TABLE OF CONTENTS - Lindbergh School District

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Human Anatomy and Physiology Rationale: The Lindbergh School District science curriculum respects the importance of science literacy for all students. The curriculum, based upon the Missouri Show-Me Standards is student-centered and will allow students to explore, discover, understand and apply science to our ever changing world. The goal of Human Anatomy and Physiology is for students to understand the role each system plays in the organism and their relationships to each other. This course is designed for students interested in pursuing a career in health. Course Description: This course is designed for students interested in pursuing a career in health. This course is designed as an introductory course in human anatomy and physiology. Dissection of a cat is mandatory and plays an integral part in reinforcing the material in this course. It is tailored to meet the needs of students in allied health, medical and biology programs. Many body systems are studied, with emphasis placed throughout on presenting the human body as a living, functioning, homeostatic organism. Clinical material and disease processes are introduced where appropriate. Upon completion of Human Anatomy and Physiology, students have a fuller understanding of the role body systems play in the organism and their relationship to each other. This course prepares to take college level human biology and college level anatomy and physiology. 344 of 367
Strand 1: Blood and Heart Major Objectives IS Suggested Activities Suggested Assessments The student will list the functional components of blood. View slides of blood under microscope. The student will describe the production of formed elements. Classroom discussion of how body produces the formed elements. The student will describe and give the functions of erythrocytes and leukocytes. The student will explain the formation and function of platelets related to blood clotting. The Student will describe the basis for ABO and Rh blood typing and the possible incompatibilities. The student will explain how the blood's normal values can be used as diagnostic tests. The student will describe the heart's location, shape, size and basic functions. The student will list the flow of blood through the heart with the special chambers and structures which blood passes. The student will describe the cardiac cycle and the relationship of each chamber, the pressure in each chamber, and the phases of the electrocardiogram. The student will give the major conditions for heart related treatments. View samples of erythrocytes and leukocytes in microscope. Diagram the formation of platelets related to blood clotting. Describe the result of an incorrect transfusion, and make a chart showing compatible donors and recipients. Research various diagnostic blood tests. Classroom discussion of the heart. Diagram blood flow through the heart. Experiment with an electrocardiograph. Research various heart ailments. List the four components of blood, describing their similarities and their differences in an essay question. Describe how the body produces the formed elements in constructed response test question. Compare and contrast erythrocytes and leukocytes in essay test question. List the steps involved in blood clotting in short answer test questions. Answer multiple choice questions about blood typing. Describe the procedures followed in various diagnostic tests, listing the purposes for each of these tests in written report. Describe the heart's location, shape, size and function in constructed response test question. Describe how blood flows through the heart in essay test question. Describe the P-Q-R-S-T electrocardiograph stages of the heart in constructed response test question. Describe various heart ailments, listing symptoms, causes and treatments in written reports. 345 of 367
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TABLE OF CONTENTS SCIENCE K-12 CURR
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LINDBERGH SCHOOL DISTRICT Rationale
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Show-Me Performance Standards Goal
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Elementary School Rationale: The te
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Strand 1: Properties and Principles
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Strand 4: Changes in Ecosystems and
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Strand 6: Composition and Structure
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Strand 7: Scientific Inquiry 1. Sci
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Strand 8: Impact of Science, Techno
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First Grade Rationale: The teaching
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Concept D: Plants and animals have
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Strand 5: Processes and Interaction
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. Plan and conduct a simple investi
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Concept E: The nature of science re
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Second Grade Rationale: The teachin
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Concept D: The interaction of mass
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Strand 3: Characteristic and Intera
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Standard 8: Impact of Science, Tech
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Concept C: Evidence is used to form
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. Work with a group to solve a prob
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objects (attract or repel). desktop
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Concept C: Natural selection is the
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a. Use quantitative and qualitative
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Concept E: The nature of science re
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Fifth Grade Rationale: The teaching
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Concept D: The interaction of mass
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Concept E: Biological classificatio
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Concept C: The regular and predicta
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Concept B: Advances in technology o
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Middle School Rationale: The import
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Major Objectives IS Suggested Activ
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Concept H: Chemical bonding is the
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away from the source through a medi
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Concept C: Cells are the fundamenta
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synthesis or breakdown of organic c
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Concept B: Living organisms have th
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Concept B: The hydrosphere is compo
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constants, multiple trials, a valid
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C1-12 average and compare. (1.1, 1.
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. Interpret data in order to make a
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Concept B: Scientific theories are
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Concept D: Scientific information i
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n. Identify advantages and disadvan
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c. Compare the amount of gravitatio
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. Identify some common diseases (i.
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a. Explain and trace the possible p
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predict the next day’s weather f.
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a. Describe how the Earth’s place
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e. Relate the apparent change in th
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f. Recognize that the phases of the
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d. Evaluate the design of an experi
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measured data and check to see if t
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communication and defense of logica
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Describe how the contributions of s
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in society think about themselves,
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into the blood stream, and exits th
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c. Recognize the possible effects o
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Concept C: Scientific ethics requir
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Biology Rationale: The Lindbergh Sc
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Concept C: Energy Flow in Ecosystem
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Standard 2: Life of a Cell Major Ob
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Standard 3: Reproduction Major Obje
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Standard 4: DNA & Protein Synthesis
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Concept C: Genetics Explain how sex
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Concept D: Microevolution Identify
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Strand 1: Major Objectives IS Sugge
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Concept B: Enzymes Discuss enzyme s
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Concept B: Embryological Developmen
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expression of a genetic disorder (h
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Concept D: Microevolution Identify
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Concept A: Interdependence of Organ
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Physical Science Rationale: The Lin
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2.1.B.b Calculate the acceleration
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acceleration of two objects, compar
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and its velocity STRAND 7C, 7D, 8.2
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another within and between systems,
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(Geosphere, Atmosphere, and Hydrosp
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Objects within It 3. Regular and pr
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Concept A: The apparent position of
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4. Human activity is dependent upon
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5.2.B.e & f Describe the effects of
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Physical Science - Honors Rationale
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made of, have properties that can b
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force on every other object Compare
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Concept B: Newton’s Laws of Motio
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(e.g., car moving on rollercoaster
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Concept A: Forms of energy have a s
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made of, have properties that can b
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Concept E: The atomic model describ
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Concept H: Chemical bonding is the
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Strand 1: Matter, Atoms, and the Pe
Page 293 and 294: Concept: Electromagnetic Energy and
Page 295 and 296: Strand 4: Chemical Quantities and S
Page 297 and 298: concentrations, properties, and int
Page 299 and 300: Concept: Nuclear Contrast the diffe
Page 301 and 302: AP/IB Chemistry 1 Rationale: The Li
Page 303 and 304: Standard 4: Reactions in Aqueous So
Page 305 and 306: Standard 9: Liquids and Solids Majo
Page 307 and 308: AP/IB Biology 1 Rationale: The Lind
Page 309 and 310: Standard 4: Molecular Biology Measu
Page 311 and 312: Strand 1: Circular Motion Major Obj
Page 313 and 314: Strand 3: Electrostatics Major Obje
Page 315 and 316: Apply vector addition to conditions
Page 317 and 318: Strand 8: Linear Momentum Major Obj
Page 319 and 320: Prove independence of vertical and
Page 321 and 322: Astronomy Rationale: The Lindbergh
Page 323 and 324: Standard 3: Solar System Major Obje
Page 325 and 326: Strand 1: Botony Major Objectives I
Page 327 and 328: AP/IB Chemistry 2 Rationale: The Li
Page 329 and 330: Strand 4: Acid-Base Equilibria Majo
Page 331 and 332: Earth Science Rationale: The Lindbe
Page 333 and 334: Strand 5: Processes and Interaction
Page 335 and 336: Objective: Changes in the Earth ove
Page 337 and 338: Concept C: The atmosphere (air) is
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Page 341 and 342: Strand 1: Atmosphere Major Objectiv
Page 343: Strand 5: Resource Management Major
Page 347 and 348: Strand 5: Cell Structures and Funct
Page 349 and 350: Strand 8: How the Human Body is Org
Page 351 and 352: Strand 11: Human Reproductive Syste
Page 353 and 354: Strand 14: Muscular System Major Ob
Page 355 and 356: Strand 21: Tissues, Glands, and Mem
Page 357 and 358: Strand 1: Circular Motion Major Obj
Page 359 and 360: Strand 3: Forces and Vectors Major
Page 361 and 362: Strand 5: Linear Momentum Major Obj
Page 363 and 364: AP Physics 2 Rationale: The Lindber
Page 365 and 366: Major Objectives IS Suggested Activ
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TABLE OF CONTENTS - Lindbergh School District

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