eurythrometosis 47

Flu Graft rejection Hyperspleenism Infectious Mononucleosis Lymphadenitis Lymph Nodes and Cancer Metastasis Lymphodema Lymphomas Measles Monoclonal antibodies Mumps Rubella Ruptured spleen Severe combine immunodeficiency disease • Spleenomegaly • Swine Flu • Systemic lupus • Tetanus • Tonsillitis • Transplant Rejection • Xenograph Any additional abnormalities or related topics • • • • • • • • • • • • • •

Additional Medical Terms – Terms that could be covered within this unit. Abscess Antibody Antigen Cytokines Epidemic Fever Gamma globulin Inflammation Leukocytosis Pandemic Ulcer Major histocompatibility complex

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UNIT 15: Respiratory System Standards/Learning Outcomes CA State Life Science Standards 9a. Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide.

Labs/Activities/Case Studies HASPI Core Labs • 14a: The Respiratory System • 14b: Respiratory Distress

1a. Students know cells are enclosed within semi-permeable membranes that regulate their • 14c: Air Quality & interaction with their surroundings. Health * The exchange of oxygen/carbon dioxide at alveoli within the lungs. Labs/Activities Health Pathway Standards • SKILLS – Lung 1. Students will describe the structures and Capacity Lab functions associated with the respiratory system as well as conditions that can • SKILLS – create homeostatic imbalances. Interpretation of Respiratory Patterns 2. Identify the organs and anatomical features Activity of the respiratory system. 3. Explain the two main functions the respiratory system: provides for gas exchange between atmospheric air, blood, and tissue cells, and helps to adjust the pH of body fluids.

• Air Sample Lab

4. Understand the pathway air takes into and out of the respiratory system.

• Breathing Rate Lab

5. Understand the wall of the trachea sweeps impurities toward the pharynx, where they can be swallowed.

• Exercise & Respiration Lab

• Build Your Own Spirometer

• Measuring Lung 6. Identify the structures and mechanisms that Capacity Lab produce sound. • Pulse & Breathing Lab

Assessment Project-based Assessment – Respiratory Disease

Medical Connections Allergic Rhinitis Allergies & Asthma Asthma

Cooperative Learning Activities

Bronchitis Cold Facts

Discussion Groups QUIZ – Respiration Physiology QUIZ – Respiratory Anatomy Lab Skills Exam – Lung Capacity & Respiratory Patterns

Everest Article High Altitude Sickness Med Article – Dust Mite Allergy Pertussis Radon Sinusitis Tuberculosis

Exam – Respiratory System

Resources & Materials Respiratory System PPT

WHO – Air Quality and Health WHO – Anthrax WHO – Avian Influenza

HASPI Medical A & P Coloring Book www.haspi.org Medical Anatomy & Physiology Web Resources; www.haspi.org Human Anatomy & Physiology 8/E Elaine N. Marieb, Essentials of Human Anatomy & Physiology, 9/E Elaine N. Marieb, Anatomy & Physiology, 2/E Frederic H. Martini & Judi L. Nath Fundamentals of Anatomy & Physiology, 8/E Frederic H. Martini & Judi L. 49

7. Explain the process of inspiration and expiration.

• Spirometry

• Temperature, Pulse, & 8. Identify different types of breathing patterns Respiration Lab and modified respiratory movements (shallow, deep, hiccupping, laughing, etc.) 9. Discuss how the gas laws apply to the exchange of oxygen and carbon dioxide. 10. Understand how oxygen and carbon dioxide are transported throughout the body.

WHO – COPD

Nath

WHO – Diphtheria

Anatomy and Physiology: The Unity of Form and Function, 5/E Kenneth S. Saladin

WHO – Indoor Air Pollution WHO – Lassa Fever WHO – Legionellosis

11. Explain how the nervous system controls breathing.

WHO – Pneumonia

12. Understand the effects of aging on the respiratory system.

WHO – Radon and Cancer

13. Understand the effects of anaerobic vs. aerobic exercise and its effect on the respiratory system. Skills Standards 14. Demonstrate how to measure the volumes of air exchanged and pressure changes during inspiration and expiration. 15. Identify signs and symptoms of respiratory distress. Abnormality Standards 16. Choose and discuss five or more of the following topics: • Acute coryza • Adenocarcinoma • Anoxia • Asbestos • Asthma

WHO – Silicosis

Principles of Anatomy and Physiology, 12/E Gerard J. Tortora, Introduction to the Human Body, 8/E Gerard J. Tortora,

WHO – Tuberculosis WHO – Vegetation Fires Additional Resources Respiratory Coloring Activity

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• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Atelectasis Black lung disease Bronchiectasis Bronchitis Bronchoscopy Carbon monoxide poisoning Chronic obstructive pulmonary disease Cleft palate Croup Cystic Fibrosis Deviated septum Emphysema Empyema Epiglottitis Epistaxis Halitosis Hanta virus pulmonary syndrome Heimlich maneuver Hemothorax Hyperbaric oxygenation Hypoxia Infant Respiratory Distress Syndrome Influenza Intubation Laryngectomy Laryngitis Larynx cancer Lung cancer Mountain (Altitude) Sickness Nasopharyngitis Orthopnea Parasinusitis Pertussis Pleurisy Pneumoconiosis 51

• Pneumonia • Pneumonitis • Pneumothorax • Pulmonary edema • Pulmonary embolism • Pulse oximetry • Rales • Respiratory acidosis • Respiratory alkalosis • Respiratory distress syndrome • Respiratory failure • Rhinitis • Rhinomycosis • Rhinoplasty • Rhinorrhea • SARS • Silicosis • Sinusitis • Smoking and respiratory efficiency • Strep throat • Sudden Infant Death Syndrome • Thoracalgia • Tonsillitis • Tracheal obstruction • Tracheotomy • Tuberculosis • Upper Respiratory Infection • Vasalva’s maneuver Any additional abnormalities or related topics

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Additional Medical Terms – Terms that could be covered within this unit. Adam’s apple Adenoids Airway adjuncts Alveoli Apnea Asphyxia Bag valve mask Baroreceptors Bradypnea Bronchi Bronchioles Carina Cricoid cartilage Diaphragm Dyspnea Epiglottis Expiration Hemoglobin Hilus Hypoxia Inspiration Larynx Lobule Lysozyme Medullary rhythmicity

Mucus Nasolacrimal ducts Perfusion Phangyltonsil Pharynx Pleura Pneumotaxic area Pulmonary capillaries Respirometer Septum Soft palate Spirometer Spiromigram Sputum Surfactant Tachypnea Thyroid cartilage Tidal volume Tonsils Ventilation rate Vibrissae Vital capacity Vocal folds Mediastinum

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UNIT 16: Digestive System Standards/Learning Outcomes CA State Life Science Standards 9a. Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. 9b. Students know how the nervous system mediates communication between different parts of the body and the body’s interactions with the environment.

Labs/Activities/Case Studies HASPI Core Labs • 15a: The Digestive System • 15b: Bacteria in Food • 15c: What’s in Your Food?

Assessment Project-based Assessment – Digestive Disease

Medical Connections Alcohol & Nutrition All About Soy Anal Fissure

Cooperative Learning Activities

Barium Enema Body Composition

Labs/Activities 9f.* Students know the individual functions and • SKILLS – Nutrition sites of secretion of digestive enzymes Activity (amylases, proteases, nucleases, lipases), stomach acid, and bile salts. • SKILLS - Brush and Floss Lab 9i.* Students know how hormones (including digestive, reproductive, osmoregulatory) • SKILLS – Digestion provide internal feedback mechanisms for Lab homeostasis at the cellular level and in whole organisms. • Digestive System 1a. Students know cells are enclosed within Activity semi-permeable membranes that regulate their

Discussion Groups

Lab Skills Exam – Nutrition & Digestive Health

E. coli

interaction with their surroundings. * Movement of the small precursor molecules through the small intestine into the circulatory systems and further through the cells of the body.

Exam – Digestive System

Folate

1b. Students know enzymes are proteins that catalyze biochemical reactions without altering the reaction equilibrium and the activities of enzymes depend on the temperature, ionic conditions, and the pH of the surroundings. * Digestive enzymes (amylase, pepsin, lipase, etc.) and their substrates can be reviewed

• Disease From Food Lab • Fat Digestion Lab • Food Movement Lab • Lab Test – Digestive Discovery • Marathon Challenge Activity

QUIZ – Digestive Physiology

Body Mass Index Calcium Canker Sore

QUIZ – Digestive Anatomy

Resources & Materials Digestive System PPT

Cholesterol

Facts about Fat

Food Borne Illness Gastroenteritis Gastroesophageal Reflux Disease Giardia Hemorrhoids

HASPI Medical A & P Coloring Book www.haspi.org Medical Anatomy & Physiology Web Resources; www.haspi.org Human Anatomy & Physiology 8/E Elaine N. Marieb, Essentials of Human Anatomy & Physiology, 9/E Elaine N. Marieb, Anatomy & Physiology, 2/E Frederic H. Martini & Judi L. Nath Fundamentals of Anatomy & Physiology, 8/E Frederic H. Martini & Judi L. 54

along with the temp., ionic conditions, and pH they perform best at. 1h. Students know most macromolecules (polysaccharides, nucleic acids, proteins, lipids) in cells and organisms are synthesized from a small collection of simple precursors. * Enzymes that break down these molecules and the organization of their substrates. 1e. Students know the role of the endoplasmic reticulum and Golgi apparatus in the secretion of proteins. * Overview of cells where digestive enzymes are created 1f. Students know usable energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from carbon dioxide. 1g. Students know the role of the mitochondria in making stored chemical-bond energy available to cells by completing the breakdown of glucose to carbon dioxide. 1i.*Students know how chemi-osmotic gradients in the mitochondria and chloroplast store energy for ATP production. Health Pathway Standards 1. Students will describe the structures and functions associated with the digestive system as well as conditions that can cause homeostatic imbalance. 2. Identify the organs, accessory organs, and anatomical features of the digestive system.

Nath • Nutrition Summary Activity

Herbal Supplements

• Protein Digestion Lab

High Fiber

• Sufficient Nutrition Activity

Irritable Bowel Syndrome

• Virtual Cat Dissection - Digestion

Lactose Intolerance Macronutrients Nutrition & PMS Nutrition Labels Occult Blood Screening

Anatomy and Physiology: The Unity of Form and Function, 5/E Kenneth S. Saladin Principles of Anatomy and Physiology, 12/E Gerard J. Tortora, Introduction to the Human Body, 8/E Gerard J. Tortora,

Peptic Ulcers Pinworm Infection Reducing Sodium Diet Salmonellosis The Journey Inside Trans Fat Viral Hepatitis Vitamins & Minerals WHO – African 55

3. Identify the main functions of the digestive system: breaking down food, absorbing water and nutrients, and eliminating waste. 4. Identify the structure and function of the four layers of the GI tract and how it is modified in each of the organs. 5. Describe how the nervous system controls the GI tract. 6. Explain the peritoneum and its folds. 7. Identify the structure and function of glands associated with digestion in the mouth. 8. Identify the parts of a typical tooth and compare deciduous and permanent dentition. 9. Contrast chemical and mechanical digestion in the mouth. 10. Explain the three phases of movement of food from the mouth to the stomach (voluntary, pharyngeal, esophageal). 11. Contrast chemical and mechanical digestion in the stomach. 12. Identify the basic components of gastric juice. 13. Explain chemical digestion and absorption in the small intestine. 14. Describe the function of bile (emulsification). 15. Explain the mechanical and chemical digestion, absorption, and feces formation in the large intestine. 16. Outline the phases of digestion.

Trypanosomias WHO – Botulism WHO – Campylobacter WHO – Cholera WHO- Diarrheal Diseases WHO – Dioxins and Health WHO – Drug Resistant Salmonella WHO – Enteroviruses WHO – Food Borne Illness WHO – Hepatitis A, B, and E WHO – Obesity WHO – Oral Health WHO Schistosomiasis Additional Resources Diagrams – 56

17. Describe the effects of aging on the digestive system. Skills Standards 18. Understand planning nutritious meals and snacks to control one’s weight involves making healthy and informed food choices. 19. Demonstrate how dental healthcare reduces the build-up of plaque. 20. Demonstrate the digestion of various nutrients by the body. Abnormality Standards 21. Choose and discuss ten or more of the following topics: • Absorption of alcohol • Acid Reflux • Anorexia Nervosa • Appendicitis • Ascites • Belching • Borborygmsu • Botulism • Bulimia Nervosa • Canker sores • Cholelithiasis • Cholecystectomy • Cirrhosis • Colon polyps • Colonoscopy • Colorectal Cancer • Colostomy • Constipation • Crohn’s disease • Dental caries • Diabetes

Digestive & Excretory Digestive Coloring Digestive Concept map Digestive System Labeling Digestive System Worksheet

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• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Diarrhea Dieting and Weight Loss Diverticulitis Dysentery Dyspepsia Dysphasia Eating Disorders Emesis Enteritis Eructation Esophageal varices Fissure Fistula Flatus Food poisoning Gallstones Gastric lavage Gastric ulcer Gastritis Gastroenteritis Gastroscopy Gingivitis Heartburn Hematemesis Hemorrhoids Hepatitis Hepatomegaly Herpes of the mouth Hiatal hernia Ileostomy Ileus Inflammatory Bowel Diseases Intestinal bleeding Intestinal obstruction Intussusceptions 58

• Irritable bowel syndrome • Jaundice • Lactose intolerance • Malabsorption • Malocclusion • Mumps • Nausea • Obesity • Obstructive jaundice • Occult blood • Pancreatic cancer • Pancreatitis • Paracentesis • Paralytic ileus • Peritonitis • Protein-Energy Malnutrition • Pyloric stenosis • Pyrosis • Reflux Esophagitis • Root canal • Starvation • Stomatitis • Strictures • Tenesmus • Ulcerative colitis • Ulcers • Undernutrition • Vagotomy • Vomiting Any additional abnormalities or related topics

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Additional Medical Terms – Terms that could be covered within this unit. Abdomen Absorption Alimentary canal Amylopsin Bile Bilirubin Bolus Buccal Cecum Chyme Colon Defecation Deglutition Dentes Duodenum Epiglottis Gallbladder Haustral churning Ileum Lipase Maceration Mesentery Pancreas Pepsin Peristalsis

Peyer’s patches Pharynx Regurgitation Rennin Rugae Salivary glands Salivation Secretion Segmentation Soft palate Small intestine Sphincters Stomach Trypsin Villi Esophagus Hard palate Jejunum Ingestion Liver Mastication Microvilli Papillae Periodontal Peritoneum

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UNIT 17: Excretory System Standards/Learning Outcomes CA State Life Science Standards 9a. Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. 9b. Students know how the nervous system mediates communication between different parts of the body and the body’s interactions with the environment. 9g.* Students know the homeostatic role of the kidneys in the removal of nitrogenous wastes and the role of the liver in blood detoxification and glucose balance. 9i.* Students know how hormones (including digestive, reproductive, osmoregulatory) provide internal feedback mechanisms for homeostasis at the cellular level and in whole organisms. 1a. Students know cells are enclosed within semi-permeable membranes that regulate their interaction with their surroundings. * The movement of water, salts, etc. through the cells of the nephron in the kidneys.

Labs/Activities/Case Studies Labs/Activities • SKILLS - Urinalysis Lab • Dialysis Lab

Assessment Project-based Assessment – Excretory Disease Cooperative Learning Activities

Medical Connections Coping With the Heat

Resources & Materials Excretory System PPT

Intravenous Pylogram

HASPI Medical A & P Coloring Book www.haspi.org

Non-Gonococcal Urethritis

Medical Stolen Kidney Case Anatomy & Physiology Urinary Tract Web Resources; QUIZ – Excretory Infections www.haspi.org Physiology Additional Human Anatomy QUIZ – Kidney Resources & Physiology 8/E Function Kidney and Elaine N. Marieb, Nephron Lab Skills Exam Worksheet Essentials of - Urinalysis Human Anatomy Kidney Coloring & Physiology, Exam – 9/E Elaine N. Excretory Urinary System Marieb, System Word Search Anatomy & Physiology, 2/E Frederic H. Martini & Judi L. Nath Discussion Groups

61

Health Pathway Standards 1. Students will describe the structures and functions associated with the excretory system as well as conditions that may cause homeostatic imbalance. 2. Identify the major organs and the anatomical features of the excretory system. 3. Identify the general functions of the excretory system. 4. Describe the methods of fluid intake – oral or intravenous - and output - micturition, voiding, sweat, feces, exhaled vapor, etc. 5. Identify the microscopic structures of the nephron. 6. Describe the three physiological processes and the structures involved in urine formation - filtration, reabsorption, and secretion. 7. Explain the substances filtered, reabsorbed, and secreted in urine.

Fundamentals of Anatomy & Physiology, 8/E Frederic H. Martini & Jud L. Nath Anatomy and Physiology: The Unity of Form and Function, 5/E Kenneth S. Saladin Principles of Anatomy and Physiology, 12/E Gerard J. Tortora, Introduction to the Human Body, 8/E Gerard J. Tortora,

8. Compare and contrast how concentrated vs. diluted urine is produced. 9. Understand microscopically, the kidneys are composed of kidney tubules (nephrons), which have a blood supply that interacts with parts of the tubule as they produce urine. 10. Understand the kidneys are involved in the salt-water balance and the acid-base balance of the blood, in addition to excreting nitrogenous wastes. 62

11. Discuss additional waste removal, or excretory mechanisms in the body such as sweat glands, GI tract, lungs, liver, blood, etc. 12. Describe the effects of aging on the excretory system. 13. Explain how exercise effects the excretory system Skills Standards 14. Demonstrate how a urinalysis can detect homeostatic imbalance. 15. Identify abnormal constituents of urine glucose, ketones, erythrocytes, leukocytes, bilirubin, microbes. Abnormality Standards 16. Choose and discuss ten or more of the following topics: • Abnormalities in Potassium Ion Balance • Abnormalities in Sodium Balance • Anuria • Arteriolar Nephrosclerosis • Azotemia • Blood-urea nitrogen test • Cytoscopy • Cystitis • Diabetes • Dialysis • Diuresis • Dysuria • Ectopic kidney • Functional incontinence • Gestational Diabetes • Glomerulonephritis • Glycosuria 63

• Hematuria • Hyperkalemia • Hypernatremia • Hypoatremia • Hyponatremia • Hypoplastic kidney • Incontinence • Kidney stones • Kidney transplant • Nephroblastoma • Nephrotic Syndrome • Neurogenic Bladder • Nocturia • Oliguria • Overflow incontinence • Polycystic kidney disease • Polyuria • Proteinuria • Pyelonephritis • Renal failure • Shockwave therapy • Urinary bladder cancer • Urinary tract infection • Water and Acid-Base Balance Any additional abnormalities or related topics Additional Medical Terms – Terms that could be covered within this unit. Disuria Diuretics Edema Glomerulus Glucose Kidneys Micturation reflex Nephron Nephropathy Polyuria Renal tubules Stricture Urea Uremia Ureters Urethra Urinary bladder Urine Antidiuretic hormone (vasopressin)

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UNIT 18: Reproductive System Standards/Learning Outcomes CA State Life Science Standards 9a. Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. 9b. Students know how the nervous system mediates communication between different parts of the body and the body’s interactions with the environment. 9c. Students know how feedback loops in the nervous and endocrine systems regulate conditions in the body. 9i.* Students know how hormones (including digestive, reproductive, osmoregulatory) provide internal feedback mechanisms for homeostasis at the cellular level and in whole organisms. Health Pathway Standards 1. Students will describe the structures and functions associated with the reproductive system as well as conditions that may cause homeostatic imbalance. 2. Identify the general functions of the reproductive system. 3. Describe the structure, function, and location of the male genitalia and accessory organs. 4. Explain the process of spermatogenesis.

Labs/Activities/Case Studies HASPI Core Labs • 16a: Fertility • 16b: ELISA Pregnancy Test • 17c: Fetal Development Labs/Activities • SKILLS – Pelvimetry Lab • SKILLS – Fetal Development Measurements Activity • SKILLS – Sperm Viability Activity • Pregnancy Cases Activity • Sea Urchin Development Lab

Assessment Project-based Assessment – Reproductive Disease Cooperative Learning Activities

Medical Connections Cervical Cryotherapy

Resources & Materials Reproductive System PPT

Cervical Dysplasia

HASPI Medical A & P Coloring Book www.haspi.org

Chlamydia & Gonorrhea Ectopic Pregnancy

Discussion Groups QUIZ – Female Reproductive System

Fertility Frontiers Fetal Alcohol Syndrome Genital Herpes

QUIZ – Male Reproductive System

Human Anatomy & Physiology 8/E Elaine N. Marieb,

Genital Warts HIV & AIDS

QUIZ – Menstruation & Pregnancy

Medical Anatomy & Physiology Web Resources; www.haspi.org

HPV

Essentials of Human Anatomy & Physiology, 9/E Elaine N. Marieb,

Irregular Menses QUIZ – Fetal Development Lab Skills Exam – Pelvimetry Exam – Reproductive System

Pap Test Colposcopy Pelvic Inflammatory Disease

Anatomy & Physiology, 2/E Frederic H. Martini & Judi L. Nath

Polycystic Ovary Syndrome 65

5. Describe the structure, function, and location of the female reproductive structures and accessory organs. 6. Explain the process of oogenesis. 7. Identify the functions of the major reproductive hormones (testosterone, estrogen, progesterone, LH, FSH, oxytocin) 8. Define the menstrual cycle including the ovarian and uterine cycles and changes that occur during menopause. 9. Define the following sequence of events that occur during human fetal development - fertilization, zygote, implantation, embryo, and fetus. 10. Explain how the female body changes during pregnancy. 11. Identify the principle events associated with the three stages of labor. (Stage 1 - dilation and effacement, Stage 2 - delivery and birth, Stage 3 - placental expulsion) 12. Explain the difference among the various types of birth control methods and compare their effectiveness. 13. Describe the effects of aging on the reproductive system. Skills Standards 14. Identify morphological differences between male and female pelvis structure.

Prostate Cancer STIs Syphilis The Menstrual Cycle Ultrasound Examination WHO – Essential Obstetric Care WHO – Reducing Newborn Mortality

Fundamentals of Anatomy & Physiology, 8/E Frederic H. Martini & Judi L. Nath Anatomy and Physiology: The Unity of Form and Function, 5/E Kenneth S. Saladin Principles of Anatomy and Physiology, 12/E Gerard J. Tortora,

WHO – STDs WHO – Women and Microbicides

Introduction to the Human Body, 8/E Gerard J. Tortora,

WHO – Women’s Health Yeast Infection Additional Resources Development Chart

15. Identify normal vs. abnormal growth during fetal development.

66

16. Identify microscopically the morphological difference between human sperm and other species. 17. Understand the process used to conduct a sperm count and normal vs. abnormal sperm count results. Abnormality Standards 18. Choose and discuss fifteen or more of the following topics: • Abortion • Amenorrhea • Benign Prostatic Hyperplasia • Breast cancer • Castration • Cervical Cancer • Chlamydia • Circumcision • Complications of Pregnancy • Cryptorchidism and Ectopic Testis • Drug Use During Pregnancy • Dysmenorrhea • Endometrial Cancer • Endometriosis • Enlarged Prostate • Episiotomy • Female athlete triad • Fibrocystic disease • Fibroids • Genital herpes • Genital warts • Gonorrhea • Gynecomastia • Hermaphroditism • HPV - Human Papilloma Virus • Hysterectomy 67

• Impotence • Infertility • Klinefelter’s Syndrome • Lumpectomy • Mastectomy • Menstrual Alterations • Miscarriage • Myoma • Orchitis • Ovarian Cysts • Ovarian Cancer • Pelvic inflammatory disease • Polycystic Ovaries • Precocious and Delayed Puberty • Premature ejaculation • Priapism • Prostate Cancer • Prostatic Disorders • Prostatitis • Pubic Lice • Scrotal Disorders • Sexually Transmitted Infections – STI’s • Syphilis • Teen Pregnancy • Testicular Disorders • Testicular Torsion • Testicular Cancer • Trichimoniasis • Tubal ligation • Turner’s Syndrome • Uterine prolapse • Vaginitis • Vasectomy • Yeast infection Any additional abnormalities or related topics 68

Additional Medical Terms – Terms that could be covered within this unit. Amniotic sac Blastocyst Cervix Clitoris Cowper’s glands Dysmenorrheal Ejaculation Embryo Emission Epididymis Erection Fallopian tube Fertilization Fetus Fibroids Labia minora/majora Labor Lactation Mammogram Menarche Menopause Menorrhagia

Menstruation Mons pubis Ovaries Ovulation Penis Placenta PMS Prostate gland Scrotum Semen Seminal vesicles Sterility Testes Testosterone Ultrasound Umbilical cord Uterus Vagina Vas deferens Zygote PMDD

69

UNIT 19: Culminating Activities Labs/Activities • 18a: Medical Case Studies • SKILLS - Case Study Activity • Example Medical Case Studies • Clinical Skills Checklist • Disease Warriors Activity • Environment & Health Activity • Forensic Pathology Project • Global Health Activity • Health Aide Activity • Home Health Aide Skills Checklist • Hospital Triage Activity • Medical Careers Activity • Medical Conversions Activity • Medical Imaging Web Activity • Organ Transplant Activity • Physiology Journal • Physical Diagnosis Activity • Polygenic Pedigree Activity • Reduce Your Risk Activity • Risk Activity • Virtual Autopsy Activity • Who Does What? Activity Rubrics  Group Work Rubric  Lab Rubric  Oral Presentation Rubric  Poster, Brochure, Newsletter Rubric  PowerPoint Presentation Rubric  Written Report Rubric

Medical Applications  WHO –Africa and Health  WHO – Chernobyl Health Effects  WHO – Children & Mortality  WHO – Climate Change & Health  WHO – El Nino & Health  WHO – Electromagnetic Fields & Cancer  WHO – Environment & Health  WHO – Global Health Expenditures  WHO – Global Healthcare Shortage  WHO – Health of Indigenous People  WHO – Health Worker Migration  WHO – Healthcare Waste Management  WHO – Impact of Environment on Children  WHO – Leading Causes of Death  WHO – Occupational & Community Noise  WHO – Paying for Health Services  WHO – Prequalification Project  WHO – Preventative Healthcare  WHO – Right to Health  WHO – Traditional Medicine  WHO – Uranium Exposure Additional Resources  Bioethics Organizer  Cancer WebQuest  Cancer Worksheet  Dosage Calculations

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