8/14/2019 Physiology Unit

1/2

Physiology and Immunology Unit

Big Idea: from the individual cell to the entire organism; each functionharmoniously to create a balanced internal environment while reacting with

the external world to create homeostasis .

Physiology State Standards organized by body system:With Related Reading Assignments

Cardiovascular System and Respiratory System Students know how the complementary activity of major body systems provides

cells with oxygen and nutrients and removes toxic waste products such as carbondioxide (CO 2)

Chapter 37: Circulatory and Respiratory System (pgs. 942-950 and 956-

963)

Excretory System Students know the homeostatic role of the kidneys in the removal of nitrogenous

wastes and the role of the liver in blood detoxificationChapter 38: Excretory System (pgs. 985-989)

Digestive System Students know the individual functions and sites of secretion of digestive enzymes

(amylases, nucleases, lipases) stomach acid and bile salts.Chapter 38: Digestive system (pgs. 978-984)

Nervous System Students know how the nervous system mediates communication between different

parts of the bodys interactions with the environment. Students know how feedback loops in the nervous system and endocrine systems

regulate conditions in the body. Students know the functions of the nervous system and the role of neurons in

transmitting electrochemical impulses. Students know the roles of sensory neurons, interneurons, and motor neurons in

sensation, thought and response.Chapter 35: Nervous System (pgs. 890-909)

Musculoskeletal System Students know the cellular and molecular basis of muscle contraction, including the

roles of actin, myosin, Ca +2, and ATP.Chapter 36: Skeletal and Muscle System (pgs. 926-932)

Endocrine System

8/14/2019 Physiology Unit

2/2

Students know how hormones (including digestive, reproductive, andosmoregulatory) provided internal feedback mechanisms for homeostasis at thecellular level and in whole organisms.

Students will learn about how the liver controls glucose balance. Chapter 39: Endocrine System (pgs. 996-1015)

Blood Glucose Regulation Activity (pg. 1025)

Immunology State standards:

Immune System Students know the role of the skin in providing nonspecific defenses against

infection. Students know the role of antibodies in the bodys response to infection. Students know the roles of phagocytes, B-lymphocytes, and T-lymphocytes in the

immune system.

Integumentary system (pgs. 933-936) Blood and Lymphatic System (pgs. 951-955)

Infection and Disease Students know how vaccination protects an individual from infectious diseases. Students know there are important differences between bacteria and viruses with

respect to their requirements for growth and replication, the bodys primarydefenses against bacterial and viral infections, and effective treatments for theseinfections.

Students know why an individual with a compromised immune system (for example, a person with AIDS) may be unable to fight off and survive infections by

microorganisms that are usually benign.Chapter 40: The Immune System and Disease (pgs. 1030-1047)

Nutrition and Wellness Environment and Your Health (pgs. 1049-1054)Food and Nutrition (pgs. 970-977)

Drugs and the Nervous System (pgs. 910-914)