Human Anatomy and Physiology is an advanced, high school elective course designed for those students wanting a deeper understanding of the structures and functions of the human body. The body will be viewed as a whole using anatomical terminology necessary to describe location. Instruction will be at both micro and macro levels reviewing cellular functions, biochemical processes, tissue interactions, organ systems and the interaction of those systems as it relates to the human organism. Systems covered include integumentary, skeletal, muscular, respiratory, circulatory, digestive, excretory, reproductive immunological, nervous and endocrine. Content standards are integrated with Engineering, Technology, and the Application of Science objectives as students develop conceptual understandings and research and laboratory skills, evaluate the academic requirements, and prepare for occupational opportunities in health and medical fields. Students will engage in active inquiries, investigations, and hands-on activities as they develop and demonstrate conceptual understandings and research and laboratory skills described in the objectives. Safety instruction is integrated in all activities, and students will implement safe procedures and practices when manipulating equipment, materials, organisms, and models. All West Virginia teachers are responsible for classroom instruction that integrates content literacy and 21st Century Learning Skills and Technology Tools.

Standard: Human Anatomy and Physiology Content

S.HS.HAP.1

Students will apply directional terminology to locate human body structures:

  • proximal
  • dorsal
  • medial
  • visceral
  • superficial
  • deep

S.HS.HAP.2

Students will describe the organizational levels, interdependency and the interaction of:

  • cells
  • tissues
  • organs
  • organ systems

S.HS.HAP.3

Students will categorize, by structure and function, the various types of human tissue:

  • muscle
  • epithelial
  • connective
  • nervous

S.HS.HAP.4

Students will relate the structure of the integumentary system to its function as a/an:

  • sensory organ
  • environmental barrier
  • temperature regulator

S.HS.HAP.5

Students will relate how bone tissue is important to the development of the human skeleton.

S.HS.HAP.6

Students will correlate the structure and function of the elements of the skeletal system:

  • bone
  • articulations
  • insertions

S.HS.HAP.7

Students will model the mechanisms of muscular contraction on the cellular and molecular levels.

S.HS.HAP.8

Students will integrate the skeletal, muscular and nervous systems to the functioning of the organism.

S.HS.HAP.9

Students will model the muscular system including:

  • locations
  • origins
  • insertions
  • muscle groups
  • types of muscles

S.HS.HAP.10

Students will classify the various types of neurons emphasizing the relationship of structure and function.

S.HS.HAP.11

Students will model the mechanism of a nerve impulse at the cellular and molecular levels.

S.HS.HAP.12

Students will compare and contrast the parts and functions of the central and peripheral nervous system including the autonomic portions.

S.HS.HAP.13

Students will apply the structure of the ear and eye to their function/dysfunction in relation to environmental perception.

S.HS.HAP.14

Students will apply the action of specific enzymes to their roles in bodily functions.

S.HS.HAP.15

Students will incorporate the role of endocrine glands and their hormones into the overall functions and dysfunctions of the body.

S.HS.HAP.16

Students will incorporate the role of endocrine glands and their hormones into the overall functions and dysfunctions of the body.

S.HS.HAP.17

Students will explain how structures of the respiratory system are essential to cellular respiration, gas exchange and communication.

S.HS.HAP.18

Students will illustrate the structures of the circulatory and lymphatic systems and the function of blood to the role of:

  • transportation
  • cellular support
  • defence

S.HS.HAP.19

Students will compare the compatibility of blood types and assess the molecular basis for blood functions.

S.HS.HAP.20

Students will integrate the functions of the excretory system to the maintenance of the other body systems.

S.HS.HAP.21

Students will compare and contrast the structure and function of male and female reproductive systems.

S.HS.HAP.22

Students will outline the events of reproduction for the formation of gametes through fertilizations and embryological development.

S.HS.HAP.23

Students will assess the role of components of the immune system in defending the body.

S.HS.HAP.24

Students will research disease causative factors, symptoms, prevention and treatment.

Topic: Chemical Reactions

S.HS.C.9

Students will construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

S.HS.C.10

Students will predict the products, write and classify balanced chemical reactions including single replacement, double replacement, composition, decomposition, combustion and neutralization reactions.

S.HS.C.11

Students will design a properly working electrolytic cell based on redox principles.

S.HS.C.12

Students will compare and contrast the Arrhenius and Bronsted-Lowry definitions of acids and bases.

S.HS.C.13

Students will compare methods of measuring pH:

  • indicators
  • indicator papers
    • pH meters.

S.HS.C.14

Students will predict the product of an acid-base reaction.

S.HS.C.15

Students will develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.

S.HS.C.16

Students will apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.

S.HS.C.17

Students will refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.*

S.HS.C.18

Students will use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

S.HS.C.19

Students will generate mole conversions that demonstrate correct application of scientific notation and significant figures:

  • mass to number of particles
  • number of particles to volume
    • volume to mass.

S.HS.C.20

Students will perform calculations using the combined gas laws.

S.HS.C.21

Students will perform the following “mole” calculations showing answers rounded to the correct number of significant figures:

  • molarity
  • percentage composition
  • empirical formulas
  • molecular formulas
  • formulas of hydrates
  • mole-mole and mass-mass stoichiometry
  • determination of limiting reactant
    • theoretical yield.

High School: Human Anatomy and Physiology

Topic: Engineering Design(Engineering, Technology, and Applications of Science)

S.HS.ETS.1

Students will analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

S.HS.ETS.2

Students will design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

S.HS.ETS.3

Students will evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

S.HS.ETS.4

Students will use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

High School: Human Anatomy and Physiology

Topic: Reading- Key Ideas and Details(Science Literacy)

S.11-12.L.1

Students will cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

S.11-12.L.2

Students will determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

S.11-12.L.3

Students will follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

Topic: Reading- Craft and Structure

S.11-12.L.4

Students will determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

S.11-12.L.5

Students will analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

S.11-12.L.6

Students will analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

Topic: Reading- Integration of Knowledge and Ideas

S.11-12.L.7

Students will integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

S.11-12.L.8

Students will evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

S.11-12.L.9

Students will synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

Topic: Reading- Range of Reading and Level of Text Complexity

S.11-12.L.10

Students will by the end of grade 12, read and comprehend science/technical texts in the grades 11–CCR text complexity band independently and proficiently.

Topic: Writing- Text Types and Purposes

S.11-12.L.11

Students will write arguments focused on discipline-specific content:

  • introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons and evidence.
  • develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values and possible biases.
  • use words, phrases and clauses, as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
  • establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  • provide a concluding statement or section that follows from or supports the argument presented.

S.11-12.L.12

Students will write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes:

  • introduce a topic and organize complex ideas, concepts and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures and tables), and multimedia when useful to aid comprehension.
  • develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
  • use varied transitions and sentence structures to link the major sections of the text, create cohesion and clarify the relationships among complex ideas and concepts.
  • use precise language, domain-specific vocabulary and techniques such as metaphor, simile and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers
  • provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

Topic: Writing- Production and Distribution of Writing

S.11-12.L.13

Students will produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.

S.11-12.L.14

Students will develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

S.11-12.L.15

Students will use technology, including the Internet, to produce, publish and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Topic: Writing- Research to Build and Present Knowledge

S.11-12.L.16

Students will conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

S.11-12.L.17

Students will gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

S.11-12.L.18

Students will draw evidence from informational texts to support analysis, reflection and research.

Topic: Writing- Range of Writing

S.11-12.L.19

Students will write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.