Human Body Systems

This course will engage students in the study of processes, structures, and interactions of the human body
systems. Topics will include communication, transport of substances, locomotion, metabolic processes,
defense, and protection. Students will design experiments, investigate the structures and functions of body
systems, and use data acquisition software to monitor body functions such as muscle movement, reflex and
voluntary actions, and respiratory operations.

Human Body Systems Unit Summaries

The Human Body Systems (HBS) course is divided into six units designed to introduce students to the way in which body systems work together to maintain homeostasis and good health. The following is a description of each unit in the HBS course.

Unit One – Identity
Unit one engages students in a discussion of what it means to be human. Students investigate the body systems and functions that all humans have in common, and then look at differences in tissues, such as bone and muscle, and in molecules, such as DNA, to pinpoint unique identity. Students play the role of forensic anthropologists as they unlock the clues of identity found in bone and use restriction analysis and gel electrophoresis to analyze differences in DNA. Students begin to study histology and build upon their knowledge of human tissue.

Unit Two – Communication
In unit two, students investigate modes of communication within the human body as well as the ways humans communicate with the outside world. Students create a model of the human brain and design a brain map that pinpoints specific areas of function. Students investigate the roles of electrical and chemical signals in communication and response in the human body. They explore the ways in which hormones and the endocrine system control body function in order to solve a medical mystery. Students compare response time to reflex and voluntary actions using data acquisition software, and design experiments to test factors that can impact this response. By investigating the anatomy and physiology of the human eye, students learn how the body receives and interprets stimuli from the outside world.

Unit Three – Power
In this unit, students investigate the human body systems that work to obtain, distribute, or process the body’s primary resources for energy and power—food, oxygen, and water. Students make a working model of the digestive system and design experiments to test the optimal conditions for chemical digestion. Students use probes and data acquisition software to monitor their own lung function and oxygen intake. Students investigate the anatomy and physiology of the urinary system and do a simulated urinalysis to identify health conditions and diagnosis disease.

Unit Four – Movement
In unit four, students investigate the movement of the human body as well as of substances within the body. Students dissect a joint to visualize the connection between skeletal muscle and bone. By building muscle groups on a skeletal model, students learn how a muscle’s structure is directly related to its function and to the actions it can produce. Students design experiments to test the requirements for muscle contraction and create models to show relaxation and contraction of the sarcomere. A study of blood flow illustrates the roles smooth and cardiac muscles play in the transport of substances around the body. At the end of the unit, students combine information about power and movement to describe how the body fuels and responds to exercise. Playing the role of biomedical professionals in a combined medical practice that caters to athletes, the students design a comprehensive training plan for an athlete. The plan includes all aspects of training, from diet and exercise to hydration and injury prevention.

Unit Five – Protection
In this unit, students explore ways in which the human body protects itself from injury and disease. Before students investigate specific defense mechanisms and the immune system, they explore the protective functions of skin, bone and the feeling of pain. Antigen-antibody interactions are introduced as well as the structure of the lymphatic and immune system. Students analyze data from a fictional illness and relate antibody response to the action of specific white blood cells. Students design a game or a children’s book that illustrates the many ways in which body structures function in protection.

Unit Six – Homeostasis
This final unit focuses on the connection between all of the human body systems and examines how these systems work together to maintain health and homeostasis. Students explore how the body deals with extreme external environments as well as how the body reacts to and defends against injury and illness. Students begin to discuss and design medical interventions; the activities in this lesson are an engagement for the subsequent course, Medical Interventions.
Showing Results for:
Course: Human Body Systems
Units: 1, 2, 3, 4, 5 & 6
Lessons: L1.1, L1.2, L1.3, L2.1, L2.2, L2.3, L2.4, L3.1, L3.2, L3.3, L3.4, L4.1, L4.2, L4.3, L4.4, L5.1,
L5.2, L5.3 & L6.1
Common Core State Standards for English Language Arts, Next Generation Science Standards,
National Healthcare Foundation Standards and Accountability Criteria & Common Core State
Standards for Mathematics (HS)
Common Core State Standards for English
Language Arts
Lesson 1.1 - Identity: Human
Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
(AS.R.1)
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas. (AS.R.2)
7. Integrate and evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words. (AS.R.7)
Text Types and Purposes
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (AS.W.4)
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others. (AS.W.6)
8. Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism. (AS.W.8)
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others' ideas and expressing their own clearly and persuasively.
(AS.SL.1)
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally. (AS.SL.2)
4. Present information, findings, and supporting evidence such that listeners can follow the line of
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reasoning and the organization, development, and style are appropriate to task, purpose, and
audience. (AS.SL.4)
5. Make strategic use of digital media and visual displays of data to express information and
enhance understanding of presentations. (AS.SL.5)
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking. (AS.L.1)
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using
context clues, analyzing meaningful word parts, and consulting general and specialized reference
materials, as appropriate. (AS.L.4)
5. Demonstrate understanding of word relationships and nuances in word meanings. (AS.L.5)
6. Acquire and use accurately a range of general academic and domain-specific words and phrases
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression. (AS.L.6)
Lesson 1.2 - Identity: Tissues
Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
(AS.R.1)
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas. (AS.R.2)
4. Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or
tone. (AS.R.4)
7. Integrate and evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words. (AS.R.7)
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. (AS.W.1)
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly
and accurately through the effective selection, organization, and analysis of content. (AS.W.2)
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (AS.W.4)
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach. (AS.W.5)
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others. (AS.W.6)
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7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation. (AS.W.7)
8. Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism. (AS.W.8)
10. Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
(AS.W.10)
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others' ideas and expressing their own clearly and persuasively.
(AS.SL.1)
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally. (AS.SL.2)
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking. (AS.L.1)
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. (AS.L.2)
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using
context clues, analyzing meaningful word parts, and consulting general and specialized reference
materials, as appropriate. (AS.L.4)
5. Demonstrate understanding of word relationships and nuances in word meanings. (AS.L.5)
6. Acquire and use accurately a range of general academic and domain-specific words and phrases
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression. (AS.L.6)
Lesson 1.3 - Identity: Molecules and Cells
Reading
Key Ideas and Details
4. Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or
tone. (AS.R.4)
7. Integrate and evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words. (AS.R.7)
10. Read and comprehend complex literary and informational texts independently and proficiently.
(AS.R.10)
Text Types and Purposes
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1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. (AS.W.1)
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly
and accurately through the effective selection, organization, and analysis of content. (AS.W.2)
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (AS.W.4)
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach. (AS.W.5)
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others. (AS.W.6)
7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation. (AS.W.7)
8. Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism. (AS.W.8)
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
(AS.W.9)
10. Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
(AS.W.10)
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others' ideas and expressing their own clearly and persuasively.
(AS.SL.1)
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally. (AS.SL.2)
4. Present information, findings, and supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are appropriate to task, purpose, and
audience. (AS.SL.4)
5. Make strategic use of digital media and visual displays of data to express information and
enhance understanding of presentations. (AS.SL.5)
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of
formal English when indicated or appropriate. (AS.SL.6)
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking. (AS.L.1)
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. (AS.L.2)
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using
context clues, analyzing meaningful word parts, and consulting general and specialized reference
materials, as appropriate. (AS.L.4)
5. Demonstrate understanding of word relationships and nuances in word meanings. (AS.L.5)
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Lesson 2.1 - The Brain
Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
(AS.R.1)
4. Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or
tone. (AS.R.4)
7. Integrate and evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words. (AS.R.7)
Text Types and Purposes
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly
and accurately through the effective selection, organization, and analysis of content. (AS.W.2)
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (AS.W.4)
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others. (AS.W.6)
7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation. (AS.W.7)
8. Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism. (AS.W.8)
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
(AS.W.9)
10. Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
(AS.W.10)
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others' ideas and expressing their own clearly and persuasively.
(AS.SL.1)
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally. (AS.SL.2)
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking. (AS.L.1)
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using
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context clues, analyzing meaningful word parts, and consulting general and specialized reference
materials, as appropriate. (AS.L.4)
5. Demonstrate understanding of word relationships and nuances in word meanings. (AS.L.5)
6. Acquire and use accurately a range of general academic and domain-specific words and phrases
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression. (AS.L.6)
Lesson 2.2 - Electrical Communication
Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
(AS.R.1)
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas. (AS.R.2)
4. Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or
tone. (AS.R.4)
7. Integrate and evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words. (AS.R.7)
10. Read and comprehend complex literary and informational texts independently and proficiently.
(AS.R.10)
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. (AS.W.1)
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly
and accurately through the effective selection, organization, and analysis of content. (AS.W.2)
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (AS.W.4)
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach. (AS.W.5)
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others. (AS.W.6)
7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation. (AS.W.7)
8. Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism. (AS.W.8)
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
(AS.W.9)
10. Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
(AS.W.10)
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Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others' ideas and expressing their own clearly and persuasively.
(AS.SL.1)
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally. (AS.SL.2)
4. Present information, findings, and supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are appropriate to task, purpose, and
audience. (AS.SL.4)
5. Make strategic use of digital media and visual displays of data to express information and
enhance understanding of presentations. (AS.SL.5)
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of
formal English when indicated or appropriate. (AS.SL.6)
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking. (AS.L.1)
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. (AS.L.2)
3. Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or
listening. (AS.L.3)
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using
context clues, analyzing meaningful word parts, and consulting general and specialized reference
materials, as appropriate. (AS.L.4)
5. Demonstrate understanding of word relationships and nuances in word meanings. (AS.L.5)
6. Acquire and use accurately a range of general academic and domain-specific words and phrases
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression. (AS.L.6)
Lesson 2.3 - Chemical Communication
Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
(AS.R.1)
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas. (AS.R.2)
7. Integrate and evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words. (AS.R.7)
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Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. (AS.W.1)
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly
and accurately through the effective selection, organization, and analysis of content. (AS.W.2)
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (AS.W.4)
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach. (AS.W.5)
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others. (AS.W.6)
7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation. (AS.W.7)
8. Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism. (AS.W.8)
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
(AS.W.9)
10. Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
(AS.W.10)
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others' ideas and expressing their own clearly and persuasively.
(AS.SL.1)
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally. (AS.SL.2)
4. Present information, findings, and supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are appropriate to task, purpose, and
audience. (AS.SL.4)
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking. (AS.L.1)
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. (AS.L.2)
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using
context clues, analyzing meaningful word parts, and consulting general and specialized reference
materials, as appropriate. (AS.L.4)
6. Acquire and use accurately a range of general academic and domain-specific words and phrases
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression. (AS.L.6)
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Lesson 2.4 - Communication with the Outside World
Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
(AS.R.1)
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas. (AS.R.2)
7. Integrate and evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words. (AS.R.7)
Text Types and Purposes
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly
and accurately through the effective selection, organization, and analysis of content. (AS.W.2)
3. Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences. (AS.W.3) [OPTIONAL]
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (AS.W.4)
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others. (AS.W.6)
7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation. (AS.W.7)
8. Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism. (AS.W.8)
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
(AS.W.9)
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others' ideas and expressing their own clearly and persuasively.
(AS.SL.1)
4. Present information, findings, and supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are appropriate to task, purpose, and
audience. (AS.SL.4) [OPTIONAL]
5. Make strategic use of digital media and visual displays of data to express information and
enhance understanding of presentations. (AS.SL.5) [OPTIONAL]
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking. (AS.L.1)
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2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. (AS.L.2)
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using
context clues, analyzing meaningful word parts, and consulting general and specialized reference
materials, as appropriate. (AS.L.4)
Lesson 3.1 - Introduction to Power
Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
(AS.R.1)
7. Integrate and evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words. (AS.R.7)
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. (AS.W.1)
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly
and accurately through the effective selection, organization, and analysis of content. (AS.W.2)
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (AS.W.4)
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others. (AS.W.6)
8. Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism. (AS.W.8)
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others' ideas and expressing their own clearly and persuasively.
(AS.SL.1)
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally. (AS.SL.2)
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking. (AS.L.1)
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. (AS.L.2)
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Lesson 3.2 - Food
Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
(AS.R.1)
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas. (AS.R.2)
7. Integrate and evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words. (AS.R.7)
10. Read and comprehend complex literary and informational texts independently and proficiently.
(AS.R.10)
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. (AS.W.1)
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly
and accurately through the effective selection, organization, and analysis of content. (AS.W.2)
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (AS.W.4)
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach. (AS.W.5)
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others. (AS.W.6)
7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation. (AS.W.7)
8. Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism. (AS.W.8)
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
(AS.W.9)
10. Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
(AS.W.10)
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others' ideas and expressing their own clearly and persuasively.
(AS.SL.1)
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally. (AS.SL.2)
4. Present information, findings, and supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are appropriate to task, purpose, and
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audience. (AS.SL.4)
5. Make strategic use of digital media and visual displays of data to express information and
enhance understanding of presentations. (AS.SL.5)
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking. (AS.L.1)
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. (AS.L.2)
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using
context clues, analyzing meaningful word parts, and consulting general and specialized reference
materials, as appropriate. (AS.L.4)
5. Demonstrate understanding of word relationships and nuances in word meanings. (AS.L.5)
6. Acquire and use accurately a range of general academic and domain-specific words and phrases
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression. (AS.L.6)
Lesson 3.3 - Oxygen
Reading
Key Ideas and Details
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas. (AS.R.2)
7. Integrate and evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words. (AS.R.7)
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. (AS.W.1)
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly
and accurately through the effective selection, organization, and analysis of content. (AS.W.2)
3. Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences. (AS.W.3)
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (AS.W.4)
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach. (AS.W.5)
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others. (AS.W.6)
7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation. (AS.W.7)
8. Gather relevant information from multiple print and digital sources, assess the credibility and
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Jun 20, 2013 PLTW Standards and Objectives Alignment
accuracy of each source, and integrate the information while avoiding plagiarism. (AS.W.8)
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
(AS.W.9)
10. Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
(AS.W.10)
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others' ideas and expressing their own clearly and persuasively.
(AS.SL.1)
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally. (AS.SL.2)
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking. (AS.L.1)
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. (AS.L.2)
Lesson 3.4 - Water
Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
(AS.R.1)
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas. (AS.R.2)
4. Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or
tone. (AS.R.4)
7. Integrate and evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words. (AS.R.7)
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of the evidence. (AS.R.8)
10. Read and comprehend complex literary and informational texts independently and proficiently.
(AS.R.10)
Text Types and Purposes
Project Lead The Way, Inc. ©2013 13/63
Jun 20, 2013 PLTW Standards and Objectives Alignment
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. (AS.W.1)
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly
and accurately through the effective selection, organization, and analysis of content. (AS.W.2)
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (AS.W.4)
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach. (AS.W.5)
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others. (AS.W.6)
7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation. (AS.W.7)
8. Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism. (AS.W.8)
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
(AS.W.9)
10. Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
(AS.W.10)
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others' ideas and expressing their own clearly and persuasively.
(AS.SL.1)
4. Present information, findings, and supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are appropriate to task, purpose, and
audience. (AS.SL.4)
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking. (AS.L.1)
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. (AS.L.2)
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using
context clues, analyzing meaningful word parts, and consulting general and specialized reference
materials, as appropriate. (AS.L.4)
5. Demonstrate understanding of word relationships and nuances in word meanings. (AS.L.5)
6. Acquire and use accurately a range of general academic and domain-specific words and phrases
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression. (AS.L.6)
Lesson 4.1 - Joints
Reading
Project Lead The Way, Inc. ©2013 14/63
Jun 20, 2013 PLTW Standards and Objectives Alignment
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
(AS.R.1)
7. Integrate and evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words. (AS.R.7)
10. Read and comprehend complex literary and informational texts independently and proficiently.
(AS.R.10)
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. (AS.W.1)
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly
and accurately through the effective selection, organization, and analysis of content. (AS.W.2)
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (AS.W.4)
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others. (AS.W.6)
7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation. (AS.W.7)
8. Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism. (AS.W.8)
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others' ideas and expressing their own clearly and persuasively.
(AS.SL.1)
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally. (AS.SL.2)
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking. (AS.L.1)
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. (AS.L.2)
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using
context clues, analyzing meaningful word parts, and consulting general and specialized reference
materials, as appropriate. (AS.L.4)
Lesson 4.2 - Muscles
Project Lead The Way, Inc. ©2013 15/63
Jun 20, 2013 PLTW Standards and Objectives Alignment
Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
(AS.R.1)
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas. (AS.R.2)
7. Integrate and evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words. (AS.R.7)
10. Read and comprehend complex literary and informational texts independently and proficiently.
(AS.R.10)
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. (AS.W.1)
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly
and accurately through the effective selection, organization, and analysis of content. (AS.W.2)
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (AS.W.4)
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others. (AS.W.6)
7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation. (AS.W.7)
8. Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism. (AS.W.8)
10. Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
(AS.W.10)
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others' ideas and expressing their own clearly and persuasively.
(AS.SL.1)
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally. (AS.SL.2)
4. Present information, findings, and supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are appropriate to task, purpose, and
audience. (AS.SL.4)
5. Make strategic use of digital media and visual displays of data to express information and
enhance understanding of presentations. (AS.SL.5)
Conventions of Standard English
Project Lead The Way, Inc. ©2013 16/63
Jun 20, 2013 PLTW Standards and Objectives Alignment
1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking. (AS.L.1)
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. (AS.L.2)
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using
context clues, analyzing meaningful word parts, and consulting general and specialized reference
materials, as appropriate. (AS.L.4)
5. Demonstrate understanding of word relationships and nuances in word meanings. (AS.L.5)
6. Acquire and use accurately a range of general academic and domain-specific words and phrases
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression. (AS.L.6)
Lesson 4.3 - Blood Flow
Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
(AS.R.1)
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas. (AS.R.2)
7. Integrate and evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words. (AS.R.7)
10. Read and comprehend complex literary and informational texts independently and proficiently.
(AS.R.10)
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. (AS.W.1)
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly
and accurately through the effective selection, organization, and analysis of content. (AS.W.2)
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (AS.W.4)
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others. (AS.W.6)
7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation. (AS.W.7)
8. Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism. (AS.W.8)
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
(AS.W.9)
10. Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
(AS.W.10)
Project Lead The Way, Inc. ©2013 17/63
Jun 20, 2013 PLTW Standards and Objectives Alignment
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others' ideas and expressing their own clearly and persuasively.
(AS.SL.1)
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally. (AS.SL.2)
4. Present information, findings, and supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are appropriate to task, purpose, and
audience. (AS.SL.4)
5. Make strategic use of digital media and visual displays of data to express information and
enhance understanding of presentations. (AS.SL.5)
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking. (AS.L.1)
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. (AS.L.2)
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using
context clues, analyzing meaningful word parts, and consulting general and specialized reference
materials, as appropriate. (AS.L.4)
5. Demonstrate understanding of word relationships and nuances in word meanings. (AS.L.5)
6. Acquire and use accurately a range of general academic and domain-specific words and phrases
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression. (AS.L.6)
Lesson 4.4 - Energy and Motion - Exercise Physiology
Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
(AS.R.1)
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas. (AS.R.2)
7. Integrate and evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words. (AS.R.7)
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of the evidence. (AS.R.8)
10. Read and comprehend complex literary and informational texts independently and proficiently.
(AS.R.10)
Text Types and Purposes
Project Lead The Way, Inc. ©2013 18/63
Jun 20, 2013 PLTW Standards and Objectives Alignment
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. (AS.W.1)
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly
and accurately through the effective selection, organization, and analysis of content. (AS.W.2)
3. Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences. (AS.W.3)
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (AS.W.4)
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach. (AS.W.5)
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others. (AS.W.6)
7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation. (AS.W.7)
8. Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism. (AS.W.8)
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
(AS.W.9)
10. Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
(AS.W.10)
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others' ideas and expressing their own clearly and persuasively.
(AS.SL.1)
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally. (AS.SL.2)
4. Present information, findings, and supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are appropriate to task, purpose, and
audience. (AS.SL.4)
5. Make strategic use of digital media and visual displays of data to express information and
enhance understanding of presentations. (AS.SL.5)
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of
formal English when indicated or appropriate. (AS.SL.6)
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking. (AS.L.1)
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. (AS.L.2)
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using
context clues, analyzing meaningful word parts, and consulting general and specialized reference
materials, as appropriate. (AS.L.4)
5. Demonstrate understanding of word relationships and nuances in word meanings. (AS.L.5)
6. Acquire and use accurately a range of general academic and domain-specific words and phrases
Project Lead The Way, Inc. ©2013 19/63
Jun 20, 2013 PLTW Standards and Objectives Alignment
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression. (AS.L.6)
Lesson 5.1 - The Skin
Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
(AS.R.1)
7. Integrate and evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words. (AS.R.7)
10. Read and comprehend complex literary and informational texts independently and proficiently.
(AS.R.10)
Text Types and Purposes
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly
and accurately through the effective selection, organization, and analysis of content. (AS.W.2)
3. Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences. (AS.W.3)
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (AS.W.4)
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others. (AS.W.6)
8. Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism. (AS.W.8)
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
(AS.W.9)
10. Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
(AS.W.10)
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others' ideas and expressing their own clearly and persuasively.
(AS.SL.1)
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally. (AS.SL.2)
Conventions of Standard English
Project Lead The Way, Inc. ©2013 20/63
Jun 20, 2013 PLTW Standards and Objectives Alignment
1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking. (AS.L.1)
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. (AS.L.2)
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using
context clues, analyzing meaningful word parts, and consulting general and specialized reference
materials, as appropriate. (AS.L.4)
Lesson 5.2 - Bones
Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
(AS.R.1)
7. Integrate and evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words. (AS.R.7)
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. (AS.W.1)
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly
and accurately through the effective selection, organization, and analysis of content. (AS.W.2)
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (AS.W.4)
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others. (AS.W.6)
8. Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism. (AS.W.8)
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
(AS.W.9)
10. Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
(AS.W.10)
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others' ideas and expressing their own clearly and persuasively.
(AS.SL.1)
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally. (AS.SL.2)
Project Lead The Way, Inc. ©2013 21/63
Jun 20, 2013 PLTW Standards and Objectives Alignment
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking. (AS.L.1)
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. (AS.L.2)
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using
context clues, analyzing meaningful word parts, and consulting general and specialized reference
materials, as appropriate. (AS.L.4)
5. Demonstrate understanding of word relationships and nuances in word meanings. (AS.L.5)
6. Acquire and use accurately a range of general academic and domain-specific words and phrases
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression. (AS.L.6)
Lesson 5.3 - Lymph and Blood Cells
Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
(AS.R.1)
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas. (AS.R.2)
7. Integrate and evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words. (AS.R.7)
10. Read and comprehend complex literary and informational texts independently and proficiently.
(AS.R.10)
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. (AS.W.1)
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly
and accurately through the effective selection, organization, and analysis of content. (AS.W.2)
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (AS.W.4)
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others. (AS.W.6)
8. Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism. (AS.W.8)
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
(AS.W.9)
10. Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Project Lead The Way, Inc. ©2013 22/63
Jun 20, 2013 PLTW Standards and Objectives Alignment
(AS.W.10)
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others' ideas and expressing their own clearly and persuasively.
(AS.SL.1)
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally. (AS.SL.2)
4. Present information, findings, and supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are appropriate to task, purpose, and
audience. (AS.SL.4) [OPTIONAL]
5. Make strategic use of digital media and visual displays of data to express information and
enhance understanding of presentations. (AS.SL.5) [OPTIONAL]
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of
formal English when indicated or appropriate. (AS.SL.6) [OPTIONAL]
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking. (AS.L.1)
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. (AS.L.2)
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using
context clues, analyzing meaningful word parts, and consulting general and specialized reference
materials, as appropriate. (AS.L.4)
Lesson 6.1 - Health and Wellness
Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
(AS.R.1)
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas. (AS.R.2)
7. Integrate and evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words. (AS.R.7)
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of the evidence. (AS.R.8)
10. Read and comprehend complex literary and informational texts independently and proficiently.
(AS.R.10)
Text Types and Purposes
Project Lead The Way, Inc. ©2013 23/63
Jun 20, 2013 PLTW Standards and Objectives Alignment
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. (AS.W.1)
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly
and accurately through the effective selection, organization, and analysis of content. (AS.W.2)
3. Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences. (AS.W.3)
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (AS.W.4)
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach. (AS.W.5)
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others. (AS.W.6)
7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation. (AS.W.7)
8. Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism. (AS.W.8)
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
(AS.W.9)
10. Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
(AS.W.10)
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others' ideas and expressing their own clearly and persuasively.
(AS.SL.1)
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally. (AS.SL.2)
4. Present information, findings, and supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are appropriate to task, purpose, and
audience. (AS.SL.4)
5. Make strategic use of digital media and visual displays of data to express information and
enhance understanding of presentations. (AS.SL.5)
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of
formal English when indicated or appropriate. (AS.SL.6)
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking. (AS.L.1)
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. (AS.L.2)
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using
context clues, analyzing meaningful word parts, and consulting general and specialized reference
materials, as appropriate. (AS.L.4)
5. Demonstrate understanding of word relationships and nuances in word meanings. (AS.L.5)
6. Acquire and use accurately a range of general academic and domain-specific words and phrases
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sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression. (AS.L.6)
http://www.corestandards.org/
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief
State School Officers. All rights reserved.
Retrieved: June 20, 2013
Next Generation Science Standards
Lesson 1.1 - Identity: Human
High School
From Molecules to Organisms: Structures and Processes
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems
that provide specific functions within multicellular organisms. (HS.LS1.2)
Lesson 1.2 - Identity: Tissues
High School
From Molecules to Organisms: Structures and Processes
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems
that provide specific functions within multicellular organisms. (HS.LS1.2)
Lesson 1.3 - Identity: Molecules and Cells
High School
From Molecules to Organisms: Structures and Processes
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems
that provide specific functions within multicellular organisms. (HS.LS1.2)
Lesson 2.1 - The Brain
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High School
From Molecules to Organisms: Structures and Processes
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems
that provide specific functions within multicellular organisms. (HS.LS1.2)
Lesson 2.2 - Electrical Communication
High School
From Molecules to Organisms: Structures and Processes
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems
that provide specific functions within multicellular organisms. (HS.LS1.2)
Lesson 2.3 - Chemical Communication
High School
From Molecules to Organisms: Structures and Processes
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems
that provide specific functions within multicellular organisms. (HS.LS1.2)
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms
maintain homeostasis. (HS.LS1.3)
Lesson 2.4 - Communication with the Outside World
High School
From Molecules to Organisms: Structures and Processes
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems
that provide specific functions within multicellular organisms. (HS.LS1.2)
Lesson 3.1 - Introduction to Power
Lesson 3.2 - Food
High School
From Molecules to Organisms: Structures and Processes
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HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems
that provide specific functions within multicellular organisms. (HS.LS1.2)
HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the
bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are
formed resulting in a net transfer of energy. (HS.LS1.7)
Lesson 3.3 - Oxygen
High School
From Molecules to Organisms: Structures and Processes
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems
that provide specific functions within multicellular organisms. (HS.LS1.2)
Lesson 3.4 - Water
High School
From Molecules to Organisms: Structures and Processes
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems
that provide specific functions within multicellular organisms. (HS.LS1.2)
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms
maintain homeostasis. (HS.LS1.3)
Lesson 4.1 - Joints
High School
From Molecules to Organisms: Structures and Processes
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems
that provide specific functions within multicellular organisms. (HS.LS1.2)
Lesson 4.2 - Muscles
High School
From Molecules to Organisms: Structures and Processes
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems
that provide specific functions within multicellular organisms. (HS.LS1.2)
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Lesson 4.3 - Blood Flow
High School
From Molecules to Organisms: Structures and Processes
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems
that provide specific functions within multicellular organisms. (HS.LS1.2)
Lesson 4.4 - Energy and Motion - Exercise Physiology
High School
From Molecules to Organisms: Structures and Processes
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems
that provide specific functions within multicellular organisms. (HS.LS1.2)
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms
maintain homeostasis. (HS.LS1.3)
Engineering Design
HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller,
more manageable problems that can be solved through engineering. (HS.ETS1.2)
HS-ETS1-3. 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. (HS.ETS1.3)
Lesson 5.1 - The Skin
High School
From Molecules to Organisms: Structures and Processes
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems
that provide specific functions within multicellular organisms. (HS.LS1.2)
Lesson 5.2 - Bones
High School
From Molecules to Organisms: Structures and Processes
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems
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that provide specific functions within multicellular organisms. (HS.LS1.2)
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms
maintain homeostasis. (HS.LS1.3)
Lesson 5.3 - Lymph and Blood Cells
High School
From Molecules to Organisms: Structures and Processes
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems
that provide specific functions within multicellular organisms. (HS.LS1.2)
Heredity: Inheritance and Variation of Traits
HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding
the instructions for characteristic traits passed from parents to offspring. (HS.LS3.1)
Lesson 6.1 - Health and Wellness
High School
From Molecules to Organisms: Structures and Processes
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems
that provide specific functions within multicellular organisms. (HS.LS1.2)
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms
maintain homeostasis. (HS.LS1.3)
Engineering Design
HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller,
more manageable problems that can be solved through engineering. (HS.ETS1.2)
HS-ETS1-3. 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. (HS.ETS1.3)
© 2011, 2012, 2013 Achieve, Inc. All rights reserved. NEXT GENERATION SCIENCE STANDARDS
and the associated logo are trademarks of Achieve, Inc.4
Retrieved: June 20, 2013
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National Healthcare Foundation Standards
and Accountability Criteria
Lesson 1.1 - Identity: Human
Academic Foundation
Human Structure and Function
1.1.1 Classify the basic structural and functional organization of the human body (tissue, organ, and
system). (1.1.1)
1.1.2 Recognize body planes, directional terms, quadrants, and cavities. (1.1.2)
1.1.3 Analyze the basic structure and function of the human body. (1.1.3)
Communications
Concepts of Effective Communication
2.1.1 Interpret verbal and nonverbal communication. (2.1.1)
2.1.3 Report subjective and objective information. (2.1.3)
2.1.5 Apply speaking and active listening skills. (2.1.5)
Medical Terminology
2.2.1 Use roots, prefixes, and suffixes to communicate information. (2.2.1)
Written Communication Skills
2.3.1 Recognize elements of written and electronic communication (spelling, grammar, and
formatting). (2.3.1)
Teamwork
Healthcare Teams
8.1.2 Recognize characteristics of effective teams. (8.1.2)
Team Member Participation
8.2.1 Recognize methods for building positive team relationships. (8.2.1)
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Lesson 1.2 - Identity: Tissues
Academic Foundation
Human Structure and Function
1.1.1 Classify the basic structural and functional organization of the human body (tissue, organ, and
system). (1.1.1)
1.1.3 Analyze the basic structure and function of the human body. (1.1.3)
Medical Mathematics
1.3.1 Apply mathematical computations related to healthcare procedures (metric and household,
conversions and measurements). (1.3.1)
Communications
Concepts of Effective Communication
2.1.1 Interpret verbal and nonverbal communication. (2.1.1)
2.1.3 Report subjective and objective information. (2.1.3)
2.1.5 Apply speaking and active listening skills. (2.1.5)
Written Communication Skills
2.3.1 Recognize elements of written and electronic communication (spelling, grammar, and
formatting). (2.3.1)
Teamwork
Healthcare Teams
8.1.1 Understand roles and responsibilities of team members. (8.1.1)
8.1.2 Recognize characteristics of effective teams. (8.1.2)
Team Member Participation
8.2.1 Recognize methods for building positive team relationships. (8.2.1)
Information Technology Applications
Health Information Management
11.1.1 Utilize current computer hardware and software. (11.1.1)
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Information Technology
11.2.1 Communicate using technology to access and distribute data and other information. (11.2.1)
Lesson 1.3 - Identity: Molecules and Cells
Academic Foundation
Human Structure and Function
1.1.1 Classify the basic structural and functional organization of the human body (tissue, organ, and
system). (1.1.1)
1.1.3 Analyze the basic structure and function of the human body. (1.1.3)
Communications
Concepts of Effective Communication
2.1.1 Interpret verbal and nonverbal communication. (2.1.1)
2.1.3 Report subjective and objective information. (2.1.3)
2.1.5 Apply speaking and active listening skills. (2.1.5)
Written Communication Skills
2.3.1 Recognize elements of written and electronic communication (spelling, grammar, and
formatting). (2.3.1)
Employability Skills
Career Decision-making
4.3.2 Compare careers within the health science career pathways (diagnostic services, therapeutic
services, health informatics, support services, or biotechnology research and development). (4.3.2)
Safety Practices
Personal Safety
7.2.1 Apply personal safety procedures based on Occupational Safety and Health Administration
(OSHA) and Centers for Disease Control (CDC) regulations. (7.2.1)
Environmental Safety
7.3.1 Apply safety techniques in the work environment. (7.3.1)
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Common Safety Hazards
7.4.1 Understand implications of hazardous materials. (7.4.1)
7.4.2 Comply with safety signs, symbols, and labels. (7.4.2)
Teamwork
Healthcare Teams
8.1.2 Recognize characteristics of effective teams. (8.1.2)
Information Technology Applications
Health Information Management
11.1.1 Utilize current computer hardware and software. (11.1.1)
Information Technology
11.2.1 Communicate using technology to access and distribute data and other information. (11.2.1)
Lesson 2.1 - The Brain
Academic Foundation
Human Structure and Function
1.1.1 Classify the basic structural and functional organization of the human body (tissue, organ, and
system). (1.1.1)
1.1.2 Recognize body planes, directional terms, quadrants, and cavities. (1.1.2)
1.1.3 Analyze the basic structure and function of the human body. (1.1.3)
Communications
Concepts of Effective Communication
2.1.1 Interpret verbal and nonverbal communication. (2.1.1)
2.1.3 Report subjective and objective information. (2.1.3)
2.1.5 Apply speaking and active listening skills. (2.1.5)
Written Communication Skills
2.3.1 Recognize elements of written and electronic communication (spelling, grammar, and
formatting). (2.3.1)
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Teamwork
Healthcare Teams
8.1.1 Understand roles and responsibilities of team members. (8.1.1)
8.1.2 Recognize characteristics of effective teams. (8.1.2)
Team Member Participation
8.2.1 Recognize methods for building positive team relationships. (8.2.1)
Information Technology Applications
Information Technology
11.2.1 Communicate using technology to access and distribute data and other information. (11.2.1)
Lesson 2.2 - Electrical Communication
Academic Foundation
Human Structure and Function
1.1.1 Classify the basic structural and functional organization of the human body (tissue, organ, and
system). (1.1.1)
1.1.3 Analyze the basic structure and function of the human body. (1.1.3)
Diseases and Disorders
1.2.1 Describe common diseases and disorders of each body system (prevention, pathology,
diagnosis, and treatment). (1.2.1)
Medical Mathematics
1.3.2 Analyze diagrams, charts, graphs, and tables to interpret healthcare results. (1.3.2)
Communications
Concepts of Effective Communication
2.1.1 Interpret verbal and nonverbal communication. (2.1.1)
2.1.3 Report subjective and objective information. (2.1.3)
2.1.5 Apply speaking and active listening skills. (2.1.5)
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Written Communication Skills
2.3.1 Recognize elements of written and electronic communication (spelling, grammar, and
formatting). (2.3.1)
Teamwork
Healthcare Teams
8.1.1 Understand roles and responsibilities of team members. (8.1.1)
Team Member Participation
8.2.1 Recognize methods for building positive team relationships. (8.2.1)
Information Technology Applications
Health Information Management
11.1.1 Utilize current computer hardware and software. (11.1.1)
Information Technology
11.2.1 Communicate using technology to access and distribute data and other information. (11.2.1)
Lesson 2.3 - Chemical Communication
Academic Foundation
Human Structure and Function
1.1.1 Classify the basic structural and functional organization of the human body (tissue, organ, and
system). (1.1.1)
1.1.3 Analyze the basic structure and function of the human body. (1.1.3)
Diseases and Disorders
1.2.1 Describe common diseases and disorders of each body system (prevention, pathology,
diagnosis, and treatment). (1.2.1)
1.2.3 Investigate biomedical therapies as they relate to the prevention, pathology, and treatment of
disease. (1.2.3)
Medical Mathematics
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1.3.2 Analyze diagrams, charts, graphs, and tables to interpret healthcare results. (1.3.2)
Communications
Concepts of Effective Communication
2.1.1 Interpret verbal and nonverbal communication. (2.1.1)
2.1.3 Report subjective and objective information. (2.1.3)
2.1.5 Apply speaking and active listening skills. (2.1.5)
Written Communication Skills
2.3.1 Recognize elements of written and electronic communication (spelling, grammar, and
formatting). (2.3.1)
Teamwork
Healthcare Teams
8.1.1 Understand roles and responsibilities of team members. (8.1.1)
8.1.2 Recognize characteristics of effective teams. (8.1.2)
Team Member Participation
8.2.1 Recognize methods for building positive team relationships. (8.2.1)
Information Technology Applications
Health Information Management
11.1.1 Utilize current computer hardware and software. (11.1.1)
Information Technology
11.2.1 Communicate using technology to access and distribute data and other information. (11.2.1)
Lesson 2.4 - Communication with the Outside World
Academic Foundation
Human Structure and Function
1.1.1 Classify the basic structural and functional organization of the human body (tissue, organ, and
system). (1.1.1)
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1.1.3 Analyze the basic structure and function of the human body. (1.1.3)
Diseases and Disorders
1.2.1 Describe common diseases and disorders of each body system (prevention, pathology,
diagnosis, and treatment). (1.2.1)
Medical Mathematics
1.3.2 Analyze diagrams, charts, graphs, and tables to interpret healthcare results. (1.3.2)
Communications
Concepts of Effective Communication
2.1.1 Interpret verbal and nonverbal communication. (2.1.1)
2.1.3 Report subjective and objective information. (2.1.3)
2.1.5 Apply speaking and active listening skills. (2.1.5)
Written Communication Skills
2.3.1 Recognize elements of written and electronic communication (spelling, grammar, and
formatting). (2.3.1)
Employability Skills
Career Decision-making
4.3.2 Compare careers within the health science career pathways (diagnostic services, therapeutic
services, health informatics, support services, or biotechnology research and development). (4.3.2)
Safety Practices
Personal Safety
7.2.1 Apply personal safety procedures based on Occupational Safety and Health Administration
(OSHA) and Centers for Disease Control (CDC) regulations. (7.2.1)
Environmental Safety
7.3.1 Apply safety techniques in the work environment. (7.3.1)
Teamwork
Healthcare Teams
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8.1.1 Understand roles and responsibilities of team members. (8.1.1)
Health Maintenance Practices
Healthy Behaviors
9.1.2 Describe strategies for the prevention of diseases including health screenings and
examinations. (9.1.2)
Information Technology Applications
Health Information Management
11.1.1 Utilize current computer hardware and software. (11.1.1)
Information Technology
11.2.1 Communicate using technology to access and distribute data and other information. (11.2.1)
Lesson 3.1 - Introduction to Power
Academic Foundation
Human Structure and Function
1.1.3 Analyze the basic structure and function of the human body. (1.1.3)
Communications
Concepts of Effective Communication
2.1.1 Interpret verbal and nonverbal communication. (2.1.1)
2.1.3 Report subjective and objective information. (2.1.3)
2.1.5 Apply speaking and active listening skills. (2.1.5)
Written Communication Skills
2.3.1 Recognize elements of written and electronic communication (spelling, grammar, and
formatting). (2.3.1)
Information Technology Applications
Information Technology
11.2.1 Communicate using technology to access and distribute data and other information. (11.2.1)
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Lesson 3.2 - Food
Academic Foundation
Human Structure and Function
1.1.1 Classify the basic structural and functional organization of the human body (tissue, organ, and
system). (1.1.1)
1.1.3 Analyze the basic structure and function of the human body. (1.1.3)
Diseases and Disorders
1.2.1 Describe common diseases and disorders of each body system (prevention, pathology,
diagnosis, and treatment). (1.2.1)
Medical Mathematics
1.3.2 Analyze diagrams, charts, graphs, and tables to interpret healthcare results. (1.3.2)
Communications
Concepts of Effective Communication
2.1.1 Interpret verbal and nonverbal communication. (2.1.1)
2.1.3 Report subjective and objective information. (2.1.3)
2.1.5 Apply speaking and active listening skills. (2.1.5)
Written Communication Skills
2.3.1 Recognize elements of written and electronic communication (spelling, grammar, and
formatting). (2.3.1)
Safety Practices
Personal Safety
7.2.1 Apply personal safety procedures based on Occupational Safety and Health Administration
(OSHA) and Centers for Disease Control (CDC) regulations. (7.2.1)
Environmental Safety
7.3.1 Apply safety techniques in the work environment. (7.3.1)
Teamwork
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Healthcare Teams
8.1.1 Understand roles and responsibilities of team members. (8.1.1)
8.1.2 Recognize characteristics of effective teams. (8.1.2)
Health Maintenance Practices
Healthy Behaviors
9.1.1 Apply behaviors that promote health and wellness. (9.1.1)
9.1.2 Describe strategies for the prevention of diseases including health screenings and
examinations. (9.1.2)
Information Technology Applications
Health Information Management
11.1.1 Utilize current computer hardware and software. (11.1.1)
Information Technology
11.2.1 Communicate using technology to access and distribute data and other information. (11.2.1)
Lesson 3.3 - Oxygen
Academic Foundation
Human Structure and Function
1.1.1 Classify the basic structural and functional organization of the human body (tissue, organ, and
system). (1.1.1)
1.1.3 Analyze the basic structure and function of the human body. (1.1.3)
Diseases and Disorders
1.2.1 Describe common diseases and disorders of each body system (prevention, pathology,
diagnosis, and treatment). (1.2.1)
Medical Mathematics
1.3.1 Apply mathematical computations related to healthcare procedures (metric and household,
conversions and measurements). (1.3.1)
1.3.2 Analyze diagrams, charts, graphs, and tables to interpret healthcare results. (1.3.2)
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Communications
Concepts of Effective Communication
2.1.1 Interpret verbal and nonverbal communication. (2.1.1)
2.1.3 Report subjective and objective information. (2.1.3)
2.1.5 Apply speaking and active listening skills. (2.1.5)
Written Communication Skills
2.3.1 Recognize elements of written and electronic communication (spelling, grammar, and
formatting). (2.3.1)
Employability Skills
Career Decision-making
4.3.1 Discuss levels of education, credentialing requirements, and employment trends in healthcare.
(4.3.1)
4.3.2 Compare careers within the health science career pathways (diagnostic services, therapeutic
services, health informatics, support services, or biotechnology research and development). (4.3.2)
Safety Practices
Infection Control
7.1.1 Explain principles of infection control. (7.1.1)
Personal Safety
7.2.1 Apply personal safety procedures based on Occupational Safety and Health Administration
(OSHA) and Centers for Disease Control (CDC) regulations. (7.2.1)
Environmental Safety
7.3.1 Apply safety techniques in the work environment. (7.3.1)
Teamwork
Healthcare Teams
8.1.1 Understand roles and responsibilities of team members. (8.1.1)
8.1.2 Recognize characteristics of effective teams. (8.1.2)
Health Maintenance Practices
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Healthy Behaviors
9.1.2 Describe strategies for the prevention of diseases including health screenings and
examinations. (9.1.2)
Technical Skills
Technical Skills
10.1.1 Apply procedures for measuring and recording vital signs including the normal ranges.
(10.1.1)
Information Technology Applications
Health Information Management
11.1.1 Utilize current computer hardware and software. (11.1.1)
Information Technology
11.2.1 Communicate using technology to access and distribute data and other information. (11.2.1)
Lesson 3.4 - Water
Academic Foundation
Human Structure and Function
1.1.1 Classify the basic structural and functional organization of the human body (tissue, organ, and
system). (1.1.1)
1.1.2 Recognize body planes, directional terms, quadrants, and cavities. (1.1.2)
1.1.3 Analyze the basic structure and function of the human body. (1.1.3)
Diseases and Disorders
1.2.1 Describe common diseases and disorders of each body system (prevention, pathology,
diagnosis, and treatment). (1.2.1)
Medical Mathematics
1.3.2 Analyze diagrams, charts, graphs, and tables to interpret healthcare results. (1.3.2)
Communications
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Concepts of Effective Communication
2.1.1 Interpret verbal and nonverbal communication. (2.1.1)
2.1.3 Report subjective and objective information. (2.1.3)
2.1.5 Apply speaking and active listening skills. (2.1.5)
Written Communication Skills
2.3.1 Recognize elements of written and electronic communication (spelling, grammar, and
formatting). (2.3.1)
Safety Practices
Personal Safety
7.2.1 Apply personal safety procedures based on Occupational Safety and Health Administration
(OSHA) and Centers for Disease Control (CDC) regulations. (7.2.1)
Environmental Safety
7.3.1 Apply safety techniques in the work environment. (7.3.1)
Teamwork
Healthcare Teams
8.1.1 Understand roles and responsibilities of team members. (8.1.1)
8.1.2 Recognize characteristics of effective teams. (8.1.2)
Health Maintenance Practices
Healthy Behaviors
9.1.2 Describe strategies for the prevention of diseases including health screenings and
examinations. (9.1.2)
Information Technology Applications
Health Information Management
11.1.1 Utilize current computer hardware and software. (11.1.1)
Information Technology
11.2.1 Communicate using technology to access and distribute data and other information. (11.2.1)
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Lesson 4.1 - Joints
Academic Foundation
Human Structure and Function
1.1.2 Recognize body planes, directional terms, quadrants, and cavities. (1.1.2)
1.1.3 Analyze the basic structure and function of the human body. (1.1.3)
Diseases and Disorders
1.2.3 Investigate biomedical therapies as they relate to the prevention, pathology, and treatment of
disease. (1.2.3)
Medical Mathematics
1.3.2 Analyze diagrams, charts, graphs, and tables to interpret healthcare results. (1.3.2)
Communications
Concepts of Effective Communication
2.1.1 Interpret verbal and nonverbal communication. (2.1.1)
2.1.3 Report subjective and objective information. (2.1.3)
2.1.5 Apply speaking and active listening skills. (2.1.5)
Written Communication Skills
2.3.1 Recognize elements of written and electronic communication (spelling, grammar, and
formatting). (2.3.1)
Safety Practices
Personal Safety
7.2.2 Apply principles of body mechanics. (7.2.2)
Teamwork
Healthcare Teams
8.1.1 Understand roles and responsibilities of team members. (8.1.1)
8.1.2 Recognize characteristics of effective teams. (8.1.2)
Health Maintenance Practices
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Healthy Behaviors
9.1.1 Apply behaviors that promote health and wellness. (9.1.1)
9.1.2 Describe strategies for the prevention of diseases including health screenings and
examinations. (9.1.2)
Information Technology Applications
Information Technology
11.2.1 Communicate using technology to access and distribute data and other information. (11.2.1)
Lesson 4.2 - Muscles
Academic Foundation
Human Structure and Function
1.1.1 Classify the basic structural and functional organization of the human body (tissue, organ, and
system). (1.1.1)
1.1.2 Recognize body planes, directional terms, quadrants, and cavities. (1.1.2)
1.1.3 Analyze the basic structure and function of the human body. (1.1.3)
Diseases and Disorders
1.2.1 Describe common diseases and disorders of each body system (prevention, pathology,
diagnosis, and treatment). (1.2.1)
1.2.3 Investigate biomedical therapies as they relate to the prevention, pathology, and treatment of
disease. (1.2.3)
Medical Mathematics
1.3.2 Analyze diagrams, charts, graphs, and tables to interpret healthcare results. (1.3.2)
Communications
Concepts of Effective Communication
2.1.1 Interpret verbal and nonverbal communication. (2.1.1)
2.1.3 Report subjective and objective information. (2.1.3)
2.1.5 Apply speaking and active listening skills. (2.1.5)
Written Communication Skills
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2.3.1 Recognize elements of written and electronic communication (spelling, grammar, and
formatting). (2.3.1)
Safety Practices
Personal Safety
7.2.1 Apply personal safety procedures based on Occupational Safety and Health Administration
(OSHA) and Centers for Disease Control (CDC) regulations. (7.2.1)
Environmental Safety
7.3.1 Apply safety techniques in the work environment. (7.3.1)
Teamwork
Healthcare Teams
8.1.1 Understand roles and responsibilities of team members. (8.1.1)
8.1.2 Recognize characteristics of effective teams. (8.1.2)
Health Maintenance Practices
Healthy Behaviors
9.1.1 Apply behaviors that promote health and wellness. (9.1.1)
Information Technology Applications
Health Information Management
11.1.1 Utilize current computer hardware and software. (11.1.1)
Information Technology
11.2.1 Communicate using technology to access and distribute data and other information. (11.2.1)
Lesson 4.3 - Blood Flow
Academic Foundation
Human Structure and Function
1.1.1 Classify the basic structural and functional organization of the human body (tissue, organ, and
system). (1.1.1)
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1.1.3 Analyze the basic structure and function of the human body. (1.1.3)
Diseases and Disorders
1.2.1 Describe common diseases and disorders of each body system (prevention, pathology,
diagnosis, and treatment). (1.2.1)
1.2.3 Investigate biomedical therapies as they relate to the prevention, pathology, and treatment of
disease. (1.2.3)
Medical Mathematics
1.3.2 Analyze diagrams, charts, graphs, and tables to interpret healthcare results. (1.3.2)
Communications
Concepts of Effective Communication
2.1.1 Interpret verbal and nonverbal communication. (2.1.1)
2.1.3 Report subjective and objective information. (2.1.3)
2.1.5 Apply speaking and active listening skills. (2.1.5)
Written Communication Skills
2.3.1 Recognize elements of written and electronic communication (spelling, grammar, and
formatting). (2.3.1)
Teamwork
Healthcare Teams
8.1.1 Understand roles and responsibilities of team members. (8.1.1)
8.1.2 Recognize characteristics of effective teams. (8.1.2)
Health Maintenance Practices
Healthy Behaviors
9.1.2 Describe strategies for the prevention of diseases including health screenings and
examinations. (9.1.2)
Technical Skills
Technical Skills
10.1.1 Apply procedures for measuring and recording vital signs including the normal ranges.
(10.1.1)
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Information Technology Applications
Health Information Management
11.1.1 Utilize current computer hardware and software. (11.1.1)
Information Technology
11.2.1 Communicate using technology to access and distribute data and other information. (11.2.1)
Lesson 4.4 - Energy and Motion - Exercise Physiology
Academic Foundation
Human Structure and Function
1.1.1 Classify the basic structural and functional organization of the human body (tissue, organ, and
system). (1.1.1)
1.1.3 Analyze the basic structure and function of the human body. (1.1.3)
Diseases and Disorders
1.2.1 Describe common diseases and disorders of each body system (prevention, pathology,
diagnosis, and treatment). (1.2.1)
1.2.3 Investigate biomedical therapies as they relate to the prevention, pathology, and treatment of
disease. (1.2.3)
Medical Mathematics
1.3.2 Analyze diagrams, charts, graphs, and tables to interpret healthcare results. (1.3.2)
Communications
Concepts of Effective Communication
2.1.1 Interpret verbal and nonverbal communication. (2.1.1)
2.1.3 Report subjective and objective information. (2.1.3)
2.1.5 Apply speaking and active listening skills. (2.1.5)
Written Communication Skills
2.3.1 Recognize elements of written and electronic communication (spelling, grammar, and
formatting). (2.3.1)
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Employability Skills
Career Decision-making
4.3.2 Compare careers within the health science career pathways (diagnostic services, therapeutic
services, health informatics, support services, or biotechnology research and development). (4.3.2)
Teamwork
Healthcare Teams
8.1.1 Understand roles and responsibilities of team members. (8.1.1)
8.1.2 Recognize characteristics of effective teams. (8.1.2)
Team Member Participation
8.2.1 Recognize methods for building positive team relationships. (8.2.1)
Health Maintenance Practices
Healthy Behaviors
9.1.1 Apply behaviors that promote health and wellness. (9.1.1)
9.1.2 Describe strategies for the prevention of diseases including health screenings and
examinations. (9.1.2)
Information Technology Applications
Health Information Management
11.1.1 Utilize current computer hardware and software. (11.1.1)
Information Technology
11.2.1 Communicate using technology to access and distribute data and other information. (11.2.1)
Lesson 5.1 - The Skin
Academic Foundation
Human Structure and Function
1.1.1 Classify the basic structural and functional organization of the human body (tissue, organ, and
system). (1.1.1)
1.1.3 Analyze the basic structure and function of the human body. (1.1.3)
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Diseases and Disorders
1.2.1 Describe common diseases and disorders of each body system (prevention, pathology,
diagnosis, and treatment). (1.2.1)
Communications
Concepts of Effective Communication
2.1.1 Interpret verbal and nonverbal communication. (2.1.1)
2.1.3 Report subjective and objective information. (2.1.3)
2.1.5 Apply speaking and active listening skills. (2.1.5)
Written Communication Skills
2.3.1 Recognize elements of written and electronic communication (spelling, grammar, and
formatting). (2.3.1)
Safety Practices
Infection Control
7.1.1 Explain principles of infection control. (7.1.1)
Teamwork
Healthcare Teams
8.1.1 Understand roles and responsibilities of team members. (8.1.1)
8.1.2 Recognize characteristics of effective teams. (8.1.2)
Information Technology Applications
Information Technology
11.2.1 Communicate using technology to access and distribute data and other information. (11.2.1)
Lesson 5.2 - Bones
Academic Foundation
Human Structure and Function
1.1.1 Classify the basic structural and functional organization of the human body (tissue, organ, and
system). (1.1.1)
1.1.3 Analyze the basic structure and function of the human body. (1.1.3)
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Diseases and Disorders
1.2.3 Investigate biomedical therapies as they relate to the prevention, pathology, and treatment of
disease. (1.2.3)
Medical Mathematics
1.3.2 Analyze diagrams, charts, graphs, and tables to interpret healthcare results. (1.3.2)
Communications
Concepts of Effective Communication
2.1.1 Interpret verbal and nonverbal communication. (2.1.1)
2.1.3 Report subjective and objective information. (2.1.3)
2.1.5 Apply speaking and active listening skills. (2.1.5)
Written Communication Skills
2.3.1 Recognize elements of written and electronic communication (spelling, grammar, and
formatting). (2.3.1)
Teamwork
Healthcare Teams
8.1.1 Understand roles and responsibilities of team members. (8.1.1)
8.1.2 Recognize characteristics of effective teams. (8.1.2)
Information Technology Applications
Information Technology
11.2.1 Communicate using technology to access and distribute data and other information. (11.2.1)
Lesson 5.3 - Lymph and Blood Cells
Academic Foundation
Human Structure and Function
1.1.2 Recognize body planes, directional terms, quadrants, and cavities. (1.1.2)
1.1.3 Analyze the basic structure and function of the human body. (1.1.3)
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Diseases and Disorders
1.2.1 Describe common diseases and disorders of each body system (prevention, pathology,
diagnosis, and treatment). (1.2.1)
1.2.3 Investigate biomedical therapies as they relate to the prevention, pathology, and treatment of
disease. (1.2.3)
Medical Mathematics
1.3.2 Analyze diagrams, charts, graphs, and tables to interpret healthcare results. (1.3.2)
Communications
Concepts of Effective Communication
2.1.1 Interpret verbal and nonverbal communication. (2.1.1)
2.1.3 Report subjective and objective information. (2.1.3)
2.1.5 Apply speaking and active listening skills. (2.1.5)
Written Communication Skills
2.3.1 Recognize elements of written and electronic communication (spelling, grammar, and
formatting). (2.3.1)
Safety Practices
Infection Control
7.1.1 Explain principles of infection control. (7.1.1)
7.1.2 Describe methods of controlling the spread and growth of microorganisms. (7.1.2)
Environmental Safety
7.3.1 Apply safety techniques in the work environment. (7.3.1)
Teamwork
Healthcare Teams
8.1.1 Understand roles and responsibilities of team members. (8.1.1)
8.1.2 Recognize characteristics of effective teams. (8.1.2)
Health Maintenance Practices
Healthy Behaviors
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9.1.2 Describe strategies for the prevention of diseases including health screenings and
examinations. (9.1.2)
Information Technology Applications
Information Technology
11.2.1 Communicate using technology to access and distribute data and other information. (11.2.1)
Lesson 6.1 - Health and Wellness
Academic Foundation
Human Structure and Function
1.1.1 Classify the basic structural and functional organization of the human body (tissue, organ, and
system). (1.1.1)
1.1.3 Analyze the basic structure and function of the human body. (1.1.3)
Diseases and Disorders
1.2.1 Describe common diseases and disorders of each body system (prevention, pathology,
diagnosis, and treatment). (1.2.1)
1.2.3 Investigate biomedical therapies as they relate to the prevention, pathology, and treatment of
disease. (1.2.3)
Medical Mathematics
1.3.2 Analyze diagrams, charts, graphs, and tables to interpret healthcare results. (1.3.2)
Communications
Concepts of Effective Communication
2.1.1 Interpret verbal and nonverbal communication. (2.1.1)
2.1.3 Report subjective and objective information. (2.1.3)
2.1.5 Apply speaking and active listening skills. (2.1.5)
Written Communication Skills
2.3.1 Recognize elements of written and electronic communication (spelling, grammar, and
formatting). (2.3.1)
Teamwork
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Healthcare Teams
8.1.1 Understand roles and responsibilities of team members. (8.1.1)
8.1.2 Recognize characteristics of effective teams. (8.1.2)
Health Maintenance Practices
Healthy Behaviors
9.1.1 Apply behaviors that promote health and wellness. (9.1.1)
9.1.2 Describe strategies for the prevention of diseases including health screenings and
examinations. (9.1.2)
Information Technology Applications
Health Information Management
11.1.1 Utilize current computer hardware and software. (11.1.1)
Information Technology
11.2.1 Communicate using technology to access and distribute data and other information. (11.2.1)
National Consortium for Health Science Education. (2012). National healthcare foundation
standards and accountability criteria. Okemos, MI: NCHSE.
Retrieved: June 20, 2013
Common Core State Standards for
Mathematics (HS)
Lesson 1.1 - Identity: Human
Lesson 1.2 - Identity: Tissues
Number and Quantity
Quantities
-Reason Quantitatively And Use Units To Solve Problems.
1. Use units as a way to understand problems and to guide the solution of multi-step problems;
choose and interpret units consistently in formulas; choose and interpret the scale and the origin in
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graphs and data displays. (N.Q .1)
2. Define appropriate quantities for the purpose of descriptive modeling. (N.Q .2)
3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
(N.Q .3)
Algebra
Seeing Structure In Expressions
-Interpret The Structure Of Expressions
1. Interpret expressions that represent a quantity in terms of its context. (A.SSE.1)
Creating Equations
-Create Equations That Describe Numbers Or Relationships
2. Create equations in two or more variables to represent relationships between quantities; graph
equations on coordinate axes with labels and scales. (A.CED.2)
4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving
equations. For example, rearrange Ohm's law V = IR to highlight resistance R. (A.CED.4)
Reasoning With Equations And Inequalities
-Solve Equations And Inequalities In One Variable
3. Solve linear equations and inequalities in one variable, including equations with coefficients
represented by letters. (A.REI.3)
-Represent And Solve Equations And Inequalities Graphically
10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in
the coordinate plane, often forming a curve (which could be a line). (A.REI.10)
Functions
Interpreting Functions
-Interpret Functions That Arise In Applications In Terms Of The Context
4. For a function that models a relationship between two quantities, interpret key features of
graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal
description of the relationship. Key features include: intercepts; intervals where the function is
increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end
behavior; and periodicity.* (F.IF.4)
-Analyze Functions Using Different Representations
7. Graph functions expressed symbolically and show key features of the graph, by hand in simple
cases and using technology for more complicated cases.* (F.IF.7)
7.a. Graph linear and quadratic functions and show intercepts, maxima, and minima. (F.IF.7.a)
Statistics and Probability
Interpreting Categorical And Quantitative Data
-Summarize, Represent, And Interpret Data On A Single Count Or Measurement Variable
1. Represent data with plots on the real number line (dot plots, histograms, and box plots). (S.ID.1)
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-Summarize, Represent, And Interpret Data On Two Categorical And Quantitative Variables
6.a. Fit a function to the data; use functions fitted to data to solve problems in the context of the
data. Use given functions or choose a function suggested by the context. Emphasize linear,
quadratic, and exponential models. (S.ID.6.a)
6.c. Fit a linear function for a scatter plot that suggests a linear association. (S.ID.6.c)
-Interpret Linear Models
7. Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the
context of the data. (S.ID.7)
Lesson 1.3 - Identity: Molecules and Cells
Number and Quantity
Quantities
-Reason Quantitatively And Use Units To Solve Problems.
1. Use units as a way to understand problems and to guide the solution of multi-step problems;
choose and interpret units consistently in formulas; choose and interpret the scale and the origin in
graphs and data displays. (N.Q .1)
2. Define appropriate quantities for the purpose of descriptive modeling. (N.Q .2)
3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
(N.Q .3)
Statistics and Probability
Making Inferences And Justifying Conclusions
-Make Inferences And Justify Conclusions From Sample Surveys, Experiments, And Observational
Studies
6. Evaluate reports based on data. (S.IC.6)
Lesson 2.1 - The Brain
Lesson 2.2 - Electrical Communication
Number and Quantity
Quantities
-Reason Quantitatively And Use Units To Solve Problems.
1. Use units as a way to understand problems and to guide the solution of multi-step problems;
choose and interpret units consistently in formulas; choose and interpret the scale and the origin in
graphs and data displays. (N.Q .1)
2. Define appropriate quantities for the purpose of descriptive modeling. (N.Q .2)
3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
(N.Q .3)
Algebra
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Seeing Structure In Expressions
-Interpret The Structure Of Expressions
1. Interpret expressions that represent a quantity in terms of its context. (A.SSE.1)
Functions
Interpreting Functions
-Interpret Functions That Arise In Applications In Terms Of The Context
4. For a function that models a relationship between two quantities, interpret key features of
graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal
description of the relationship. Key features include: intercepts; intervals where the function is
increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end
behavior; and periodicity.* (F.IF.4)
Statistics and Probability
Interpreting Categorical And Quantitative Data
-Summarize, Represent, And Interpret Data On A Single Count Or Measurement Variable
1. Represent data with plots on the real number line (dot plots, histograms, and box plots). (S.ID.1)
Making Inferences And Justifying Conclusions
-Make Inferences And Justify Conclusions From Sample Surveys, Experiments, And Observational
Studies
6. Evaluate reports based on data. (S.IC.6)
Lesson 2.3 - Chemical Communication
Statistics and Probability
Making Inferences And Justifying Conclusions
-Make Inferences And Justify Conclusions From Sample Surveys, Experiments, And Observational
Studies
6. Evaluate reports based on data. (S.IC.6)
Lesson 2.4 - Communication with the Outside World
Number and Quantity
Quantities
-Reason Quantitatively And Use Units To Solve Problems.
1. Use units as a way to understand problems and to guide the solution of multi-step problems;
choose and interpret units consistently in formulas; choose and interpret the scale and the origin in
graphs and data displays. (N.Q .1)
2. Define appropriate quantities for the purpose of descriptive modeling. (N.Q .2)
3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
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(N.Q .3)
Statistics and Probability
Making Inferences And Justifying Conclusions
-Make Inferences And Justify Conclusions From Sample Surveys, Experiments, And Observational
Studies
6. Evaluate reports based on data. (S.IC.6)
Lesson 3.1 - Introduction to Power
Lesson 3.2 - Food
Number and Quantity
Quantities
-Reason Quantitatively And Use Units To Solve Problems.
1. Use units as a way to understand problems and to guide the solution of multi-step problems;
choose and interpret units consistently in formulas; choose and interpret the scale and the origin in
graphs and data displays. (N.Q .1)
2. Define appropriate quantities for the purpose of descriptive modeling. (N.Q .2)
Algebra
Seeing Structure In Expressions
-Interpret The Structure Of Expressions
1. Interpret expressions that represent a quantity in terms of its context. (A.SSE.1)
Reasoning With Equations And Inequalities
-Understand Solving Equations As A Process Of Reasoning And Explain The Reasoning
1. Explain each step in solving a simple equation as following from the equality of numbers asserted
at the previous step, starting from the assumption that the original equation has a solution.
Construct a viable argument to justify a solution method. (A.REI.1)
Statistics and Probability
Making Inferences And Justifying Conclusions
-Make Inferences And Justify Conclusions From Sample Surveys, Experiments, And Observational
Studies
6. Evaluate reports based on data. (S.IC.6)
Lesson 3.3 - Oxygen
Number and Quantity
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Quantities
-Reason Quantitatively And Use Units To Solve Problems.
1. Use units as a way to understand problems and to guide the solution of multi-step problems;
choose and interpret units consistently in formulas; choose and interpret the scale and the origin in
graphs and data displays. (N.Q .1)
2. Define appropriate quantities for the purpose of descriptive modeling. (N.Q .2)
3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
(N.Q .3)
Algebra
Seeing Structure In Expressions
-Interpret The Structure Of Expressions
1. Interpret expressions that represent a quantity in terms of its context. (A.SSE.1)
1.a. Interpret parts of an expression, such as terms, factors, and coefficients. (A.SSE.1.a)
Reasoning With Equations And Inequalities
-Understand Solving Equations As A Process Of Reasoning And Explain The Reasoning
1. Explain each step in solving a simple equation as following from the equality of numbers asserted
at the previous step, starting from the assumption that the original equation has a solution.
Construct a viable argument to justify a solution method. (A.REI.1)
Functions
Interpreting Functions
-Interpret Functions That Arise In Applications In Terms Of The Context
4. For a function that models a relationship between two quantities, interpret key features of
graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal
description of the relationship. Key features include: intercepts; intervals where the function is
increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end
behavior; and periodicity.* (F.IF.4)
-Analyze Functions Using Different Representations
7. Graph functions expressed symbolically and show key features of the graph, by hand in simple
cases and using technology for more complicated cases.* (F.IF.7)
Statistics and Probability
Making Inferences And Justifying Conclusions
-Make Inferences And Justify Conclusions From Sample Surveys, Experiments, And Observational
Studies
6. Evaluate reports based on data. (S.IC.6)
Lesson 3.4 - Water
Number and Quantity
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Quantities
-Reason Quantitatively And Use Units To Solve Problems.
2. Define appropriate quantities for the purpose of descriptive modeling. (N.Q .2)
3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
(N.Q .3)
Statistics and Probability
Making Inferences And Justifying Conclusions
-Make Inferences And Justify Conclusions From Sample Surveys, Experiments, And Observational
Studies
6. Evaluate reports based on data. (S.IC.6)
Lesson 4.1 - Joints
Number and Quantity
Quantities
-Reason Quantitatively And Use Units To Solve Problems.
2. Define appropriate quantities for the purpose of descriptive modeling. (N.Q .2)
3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
(N.Q .3)
Geometry
Modeling With Geometry
-Apply Geometric Concepts In Modeling Situations
1. Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a
tree trunk or a human torso as a cylinder).* (G.MG.1)
Statistics and Probability
Making Inferences And Justifying Conclusions
-Make Inferences And Justify Conclusions From Sample Surveys, Experiments, And Observational
Studies
6. Evaluate reports based on data. (S.IC.6)
Lesson 4.2 - Muscles
Statistics and Probability
Making Inferences And Justifying Conclusions
-Make Inferences And Justify Conclusions From Sample Surveys, Experiments, And Observational
Studies
6. Evaluate reports based on data. (S.IC.6)
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Lesson 4.3 - Blood Flow
Number and Quantity
Quantities
-Reason Quantitatively And Use Units To Solve Problems.
1. Use units as a way to understand problems and to guide the solution of multi-step problems;
choose and interpret units consistently in formulas; choose and interpret the scale and the origin in
graphs and data displays. (N.Q .1)
Algebra
Seeing Structure In Expressions
-Interpret The Structure Of Expressions
1. Interpret expressions that represent a quantity in terms of its context. (A.SSE.1)
Reasoning With Equations And Inequalities
-Understand Solving Equations As A Process Of Reasoning And Explain The Reasoning
1. Explain each step in solving a simple equation as following from the equality of numbers asserted
at the previous step, starting from the assumption that the original equation has a solution.
Construct a viable argument to justify a solution method. (A.REI.1)
Statistics and Probability
Making Inferences And Justifying Conclusions
-Make Inferences And Justify Conclusions From Sample Surveys, Experiments, And Observational
Studies
6. Evaluate reports based on data. (S.IC.6)
Lesson 4.4 - Energy and Motion - Exercise Physiology
Number and Quantity
Quantities
-Reason Quantitatively And Use Units To Solve Problems.
1. Use units as a way to understand problems and to guide the solution of multi-step problems;
choose and interpret units consistently in formulas; choose and interpret the scale and the origin in
graphs and data displays. (N.Q .1)
Algebra
Seeing Structure In Expressions
-Interpret The Structure Of Expressions
1. Interpret expressions that represent a quantity in terms of its context. (A.SSE.1)
Functions
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Interpreting Functions
-Interpret Functions That Arise In Applications In Terms Of The Context
4. For a function that models a relationship between two quantities, interpret key features of
graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal
description of the relationship. Key features include: intercepts; intervals where the function is
increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end
behavior; and periodicity.* (F.IF.4)
-Analyze Functions Using Different Representations
7. Graph functions expressed symbolically and show key features of the graph, by hand in simple
cases and using technology for more complicated cases.* (F.IF.7)
Statistics and Probability
Interpreting Categorical And Quantitative Data
-Summarize, Represent, And Interpret Data On A Single Count Or Measurement Variable
1. Represent data with plots on the real number line (dot plots, histograms, and box plots). (S.ID.1)
Making Inferences And Justifying Conclusions
-Make Inferences And Justify Conclusions From Sample Surveys, Experiments, And Observational
Studies
6. Evaluate reports based on data. (S.IC.6)
Lesson 5.1 - The Skin
Lesson 5.2 - Bones
Statistics and Probability
Making Inferences And Justifying Conclusions
-Make Inferences And Justify Conclusions From Sample Surveys, Experiments, And Observational
Studies
6. Evaluate reports based on data. (S.IC.6)
Lesson 5.3 - Lymph and Blood Cells
Number and Quantity
Quantities
-Reason Quantitatively And Use Units To Solve Problems.
1. Use units as a way to understand problems and to guide the solution of multi-step problems;
choose and interpret units consistently in formulas; choose and interpret the scale and the origin in
graphs and data displays. (N.Q .1)
Project Lead The Way, Inc. ©2013 62/63
Jun 20, 2013 PLTW Standards and Objectives Alignment
Functions
Interpreting Functions
-Interpret Functions That Arise In Applications In Terms Of The Context
4. For a function that models a relationship between two quantities, interpret key features of
graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal
description of the relationship. Key features include: intercepts; intervals where the function is
increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end
behavior; and periodicity.* (F.IF.4)
-Analyze Functions Using Different Representations
7. Graph functions expressed symbolically and show key features of the graph, by hand in simple
cases and using technology for more complicated cases.* (F.IF.7)
Statistics and Probability
Interpreting Categorical And Quantitative Data
-Summarize, Represent, And Interpret Data On A Single Count Or Measurement Variable
1. Represent data with plots on the real number line (dot plots, histograms, and box plots). (S.ID.1)
2. Use statistics appropriate to the shape of the data distribution to compare center (median, mean)
and spread (interquartile range, standard deviation) of two or more different data sets. (S.ID.2)
3. Interpret differences in shape, center, and spread in the context of the data sets, accounting for
possible effects of extreme data points (outliers). (S.ID.3)
Making Inferences And Justifying Conclusions
-Make Inferences And Justify Conclusions From Sample Surveys, Experiments, And Observational
Studies
6. Evaluate reports based on data. (S.IC.6)
Lesson 6.1 - Health and Wellness
Statistics and Probability
Making Inferences And Justifying Conclusions
-Make Inferences And Justify Conclusions From Sample Surveys, Experiments, And Observational
Studies
6. Evaluate reports based on data. (S.IC.6)
http://www.corestandards.org/
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief
State School Officers. All rights reserved.
Retrieved: June 20, 2013
Project Lead The Way, Inc. ©2013 63/63
Course Outline – Human Body Systems

Unit One- Identity
Lesson 1: Identity: Human
Activity 1.1.1 - Amazing Facts
Activity 1.1.2 - Orientation to the Maniken® (Directional/Regional Terms)
Lesson 2: Identity: Tissues
Activity 1.2.1 - Identity of Your Maniken® (Histology Review/Build Face)
Activity 1.2.2 - Skeleton Scavenger Hunt
Project 1.2.3 - Bone Detectives: Forensic Anthropology
Activity 1.2.4 - Height Estimation from Bones
Lesson 3: Identity: Molecules and Cells
Activity 1.3.1 - DNA Detectives
Activity 1.3.2 - Careers in Identity
Project 1.3.3 - Biometrics: Who Are You?

Unit Two – Communication
Lesson 1: The Brain
Activity 2.1.1 - The Power of Communication
Activity 2.1.2 - Build-A-Brain
Project 2.1.3 - Map-A-Brain
Lesson 2: Electrical Communication
Activity 2.2.1 - The Neuron
Activity 2.2.2 - The Secret to Signals
Project 2.2.3 - Reaction Time
Activity 2.2.4 - It’s All in the Reflexes
Activity 2.2.5 - Communication Breakdown
Lesson 3: Chemical Communication
Activity 2.3.1 - The Hormone Connection
Project 2.3.2 - Hormones Gone Wild
Lesson 4: Communication with the Outside World
Activity 2.4.1 - Exploring the Anatomy of the Eye
Activity 2.4.2 - Visual Perception
Project 2.4.3 - Put Yourself in Someone Else’s Eyes
Activity 2.4.4 - Eye Care Professionals

Unit Three - Power
Lesson 1: Introduction to Power
Activity 3.1.1 - Resources for Life
Activity 3.1.2 - The Rule of Threes

Lesson 2: Food
Project 3.2.1 – Digestive System Design
Project 3.2.2 – Living in a Material World
Project 3.2.3 - The Amylase Experiment
Activity 3.2.4 - Metabolism- A Balancing Act
Activity 3.2.5 - In Search of Energy
Lesson 3: Oxygen
Activity 3.3.1 - How Does Oxygen Get to Your Cells?
Activity 3.3.2 - Measuring Lung Capacity
Activity 3.3.3 - Oxygen Capture by the Lungs
Activity 3.3.4 - Respiratory Therapy Resume
Lesson 4: Water
Activity 3.4.1 - Hook up the Plumbing
Activity 3.4.2 - Spotlight on the Kidney
Project 3.4.3 - The Blood/Urine Connection
Activity 3.4.4 - Water Balance
Activity 3.4.5 - Urinalysis

Unit Four - Movement
Lesson 1: Joints and Motion
Activity 4.1.1 - Bones, Joints, Action!
Activity 4.1.2 - Range of Motion
Lesson 2: Muscles
Activity 4.2.1 - Muscle Rules
Activity 4.2.2 - Building a Better Body - Muscles of the Deep Chest
Project 4.2.3 - Maniken® Mystery Muscles
Activity 4.2.4 - Laws of Contraction
Project 4.2.5 - Rigor Mortis Modeling
Activity 4.2.6 - You’ve Got Nerve
Lesson 3: Blood Flow
Activity 4.3.1 - The Heart of the Matter
Project 4.3.2 - Varicose Veins
Activity 4.3.3 - Go With the Flow
Activity 4.3.4 - Cardiac Output
Activity 4.3.5 - Smoking Can Cost You an Arm and a Leg!

Lesson 4: Energy and Motion: Exercise Physiology
Project 4.4.1 - The Body’s Response to Exercise
Activity 4.4.2 - Mind Over Muscle
Activity 4.4.3 - Performance Enhancers
Problem 4.4.4 - Training A Champion

Unit Five – Protection
Lesson 1: The Skin
Activity 5.1.1 - Under My Skin
Activity 5.1.2 - Burn Unit
Activity 5.1.3 - Hurts So Good: Pain as Protection
Lesson 2: Bones
Activity 5.2.1 - Looking Inside Bone
Activity 5.2.2 - X-ray Vision
Activity 5.2.3 - Bone Remodeling and Repair
Lesson 3: Lymph and Blood Cells
Activity 5.3.1 - To Drain and Protect
Activity 5.3.2 - Transfusion Confusion
Activity 5.3.3 - Fighting the Common Cold
Project 5.3.4 - Lines of Defense

Unit Six – Homeostasis
Lesson 1: Health and Wellness
Problem 6.1.1 - Surviving the Extremes
Activity 6.1.2 – Putting it All Together
Problem 6.1.3 – Building a Case
Activity 6.1.4 - Finishing Touches

Human Body Systems Detailed Outline Year 2

Unit One - Identity
Time Days (26 Days)

Lesson 1: Identity: Human (4 Days)
Understandings Addressed in Lesson
1. The human body is made up of complex systems functioning together to maintain homeostasis.
2. Directional terms describe the position of anatomical structures in relation to other structures or locations in the body, and regional terms specify distinct anatomical landmarks on the body.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Identify the systems and structures involved in basic body processes.
• Explain the functions of different human body systems, and list the major organs within each system.
• Describe how multiple body systems are interconnected and how those interconnections and interactions are necessary for life.
• Explain how directional terms and regional terms can be used to pinpoint location on the body.
• Show the relationship between multiple human body systems.
• Demonstrate the correct use of directional and regional terms.
• Illustrate key directional term pairs on a model of the human body.
Lesson 2: Identity: Tissues (12 Days)
Understandings Addressed in Lesson:
1. A tissue is a group of similar cells designed to carry out a specific function.
2. The bones of the human skeletal system protect the body’s internal organs while allowing for movement and great range of mobility.
3. The specific structure of bone reveals information about a person’s gender, stature, age, and ethnicity.
4. The length of long bones in the human body can be used to mathematically predict the overall height of an individual.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Identify characteristics of the four categories of human tissue.
• Describe the functions of the human skeletal system.
• Recognize that differences in bone structure contribute to a person’s unique identity.
• Recognize that there is a relationship between the length of long bones and the overall height of an individual.
• Analyze the structure of various human tissue types to infer function.
• Identify and locate bones of the human skeletal system.
• Interpret bone markings, bone landmarks, and bone measurements to determine a person’s gender, age, stature, and ethnicity.
• Derive and analyze a linear equation.
Lesson 3: Identity: Molecules and Cells (10 Days)
Understandings Addressed in Lesson:
1. Human DNA is a unique code of over three billion base pairs that provides a genetic blueprint of an individual.
2. Restriction enzymes recognize and cut specific sequences in DNA.
3. Gel electrophoresis separates DNA fragments based on size and is used in Restriction Fragment Length Polymorphism (RFLP) analysis.
4. Physical characteristics can be used to confirm or authenticate identity.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Explain how restriction enzymes cut DNA.
• Describe how gel electrophoresis separates DNA fragments.
• Recognize that gel electrophoresis can be used to examine DNA differences between individuals.
• Outline current biometrics technology.
• Digest DNA samples using restriction enzymes.
• Demonstrate the steps of gel electrophoresis and analyze the resulting restriction fragment length polymorphisms (RFLPs).
Unit Two – Communication
Time Days (38 Days)

Lesson 1: The Brain (9 Days)
Understandings Addressed in Lesson:
1. Communication between body systems is crucial to maintaining homeostasis.
2. The brain receives stimuli from the outside world, interprets this information, and generates an appropriate response.
3. Each region within the brain helps control and regulate specific functions in the body.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Describe the structure and function of the central nervous system.
• Identify major regions of the human brain.
• Match regions of the brain with their primary function in the human body.
• Apply knowledge of brain structure and function to determine the parts of the brain related to specific human actions, emotions, and/or dysfunctions.
• Interpret how a breakdown in communication in the central nervous system would impact the function of the human body.
Lesson 2: Electrical Communication (15 Days)
Understandings Addressed in Lesson:
1. Neurons convey information using electrical and chemical signals.
2. The body’s reaction time to reflex and voluntary actions is related to the degree of processing in the nervous system.
3. Errors in electrical communication can impact homeostasis in the human body.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Recognize that the nervous system relies on specialized cells called neurons to pass signals to and from the brain and spinal cord.
• Describe how the movement of ions across the cell membrane of a neuron generates an action potential and propogates electrical signals.
• Explain how neurons communicate at the synapse.
• Describe how brain processing differs in reflex and voluntary responses.
• Outline what goes on in the human body from an initial stimulus to a response.
• Analyze experimental data to explore reaction time and reflexes in the human body.
• Design an experiment to test factors that impact reaction time.
• Analyze case studies to determine the effects of a communication breakdown in the nervous system on the human body.
Lesson 3: Chemical Communication (6 Days)
Understandings Addressed in Lesson:
1. The endocrine system helps the body communicate through the use of chemical signals called hormones.
2. Hormones help maintain homeostasis through feedback loops.
3. A hormone imbalance can lead to disease or dysfunction.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Describe the way in which hormones interact with target cells.
• Recognize that the human body uses feedback mechanisms to maintain proper hormone levels.
• Model a feedback loop that shows how the body maintains homeostasis.
• Analyze physical symptoms of a patient and relate these symptoms to errors in chemical communication.
Lesson 4: Communication with the Outside World (8 Days)
Understandings Addressed in Lesson:
1. The structures within the human eye work to focus and process light.
2. The eye allows perception of color, depth, brightness, and optical illusions.
3. Errors in the structure and function of the eye can lead to problems in acuity or dysfunction.
4. Problems with focusing light in the eye can be corrected with lenses.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Identify the key structures of the eye.
• Demonstrate how light is processed in the eye in a person with normal vision, as well as a person with myopia or hyperopia.
• Explain the tests and procedures in a typical eye exam.
• Diagram the path of light as it enters the eyes and travels to the brain for processing.
• Evaluate visual perception by testing depth perception, peripheral vision, color vision, and visual acuity.
• Experiment with lenses to refocus light and correct problems with vision.
Unit Three - Power
Time Days (33 Days)
Lesson 1: Introduction to Power (2 Days)
Understandings Addressed in Lesson:
1. Many human body systems work to create, process, and distribute the body’s main resources – food, water, and oxygen.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• List and describe the human body systems that create, process, and distribute food, water, and oxygen.
• Recognize that factors unique to the person, such as age, weight, and overall health affect the body’s ability to utilize biological resources and maintain homeostasis.
• Recognize that factors in the environment, such as climate or temperature, affect the body’s ability to utilize biological resources and maintain homeostasis.
• Estimate how long the human body can last without food, without water, and without oxygen.
Lesson 2: Food (12 Days)
Understandings Addressed in Lesson:
1. Enzymes are usually proteins and act as catalysts which speed up chemical reactions in the human body. (Optional)
2. The digestive system consists of the gastrointestinal tract and the accessory digestive organs which function together to chemically and mechanically digest food, absorb water and nutrients, and remove wastes.
3. Metabolism, the sum of all the chemical reactions that occur within the body, is required to maintain homeostasis.
4. When a process in the body requires energy, ATP is broken down to liberate energy stored in its chemical bonds.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Recognize that enzymes are designed to be highly specific, and the structure of the enzyme’s active site determines the substrate it acts upon. (Optional)
• Recognize that factors such as temperature, pH, and enzyme and substrate concentration affect the rate of an enzyme-catalyzed reaction.
• List specific enzymes that digest carbohydrates, fats, and proteins at sites along the digestive tract.
• Describe the structure and function of the organs in the digestive system.
• Explain how energy is stored in ATP.
• Model the interaction between enzymes and their corresponding substrates. (Optional)
• Outline what happens to a bite of food as it travels down the digestive tract.
• Design a laboratory experiment investigating the impact that environmental changes can have on enzyme function and analyze the results.
• Analyze energy inputs and outputs in the body to assess overall health.
Lesson 3: Oxygen (8 Days)

Understandings Addressed in Lesson:

1. The structure of the lungs and the close association between the lungs and the vesels of the cardiovascular system facilitate the transport of oxygen to all cells in the body.
2. During normal breathing, a healthy individual is using only a small percentage of the total capacity of his or her lungs.
3. The amount of oxygen required by the cells in a body depends on the activity level of the cells.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Describe the structure of the respiratory system, especially the lungs, and the basic mechanics of breathing.
• Explain how the structure of the lungs facilitates the exchange of oxygen and carbon dioxide between air and the body.
• Recognize that during and after exercise the concentration of oxygen removed from the air is increased compared to when the individual is at rest.
• Use sensors to measure lung capacity and oxygen capture.
• Analyze data collected using a spirometer to determine tidal volume, vital capacity, and minute volume.
• Analyze data collected using an oxygen sensor to determine the change in oxygen concentration of inhaled air versus exhaled air.
Lesson 4: Water (11 Days)
Understandings Addressed in Lesson:
1. The urinary system helps maintain homeostasis in the body by filtering the blood, regulating water and electrolyte concentration, maintaining the pH balance of the blood, and ridding the body of liquid waste called urine.
2. Through filtration, reabsorption, and secretion, the nephron assists in maintaining normal values of water, electrolytes, pH, and blood pressure in the body.
3. The hormones aldosterone and antidiuretic hormone (ADH) both help regulate the amount of water in the body.
4. Malfunctions in the body can be identified through noticeable changes in the composition of urine, and these changes can be detected through urinalysis.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Describe the structure and function of the human urinary system.
• Describe how the structure of the kidney relates to its function in the body.
• Recognize that the nephron is the structural and functional unit of the kidney.
• Describe the connections between urine and blood and the exchange of ions and fluids that occurs across the nephron.
• Illustrate the path of urine formation through the kidney.
• Estimate the filtration rate of the glomerulus and relate mathematical estimates to the function of the human kidney.
• Analyze urinalysis results to diagnose disease and dysfunction in human body systems.
Unit Four - Movement
Time Days (42 Days)
Lesson 1: Joints and Motion (5 Days)
Understandings Addressed in Lesson:
1. The skeletal system works with the muscular system to move the human body.
2. The types of joints found in the human body differ in both structure and function and are classified as such. U
3. Range of motion describes a joint’s possible movements as well as provides a measure of overall flexibility at a joint.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Recognize that a joint is the location at which two or more bones connect, allowing movement and providing support to the human skeleton.
• Describe the motion at joints, such as flexion and extension.
• Demonstrate the types of movement possible at a joint and match range of motion photographs to specific actions.
• Measure range of motion of human joints using a goniometer.
Lesson 2: Muscles (15 Days)
Understandings Addressed in Lesson:
1. Through contraction and relaxation, the three different types of muscle tissue - skeletal, cardiac, and smooth - produce body movements, stabilize body position, move substances within the body, and regulate heat.
2. The structure of the muscle and attachment of this muscle to bone directly relates to the function of each skeletal muscle.
3. Muscles are composed of units called sarcomeres, which contract and shorten when exposed to electrical stimuli.
4. Calcium ions and ATP play a role in the contraction of muscle fibers.
5. Neurons are packed together in wiring called nerves, and these nerves take electrical messages from the brain to muscle.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Describe how the three types of muscle tissue differ in structure and function.
• Explain the sliding filament mechanism of muscle contraction.
• Recognize the connection between nerves and muscle.
• Analyze muscle tissue structure using a microscope.
• Interpret muscle function by examining its structure and its attachment to bones.
• Test the effect of varying solutions of ATP on the contraction of muscle tissue.
• Demonstrate the process of muscle contraction as well as the phenomenon of rigor mortis.
Lesson 3: Blood Flow (11 Days)
Understandings Addressed in Lesson:
1. The heart pumps blood to the lungs to pick up oxygen and to the body to deliver this oxygen.
2. The structure of arteries, veins, and capillaries relates directly to the function of each vessel and to the amount of pressure exerted on the vessel walls.
3. Changes in cardiac output, the amount of blood that is pumped out by the ventricles per minute, often signal diseases of the heart, and these changes can impact the function of other body systems.
4. Increased blood pressure in vessels can indicate possible blockages, and these blockages can interrupt blood flow to an organ or limb.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Explain the relationship between the heart and the lungs.
• Identify the body's major arteries and veins and
• name the body region supplied by each.
• Recognize that unlike arteries, veins contain valves that prevent the backflow of blood.
• Describe pulse and blood pressure as they relate to cardiovascular health.
• Recognize that lifestyle choices, such as poor diet and smoking, can lead to the development of blood flow disorders.
• Trace blood flow in pulmonary and systemic circulation.
• Calculate and interpret cardiac output values and relate the amount of blood pumped by the heart to the health of other body systems and organs.
• Measure peripheral pulses using Doppler ultrasound and calculate an ankle brachial index (ABI).
• Interpret the ankle brachial index (ABI) to determine possible blockages in blood vessels.
Lesson 4: Energy and Motion: Exercise Physiology (10 Days)
Understandings Addressed in Lesson:
1. Exercise requires the coordinated effort of many human body systems, including the nervous system, the muscular system, the skeletal system, the cardiovascular system, and the respiratory system.
2. An athlete training for an intense physical event needs to consider diet, exercise, hydration, and injury prevention as well as track his or her progress and modify the plan to meet the demands of exercise.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Recognize that the body uses high energy molecules such as creatine phosphate, glycogen, and glucose to supply ATP to working muscle.
• Recognize that muscle fatigue occurs with prolonged or repetitive use of a muscle group.
• Describe ways in which an athlete can prepare his or her body for the stress of an athletic event.
• Illustrate the body’s response to the stages of exercise.
• Design an experiment to test the effect of feedback, coaching, or competition on muscle fatidgue.
• Interpret EMG and grip strength data to assess muscle fatigue.
• Apply knowledge of power and movement in the body to design a comprehensive training plan for an athlete.
Unit Five – Protection
Time Days (22 Days)

Lesson 1: The Skin (6 Days)
Understandings Addressed in Lesson:
1. The skin is a dynamic organ that functions in protection, temperature regulation, sensation, excretion, and absorption in the human body.
2. Burn damage to skin can impact numerous body functions and body systems.
3. Both the body’s ability to sense pain and to suppress pain help protect the human body from injury and death.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Recognize that the skin is composed of two main layers, the epidermis and the dermis, and contains accessory organs such as sweat glands and hair follicles.
• Explain how different degrees of burns damage layers of the skin.
• Explain how the human body senses and processes signals of pain.
• Interpret how burn damage to the skin will affect the function of the organ and overall homeostasis in the body.
• Outline what happens inside the body when a person feels pain.
Lesson 2: Bones (8 Days)
Understandings Addressed in Lesson:
1. Bones assist muscles with movement of the body and protect the internal organs from damage and injury.
2. Damage to bone, through a sprain or a fracture, can impact the function of other body organs and systems.
3. Osteoclasts and osteoblasts are specialized bone cells that function to break down old bone tissue and replace it with new.
4. Bone is constantly being broken down and reformed through the process of bone remodeling.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Recall the four main types of bone.
• Recognize that bone is a living connective tissue composed of cells and protein fibers wrapped in hard mineral salts that can adapt and change to fit the needs of the person.
• Describe the structure and function of compact and spongy bone. U1
• Describe the types of bone fractures.
• Analyze bone structure using a microscope.
• Interpret X-rays to determine specific types of bone fractures.
• Apply knowledge of hormones and of bone remodeling to explain calcium balance in the body.
• Diagram the stages of bone healing after injury.
Lesson 3: Lymph and Blood Cells (8 Days)
Understandings Addressed in Lesson:
1. The lymphatic and immune system functions to drain and distribute fluid in the body as well as protect the human body against specific invaders.
2. Antibodies are proteins found in the blood or lymph that seek out and bind to specific antigens.
3. Only certain blood types are compatible with one another and can be safely transferred from person to person in a transfusion.
4. Antibodies are produced in response to specific pathogens.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Describe the structure and function of the lymphatic and immune system.
• Recognize that a type of white blood cell called B lymphocyte is responsible for the production of antibodies and has the ability to remember invaders once they have entered the body.
• Recognize that blood type is determined by the antigens present on red blood cells.
• Describe the genetics of blood type.
• Describe the interaction between antigens and antibodies.
• Use information presented in a computer animation to create a flow chart of immune response to a common cold.
• Analyze simulated blood samples to determine blood type.
• Produce and analyze a family pedigree for blood type and determine potential donors for a transfusion.
• Graph and interpret antibody data collected after an infection and relate this data to the response of body cells.
• Diagram an immune response to a common cold.
• Apply knowledge of specific immunity to deduce how vaccines function.
Unit Six – Homeostasis
Time Days (14 Days)

Lesson 1: Health and Wellness (14 Days)
Understandings Addressed in Lesson:
1. Factors in the external environment affect the body’s internal environment and overall ability to maintain homeostasis.
2. Human body systems work together to defend against disease and injury and to maintain health and wellness.
3. Medical interventions, measures that improve health or alter the course of a disease, include preventative measures, diagnostic tests, treatments, and rehabilitation.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Describe how the body systems respond to extreme external environments.
• Explain how the systems work together to maintain homeostasis in the body and to complete basic functions such as movement and communication.
• Illustrate disease in the human body, from its initial symptoms to eventual diagnosis and treatment.
• Interpret knowledge of homeostasis in the body to design an innovative medical intervention or invention.
• Trace disease in human systems by generating a fictional case study and compiling a patient case file.

Some Examples of Labs for Human Body System (HBS)

Activity 1.3.1: DNA Detectives

Introduction
Bones can provide a snapshot of the identity of a person- they can predict height, stature, gender, ethnicity and even age. However, it is what lies inside these hard calcified tissues, the DNA housed inside the body’s cells, that holds the key to true genetic identity. Tissue is made up of many cells, the building blocks of life. Tucked inside the body’s cells, you will find chromosomes. These structures house your genes and contain the DNA code necessary for the production of all of the proteins that keep your body functioning. Your DNA provides a unique code of over three billion base pairs. Unless you are an identical twin, there is no other person on the planet with your same code. And although only one tenth of one percent of this DNA differs from person to person (that’s still 3 million base pairs!), the regions that vary provide a true genetic blueprint of an individual. This amazing molecule is tiny -- invisible to the naked eye -- but it is often the only key that can link killers to a crime, parents to their children or a person to his/her own bones.

In PBS, you learned about the molecular biology techniques that allow scientists to explore our DNA. PCR, Polymerase Chain Reaction, is the copy machine; the revolutionary process that allows scientists to replicate even the tiniest speck of DNA. Restriction endonucleases (enzymes) are the molecular scissors that can cut DNA in specific locations. Your specific code determines the number of times this set of scissors will snip and the number and size of DNA pieces that will be left behind. These pieces can then be separated and compared using the process of gel electrophoresis. As these fragments move, their varying lengths propel them through the gel at different speeds. Scientists can use these RFLPs, Restriction Fragment Length Polymorphisms, a set of DNA puzzle pieces unique to only you, to create a pattern called a DNA fingerprint. Similar to the unique fingerprint from your hands, this DNA fingerprint provides key information about human identity and, at the smallest level, provides a clue to what makes you, you.

In Lesson 2, you used basic forensic anthropology to analyze bones and to provide a preliminary snapshot of the two individuals found in the park. Using the clues you have unearthed, the local police force has run these descriptions through their missing person files. Two people fitting the description for each skeleton have been reported missing in the past year. You will now work as a forensic DNA analyst to evaluate DNA samples found in the bones of the skeletons and compare each unique DNA fingerprint to the genetic material of the people who have gone missing. In this activity, you will explore how restriction enzymes work and how they allow us to visualize differences in our DNA. You will use these molecular scissors to cut the DNA in each sample, and you will use gel electrophoresis to analyze the pattern of bands that are left behind. DNA work takes care and precision. Work carefully to identify these individuals and finally give their families some peace.

Equipment
• Computer with Internet access
• Laboratory journal
• Edvotek DNA Fingerprinting II Kit
o Predigested DNA from bone
o DNA samples from missing persons
o Restriction enzymes (EcoRI and HindIII)
o Reaction buffer
• Microcentrifuge tubes
• 37°C water bath
• One agarose gel (0.8% agarose; 8 wells)
• Tris-Acetate-EDTA (TAE) gel electrophoresis buffer
• Gel electrophoresis apparatus
• Micropipettor (20 µl)
• Disposable micropipette tips
• Light box
• Safety goggles
• Lab apron
• Activity 1.3.1 Student Resource Sheet
Project 1.2.3: Bone Detectives

Introduction
When we think of bones, we most often think of the way in which these hard structures support the body, how they work with muscles to produce movement and how they protect our internal organs. But the 206 bones of the human skeleton can also tell a story. The specific structure of your bones reveals information about your gender, your height, your age and even your ethnicity. These biological clues are often the first pieces of evidence scientists look to in identifying the remains of a missing person.

Specialists called forensic anthropologists are trained to analyze the secrets locked in a bone’s shape and structure and can use this information to help solve crimes, trace human origins, or identify those who have gone missing. In this project, you will assume the role of a forensic anthropologist and complete a detailed examination of skeletal remains. Forensic anthropologists use a combination of quantitative and qualitative measures to predict traits from bone. Through a series of metric measurements and direct observation, you will gather clues about the identity of the remains that have just been unearthed in a local park.

Last week, a young couple was out for an early morning run. Stopping to catch a drink, they stumbled upon what appeared to be a human skull. The police arrived at the scene and went on to unearth two skeletons lying side by side. With a huge backlog of missing person cases, the police are looking to you for answers. Who are these people lying forgotten in the park? Can these bones tell their story and finally provide closure to grieving families?

In this project, you and your team of forensic anthropologists have been called in to examine the skeletal remains. Through careful observation and measurement of the bones found at the scene, you will provide the local police department information that is vital to identifying these individuals. You will analyze features of bone to determine as much as you can about each person’s gender, ethnic origin, age and height. Once you have completed your tasks, you will prepare your findings in a detailed report to the police department.

Equipment
• Computer with Internet access
• Laboratory journal
• Career journal
• Ward’s Sherlock Bones: Identification of Skeletal Remains Kit (2)
o Protractor
o Metric ruler
o Calipers (large and small)
o Skeletal remains- skull, pelvis, humerus and femur or tibia
• Laminated instruction cards and photographs (one set per station plus extra copies of the nasal index photographs)
• Calculator
• Project 1.2.3: Student Data Sheet
• Anatomy in Clay® Maniken®
• Skeletal system graphic organizer
Project 2.1.3: Map-A-Brain – Brain Dissection Alternate

Introduction
The brain is a truly amazing organ. But while there is a good deal we know about the way it functions, there is still much that is unknown. Neuroscientists have the daunting task of trying to decipher how this one structure can control every aspect of our lives. Over the years, scientists have worked tirelessly to uncover the mystery of the human brain. They have studied the external features of the head, the internal structures of the brain and the effect of injuries on this organ to understand how this one organ is able to control the functioning of every human system.

In this activity, you will explore the case of Phineas Gage, a young man who, in the 1800’s, suffered a horrific brain injury and simply walked away. He recovered and went on to live many more years, but his friends and co-workers said he was never the same. Physical wounds healed, but internal damage changed the personality of the man they all knew. His case will introduce you to the way our brain works and to the way in which specific areas of the brain control different parts of our personality and our ability to function. You will also explore the history of mapping the function of the human brain, from early methods based purely on observation to current methods using high-tech scans and measurements.

In Activity 2.1.2, you built a brain on your Maniken® and explored the primary functions of key brain regions. In this project, you will investigate the parts of the brain that control specific abilities, such as musical talent and sense of taste, and create a map of your findings on a dissected sheep brain. You will review the main structures of the brain and create a “map” on your dissection that highlights key brain landmarks, Use a system of icons and words to allow a person to navigate around the brain’s complex functioning.
Equipment
• Computer with Internet access and Microsoft Excel or other spreadsheet software (optional)
• Sheep brain
• Dissection pan
• Dissection tool kit
• Toothpicks and labels to make tape flags
• Colored markers
• Anatomy in Clay® Maniken®
• Laboratory journal
• Camera (optional)

Activity 2.2.3: It’s all in the Reflexes

Introduction
Although we are all different and have our unique identity, there are times when we behave in exactly the same way. We blink if something is headed toward our eyes. We pull our hands away quickly if we touch something hot or sharp. The automatic response of a muscle to a stimulus is called a reflex. This action is controlled by the human nervous system and is considered an involuntary response – it happens without our even having to think about it. On the other hand, voluntary responses occur when we have to think to react. It is possible to stop a reflex reaction, but it would take a lot of voluntary control.

A good example of a reflex is the “knee-jerk” response the doctor tests during a physical examination. In a healthy person, this stretch reflex maintains posture and allows our muscles to hold up our body. Doctors can check this reflex by tapping on the tendon just below the kneecap. This tap causes contraction of the quadriceps muscle and extension of the leg. Stretching of the muscle activates nerve impulses which travel to the spinal cord. Here the incoming impulses activate motor neurons, which travel back to the muscle and result in muscle contraction.

In this activity you will use an EKG sensor and a measuring device called an accelerometer to compare the speed of voluntary versus reflex muscle action. Just as it can measure the electrical activity of your heart, the EKG sensor will measure the electrical activity in a moving muscle. When we record the electrical activity in muscles, we call this reading an electromyogram or EMG. You will make a rough calculation of nerve impulse speed using data generated by an accelerometer and the EKG sensor. As you analyze data for response times, you will also investigate what has to occur in the nervous system during a reflex and a voluntary action.

Equipment
• Computer with Vernier Logger Pro® software
• Vernier LabQuest® Mini with USB cable
• Vernier EKG sensor with adhesive pads
• Vernier 25-g Accelerometer
• Reflex hammer
• Rubber bands
• Laboratory journal
• Tape measure
• Alcohol wipes (optional)

Activity 2.2.4: Reaction Time

Introduction
Every day you react to the huge amount of stimuli that bombards your senses. Sight, smell, hearing, taste, and touch communicate the wonders of the world and make the body respond. These reactions allow us to complete our everyday activities, but the speed at which our nervous system reacts also allows humans to complete amazing tasks. Race car drivers navigate safely past opponents at 200 mph. Baseball players make contact with lightning-quick fastballs. Bullfighters twist out of the way of a charging beast. Think about the sequence of events that must occur to manage events that seem to pass with the blink of an eye.

In the 1800s, scientist Franciscus Donders set out to measure the “speed of thought.” Using a bulky timing device called a Hipp chronoscope (remember, there were no stopwatches or computers), Donders measured how long it took people to react to and complete particular tasks. He then went on to relate the difficulty of the task and the reaction time to what may be happening in the human brain. Modern day psychologists continue to study the link between this “thinking time” and processing in the nervous system. Neuroscientists use sophisticated imaging techniques to look inside the brain as it does its work. Modern technology has expanded the way in which we can peek into the workings of the brain, but the early work of Donders set the stage for really thinking about thinking.

Most actions, except for the simplest reflexes, require a large amount of brain activity. The brain receives and processes input, interprets this information, and controls muscle movements to produce a response. The time it takes to complete this sequence of events is called reaction time. In theory, the more complex the task, the more processing time required to react. Let’s see if this holds true.

Think back to your experiment in Activity 2.2.3. You learned that response time for voluntary actions is longer than for reflexes. But what happens if you have to think before you respond? In this project you will test and compare your reaction time to four different tasks, modern day versions of Donders’ experiments. Each task requires different levels of nervous system input that may affect reaction time.
Equipment
• Computer with Internet access
• Laboratory journal
Activity 2.4.2: Visual Perception

Introduction
Except for your brain, the eyes are the most complex organ you possess. Your eyes are composed of over two million working parts and their coordinated action can instantaneously set in motion hundreds of muscles and organs in the body. Your eyes allow you to track a fly ball into a baseball glove. They can help you pick out the perfect color to paint your room. Your eyes can help you find your best friend at a crowded concert. These amazing organs process light in a way that allows us to perceive color, to judge depth, to sense movement, and to enjoy optical illusions. All these components of a visual scene merge so we have one combined sensory experience.

In Activity 2.4.1, you explored the anatomy of the eye and began to think about the function of each structure you dissected. The cornea and lens of the eye bend or refract light rays as they enter the eye so that focused images fall on the retina. If the eyeball is an abnormal shape, the light will not focus on the correct point in the eyeball and vision may become blurry. Corrective lens can be used to compensate for this change in shape and bring the world back into focus.

In this activity, you will visit eleven different stations that will allow you to explore the physiology of human vision. You will perform a series of tests to explore and assess many characteristics of human visual perception, including visual acuity, depth perception, color vision, peripheral vision and illusions. You will also use a replica of the human eye to explore how the eye focuses light and how corrective lenses can help fix problems with this focus. At each station, think about how the property you are working with is related to the specific structure of the eye.
Equipment
• Computer with Internet access
• Carolina Visual Perception Kit
o Snellen Eye Examination Chart
o Astigmatism Test Chart
o Holmgren-type Color Vision Test
o Depth Perception Tester
o Peripheral Vision Test Cards
o Deck of Illusion Cards
o Red and Green Transparent Vinyl
• PASCO Human Eye Model (2)
o Various lens
o Retina screen
o Water
• Lamp, candle or flashlight
• Metric ruler
• Colored pencils or markers
• Black marker
• Laminated instruction cards
• Laboratory journal
• Discovery Channel Human Body: Pushing the Limits DVD or Internet clip
• Activity 2.4.2 Student Response Sheet
Project 3.2.2: Digestive System Design

Introduction
During his or her lifetime, the average person eats his/her way through at least 20 tons of food. Meats, vegetables or sweets - whatever your diet, that’s 40,000 pounds! Our digestive system works to turn this enormous amount of food into substances that the body can use for energy and for growth and repair. But what actually happens to these foods once they enter our bodies? How does the body process each tasty bite and harness the power locked in the food?

The digestive system works like an assembly line in reverse. Carbohydrates, fats and proteins are progressively broken down into smaller molecules that can be used by the body. This system extracts needed nutrients and gets rid of any unnecessary wastes. Structurally, the digestive system consists of the long tube, the gastrointestinal (GI) tract that serves as the direct pathway for what you eat and excrete. Along the way, various accessory organs help with the mechanical breakdown and the chemical digestion of food. Mechanical digestion involves physically mashing or tearing the bites of food we put in our mouths. We normally think of mechanical digestion occurring in the mouth, but there are other features of your GI tract that also help mash up your food. As what you consume is being smashed, chemical digestion also begins. Enzymes break fats, carbohydrates and proteins into their building blocks so they can be used by the body. Once these molecules are broken down, they can become the raw material for the production of the body’s energy currency, adenosine triphosphate (ATP).

In this activity, you will work with your team to design and build a model of the human digestive system. This model will be used to explain the unique structure and function of the parts of the digestive system to a middle school health class. Each structure and organ along the path has unique properties that make it ideal for its function. For example, the stomach is both muscular to help churn and break apart food, and elastic to expand and contract with the pressure of a big meal. Work with your team to investigate the pathway of the digestive system and together decide how to build an accurate representation of this system on your maniken. Your team will also be responsible for showing the middle school class how this model would digest a particular bite of food. Specific enzymes target macromolecules along the way and the progressive process of digestion makes sure food is broken down and absorbed to create usable energy.
Equipment
• Computer with Internet access
• Anatomy in Clay® maniken®
• Body system graphic organizer
• Markers or colored pencils
• Assorted colors of clay
• Assorted modeling supplies
• Toothpicks
• Labels
• Laboratory journal
• Project 3.2.1 Student Resource Sheet
• Reference textbook (optional)
• Human X-ray Print Set – Prints 9, 10, and 11 (optional)
Project 3.2.4: Investigating Enzyme Action

Introduction
In the previous activity, you investigated the basic structure of the digestive system as well as the importance of enzymes in the chemical breakdown of food. Our diet supplies us with the raw materials needed to synthesize the energy compound adenosine triphosphate (ATP), an amazing molecule that provides power to the human machine. However, just as raw petroleum out of the ground must be processed before it can be used in automobiles, food must be broken down into much smaller molecules before it can be used efficiently by the body.

As part of the digestive process, chemical reactions break complex polymers in our food into the simple monomers that can be used by the body for energy production and for growth and repair. These chemical reactions are catalyzed by enzymes, proteins that increase the rate of reaction without being changed or used up. In Activity 3.2.1, you built a model to explore the structure, function, and action of enzymes. In this activity you will look closer at factors that have an impact on how these important proteins operate. Even though all enzymes are specific to a given substrate, many behave in similar ways under extreme environmental conditions.

Hydrogen peroxide, H2O2, is toxic to most living organisms. Many organisms are capable of enzymatically destroying the H2O2 before it can do much damage. Although this reaction occurs spontaneously, enzymes increase the rate considerably. At least two different enzymes are known to catalyze this reaction: catalase, found in animals and protists, and peroxidase, found in plants. A great deal can be learned about enzymes by studying the rates of enzyme-catalyzed reactions. In this project you and a partner will design and carry out experiments to investigate the way in which factors such as temperature and pH can affect the action of the enzyme catalase. Enzymes are specific to the reaction they catalyze, and each one functions under unique environmental conditions.
Equipment
• Computer with Internet access and Vernier LoggerPro® software
• LabQuest Mini
• Vernier Gas Pressure Sensor
• Laboratory journal
• PLTW Biomedical Sciences Experimental Design handout
• How to Write a Scientific Laboratory Research Report handout
• Science Laboratory Report rubric
• Catalase solution, 200units/mL
• 50mL graduated cylinder
• Distilled water
• 125 mL Erlenmeyer flask
• Magnetic stirrer
• Stirring bar
• 1.5% H2O2 solution
• Ring stand
• Utility clamp
• Thermometer (optional)
• pH meter or pH paper (optional)
• Two-hole rubber stopper assembly (provided with gas pressure sensor)
• Tubing with Luer-lock connectors (provided with gas pressure sensor)
• 20-200 µL micropippetor (or transfer pipettes)
• 200 µL micropipette tips
• Catalase and H2O2 solutions at varying concentrations/pH (optional)

Note: The list of equipment is meant to be a guide for ideas. If your design requires something not listed, check with the teacher to see if it is available.
Activity 3.3.2: Measuring Lung Capacity

Introduction
Oxygen is essential for human life. The lungs are responsible for bringing air into the body and facilitating the contact between the oxygen molecules in the air and the hemoglobin molecules in the red blood cells. But just how much air can the lungs hold?

The primary muscle responsible for your breathing is the diaphragm. This is a powerful, dome-shaped muscle that separates the thoracic or chest cavity from the abdominal cavity. Contraction of the diaphragm causes it to flatten and expand the thoracic cavity. At the same time the intercostal muscles, which span the spaces between the ribs, contract to expand and lift the rib cage. The resulting increase in thoracic volume creates a negative pressure gradient, drawing air into the lungs. You have some voluntary control over these muscles so you can regulate your breathing to take deeper or shallower breaths. You can also contract and hold them in the contracted state in order to hold your breath. When the diaphragm and intercostal muscles relax, the thoracic volume decreases, causing air to be exhaled. Normal exhalation is passive (does not require energy expenditure by cells) and results from the recoil of the chest wall, diaphragm, and lung tissue.

When at rest and breathing normally, most people use only about 10% of their total lung capacity. Greater amounts of lung capacity are used as needed, such as when a person is under stress or exercising. Lung capacity is also affected by numerous disease and medical conditions including emphysema, asthma, and the common cold.

In this activity you will measure lung volumes during normal breathing and with maximum effort using a device called a spirometer. You will then analyze lung function data for your patient, Melissa Martin. Think about how her results may relate to a diagnosis of asthma.

This activity is a modification of “Experiment 19: Lung Volumes and Capacities” in Human Physiology with Vernier written by Diana Gordon and Steven L. Gordon and is used with permission.
Equipment
• Computer with Vernier Logger Pro® software
• Vernier LabQuest® Mini with USB cable
• Spirometer sensor
• Disposable Spirometer Bacterial Filters
• Disposable Spirometer Mouth Pieces
• Laboratory journal
• Activity 3.3.2 Medical Resource – Visit #3 Resource Sheet
• Nose clip (optional)
Activity 3.4.2: Spotlight on the Kidney

Introduction
You have probably heard urban legends about unsuspecting victims having a kidney stolen. You have most likely heard heartwarming stories of men and women donating a kidney to a dying loved one. But why are these two, bean-shaped organs so special and so valuable? We always hear about the wonders of the heart and the brain – how these two remarkable organs support life. But what about the kidney? Let’s give another amazing organ its moment in the spotlight.

The kidneys are reddish-brown organs about the size of a bar of soap. Located on the posterior side of your body on either side of the spinal cord, these organs are responsible for producing urine and carrying liquid waste materials out of your body. The kidneys are made of millions of tiny little filters called nephrons. Like tiny sieves, these structures control which substances remain in your blood and which are filtered out in your urine. Each nephron receives a stream of blood that is delivered by the renal artery and returned to the body by the renal vein. But a lot happens to the blood along this path. Materials we need to survive are absorbed back into the blood while wastes are removed in urine. Without kidneys, the volume of your blood and the amount of ions, water, and waste in your system can not reach a balance.

In this activity, you will take a look inside a kidney. You will work as a team to dissect and label the structures of the kidney and to investigate the location of nephrons, the specialized cells in the kidney that produce urine. As you complete your dissection, you will draw a map of the kidney that outlines the basic path of urine formation and identifies key structures.
Equipment
• Computer with Internet access
• Pig kidney
• Dissection tray and tools
• Kitchen knife or electric knife (optional)
• Toothpicks and labels to make tape flags
• Safety goggles
• Lab apron
• Gloves
• Laboratory journal
• Reference textbook (optional)
Activity 3.4.5: Urinalysis

Introduction
We have explored the functions of the urinary system and investigated not only the system’s power to conserve and regulate the water, but also to rid the body of harmful wastes. Because the processes of filtration, reabsorption and secretion in the nephron have set results, abnormalities in the urine that is produced often provide clues to dysfunction in the body. You probably never think about analyzing your urine. You may have been told by a coach or a trainer to check the color of your urine, or even smell your urine to gauge your level of hydration, but that is as far as it goes. Surprisingly, changes in your urine often point to disorders in other body systems. The color, clarity, and composition of your urine tell a story about overall health.

Some of the most helpful medical interventions are interventions that predict or diagnose disease. These diagnostic tests help medical professionals target the early stages of illness and begin treatment. One of these diagnostic tests, urinalysis, can unlock the clues hidden in urine. You have studied the normal composition of urine. Now take a look at the composition of urine when the body is in distress.

In this activity, you will investigate patient case studies and test the simulated urine of four different patients. You will apply what you have learned about how the kidneys function and maintain homeostasis as you analyze the urine samples. Think about which substances are filtered back into the blood and which are excreted in urine. You will use the data collected from the urinalysis to research possible health conditions and to diagnose the patients. Think about how malfunctions in body systems (other than the urinary system) can be identified through noticeable changes in the composition of urine.
Equipment
• Computer with Internet access and presentation software
• Urinalysis presentation
• Simulated urine samples in clear disposable cups
• Urine test strips
• Paper towels
• Disposable 1 mL pipettes
• Laboratory journal
• Career journal
• Activity 3.4.4 Student Data Sheet
• Microscope and microscope slides (optional)

Activity 4.1.2: Range of Motion

Introduction
You come home from school, run up the stairs and throw your backpack on your bed. This sequence of events took only minutes, but used joints in your ankles, knees, elbows, shoulders, and wrists. You realize that when you threw your bag, your cell phone slid under your dresser. You try to reach it, but you can not seem to get your arm back far enough. Your twin sister comes in and offers to help. She bends down, stretches and twists her arm and almost instantly, you have your phone back. If we all have the same general arrangement of bones and joints, why was she able to reach the phone with ease when you did not even come close?

Range of motion (ROM) studies assess joint motion and provide a measure of overall flexibility. You may have heard of people who are “double-jointed.” This does not mean that they have twice as many joints as you do; rather, the ones they do have are unusually flexible. We often use the everyday terms such as bend and flex to describe the motion of our limbs, but scientists and doctors use specific terms to describe just how a set of bones move at a joint. These precise terms describe the direction of motion as well as the relationship of one body part to another. As you will see in the next lesson, muscles are often named using terminology that is linked to the type of motion they permit.

In this activity, you will use a device called a goniometer to measure the angles resulting from the movement of various joints in the body. With your team, you will match body actions with range of motion photographs. You will use information from the pictures to measure your own range of motion and to devise a strategy for measuring range of motion of body movements not shown in the photographs. These measurements can be compared from person to person and can be used to rate overall flexibility and range of motion.
Equipment
• Computer with Internet access
• Goniometer
• Activity 4.1.2 Student Resource Sheet
• Laboratory journal
• Pencil
• Paper towels or a folded towel, rag, or article of clothing
• Digital camera (optional)
• Body system graphic organizer (optional)
• Reference textbook (optional)

Activity 4.3.5: Smoking Can Cost You an Arm and a Leg!

Introduction
By this point in your life, you are well aware of the dangers of smoking. From simple physical changes such as yellow teeth and stinky breath to full-scale disease such as throat or lung cancer, the effects of smoking are anything but glamorous. But did you know that smokers are at an increased risk for losing a limb? This fact alone should be enough to make anyone quit. Smoking might literally cost a person an arm or a leg.

As blood is being pushed through the body, it presses against the sides of the vessels. As you learned in PBS, we can measure this blood pressure to get an idea of the stress placed upon the vessels. In a normal blood pressure reading of 120/80 the top number is called the systolic pressure and the bottom number is called the diastolic pressure. Systole is the Greek word for “contracting” and diastole is the Greek word for “dilation.” This means that the first number in a blood pressure corresponds to pressure when the vessel is contracted; the second number corresponds to the pressure when the vessel is open, or dilated. Normally, we take blood pressure readings in our arms. Similar methods can be used to measure blood pressure in other vessels in the body and to monitor overall blood flow.

As you complete this activity, you will learn how simple measures of pressure in blood vessels can pinpoint problems in blood flow and how body systems work together to maintain blood pressure and volume. In this activity, you will investigate the symptoms of a fictional patient, evaluate diagnostic tests and recommend medical interventions as you work through a four-part case study. You must complete each part of the case before you receive the next part. You will practice a diagnostic test used to assess circulation and will use ultrasound to listen to sound waves as blood flows through a vessel.
Equipment
• Computer with Internet access
• Blood pressure cuff
• Stethoscope
• Doppler ultrasound unit and probe
• Ultrasound gel
• Activity 4.3.5 Student Resource Sheet
• Laboratory journal
• Calculator
• Anatomy in Clay® Maniken®
• Assorted colors of clay
• Headphones (optional)
• Reference textbooks (optional)
Activity 4.4.2: Mind over Muscle

Introduction
You push through the last stretch of the race and your muscles start to burn. You do not think you can make it, but something inside you tells you to push through the pain. Physiologically, our muscles will fatigue and they will fail. But do we have the ability to push through the pain and fight this fatigue? In this activity you will explore both the limits of your muscles as well as the ability of your nervous system to exert “mind over muscle.”

Every skeletal muscle is supplied with at least one nerve, one artery, and one vein. This is to ensure that every muscle can receive incoming nerve impulses while being fueled by fresh blood from the arteries. Veins carry deoxygenated blood back for refueling and help dispose of harmful wastes. Active muscles require energy and therefore require a continuous supply of oxygen and nutrients. For fuel, muscles rely on glucose from the bloodstream, glycogen stored in the muscle fibers, and oxygen you breathe in from the air. When energy availability fails to keep pace with the demands being placed on the muscle, the muscle will lose its ability to contract in a controlled fashion. Even though the muscle may still receive nerve stimulation to move, muscle fatigue sets in.

Muscle fatigue occurs with prolonged or repetitive use of a muscle group. Your muscles feel weak, often forcing you to stop what you are doing. The mechanism for fatigue is multifactorial and not fully understood, but it is thought to involve the central nervous system, peripheral nervous system, muscle units, and individual muscle fibers. Depletion of energy stores and ATP also play a huge role in feeling this fatigue.

In this experiment you will use a device called a hand dynamometer to measure your maximum grip strength and relate this value to the electrical activity of the muscle. The strength of contraction of a whole muscle is dependent on the total number of muscle fibers involved and can be correlated with electrical activity measured over the muscle with an EKG sensor. We can use this technology to monitor muscle activity over time and see what happens when the muscle begins to fatigue. After you have completed your initial investigation, you will design an experiment to test your ability to overcome fatigue. Can you push through the pain and exert mind over muscle?

This activity is a modification of “Experiment 18: EMG and Muscle Fatigue” in Human Physiology with Vernier written by Diana Gordon and Steven L. Gordon and is used with permission.
Equipment
• Computer with Internet access and Vernier Logger Pro® software
• Vernier LabQuest Mini®
• Vernier hand dynamometer
• Vernier EKG sensor
• Electrode tabs
• Laboratory journal
Activity 5.2.2: X-Ray Vision

Introduction
Although bones are very strong, they do sometimes fracture or break when they are placed under extreme stress. Your bones have great tensile and compressional strength and, thanks to both the hard mineral salts and flexible collagen fibers, can endure both stretching and squeezing. But sometimes the forces placed on bone are too great. Bones can crack, they can snap, or they can poke out of your skin. Your body is able to heal some of this damage on its own, but most times, medical assistance is necessary.

X-rays are a painless imaging technique that allows doctors to view internal injury and diagnose a variety of illnesses. A high-energy form of radiation is passed through the body and projected onto a film. Hard tissues such as bone absorb the X-rays and appear white. X-rays pass through softer tissues, such as muscle, and show up in black and gray. Other than the pain you may feel, X-rays are most often the first step in identifying a broken bone.

In this activity, you will take a look at X-rays of broken or damaged bone. Your task is to identify the bones involved, the type of fracture and the possible damage to internal organs. In the next activity, you will look at how the body is able to repair this damage and heal broken bone.
Equipment
• Computer with Internet access
• Broken bones X-ray set
• Activity 5.2.2 Student Resource Sheet
• Laboratory journal
• Skeletal system graphic organizer
• Small tape flags
• Post-it® notes
• Career journal
Activity 5.3.2: Transfusion Confusion

Introduction
Jane Doe is in the hospital recovering from a car crash. She needs blood, but the blood bank is extremely low. Members of her family have offered to donate, but none of them know their blood type. Jane’s brother Tom, sister Mary, mother Harriett, and Grandpa Ed (her mom’s father) are local and are all willing to be tested. Jane’s other sister Sue is away at college, but she is going to have her blood tested at school and have the results sent to the hospital. Jane’s father, John and Grandmother Mona (her mom’s mother) have passed away. Their blood types remain unknown.

There are four types of human blood – type A, type B, type AB and type O. Only certain blood types are compatible with one another and can be safely transferred from person to person in a transfusion. In this activity, you will learn what controls blood type as well as what determines if your blood will “mix well” with that of another person’s. The body has an innate need to protect itself and if something foreign is introduced, it will attack.

Anything that is foreign to the body and gets your immune system fired up is referred to as an antigen. Antibodies are proteins in blood and lymph that seek out and bind to specific antigens. These specialized proteins are one of the primary defenders in your body’s army of immunity. Your body contains tons of antibodies, each designed to target and destroy a specific antigen. Our red blood cells have antigens on their surface that act to identify the type of cell. A person with blood type A has A antigens on his/her red blood cells. What antigens do you think you would find on the red blood cells of a person with B blood?

Someone who has the A antigen on his/her blood cells would not have Anti-A antibodies circulating in his/her plasma, the liquid portion of blood. If he/she did, the Anti-A antibodies would find and attack the red blood cells marked with the A antigen. When this happens, the blood agglutinates or clumps. A person with the A antigen does, however, have circulating anti-B antibodies. These antibodies do not attack the red blood cells with the A antigen. But what if you introduced B blood cells into the system? In the lab, you will use the rules of antigen/antibody interactions and the presence of visible clumping to determine blood type.

In this activity, you will type the simulated blood of your patient as well as the blood of her family members. You will analyze the results and use your knowledge of antigen/antibody interactions to determine who is a potential blood donor for Jane. Accurate blood typing is essential for safe blood transfusions. Using information from your blood typing tests, you will create a family pedigree for blood type and use information on this genetic family tree to determine the blood type of those you could not test. As you complete this task, you will learn about the interactions between antigens and antibodies, and you will review basic principles of genetics and inheritance.
Equipment
• Computer with Internet access
• WARD’S Simulated ABO and Rh Blood Typing Lab Activity kit
o Simulated blood samples (Jane, Mary, Tom, Harriett and Ed)
o Anti-A serum
o Anti-B serum
o Blood typing slides
o Mixing sticks
• Laboratory journal
• Safety goggles
Problem 6.1.3: Building a Case

Introduction
Throughout the course, you have studied how human body systems work together to maintain health and wellness. Unfortunately, no matter how hard they try, your body systems can not protect you from all injury and illness. And when disease or injury plagues one system, the others will feel the effects. In the Human Body Systems course, you have built healthy tissue and organs on your Maniken®. Sadly, the time has come for your beloved Maniken® to get sick.

This year you have met some amazing patients and have helped to diagnose and explain illnesses that affect many of the human body systems. In this activity, you will explore a disease from beginning to end by creating a patient case study. You will “give your Maniken® a disease” and show how this illness or injury presents in the body and affects other body systems. As a prelude to the next course, Medical Interventions, you will also investigate and model medical interventions on your Maniken®. What are the options for treating or curing this disease, illness or injury? You will work with your team to create a comprehensive case file for your patient and to present your case to your fellow biomedical professionals.
Equipment
• Computer with Internet access and presentation software
• Anatomy in Clay®Maniken®
• Assorted colors of clay
• Clay tools
• File folder or binder
• Assorted modeling supplies

How to Write a Scientific Laboratory Report

Purpose
After you have completed an experiment, you need to share your results with others. The same is true for researchers and scientists. Scientists share their results by writing laboratory reports and submitting them for world-wide publication in a variety of scientific journals. Although each journal has its own style, there are features that are common to all scientific articles. The purposes for the laboratory report are to inform others of the work done and to provide sufficient information so someone else can repeat the exact same experiment or design new experiments that build on the information in the report. Remember, one of the key concepts in the scientific method is the repetition of experiments.

The laboratory report is different from documenting the experimental design process or writing in the laboratory journal, even though some components are similar. The experimental design process is done prior to completing the experiment; whereas, the laboratory report is done afterwards. The laboratory journal is analogous to a diary in which the scientist writes notes, ideas, and results of experiments in the laboratory journal on a daily basis. The journal pages are numbered consecutively and each page is dated and signed by the scientist; this insures that pages are not missing and confirms the date when events or ideas occurred. The journal is usually read only by the scientist and others in the same laboratory or company. The journal is not shared with large numbers of people.

In contrast, the laboratory report is designed to be shared with large numbers of people. The report is a formal, written summary of the experiments completed to test a particular hypothesis. When a report is written, it generally means there is sufficient evidence from the experiments to either prove or disprove a hypothesis and a significant amount of new information has been generated.
Components of a formal Scientific Laboratory Report
1. Title Page
The title page should quickly inform the reader of who wrote the report, what the report is about, and when it was written.
o List the name(s) of the author(s) who did the scientific work and wrote the report.
o Choose a title that clearly and concisely conveys the specific topic of the report.
o List the date the report was written.

2. Abstract
The abstract should be a one paragraph, concise summary of the entire report and include information on the purpose, procedure, results, and conclusions.
o Write a one-paragraph summary of the key portions of the report.
o Include a sentence on the purpose for the report.
o Include at least one sentence describing what was done or indicating the procedure used.
o Include at least one sentence summarizing the results of the experiment(s).
o Include a single sentence stating the conclusion of the experiment.
3. Background
The background section should provide a clear purpose for doing the experiment. It should also discuss and explain the previous activities done by the researcher or by other researchers that form the knowledge base which led to the work being reported.
o Write two or three paragraphs describing the previous work done by you in class and available information you found from Internet or other sources that led to the development of the described experiment.
o Indicate the goal or purpose for the described experiment.
4. Hypothesis
The hypothesis is a clear prediction of the anticipated results.
o Write a single sentence that states the anticipated results for the experiment and indicates the independent and dependent variables in the experiment.
• Example of a well-written hypothesis: The plants treated with fertilizer will grow larger than the plants not treated with fertilizer.
o In the above example, the prediction of the results is clearly stated: one group of plants will grow larger.
o The variables are clearly indicated: the independent variable is whether or not the plant is treated with fertilizer and the dependent variable is the amount of growth.
5. Materials and Methods
The materials and methods section should list all materials used and indicate the step-by-step process used to complete the experiment(s). This section is written in the third person so no first person pronouns should be used.
o List all materials used to complete the experiment(s).
o Provide step-by-step instructions so someone reading the report knows exactly what you did and could replicate the experiment(s) exactly as you did it.
o Write in the third person—do not use the terms I or we.

6. Results
The results section should fully and clearly indicate the actual observations, measurements, or other results to the experiments. It should be written in paragraph form and use charts, diagrams, pictures, or other graphics as necessary for clarity.
o Write at least one paragraph describing the actual results.
o Include the actual data and indicate the units of all measurements.
o Use graphs, charts, pictures, or other graphics to support your description of the results.
o Do not make explanations or interpretations of the results in this section.
7. Discussion
The discussion section should clearly and completely explain and interpret the results of the experiment(s). The analysis should refer back to the background section of the report and discuss how the results reported in the previous section support, refute, or add to the existing knowledge. If the results were unexpected or seem inaccurate, then an explanation of any possible errors or problems with the experimental method or procedure should be included, along with suggestions on how to avoid those errors or problems in the future.
o Write at least one paragraph explaining and interpreting the results.
o Include a reflection on the Background section indicating how the results support, refute, or add to information presented as background.
o Discuss and explain any possible errors in the results.
o Suggest improvements to eliminate any errors that occurred.
o Suggest further experiments that expand on the work being reported.
8. Conclusion
The conclusion is a single sentence stating the final summary of the report. It should be directly related to the hypothesis.
o Write a clear, single sentence that summarizes the report and is directly related to the hypothesis.
• Example of a conclusion statement: The plants treated with fertilizer grew an average of four inches taller than the plants not treated with fertilizer.

9. Citations
The citations section should list all print, Internet, or other resources used to gain information for the report. Each citation should be complete and use the proper format.
o Use proper scientific documentation to indicate the sources of all information used in the report.